Planning and Integration 

A full breakdown of planning requirements can be found in the Digital APC here

Teachers at Albany Primary School will use the following guidelines as a minimum for planning:

• Planning at Albany Primary School will be derived from the analysis of formative and summative assessments and will include:

• Identified Curriculum Achievement Objectives, Concept Statements, Inquiry Skill Progressions, Deliberate Acts of Teaching and Key Competencies.

• Specific Learning Intentions which are clear for whole group or smaller groupings as applicable for the learning area, derived from wider and more global objectives.

• Learning Experiences that support Learning Intentions and Achievement Objectives, offering depth and richness. Learning experiences should be open and students able to choose their direction or audience.

• Assessment tasks are relevant to Learning Intentions.

• Differentiation and inclusive learning design for our diverse learners both in class and through external programs (e.g. English as a Second Language Learners (ESOL); Children with Special Abilities (Gifted Learners); Children with special or learning needs - (CWSN).

• Evaluation, Reflections and Identified next steps.

Planning Documentation will include:

Term Overview:

Purpose: To show the outline for the planned sequence of learning for the term across the Curriculum. This is a plan that covers all learning areas across the term, with some annotations to show response to subsequent reflections and changes.

Long Term Plans:

Purpose: Long Term Plans (LTP) are informed by prior knowledge, assessment, identified gaps and opportunities for Curriculum coverage. They identify specific learning objectives, outcomes and teaching / learning experiences.

Curriculum Integration at Albany Primary School

The concept of connection is a powerful one. The idea that if we can link with someone, somewhere, or something, it will make us stronger. One of the Five Ways to Wellbeing is to Connect – Me Whakawhanaunga.

This concept can be equally powerful if we embrace it in the design and delivery of our local curriculum. The New Zealand Curriculum (2007) gives schools the mandate to make connections within and across learning areas, with local contexts, community, and the wider world. References to connections are made throughout the document. (Fleck 2019 via TKI)

Connected and integrated curriculum are delivered through the APS inquiry learning model and teachers plan their delivery and curriculum coverage through an overarching context decided at the beginning of the year. The model is more of a thematic model,  essentially a type of contextual integration which is pre-planned by a team of teachers and is topic- or theme-centred. A broad topic is chosen and subsequently used as a contextual setting for subject-based learning, designed as the teachers see fit (Fleck 2019).