Our Lady Help of Christians Parish School
Programming Policy
outlining
Programming requirements and expectations for teaching
programs and timetables.
Policy Number: PP0.1
Status: Active
Date Issued: 6th May 2013
Evaluation and Review: 2016
Policy Contact Officer: Principal / Assistant Principal
Related Documentation:
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 1
Purpose
This policy provides a clear and concise description of the Board of Studies (BOS),
Catholic Schools Office (CSO) and our school’s expectations for teaching programs
and classroom timetables.
Teaching and learning programs are a record of planned learning experiences and
need to reflect an understanding of the needs, interests and abilities of our students.
Learning sequences should be based on syllabus outcomes and provide for critical
and creative thinking, exploration and experimentation. Programs should be
designed in collaboration with other year/stage teachers and the students. Continual
planning and reflection are key components of a flexible and negotiated curriculum.
Programs should be developed and drawn from a rich curriculum that is inspiring,
rigorous and that engages the contemporary learner.
In planning and developing programs using the Australian Curriculum in NSW
Syllabuses, teachers and schools are required to develop programming documents
that support teaching and learning that deepens insight and meaning, and also meet
the requirements from the Board of Studies (BOS).
Digital programs are an acceptable way of presenting a teaching program.
Students are individuals who learn at different rates and in different ways. Teaching
programs need to show differentiations in learning content, lesson delivery and
assessments that incorporate and cater to the prior learning experiences, learning
styles and preferences, interests and talents of the diverse range of students in our
classrooms. Differentiation is a targeted process that involves forward planning,
programming and instruction. Differentiated programming provides alternate
methods and choices for students to demonstrate their knowledge, understanding
and skills. Differentiated programming also considers resources, stimulus materials,
individualised student feedback and higher-order thinking and creative and critical
thinking skills to promote flexible learning experiences that encourage students to
work, at their own pace, towards their individual levels of achievement.
Programming Format Checklist
+ Notes on Compliance for Classroom Teachers
1. Title Page
Name of School
Classroom Teacher/s
Grade Name
Year
2. School Vision and Mission Statement
3. Personal Education Philosophy
Teacher’s personal teaching philosophy on teaching children in the 21 st
Century. (Updated each year to match current best practice and linked with
the Contemporary Learning Framework)
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 2
4. Class Profile
Statement about each individual student in the class that identifies:
- Student name
- Gender
- Date of birth
- Relevant cultural and social background
- Religious affiliation
5. Needs Analysis
A checklist or profile on each student within your class group that has any
additional needs. For example:
- ESL
- Draw attention to an IEP or record card
-Wears glasses, hearing difficulties
- Needs support/extension
- Medical Alerts
-Further comments
6. Classroom Organisation
Classroom routines (times and activities)
Class rules
Behaviour management procedures
An outline of the role of any additional person who supports learning in the
classroom. What do they do and when? (Teacher’s aides, parent helpers
etc).
Duty roster
7. Timetables
Class Timetable
- allocated time for each KLA as specified by the BOS
- KLAs correctly labelled
- RFF teachers are named and times identified
Support Staff Timetable - highlight the times when they are in your room
8. School Scope and Sequences and Term/Yearly Overviews
Elements to include in this section:
- Stage Statements
- Outcomes from Syllabus (can be represented with the outcome codes)
- Title and sequence of each unit for the year/stage
- Duration of each learning sequence - Term and Date
- Subject-specific requirements (texts etc)
- Additional information based on common practice in the school
9. KLA Assessment Plans
KLA Assessment Plans are overviews of all of the assessment activities
included in all planned learning and teaching experiences for each term.
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 3
10. Teaching and Learning Program
Include teaching and learning sequences, outcomes, register of taught
outcomes (signed and dated), differentiation, assessment, resources, links to
other KLAs and evaluations.
