PROGRAMMING AND PLANNING Sample Clauses

PROGRAMMING AND PLANNING. At Flinders View Primary School staff are mandated to teach and report using the Australian Curriculum. The Australian Curriculum will guide programming and planning with the content descriptors (what), the Mathematical Proficiencies (how) and teachers reporting using the Year level Achievement Standard. The planning and programming of Mathematics is designed to give students opportunities to:  Choose and use mathematics  Allow for the development of the proficiencies: understanding, fluency, problem solving, reasoning  Develop positive dispositions and transversal skills for powerful learning  Use mathematics in real life situations  Engage community members/trades/professionals with real life mathematical skills Aspects that make the teaching and learning program effective across the school include:  A common language and agreed practice across the site  Use of Australian Curriculum glossary for terms and definitions  Opportunities for a mixture of mental tasks, problem solving or investigations, and explicit teaching of strategies  Time for reflection  Teaching of the literacies of Mathematics and the comprehension strategies required for Mathematics learning  Opportunities that demonstrate mathematics in real life situations Planning Tools Key tools to be used for programming and planning should include:  Australian Curriculum: Mathematics, including all proficiencies (fluency, problem solving, understanding, reasoning)  General Capabilities, Cross Curriculum Priorities, across all Learning Areas  Numeracy Learning Progressions  DfE Mathematics Scope and Sequence  Learning Design (Teaching for Effective Learning Framework) Planning Documentation Programming and planning should show evidence of the following key design elements:  Links to the Australian Curriculum i.e. content descriptions, achievement standards, cross curriculum priorities  Explicit Learning Intentions and Success Criteria  Evidence of intellectual stretch/ high challenge/ productive struggle  Differentiation of tasks to suit learning needs  Core components of a balanced Numeracy Block (INCLUDING Explicit Teaching and Problem solving).  Assessment strategies (formative and summative)  Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander Perspectives  Opportunities for powerful learning, including positive dispositions and transversal skills (i.e. development of Executive Functions/Growth Mindset to build resilience and persistence). Time Allocations DfE requirements for time a...

PROGRAMMING AND PLANNING. The planning and programming of English is designed to give students opportunities to: Choose and use English Allow for the development of the General Capabilities Literacy Continuum Develop positive dispositions and transversal skills for powerful learning Use English in real life situations Australian Curriculum: English, including all receptive and productive modes General Capabilities, Cross Curriculum Priorities, and across all Learning Areas Learning Design Engaging community members/trades/professionals with real life English skills Opportunities for powerful learning, including positive dispositions and transversal skills

PROGRAMMING AND PLANNING. All planning for English should be documented and submitted to Line Managers each term. All teacher planning is required to be stored by the school for a minimum of 7 years. Formal Written Feedback from Line Managers will be provided to teachers on their planning min. once per year. Planning Tools Key tools to be used for programming and planning should include:  Australian Curriculum: English, including all receptive and productive modes  General Capabilities, Cross Curriculum Priorities, and across all Learning Areas  Literacy Learning Progressions  Learning Design (Teaching for Effective Learning Framework) Planning Documentation Programming and planning should show evidence of the following key design elements:  Links to the Australian Curriculum i.e. content descriptions, achievement standards, cross curriculum priorities  Explicit Learning Intentions and Success Criteria  Evidence of intellectual stretch/ high challenge/ productive struggle  Differentiation of tasks to suit learning needs  Core components of a balanced Literacy Block (INCLUDING Explicit Teaching of Text-types and Guided Reading).  Assessment strategies (formative and summative)  Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander Perspectives  Opportunities for powerful learning, including positive dispositions and transversal skills (i.e. development of Executive Functions/Growth Mindset to build resilience and persistence). Time Allocations 100 minutes per day will be allocated to the teaching of English. This equates to 2 lessons per day, which will occur in an uninterrupted English block (where most feasible). Literacy, as part of the General Capabilities, will be taught through all curriculum learning areas. Uninterrupted English Teaching Block Uninterrupted English Blocks are allocated to classes in lessons 3 and 4 of each day. During this time, classroom disruptions are kept to a minimum. At times, Non-Instructional Time is placed during this block. Teachers are encouraged to use their discretion to ensure that students are still receiving the adequate amount of English instruction to suit their needs, by working additional English/literacy into their timetables. Uninterrupted English Blocks are utilized across the school to: - Minimise disruptions to learning - Emphasise the importance of English learning - Allocate human resources in the most effective manner - Allow for the facilitation of an Intervention English Class Flinders View Primary School staff will use the General C...

PROGRAMMING AND PLANNING. The planning and programming of Mathematics is designed to give students opportunities to:  Choose and use mathematics  Allow for the development of the proficiencies: understanding, fluency, problem solving, reasoning  Develop positive dispositions and transversal skills for powerful learning  Use mathematics in real life situations Key elements to be used for programming and planning should be:  Australian Curriculum: Mathematics, with particular focus on the proficiencies  General Capabilities, Cross Curriculum Priorities, and across all Learning Areas  Learning Design  Engaging community members/trades/professionals with real life mathematical skills  Opportunities for powerful learning, including positive dispositions and transversal skills  Clear focus on mental computation skills F r a c t i o n s a n d D e c i m a l s S h a p e D a t a R e p r e s e n t a t i o n a n d I n t e r p r e t a t i o n M o n e y a n d F i n a n c i a l M a t h e m a t i c s L o c a t i o n a n d T r a n s f o r m a t i o n P a t t e r n s a n d A l g e b r a P y t h a g o r a s a n d T r i g o n o m e t r y L i n e a r & N o n - l i n e a r R e l a t i o n s h i p s There should also be a strong focus on developing the Big Ideas in Number: L E V E L ‘ B I G I D E A’ 1 E n d o f R e c e p t i o n T r u s t i n g t h e C o u n t D e v e l o p i n g f l e x i b l e m e n t a l o b j e c t s f o r t h e n u m b e r s 0 - 1 0 . 2 E n d o f y e a r 2 P l a c e v a l u e T h e i m p o r t a n c e o f m o v i n g b e y o n d c o u n t i n g b y o n e s , t h e s t r u c t u r e o f t h e B a s e 1 0 n u m e r a t i o n s y s t e m . 3 E n d o f y e a r 4 M u l t i p l i c a t i v e t h i n k i n g T h e k e y t o u n d e r s t a n d i n g r a t i o n a l n u m b e r a n d d e v e l o p i n g e f f i c i e n t w r i t t e n a n d m e n t a l c o m p u t a t i o n s t r a t e g i e s i n l a t e r y e a r s . 4 E n d o f y e a r 6 P a r t i t i o n i n g T h e m i s s i n g l i n k i n b u i l d i n g c o m m o n f r a c t i o n a l a n d d e c i m a l k n o w l e d g e a n d c o n f i d e n c e . 5 E n d o f y e a r 8 P r o p o r t i o n a l r e a s o n i n g E x t e n d i n g w h a t i s k n o w n a b o u t m u l t i p l i c a t i o n a n d d i v i s i o n b e y o n d r u l e b a s e d p r o c e d u r e s t o s o l v e p r o b l e m s i n v o l v i n g f r a c t i o n s , d e c i m a l s , p e r c e n t , r a t i o , r a t e a n d p r o p o r t i o n . 6 E n d o f y e ...