Overview Lesson Matrix
Overview Integrated Matrix Year Six South Beach Primary School, Victoria Australia.
Introduction
Planning and developing any school curriculum that caters for the diversity of students and equips them to deal with the needs of the 21st century is by no means simple. None the less, the aim and purpose of any school curriculum should be that it is developed with the intention to enhance and provide knowledge and educational experiences that maximise students learning.
This paper will attempt to explain the process of curriculum development from a school based perspective through a situational analysis of South Beach Primary School. It will identify relevant key issues relating to this school and how these issues influence school and teachers’ decisions when planning learning experiences, school programs and classroom lessons. In accordance with National Australian Curriculum and state documents a suggested flow chart (Appendix One) and integrated matrix (Appendix Two) from a Macro to Micro level covering a series of five lessons for a class of year six students will be included. This will demonstrate how these key issues might be addressed, and how curriculum content, specific to a chosen topic, might be integrated with other learning areas, include general capabilities, cross curriculum priorities, cater for diversity of students and involve a variety of teaching approaches.
Scenario 2: Year Six
Year six level has been chosen because as seen in the following school profile the culture of this school is based on and encourages community participation and as Eggen & Kauchak (2010) explains students of this age will be going through physical and emotional changes that often create uncertainty as they attempt to find identity within their personal lives. Concentrating on this grade focussing on the benefits and advantage of their own and another community and the way language use varies may assist to support these students.
South Beach Primary School opened
Introduction
Planning and developing any school curriculum that caters for the diversity of students and equips them to deal with the needs of the 21st century is by no means simple. None the less, the aim and purpose of any school curriculum should be that it is developed with the intention to enhance and provide knowledge and educational experiences that maximise students learning.
This paper will attempt to explain the process of curriculum development from a school based perspective through a situational analysis of South Beach Primary School. It will identify relevant key issues relating to this school and how these issues influence school and teachers’ decisions when planning learning experiences, school programs and classroom lessons. In accordance with National Australian Curriculum and state documents a suggested flow chart (Appendix One) and integrated matrix (Appendix Two) from a Macro to Micro level covering a series of five lessons for a class of year six students will be included. This will demonstrate how these key issues might be addressed, and how curriculum content, specific to a chosen topic, might be integrated with other learning areas, include general capabilities, cross curriculum priorities, cater for diversity of students and involve a variety of teaching approaches.
Scenario 2: Year Six
Year six level has been chosen because as seen in the following school profile the culture of this school is based on and encourages community participation and as Eggen & Kauchak (2010) explains students of this age will be going through physical and emotional changes that often create uncertainty as they attempt to find identity within their personal lives. Concentrating on this grade focussing on the benefits and advantage of their own and another community and the way language use varies may assist to support these students.
South Beach Primary School opened