COGs
A planning framework for managing the primary
curriculum
Purpose of the day
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To provide support for teachers in
understanding the Connected Outcomes
Groups (COGs).
To provide support for teachers in
programming units of works in Languages
which complement the COGs.
To provide opportunities for teachers to work
collaboratively to produce a unit of work.
COGs:
An introduction
The Eltis
report
The Board of Studies response:
Changes to Stage statements
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In response to the Eltis report, the Board of
Studies developed Foundation statements to
assist teachers in managing the curriculum more
effectively.
Foundation statements replaced the Stage
statements in the six primary key learning areas.
Languages have maintained their Stage
statements, as they are not a mandatory KLA in
primary school.
Where do Languages fit in the HSIE
Foundation statements?
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ES1
Students examine characteristics common to people,
including Aboriginal peoples, describing some of the
similarities and differences.
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S1
Students explore the composition of a number of groups,
including Aboriginal peoples, in their community and
recognise that groups have specific identifying features,
customs, practices, symbols, religion, languages and
traditions.
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S2
Students explain how different cultures and traditions
contribute to Australian and community identity. They
examine a variety of local and other communities,
investigating similarities and differences including ways
of living, languages and belief systems.
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S3
Students explain how shared culture, heritage and
language, including those of Aboriginal peoples,
contribute to Australian and community identity. They
explore cultural diversity by examining how cultures
change through interactions with other cultures and the
environment.
The DET response
What are COGs?
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Connected Outcomes Groups.
Make connections between syllabus outcomes
from across KLAs (SciTech, HSIE, CA, PDHPE).
Highlight how literacy and numeracy links can be
taught in context.
Allow the curriculum to be taught more
efficiently by taking an integrated curriculum
approach.
Simplify planning, programming and assessing.
Maximise student learning.
How many COGs are there?
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There are eight ‘strings’ or organisers (A-H) for
each Stage in K-6, for example:
String A
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ES1: Our place
S1: Local places
S2: Local environments
S3: Living Land
There is a unit of work for each string for each
Stage, except for G and H in Early Stage 1.
There are 30 COGs in total.
What is in a COGs sample unit?
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A covering page with:
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the overarching connection focus
sample activities
a summary of how each of the KLAs connects to the
main connection focus.
A planning page with resources and a term
planner for teacher reference.
Sequenced learning experiences, including
outcomes and assessment strategies.
Are COGs mandatory?
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COGs are not mandatory – they have been
provided by the Department to support
teachers.
They are designed to make planning,
programming and assessing easier for
teachers by providing sample units of
work which demonstrate how outcomes
can be grouped.
Where can I find the COGs?
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COGs were released in late 2005 in draft
form on the website:
www.curriculumsupport.education.nsw.gov.au/timetoteach
Are schools using COGs?
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Many schools are already trialling COGs,
adapting them to their own context where
necessary.
Most schools using COGS are taking a
whole-school curriculum planning
approach.
As at July 2006, COGs are only available
to DET schools.
COGs and Languages
Considerations
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Broad spectrum of contexts, including
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community languages and non community languages
from 2 hours/week through to ½ hour/week.
Each unit complements main COGs unit (not duplicates
it).
Existing scope and sequences.
Topics from previous K-6 syllabuses.
Development of language within unit.
Development of language across Stages.
Each unit to stand alone AND link to others.
Syllabus content.
Variety of assessment strategies for all skills.
The process (part 1)
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The units of work for the main COGs were
examined, with ideas and activities which
could work in Languages identified.
Connections and Content developed for
Languages in each String.
Units of work (with outcomes and
assessment strategies) developed, focusing
on language structures.
Scope and sequence (as a ‘working
document’) developed.
The process (part 2)
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Connections and Content amended where
necessary.
Resources identified for each unit.
Units and assessment strategies mapped
against syllabus outcomes.
Feasibility study completed with practising
primary Languages teachers.
Amendments made where necessary.
DET resources
COGs templates
Accessing COGs
Generic units for Languages:
 www.curriculumsupport.education.nsw.gov.
au/timetoteach
Language-specific units:
 www.curriculumsupport.education.nsw.gov.
au/primary/languages/cogs/index.htm
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COGs A planning framework for managing the primary …