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NEWCASTLE EARLY CAREER TEACHERS

Programming Resources
General points Programme and assessment records go hand in hand. Class programs outline the intended teaching. Assessment records describe the learning that took place,(how effective the teaching was for each student). State requirements are outlined in the state policy and associated policy standards (see below). Schools prescribe procedures for programming and supervision. Some schools provide core programs that describe school understandings and expectations around pedagogy, content and routines. Student assessment (formative, summative and assessment as learning) drives programming decisions. Programs need to focus on describing the learning (literacy/numeracy learning intentions/concepts) to be taught rather than activities to be done by students. Day books complement the program by detailing activities, resources, flexible groupings for differentiation, timetabling, diary reminders etc. Programs continue to evolve over time. Programmes are best seen as a work in progress rather than being finished. Consider setting yourself a goal for each term in order to be continually improving your planning in a manageable way. Programs are developed for the teacher rather than for supervision requirements. Your programs should support your teaching. If you are not dipping in and out of your program when using your day book, it is not working for you.

NSW State Literacy and Numeracy Plan

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NEWCASTLE EARLY CAREER TEACHERS

BOS Programming Includes programming advice and sample programs and units for new syllabus documents

BOS Program builder Online program creator, includes tutorials

DEC requirement State policy Curriculum planning and programming, assessing and reporting to parents K-12

DEC requirement State policy standards provides detail around the above policy

DEC guide Curriculum planning and programming October 2012 See course materials for printing to locate document within the online course Provides detail around Whole school, Stage and year group, Unit/topic and Lesson preparation.

NSW State Literacy and Numeracy Plan

Early Action for Success

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NEWCASTLE EARLY CAREER TEACHERS

DEC online course The learner and the new curriculum

DEC - Online course Teaching for the new curriculum

DEC online courses for new syllabuses English Mathematics

DEC Mathematics Programming Support Includes programming samples, assessment and work samples using old (2002) syllabus DEC English Programming Support Includes templates and programming starters using old (2007) syllabus

NSW State Literacy and Numeracy Plan

Early Action for Success

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NEWCASTLE EARLY CAREER TEACHERS

DEC Curriculum Planning, Programming, Assessing & Reporting to parents K-12 Home page for programming, assessment and reporting. DEC Numeracy continuum K-10 The site contain great videos which clearly demonstrate student behaviour at each level. A good understanding of the Aspect 2 will make the teaching of Mathematics much easier. See videos DEC Numeracy Continuum (K-6)

This continuum describes the development typically expected of most students in seven aspects : Counting sequences Counting as a problem solving process Pattern and number structure Place value Multiplication and Division Fraction units Unit structure of length, area and volume

DEC Literacy Continuum (K-6) Click on each cluster to download pdf for additional teaching strategies

PETAA Primary Teaching Association Australia Author and illustrator database

NSW State Literacy and Numeracy Plan

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NEWCASTLE EARLY CAREER TEACHERS

Shellie Tancred Attunga PS Principal Snapshot Authors

Units of work

21st Century Snapshot

DEC/ESA Education Services Australia Scootle database

AAMT Australian Association of Mathematics Teachers

Units of work

NSW State Literacy and Numeracy Plan

Early Action for Success

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NEWCASTLE EARLY CAREER TEACHERS

Lesson Format
What: Learning intention WALT We are learning to.. Do the students know what the point of the lesson is? What is the mathematics concept or the literacy focus for the lesson? How can you communicate it to them in language they can access? Important for teachers to write down in day book, can be quite difficult to articulate learning intention. Why: Connectedness real world or school world Do the students know why they are learning this? Needs to be early in lesson after the learning intention has been communicated in order to give students a reason to engage. - Mathematics Numeracy - English Literacy How: Various ways to explicitly teach the concept/focus as below: Tactile/kinaesthetic Visual Auditory Concrete Pictorial Abstract (particularly Mathematics) Modelled Guided Independent Explicit quality criteria Do the students know exactly what they are to do and how well? Make criteria visual same place in classroom - same format What: Reflection revisit learning intention Do the students know what they have learnt?
Early Action for Success

NSW State Literacy and Numeracy Plan

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NEWCASTLE EARLY CAREER TEACHERS

NSW State Literacy and Numeracy Plan

Early Action for Success