Planning

=What Needs to Be Considered When Planning?= Conceptual Theme Essential Questions Curriculum Document Topics/Units of Work Differentiated Learning Experiences

Concept
A concept is an abstract idea or notion. A conceptual theme is a ‘big idea’ that is: Important and worthy Complex Relevant Interesting Cross-curricular

Generalisations to Essential Questions:
What we think we know and don’t know about a concept What do we want to find out? Remember to involve the students at this stage.

Decide on your teaching units.
What do the children know and what do they want to know? Create learning experiences. Check the Curriculum document learning areas for the level(s) of the curriculum that you are teaching. Make sure each experience contains content, process, and product dimensions. Aim for challenges! How will you know what students have learned?

Creating Learning Experiences

 * ======** Content**====== || ======**Process**====== || ======**Product**====== ||
 * Factual || Remember || Written ||
 * Conceptual || Understand || Oral ||
 * Procedural || Apply || Kinaesthetic ||
 * Metacognitive || Analyse || Visual ||
 * || Evaluate || Combination ||
 * || Create ||  ||

Challenge the students by catering for all ability levels in a differentiated programme

 * || Remember || Understand || Apply || Analyse || Evaluate || Create ||
 * Factual Knowledge ||  ||   ||   ||   ||   ||   ||
 * Conceptual Knowledge ||  ||   ||   ||   ||   ||   ||
 * Procedural Knowledge ||  ||   ||   ||   ||   ||   ||
 * Metacognitive Knowledge ||  ||   ||   ||   ||   ||   ||

Values
How will you encourage the students to value excellence, innovation /inquiry/ curiosity, diverstiy, equity, community and participation, ecological sustainability, integrity and to respect themselves, others and human rights

See http://nzcurriculum.tki.org.nz/implementation_packs_for_schools/assessing_key_competencies_why_would_we_how_could_we * Might key competencies represent different sorts of learning outcomes? * If so, do the key competencies introduce different types of assessment challenges, and how should we respond to these challenges? * Do we want assessment information about key competencies for the purposes we already know, or might there be new purposes here as well?* Do we actually need to assess key competencies, or will they do their curriculum work through the ways in which we refocus other outcomes? It's important to address these questions because the key competencies challenge school leaders and teachers to rethink learning and schooling in some important ways. It's also very important to consider what we might want to achieve by assessing key competencies. That question creates a useful "frame" for all the other considerations.