WEBVTT 00:00:04.129 --> 00:00:07.750 Hello and welcome to Blooming Curious, a podcast 00:00:07.750 --> 00:00:10.410 that's all about nurturing that natural curiosity 00:00:10.410 --> 00:00:14.410 in our earliest kids and students. I'm Edwina, 00:00:14.669 --> 00:00:17.449 your host from the Ed's Lessons blog, a passionate 00:00:17.449 --> 00:00:20.289 advocate for play and inquiry, and on a mission 00:00:20.289 --> 00:00:23.510 to keep children curious and questioning. The 00:00:23.510 --> 00:00:26.769 days of talk and chalk are over. We're diving 00:00:26.769 --> 00:00:30.269 into the world of integrated, inquiry and nature 00:00:30.269 --> 00:00:32.950 -based learning. and exploring the strategies 00:00:32.950 --> 00:00:35.850 that create lifelong learners. So if you're a 00:00:35.850 --> 00:00:39.350 classroom or homeschool educator, or even a curious 00:00:39.350 --> 00:00:43.679 parent, then this is the place for you. Hello 00:00:43.679 --> 00:00:46.619 everyone and welcome back. Today is episode 2 00:00:46.619 --> 00:00:49.039 of our Getting Started series and today we're 00:00:49.039 --> 00:00:51.200 going to look at the curriculum and how to teach 00:00:51.200 --> 00:00:53.880 it or use it. Generally the Education Department 00:00:53.880 --> 00:00:55.820 of a country will set out a curriculum which 00:00:55.820 --> 00:00:58.560 is a framework from which teachers then teach 00:00:58.560 --> 00:01:01.740 the content. They give you a scope and a sequence 00:01:01.740 --> 00:01:04.239 which sets out exactly what children should be 00:01:04.239 --> 00:01:08.129 taught each year of schooling. In general Teachers 00:01:08.129 --> 00:01:10.269 then take this curriculum and then figure out 00:01:10.269 --> 00:01:12.890 how they will deliver it to their students. For 00:01:12.890 --> 00:01:15.569 educators who are new to teaching, this can be 00:01:15.569 --> 00:01:19.030 a very overwhelming process. And then to make 00:01:19.030 --> 00:01:22.510 matters even more complicated, you get bodies 00:01:22.510 --> 00:01:25.030 like here in Australia, the Early Years Learning 00:01:25.030 --> 00:01:28.859 Framework. which is an add -on, and it supports 00:01:28.859 --> 00:01:32.260 early childhood providers and teachers to extend 00:01:32.260 --> 00:01:34.780 and enrich children's learning from birth to 00:01:34.780 --> 00:01:37.540 five right through the transition of school. 00:01:37.920 --> 00:01:40.620 And the framework is designed to complement the 00:01:40.620 --> 00:01:44.200 individual states and territory frameworks. And 00:01:44.200 --> 00:01:48.019 especially for things like Kindy, which is not 00:01:48.019 --> 00:01:50.939 an official year of schooling, those teachers 00:01:50.939 --> 00:01:54.439 specifically focus on the early learning framework. 00:01:54.739 --> 00:01:57.739 The place to start is what the curriculum calls 00:01:57.739 --> 00:02:00.760 the general capabilities. And this is generally 00:02:00.760 --> 00:02:02.819 and broadly what children should know by the 00:02:02.819 --> 00:02:05.549 end of a specific cycle. So by the end of year 00:02:05.549 --> 00:02:07.290 two, if we're talking about early childhood, 00:02:07.310 --> 00:02:10.509 for example. And I really would encourage all 00:02:10.509 --> 00:02:12.650 of you that before you even look at the subject 00:02:12.650 --> 00:02:15.909 areas for the year that you're going to be teaching, 00:02:16.310 --> 00:02:18.949 look at that year's general capabilities so that 00:02:18.949 --> 00:02:22.449 you get a really good idea of what kids are supposed 00:02:22.449 --> 00:02:25.830 to be learning. Now, once you've got that sorted, 00:02:26.409 --> 00:02:29.189 the complication arises that the curriculum is 00:02:29.189 --> 00:02:32.069 divided up into individual standalone subjects. 