Planning+&+Delivery+Procedural+Guidelines

flat =Teaching and Learning=

Curriculum delivery will provide for:

 * A balanced programme with decision making reflective of the New Zealand Curriculum and Forrest Hill School Curriculum principles and values
 * The integration of curriculum content, knowledge and skills, inquiry skills and the competencies of the FHS graduate profiles across all curriculum areas.
 * A focus on Literacy and Numeracy particularly in Years 1 – 4.
 * Priority for awareness of the learning needs of Maori and Pacifica students.
 * Active participation by students leading towards increasing student control.
 * An integrated approach to learning and teaching where appropriate.
 * Opportunities that match student needs, interests and learning styles.
 * A supportive learning environment that encourages inquiry and collaboration.
 * Differentiated learning opportunities for students – ability, needs based, interest and social.
 * A variety of appropriate technologies to support learning.

=Planning for Learning= Overviews, Long Term Planning, Weekly Planning, Reflection

=Overviews= Overviews identify coverage of each learning area ensuring that a balanced programme allows all students the opportunity to learn in each curriculum area. Each year group’s ‘Achievement Objective Tracking ‘sheet will be used to determine areas that have not yet been covered within each curriculum area, therefore ensuring that by the time students leave Forrest Hill School at the end of year 6, they will have covered all areas of the curriculum.

Annual Overview
Each syndicate team will develop an annual overview containing unit titles to be completed in each area of the curriculum. This overview is to be used as a guide. Overviews will identify overarching contexts/themes/topics to be covered.

Term Overviews
Each syndicate team will have one overview per term representing the teaching and learning that is to take place. The syndicate team overview may be adjusted to reflect individual class needs. This differentiation must be shown on the syndicate overview. Overviews will identify the main contextual area, the key focus Character Education value, Graduate Profile dimensions and learning that reflects previously identified needs in each curriculum area.

**Information from the following is used to plan annual and term overviews:**

 * The year group’s ‘Achievement Objective Tracking Sheet’ coverage
 * Student learning needs
 * Interests of students
 * FHS annual action plan
 * Curriculum learning areas, values, principles, competencies
 * Graduate Profile Dimension
 * Character Trait
 * School charter / goals
 * Special events that will be occurring

=Long Term Planning= Syndicate teams need to work co-operatively to complete long term planning, catering for students across the syndicate. Long term planning does not go deeply into learning experiences but rather identifies the frame work in which they will be taught. The plan will need to identify some of the learning experiences planned for the different ‘need groups’. Long term planning is kept on the Teachers Drive in the appropriate syndicate folder.

Whichever format is used for long term planning the following need to be reflected:
 * Duration of the study
 * Learning area strand and achievement objectives
 * Graduate Profile competencies
 * Learning intention – the ‘big picture’: what is it that the students are going to learn
 * Success criteria ( relating to what you as teachers are wanting students to achieve – this will be then supported by success criteria to be developed with the children)
 * Some general learning experiences across the syndicate reflecting the learning intention. (These will be expanded on as students have further input)* Organisation of the class (cross grouping, team teaching etc)
 * Catering for students with special needs / abilities ( including the names of identified students)
 * Integration of Taha Maori / Te Reo Maori
 * Integration of ICT
 * Resources to be used
 * Assessment procedures
 * Reflection for future planning
 * Character Education Spoke identified school wide

=Weekly / Daily Planning= When planning weekly/daily programmes, the following time allocations must be adhered to:

Listening, Viewing & Reading Speaking, Presenting & Writing || 5 hours per week 5 hours per week || 40 hours minimum Visual Art per year 10 hours Drama (odd year) 10 hours Dance (even year) || 3 x 30 min sessions per week (junior) PMP to be done by yr 1 students in place of PE: 2x 30 min sessions per week (variable) ||
 * Subject || Time Allocation ||
 * LITERACY:
 * MATHEMATICS || 5 x 45 minute sessions per week ||
 * THE ARTS || 10 hours Music per year
 * HEALTH & PE || 2 x 45 mins, plus 10 min fitness daily
 * BROADER CURRICULUM || 1.5 hours per week ||

**Weekly / daily planning __for all curriculum areas__ needs to include:**

 * Appropriate groupings, including special needs and G&T (refer to individual learning areas for further guidance)
 * Specific learning intentions and success criteria for each group: these may be on charts or other more appropriate places in the room
 * Learning experiences reflecting the learning intentions and success criteria
 * Teaching resources to be used
 * Reflective evaluation – of student achievement as well as program outcomes recorded anecdotally.

As with any plan done in advance, variables may require the teacher to move away from the plan or at least deviate in some way to capture an interest of students that has become evident. Such deviations need to be reflected upon and recorded in the actual plan.