CURRICULUM DELIVERYThe What vs The How

The What

What we teach is currently prescribed by the Victorian Curriculum Assesment Authority (VCAA)

Provide teachers with a set of curiculum documents outlining what we need to teach

Currently we use the VELS documents but we are in a transitional phase and the AUSVELS will implemented in the future

The What

We then report on this curriculum using progression points

TASK: take a few moments to visit the VCAA website and work out which progression points you are likely to be working with in a Secondary setting

Progression Points

Start Year 7 – 4.0 Mid Year 7 – 4.25 Start Year8 – 4.5 Mid Year 8 – 4.75 Start Year 9 – 5.0 Mid Year 9 – 5.25 Start Year 10 – 5.5 Mid Year 10 – 5.75 End of Year 10 – 6.0

AUSVELS progression points

Start Year 7 - 6 Mid Year 7 – 6.5 Start Year 8 - 7 Mid Year 8 – 7.5 Start Year 9 - 8 Mid Year 9 – 8.5 Start Year 10 - 9 Mid Year 10 – 9.5 End Year 10 - 10

VELS

TASK: Take a moment to look through the VELS documents and look at the ICT domain and the three dimensions associated with this domain. Come up with some ways in which you could assess these dimensions at a Year 7 Level

VELS

ICT for Visualising Thinking

ICT for Communicating

ICT for Creating

What to Teach

Regardless of what school you are at, or where they are currently at with the implementation of AUSVELS what we teach will always be prescribed

How we Teach

This is the bit that we control, and has the biggest impact on student learning outcomes

What we bring to the classroom on a personal level is unique to each of us as humans.

Having a consistent lesson structure that we use to deliver our lessons helps students now what to expect in each of our lessons

Classroom Instruction That WorksMarzano, Pickering and Pollock

A lesson structure that utilises nine teaching strategies that have been researched and proven to improve student learning outcomes

Based heavily on the work of Robert Marzano

According to John Hattie – without any explicit teaching students should expect an effect size growth of .40

Strategies and Effect Sizes

Strategy Effect Size

Identifying similarities and Differences 1.61

Summarizing and Note Taking 1.00

Reinforcing effort and providing recognition .80

Homework and Practice .77

Nonlinguistic representations .75

Cooperative Learning .73

Setting objectives and providing feedback .61

Generating and Testing hypotheses .61

Questions, cues and advance organisers .59

GANAG lesson Structure Goal

Setting Objectives Reinforcing Effort

Access Prior Knowledge Questions, cues and advance organisers Non visual representations Identifying similarities and differences Cooperative Learning

New Information Summarising and Note taking Homework and Practice

Apply New Information Identify similarities and differences Cues, questions and advanced organisers Generate and Test Hypothesis Homework and Practice

Goal Review Setting objectives Reinforcing effort Homework

GANAG and IT

We are in a situation where we generally have access to the most up-to date technology in the school Excel spreadsheet to record scored reflections Internet and Data show to generate non

linguistic representations Utilising Wikis and email to set up and monitor

homework tasks Specific software as graphic organisers

Doesn’t work for you?

It doesn’t matter what it is that you choose to use, but consider a consistent approach to your delivery of curriculum so that there are no surprises

Consider How the room is set up How students enter the room How you mark the roll Your homework expectations How you write your notes up on the board How you expect students to take notes How students enter the room Your classroom management plan

Homework Task One

Using an appropriate lesson plan, create a lesson plan on a subject of your choice. It may be a discrete IT lesson, or it maybe a lesson from your other method that utilises ICT. The lesson must have some link to IT Teaching.

Due date: 14/3/2013