Curriculum delivery

1. Curriculum delivery The What vs The How

2. 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

3. 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

4. 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

5. 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

6. 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

7. VELS • ICT for Visualising Thinking • ICT for Communicating • ICT for Creating

8. 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

9. 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

10. 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

11. Strategies and Effect Sizes

12. 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

13. 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

14. 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

15. 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