00:02:32.629 --> 00:02:34.810 If you had to teach each of these subject areas 00:02:34.810 --> 00:02:37.330 as prescribed by the curriculum, you will be 00:02:37.330 --> 00:02:39.129 burnt out before the end of the term we're on 00:02:39.129 --> 00:02:42.210 holidays. The other issue of course is that life 00:02:42.210 --> 00:02:45.770 isn't compartmentalized, is it? Everything is 00:02:45.770 --> 00:02:48.949 linked. The way to plan your term is to plan 00:02:48.949 --> 00:02:52.770 integrated lessons that cover more than one subject 00:02:52.770 --> 00:02:56.210 area at a time. So you're killing multiple birds 00:02:56.210 --> 00:02:59.640 with one stone. So how do you do this? Well, 00:02:59.640 --> 00:03:01.479 unfortunately, you have to know the curriculum 00:03:01.479 --> 00:03:04.400 to start off with. You need to know what the 00:03:04.400 --> 00:03:06.639 curriculum expects you to teach for your particular 00:03:06.639 --> 00:03:10.080 year. And once you know the curriculum, everything 00:03:10.080 --> 00:03:13.120 becomes easier. So you need to know, so what 00:03:13.120 --> 00:03:15.740 are kids supposed to learn in terms of language? 00:03:16.240 --> 00:03:18.199 What are they supposed to know in science? What 00:03:18.199 --> 00:03:20.080 are they supposed to know in house? Now I have 00:03:20.080 --> 00:03:23.139 my own opinions about all these things. in early 00:03:23.139 --> 00:03:25.740 childhood, but that's for another episode. But 00:03:25.740 --> 00:03:28.620 once you know everything about the content of 00:03:28.620 --> 00:03:31.740 the curriculum, life becomes easier. You are 00:03:31.740 --> 00:03:34.479 able to plan more confidently and you can use 00:03:34.479 --> 00:03:36.719 inquiry -based learning because you know what 00:03:36.719 --> 00:03:39.819 the kids need to work on. The way I have successfully 00:03:39.819 --> 00:03:43.120 planned an integrated curriculum is to start 00:03:43.120 --> 00:03:46.199 with science or humanities subject area. So you 00:03:46.199 --> 00:03:49.199 start and you look at that. What are kids going 00:03:49.199 --> 00:03:52.080 to learn or need to know in science or humanities? 00:03:52.360 --> 00:03:55.919 But just another tip when you're planning consider 00:03:55.919 --> 00:03:58.099 what's actually happening in the real world so 00:03:58.099 --> 00:04:01.020 the children can make connections with their 00:04:01.020 --> 00:04:04.680 experiences and Someone's using a lawnmower next 00:04:04.680 --> 00:04:06.819 door, so I'm seriously hoping you guys can't 00:04:06.819 --> 00:04:10.919 hear that So for example when you plan science 00:04:10.919 --> 00:04:15.599 Look at the seasons In year two, biological sciences, 00:04:15.979 --> 00:04:17.899 you need to teach growth and change, which is 00:04:17.899 --> 00:04:20.720 all about life cycles. So plan that unit in the 00:04:20.720 --> 00:04:22.879 spring when silkworms are hatching, and so that 00:04:22.879 --> 00:04:25.639 kids can actually witness the life cycle in front 00:04:25.639 --> 00:04:28.300 of their own eyes. And teach the water cycle, 00:04:28.300 --> 00:04:30.779 for example, when it's the rainy season, so that 00:04:30.779 --> 00:04:33.279 you can integrate math and technology, and kids 00:04:33.279 --> 00:04:36.579 can actually experience what precipitation is. 00:04:37.230 --> 00:04:39.709 Now that you've decided which science or humanities 00:04:39.709 --> 00:04:42.129 unit you're going to teach, look at the type 00:04:42.129 --> 00:04:45.029 of texts, picture books and guided reading texts 00:04:45.029 --> 00:04:47.850 that fit with and complement the science unit 00:04:47.850 --> 00:04:50.110 so that you're learning your science subject 00:04:50.110 --> 00:04:53.029 matter in your reading groups and while you're 00:04:53.029 --> 00:04:56.430 focusing on teaching kids the skills for comprehension 00:04:56.430 --> 00:05:00.470 and looking for key words later on students will 00:05:00.470 --> 00:05:02.649 use these skills you're teaching them in their 00:05:02.649 --> 00:05:05.069 small group guided reading lessons and they're 00:05:05.069 --> 00:05:07.329 going to apply them to looking for information 00:05:07.329 --> 00:05:10.149 when they're working on inquiry projects also 00:05:10.149 --> 00:05:12.850 consider how you will assess their understanding 00:05:12.850 --> 00:05:15.449 of the science or humanities are they going to 00:05:15.449 --> 00:05:19.470 write a report for example, or a procedure. Then 00:05:19.470 --> 00:05:21.370 you have to ensure that you teach procedural 00:05:21.370 --> 00:05:24.149 or report writing in your English so that they 00:05:24.149 --> 00:05:26.610 can use that knowledge and apply it to the task 00:05:26.610 --> 00:05:28.790 you've set them to check their understanding 00:05:28.790 --> 00:05:31.790 in the Enquiry Project for Science and Humanities. 