The Concept of Developmental to Digital
We believe that a child grows and passes through developmental stages. We have collated the key stages of childhood development and included them as a reference at the back of this curriculum document. We recognise that these stages are not definitive, but rather broad and may take some children longer than others to pass through.
We have established benchmarks at the end of years 2,4, and 6. These are critical indicators for us as teachers to track the progress and achievement of our children.
We believe that a child grows and passes through developmental stages. We have collated the key stages of childhood development and included them as a reference at the back of this curriculum document. We recognise that these stages are not definitive, but rather broad and may take some children longer than others to pass through.
We have established benchmarks at the end of years 2,4, and 6. These are critical indicators for us as teachers to track the progress and achievement of our children.
The First 2 Years
In the first 2 years at school children are learning to be part of a class, understand symbols, languages, and text and beginning to respond to written and verbal forms. They require a transition from preschool to school, which may vary in length of time. There is a high use of concrete materials and developmental type activities. Children are exposed and introduced to digital technologies that help them make meaning and understand symbols, language, and text. Children are exposed and introduced to processes that cause them to reflect upon their learning and how they learn. Anecdotally girls respond quicker and better to their initial formal schooling than do boys. Classrooms are resourced to meet the specific needs of the 5, 6 and 7-year-old child.
The Middle 2 Years
During the middle 2 years at school, children consolidate their learning of basic knowledge and skills and begin the transition into using their learning to further their own learning. There is a reduction in the requirement for concrete materials and developmental type activities. Children are beginning to independently use digital technology to understand symbols, language, and text. Children increase their independent use of processes that cause them to reflect upon their learning and how they learn. Classrooms are resourced to meet the needs of the 7, 8 and 9-year-old child.
The Final 2 Years
During the final 2 years at school children are using their acquired essential knowledge and skills to further their learning. Children demonstrate high levels of independence, a range of higher order thinking tools, and demonstrate an ability to use inquiry as a form of learning. Children are able to independently use a range of digital technology and digital resources to understand symbols, language, and text. Children can also use these digital resources to create and to document their learning. Classrooms are resourced to meet the needs of the 9, 10 and 11-year-old child.
The concept of developmental to digital can be represented in a simple diagram form.
In the first 2 years at school children are learning to be part of a class, understand symbols, languages, and text and beginning to respond to written and verbal forms. They require a transition from preschool to school, which may vary in length of time. There is a high use of concrete materials and developmental type activities. Children are exposed and introduced to digital technologies that help them make meaning and understand symbols, language, and text. Children are exposed and introduced to processes that cause them to reflect upon their learning and how they learn. Anecdotally girls respond quicker and better to their initial formal schooling than do boys. Classrooms are resourced to meet the specific needs of the 5, 6 and 7-year-old child.
The Middle 2 Years
During the middle 2 years at school, children consolidate their learning of basic knowledge and skills and begin the transition into using their learning to further their own learning. There is a reduction in the requirement for concrete materials and developmental type activities. Children are beginning to independently use digital technology to understand symbols, language, and text. Children increase their independent use of processes that cause them to reflect upon their learning and how they learn. Classrooms are resourced to meet the needs of the 7, 8 and 9-year-old child.
The Final 2 Years
During the final 2 years at school children are using their acquired essential knowledge and skills to further their learning. Children demonstrate high levels of independence, a range of higher order thinking tools, and demonstrate an ability to use inquiry as a form of learning. Children are able to independently use a range of digital technology and digital resources to understand symbols, language, and text. Children can also use these digital resources to create and to document their learning. Classrooms are resourced to meet the needs of the 9, 10 and 11-year-old child.
The concept of developmental to digital can be represented in a simple diagram form.
| d2d_curriculum.pdf |
