Year 7-8 Curriculum Development Report: Inquiry-Based Learning

This report details the development of a curriculum for Year 7-8 students, focusing on an integrated, inquiry-based approach within the New South Wales Curriculum framework. The curriculum combines English, Mathematics, and Science into an integrated unit, incorporating introductory, inquiry learning, assessment, and resource segments. The report provides an overview of each subject, detailing specific learning objectives, inquiry-based teaching strategies, and assessment techniques. It emphasizes the importance of active learning, critical thinking, and effective resource utilization, including diverse resources like visual aids and online materials. The report also explores assessment strategies, including formative and summative assessments tailored to each subject, as well as resource allocation to improve learning and recall. The report concludes with a discussion of strategies and approaches to teaching and the importance of integrated learning to make students capable of learning every subject in the correct manner.

Develop Curriculum Year 7-8

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
INRODUCTORY SEGMENT........................................................................................................1
INQUIRY LEARNING SEGMENT...............................................................................................2
ASSESSMENT SEGMENT............................................................................................................4
RESOURCES SEGMENT..............................................................................................................5
Strategies and Approaches of teaching........................................................................................6
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................8

INTRODUCTION
Curriculum refers to the academic contents or lessons which will be taught in school or in
a particular course to individual. In simple term it can be said that, curriculum is the skills as well
as knowledge student expected to be learn. It includes learning standards and objectives which is
expected to be meet (Smith, Patel and Satava, 2014). This report is based on the curriculum of 7
to 8 year students and according to the New South Wales Curriculum it comes under Stage 4.
moreover, it combine three KLAs into an inquiry based integrated curriculum unit which involve
4 segments i.e., introductory, inquiry learning, assessment and resources. Along with this several
other factors related to curriculum is discussed below.
MAIN BODY
Integrated Curriculum can be described as an approach which purposefully Draws
together skills, attitude, knowledge, attitude and value within the subjects area. With the motive
of developing strong understanding of key ideas as well as thoughts. Integrated curriculum
occurs when several components get connected of curriculum in meaningful ways by students
and their teacher. Moreover, an integrated curriculum can be considered as effective student-
centred approach of teaching in order to provide and making subject inherently more
meaningful. In addition to this, it is helpful to make student learning more appropriate as they
become capable to learn every subject n correct manner.
INRODUCTORY SEGMENT
The introductory segment introduction of particular segment and in this segment
selecting 7 to 8 years students of Australia which includes three KLAs subjects for students. It is
including introduction of subjects that what meaning of subjects and how to help for present and
future scenario (Leland, Lewison and Harste, 2014). All three subjects have qualities and skills
for learning criteria for students. This segment describes of curriculum unit the introductory
segment should describe the subject of the matter issues under examination. In this segment
curriculum prepare for 7 to 8 –year -old students so for this segment selecting subjects English,
Mathematics and Science. English Focuses on three standards literacy, language and literature
and every unit of English course develop the students' knowledge and appreciation of literature,
while expanding their repertoire of English subject. Study of English is central to the
development of all young people and helps to create imaginative, critical thinkers and
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confidential communications. Through the study of English individual learn to communicate,
understand, analyse and build relationships with others and also with around the world for them.
Second subject Mathematics is the study of quality including algebra, geometry and
arithmetic and the application of these in real life situations (Duncan and Bell, 2015). It is not
only teaches to students the specific skills in individual areas, but also the analytic thinking
processes needed in everyday living. mostly students take interest in this Mathematics modify
students to gather data, equivalence, analyse and make good decisions, anything from
determining the best buy in electronic games to sorting out fallacies in a statistical survey. This
subject including topics for learning to students such as whole numbers tables, multiplications,
additions, subtraction, dividing, decimal traces, ascending order and descending order.
Selecting third subject is Science & technology, it is challenging and fun for students. It
is important for present and future environment, life styles and health. It helps to understand the
world technology and reason for nature disasters. As a career, it offers many future and current
problem finding situations such as working within an international and local community of
scientist. In present scenario mostly students take interests in science program and it is written to
promote the development of successful and self directed learners. It builds on the science studied
in primary school. Each unit or science and technology designed according to students
perspective and knowing of scientific topics, new levels of knowledge. In this subject using
investigative approach for solving problems and develop practical skills through research
activities and laboratory. With this subject have several opportunities for students to reflect on
learning and evaluate the influence to people and culture have on application on science and
technology.
INQUIRY LEARNING SEGMENT
The inquiry learning can be described as an active style of educating which include
several strategies to provide knowledge by a teacher to children (Ellis, 2014). However, it
include to start up teaching by posing questions, problem or scenarios by avoiding simply
presenting already organised facts or portraying a smooth path of knowledge among students. In
addition to this, inquiry learning can be classified into several levels such as confirmation,
structured, guided, and open having their own concepts of learning. Moreover, this kind of
learning render opportunity to students in respect of developing strong relation with their
classmates, increase their conversation ability and improve confidence. At the other hand, there
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are three KLAs such as English, mathematics and science & technology which has their inquiry
learning techniques or strategies which are helpful to make students understand about these
subjects in correct way.
