Differentiated Curriculum: Innovative curriculum for 21st century learners
Fairholme Middle School offers a differentiated curriculum, striving for an optimal match between learner capacity and the level of experiences provided within the learning environment. It offers a variety of entry points for students who differ in abilities, knowledge and skills and allows them to engage in meaningful learning opportunities to achieve individual academic success. Through the differentiated curriculum available in many Key Learning Areas in Years 7, 8 and 9, teachers provide different approaches to what students learn, how students learn, and how students demonstrate what they have learned. As a result of this, at times where deemed appropriate, three subsequent levels of curriculum emerge; Core, Modified and Extension.
The framework for differentiation involves the development of Key Concepts which overhang and connect all areas of the curriculum, allowing for immersion and depth of learning. Focus Questions and Contributing Questions are also a vital part of curriculum as they present the ‘big questions’ which provide the basis for the learning activities. The students’ learning journey allows them to ponder and answer these questions, the latter eventuating in the reaching of the desired outcomes for each curriculum unit.
Another important curriculum component of a differentiated curriculum is assessment. Fairholme Middle School adopts a fundamental approach to assessment in that it is viewed as something students learn from, rather than something that is used to label them. Student progress is continually monitored by the teachers who employ a range of multi-faceted and authentic assessment tools and strategies at varying levels. Supporting the curriculum philosophy of tying student need to learning experience, these may also be differentiated and be at a Core, Modified, or Extended level.
Learning Enhancement
Enrichment at Fairholme Middle School is multifaceted and comprises many different formats and programs. It is largely linked to curriculum differentiation in that providing an ‘enriched’ curriculum for all students is paramount within a mixed ability context. Therefore, the provision of numerous different learning experiences that are aligned with both the practices and beliefs of Middle Schooling and student learning style and learning rate is essential. As a result, students identified as gifted and talented are catered for in different ways according to individual need and in accordance with the philosophy of the Middle School.
When specifically looking at the needs of gifted learners two important issues of curriculum arise:
- Gifted students need a curriculum that addresses their need for pace and complexity.
- Gifted students require instruction and scaffolding for their learning but may not require the level of repetition and support needed by their year level peers.
The majority of these students undertake extension activities which are a comprehensive facet of the curriculum being taught. Assessment at an extension level is also offered in many Key Learning Areas.
Enrichment activities occur within the regular classroom and on some occasions, on special days. Enrichment Days are highly valued opportunities for deep learning experiences when students may participate in a day of innovative activities to consolidate their skills and knowledge. Enrichment Days also provide opportunities for students to showcase their learning and for the College community to acknowledge student participation and achievement.
