Designing Curriculum for cross-curriculum courses in STEM Jayne Heath Director Professional Learning.

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Presentation transcript:

Designing Curriculum for cross-curriculum courses in STEM Jayne Heath Director Professional Learning

About the ATIP professional learning program The Advanced Technologies Industry Pathways professional learning and curriculum project aimed to reinvigorate studies in nineteen secondary schools with specific focus on integrating maths and science with studies in technologies.

1 st Year ASMS Lead School

Three Regional Clusters Lead School Manager + Science Maths Technology Partner School Science Maths Technology Partner School Science Maths Technology Partner School Science Maths Technology Partner School Science Maths Technology Partner School Science Maths Technology

2 nd & 3 rd Years ASMS Lead + Partner Schools

Year 1 Lead Schools ASMS exemplars Cross curriculum Inquiry based learning Industry connections Year 2 Lead Schools + Partner Schools Working in Regional Clusters Lead Schools exemplars Cross curriculum Inquiry based learning Industry connections End of year Curriculum Expo Involve all Regional Clusters Curriculum design Protocol for giving and receiving feedback Year 3 Lead Schools + Partner Schools Working in Regional Clusters Assessment task design Inquiry based learning Industry connections End of year Learning Expo Involve all Regional Clusters Assessment design Protocol for giving and receiving feedback

What did it look like? So what will we do to get there? How will we engage, challenge and support the learning? Design the teaching and learning plan How will we know if they got it? What could the intended learning look like at this level? What evidence will enable us to asses the intended learning? What do we want our students to learn? What is the intended learning and why is it important? What do the students bring?

Evidence based approach to PL focus on improved student performance and engagement; staff involved in the design and planning; school based activities which are in context; activities are continuous and ongoing involving observation, critique and reflection; supported by multiple sources of information; opportunities to develop theoretical understanding and skills needed; based on school teams; and part of a comprehensive change process and school improvement plan.

Address: Australian Science & Mathematics School Flinders University Sturt Road, Bedford Park South Australia 5042 Telephone: Facsimile: South Australian Department for Education and Child Development T/A South Australian Government Schools CRICOS provider number 00018A