Curriculum Planning Tool



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Curriculum Planning Tool


(Using the Four Literacy Roles of the Learner, Thinking Frameworks and pedagogy chosen with Preferred Learning Styles and Multiple Intelligences in mind.)

This Planning Tool facilitates the implementation of the Victorian Essential Learning Standards by explicitly addressing the Educational Principles of :


  • Learning for all

  • Pursuit of excellence

  • Engagement and effort

  • Respect for evidence

  • Openness of mind

Summary of the Inclusive Curriculum Planning Tool


Creating

Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention Key, BAR, Problem Solving organizers, etc

Literacy of Text Analyst: Critical Literacy

Assessment OF Learning(Summative; can be used for reporting to parents, students, other staff and DE&T)



Evaluating

Brick Wall/Interpretation/Disadvantages Key, Decision Making Matrix, PMI, Prioritising Matrix, Black/Yellow/Blue Hat combination, SCAMPER, Graphic Organisers (i.e Spider Maps, See-Saw, etc), What-So What- Now What-What Else Metacognitive Questions, HoM, etc

Literacy of Text Analyst: Critical Literacy

Assessment OF Learning(Summative; can be used for reporting to parents, students, other staff and DE&T)


Analysing

Yellow Hat, Black Hat-White Hat-Red Hat combination, Venn Diagram followed by ‘Testing the Data’, Commonality Key, Picture Key, Y Chart, Combination Key, PMI, ‘What/how/why/who Would’ question matrix, Problem Solving graphic organisers (i.e Fishbone Diagram), ‘What if/Fat questions, HoM,

Literacy of Text Analyst: Critical Literacy

Assessment OF Learning (Work books, tests, Y Charts, Projects, Rubrics for different products). Summative; can be used for reporting to parents, students, other staff and DE&T)


Applying

Blue Hat, Brainstorming, Different Uses Key, Reverse Listing Key, Flow Chart, graphic organizers, data charts, gathering/sorting tools..

Literacy of Text Using.(Modeling-Sharing-Independent Construction of Texts ,Multimodal Texts, Options and alternatives in using texts)

Assessment AS and OF Learning (Journals, tests, Peer Rubrics, Y Charts etc)


Understanding

Graphic Organisers (very important to facilitate understanding of content for learning), Variations Key, Reverse Listing, PMI, Webs (Inspiration), Concept Maps, Mind Maps, Question Matrix, Fat/Skinny Questions, Habits of Mind, Expert Jigsaws, etc

Literacy of Meaning Making.(What does the learner bring into the new content? What literacy strategies can help the learner to understand the content and the nature of the different texts well enough to participate in the learning effectively?

Assessment AS Learning: Journals, Peer Discussions, Anecdotal Notes, Rubrics for process, Peer Assessment rubrics…

Remembering


White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key, KWLH, Habits of Mind,

Literacy at the Code Breaking stage.(Vocabulary, spelling, sentence structure, paragraph structure, Text Type, Text Design/Layout).
Assessment For Learning: Mind maps, Concept Maps, pre-tests, ‘Wall Murals’, KWLH, Placemats, etc.


Inclusive Curriculum Planning Tool Pro-forma.


Unit/lesson/integrated unit : Middle years

How important is it to observe the intelligent behaviour of ‘Taking Responsible Risks’? The example of the ‘Three Little Pigs’.



Focus: What do I want to achieve with this unit of work? (You should be guided by the Dimensions and Standards of the Domain you are working with. Aim to infuse your unit of work with standards from the Interdisciplinary and the Physical Personal and Social Learning Strands.)

  • Encourage learners to build positive relationships through understanding and respecting others

  • Provide an example for learners to understand the importance of working in a team.

  • Provide opportunities for learners to use language for reasoning

  • Provide opportunities for learners to use creative and reflective thinking

  • Learners evaluate the design brief of each of the little pigs, with regard to the safety impact of their product.

  • Learners analyse and evaluate the thinking processes and decisions made by the Wolf in relation to the outcome of the story.
  • Learners extend their knowledge of the structure of a variety of text forms. They develop a critical understanding about the ways that writers try to position readers to accept particular points of view.


