project school teacher

Implementing the curriculum planning framework: COGs

 

Project schools

Over a period of four years, 2006 - 2009 schools are implementing the curriculum planning and assessment frameworks.

Initially schools combined in networks to concentrate on specific issues and strategies.

The feedback from participants has provided valuable feedback to inform the continuing development of the curriculum planning and assessement frameworks.

2009

In the final year of the project, there are a small number of new project schools who will concentrate on their COGs implementation strategies building on the feedback, knowledge and understanding provided by the project schools in previous years. Their feedback has been extremely valuable as they shared their implementation strategies with their colleagues. Each year there have been workshops and conferences which have facilitated their sharing. Many of these have been filmed. Edited video clips have been publshed on this site to extend the sharing to all project schools and beyond.

Click the link to School stories at left to view some of this material. More will be publshed during this year.

Feedback from 2009 schools

More information on feedback for schools supported by AGQTP funding in 2009 available here.

2008

Over the year 2008, three groups of schools were involved:

  • Implementation schools
  • Mentor schools
  • Schools collecting worksamples

Implementation schools

These schools were new to the project in 2008 and were drawn from all regions. Teachers were building on general feedback from previous schools in the project and provided responses on specific areas in the COGs units.

Mentor schools

Teachers from these schools acted as mentors to small groups of about four schools in their geographic area. Mentor schools who participated in the project during 2006-2007, were able to draw on their own implementation strategies to assist the new schools as they began to implement COGs.

Worksample schools

Teachers from a small group of schools who particpated in the project during 2006-2007 have provided worksamples from COGs units. The worksamples have been through a process of quality assurance by the officers from Curriculum K-12 Directorate and can be considered as model examples of COGs assessment tasks which have been graded as Above, Sound or Below. The range of worksamples covers all stages and KLAs and a large number of the COGs learning experiences. As mentioned above, these worksamples can provide models of assessment for all teachers and can assist in teachers achieving consistency of teacher judgement. Click the link to COGs worksamples in the menu above to access the worksamples.

2006-2007

Network 1 ran over the 2006 school year. Its focus was to collect worksamples relating to assessment tasks as specified in the COGs units published on the Curriculum Support web site. These worksamples can be used as models for teachers across the state as they begin to implement COGs in their schools. The worksamples can also assist teachers in achieving consistency of teacher judgement. Teachers involved in Network 1 have, in the main, been involved in the writing of the first COGs units.

Click the link to COGs worksamples in the menu above to access the model worksamples.

View more information on consistency of teacher judgement

Network 2 ran over the school years 2006 - 2007. Schools trialled the COGs units and provided feedback for teachers across the state.

Network 3 ran over the school years 2006 - 2007. The focus was on small schools. Teachers from small schools drafted multi-stage units based on the existing COGs units for use by teachers in small schools and teachers teaching composite classes.

Some units have been publshed. Others are still in draft form awaiting editing by K-6 officers from Curriculum K-12 Directorate and will be published on the Time to teach website as they become available. To view both published and unpublished units, click the links under the heading COGs multistage units in the menu above.

Network 4 ran over the school years 2006 - 2007. The focus was on special needs groups such as Aboriginal Education and Non-English Speaking Background students. Teachers of these students tailored COGs units to cater for the needs of their students.

Units showing modifications will be published later.