• Why we teach:  outcomes simplified
• What we teach.  When: Scope & Sequence
• How:  units, strategies, learning activities.
• With what:  identify and manage resources
• So what:  assessment.  Valid tasks.
• How well: criteria, standards, rubrics
• For whom: negotiate the learning

• Curriculum organisation and development
• Use a curriculum organisational structure
• Choose and adapt plans for your classroom
• Import existing plans
• Plan, monitor, record, track outcomes
• Prepare Scope and Sequence charts
• Prepare teaching units, learning activities. 
• Identify, select resources. Create folders.  
• Assessment tasks: criteria, standards. 
• Record results.  

• Identify the ‘Intent / Purpose’ eg investigation
• Select appropriate outcomes to be attained
• Examine / adapt ‘Scope and Sequence’ charts
• Create integrated units. Graphic organisers
• Choose appropriate learning activities
• Identify, access resources
• Assessment: valid tasks, criteria, standards.
• Recording formats for reporting.

• Types and purposes of assessment
• System policy: outcomes, criteria, standards
• Assessment tasks: criteria, standards.
• Assessment records  related to reporting.

• Evaluate Year 3 5 7 test data
• Identify priority areas and prepare explicit plans.
• Incorporate into Scope and Sequence charts.
• Criteria and standards to measure progress.

      Maximise results  

• Outcomes Overviews: Plan, monitor, record, track, communicate, accountability.
• Scope and sequence maps.  Developmental plan.
• Graphic organisers: Intention, unit overview
• Teacher plans: linked plans, activities, schedules
• ‘why, what, how, with what, so what, how well’
• Assessment: tasks, criteria, standards. Monitor
• Assessment records  formats, linked to planning
• Professional learning: teacher needs, priorities.

• Connecting policy and practice
• Understanding change management process: policy – procedures – practices - supervision.
• Determine school priorities /system policy
• Plan, coordinate, monitor, record, report
• Checklists and time-lines. 1- 4 Year plans.
• Central Document Set: set-up, processes.
• Allocate roles, responsibilities, resources

• Connect policy and practice
• Implementation plan: coordinate, decision flow
• Incorporate system and school priorities
• Establish ’School based curriculum centre’
• Prepare unit / term plan and rolling 4 year plan
• Allocate roles, responsibilities, resources
• Use ICT for coordination, supervision
• Analysis of system test results
• Change management. Processes
• Professional learning coordination

• Produce personal documents using ICT
• Select, adapt exemplars - navigate, view
• Apply processes: save, copy, delete, print
• Structure for easy access, storage, sharing
• Create your own ‘contents-menu’
• Import and organise planning documents
• Colour coding to plan, monitor, track
• Easy resource management. Annotated sites
• Connecting all with hyperlinks
• Cumulative and collaborative planning

• Use ICT to negotiate the curriculum
• Lnk curriculum (plan) to pedagogy (action)
• Apply ICT to learning process. Select strategies.
• Access ICT activities and student resources
• Use easy connected student assessment records.
• Engaging students in use of technology.

“Its so easy”