Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 147

Lynch, Smith, Howarth
The classroom curriculum is based on student performance data. While various documents provide the
teacher with teaching guidance, such as a KLA scope and sequence, Stages, etc., it is the performance data
(or evidence) on each student that creates the starting point for teaching. As the teaching process
continues, in line with the classroom curriculum (i.e. the results of answering the 8 Learning Management
Design questions in plan form), it is the collection and analysis of student performance data (focused on the
defined learning outcomes at LMQ2 and each student’s progress towards its achievement) that the teacher
relies on to check, adjust or move on to the next planned stage in the classroom curriculum. In turn it is this
same performance data, in ‘cooked form’ (i.e. it has been analysed), that informs the design of the next
classroom curriculum at LMQ1 and forms the basis on various reports. Table 11.2 is key in engaging with
student performance data.
1. NAPLAN testing is viewed as a contentious issue in the minds of many
parents and teachers? Why might this be so?
2. How would you use NAPLAN results in your designing your classroom
curriculum?
3. What role do ‘benchmarks’ play in teaching and learning?
4. When an average is calculated by a teacher after a maths test, what does
this result come to represent?
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