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Teacher librarians as innovators and collaborators in the Australian Curriculum Joy Whiteside Head of Library, Keilor Campus Overnewton Anglican Community College A foundational premise ….. General Capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/general-capabilities-in-theaustralian-curriculum The Australian Curriculum website • • • • • • • • overviews continua links to examples cross references explanations symbols tables Includes a guided tour Australian Curriculum http://www.australiancurriculum.edu.au/GeneralCapabilities/Over view/general-capabilities-in-the-australian-curriculum Developing a Scope and Sequence for the program • Investigate learning area content relevant to the program • Examine the General Capabilities and Cross Curriculum priorities • Create a table with relevant descriptors Scope and Sequence example A relevant GC descriptor http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/Continuum#page=2 General Capability Literacy Numeracy ICT Capability Critical and Creative thinking Personal and Social Capability Ethical Understanding Intercultural Understanding How will the General Capabilities be met within the library program? Numeracy – where does this fit in the library program? Dewey – recognising, reading and understanding call numbers Interpreting class data on preferences or understandings (E.g students completing a Google Form and then interpreting data together) http://www.australiancurriculum.edu.au/GeneralCapabilities/Numeracy/Organisingelements/Organising-elements Learning program sample Resources What resources will I choose to assist students with their learning? Skills What skills will the students be developing in their lessons? Learning Intention What exactly will the students be learning during the lessons? Thinking and response What will the students do in their lessons that will enable them to think, engage with the learning, and respond? Assessment / Success Criteria How will the learning in the lessons be measured? The Giving Tree by Shel Silverstein New York, 1964 Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) Students will explore the notion of “give and take” and how it works in our relationship with the environment. Contribution to class discussion Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) They will make connections between the story and other texts on the topic ‘sustainability’ Use some of the Story Strategy questions (Making Thinking Visible:32) for Think – Pair – Share. What’s the story? What’s the other story? How do you know the story? Why know or tell the story? Where’s the power in the story? Also - ‘What makes you say that?’ to encourage students to justify and explain their thoughts and ideas IWB iPads Library site on the Intranet – Year 4 Sustainability blog Students will learn how to respond to a story on the class blog Vocabulary Continue to develop an understanding of ‘sustainability’ Discuss other terms arising from the text such as responsible, nurture, support, deplete Response to a question on the Year 4 Sustainability blog Literature Scope and Sequence to reflect the Cross-Curriculum priorities recapping • Understanding the Australian Curriculum content and the General Capabilities and the Cross-curriculum priorities • Developing a scope and sequence • Redeveloping Curriculum documents – explicit reference to the GCs • Redeveloping learning programs • Literature Scope and Sequence