Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 66

Designing the Classroom Curriculum
When starting any teaching episode, there is always a teaching ‘starting point’ and
correspondingly this starting point is the base level of achievement required in each student. When
benchmarking you effectively identify this starting point and then identify its correspondence with each
student. Those who are ‘ready’ are ‘at standard’ and thus ready for this teaching episode, while those who
are not ‘require special (teaching design) consideration’. ‘Requiring special consideration’ can also include
those high achievers in classrooms.
Example 1, LMQ1, as a summary of findings: 22
Learning Management Plan for: English Unit of Work for Stage 1 Focus Poetry
LMQ1: What have my students achieved to date? (Ascertaining student readiness) Special Consideration students listed next
to each indicator
Outcomes TES1.1 to TES1.4
 Participates in nursery rhymes, including rhymes from different cultures. (SC  HK)
 Recites short simple poems. (SC  HK)
 Listens and responds to simple poems. (SC  HK)
 Recognises and says words that rhyme. (SC  TJ)
 Demonstrates recognition that there are different spoken texts, e.g. ‘This is a poem’. (SC  TJ, AZ)
 Uses words such as ‘nursery rhyme, poem, verse, rhyme’. (SC  SBD, EG, TJ, TBD)
Outcomes RES1.5 to RES1.8
 ‘Reads’ a variety of simple poetry and rhymes. (SC  AZ, HW)
 Joins in shared poems, rhymes and chants with recurring language patterns. (SC  HK, IM)
 Recognises words during shared reading of familiar poems.
 Asks for poems to be read for enjoyment. (SC  NA, HK, JS)
 Describes and gives opinion of character in a familiar poem or nursery rhyme. (SC  SBD, TJ, TBD, HK)
Outcomes WES1.9 to WES1.14
 Contributes to joint construction activities of poems. (SC  TJ)
 Identifies rhyming words in a text. (SC  TJ)
 Uses rhyme in jointly constructed poem. (SC  SBD, TJ, AZ, TBD, HK)
Other considerations…
 ‘At Standard (AS)’ students are: BA, MB, JB, KD, GI, RS, TS, LW, NF, ZG, CL, RM, OP, TW, AW – with ALL ES1 English-
Poetry indicators met.
 ‘At Standard (AS)’ students are: NA, EG, IM, JS, HW – with MOST ES1 English-Poetry indicators met.
 ‘Special
Consideration
(SC)’
students
are:
SBD – Immigrant from Israel with Israeli father & German mother. Twin sister of TBD. Arrived in Australia age 5. Home
languages
are
Hebrew,
Arabic
&
German.
TJ – Born in Australia to South Korean parents. Did not know much English or have many English-speaking Australian
connections
before
starting
school.
TBD – Immigrant from Israel with Israeli father & German mother. Twin brother of SBD. Arrived in Australia age 5. Home
languages are Hebrew, Arabic & German.
22
These examples are attributable to Leah Maree Sommerfeld
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