1. Curriculum Planning Overview Doveton North Primary School.

2. A Whole School Approach to Planning. The Department of Education model.

3. Doveton North Planning Model.

4. ‘ Curriculum’ refers to everything a school does to support student learning. The aim of this process is to link our shared whole school vision and values directly to our planning. If the goal posts are clear, we can all channel our energy in the same direction.

5. If we are teaching those things that we collectively agree are important to the Doveton North Community there are many benefits; We as teachers will be more enthusiastic about what we are teaching. We can support each and share expertise working towards common goals. We will have a shared vision and direction for continual whole school improvement. Curriculum planning will be linked across all areas of the school and to the broader community. Students will have greater connectedness to the concepts covered. Students will be more enthusiastic as concepts relate directly to their needs/interests. Academic achievement should improve.

6. Doveton North Vision Statement. Eg. Life long learning. Growing together as a Community.

7. Doveton North Value Statements Four Pillars of Learning. Learning to Know Developing the mind through critical and higher order thinking skills and providing opportunities for students to immerse themselves in inquiry. Making Life-long learning a reality for all. Learning to Live Together Developing a learning community where compassion and integrity are the basis of human relationships. Developing within our student's socialisation skills, which include inclusion and equity. Learning to Be To be people who have the school's values experienced in social interaction and reinforced my curriculum content and process. The values of love, truth, joyfulness, individuality, unity of creation, peace and peace-making, knowledge, prayer, justice and the aesthetic are central to all we do. Developing the skills of responsibility, commitment, openness, co-operation, research, communication, social responsibility, expression, problem solving, using technology, critical thinking and task management. Learning to Do Providing opportunities for students to have greater input into the design of their own learning, connecting and integrating concepts. Be part of a learning environment, which is conducive to the use of new information technology.

8. Linking values to planning. The Values will be linked to Key Concepts or Big Ideas.

9. Concepts or Big Ideas could include;

10. Big Ideas Statements eg. the systemic nature of the social, physical, biological and technological worlds the relationships between the person and the planet the extent of each individual’s potential that their world view is not universally shared the range of cultures and what they have to offer global conditions, trends and developments issues concerning justice, rights and responsibilities the implications of present choices and actions the need for action skills necessary for participation in a global society."

11. We group the concepts that are related to the integrated units that address our values. If an integrated study we value from P-6 is Reduce, re-use, Recycle and Environmental units. Then we might link the Big Idea/Concepts. Cause and Effect. Consumption Environment Needs and Wants.

12. Then we Plan a whole school overview of integrated units showing these links. CONCEPT THREAD THROUGHLINE LEVEL 1LEVEL 2LEVEL 3LEVEL 4 Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question: Unit title: Big Question:

13. Linking Integrated Planners to VELS Standards. For each Integrated Unit we will use the Big Question to list understandings and relate these to the VELS Standards.

14. The format for planning for standards is; We will need to develop one of these for each unit of work. Integrated Unit: CSF Level: Term: Staff: Duration: Concepts Big question: Understandings: StrandDomainsDimensionsKey elements of standards. Students: Physical, Personal and Social Learning. Discipline-based learning. Interdisciplinary Learning.

15. Integrated Unit: Health and Safety CSF Level:3 Term:3 Staff: Rachel Jones, Jenny Norton, Pauline Canfield Duration:3 weeks StrandDomainsDimensionsKey elements of standards. Students: Physical, Personal and Social Learning. Health and Physical education Health knowledge and promotion  basic safety skills and strategies, and describe methods for recognising and avoiding harmful situations.  identify healthy eating practices and explain some physiological, social, cultural and economic reasons for people's food choices.  explain basic concepts of identity and use simple strategies to maintain and support their self-worth. Personal LearningThe individual learner  work co-operatively with peers, seeking and giving relevant feedback.  short tasks by planning and allocating appropriate time and resources. Interpersonal development Working in teams  cooperate for agreed purposes, taking roles and following guidelines established within the task. Discipline-based learning. EnglishWriting  they express a point of view providing some information and supporting detail. MathematicsSpace  use and compare ways of locating and identifying places on maps and diagrams. Interdisciplinary Learning. ThinkingReasoning, processing and Inquiry  provide reasons for arguments and conclusions. Reflection, evaluation and metacognition  identify and provide reasons for their point of view, and justify changes in their thinking.

16. Understandings:  There are safe and unsafe behaviours.  Some places have potential hazards and must be used correctly eg stairs, ramps.  Accidents occur both in and outside school buildings and surrounds.  Safety measures are put into place for the wellbeing of all people in the school community/environment.  There are ways we can change our environment to make it safer.  Oral hygiene is important to our health  A healthy diet promotes wellbeing. Key Concepts: Cause and effect, Life and Living, Personal Safety, Development, Thinking critically, Wellbeing, Location

17. Integrated Planning format. Integrated Unit: CSF Level: Term: Staff: Duration: Understandings: Key Concepts: StrandDomainsDimensionsKey elements of standards. Students: Physical, Personal and Social Learning. Discipline- based learning. Interdisciplinar y Learning.

18. Tuning In. Finding OutSorting Out Making Connections/Taking action. Assessment.

19. Resources SkillsProcess Areas Used (Highlight) Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

20. Unit EvaluationNotes for future reference.