Concept Curriculum

From HookED Wiki
(Difference between revisions)
Jump to: navigation, search
Line 1: Line 1:
 
= <span style="color: #330099;">Concept Curriculum</span> =
 
= <span style="color: #330099;">Concept Curriculum</span> =
  
−
[[File:Hot900a.jpg|RTENOTITLE]]<br/>[[Toc]]
+
[[File:Hot900a.jpg|RTENOTITLE]]
−
 
+
−
 
+
  
  
Line 15: Line 13:
 
Form Function Systems Structure Change Communities Order Constancy Symbolism Relationships Measurement Patterns Complexity Cycles Movement Perspective
 
Form Function Systems Structure Change Communities Order Constancy Symbolism Relationships Measurement Patterns Complexity Cycles Movement Perspective
  
−
'''''PYP Concepts:''''' Form (''What is it like?''), Function (''How does it work?''), Causation (''Why is it like it is is?''), Change (''How is it changing?''), Connection (''How is it connected to other things?''), Perspective (''What are the points of view?''), Responsibility (''What is our responsibility?''), Reflection (''How do we know?'')//<br/>// ==='''Universals:'''=== // ''“Universals” – what all cultures have in common - Language, Communication, Fantasies, Stories, Tools and art, , Superstition, Religion and magic, Play and games, Differences over similarities (?), Quick reactions to patterns, Vendetta''<br/>// ==='''Te Ao Maori''':=== // ''Turangawaewae - a place to stand''<br/>''Whanaungatanga - relationships and connectedness''<br/>''Manaakitanga - generosity of spirit and respect''<br/>''Whakatauki - stories, proverbs and communication''<br/>''Tino Rangitiratanga - self - management and determination''<br/>''Kaitiakitanga - guardianship''<br/>''Taonga - a treasured thing''<br/>''Ako - to learn,to study to teach''<br/>// ===Microconcepts:=== // ''The following has proven popular with New Zealand Schools planning units for a concept curriculum. Please suggest any other microconcepts that have worked for your students and we will add them to this resource.''<br/>//
+
'''''PYP Concepts:''''' Form (''What is it like?''), Function (''How does it work?''), Causation (''Why is it like it is is?''), Change (''How is it changing?''), Connection (''How is it connected to other things?''), Perspective (''What are the points of view?''), Responsibility (''What is our responsibility?''), Reflection (''How do we know?'')//
 +
 
 +
=== '''Universals:'''&nbsp;<br/> ===
 +
 
 +
''“Universals” – what all cultures have in common - Language, Communication, Fantasies, Stories, Tools and art, , Superstition, Religion and magic, Play and games, Differences over similarities (?), Quick reactions to patterns, Vendetta''
 +
 
 +
=== '''Te Ao Maori:'''<br/> ===
 +
 
 +
&nbsp;''Turangawaewae - a place to stand''<br/>''Whanaungatanga - relationships and connectedness''<br/>''Manaakitanga - generosity of spirit and respect''<br/>''Whakatauki - stories, proverbs and communication''<br/>''Tino Rangitiratanga - self - management and determination''<br/>''Kaitiakitanga - guardianship''<br/>''Taonga - a treasured thing''<br/>''Ako - to learn,to study to teach''<br/>Microconcepts:&nbsp;<br/>===
 +
 
 +
''The following has proven popular with New Zealand Schools planning units for a concept curriculum. Please suggest any other microconcepts that have worked for your students and we will add them to this resource.''
  
 
{| class="filehistory"
 
{| class="filehistory"
 
|-
 
|-
−
| <span style="color: black;">Abundance Scarcity</span>//
+
| <span style="color: black;">Abundance Scarcity</span>
 
