Updated: Mar 2000 | Curriculum Provision Introduction

Curriculum Provision - Introduction

The Curriculum Framework for Western Australian schools identifies seven key principles of learning and teaching: Opportunity to learn Connection and challenge Action and reflection Motivation and purpose Inclusivity and difference Independence and collaboration Supportive environment. Curriculum Framework (1998), pp. 33-36

Curriculum, Assessment and Reporting: Policy and Guidelines directs teachers and schools to use the Curriculum Framework and the Outcomes and Standards Framework when developing and implementing learning programs.

When planning for student achievement of the outcomes, decisions need to be made about approaches to curriculum design, teaching methods and strategies, learning opportunities and activities, resources to support learning, and the systems of assessment.

Curriculum Provision : Where to Start?

Effective planning and monitoring processes with an outcomes focus will lead to a balanced curriculum.

Teachers will require a combination of the following when developing a balanced curriculum:

	commitment to the concept.
	understanding of the outcomes.
	understanding of the need for equality of outcomes rather than equality in allocation of time to outcomes.
	understanding of the different phases of learning.
	a clearly-developed school ethos and philosophy.
	knowledge and shared understanding of the students (background, prior learning, curriculum needs, aspirations, etc).
	consideration of school-determined outcomes.
	development of shared beliefs about the curriculum and standards of work.
	understanding of parent/ community expectations.
	consultation with parents.
	development of a long-term strategy.
	collaboration and planning.
	change management.
	effective use of resources, including time.

Curriculum planning can be considered at the individual student, classroom or whole-school level.

Depending on their students' needs and their schools' special characteristics, teachers need to be involved in organising appropriate structures so that what happens in their classroom operations are connected to and strengthen the schools' overall curriculum provision.

A balanced curriculum is one that ensures students learn and can demonstrate achievement of all learning outcomes in the Curriculum Framework, and any other outcomes determined by the individual school. Curriculum, Assessment and Reporting: Policy and Guidelines, (1998), p. 6

Planning needs to recognise that students' learning is continuous and their learning outcomes are cumulative throughout schooling.

It is important that teachers participate in developing whole- school policies for curriculum provision that give direction, consistency and cohesion to educational programs across year levels and from one year to the next.

These policies should support good classroom practice. Teachers require flexibility at the classroom level to deliver the curriculum in ways that meet diverse student needs and support their professional integrity and beliefs about learning.

In planning for outcomes-focused curriculum provision, teachers, working individually and in groups, need to review:

1. student achievement.
2. the learning environment.
3. classroom approaches to curriculum provision.
4. pedagogy.
5. the school plan.