Refer to the notes over the page for the requirements for each of the following
KLAs:
Religious Education
English
Mathematics
Science and Technology
HSIE
PD/H/PE
Creative Arts
Key Learning Areas:
Religious Education
- Title page that clearly labels the KLA
- Scope and Sequence for the year, including outcomes
- Term Planner, include school feasts and celebrations
- Unit Coversheet: Syllabus Outcomes & Indicators (from RE On-line or curriculum
book)
- KLA Organisation Statement: a clear outline of how this KLA or sub strands will be
taught in your classroom, Literacy block components, grouping structures, lesson
structures, routines, methods, cooperative learning strategies, differentiation of
curriculum taught to special needs/extension students, how learning support staff are
used in this KLA
- Teaching and learning experiences, include an explicit and systematic sequence of
experiences generated from the objectives/outcomes
- Evidence of following the Emmaus Process
- Evidence that Teaching/Learning activities cater for the needs of all students in
your class (including appropriate reference to IEPs)
- Evidence of use of RE On-line material
- Evidence of Registration (date & sign)
- Curriculum/ integration links where appropriate
- Evidence of appropriate prayers for the unit, Liturgies & Masses (ie formal and
informal including hymns and songs)
Catholic Schools Office requirements in addition to the BOS requirements above:
- Catholic Perspectives underpinned by the Foundation Beliefs and Practices
- Connections to the Contemporary Learning Framework
- Integration of the 4 Critical Questions of Learning – big ideas/guiding questions
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 4
English
- Title page that clearly labels the KLA
- KLA Organisation Statement: a clear outline of how this KLA or sub strands will be
taught in your classroom, Literacy block components, grouping structures, lesson
structures, routines, methods, cooperative learning strategies, differentiation of
curriculum taught to special needs/extension students, how learning support staff are
used in this KLA
- Scope and sequence for teaching English including Grammar, Spelling etc for the
Year/Stage.
- Unit description, including syllabus outcomes, duration and stage or year group
- Teaching and learning experiences including an explicit and systematic sequence
of experiences generated from the objectives/outcomes and based on relevant
syllabus content
- All necessary resources used
- All assessment activities (must be clearly identified e.g. bold/colour text, star or
sticker)
- Student and content differentiation
- Links with other Key Learning Areas
- Written evaluation
Catholic Schools Office requirements in addition to the BOS requirements above:
- Catholic Perspectives underpinned by the Foundation Beliefs and Practices
- Connections to the Contemporary Learning Framework
- Integration of the 4 Critical Questions of Learning – big ideas/guiding questions
Mathematics
- Title page that clearly labels the KLA
- KLA Organisation Statement: a clear outline of how this KLA or sub strand will be
taught in your classroom, lesson components, grouping structures, lesson structures,
routines, methods, cooperative learning strategies, differentiation of curriculum
taught to special needs/extension students, how learning support staff are used in
this KLA
- Scope and sequence for teaching Mathematics for the Year/Stage.
- Unit description, including syllabus outcomes, duration and stage or year group
- Teaching and learning experiences including an explicit and systematic sequence
of experiences generated from the objectives/outcomes
- All necessary resources used
- All assessment activities (must be clearly identified e.g. bold/colour text, star or
sticker)
- Student and content differentiation
- Links with other Key Learning Areas
- Written evaluation
Catholic Schools Office requirements in addition to the BOS requirements above:
- Catholic Perspectives underpinned by the Foundation Beliefs and Practices
- Connections to the Contemporary Learning Framework
- Integration of the 4 Critical Questions of Learning – big ideas/guiding questions
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 5
Human Society & Its Environment
- Title page that clearly labels the KLA
- KLA Organisation Statement: a clear outline of how this KLA or sub strands will be
taught in your classroom, lesson components, grouping structures, lesson structures,
routines, methods, cooperative learning strategies, differentiation of curriculum
taught to special needs/extension students, how learning support staff are used in
this KLA
- Scope and sequence for teaching HSIE for the Year/Stage.