00:05:32.209 --> 00:05:35.389 A great book and I really urge you guys to get 00:05:35.389 --> 00:05:38.269 that I loved using is Pike Orbit's talk for writing 00:05:38.269 --> 00:05:40.870 across the curriculum. I'll link it in the show 00:05:40.870 --> 00:05:44.850 notes. Just a heads up. It's an affiliate link 00:05:44.850 --> 00:05:47.689 to Booktopia, so I will receive a tiny commission 00:05:47.689 --> 00:05:50.089 should you purchase it through my link at no 00:05:50.089 --> 00:05:53.389 extra cost to you. Seriously, my copy is so used 00:05:53.389 --> 00:05:55.930 with sticky notes everywhere. I highly, highly 00:05:55.930 --> 00:05:59.810 recommend it. Now as much... as we'll try and 00:05:59.810 --> 00:06:02.949 integrate. It's not always possible. You can 00:06:02.949 --> 00:06:05.589 include math measurements, for example, if you're 00:06:05.589 --> 00:06:08.730 looking at how plants grow and change by measuring 00:06:08.730 --> 00:06:10.670 their growth. You can also teach the meaning 00:06:10.670 --> 00:06:13.389 of difference in math when you compare how tall 00:06:13.389 --> 00:06:15.529 a plant was before the holidays, for example, 00:06:15.529 --> 00:06:17.930 and how tall it is when you return. And then 00:06:17.930 --> 00:06:20.589 you work out the difference, which really makes 00:06:20.589 --> 00:06:22.790 the mathematical concept concrete for children, 00:06:22.870 --> 00:06:25.490 especially if they draw it out or have photos 00:06:25.490 --> 00:06:30.000 to compare. books that you read and study every 00:06:30.000 --> 00:06:33.699 week. In English, to align with your subject 00:06:33.699 --> 00:06:35.699 matter. For example, if you're learning about 00:06:35.699 --> 00:06:38.459 growth and change in science and you're planting, 00:06:38.899 --> 00:06:41.220 get stories about growing a garden or planting 00:06:41.220 --> 00:06:44.439 seeds. And in humanities in year two, if you're 00:06:44.439 --> 00:06:46.939 looking at how technology has changed over time, 00:06:47.319 --> 00:06:49.379 do this unit at the same time as your growth 00:06:49.379 --> 00:06:51.839 and change so the children can see these connections 00:06:51.839 --> 00:06:54.699 in the real world. You'll spend a week with each 00:06:54.699 --> 00:06:57.040 book and you'll probably have different book 00:06:57.040 --> 00:07:00.000 or text for your guided reading groups. Now, 00:07:00.120 --> 00:07:02.899 once you've got your texts that you'll use not 00:07:02.899 --> 00:07:05.399 only to teach and practice reading and comprehension, 00:07:05.639 --> 00:07:08.259 but also grammar and spelling and even your writing, 00:07:08.800 --> 00:07:11.100 you can include technology by getting the children 00:07:11.100 --> 00:07:13.899 to take photographs or make digital posters or 00:07:13.899 --> 00:07:16.680 presentations to showcase the understanding of 00:07:16.680 --> 00:07:19.339 their topic when they're doing the inquiry project. 00:07:21.069 --> 00:07:23.589 even design and technology by getting students 00:07:23.589 --> 00:07:27.089 to make models and talking about inquiry, which 00:07:27.089 --> 00:07:30.430 I truly believe that this is one of the best 00:07:30.430 --> 00:07:33.490 ways that children learn. This does not mean 00:07:33.490 --> 00:07:37.009 that we throw out explicit instruction. So many 00:07:37.009 --> 00:07:38.949 people think that the minute that you talk about 00:07:38.949 --> 00:07:41.629 inquiry, you've got to throw out explicit instruction. 00:07:41.930 --> 00:07:44.810 No, not true at all. They dovetail one another. 