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Long term plan

Reviewing or Preparing a Draft Long Term Plan

This process has been used with a number of schools working to implement Health and Physical Education in the New Zealand Curriculum (1999).
It is recommended that an initial unit be planned using the new curriculum prior to developing or revising the long term plan. This will enable teachers to become more familiar with the holistic nature of the curriculum and highlight the need to revise their existing long term plan.
The process:

  • is developed from teachers' perspectives of the needs of the students (NAG 1 iv).
  • considers current time allocation and indicates where imbalance between programmes might occur.
  • enables logical links between the three areas of physical education, health education and home economics to be shown. From years 1 – 6 home economics will be included within health education.
  • encourages schools to address all seven key areas of learning within a two-year cycle.
  • enables identification of coverage of achievement objectives in different contexts, and clear identification of assessment.
  • shows coverage of the essential skills.

The Suggested Process

  1. Work through the grey boxes in all seven key areas of learning (beginning p.36) and note the most relevant learning opportunities that could help meet the needs of your students.
  2. Make brief notes as you go of:
    • links to current programmes
    • titles that might capture the intent of the unit
    • ideas that link one aspect with others
  3. Use two long term plan templates and write in annual events e.g. health promotion and sports events, camps, productions, that might impact on the development of the programme.
  4. Write in priority units of learning taking into account eg: those needed to set the learning environment at the beginning of the year, those that require specific placement in terms of other events, those that should be separated from each other (sexuality and personal safety programmes). At this stage don't worry about exact placement of units. Place all other units.
  5. Consider titles that capture the essence of the unit and are likely to capture the interest of the students.
  6. Consider time allocation. Do you need to move to a two-year plan for physical education? Are there other alterations that need to be considered?
  7. Enter unit titles on to the tracking sheets and identify the achievement objectives that are likely to be addressed.
  8. Check that at least two strands are being addressed per unit and that links to achievement objectives are obvious.
  9. Ensure that within each unit you are encouraging critical thinking and critical action.
  10. Check that each achievement objective is being addressed in at least two contexts. Some will be addressed far more frequently eg: B1.
  11. Identify the focus key area of learning for each unit of learning. Are you addressing all key areas of learning at least once in the two years?
  12. Identify and mark those achievement objectives that are the focus for assessment in each unit. Check for coverage.
  13. Identify the essential skills being developed within each unit of learning.
  14. Use the adjusted framework as the basis for consultation with parents/caregivers and students (NAG 1 v).
  15. Once there is agreement that the long-term plan is relevant to the learning needs of the students, teachers develop units of learning using the agreed framework. Note: Achievement objectives may need to be adjusted when unit plans are developed.
  16. Be prepared to modify programmes to meet changing needs.

A sample template is also available:

Word icon. sample template (Word, 46 KB)

 


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