Unit planning template nz

Contact us Newsletter Follow us. Inquiry exemplars and templates. Service to Schools' inquiry exemplars Services to Schools' inquiry exemplars model how to use resources to inspire inquiry.

Adapt the inquiry exemplars to meet your own needs. Our inquiry exemplars contain fertile or essential questions. Fertile questions What the inquiry exemplars contain Each inquiry exemplar focuses on a specific topic and contains: 1. A resources map which lists a range of quality complementary resources for the inquiry topic, including: print resources — including non-fiction and fiction digital content — including digital resources and curated content guides, tools and exemplars other resources and experiences.

All resources organised according to inquiry behaviours and approaches, such as: the key competencies of the New Zealand Curriculum the principles and values of the New Zealand Curriculum a 6-stage process of inquiry framework the guided inquiry framework.

Some specific print and digital resources organised by: the kinds of fertile questions these resources might inspire the inquiry behaviours and approaches they might support. Inquiry exemplar documents Inquiry exemplars — what they are, how they work pdf, 1. Other plans and templates There are other unit plans and templates that can help you develop an inquiry project. The stages are: I wonder: teachers and students explore resources as 'hooks' to inspire curiosity, helping students to develop rich inquiry questions.

Find out: students seek, validate and record information relevant to their inquiry questions. Make meaning: students develop their conceptual understanding of their inquiry topic. Take action: students develop an authentic, tangible outcome to their inquiry. Share: students share their learning and outcomes with an audience. Let's reflect: students evaluate their progress at each stage of the inquiry process.

There are 4 principles that underpin this approach to inquiry. Students access learning in different ways. Toys and games — Brief development, outcome development, and evaluation are the focus for the curriculum learning outcomes. Characteristics of technological outcomes and technological products were explored as understanding how toys and games have changed and how the properties of different materials used was important for the development and evaluation of their developing design ideas for a new toy.

Personalised pen — Two components of technological practice "planning for practice" and "outcome development and evaluation" are focused on as the curriculum learning outcomes. Technological modelling and characteristics of technology by way of the technology cycle are explored in both these units to increase the quality and fitness for purpose of the outcomes produced.

Transformation of materials is the main emphasis in both these units. Sunsafe — Brief development and outcome development and evaluation are the focus for the curriculum learning outcomes and formal assessment. Planning for practice is supported within the learning experiences, but not an assessment focus.

Technological modelling, technological product, characteristics of technology, and characteristics of technological outcomes are explored throughout the learning experiences. Transformation of materials is the main emphasis in this unit. Is bling still in? Characteristics of technology and technological products and characteristics of technological outcomes are also explored.

Transformation of materials and information are emphasised in this unit. Select the context Selecting the context is a critical part of unit development as it provides authenticity to the learning experiences. The selection of an appropriate context is informed by: the nature of the learning experiences school-based resources — particularly teacher expertise and interest student interest available community resources.

Sunsafe — The context of cancer prevention was selected, based on the teacher's expertise and view of its importance to all students in terms of their health and well-being. Developing learning outcomes and differentiated assessment criteria All technology units should have specific predetermined learning outcomes and differentiated assessment criteria to guide the development of planned learning experiences during unit delivery.

Examples of curriculum driven learning outcomes — Technological practice Celebrating Matariki — Learning outcomes from the Level 1 AOs for brief development and outcome development and evaluation. Students work from emergent to level 1. Toys and games — Learning outcomes are from the level 1 brief development and outcome development and evaluation achievement objectives. Personalised pen — Learning outcomes are from planning for practice and outcome development and evaluation. The learning outcomes capture achievement across levels Sunsafe — Learning outcomes are from brief development and outcome development and evaluation.

Examples of context driven learning outcomes Celebrating Matariki — Students develop their knowledge of Matariki and its cultural significance to undertake brief development in this context. Examples of curriculum driven learning outcomes — Nature of technology and Technological knowledge Celebrating Matariki — One of the learning outcomes focuses on technological modelling, this is a useful way for students to progress their competency in undertaking both brief development and outcome development and evaluation.

Toys and games — Two learning outcomes are derived from the components of characteristics of technological outcomes and technological products. Sunsafe — This unit includes negotiated learning outcomes. Sunsafe — Contains differentiated instructions for the students spanning across levels 2, 3 and 4. The learning environment guidelines are used to determine the level of support students require — for example those working towards level 2 and 3 require the need or opportunity to be established by the teacher, where as those working towards level 4 should be working with the given context and issue to identify their own need or opportunity.

Differentiated assessment criteria across level of the achievement objectives for brief development and outcome development and evaluation are included along with criteria for the context driven knowledge and skill learning outcomes. Toys and games — Introduces children to the terminology of a target market. Children explore the purpose that toys and games might be developed for, and how this purpose might be linked to its target market.

Developing learning experiences Once the learning outcomes and assessment criteria have been established, start to formalise the ideas for learning experiences into a unit " plan of action ". Note any potential safety issues at this stage of development.

Clearly identify human and physical resources that will be required in the unit and note these alongside learning experiences to ensure they are available as appropriate — see Toys and games , Personalised pen , and Sunsafe. Initial learning experiences should focus on ensuring that students understand the: nature of the unit and the expectations on them in terms of what they will be involved in expected learning that will occur.

Pedagogical strategies Employ a range of pedagogical strategies based on the students and their learning needs. Toys and games unit — students identify how toys have changed over time and why this might be. Students identify a range of materials and explore why each may have been selected for use based on their properties.

More information Effective pedagogy in the NZC. Search community. RSS Twitter. Learning experiences should be developed to provide opportunity for students to use and enhance these competencies in their work. It is also the place that a summary of the students' current level of achievement in terms of the technology components being focussed on as based on previous units should be noted.

Learning experiences should be developed to provide opportunity for students to explore and enhance these values in their work.

Opportunities should be made during learning experiences to facilitate these links. These will then be developed into curriculum-driven, predetermined learning outcomes and ultimately used to report on student progression as related to the achievement objectives. Learning experiences will be developed in keeping with these foci, alongside that indentified in the context specific foci, and subsequent negotiated learning opportunities. These will then be developed into context driven predetermined learning outcomes.

Learning experiences will be developed in keeping with these foci, alongside that indentified in the curriculum foci, and subsequent negotiated learning opportunities.