''<span style="color: black;">Acceptance Rejection</span>''<br/>''<span style="color: black;">Achievement</span>''<br/>''<span style="color: black;">Action and reaction</span>''<br/>''<span style="color: black;">Adaptation</span>''<br/>''<span style="color: black;">Aging Maturity</span>''<br/>''<span style="color: black;">Ako</span>''<br/>''<span style="color: black;">Angle</span>''<br/>''<span style="color: black;">Authority</span>''<br/>''<span style="color: black;">Balance</span>''<br/>''<span style="color: black;">Behaviour</span>''<br/>''<span style="color: black;">Beliefs and values</span>''<br/>''<span style="color: black;">Cause and effect</span>''<br/>''<span style="color: black;">Change and Continuity</span>''<br/>''<span style="color: black;">Character</span>''<br/>''<span style="color: black;">Citizenship</span>''<br/>''<span style="color: black;">Communication</span>''<br/>''<span style="color: black;">Conflict</span>''<br/>''<span style="color: black;">Conflict and cooperation</span>''<br/>''<span style="color: black;">Connectedness</span>''<br/>''<span style="color: black;">Connections</span>''<br/>''<span style="color: black;">Conservation</span>''<br/>''<span style="color: black;">Consumption</span>''<br/>''<span style="color: black;">Control</span>''<br/>''<span style="color: black;">Cooperation and competition</span>''<br/>''<span style="color: black;">Correlation</span>''<br/>''<span style="color: black;">Courage</span>''<br/>''<span style="color: black;">Creativity</span>''<br/>''<span style="color: black;">Culture</span>''<br/>''<span style="color: black;">Customs and practices</span>''<br/>''<span style="color: black;">Cycles</span>''<br/>''<span style="color: black;">Decision making</span>''<br/>''<span style="color: black;">Defense Protection</span>''<br/>''<span style="color: black;">Democracy</span>''<br/>''<span style="color: black;">Development</span>''<br/>''<span style="color: black;">Direction</span>''<br/>''<span style="color: black;">Discovery</span>''<br/>''<span style="color: black;">Distribution</span>''<br/>''<span style="color: black;">Diversity</span>''<br/>''<span style="color: black;">Ecological sustainability</span>''<br/>''<span style="color: black;">Energy</span>''<br/>''<span style="color: black;">Enterprise</span>''<br/>''<span style="color: black;">Environment</span>''<br/>''<span style="color: black;">Equilibrium</span>''<br/>''<span style="color: black;">Equity and access </span> &#124;&#124; <span style="color: black;">Evolution</span>''<br/>''<span style="color: black;">Exploration</span>''<br/>''<span style="color: black;">Fairness</span>''<br/>''<span style="color: black;">Feelings</span>''<br/>''<span style="color: black;">Freedom from and freedom to</span>''<br/>''<span style="color: black;">Friendship</span>''<br/>''<span style="color: black;">Future</span>''<br/>''<span style="color: black;">Gender</span>''<br/>''<span style="color: black;">Globalisation</span>''<br/>''<span style="color: black;">Growth</span>''<br/>''<span style="color: black;">Harmony</span>''<br/>''<span style="color: black;">Honour</span>''<br/>''<span style="color: black;">Human rights</span>''<br/>''<span style="color: black;">Identity</span>''<br/>''<span style="color: black;">Imagination</span>''<br/>''<span style="color: black;">Indigenous people</span>''<br/>''<span style="color: black;">Individuals and groups</span>''<br/>''<span style="color: black;">Innocence</span>''<br/>''<span style="color: black;">Institutions</span>''<br/>''<span style="color: black;">Interactions</span>''<br/>''<span style="color: black;">Interdependence</span>''<br/>''<span style="color: black;">Invention</span>''<br/>''<span style="color: black;">Isolation</span>''<br/>''<span style="color: black;">Justice</span>''<br/>''<span style="color: black;">Kaitiakitanga</span>''<br/>''<span style="color: black;">Language</span>''<br/>''<span style="color: black;">Leisure and labour</span>''<br/>''<span style="color: black;">Liberty</span>''<br/>''<span style="color: black;">Lifestyles</span>''<br/>''<span style="color: black;">Line</span>''<br/>''<span style="color: black;">Living and non living</span>''<br/>''<span style="color: black;">Loyalty</span>''<br/>''<span style="color: black;">Mana</span>''<br/>''<span style="color: black;">Metaphor</span>''<br/>''<span style="color: black;">Migration</span>''<br/>''<span style="color: black;">Mood</span>''<br/>''<span style="color: black;">Needs and wants</span>''<br/>''<span style="color: black;">Niche</span>''<br/>''<span style="color: black;">Organisation</span>''<br/>''<span style="color: black;">Paradox</span>''<br/>''<span style="color: black;">Perception</span>''<br/>''<span style="color: black;">Physical world</span>''<br/>''<span style="color: black;">Place and space</span>''<br/>''<span style="color: black;">Politics</span>''<br/>''<span style="color: black;">Position </span> &#124;&#124; <span style="color: black;">Power</span>''<br/>''<span style="color: black;">Production</span>''<br/>''<span style="color: black;">Proof</span>''<br/>''<span style="color: black;">Reliability</span>''<br/>''<span style="color: black;">Religion</span>''<br/>''<span style="color: black;">Renewable</span>''<br/>''<span style="color: black;">Repetition</span>''<br/>''<span style="color: black;">Resources</span>''<br/>''<span style="color: black;">Revolution</span>''<br/>''<span style="color: black;">Rhythm</span>''<br/>''<span style="color: black;">Right of passage</span>''<br/>''<span style="color: black;">Rights and responsibilities</span>''<br/>''<span style="color: black;">Ritual</span>''<br/>''<span style="color: black;">Rules and laws</span>''<br/>''<span style="color: black;">Safety</span>''<br/>''<span style="color: black;">Similarity and Difference</span>''<br/>''<span style="color: black;">Social organisation</span>''<br/>''<span style="color: black;">Society</span>''<br/>''<span style="color: black;">Space</span>''<br/>''<span style="color: black;">Success</span>''<br/>''<span style="color: black;">Supply and demand</span>''<br/>''<span style="color: black;">Survival</span>''<br/>''<span style="color: black;">Taonga</span>''<br/>''<span style="color: black;">Technology</span>''<br/>''<span style="color: black;">Time</span>''<br/>''<span style="color: black;">Timing</span>''<br/>''<span style="color: black;">Tino rangatiratanga</span>''<br/>''<span style="color: black;">Tradition</span>''<br/>''<span style="color: black;">Transformation</span>''<br/>''<span style="color: black;">Transition</span>''<br/>''<span style="color: black;">Turangawaewae</span>''<br/>''<span style="color: black;">Tyranny</span>''<br/>''<span style="color: black;">Uncertainty</span>''<br/>''<span style="color: black;">Validity</span>''<br/>''<span style="color: black;">Variance</span>''<br/>''<span style="color: black;">Wealth</span>''<br/>''<span style="color: black;">Well being</span>''<br/>''<span style="color: black;">Whakatauki</span> &#124;&#124;''<br/>//<br/>//<br/>// ===HOT Concept Curriculum Wall Planner=== // //<br/>[[File:HOT Concept Curriculum Wall Planner.pdf|RTENOTITLE]]//<br/>//
 
