Professional learning and planning

Program description

There are many good reasons for designing teaching/learning units that draw on two or three learning areas or subjects.

Program rationale

Supporting real-world learning is a major reason to supplement a single curriculum approach with 'purposefully connected curriculum'. A further reason relates to the pragmatic issues associated with learners' entitlement to a range of learning areas and subjects in the Australian Curriculum.

The ‘What and How’

In this program, participants explore how conceptual links can be made across two or three learning areas or subjects. These links are based on overlapping/common concepts or concepts that can be brought together in complementary ways given the learning context taken up. Practical examples, including those published in the QCAA paper, Nayler (2014) are explored.

Participants identify conceptual links that serve their whole school and year level planning. Importantly, curriculum design maintains the integrity of the learning area and issues, such as assessment addressing more than one curricular area, are explored.

Specific focus areas within:

Australian Professional Standards for Teachers

Standard 1: Know students and how they learn; Standard 3: Plan for and implement effective teaching and learning; Standard 5: Assess, provide feedback and report on student learning; Standard 6: Engage in professional learning