planning for teaching and learning a professional learning package to support use of the sacsa...

Planning for teaching and learning

A professional learning

package to support use of the

SACSA Companion Documents

PART AINTRODUCTION

The R–10 Companion Documents are a South Australian

curriculum (SACSA Framework) resource developed by

teachers to support colleagues with planning,

programming and assessing across all Learning Areas.

R–10 SACSA teaching resources

Mathematics

English

Science

Arts

Society & Environment

Health & Physical

Education

Design & Technology

LanguagesAlphabetic

Australian Indigenous

Non-alphabetic

Introduction to the SACSA Companion Documents series:

referring to the R–10 Science teaching resource

The sample learning descriptorsused within the document

Describe what the learner is doing

Classifies plant and animal species into introduced and native (eg feral animals, weeds)—learner

For example:

Introduces the classification of plant and animal species into introduced and native (eg feral animals, weeds)—teacher

and not

Introduction to the SACSA Companion Documents series:

referring to the R–10 Science teaching resource

5. Teachers will continueto use their professionalknowledge, skills andjudgment to providethe rich array of learningexperiences that caterfor the learners in theirclassrooms.

3. help to make explicitthe development ofEssential Learningsidentified within eachKey Idea

The sample learning descriptors therefore:

2. make explicit theknowledge, skills andunderstandings reflectedin the Key Ideas andOutcomes

4. make consistent theexpectations for learningat specific year levelswithin and across sites.

1. describe the possiblegrowth points of learnersas they progress towardsdemonstrating Outcomesto reach a Standard

ASSESSMENT EXAMPLESConstructs a simple graph (ratio 1:1) to present findings on temperature changes.

Demonstrates knowledge of size and direction of shadows at different times of the day through simple drawings.

ASSESSMENT EXAMPLESPresents findings about evaporation or shadows as a table and graph.

In small groups considers the positive and negative aspects of humans living on the Moon.6

ASSESSMENT EXAMPLESUses ICT programs such as Hyperstudio or Inspiration to demonstrate their understanding of the seasons.

Presents an oral report on an aspect of the Solar System, space exploration or a forthcoming astronomical event.

Begins to demonstrate the relationship between the Sun, and Earth (eg uses role-play to show how day and night are formed).

Monitors the effects of the Earth’s rotation (eg temperature changes from day to night and over seasons).

Investigates shadows at different times of the day (eg traces and measures a classmate’s shadow at regular intervals during the day, makes a sundial). R:4

Explains why shadows change shape and size during a day (eg the shade within a veranda, people’s shadows).

Demonstrates the relationship between the Sun, Moon and Earth by:- investigating shadows at different

times of the year (eg uses a digital camera to photograph a

schoolyard feature at the same time of the day every month)- collecting data and presenting

findings showing how the evaporation rates of water are affected by temperature and making links to water restriction regulations).

Researches historical and other cultural models that explain the relationship of the Earth, Sun and Moon (eg shares stories by Indigenous people) and values the many purposes of such stories/models. OR:1

Compares the conditions for life on Earth with the Moon (eg notes similarities and differences). W:6

Analyses the historical aspects of space exploration (eg constructs a timeline of significant events, writes an information report on a particular event). R:3

Investigates, using models and other strategies, the characteristics of the seasons (eg rainfall, temperature, length of day, equinox, solstice). R:6

Discusses a range of astronomical features (eg stars, constellations, comets).

Researches and reports through role-play information about the Solar System (eg order of planets, relative size, distances apart, properties). R:3

Researches the seasonal changes that affect plant and animal populations (eg migration of animals, reproductive cycles, agricultural practices).

Possible starting points for planning, programming and assessing

KEY IDEAS

Students use information and communication technologies and a variety of other resources to develop their own explanations about the relationship between the Earth, Sun and Moon.

Students select and use observational instruments and digital technologies to develop understandings about structures and events in the universe. They appraise, and share opinions about, the ethics of space exploration.

An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent on the relationship between the Earth, Sun and Moon.