- Unit description, including syllabus outcomes, duration and stage or year group
- Teaching and learning experiences including an explicit and systematic sequence
of experiences generated from the objectives/outcomes
- All necessary resources used
- All assessment activities (must be clearly identified e.g. bold/colour text, star or
sticker)
- Student and content differentiation
- Links with other Key Learning Areas
- Written evaluation
Catholic Schools Office requirements in addition to the BOS requirements above:
- Catholic Perspectives underpinned by the Foundation Beliefs and Practices
- Connections to the Contemporary Learning Framework
- Integration of the 4 Critical Questions of Learning – big ideas/guiding questions
Science & Technology
- Title page that clearly labels the KLA
- KLA Organisation Statement: a clear outline of how this KLA or sub strands will be
taught in your classroom, lesson components, grouping structures, lesson structures,
routines, methods, cooperative learning strategies, differentiation of curriculum
taught to special needs/extension students, how learning support staff are used in
this KLA
- Scope and sequence for teaching Science and Technology for the Year/Stage.
- Unit description, including syllabus outcomes, duration and stage or year group
- Teaching and learning experiences including an explicit and systematic sequence
of experiences generated from the objectives/outcomes
- All necessary resources used
- All assessment activities (must be clearly identified e.g. bold/colour text, star or
sticker)
- Student and content differentiation
- Links with other Key Learning Areas
- Written evaluation
Catholic Schools Office requirements in addition to the BOS requirements above:
- Catholic Perspectives underpinned by the Foundation Beliefs and Practices
- Connections to the Contemporary Learning Framework
- Integration of the 4 Critical Questions of Learning – big ideas/guiding questions
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 6
Personal Development, Health & Physical Education
- Title page that clearly labels the KLA
- KLA Organisation Statement: a clear outline of how this KLA or sub strands will be
taught in your classroom, lesson components, grouping structures, lesson structures,
routines, methods, cooperative learning strategies, differentiation of curriculum
taught to special needs/extension students, how learning support staff are used in
this KLA
- Scope and sequence for teaching PDHPE or the appropriate Sub Strands for the
Year/Stage.
- Unit description, including syllabus outcomes, duration and stage or year group
- Teaching and learning experiences including an explicit and systematic sequence
of experiences generated from the objectives/outcomes
- All necessary resources used
- All assessment activities (must be clearly identified e.g. bold/colour text, star or
sticker)
- Student and content differentiation
- Links with other Key Learning Areas
- Written evaluation
Catholic Schools Office requirements in addition to the BOS requirements above:
- Catholic Perspectives underpinned by the Foundation Beliefs and Practices
- Connections to the Contemporary Learning Framework
- Integration of the 4 Critical Questions of Learning – big ideas/guiding questions
Creative Arts
- Title page that clearly labels the KLA
- KLA Organisation Statement: a clear outline of how this KLA or sub strands will be
taught in your classroom, lesson components for Drama, Dance, Visual Arts and
Music, grouping structures, lesson structures, routines, methods, cooperative
learning strategies, differentiation of curriculum taught to special needs/extension
students, how learning support staff are used in this KLA
- Scope and sequence for teaching each component of the CAPA syllabus
- Unit description, including syllabus outcomes, duration and stage or year group
- Teaching and learning experiences including an explicit and systematic sequence
of experiences generated from the objectives/outcomes
- All necessary resources used
- All assessment activities (must be clearly identified e.g. bold/colour text, star or
sticker)
- Student and content differentiation
- Links with other Key Learning Areas
- Written evaluation
Catholic Schools Office requirements in addition to the BOS requirements above:
- Catholic Perspectives underpinned by the Foundation Beliefs and Practices
- Connections to the Contemporary Learning Framework
- Integration of the 4 Critical Questions of Learning – big ideas/guiding questions
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 7
Integrated Unit of Work
- Title page that clearly labels the Unit
- Integration Organisational Statement: a clear explanation of the KLAs that are
being integrated, teaching strategies grouping structures, lesson structures, routines,
methods, cooperative learning strategies, differentiation of curriculum taught to
special needs/extension students, how learning support staff are used in this KLA
- Scope and sequence for teaching PDHPE or the appropriate Sub Strands for the
Year/Stage.