  • ICT for creating




Domains, Dimensions and Standards covered: Design Creativity and Technology, Thinking, Communication, Interpersonal learning and English, ICT, Health and Physical Education (Health level five only)


Assessment

For Learning: Activities and judgments undertaken by teachers and students, which provide information to be used to modify the teaching and learning.

As Learning: Reflecting on evidence of learning. Learners become more aware of what they learn, how they learn and what helps them to learn.

Of Learning: Gathering and interpreting evidence taken from the learning process, in order to reach judgements of student levels of attainment.




Thinking Tools and Frameworks:

Bloom’s Revised Taxonomy: Remembering: Recognise, list, name, describe, identify
Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks, are manifested in the pedagogy chosen to facilitate the set focus.
Literacy across the learning contexts: Code Breaker

Learners ask: What do I need to know in order to cope with this task?

Teachers in all learning contexts ask:

  • What prior knowledge of language and thinking do students bring to this activity? (assessment for learning)

  • What explicit teaching will support all students to experience success with this activity / task?

Literacy emphasis is on rules and skills:


  • Recognising and using the alphabet, sounds, words, sentences, letter relationships

  • Text type / genre

  • Text design / layout

  • Spelling accurately

  • Grammar, punctuation, syntax and vocabulary




Possible Strategies and tools

(teachers add the strategies they are familiar with and those they learn from professional reading and from collegiate group interactions)


  • Pre-teaching of vocabulary & specialist terminology

  • Word splash

  • Glossaries and Taxonomies / word classification.

  • Skimming and scanning the text

  • Using headings, titles and illustrations to make predictions

  • Word Wizards

  • Context clues

  • Graphic outline / organiser appropriate for this level of literacy and thinking.

  • Facts File

  • Number Cruncher

  • People Search



  • Analogies

  • Song Hunter

  • My Star

  • Question Matrix: What is?..Who is?.. Where is?..How is?..What Can?..

  • KW ( from KWLH )

  • Thinker’s Keys ( Alphabet and reverse )

  • Analogies

  • Habits of Mind: Persisting, Thinking Flexibly, Striving for accuracy, Applying p responsible Risks

  • Think-pair-share

  • Co-operative learning strategies

  • De Bono’s White Hat





Select and list the strategies (pedagogy) which will be most appropriate to facilitate the chosen focus and achieve the set standards.

Define your explicit teaching and assessment.
Assessment for learning: ‘Placemats’ for genre characteristics.
People search’ to develop knowledge of content of the text for study.


Lesson/Unit content


Individual response










Use the ‘placemat’ above to write, first individually and then as a group, what you know about the characteristics of fairy tales


Use the ‘People Search’ grid below to find out what four of your peers know about the story of the Three Little Pigs.





Person one

Person two

Person three

Person four

How were the three little pigs related and what were they like?














What did they decide to do once they were independent and how did they justify their decisions?












What was the outcome for each of the little pigs?

Did the outcome surprise you?





















Stage Two Thinking Tools and Frameworks

Bloom’s Revised Taxonomy: Understanding Interpret, explain, infer, summarise, paraphrase
Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks are manifested in the pedagogy chosen to facilitate the set focus.
Literacy across the learning contexts: Text Participant / Meaning Maker
Learners ask: What does it mean to me? (How well do I understand the task, how well do I understand the texts I need to use.)

Teachers in all learning contexts ask:

  • What knowledge do students bring to the meaning of this text?

  • What explicit teaching will support students in understanding and interacting with the meaning of this text?




Literacy emphasis is on the knowledge of the topic that the participant brings to the text:


  • Background or prior knowledge

  • Comparing own experiences

  • Comparing experiences with other texts
  • Reflecting on interests in these texts


  • Cultural experiences

  • General or world knowledge

  • How are these texts constructed to make meaning?




Possible Strategies: ( Pedagogy )

(teachers add the strategies they are familiar with and those they learn from professional reading and from collegiate group interactions)



  • Concept maps / mind maps – Graphic Organisers ( Star bursts, Chain of Events, Tri-Pie )

  • Read and retell

  • Guided reading

  • Predict / observe / Explain (POE)

  • Compare and contrast

  • Similarities & differences

  • Hot Seat

  • Team Webbing.

  • Cooperative controversy.