Learning Area: Science

Strand: Earth and space

Year 3Towards Standard 2

Year 4Standard 2

Year 5Towards Standard 3

Band: Primary Years

PART BNavigating the SACSA Companion Documents

In T C KC2 KC7

F In C KC2 KC7

(refer p10 for Early Years) (refer p41 for Middle Years)

relating to Outcome3.2

relating to Outcome2.2

2.2 Explores the apparent motion of the Sun in relation to the Earth and develops models of their understanding.In T C KC6 3.2 Describes various components of the Solar System and the effects of these on our everyday lives.In F C KC2

OUTCOMES

Standards: 2 & 3

POSSIBLE TOPICS- Solar System- Shadows- Animal migration- Space exploration- Climates- Time


Learning Area: Science Band: Primary Years Strand: Earth and space Standards: 2 & 3

KEY IDEAS (refer p10 for Early Years) (refer p41 for Middle Years) OUTCOMES

Year 3 Towards Standard 2

Year 4 Standard 2


Students use information and communication technologies and a variety of other resources to develop their own explanations about the relationship between the Earth, Sun and Moon. In T C KC2 KC7

relating to outcome 2.2

Students select and use observational instruments and digital technologies to develop understandings about structures and events in the universe. They appraise, and share opinions about, the ethics of space exploration. F In C KC2 KC7






ASSESSMENT EXAMPLES Constructs a simple graph (ratio 1:1) to present findings on temperature changes.


Demonstrates the relationship between the Sun, Moon and Earth by: - investigating shadows at different

times of the year (eg uses a digital camera to photograph a schoolyard feature at the same time of the day every month)

- collecting data and presenting findings showing how the evaporation rates of water are affected by temperature and making links to water restriction regulations).



ASSESSMENT EXAMPLES Presents findings about evaporation or shadows as a table and graph.

In small groups considers the positive and negative aspects of humans living on the Moon.






ASSESSMENT EXAMPLES Uses ICT programs such as Hyperstudio or Inspiration to demonstrate their understanding of the seasons.


2.2 Explores the apparent motion of the Sun in relation to the Earth and develops models of their understanding. In T C KC6 3.2 Describes various components of the Solar System and the effects of these on our everyday lives. In F C KC2 POSSIBLE TOPICS - Solar System - Shadows - Animal migration - Space exploration - Climates - Time



The science Learning AreaThe science Learning Area is organised into four conceptual strands, each with its characteristic knowledge and ideas. The strands are:

• Earth and space; energy systems; life systems, and matter.

The processes of working scientifically are interwoven into each of the conceptual strands and arethe essence of science.

(Concept map from R–10 Science teaching resource)

SCIENCE EDUCATION AND THE SACSA FRAMEWORK

Learners’ Engagement

Working scientifically

Earth and space

Energy systems

Life Systems

Matter

Earth and space The learner: identifies ways in which

the Earth sustains life the Earth is continually changing the Earth, the Sun and the Moon are related the Earth’s surface, the oceans and the

atmosphere interact the Earth affects the individuals and families

who live on it the Earth is affected by the sequence of

natural cycles. explores

the structures and events occurring in the world and the universe

the ethics of space travel.

Energy systems The learner: identifies ways in which

energy is transformed and transferred energy will be supplied and used in the

future simple devices are operated.

explores energy sources patterns of energy use the impact of the ways in which energy

is used in everyday life the relationship between force and

energy.

Connections to the learner could take a pathway through these elements.

Matter The learner: identifies ways in which

changes are reversible and irreversible materials can be used and reused processes change with changing materials.

explores physical and chemical changes the particle theory of matter the atomic theory of matter the properties of materials the personal and industrial use of materials sustainable practices in the use of

materials.

Life systems The learner: identifies ways in which

changes occur in generations over time living things are related and

interdependent living things grow and reproduce.

explores the characteristics and behaviour of

living organisms the internal and external features of

living things the diversity of living things gene technology sustainable practices and ethical

issues life cycles.




Year 4 Standard 2





























The science Learning AreaResources

REFERENCES• Department of Education, Training and Employment (2002) South

Australian Curriculum, Standards and Accountability Framework—English as a second language (ESL), scope and scales. Adelaide: DETE.

• Department of Education, Training and Employment (2001) South Australian Curriculum, Standards and Accountability Framework. Adelaide: DETE.

