Concept Curriculum
Contents |
Concept Curriculum
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 |
School Examples HOT Concept Curriculum Wall Planner
Blockhouse Bay Intermediate School
====Mamaku School Rotorua==== //
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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 Alternatives: | |||||||
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,//
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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: 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: Question 2: Question 3: Question 2: Question 3: Question 2: Question 3: 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: Question 2:
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Learning Intentions: Concept
[HOT SOLO Learning verbs: Define, Describe, Sequence, Classify, Explain, Analyse, Analogy, Generalise, Evaluate, Reflect, Predict] || For example; | ||||||||
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 | ||||||||
Values:
Excellence, by aiming high and persevering in the face of difficulties, | ||||||||
NZC Learning Areas, Essence Statements and Achievement Objectives | ||||||||
The Arts
In the arts, students explore, refine, and Dance Drama Sound Arts Visual Arts 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 Listening, Reading, Viewing: Comprehension Speaking, Writing, Presenting: Listening, Reading, Viewing: Comprehension Speaking, Writing, Presenting:Reports || For example; Listening, Reading, Viewing: Comprehension Speaking, Writing, Presenting:Instructions || For example; Listening, Reading, Viewing: Comprehension Speaking, Writing, Presenting:Letters || For example; Listening, Reading, Viewing: Comprehension Speaking, Writing, Presenting:Layouts || For example; Listening, Reading, Viewing: Comprehension Speaking, Writing, Presenting:Explanations || For example; Listening, Reading, Viewing: Comprehension Speaking, Writing, Presenting:Poetry || For example; Listening, Reading, Viewing: Comprehension Speaking, Writing, Presenting:Speeches | ||||||||
Health and Physical Education
In health and physical education, students learn | ||||||||
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 Number and Algebra: Geometry and Measurement:Measurement Statistics: | ||||||||
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. | ||||||||
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. | ||||||||
Technology
In technology, students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world. | ||||||||
School Events
e.g. school camp, production, athletics sports, library week, ANZAC Day, Waitangi Day, Matariki || Waitangi Day |
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