6 Proven ways to approach new curriculum programming for education

When a new curriculum comes in, teachers can feel overwhelmed trying to work out how to approach new curriculum programming for education. If a new curriculum is to be implemented at the beginning of the school year, then the previous year is then spent programming the syllabus into a teaching program. But where do you start? What method do you use to program?

Depending on your school context, programming may be something that is done individually, or as part of a team.

In this blog post, we will explore different ways to approach new curriculum programming for education and explore the pros and cons of each.

new curriculum programming for education

New curriculum programming – key definitions

Programming languages in the educational sector can be confusing. Here is an overview of some key terms and definitions in relation to new curriculum programming:

Curriculum: The overall plan or framework designed to guide what students are expected to learn within an educational institution or program. It includes the content, learning objectives, some instructional methods (such as experiments), and assessments requirements.

Syllabus: a syllabus refers to a document or set of documents that outline the content, learning outcomes, assessment methods, and other relevant information for a particular subject or course of study. Syllabuses are developed by educational authorities such as NESA or ACARA, and they provide guidance for teachers, students, and parents on what is to be taught and learned within a specific subject area.

Program: Programming is the process of selecting and sequencing learning experiences which enable students to engage with syllabus outcomes and develop subject specific skills and knowledge. The process of programming is typically shared and offers an opportunity for collaboration, professional reflection and evaluation.

Unit: A self-contained segment of instruction within a larger program, typically focused on a specific topic or theme. A unit is designed to provide in-depth exploration and understanding of a particular subject area or concept. It often consists of multiple lessons or activities organized around a central idea, learning objectives, and assessment criteria. Units help structure the delivery of instruction and facilitate coherent learning experiences for students.

Scope & sequence: How the units are organised in a program along with where they align with assessments. These also take into account the number of weeks / holidays etc.

Learning Sequence: The ordered arrangement of instructional activities or experiences designed to facilitate learning and skill development over time. A learning sequence outlines the progression of concepts, skills, or tasks that students engage with to achieve specific learning objectives. It may include a variety of instructional methods, such as lectures, discussions, hands-on activities, and assessments, arranged in a logical and sequential manner to support student learning and comprehension.

Lesson Plan: A detailed outline or guide for a single instructional session or class period. A lesson plan typically includes specific learning objectives, instructional strategies, resources, assessment methods, and timing for each component of the lesson. It serves as a roadmap for teachers to effectively deliver instruction, manage classroom activities, and assess student understanding. Lesson plans can vary in format and detail but generally provide a structured framework for teaching and learning.

new curriculum programming for education

What should new curriculum programming include?

It is important to know where you are headed when starting down the road of new curriculum programming.

By the end, you should have a set of programs which:

• • are designed towards a particular grade level

  • reflect the needs, interests and abilities of students

  • are based on syllabus outcomes and include a variety of teaching, learning and embedded assessment activities, strategies and resources to address the learning needs of all students

  • include instructional materials and resources

  • are flexible and dynamic documents that change in response to student learning needs, school context, teacher evaluation and feedback

  • include adjustments for students with disability

  • reflect school and sector priorities, values and initiatives

  • are a record of how syllabus requirements are met.

Things to consider when programming for new curriculum

• Systemic requirements of school – is there a program template you need to use?
• Have you got the most up to date syllabus?
• Timing – weeks in the term – how many lessons do you actually have once excursions, camps etc are taken out?
• Context – spirituality or religious values to include?
• Focus on what the students are doing. 
• Activities are the last thing that should be sort when programming. 

Things not to do when programming

• Don’t over program – it isn’t meant to be an instructional document. Yes link to resources, but don’t mistake it for a lesson sequence or write paragraphs of what the teacher should be doing. Keep it simple programs or it will be too hard for teachers to follow.
• Don’t include resources you don’t have easy access to.
• Don’t reinvent the wheel – do use exemplars and use networks and collaborative programming opportunities

new curriculum programming for education

6 Approaches to new curriculum programming   

There are multiple ways to go about programming. This may be up to you, but at this stage, more likely it will either be decided by your school or faculty leader as to which approach they want to take.