  • Reciprocal teaching

  • Information gap

  • Improvement Rubric (Maths)

  • Fat / skinny questions

  • Maths Jigsaw

  • Sequence Chart

  • Written Text / picture sequencing

  • Three level guides

  • De Bono’s White Hat

  • Co-operative close

  • Thinker’s Key ( Question Key )

  • Question Matrix: Why did…, How did…., Where did…, What did…

  • Habits of Mind: Questioning and Posing Problems, Thinking Flexibly, Gathering Data Through all Senses, Taking Responsible Risks, Remaining Open to Continuous Learning, Listening With Empathy and Understanding.




Select and list the strategies (pedagogy) which will be most appropriate to facilitate the chosen focus and achieve the set standards.

Define your explicit teaching and assessment.


Explicit teaching:

Hot seat

Team Webbing

Fat Questions
Assessment as learning: Individual reflections in learning journals


Lesson/Unit content


  1. Use the ‘Team Webbing’ strategy to describe the actions of the wolf.




  1. Choose a member from your table group to be a part of the ‘Hot Seat’ panel and prepare four ‘fat’ questions to ask the panel regarding the choices of the little pigs and how their choices impacted on their wellbeing.




  1. Read the story of the Three Little Pigs and while reading find and list words which belong to the following categories:

Building materials relationships decision making safety






Stage Three Thinking Tools and Frameworks

Bloom’s Revised Taxonomy: Applying ; Implement, carry out, Using information gained in different or familiar situations

Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks, are manifested in the pedagogy chosen to facilitate the set focus.
Literacy across the learning contexts: Text User:

Learners ask: What do I do with this text? What text am I asked to produce?

Teachers in all learning contexts ask:

  • What knowledge do students bring to the social purposes and uses of this kind of text?

  • What explicit teaching will support students in using and producing the texts?


Literacy emphasis is on understanding the purposes of and uses of different texts :


  • Understanding cultural and social factors & contexts

  • Structure and features of text types – Purpose & Audience

  • Options & alternatives for text to convey meaning (written, oral, graph, film, art, technology, multimedia etc.)



Possible Strategies:


  • Modelling and construction of texts

  • Summarising a text

  • Graphic Organisers

  • Data Charts

  • Note Making / note taking

  • Research Grids

  • Paired Partner Problem Solving (Maths)

  • Graph it. (Maths)

  • Stock Exchange (Maths)

  • Round Table

  • Mobile Maker

  • Writer’s Workshop

  • The Hamburger Model for writing paragraphs

  • Body Sculpture (The Arts)

  • Line Ups

  • Detective

  • Gathering / Sorting tools ( PCD, SCUMPS.)

  • Stakeholders PMI

  • Share and justify a personal response to a text

  • De Bono’s Blue and White Hats

  • Question Matrix: How can…, What can…, Why can…, Who can…

  • Thinker’s Keys: Construction Key

  • Habits of Mind

( 1,4,6,7,8,9,13,14,15,16 )
Add your own



Select and list the strategies (pedagogy) which will be most appropriate to facilitate the chosen focus and achieve the set standards. Define your explicit teaching and assessment.


Explicit teaching:

Thinker’s Keys

Narrative genre - Fairytales
Assessment of Learning:

Rubric for narrative Writing


Lesson/Unit content
Build a model of a trap which the second little pig can use to catch the wolf as he approaches to ‘blow the house down’, using two meters of wire, an old plank of wood and four nails. (Thinker’s Keys)

If the story of the ‘Three Little Pigs’ was written to give advice to mothers about the dangers of letting their children move out of home unprepared for the big wide world, how would it be different?




Characters


Plot:

Beginning

Middle

Ending




Crisis


Climax


Other


What Habits of Mind would have saved the lives of the first two little pigs?






Thinking Tools and Frameworks. Emphasis is on Higher Order Thinking

Bloom’s Revised Taxonomy: Analysing Compare, Contrast, Organise, Deconstruct, Separate, Distinguish.

Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks, will facilitate the need to respond to different intelligences and learning styles

Literacy across the learning contexts: Text Analyst

Literacy emphasis on understanding that ideas and information are not neutral and can be challenged:


  • Recognising the author’s purpose in creating the text

  • What is excluded from the text?

