Transcript Connected Approaches To Teaching

INTEGRATED LEARNING:
STAGE 4 (SECONDARY
COGS)
Principles and process
Essential Questions:
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How do we design and implement
a cross-curriculum unit of work?
How is subject integrity
maintained?
Why do it?
Resources
Modelled process (booklet) for
use when designing a unit of
work
• School stories
• Sample curriculum mapping
• Other templates and information
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Derived from:
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Best practice in NSW Government
schools
Suggestions from teachers and
school leaders
Recent academic opinion.
Context
• Middle Years Strategy 20062009
“use the model of Connected Outcomes Groups
(COGS) across Key Learning Areas to develop
integrated, Middle Years’ units of work in
primary and early secondary years to foster
both student engagement and teacher
collaboration”.
Primary COGs
Makes programming
manageable by
connecting similar
content, processes and
skills
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Ensures a balanced
coverage of all key
learning areas.
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Student
Student
Student
Teacher
Student
Student
Student
Secondary COGs
Aims to achieve
connected deep
learning experiences
for students by
bringing teachers
together.
Teacher
Teacher
Teacher
Student
Teacher
Provides a
suggested model to
accomplish this
Teacher
Teacher
Teacher
Secondary COGs- Modelled Process
Reflection
School
identifies a
need
Complete
common task
A connecting idea is
chosen
Articulate why
this learning
matters
Plan teaching
and learning
Decide on assessment
strategies
Choose the
common
student task
Choose target
outcomes and/or
skills
The model in summary
Subject teachers design a unit of
work for approximately one term,
for a chosen group of students.
A connecting
idea links the
different
subjects
together.
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Teachers select and assess
outcomes from their own
syllabuses which are appropriate
to the connecting idea.
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Students
are given a
common
task to
complete
over the
term
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The task
encourages
students to make
deep connections
within and
between subjects.
Crosscurriculum
elements
can be
added to
the task,
and
therefore to
the unit.
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This is an opportunity for students
to engage with significant crosscurriculum concepts, identified by
the school.
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Teachers
collaboratively
plan learning
experiences to
allow students to
achieve the task
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Teachers
program
individual
subject content
and
assessment.
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Teachers select appropriate
syllabus outcomes, and maintain
subject integrity
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Students
present and
celebrate their
achievements
Narrabeen, Elanora-Warriewood
Community of schools
Climate Change Community across
Stages, 3, 4 and 5.
 Local focus on Narrabeen Lagoon and
impact of climate change – long term
development of skills and active
citizenship.
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Stage 3
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Integrated Climate Change unit, including
specific aspects of literacy and numeracy.
Students identify issues and problems and explore
ways they can contribute to solutions for these.
E.g. Local audits of energy use.
Stage 4
Integrated Climate Change unit of work Geography, Science, and Technology
(mandatory).
 Year 8
 Students apply design principles within the
context of climate change
 Broad Learning outcomes targeted
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Stage 5?
Continue development of broad learning
outcomes
 HSIE/Science/PDHPE/ Mathematics all have
skill links which could be explored. Content
links also.
 What can be done in the local area? Coastal
regeneration?
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Student Volunteering Context
Important enough for large numbers of
students to be doing – can be managed
within the curriculum context.
 Teachers can use the process to find links,
and collaboratively discuss practicalities
such as teaching and learning and
assessment.
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Underlying principles:
Units of work will:
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reflect the Quality Teaching framework
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align curriculum, pedagogy, and assessment
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allow students to explore important issues
Success factors in schools:
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A clearly identified need
Teacher ownership of the unit
Time to collaborate meaningfully
Energetic and consultative leadership
Whole–school involvement in planning
Common student task is challenging, engaging
and extends over a sustained period of time
Content and skills are drawn from syllabuses.