SUGGESTED RESOURCES

• Pryor KJ (2003) Threats to plants and animals—introduced species. Macmillan. R:9

OUTREACH AND OTHER SERVICES

SUGGESTED WEBSITES




Year 4 Standard 2





























The science Learning Area Glossary

Scientific concepts

Strand: Earth and space

Climate: The atmospheric conditions for a long period of time, and generally refers to the normal or mean course of the weatherComposting system: A mixture of decaying organic matter, used to improve soil structure and provide nutrientsEquinox: The point at which the ecliptic intersects the celestial equator. Days and nights are most nearly equal in duration King tide: A high tide well above average height




Year 4 Standard 2





























The science Learning Area

Key Ideas and Developmental Learning Outcomes




Year 4 Standard 2





























Appendices

(from R–10 Health and Physical Education teaching resource)

* Acknowledgment: The Australian guide to healthy eating Commonwealth Copyright (1998) is reproduced with permission of the Australian Government Department of Health and Ageing (2004).

*




Year 4 Standard 2





























Other reference points

(from R–10 English teaching resource)

Texts and contexts

(from R–10 Health & Physical Education teaching resource)

(from R–10 Society & Environment teaching resource)

KEY PRINCIPLES AND VALUES THAT SUPPORT THE HEALTH AND PHYSICAL EDUCATION LEARNING AREA

The health and physical education Learning Area is based upon key principles of diversity, social justice and supportive environments. These principles underpin the curriculum framework and guide the development of the strands and the identification of knowledge, skills, processes and values across the Bands. Learning approaches which recognise these principles can help students to make informed choices and take responsible actions to support values important to their society. DIVERSITY Understanding diversity involves: Recognising the cultural and social diversity of society and examining and

evaluating diverse values, beliefs and attitudes. Recognising the contribution of social, cultural, economical and biological

factors to individuals’ values, attitudes and behaviours. Exploring different views about issues such as gender roles, physical

activity, peer-group relationships, sexuality, cultural beliefs, and what constitutes a healthy environment.

Exploring conflicting values, morals and ethics and the importance of considering options and the consequences of actions for wellbeing when making decisions.

Learners develop an understanding of diversity by: Using case studies and scenarios to identity and clarify values, considering

different points of view, weighing up alternatives and evaluating the consequences of translating value positions into practice.

Gathering and analysing information to assist in distinguishing facts from opinions and making informed decisions.

Developing skills in negotiation, assertiveness, active listening, questioning, and presenting points of view.

SOCIAL JUSTICE Promoting social justice involves: Concern for the welfare, rights and dignity of all people. Understanding how structures and practices affect equity at personal, local

and international levels. Recognising the disadvantages experienced by some individuals or groups

(for example, remote communities or people with disabilities) and actions that can redress them.

Understanding how decisions are made and priorities established and how these affect individual, group and community wellbeing.

Learners develop an understanding of social justice by: Working collectively, identifying, evaluating and planning strategies and

taking action over forms of inequity that influence access to resources and to a healthy and safe environment.

Developing the skills needed for taking part in decision making and public debate.

Developing the skills of finding and analysing information upon which to make informed decisions.

Key principles and values

INQUIRY APPROACHES TO LEARNING

‘Inquiry is a dynamic approach that involves exploring the world, asking questions, making discoveries, and rigorously testing those discoveries in search for new understanding ... It is complex, multifaceted, and looks different in different classrooms and contexts … Through inquiry we develop important skills such as careful observation, reasoning, critical thinking, and the ability to justify or refute our existing knowledge. Lastly, because inquiry begins with a meaningful problem or issue, the process engages learners as they come to value the driving questions that motivate their inquiry process’. Reference: The Inquiry Learning Forum http://ilf.crlt.indiana.edu/). There are many approaches and models for inquiry learning. The approach followed in this document is based around the following:

Identifying the focus of inquiry so that it has the potential to lead to

challenging own and others’ world views Planning the inquiry through establishing significant questions and

incorporating a range of knowledge, skills and values contexts Locating, selecting, organising and analysing information to extend and

test findings of the inquiry Taking appropriate action based on the findings of the inquiry Assessing learning outcomes achieved through the inquiry process Considering consequences and outcomes of the effectiveness of each

phase of the process - in leading to greater understandings and the quality of the action taken - on the quality of the action taken.

Taking appropriate action is a key part of inquiry learning. It engages learners in developing and understanding their capacity, individually and in groups, to make a difference as ethical, active and informed citizens in a democratic society within a global community. Margaret Calder and Roger Smith (1991) have identified the following four levels of action: to inform others to stimulate others to join to direct change to operate change. Reference: Calder M & Smith R (1991) A better world for all. Australian Government Publishing Centre for the Australian International Development Assistance Bureau, Canberra).

