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Published byDwain Daniel Modified over 9 years ago
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Approaches to the aligned curriculum Planning an overall approach in Classical Studies Megan Peterson
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Classical studies and the NZC Classical Studies sits within the Social Sciences curriculum Learning objectives are stated in the Teaching and Learning Guidelines Principles, Values, Key Competencies
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How the alignment affects Classical Studies Clear learning objectives at each level Teaching and learning not assessment Increased focus on Classical Studies and other cultures (particularly New Zealand)
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Teaching as inquiry
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A multiple level approach to curriculum design Should consider a three year / two year programme where students’ understanding and development of skill progress Key questions: What I do what my students to be know / be able to do after one / two / three years of Classical Studies Need to make links for students within a year and across year levels Four social science mechanisms – connection, alignment, community, interest
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Key concepts in Classical Studies Citizenship and society Culture and identity Empire and power Conflict Art and aesthetics Heritage
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Year planning Key questions: What I do what my students to be know / be able to do after one / two / three years of Classical Studies? What external pressures do I have to address within my programme? How and when are the students going to be assessed?
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Unit planning Inquiry approach – have a clear focus for each unit Use of ICT strategies and tools and Classical Studies Formative and summative assessment
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Approaches to key concepts – sample level 3 contexts Approaches to key concepts.docx
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Assessment in Classical Studies 1 credit = 10 hours of teaching and learning time Draft standards are subject to change Assessment specifications may change during the year – check regularly Combine contexts for internal and external assessment to allow more teaching and learning time
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