English – This key learning area requires to utilise effective utilisation of modules
related to grammar and improving vocabulary. In this section, it is required to start teaching by
asking open ended big questions which may have number of possible answers and try to gain
views of students similar to them. However, these questions will perform role of a catalyst in
terms of encouraging students to think in more deep about subject which facilitate them to learn
in appropriate way (Connolly and 2014). At the other hand, inquiry learning activities can be
include use of pictures to make student remember about specific topic because such methods are
supportive for sub- conscious mind of child to grab the knowledge for among time. Additionally,
small level spelling mistakes and grammar including prepositions can be corrected by using
relevant activities among them.
Mathematics – The inquiry learning of mathematics involves a model which provide
support to encourage students in order to regulate their won activities at the time of exploring
mathematical statement. It include the use of different formulas and knowledge which helps to
attempt section of problem solving in mathematics. Moreover, it can be consider creative process
in which real joy comes from grappling with difficult problems and mathematics is like a fun
puzzle. In addition this, inquiry-based learning is helpful in respect of motivating students to
conjecture, discover, solve, explore, collaborate and communicate about specific topic properly.
At the other hand, minor level of addition or subrogation can be teach by using objects like
number of pencils, pens, books etc. so that students can easily learn the mathematical concept.
Science and technology – The inquiry based learning about science and technology
include the posing questions about natural world, investigate phenomena, provide technical
examples and acquired relevant information. It involves to make students about aware natural
science and technology by using real life examples which provide support to time learning actual
facts in accurate manner (Confrey, Maloney and Corley, 2014). In addition to this, they are
required to utilise more effective as well as efficient cognitive procedures including asking
questions, generating hypothesis, designing investigations, collecting and analysing data.
However, these activities are carried out in order to resolve related questions along with
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communicating them with proper explanations to students in respect of making them understands
accurately.
ASSESSMENT SEGMENT
The assessment segment of curriculum refers to effective techniques or methods which
provide support to evaluate about learning level of students. It is necessary to analyse that how
much students learned by teaching with the help of observing their knowledge level by
conducting several evaluating play activities for given age group of children. Moreover, several
types of tests can be carried out for assessing knowledge level of students and how much they
improve themselves after teaching with different play activities. At the other hand, it has been
analysed that different key learning areas requires differentiated kinds of assessing criteria and
English – Students create a range of coherent and structured texts for a range of
audiences and purposes. They make persuasive speeches and multimodal presentations, as well
as contribute actively to panel discussions, using languages features to engage the audience
(Hurst, Thye and Wise, 2014). When creating and editing texts they demonstrate understanding
of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.
They create texts showing how language images and features from other texts can be combined
for effect. Moreover, summative assessment can be utilised to assessing knowledge of student
about English by taking mid- terms, paper, tests to identify their increased level of information.
Mathematics – There will be assessment of particulars topics learns to students and asses
by written tests, oral tests in the form of investigations and reports. It is helpful analyse and
observe the improvement level of an individual after teaching them about principals or concepts
of mathematics like adding, subtracting, counting, determining shapes and many more (Haydn
and et. al., 2014). However, it involves diagnostic test because it is supportive to evaluate
conceptual base of a child which is important to learn facts of the given KLA.
Science & technology – This includes to assess about identification of natural creatures
and resources like iron ore, plants, insects, flowers and many more. It can be determined by
using Formative Assessments and Benchmark or Interim Testing to assess knowledge of students
about facts of science & technology.
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RESOURCES SEGMENT
The resource segment includes overall sources which are required to make students
learning easy and much effective so that they will remember the same for a long time. Moreover,
the curriculum resources can be described as special collection of teaching students in order to
boost up their knowledge level through utilising play activities in an appropriate manner. In
addition to this, certain principals, instructions, interventions and guidelines are required to be
included for teachers in respect of dealing with students of given age group while teaching
(Fletcher, Hooper and Schoenfeld-Tacher, 2015). However, it can contain books, pictures, charts,
maps, flash cards, flannel board, chalk- board, bulletin- board, overhead projectors and many
more which are necessarily needed to improve knowledge of students by teaching. Additionally,
the several key learning areas such as English, Mathematics as well as Science & technology
requires different resources which are explained further –
English – This key learning area include several techniques including reading, writing,
speaking, listening, grammar, pronunciation and many more. It is necessary to utilise various
strategies phonemic awareness, phonics, vocabulary development, reading fluency, including
oral reading skills and reading comprehension policies. Moreover, these techniques can be
utilising as play activities to make students of 7-8 years old educated about English concepts
properly.
Mathematics – There are various kinds of resources for this KLA including
mathematical lessons, printable worksheets, activities, quizzes and many more for teaching
students of given age group. It basically involves different large scale themes involving several
themes such as geometry, algebra, probability and statistics, money, measurement etc. but in case
of students with around 8 years of age, normal addition or subtraction can be teaching by using
effective aids.
However, given age group students can easily grab information about mathematical concepts,
if use of several attractive as well as appropriate visual aids or tools can be done for learning.
