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School designed curriculum: relevant learning contexts

Curriculum can be thought of as a sequence of elements: the intended, enacted, experienced, assessed, and achieved curriculum, each one responsive to the others

The intended curriculum becomes a reality through teachers who deeply understand what it is and ensure their students are required to learn and bring to life through productive pedagogies that ensure that what is taught is actually learned.

STUDENTS

Who are the students?
What do they already know?
How do they learn?

Curriculum Intent: What do we want the students to learn?

Pedagogy: How will we teach it so all students will learn it?

Assessment: How will they show what they know?

How will we find out if the have learned what we wanted them to?

Reporting: How do we communicate what they have learned and how well they have learned it?

P-12 Curriculum Framework, Education Queensland 2008
(To be published April 2008)

The way teachers go about their work is guided by the curriculum. By aligning their teaching, assessment and reporting to the intended curriculum, teachers and schools maximise the learning of their students.

The planning format and inevitable teaching delivery/facilitation of the essential learnings are school community specific. Some schools may use integrated units, some may choose inquiry learning, some may be task focussed and others may present their curriculum design in KLA format.

We want both maximum student outcomes achieved and high student engagement. The planning and delivery model is a school decision.

(Lesley Englert, ADG Curriculum Branch, Education Queensland)

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