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Processes

Sequential process

Schools have found a sequential process to be useful when developing each of the three curriculum programs (discipline/subject-based, extended and integrated) within the structure of VELS.

They moved from the macro or ‘big picture’ view to the micro view, which looks at specific detail. For example:

Reflection is an important part of the process and teachers should be given opportunities to have collegial discussions and professional development that focuses on best practice in the field of curriculum design and development. There should be a focus in schools on improving student outcomes through the implementation of the VELS, PoLT and exemplary assessment procedures.

Curriculum evaluation strategies

The following table lists key questions and templates that schools can use to assist in the evaluation of a school’s curriculum program/s. The Department of Education and Early Childhood Department’s Curriculum Planning Guidelines provides a curriculum planning model that supports whole school approach to curriculum planning and is a useful resource that can be referenced throughout the evaluation and development of the school curriculum program/s.

 

Key questions

Considerations

Action

1

What are we doing now that fits/is omitted/overlaps across the school and within individual teacher’s planning?

How does our curriculum fit in with VELS?

Student data could be used to stimulate discussion.

Audit individual teacher planning.

2

What do the results mean?

Who analyses the results?
When should the results be analysed?

Analysis of the results could be a shared exercise at a staff meeting or undertaken by the leadership team.

3

How do we communicate the results?

Who is the audience?
Who communicates the results?
How are the results to be shared?
When do we share the results?

The results could be shared at a staff/faculty/level meeting.

4

What do the results mean for the existing curriculum programs?

 

Map curriculum against VELS

5

What is it (the big idea/driver) we want students to learn?

What is the school’s shared understanding?

DEECD Curriculum Planning Module 1
Activity 1.4 – Drivers for student learning
(www.education.vic.gov.au/
studentlearning/curriculum/preptoyear10/
modules/module1/mod14.htm)

6

What other options for curriculum implementation are there?

How do we find out?

School visits

Access Knowledge Bank (www.education.vic.gov.au/
knowledgebank)

Engage an educational consultant

DEECD Curriculum Planning Module 1
Activity 1.5 Curriculum design
(www.education.vic.gov.au/
studentlearning/curriculum/preptoyear10/
modules/module1/mod15.htm)

7

What planning is required by teachers?

How do we incorporate the newer domains?

Familiarisation of the newer domains

DEECD Curriculum Planning Module 2
Activity 2.2 -  Characteristics of effective program planning for cohorts of students
(www.education.vic.gov.au/
studentlearning/curriculum/preptoyear10
/modules/module2/mod22.htm)

Developing units of work 

8

What professional learning is required?

How will the school find out about the professional learning needs of the staff?

How will the professional learning needs match the school’s needs identified in the Strategic and Annual Implementation Plan?

How does the school manage the time for professional learning?

DEECD Principles of Learning and Teaching
(www.education.vic.gov.au/studentlearning/
teachingprinciples/default.htm)

DEECD Curriculum Planning Modules
(www.education.vic.gov.au/
studentlearning/curriculum/preptoyear10/
modules/default.htm)

DEECD Assessment Modules
(www.education.vic.gov.au/
studentlearning/assessment/preptoyear10/
proflearning/default.htm)

Professional learning activities 

9

Evaluation

What processes will be used for evaluation in a cyclical and ongoing manner?

DEECD Student Learning Whole School Self-assessment Tool
(www.education.vic.gov.au/
studentlearning/curriculum/preptoyear10/
schoolassessment/sl_sat/default.aspx)

 


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