- Unit description, including syllabus outcomes, duration and stage or year group
- Teaching and learning experiences including an explicit and systematic sequence
of experiences generated from the objectives/outcomes
- All necessary resources used
- All assessment activities (must be clearly identified e.g. bold/colour text, star or
sticker)
- Student and content differentiation
- Written evaluation
Catholic Schools Office requirements in addition to the BOS requirements above:
- Catholic Perspectives underpinned by the Foundation Beliefs and Practices
- Connections to the Contemporary Learning Framework
- Integration of the 4 Critical Questions of Learning – big ideas/guiding questions
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 8
Classroom Timetable Requirements
- Board of Studies NSW Syllabuses will indicate the number of hours of study that
students would typically need to achieve the standards described in the syllabus.
- Classroom timetables need to be consistent with the indicative KLA time allocations
- The time allocation required for compliance with both BOS and CSO regulations is
as follows:
English/Mathematics 45%-55%
Religion 10% (2.5 hours)
Other KLA’s 25%-35%
OR:
Religious Education 10%
English 25%-35&
Mathematics 20%
Science and Technology 6%-10%
HSIE 6%-10%
PDHPE 6%-10%
Creative and Practical Arts 6%-10%
- Timetables must have KLA times indicated so that percentages can be easily
calculated
- All KLA’s must be indicated by title and not simply broken down into strands. E.g.
‘ENGLISH’ must be used to indicate time spent on outcomes from the English
Syllabus not just reading/writing/spelling. These sub-titles or strands can be added to
the time table underneath the KLA title.
- All teachers on the class are to be recorded on the timetable for that class,
including RFF teachers. The teacher’s name, time spent in the room and the KLA
taught are to be recorded on the timetable.
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 9
Appendix 1- Programming Note for Compliance
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 10
Appendix 2 – Sample Timetable
Mrs Smith – Year 1S
Term One Timetable – 2014
Monday
Tuesday
Wednesday
Admin
Admin
Admin
English -Phonics
Religious Education
Religious Education
English – Talking & Listening
10.00
Mathematics
(80mins Mrs McDonald)
11.00
8.55
9.00
9.10
Thursday
Admin
Physical Education
Religious Education
Friday
Admin
Physical Education
Religious Education
Mathematics
- Statistics & Probability
English
– Modelled & Shared
Reading
-Modelled & Shared writing
English
-Guided reading activities
-Independent Writing tasks
English
-Guided reading activities
-Independent Writing tasks
LUNCH
LUNCH
LUNCH
LUNCH
LUNCH
Mathematics
(60mins Mrs McDonald)
Personal Development,
Health & Physical Education
(40mins Mrs Brown)
English
-Spelling
-Handwriting
English
-Spelling
-Talking & Listening
Human Society & its
Environment
9.40
11.40
12:20
Creative Arts
(40mins Mr Castle)
12.45
1:00
1.15
1.45
2.05
2.35
3.05
English
(Mrs McDonald)
RECESS
Religious Education
Personal Development &
Health
DISMISSAL
English – Library
(40mins Mrs McDonald)
Mathematics
-Number & Algebra
Mathematics
-Number & Algebra
Human Society & its
Environment
Science & Technology
RECESS
RECESS
Science & Technology
Science & Technology
Personal Development,
Health & Physical Education
SPORT (DANCE)
DISMISSAL
DISMISSAL
Programming Policy OLHC 06/05/2013
RECESS
Creative Arts
RECESS
Assembly
Vertical Groups
DISMISSAL
DISMISSAL
To be reviewed 2017
Page 11
Key Learning Area
Religious Education
English
Mathematics
Science & Technology
Human Society & its Environment
Creative Arts
PD/H/PE – Personal Development & Health
PD/H/PE – Physical Education
Additional Activities ~ Assemblies etc.
TOTAL
Minimum Teaching Hours
Required for Compliance
2 hrs 30 mins
6 hrs 15 mins
5 hrs
1 hr 30 mins
1 hr 30 mins
1 hr 30 mins
1 hr 30 mins
2 hrs
2 hrs 30 mins (maximum)
Programming Policy OLHC 06/05/2013
To be reviewed 2017
Page 12