00:07:45.040 --> 00:07:47.759 You've got to have your explicit instruction 00:07:47.759 --> 00:07:51.279 for your skills and your phonics and your reading 00:07:51.279 --> 00:07:54.360 and your mathematical concepts. You cannot expect 00:07:54.360 --> 00:07:58.540 a student to go off and do inquiry unless you 00:07:58.540 --> 00:08:01.720 have explicitly taught them the process in a 00:08:01.720 --> 00:08:04.899 step -by -step fashion. And this is exactly what 00:08:04.899 --> 00:08:08.000 I've done in my latest e -guide, which I created 00:08:08.000 --> 00:08:11.480 especially for educators that are fearful or 00:08:11.480 --> 00:08:15.149 haven't given inquiry learning a go. I explicitly 00:08:15.149 --> 00:08:18.449 walk you through each stage step by step so that 00:08:18.449 --> 00:08:20.810 you are no longer fearful and I give you examples 00:08:20.810 --> 00:08:23.689 of how to integrate inquiry across subject areas 00:08:23.689 --> 00:08:26.269 like science and even give you some planning 00:08:26.269 --> 00:08:29.490 templates for your students. So seriously with 00:08:29.490 --> 00:08:32.409 my inquiry 101 guide you have nothing to lose 00:08:32.409 --> 00:08:35.129 and everything to gain and it's available right 00:08:35.129 --> 00:08:38.750 now at a low introductory offer that's less than 00:08:38.750 --> 00:08:41.370 the price of a coffee and a muffin. You can get 00:08:41.370 --> 00:08:45.250 it at resources .edslessons .com forward slash 00:08:45.250 --> 00:08:48.429 inquiry 101 and I will link it in the show notes 00:08:48.429 --> 00:08:52.840 below. Now the way I like to plan all this out 00:08:52.840 --> 00:08:56.080 is by getting a large piece of paper you know 00:08:56.080 --> 00:08:59.019 A3 minimum or even better one of those big rolls 00:08:59.019 --> 00:09:02.940 of Ikea paper and placing my science and humanities 00:09:02.940 --> 00:09:06.120 topics in the centre. And then I start brainstorming 00:09:06.120 --> 00:09:08.879 the various skills I need to teach in English 00:09:08.879 --> 00:09:11.940 and maths and technology and art. And I find 00:09:11.940 --> 00:09:15.700 texts that link to the main topics for English. 00:09:16.179 --> 00:09:19.039 Maths is generally standalone, but I look for 00:09:19.039 --> 00:09:21.440 concepts that can be covered during investigation, 00:09:21.519 --> 00:09:23.980 for example, measurement and chance and data, 00:09:24.500 --> 00:09:27.299 which are easily integrated into inquiry units. 00:09:27.539 --> 00:09:30.159 Now, I hope this all makes sense. I was thinking, 00:09:30.220 --> 00:09:34.129 actually, of offering a curriculum or term planning 00:09:34.129 --> 00:09:37.830 webinar or a short course sometime in the future. 00:09:37.929 --> 00:09:41.090 Now, I don't know anything about doing this yet. 00:09:41.370 --> 00:09:44.570 I haven't designed it or even thought about what 00:09:44.570 --> 00:09:47.269 would be included in it. But if this is something 00:09:47.269 --> 00:09:50.710 you might be interested in, if you'd like me 00:09:50.710 --> 00:09:53.850 to take you step by step through how to plan 00:09:53.850 --> 00:09:57.509 an integrated curriculum, then let me know. There's 00:09:57.509 --> 00:09:59.370 no point in me putting energy into something 00:09:59.370 --> 00:10:01.710 that no one wants. So if you'd like something 00:10:01.710 --> 00:10:04.870 like this, then leave me a voice message, I'll 00:10:04.870 --> 00:10:07.669 put a link in the show notes or even email me 00:10:07.669 --> 00:10:10.769 at contact at edslessons .com and if you have 00:10:10.769 --> 00:10:13.610 any questions or concerns about using your curriculum 00:10:13.610 --> 00:10:16.230 to plan then drop me a line and I'll see how 00:10:16.230 --> 00:10:20.409 I can help you. Next week's episode is all about 00:10:20.409 --> 00:10:23.750 scheduling and timetabling and your daily non 00:10:23.750 --> 00:10:26.809 -negotiables in early childhood. I hope to see 00:10:26.809 --> 00:10:30.190 you there and until then remember curiosity is 00:10:30.190 --> 00:10:33.610 your superpower so stay blooming curious.