''<span style="color: black;">Acceptance Rejection</span>''<br/>''<span style="color: black;">Achievement</span>''<br/>''<span style="color: black;">Action and reaction</span>''<br/>''<span style="color: black;">Adaptation</span>''<br/>''<span style="color: black;">Aging Maturity</span>''<br/>''<span style="color: black;">Ako</span>''<br/>''<span style="color: black;">Angle</span>''<br/>''<span style="color: black;">Authority</span>''<br/>''<span style="color: black;">Balance</span>''<br/>''<span style="color: black;">Behaviour</span>''<br/>''<span style="color: black;">Beliefs and values</span>''<br/>''<span style="color: black;">Cause and effect</span>''<br/>''<span style="color: black;">Change and Continuity</span>''<br/>''<span style="color: black;">Character</span>''<br/>''<span style="color: black;">Citizenship</span>''<br/>''<span style="color: black;">Communication</span>''<br/>''<span style="color: black;">Conflict</span>''<br/>''<span style="color: black;">Conflict and cooperation</span>''<br/>''<span style="color: black;">Connectedness</span>''<br/>''<span style="color: black;">Connections</span>''<br/>''<span style="color: black;">Conservation</span>''<br/>''<span style="color: black;">Consumption</span>''<br/>''<span style="color: black;">Control</span>''<br/>''<span style="color: black;">Cooperation and competition</span>''<br/>''<span style="color: black;">Correlation</span>''<br/>''<span style="color: black;">Courage</span>''<br/>''<span style="color: black;">Creativity</span>''<br/>''<span style="color: black;">Culture</span>''<br/>''<span style="color: black;">Customs and practices</span>''<br/>''<span style="color: black;">Cycles</span>''<br/>''<span style="color: black;">Decision making</span>''<br/>''<span style="color: black;">Defense Protection</span>''<br/>''<span style="color: black;">Democracy</span>''<br/>''<span style="color: black;">Development</span>''<br/>''<span style="color: black;">Direction</span>''<br/>''<span style="color: black;">Discovery</span>''<br/>''<span style="color: black;">Distribution</span>''<br/>''<span style="color: black;">Diversity</span>''<br/>''<span style="color: black;">Ecological sustainability</span>''<br/>''<span style="color: black;">Energy</span>''<br/>''<span style="color: black;">Enterprise</span>''<br/>''<span style="color: black;">Environment</span>''<br/>''<span style="color: black;">Equilibrium</span>''<br/>''<span style="color: black;">Equity and access </span> &#124;&#124; <span style="color: black;">Evolution</span>''<br/>''<span style="color: black;">Exploration</span>''<br/>''<span style="color: black;">Fairness</span>''<br/>''<span style="color: black;">Feelings</span>''<br/>''<span style="color: black;">Freedom from and freedom to</span>''<br/>''<span style="color: black;">Friendship</span>''<br/>''<span style="color: black;">Future</span>''<br/>''<span style="color: black;">Gender</span>''<br/>''<span style="color: black;">Globalisation</span>''<br/>''<span style="color: black;">Growth</span>''<br/>''<span style="color: black;">Harmony</span>''<br/>''<span style="color: black;">Honour</span>''<br/>''<span style="color: black;">Human rights</span>''<br/>''<span style="color: black;">Identity</span>''<br/>''<span style="color: black;">Imagination</span>''<br/>''<span style="color: black;">Indigenous people</span>''<br/>''<span style="color: black;">Individuals and groups</span>''<br/>''<span style="color: black;">Innocence</span>''<br/>''<span style="color: black;">Institutions</span>''<br/>''<span style="color: black;">Interactions</span>''<br/>''<span