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Updated: Mar 2000 | Curriculum Provision Review the School Plan
Curriculum Provision Review the School Plan
 
Whole-school Planning
The whole-school planning process needs to include an outcomes-based curriculum provision focus.
The school's management information system can be used as a source of data about how well students are achieving in relation to the outcomes.
This will highlight how well the school's purpose is being met, how effectively the school's resources are being utilised, and whether action is needed to improve students' learning.
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There are several dimensions of curriculum provision that need to be considered when reviewing and planning the school development plan.
Strengths and limitations could be identified, using the following guiding statements and questions, to assist the review and planning of the school's curriculum provision.
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| Once teachers become familiar with their use, school development plans should help them to work more effectively and efficiently. The plan offers opportunities for teachers to participate in important decisions about their school's operation. The monitoring process incorporated in the plan also gives them feedback about their progress, thus reinforcing their efforts.
School Development Plans - Policy and Guidelines, (1989), p.2
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Understand Diversity
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What kind of quality information do you have about the social, economic, cultural and political context of your school and community? |
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What cultural diversity exists in your school's context and how is this incorporated into the classroom curriculum? |
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Are inclusive practices evident? Does classroom curriculum provision take into account, for example, language, gender, ethnicity or personal characteristics? |
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What values are espoused and practised in classrooms? |
Maximise & Expand the Students' Opportunities for Learning
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Are students' everyday life experiences in their school, home and community contexts used in learning activities? |
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Are learning experiences provided in the classroom curriculum that expand students' personal view of the world? |
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What do you know about the preferred learning styles of different students in your classroom? |
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Are there high expectations about the pursuit and joy of learning? |
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How will the school collect student data in relation to levels of achievement of Student Outcome Statements, and how will this information be used? |
Focus on Common Outcomes while Catering for the Differing Needs of Students
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What kind of outcomes are measured in the Curriculum Framework and Outcomes and Standards Framework? |
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What outcomes are ignored? |
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Should you devise other outcomes that are appropriate for your students but outside the frameworks? |
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How do you respond to the need to make the curriculum relevant and incorporate the activities of the local community? |
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What opportunities exist for teachers to gain a shared understanding of outcome levels? |
Plan Access for all Students to Broad ↦ Balanced Learning Experiences
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How is time allocated for students to make progress in achieving the intended outcomes? |
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How are the Learning Outcomes of the Learning Area Statements provided for in the classroom curriculum? |
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What competencies have you identified that transfer across the learning areas? |
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How will explicit teaching of competencies be integrated into classroom practice: for example, working cooperatively; collecting, analysing and organising information; using technology?
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How are these competencies transferred into each of the eight learning areas to link with the specific conceptual and process nature of each area? |
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How are all students' learning experiences enriched by inclusion of Aboriginal studies, cultures and languages? |
Accommodate the Continuous & Integrated Nature of Learning
| At least 20 per cent of our classroom population may not be developing the understandings, skills and confidence to achieve their individual potential.
Making the Difference: Policy and Guidelines for Students
at Educational Risk. (1998) p. 5
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How are links made across the learning areas in the curriculum? |
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How are links made between in-school learning and out-of-school learning? |
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How is students' learning made continuous from one year to the next? |
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How is students' learning made continuous from one developmental phase to the next? |
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In what ways do you ensure the Core Shared Values are integrated into learning and teaching practices? |
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