A useful extract from: Curriculum Support for teaching in English 7-12. Volume 14, No.4, 2009
This overview is an extract from a segment in this publication relating to programming for Gifted and Talented students. It is in fact the template for effective programming for all students.
"The design process should first specify what students are to achieve. The BOS syllabuses determine the scope and sequence of learning, and before a unit of work begins, teachers should decide how they will know whether students have achieved the outcomes. The syllabus outcomes are the minimum that students are expected to achieve, and can be modified or extended to meet the learning needs of gifted and talented students. If the outcomes are modified, the teaching and learning activities and assessment must also
The second element of curriculum design is the NSW Quality Teaching (QT) model, which is a generalised model of pedagogy based on teacher effectiveness research (NSW Department of Education and Training, 2003). The dimensions of the QT model, Intellectual quality, Significance and Quality learning environment, need to be interpreted in the light of the needs and characteristics of gifted and talented students.
The third element of curriculum design is the use of curriculum models such as those of Bloom (1956), Maker (1982) and Williams (1993), which provide ideas for the modification of curriculum content, instruction, students’ products and learning environments to develop engaging and challenging activities. "