Kenmore South Curriculum Overview
The Kenmore South Curriculum Overview is informed by the DETE P–12 curriculum, assessment and reporting framework which specifies the requirements for Queensland state schools for delivering the curriculum for Prep to Year 12 from 2013. It is based on the assumption that every student can learn and that responding to the particular learning needs of students is central to teaching.
In implementing the P–12 curriculum, assessment and reporting framework Queensland state schools:
provide students with the required curriculum
assess, monitor and capture student achievement
set high expectations for each student and respond effectively to their current levels of achievement and differing rates of learning
prepare students to exit schooling with the foundation for successful lifelong learning and participation in the community
keep parents and students informed of the student’s achievement throughout their schooling.
The Australian Curriculum
The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities that are important for all Australian students. It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all Australian students.
English, Mathematics, Science, The Humanities – History, Geography, Civic and Citizenship, Economics and Business, The Arts, Technology, Health and Physical Education History and Geography.
In the
Australian Curriculum, the general capabilities encompass the knowledge, skills, behaviours and dispositions that will assist students to live and work successfully in the twenty-first century. The general capabilities are:
Literacy,
Numeracy,
Information and communication technology (ICT) capability,
Critical and creative thinking,
Personal and social capability,
Ethical understanding and
Intercultural understanding.
Accordingly, the Australian Curriculum must be both relevant to the lives of students and address the contemporary issues they face. With these considerations and the Melbourne Declaration on Educational Goals for Young Australians in mind, the curriculum gives special attention to these three priorities:
Aboriginal and Torres Strait Islander histories and cultures,
Asia and Australia’s engagement with Asia and
Sustainability.Cross-curriculum priorities are embedded in all learning areas. They will have a strong but varying presence depending on their relevance to the learning areas.
Minimum Time Requirements broken down into a Weekly Hours (QSA)
Learning Area |
Prep |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Year 7 |
English |
7 |
7 |
7 |
7 |
6 |
6 |
6 |
6 |
Mathematics |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
Science |
1 |
1 |
1 |
1.75 |
1.75 |
1.75 |
1.75 |
2.5 |
History |
0.5 |
0.5 |
0.5 |
1 |
1 |
1 |
1 |
1.25 |
Geography |
0.5 |
0.5 |
0.5 |
1 |
1 |
1 |
1 |
1.25 |
Economics and business |
0.5 |
0.5 |
Civics and citizenship |
0.5 |
0.5 |
0.5 |
Design and Technology |
0.5 |
0.5 |
0.5 |
1 |
1 |
1.5 |
1.5 |
2 |
Languages |
1.25 |
1.25 |
1.25 |
1.25 |
1.25 |
1.25 |
1.5 |
1.5 |
The Arts |
1 |
1 |
1 |
1.25 |
1.25 |
1.25 |
1.25 |
2 |
HPE |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
Total/per week |
18.75 |
18.75 |
18.75 |
21.75 |
20.75 |
21.75 |
22 |
24.5 |
Explicit Instruction At Kenmore South, our primary method of teaching is Explicit Instruction. The aim of this method is to move students to a level where they are able to complete tasks independently and experience a sense of accomplishment and pride.
An Explicit Instruction lesson is highly structured and focuses on three distinct stages that a student ‘moves through’ in a lesson: I DO (modelled), WE DO (guided), and YOU DO (independent). The teacher is always checking for understanding throughout the lesson so that he or she gauges the level of understanding of the explicitly taught concept(s). If the level of understanding is poor the teacher needs to reteach the concept until the majority of students in the class have at least a good understanding of what has been taught before a teacher sets the independent task for the lesson.
At Kenmore South State School, we all have the same goal. One of the greatest tools available to us in this pursuit is explicit instruction – instruction that is systematic, direct, engaging, and success orientated. The effectiveness of explicit instruction has been validated again and again in research involving both general education and special education students.
At the foundation of this teaching method are the following principles:
Explicit Instruction:
Optimises engagement and time on task
Promotes high levels of success among students
Scaffolds instruction and more time is spent in instructional groups
Increases content coverage