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Planning units of work

Plans for units of work that will provide stimulating and valuable learning experiences for students can begin from many starting points and can take various forms. The planning process and the framework used to record the planning vary according to the school, the teacher, the class, and the learning space.

The overall framework that guides class units of learning will be the school-wide programme. However, at both the school-wide level and the class level, planning should be as flexible as possible to enable schools and teachers to respond to:

  • their students' needs, interests, and enthusiasms;
  • feedback from students, colleagues, parents, and caregivers;
  • community, school, or class issues, situations, or events (expected and unexpected).

When teachers pose the right questions, provide constructive feedback, and respond to 'teachable moments', they offer their students opportunities for rich and meaningful learning. Increasingly, the students themselves initiate learning, investigate, debate, co-operate, and make changes.

Teachers may find it useful to follow the programme review process outlined and to refer to the sample units of learning in the following 'Action Plan'. These examples provide illustrative details to refer to when developing unit plans.


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