Contents 1 Concept Curriculum 1.1 What is a Concept? 1.2 Macroconcepts: 1.3 Universals:  1.4 Te Ao Maori: 1.5 Microconcepts: 1.6 School Examples HOT Concept Curriculum Wall Planner 1.6.1 Blockhouse Bay Intermediate School 1.6.2 Mamaku School Rotorua

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

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: Describe a change Question 2: Explain cause consequence of a change  Question 3: Evaluate 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 Competencies Thinking 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 curiosity by thinking critically, creatively and reflectively.  Diversity as found in our different cultures, languages and heritages.  Community and participation for 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

v d e HOT Wiki SOLO Taxonomy SOLO Taxonomy Comparison SOLO and Bloom's HOT SOLO Differentiated Curriculum Model HOT SOLO DCM Planning Templates SOLO: Learning to Learn SOLO: What is Learning? SOLO: Learning Process SOLO: Language of Learning SOLO: Learning Experiences SOLO: Learning Interventions SOLO and ICT · SOLO and ICT Progress indicators · SOLO and Thinking Skills SOLO: L2L Prog Evaluation SOLO: The New Zealand Curriculum SOLO and Effective Pedagogy Vision SOLO and Principles SOLO and Values SOLO and Key Competencies Managing Self · Relating to others · Participating and contributing · Thinking · Using language, symbols and text Essence Statements SOLO and Learning Areas SOLO: Te Reo Maori SOLO Te Reo Resources SOLO: Concept Curriculum Concept Curriculum Resources SOLO: Thinking about Thinking A Thinking Curriculum Article Critical, creative and caring thinking SOLO and Questioning SOLO and Metacognition SOLO: Inquiry Learning SOLO Taxonomy and Inquiry Learning HOT SOLO Inquiry Model HOT Product List SOLO and Metacognition Inquiry SOLO Rubric Inquiry Resources Inquire2Learn Article SOLO: Problem Based Learning PBL SOLO Rubric SOLO: Gifted and Talented SOLO Taxonomy and Gifted Designing for Differentiation ICT and Gifted Ed Between the Idea and the Reality G&T Resources

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