Cross Curriculum Priorities Identifies how across curriculum priorities can be addressed with the Learning Area. These across curriculum priorities include: Catholic ethos and identity Asia and Australia’s engagement with Asia Inclusive Education Indigenous Priorities Social Emotional Learning Sustainability Education Mathematics provides considerable opportunity for students to explore, understand and appreciate the wider world through the integration of across curriculum priorities. The following statements about across curriculum content are embedded into all programs P-9 however ensuring that subject integrity is maintained. Catholic Ethos: At St ____________ all Key Learning Areas have a religious dimension which . . . General Capabilities The nature of work in the 21st century has resulted in the identification of important general capabilities that schools should help students develop including: Literacy Numeracy Information and communications technology (ICT) Literacy knowledge, skills and understanding need to be used and developed in all learning areas. In mathematics this requires teachers to: Explicitly teach the metalanguage of the discipline. Assist students to articulate their mathematical understandings Sequence and Scope The documentation should: Provide an overview of the content strands, key ideas and ways of working to be covered Shows connections and continuity between the key phases of learning (early years, middle years and senior years) Indicate time allocation. The following sequence and scope is to guide teachers in their programming, enabling a continuum of development through P-9. It provides specific focus for content and expectations for each year level. It also provides focus for ongoing planning and programming. It has been designed through consultation with the teachers at St ______’s and is regularly reviewed. Learning and Teaching Experiences Provides a clear statement about how the school wide pedagogical practices are specifically related to the Key Learning Area. Could be referenced to a school ‘Agreed Pedagogical Practices document’. Outlines programming formats and requirements. Programming in Mathematics involves the consideration of the individual learning needs and styles of all students and the creation of a learning environment that assists students to achieve the outcomes of the syllabus. Staff at St _________ incorporate hands on concrete material to assist students understanding of concepts. Five hours per week is set aside for the learning and teaching of Mathematics.
Staff have agreed to include the following elements in each lesson: Warm Up Activity: Teacher Modelling (whole class): Small Group/Guided/Pairs Activities: Independent Activity : Reflection: Assessment and Reporting Provides statements on assessment and tracking of student learning Provides statements on the methods of reporting to parents This could be referenced to a school ‘Agreed Practice on Assessment, Reporting and Record Keeping’ Assessment is the process of gathering and interpreting information about student progress for a variety of purposes. Assessment is structured so that students can demonstrate a range of outcomes through a variety of assessment tools and measurement techniques over a period of time. At this school assessment provides accurate information that demonstrates in an authentic way, what students know and can do in Mathematics. Assessment practice: clearly and directly links with outcomes integral to teaching and learning is balanced, comprehensive and varied etc. Resources A list of the resources appropriate to the learning area Evaluation Statements outlining how and why the overall implementation of the learning area is evaluated in terms of: units of work programmes using assessment data Evaluating is the process of making judgements about the effectiveness of teaching programs, procedures and resources. Evaluation is an inherent part of our professional lives as teachers and as a school. Evaluation occurs in a number of forms at St ________’s. The process for evaluating the Math’s Program is as follows . . . Appendix Four: Cross Curriculum Priorities There are other cross-curriculum matters that can be thought of as priorities rather than capabilities. Each of these priorities will be represented in learning areas in ways appropriate to that area. Catholic Ethos
Appendix Six: Sample Unit Plan ??? OVERVIEW, TERM ??? Knowledge and Understanding (K&U) Proficiency Strands Assessment (A) DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer CURRICULA PRIORITIES Catholic Ethos (CE) Aboriginal and Torres Strait Islander Education (ATSIE) Asian Education (AE) The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander priorities, knowledge, histories, cultures and spirituality. A genuine commitment to This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.