The BC Curriculum presents what your students are expected to Know, Do and Understand. How students arrive at these expectations is not prescribed. A unit plan brings together the elements that are essential for 21st century learning: a concept-based approach to learning and a focus on the development of competencies to foster deeper, more transferable learning within a Catholic Worldview. The Framework is not intended to be a template that is filled out by a teacher, but to guide the teacher’s thinking and decision-making as he/she creates a unit plan. The unit plan is an organized, flexible, working plan structured to meet the learners’ needs that includes:
1. The Essential Elements that must be in a teacher’s unit plan.
2. The Guiding Questions that align with the spirit of the Redesigned Curriculum that allows a teacher to explore new, open-ended, more flexible ways of planning, rather than meeting a minimal standard.
3. The Framework encourages teachers to focus their planning through the lens of the Catholic Worldview as based on thePrinciples of Catholic Education.
1. How has the Catholic Worldview been infused throughout your unit plan (content, methodology & resources)?
2. How are the Principles of Catholic Education demonstrated in your unit plan?
1. How does your unit plan reflect how the core competencies align with the age/stage of your students within the context of the development continuum?
Big Ideas (Understand)
1. What are the fundamental ideas in your unit plan on which new concepts will be built?
2. What are the enduring understandings your students will be able to remember and apply throughout their lives?
Curricular Competencies (Do)
1. What are students expected to be able to do?
2. What are the opportunities for students to make meaningful and real-life connections?
Curricular Content (Know)
1. What content and concepts are students expected to know?
EVIDENCE OF LEARNING
1. How will assessment criteria be communicated to or co-created with students?
2. How does the assessment allow students to receive ongoing feedback in order to make revisions and improve their learning?
3. How will students demonstrate their understandings of the curricular connections in multiple ways?
4. What opportunities will there be for students to reflect on their thinking and feelings as part of their learning?
5. How will parents provide ongoing feedback to contribute to their child’s learning?
Flexible Learning Environment
1. How will you intentionally build a sacred, inclusive, safe and caring learning environment?
2. How will you create a flexible learning environment with the creative use of time and space to adapt to students’ needs and interests?
Evidence of Differentiation
1. How will you make learning accessible for all students to succeed?
2. How do you support the individual spiritual, social, emotional, physical and academic needs of your students?
Personalized Learning Opportunities
1. What opportunities are there for continued development of literacy and/or numeracy skills?
2. How will you provide opportunities to engage students (i.e. voice & choice) and access background knowledge?
3. How have you scaffolded learning to help students move from a concrete understanding to transforming and applying their learning?
4. How does your unit plan connect to more than one area of learning to examine an inquiry, theme, issue, problem, topic, or experience?
5. What opportunities have you provided for integrating the First Peoples Principles of Learning?
1. How did it go?
2. What do I need to change?
3. Where to next?
1. What materials, technologies, equipment, etc. will you use?