If you are a faculty leader, make sure you have a clear direction that you want your faculty to take. You will need to assess your faculty members’ programming skills and experience, and how you are going to support them in this task and teach them the new skills they may need.

So let’s explore some different strategies we can use for new curriculum programming…

1. Content Programming 

This strategy focuses on organizing and delivering educational content in a structured manner.

Content programming involves basically following the curriculum as a program, where content is grouped by substance

For example, in grade 7 science, all biology would be taught together, chemistry, earth science etc.

For example, in grade 9 maths, all trigonometry would be taught together, algebra together etc.

Content Programming Pros:

• This is the most straight way forward of programming and often the syllabus has done most the work in terms of organization for you.

• Provides a structured approach to teaching and learning.

• Ensures coverage of essential content and topics.

• Facilitates clear progression and understanding for students.

Content Programming Cons: 

• May lead to a rigid curriculum that lacks flexibility.

• Might prioritize content delivery over deeper understanding or application.

• Can be challenging to update or adapt as educational needs evolve.

new curriculum programming for education

2. Thematic Programming

Thematic programming involves organizing educational content around central themes or topics.

For example, in grade 7 science, the theme might be ‘WaterWorld’. This theme incorporates elements of earth science and chemistry and physics.

This particular unit included the water cycle, states of matter, and separation of mixtures within the ‘WaterWorld’ context.

In maths, there could be a program with the theme of ‘roller coasters’ where a variety of topics in maths are combined in the theme e.g. angles, trigonometry, algebra, etc. This could be taken further and include scientific concepts of speed and gravity etc.

Thematic Programming Pros: 

• Thematic programming helps students to connect related concepts and see the bigger picture within a particular domain.
• Encourages interdisciplinary thinking and problem-solving.
• Enhances student engagement by relating content to real-world contexts and practical applications

Thematic Programming Cons: 

• Can be left with weird left over bits and pieces that are hard to fit into a theme nicely.
• Can be difficult for students to understand the different parts of the learning – for example, in science they may not understand physics, chemistry and biology for choices in stage 6.
• Might overlook depth in individual topics in favor of breadth across themes.

3. Gamification and Game-Based Learning

This involves incorporating game elements, such as points, badges, and leaderboards, into educational activities to motivate and engage students. Game-based learning uses actual games or simulations as learning tools to teach concepts, promote problem-solving, and enhance retention.

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Gamification Pros:

• This is a great way to Increase Engagement: Gamification makes learning more enjoyable and interactive, which can lead to higher levels of engagement among students.

• Game elements such as points, badges, and rewards can motivate students to actively participate in learning activities and strive for mastery.

• Gamification allows for personalized learning experiences, where students can progress at their own pace and receive immediate feedback.

• Games often require problem-solving, critical thinking, and decision-making skills, which can be beneficial for cognitive development.

• Multiplayer or collaborative games promote social interaction and teamwork among students, fostering communication and collaboration skills.

Gamification Cons:

• In some cases, students may become overly focused on earning rewards rather than engaging with the learning material for its intrinsic value.

• Poorly designed gamification elements or overly complex game mechanics may distract students from the learning objectives.

• Gamification may not be suitable for all subjects or learning goals, and its effectiveness can vary depending on student preferences and age groups.

• Designing and implementing game design learning experiences can be time-consuming when new curriculum programming.

• Maintaining student interest and motivation over the long term may be challenging, especially if the novelty of gamification wears off.

• Not greatly suited to students who struggle to keep up.

new curriculum programming for education

4. PBL Programming (Project-Based Learning) 

PBL new curriculum programming involves learning through hands-on projects that simulate real-world challenges.

In new curriculum programming, PBL involves structuring courses around project-based assignments. For example, instead of just learning syntax and concepts, students might work on projects like building a website, developing a mobile app, or analyzing datasets. PBL programming encourages active learning, problem-solving, collaboration, and creativity. It helps students apply theoretical knowledge to practical scenarios, preparing them for real-world situations.