Inquiry approaches to learning

PART CProcesses for planning, programming and assessing

Planning at school level

Reviewing and developing aschool-wide learning program

In order to achieve

a balanced curriculum

continuity for learners

school level policy decisions should be consistent with the SACSA Framework. Slide 1 of 2

Planning at school level continued

consistent year level expectations critical points of transition a balance of learning drawn from Key Ideas and

Outcomes in all Learning Areas explicit development of the Essential Learnings a balanced program in terms of knowledge, skills,

values, attitudes and actions purposeful, connected learning generating and utilising achievement data pedagogy that supports engaged learning.

Consider the following:

The SACSA Companion Documents are a curriculum mapping and planning tool to support whole-school

planning processes.

Slide 2 of 2

PART DProcesses for planning, programming and assessing

Planning and programming at class level

Using the SACSA Companion Documents as a short and longer term planning tool, the teacher plans within and across year levels, consistent with:

by taking into account:

knowledge about learners individual differences of learners learners’ achievement data learners’ input school improvement priorities and targets school assessment, recording and reporting policy DECS policies, guidelines and support documents.

the SACSA Framework school curriculum policy school planning

expectations

Planning

Processes for planning, programming and assessing


build on the prior knowledge of learners

involve learners in the construction of their learning program

draw upon achievement data

design and sequence purposeful learning activities

include Equity Cross-curriculum Perspectives and Enterprise and Vocational Education

negotiate with learners the criteria to successfully demonstrate their achievement of Outcomes

develop learning programs within Learning Areas or develop integrated learning programs across Learning Areas

link related learning across Learning Areas

employ pedagogy that maximises learner engagement

identify resources that support the teaching and learning program

closely monitor and review programs.

The SACSA Companion Documents are a programming tool to support the teacher to:

Programming

Processes for planning, programming and assessing Planning and programming at class level

The teacher regularly monitors and reviews the effectiveness of the learning program.

The SACSA Companion Documents can be used as a tool to integrate assessment processes and to support the teacher to: consider a range of negotiated and inclusive assessment practices

maintain strategic records

provide feedback that is ongoing

review programs with learners by drawing on achievement data

develop effective intervention and support programs.

This identifies the next stages of learning and provides feedback to learners and their families.

Integrating assessment


Planning at class level


In summary The purpose of the documents

The function of the sample learning descriptors

Navigating the documents

Programming at class level

PART CProcesses for planning, programming and assessing


Reviewing and developing aschool-wide learning program

In order to achieve

a balanced curriculum

continuity for learners

school level policy decisions should be consistent with the SACSA Framework.

Slide 1 of 2



The teacher regularly monitors and reviews the effectiveness of the learning program.

The SACSA Companion Documents can be used as a tool to integrateassessment processes and to support the teacher to:

consider a range of negotiated and inclusive assessment practices

maintain strategic records

provide feedback that is ongoing

review programs with learners by drawing on achievement data

develop effective intervention and support programs.

This identifies the next stages of learning and provides feedback to learners and their families.





Year 4 Standard 2






























PART DProcesses for planning, programming and assessing


Using the SACSA Companion Documents as a short and longer term planning tool, the teacher plans within and across year levels, consistent with:

by taking into account:

knowledge about learnersindividual differences of learnerslearners’ achievement datalearners’ inputschool improvement priorities and targetsschool assessment, recording and reporting policyDECS policies, guidelines and support documents.

the SACSA Framework school curriculum policyschool planning expectations

Planning



build on the prior knowledge of learners

involve learners in the construction of their learning program

draw upon achievement data

design and sequence purposeful learning activities

include Equity Cross-curriculum Perspectives and Enterprise and Vocational Education

negotiate with learners the criteria to successfully demonstrate theirachievement of Outcomes

develop learning programs within Learning Areas or develop integratedlearning programs across Learning Areas

link related learning across Learning Areas

employ pedagogy that maximises learner engagement

identify resources that support the teaching and learning program

closely monitor and review programs.

The SACSA Companion Documents are a programming tool to support the teacher to:

Programming

planning for teaching and learning a professional learning package to support use of the sacsa...

Documents

learning areas

standard slide

sample learning descriptors

direction of shadows

peoples shadows

professional learning

r10 companion documents

assessment examples