style="color: black;">Interdependence</span>''<br/>''<span style="color: black;">Invention</span>''<br/>''<span style="color: black;">Isolation</span>''<br/>''<span style="color: black;">Justice</span>''<br/>''<span style="color: black;">Kaitiakitanga</span>''<br/>''<span style="color: black;">Language</span>''<br/>''<span style="color: black;">Leisure and labour</span>''<br/>''<span style="color: black;">Liberty</span>''<br/>''<span style="color: black;">Lifestyles</span>''<br/>''<span style="color: black;">Line</span>''<br/>''<span style="color: black;">Living and non living</span>''<br/>''<span style="color: black;">Loyalty</span>''<br/>''<span style="color: black;">Mana</span>''<br/>''<span style="color: black;">Metaphor</span>''<br/>''<span style="color: black;">Migration</span>''<br/>''<span style="color: black;">Mood</span>''<br/>''<span style="color: black;">Needs and wants</span>''<br/>''<span style="color: black;">Niche</span>''<br/>''<span style="color: black;">Organisation</span>''<br/>''<span style="color: black;">Paradox</span>''<br/>''<span style="color: black;">Perception</span>''<br/>''<span style="color: black;">Physical world</span>''<br/>''<span style="color: black;">Place and space</span>''<br/>''<span style="color: black;">Politics</span>''<br/>''<span style="color: black;">Position </span> &#124;&#124; <span style="color: black;">Power</span>''<br/>''<span style="color: black;">Production</span>''<br/>''<span style="color: black;">Proof</span>''<br/>''<span style="color: black;">Reliability</span>''<br/>''<span style="color: black;">Religion</span>''<br/>''<span style="color: black;">Renewable</span>''<br/>''<span style="color: black;">Repetition</span>''<br/>''<span style="color: black;">Resources</span>''<br/>''<span style="color: black;">Revolution</span>''<br/>''<span style="color: black;">Rhythm</span>''<br/>''<span style="color: black;">Right of passage</span>''<br/>''<span style="color: black;">Rights and responsibilities</span>''<br/>''<span style="color: black;">Ritual</span>''<br/>''<span style="color: black;">Rules and laws</span>''<br/>''<span style="color: black;">Safety</span>''<br/>''<span style="color: black;">Similarity and Difference</span>''<br/>''<span style="color: black;">Social organisation</span>''<br/>''<span style="color: black;">Society</span>''<br/>''<span style="color: black;">Space</span>''<br/>''<span style="color: black;">Success</span>''<br/>''<span style="color: black;">Supply and demand</span>''<br/>''<span style="color: black;">Survival</span>''<br/>''<span style="color: black;">Taonga</span>''<br/>''<span style="color: black;">Technology</span>''<br/>''<span style="color: black;">Time</span>''<br/>''<span style="color: black;">Timing</span>''<br/>''<span style="color: black;">Tino rangatiratanga</span>''<br/>''<span style="color: black;">Tradition</span>''<br/>''<span style="color: black;">Transformation</span>''<br/>''<span style="color: black;">Transition</span>''<br/>''<span style="color: black;">Turangawaewae</span>''<br/>''<span style="color: black;">Tyranny</span>''<br/>''<span style="color: black;">Uncertainty</span>''<br/>''<span style="color: black;">Validity</span>''<br/>''<span style="color: black;">Variance</span>''<br/>''<span style="color: black;">Wealth</span>''<br/>''<span style="color: black;">Well being</span>''<br/>''<span style="color: black;">Whakatauki</span> &#124;&#124;''<br/>//<br/>//<br/>// ===HOT Concept Curriculum Wall Planner=== // //<br/>[[File:HOT Concept Curriculum Wall Planner.pdf|RTENOTITLE]]//<br/>//
  

