2.+Curriculum+Documents

**CURRICULUM DOCUMENTS ** **The following page has been created to provide teachers with the necessary documents when teaching English. The documents are put in place to support and assist in ensuring the information provided is suitable and effective for the chosen year level. Links to both English and Technology have been provided as these are the two main relevant documents needed for this wiki. **

**English Curriculum Documents** **Components of the Essential Learnings:** The Essential Learnings Components is a resource that is designed to help teachers or planners map the components of the Essential Learnings across each year-level juncture. These components relate to English and consist of **[|Learning and Assessment Focus (L&AF)]**, **[|Ways of Working (WoW)]** and **[|Knowledge and Understanding (K&U)]**. **Essential Learnings:** Essential Learnings is a vital document that is available in each KLA and year juncture. It states what should be taught and what is important for students to know and be able ‘to do’. The document is broken up into two main sections, the **[|English Ways of Working and Knowledge and Understanding]**. It can be said that these two sections are needed to ensure students are receiving the ongoing learning, social, and personal competence, and participation in a democratic society.

**Statements of Learning for English:** **[|Statement of Learning for English]** was created as a means of achieving greater national consistency in curriculum outcomes across Australia. The document describes the essential skills, knowledge, understanding and capacities all students across Australia should have and the opportunity to develop and learn these skills by the end of Years 3, 5, 7 and 9 ﻿ **Technology Curriculum Documents** **Components of the Essential Learnings:** The Essential Learnings Components is a resource that is designed to help planners map the components of the Essential Learnings across year-level junctures. These components relate to Technology and consist of **[|Learning and Assessment Focus (L&AF)]**, **[|Ways of Working (WoW)]** and **[|Knowledge and Understanding (K&U).]** **Cross – Curriculum Priority:** The**[| Cross-Curriculum Priority]** document demonstrates that by applying ICTs as a tool for learning can assists students in becoming competent, discriminating, creative and productive users of ICTs. It also reveals that ICTs can be integrated in a variety of ways to support the students thinking, learning, collaboration and communication. **Essential Learnings:** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Essential Learnings are available for the eight KLA syllabuses and each year juncture 3, 5, 7, and 9. It is a vital document as it states what should be taught and what is important for students to have opportunities to know and be able ‘to do’. The document is broken up into two main sections, the **[|Technology Ways of Working and Knowledge and Understanding]**. It can be said that these two sections are needed to ensure students are receiving the ongoing learning, social, and personal competence, and participation in a democratic society. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**Statements of Learning for ICT:** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**[|Statement of Learning for ICT]** was created as a means of achieving greater national consistency in curriculum outcomes across Australia. The document describes the essential skills, knowledge, understanding and capacities all students across Australia and should have the opportunity to develop and learn these skills by the end of Years 3, 5, 7 and 9.

<span style="color: #008000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">**Teacher Resources & Curriculum Documents** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**APEL:** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**[|APEL]** is a software application that assists teachers with auditing the curriculum. This document is an important document for teachers to have as it assists teachers in planning their lessons and units. It identifies assessable elements related and suitable for your particular unit and allows teachers to save date in an internal database so changes can be stored and retrieved later. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**Assessable Elements:** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**[|Assessable Elements]** is a useful document in which all teachers need access to, to make judgments about the quality of student achievement. The document provides teachers with a template of what areas are required to be assessed depending on their particular key learning area.
 * Blooms Taxonomy: **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Blooms Taxonomy] **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> is a very important asset as it allows teachers to determine which tool will help enhance the students higher order thinking when it comes to creating with ICTs.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**[|Embedding Indigenous Perspective]** is a document that provides teachers with the opportunity to implement indigenous perspectives into their planning, assessment and curriculum.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Embedding Indigenous Perspectives: **

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**QCT Professional Standards:** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**[|Queensland College of Teachers]** provides us with the abilities, knowledge, understandings and professional values that we as teachers in Queensland schools need to demonstrate. There are put in place to ensure our teaching caters for the diversity evident in classrooms today. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**Scope and Sequence Draft Guide** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**[|The Scope and Sequence Draft Guide]** for grammar has been provided to support teachers in their English planning. The document ensures teachers are covering the necessary work for their particular year level, and provides suggests for effective strategies. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**The Learning Federation:** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**[|The learning Federation]** provides teachers with valuable digital curriculum resources. These resources include, assessment resources, learning objects, teacher resources and many other valuable tools. The available tools can be easily incorporated into our everyday teaching and allows teachers to cater for the diversity.

Home

**//<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Angela Thomson - 12244633 - ED3441 //**