  • Is there a message in the text?

  • Recognising bias & points of view




  • Expressing ideas or information

  • Expressing an alternative position to the one in the text

  • Critical literacy

  • Explain why people might interpret a text differently




Possible Strategies:

  • Stakeholders PMI

  • Habits Of Mind ( Questioning and posing problems, Thinking and Communicating with clarity and precision, Responding with wonderment and awe, Thinking Interdependently. )

  • Problem solving (CoRT thinking )

  • De Bono’s Red and White hats

  • Debates / Alternate positions

  • Thinker’s Keys :Picture Key, Disadvantages Key

  • Critical / Analytical thinking Frameworks: Taylor’s Multiple Talent Model.

  • Analytical Writing Frames

  • Graphic Organisers: Comparison Alley, Starburst, Bridges, Mind Wind, Stair Steps, Fishbone Diagram, Mind Maps, Lotus Blossom, BAR, SCAMPER.

  • Question Matrix: What Would…, Who Would…., How Would…, Why Would…,

  • Problem Solver

  • Classifier

  • Media Watch

  • Perspeculator


Learners ask: What does this text mean to me? Where do I position myself towards this text?
Teachers in all learning contexts ask:

What knowledge do students bring of the ways this text is designed to represent particular point of view and interests?


What explicit teaching will support students in developing critical language awareness of the ways language works to create particular meanings?
Select and list the strategies (pedagogy) which will be most appropriate to facilitate the chosen focus and achieve the set standards.

Determine your explicit teaching.

Direct Attention Thinking Tools

Inferential comprehension


Determine your assessment OF learning

Place mats: Individual and Table groups


Lesson/Unit content
Examine the (KVI) Key Values Involved in Mrs Wolf asking her sons to leave home: Ask your self: What key values was Mrs Wolf trying to teach her sons?
Collect six short news articles on Youth Homelessness and Bullying.

  • What aspects of these issues can you relate to the story of the Three Little Pigs?

  • What words from the articles can be used to describe any part of the Three Little Pigs adventure?

  • What replaces the Big Bad Wolf in the articles you read?







Thinking Tools and Frameworks. Emphasis is on Higher Order Thinking

Bloom’s revised Taxonomy: Evaluating: Check, Critique, Judge, Justify, Hypothesise, Rank, Substantiate, Argue, Validate and Assess.

Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks, are manifested in the pedagogy chosen to facilitate the set focus.


Literacy across the learning contexts: Text Analyst

Literacy emphasis is on understanding that ideas and information are not neutral and can be challenged:

  • Recognising the author’s purpose in creating the text

  • What is excluded from the text?

  • Is there a message in the text?

  • Recognising bias & points of view




  • Expressing ideas or information

  • Expressing an alternative position to the one in the text

  • Critical literacy

  • Explain why people might interpret a text differently.





Possible Strategies:

  • Stakeholders PMI

  • Habits Of Mind : Thinking About Thinking, Questioning and Posing Problems, Managing Impulsivity, Thinking Flexibly.

  • Problem solving (CoRT thinking )

  • Six Thinking Hats : Green Hat, Yellow Hat, Black Hat

  • Debates / Alternate positions

  • Evaluation strategies: KWLH

  • De Bono’s Thinking Tools

  • Thinker’s Keys: Combination, Inventions, Ridiculous

  • Directed Thinking: Why No?, Why Wait?, What Else?, Way to Go.

  • Divergent Thinking

  • Critical/ Analytical Thinking Frameworks: POOCH, PCD, PMI, SCAMPER,

  • Argument / persuasive Frames

  • Graphic Organisers: The Funnel, Playoffs, See/Saw.

  • Question Matrix: What might…?, Where might…?, When might…?, Which might…?, Who might…?, Why might…?, How might…?



Learners ask: What does this text mean to me? Where do I position myself towards this text?

Teachers ask:
What knowledge do students bring of the ways this text is designed to represent particular point of view and interests?
What explicit teaching will support students in developing critical language awareness of the ways language works to create particular meanings?

Select and list the strategies (pedagogy) which will be most appropriate to facilitate the chosen focus and achieve the set standards.

Determine your explicit teaching.

Genre of Advertisement

Web Quests

Determine your assessment OF learning


  • Rubric for the Advertisement.