Revision as of 08:43, 18 January 2012

Contents

Concept Curriculum

RTENOTITLE


What is a Concept?

timeless, abstract, broad
shown through a variety of examples
supports integrated curriculum approaches
develops generalisation (insight/ enduring understanding)

Macroconcepts:

Form Function Systems Structure Change Communities Order Constancy Symbolism Relationships Measurement Patterns Complexity Cycles Movement Perspective

PYP Concepts: Form (What is it like?), Function (How does it work?), Causation (Why is it like it is is?), Change (How is it changing?), Connection (How is it connected to other things?), Perspective (What are the points of view?), Responsibility (What is our responsibility?), Reflection (How do we know?)//

Universals: 

“Universals” – what all cultures have in common - Language, Communication, Fantasies, Stories, Tools and art, , Superstition, Religion and magic, Play and games, Differences over similarities (?), Quick reactions to patterns, Vendetta

Te Ao Maori:

 Turangawaewae - a place to stand
Whanaungatanga - relationships and connectedness
Manaakitanga - generosity of spirit and respect
Whakatauki - stories, proverbs and communication
Tino Rangitiratanga - self - management and determination
Kaitiakitanga - guardianship
Taonga - a treasured thing
Ako - to learn,to study to teach
Microconcepts: 
===

The following has proven popular with New Zealand Schools planning units for a concept curriculum. Please suggest any other microconcepts that have worked for your students and we will add them to this resource.

Abundance Scarcity

Acceptance Rejection
Achievement
Action and reaction
Adaptation
Aging Maturity
Ako
Angle
Authority
Balance
Behaviour
Beliefs and values
Cause and effect
Change and Continuity
Character
Citizenship
Communication
Conflict
Conflict and cooperation
Connectedness
Connections
Conservation
Consumption
Control
Cooperation and competition
Correlation
Courage
Creativity
Culture
Customs and practices
Cycles
Decision making
Defense Protection
Democracy
Development
Direction
Discovery
Distribution
Diversity
Ecological sustainability
Energy
Enterprise
Environment
Equilibrium
Equity and access || Evolution
Exploration
Fairness
Feelings
Freedom from and freedom to
Friendship
Future
Gender
Globalisation
Growth
Harmony
Honour
Human rights
Identity
Imagination
Indigenous people
Individuals and groups
Innocence
Institutions
Interactions
Interdependence
Invention
Isolation
Justice
Kaitiakitanga
Language
Leisure and labour
Liberty
Lifestyles
Line
Living and non living
Loyalty
Mana
Metaphor
Migration
Mood
Needs and wants
Niche
Organisation
Paradox
Perception
Physical world
Place and space
Politics
Position || Power
Production
Proof
Reliability
Religion
Renewable
Repetition
Resources
Revolution
Rhythm
Right of passage
Rights and responsibilities
Ritual
Rules and laws
Safety
Similarity and Difference
Social organisation
Society
Space
Success
Supply and demand
Survival
Taonga
Technology
Time
Timing
Tino rangatiratanga
Tradition
Transformation
Transition
Turangawaewae
Tyranny
Uncertainty
Validity
Variance
Wealth
Well being
Whakatauki ||
//
//
// ===HOT Concept Curriculum Wall Planner=== // //
File:HOT Concept Curriculum Wall Planner.pdf//
//