Initially, it includes MAB which means place value cards or physical items such as matchsticks,
buttons, ping pong balls, corks etc. for making students able for adding and subtracting concepts
(Kuhn and Moore, 2015). However, online and worksheet resources for primary aged students so
that they can do problem solving questions properly. Moreover, Food such as pizza, cake, pie,
apples, oranges for counting and make them able identify different colours through play
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activities. Meanwhile, 2D and 3D shapes – tan-grams, pattern blocks and attribute blocks can be
used to make them aware about various types of shapes. At last dice, cards and counters and
spinners can be used to teach certain other concepts of mathematics easily.
Science & technology – The science and technology has wide range of topics and sub
topics but for age group g of 7-8 years old kids, only few of facts are required to teach them.
There are various kinds of resources can be used like charts, models or pictures of birds, animals,
trees, flowers etc. In addition to this, several natural resources are really effective as well as
efficient to make students aware about living beings of nature which is an important part of
science. It includes iron ore, gold, diamonds, leaves, flowers, stem, roots in order to make
students educated about scientific factors so that they can easily differentiated them from one
another on correct way. In addition to this, several preserved specimens of small organisms and
use of several gadgets can be conveyed to students and their roles properly.
Strategies and Approaches of teaching
There are different types of strategies which can be utilised in state of Australia for
teaching and make given age group students educated through play activities. It involves several
effective as well as efficient strategies which provide support to easily make children
knowledgeable about desired KLAs including English, Mathematics and Science & technology.
However, some of appropriate techniques are as under –
Visualization – This can be described as several visual aids in different kinds of KLAs
such as display photos, audio clips and videos for teaching students so that they will learn with
interest. Moreover, professionals also utilise several other play activities which should be carried
out in classroom experiments and local field trips for making students aware about natural
resources like plants, flowers, birds etc. so that they can easily remember and identify them for a
long time (Jackman, Beaver and Wyatt, 2014).
Cooperative learning – In this part, several types of techniques are involved which
helps to cooperate with students to learn facts and concepts in proper manner. It includes various
strategies such as develop their self-confidence, communication, critical thinking skills, solving
mathematical puzzles, conducting scientific experiments and acting out short drama sketches.
However, all of these practices are helpful to make students bale to learn more clearly and learn
make then confident to think deeply and understand desired concepts.
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Technology in the classroom – This can be described as utilisation of iPads, tablets and
projectors for teaching students of given age group. These aids can be used to display colourful
and attractive pictures to make kids educated about desired concepts so that they will learn with
interest and remember for a long time.
Inquiry based instructions – This include several strategies like pose thought-provoking
questions to make them independent learners which helps for making them clear about concepts
of desired KLAS. Moreover, this technique helps students to investigate their own ideas for
increasing their knowledge level with help of play activities.
CONCLUSION
From the above report, it has been concluding that curriculum can be described as an
academic contents or lessons which will be taught in school or in a particular course to
individual. It includes different key learning areas for 7-8 years old students such as English,
Mathematics and Science & technology which are required to teach them about relevant
concepts for achieving knowledge. It involves introductory, inquiry learning, assessments and
resources segments which are utilised to make curriculum.
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REFERENCES
Books and journals
Smith, R., Patel, V., & Satava, R. (2014). Fundamentals of robotic surgery: a course of basic
robotic surgery skills based upon a 14‐society consensus template of outcomes measures
and curriculum development. The International Journal of Medical Robotics and
Computer Assisted Surgery, 10(3), 379-384.
Leland, C. H., Lewison, M., & Harste, J. C. (2014). Creating critical classrooms: Reading and
writing with an edge. Routledge.
Duncan, C., & Bell, T. (2015, November). A pilot computer science and programming course for
primary school students. In Proceedings of the Workshop in Primary and Secondary
Computing Education (pp. 39-48). ACM.
Ellis, A. K. (2014). Research on educational innovations. Routledge.
Connolly, M. and et. al., (2014). Validation of a virtual reality-based robotic surgical skills
curriculum. Surgical endoscopy, 28(5), 1691-1694.
Confrey, J., Maloney, A. P., & Corley, A. K. (2014). Learning trajectories: a framework for
connecting standards with curriculum. ZDM. 46(5). 719-733.
Hurst, J. L., Thye, A., & Wise, C. L. (2014). Internships: The key to career preparation,
professional development, and career advancement. Journal of Family & Consumer
Sciences. 106(2). 58-62.
Haydn, T., Stephen, A., Arthur, J., & Hunt, M. (2014). Learning to teach history in the
secondary school: A companion to school experience. Routledge.
Fletcher, O. J., Hooper, B. E., & Schoenfeld-Tacher, R. (2015). Instruction and curriculum in
veterinary medical education: a 50-year perspective. Journal of veterinary medical
education. 42(5). 489-500.
Kuhn, D., & Moore, W. (2015). Argumentation as core curriculum. Learning: Research and
practice. 1(1). 66-78.
Jackman, H., Beaver, N., & Wyatt, S. (2014). Early education curriculum: A child's connection
to the world. Cengage Learning.
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