PBL Pros: 

• Engages students in active, hands-on learning experiences.

• Develops critical thinking skills, problem-solving skills, and collaboration skills.

• Provides opportunities for students to apply theoretical knowledge in real-world problems

PBL Cons: 

• Requires significant time and effort for planning and implementation.
• May be challenging to assess and evaluate student learning effectively.
• Could encounter resistance from students or educators unfamiliar with the PBL approach.

new curriculum programming for education

5. Flipped Learning Classroom

In a flipped classroom model, traditional lecture-based instruction is replaced with interactive, self-paced learning activities outside of class, such as watching videos or reading materials. Class time is then used for collaborative discussions, problem-solving, and hands-on activities. This works particularly well for high school students studying advanced topics such as organic chemistry, where students need more input from the teacher during the application of the learning.

Flipped Learning Pros:

• Flipped learning encourages active participation and engagement, as students take responsibility for their own learning outside of class.

• Students have the flexibility to access learning materials at their own pace and convenience, allowing for personalized learning experiences.

• In-class time can be used more effectively for collaborative projects, discussions, and hands-on experience, rather than passive lecture-based instruction.

• Teachers can provide targeted support and feedback to students during face-to-face interactions, addressing their specific learning needs and challenges. This is particularly helpful when attempting problem solving activities.

• Research suggests that flipped learning can lead to better retention of course material, as students have more opportunities to review and reinforce concepts.

Flipped Learning Cons:

• Flipped learning relies heavily on technology and internet access, which may pose challenges for students with limited resources or connectivity.

• Some students may struggle with self-directed learning and require additional guidance and support to navigate the flipped learning environment effectively.

• Flipping a classroom requires significant upfront preparation, including creating or curating learning materials, designing activities, and communicating expectations to students.

• Assessing student learning in a flipped classroom setting can be more complex, as traditional assessment methods may not fully capture the depth of student understanding.

• Flipped learning represents a departure from traditional teaching methods, and some students or educators may be resistant to this shift in instructional approach.

new curriculum programming for education

6. Backwards by Design

Backwards by Design, or Backward Design, is an instructional design approach where educators start with the end goals in mind and then work backward to design the curriculum and assessments. It is an approach to planning that helps us meet standards while pursuing goals related to understanding.

• Step 1: The first step is to identify the big ideas / enduring understanding

• Step 2: The next step is to determine what does success look like? What are essential questions students should be able to answer? what are the foundational skills needed to succeed?

• Step 3: How will you assess success? How will you assess student progress to the Learning intention?

• Step 4: How will you plan learning to lead to success? (programming)

In new curriculum programming for education, educators using backward design would first identify the big idea / enduring understanding for the topic. They would then identify desired learning outcomes and skills that students should acquire by the end of the course. Then, they would design assessments and projects that allow students to demonstrate those skills. Finally, they would plan the instructional activities and content to support students in achieving those outcomes. This approach ensures that the curriculum is aligned with the desired learning goals and focuses on meaningful learning experiences.

new curriculum programming for education

Conclusion

New curriculum programming can be a daunting task. It is important to decide on an approach to use so you have a clear direction. 

Which approach to new curriculum programming will you take?

new curriculum programming for education

New Curriculum Programming References:

• Bergmann, J., & Sams, A. (2014). Flipped Learning : Gateway to Student Engagement. International Society For Tech In Ed.
• Katrina A Harte. (2016). Creating interactive, collaborative teaching programs with Google Apps. The Australian Educational Leader, 38(1), 53–58.
• Kim, S., Song, K., Lockee, B. B., & Burton, J. K. (2018). Gamification in learning and education : enjoy learning like gaming. Springer.
• Sharp, H., Hudson, S., Weatherby-fell, N., Charteris, J., Brown, B., Lodge, J., McKay-Brown., Sempowicz, T., Buchanan, R., Imig, S. Hudson, P., Vergano, M., & Walsh, M. (2021). Introduction to education. Oxford.
• Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.

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