School Examples HOT Concept Curriculum Wall Planner

Blockhouse Bay Intermediate School


RTENOTITLE//
//
RTENOTITLE//
//

RTENOTITLE

RTENOTITLE

====Mamaku School Rotorua==== //
//
File:Mamaku HOT Concept Curriculum Wall.pdf ==== ==== // //

HOT Concept Curriculum Wall Year One Year Two
^ Term One Term Two Term Three Term Four Term One Term Two Term Three Term Four
^ Weeks Weeks Weeks Weeks Weeks Weeks Weeks Weeks
Macro-Concept Turangawaewae

- a place to stand || Kaitiakitanga
– guardianship || Tino Rangitiratanga
- self-management, determination || Whanaungatanga
–relationships, connectedness. || Whakatauki
-stories, proverbs and communication || Change || Perspective || Manaakitanga
- generosity of spirit and respect//
//

Alternatives:
Taonga - a treasured thing
Ako - to learn,to study to teach

Micro-concept Home, belonging, security, connected Sustainability - Environmental Social, Economic Citizenship, Rights, responsibilities, values, justice, initiative, free choice, freedom to determine own political status, freedom from and freedom to Systems, relationships networks, homeostasis interdependence, globalisation. Narrative, fable, myth, legends, metaphor, Adaption, growth cycles, sequences, transformation Subjectivity, truth, beliefs, opinions, prejudice, Giving, empathy, altruism, philanthropy, selflessness
Enduring Understanding We are attached to place (security) but yearn for space (freedom). Our choices have consequences,//

//
People make choices based on their understandings, and the actions they take as a result do make a difference || We are not passive observers of events, we can make and must make choices, and that by doing things so we can make a difference. || We live in a world of interacting systems in which the actions of any individual element affect others. || We tell stories to understand ourselves.//
//
Thoughts, opinions, and information about our world is exchanged by speech, writing, non verbal signs or images. || Change is the process of movement from one state to another. It is universal and inevitable. || What we know is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary. || Helping others without coercion or expectation

The Driving Question How am I connected to this place? What will I leave behind? What choices can we make? How is it connected to other things? What is the story? What is changing? What are the points of view? How can we help?
Three SOLO coded Questions for Performance for Understanding

[at multistructural, relational, extended abstract learning outcomes] || Question 1:. Describe a place/ turangawaewae

Question 2:. Explain how a space became a place.

Question 3:Reflect on the importance of your “Turangawaewae” || Question 1:
Define kaitiakitanga or sustainability

Question 2:Explain the cause and effect of a sustainable action.

Question 3:Predict what might happen in the future if we do not make wise choices. || Question 1:
Define freedom

Question 2:
Compare and contrast freedom from with freedom to

Question 3:
Evaluate which you would rather have, freedom from or freedom to. || Question 1:Describe a connection

Question 2:
Explain the causes and consequences of a connection

Question 3:
Generalise about connections || Question 1:
Retell a story

Question 2:
Compare and contrast stories

Question 3:
Generalise about the message communicated || Question 1:#q1Describe a change

Question 2:Explain cause consequence of a change

Question 3:#q3Evaluate the effects of a change || Question 1:Describe a point of view

Question 2:Explain the cause and consequence of a point of view

Question 3:
Reflect on the influences on your point of view || Question 1:
Define respect

Question 2:
Explain the consequences of respect


Question 3:
Reflect on times when you have been shown and shown respect.