  • Self/peer and Teacher Rubric for evaluating the Web Quest

  • Peer assessment of Dance

Lesson/Unit content
Create a dance routine to express the drama of the little pigs.
Write an advertisement, on behalf of the last little pig, to sell himself as an expert in home safety.
Create a Web Quest for twelve year old children to read and enjoy the story of the little pigs.

Examine the following scenario and complete the tasks included in it. This task will require the cooperation and support of your parents/guardians.

You have negotiated with your parents/guardians that you can move into a ‘self contained’ arrangement within your home environment. Part of the negotiation stipulated that you will be given a budget to organise your own food and health needs.


  • Use CAMPER to critically analyse the agreement you entered into with your parents:





Critical Questions

C Consequences

What are the consequences of you entering into such an agreement with your parents?


A Assumptions

What assumptions did you make about living semi independently and having to take care of your nutritional needs?


M Main Points

What main points about adolescent health and wellbeing did your parents and you take into consideration?


P Point of View

What was your parents’ point of view on: nutritional needs for growth and activity, risk taking behaviours and harm minimisation behaviours, in comparison to your point of view?


E Evidence

What evidence did your parents have to support their view- What evidence do you have to support yours? (websites on Nutrition Australia)


R Reliability

How reliable are your parents’ source of information? How reliable are your sources?

Prepare a healthy weekly nutrition plan and a budget for yourself. Explain the nutritional value of your plan and support it with credible evidence.


You invite a friend to sleep over on the weekend. List what activities might you engage in and rate them on a scale of one to five, in terms of responsible risk taking.



Thinking Tools and Frameworks. Emphasis is on Higher Order Thinking


Bloom’s revised Taxonomy: Creating: Design, Construct, Plan, Produce, Make

Gardner’s Multiple Intelligences and a variety of other thinking tools and frameworks are manifested in the pedagogy chosen to facilitate the set focus.
Literacy: Text Analyst

Literacy emphasis is on understanding that ideas and information are not neutral and can be challenged:


  • Recognising the author’s purpose in creating the text

  • What is excluded from the text?

  • Is there a message in the text?

  • Recognising bias & points of view




  • Expressing ideas or information

  • Expressing an alternative position to the one in the text

  • Critical literacy

  • Explain why people might interpret a text differently.








Possible Strategies:


  • Stakeholders PMI

  • Habits Of Mind: Thinking About Thinking, Questioning and Posing Problems, Managing Impulsivity, Thinking Flexibly.

  • Problem solving (CoRT thinking )

  • Six Thinking Hats : Green Hat, Yellow Hat, Black Hat

  • Debates / Alternate positions

  • Evaluation strategies: KWLH

  • De Bono’s Thinking Tools

  • Thinker’s Keys: Combination, Inventions, Ridiculous

  • Directed Thinking: Why No, Why Wait, What Else, Way to Go

  • Divergent Thinking (an integrated approach to thinking)

  • Critical/ Analytical Thinking Frameworks: POOCH, PCD, PMI, SCAMPER,
  • Argument / persuasive Frames


  • Graphic Organisers: The Funnel, Playoffs, See/Saw and more.

  • Question Matrix: What might…?, Where might…?, When might…?, Which might…?, Who might…?, Why might…?, How might…?







Learners ask: What does this text mean to me? Where do I position myself towards this text?

Teachers ask:
What knowledge do students bring of the ways this text is designed to represent particular point of view and interests?
What explicit teaching will support students in developing critical language awareness of the ways language works to create particular meanings?

Select and list the strategies (pedagogy) which will be most appropriate to facilitate the chosen focus and achieve the set standards.

Determine your explicit teaching.

Narrative structure

BAR as a thinking strategy

Electronic Story board
Determine your assessment OF learning

Rubric for narrative

Teacher and peer rubric for the Story Board




Lesson/Unit content

Rewrite the story from the point of view of the Wolf.
Or
Rewrite the story using BAR: Bigger animal (hippopotamus)

Add a villain (lion)

Replace the house with a jungle
When your story is complete, select a group of your peers who might be interested in acting out your story. Take digital pictures of the key scenes and create an electronic Story Board for Year One students.




Esther Weichert


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