Designing the Classroom Curriculum Designing the Classroom Curriculum

Lynch, Smith, Howarth Step 4: Analyse each Syllabus Learning Outcome to identify the specific knowledge (content) to be taught and the order in which it is to be taught (the knowledge hierarchy). Step 4a: If planning a ‘one-off’ lesson or a consecutive ‘series of lessons’, the syllabus learning outcomes should be ‘broken down’ and recorded at LMQ2 as a series of instructional learning outcomes. A syllabus-learning outcome is designed across a two-year period and thus contains much knowledge to be taught and learnt. Instructional Learning Outcomes make explicit what has to be achieved in the context of such small teaching sequences. The process of breaking a SLO down into ILO becomes redundant as the teacher gains expertise in teaching that SLO. Step 5: Record the proceeds of each step using an appropriate (documentation) template. Example: The conceptual premise of answering LMQ2 24 Learning Management Plan for: English Unit of Work for Stage 1 Focus: Poetry LMQ2: What do I aim to achieve in my students? (Setting the learning outcomes) D = declarative knowledge P = procedural knowledge My students will be able to:- Syllabus Outcomes TS1.1 Explore poems as a form of expressive text  Recognises and says words that rhyme with a spoken word. D1  Responds to poems read aloud to them through drawing, painting, dancing. D2  Identifies language used in descriptions, such as describing words (adjectives). D3  Listens to rhymes, chants and poems from various cultures. D4  Participates in choral reading and shows some understanding of tempo, tone and pitch. P1  Uses words such as ‘alliteration’ to talk about patterns of sound in poetry. P2 Syllabus Outcomes RS1.5 Use poems to express various forms of emotions or to recount experiences  Recognises poems that tell stories. D5  Chooses to read poems from a range provided for enjoyment to extend knowledge. P3  Retells and comments on a poem read. D6  Begins to recognise point of view in poetry. D7  Points out and explains the purpose of features of the writing, such as layout, headings, stanzas, lines. D8  Interprets poems, including repetitive rhymes, chants. P4  Compares personal knowledge and experience with ideas and information in poems. P5  Identifies language choices the poet has made to add to the meaning of the whole text. D9  Reads poetry for personal enjoyment. D10  Interprets descriptions of familiar people, places, animals and objects. P6  Recognises words in poem that have similar meanings, opposite meanings. D11  Includes simple descriptions of familiar people or things in poetry. P10  Uses rhyme, repetition, patterns of rhythm, alliteration in writing poems. P11 EXAMPLE: Syllabus Learning Outcome EXAMPLE: Instructional Learning Outcomes (or specific instructional bits from a SLO 24 These examples are attributable to Leah Maree Sommerfeld 69

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