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COGs A planning framework for managing the primary curriculum.

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Presentation on theme: "COGs A planning framework for managing the primary curriculum."— Presentation transcript:

1 COGs A planning framework for managing the primary curriculum

2 Purpose of the day To provide support for teachers in understanding the Connected Outcomes Groups (COGs). To provide support for teachers in understanding the Connected Outcomes Groups (COGs). To provide support for teachers in programming units of works in Languages which complement the COGs. To provide support for teachers in programming units of works in Languages which complement the COGs. To provide opportunities for teachers to work collaboratively to produce a unit of work. To provide opportunities for teachers to work collaboratively to produce a unit of work.

3 COGs: An introduction

4 The Eltis report

5 The Board of Studies response: Changes to Stage statements In response to the Eltis report, the Board of Studies developed Foundation statements to assist teachers in managing the curriculum more effectively. In response to the Eltis report, the Board of Studies developed Foundation statements to assist teachers in managing the curriculum more effectively. Foundation statements replaced the Stage statements in the six primary key learning areas. Foundation statements replaced the Stage statements in the six primary key learning areas. Languages have maintained their Stage statements, as they are not a mandatory KLA in primary school. Languages have maintained their Stage statements, as they are not a mandatory KLA in primary school.

6 Where do Languages fit in the HSIE Foundation statements? ES1 ES1 Students examine characteristics common to people, including Aboriginal peoples, describing some of the similarities and differences. S1 S1 Students explore the composition of a number of groups, including Aboriginal peoples, in their community and recognise that groups have specific identifying features, customs, practices, symbols, religion, languages and traditions.

7 S2 S2 Students explain how different cultures and traditions contribute to Australian and community identity. They examine a variety of local and other communities, investigating similarities and differences including ways of living, languages and belief systems. S3 S3 Students explain how shared culture, heritage and language, including those of Aboriginal peoples, contribute to Australian and community identity. They explore cultural diversity by examining how cultures change through interactions with other cultures and the environment.

8 The DET response

9 What are COGs? Connected Outcomes Groups. Connected Outcomes Groups. Make connections between syllabus outcomes from across KLAs (SciTech, HSIE, CA, PDHPE). Make connections between syllabus outcomes from across KLAs (SciTech, HSIE, CA, PDHPE). Highlight how literacy and numeracy links can be taught in context. Highlight how literacy and numeracy links can be taught in context. Allow the curriculum to be taught more efficiently by taking an integrated curriculum approach. Allow the curriculum to be taught more efficiently by taking an integrated curriculum approach. Simplify planning, programming and assessing. Simplify planning, programming and assessing. Maximise student learning. Maximise student learning.

10 How many COGs are there? There are eight ‘strings’ or organisers (A-H) for each Stage in K-6, for example: There are eight ‘strings’ or organisers (A-H) for each Stage in K-6, for example: String A ES1: Our place ES1: Our place S1: Local places S1: Local places S2: Local environments S2: Local environments S3: Living Land S3: Living Land There is a unit of work for each string for each Stage, except for G and H in Early Stage 1. There is a unit of work for each string for each Stage, except for G and H in Early Stage 1. There are 30 COGs in total. There are 30 COGs in total.

11 What is in a COGs sample unit? A covering page with: A covering page with: the overarching connection focus the overarching connection focus sample activities sample activities a summary of how each of the KLAs connects to the main connection focus. a summary of how each of the KLAs connects to the main connection focus. A planning page with resources and a term planner for teacher reference. A planning page with resources and a term planner for teacher reference. Sequenced learning experiences, including outcomes and assessment strategies. Sequenced learning experiences, including outcomes and assessment strategies.

12 Are COGs mandatory? COGs are not mandatory – they have been provided by the Department to support teachers. COGs are not mandatory – they have been provided by the Department to support teachers. They are designed to make planning, programming and assessing easier for teachers by providing sample units of work which demonstrate how outcomes can be grouped. They are designed to make planning, programming and assessing easier for teachers by providing sample units of work which demonstrate how outcomes can be grouped.

13 Where can I find the COGs? COGs were released in late 2005 in draft form on the website: COGs were released in late 2005 in draft form on the website:www.curriculumsupport.education.nsw.gov.au/timetoteach

14 Are schools using COGs? Many schools are already trialling COGs, adapting them to their own context where necessary. Many schools are already trialling COGs, adapting them to their own context where necessary. Most schools using COGS are taking a whole-school curriculum planning approach. Most schools using COGS are taking a whole-school curriculum planning approach. As at July 2006, COGs are only available to DET schools. As at July 2006, COGs are only available to DET schools.

15 COGs and Languages

16 Considerations Broad spectrum of contexts, including Broad spectrum of contexts, including community languages and non community languages community languages and non community languages from 2 hours/week through to ½ hour/week. from 2 hours/week through to ½ hour/week. Each unit complements main COGs unit (not duplicates it). Each unit complements main COGs unit (not duplicates it). Existing scope and sequences. Existing scope and sequences. Topics from previous K-6 syllabuses. Topics from previous K-6 syllabuses. Development of language within unit. Development of language within unit. Development of language across Stages. Development of language across Stages. Each unit to stand alone AND link to others. Each unit to stand alone AND link to others. Syllabus content. Syllabus content. Variety of assessment strategies for all skills. Variety of assessment strategies for all skills.

17 The process (part 1) The units of work for the main COGs were examined, with ideas and activities which could work in Languages identified. The units of work for the main COGs were examined, with ideas and activities which could work in Languages identified. Connections and Content developed for Languages in each String. Connections and Content developed for Languages in each String. Units of work (with outcomes and assessment strategies) developed, focusing on language structures. Units of work (with outcomes and assessment strategies) developed, focusing on language structures. Scope and sequence (as a ‘working document’) developed. Scope and sequence (as a ‘working document’) developed.

18 The process (part 2) Connections and Content amended where necessary. Connections and Content amended where necessary. Resources identified for each unit. Resources identified for each unit. Units and assessment strategies mapped against syllabus outcomes. Units and assessment strategies mapped against syllabus outcomes. Feasibility study completed with practising primary Languages teachers. Feasibility study completed with practising primary Languages teachers. Amendments made where necessary. Amendments made where necessary.

19 DET resources COGs templates

20 Accessing COGs Generic units for Languages: au/timetoteach au/timetoteach Language-specific units: au/primary/languages/cogs/index.htm au/primary/languages/cogs/index.htm


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