Learning Intentions: Concept

[HOT SOLO Learning verbs: Define, Describe, Sequence, Classify, Explain, Analyse, Analogy, Generalise, Evaluate, Reflect, Predict] || For example;
Learning verb, HOT map and self-assessment focus for term || || || || || || ||

Learning Interventions

ICTs

Thinking skills and strategies || For example;

ICT skills and strategies for term

Thinking skills and strategies for term || || || || || || ||

The New Zealand Curriculum
Key CompetenciesThinking

Managing self
Participating and contributing
Relating to others
Making meaning from Language Symbols and text || For example;
Identify a dimension from each KC to focus on for term || || || || || || ||

Values:

Excellence, by aiming high and persevering in the face of difficulties,
Innovation, inquiry, and curiosityby thinking critically, creatively and reflectively.
Diversityas found in our different cultures,
languages and heritages.
Community and participationfor the common good || For example;
Identify a value to reflect upon for term || || || || || || ||

NZC Learning Areas, Essence Statements and Achievement Objectives
The Arts

In the arts, students explore, refine, and
communicate ideas as they connect thinking,
imagination, senses, and feelings to create
works and respond to the works of others.

Dance Drama Sound Arts Visual Arts
[UAC, DPK, DI, CI] || For example;

Sculpture || For example;

Painting || For example;

Printmaking || For example;

Dance || For example;

Drama || For example;

Performance || For example;

Music Creating || For example;

Music Appreciation

English

In English, students study, use, and enjoy
language and literature communicated orally,
visually, or in writing. || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:
Narrative || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Reports || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Instructions || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Letters || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Layouts || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Explanations || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Poetry || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Speeches

Health and Physical Education

In health and physical education, students learn
about their own well-being, and that of others and
society, in health-related and movement contexts.
[PH and PD, MC and MS, ROP, HC and E] || For example;
Personal Health and Physical Development || For example;
Healthy Communities and environments || For example;
Healthy Communities and environments || For example;
Relationships with other people || For example;
Personal Health and Physical Development || For example;
Movement Concepts and Motor Skills || For example;
Relationships with other people || For example;
Healthy Communities and environments

Learning Languages For example;

Cultural Knowledge || For example;

Language Knowledge || For example;

Communication || For example;

Cultural Knowledge || For example;

Communication || For example;

Language Knowledge || For example;

Cultural Knowledge || For example;

Communication

Mathematics and Statistics

In mathematics and statistics, students explore
relationships in quantities, space, and data and
learn to express these relationships in ways that
help them to make sense of the world around them.
[N and A, G and M, S] || For example;

Number and Algebra:
Number strategies and knowledge
Equations and expressions
Patterns and relationships

Geometry and Measurement:Measurement
Shape
Position and orientation
Transformation

Statistics:
Statistical Investigation
Statistical Literacy
Probability || For example; || For example; || For example; || For example; || For example; || For example; || For example;

Sciences

In science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role.
[NOS, LW, PEB, PW, MW] || For example;
Planet Earth and Beyond || For example;
Living World || || For example;
Physical World || || For example;
Material World || For example;
Nature of Science || For example;
Living World

Social Sciences

In the social sciences, students explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citizens.
[ICO, PE, CC, EW] || For example;
Identity Culture and Organisation || For example;
Place and Environment || For example;
The Economic World || For example;
Identity Culture and Organisation || For example;
Identity Culture and Organisation || For example;
Continuity and Change || For example;
The Economic World || For example;
Identity Culture and Organisation

Technology

In technology, students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world.
[TP, TK, NT] || For example;
Technological Practice
Technological Knowledge
Nature of Technology || || || || || || ||

School Events

e.g. school camp, production, athletics sports, library week, ANZAC Day, Waitangi Day, Matariki || Waitangi Day
Easter || ANZAC Day
Matariki
Queen’s Birthday || || Labour Day || Waitangi Day
Easter || ANZAC Day
Matariki
Queen’s Birthday || || Labour Day


HOT symbol (150 x 79).jpg
Retrieved from "https://pamhook.com/wiki/Concept_Curriculum"
Personal tools
Namespaces
Variants
Actions
Navigation
Wikis
Downloads
Toolbox