At Wexford they've just begun to do some planning for the 2011 and 2012 school year. They took a very manageable and "do able" approach to planning. Here is what they did:
1. First, they had a discussion on which expectations to cover as a division and when. They made sure to look for similarities between expectations, and also to look for expectations that can be enhanced if there is a specific expectation taught prior to the teaching of that one.
2. Then they created a list of their Learning Goals and their Success Criteria for their first strand - Patterning and Algebra, Overall Expectation #1.
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| Grade 1 Learning Goals |
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Grade 1 - Success Criteria
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Grade 2 - Learning Goals and Success Criteria
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| Grade 3 - Learning Goals and Success Criteria |
3. Once they had identified their Learning Goals and Success criteria, they turned to the achievement chart and their specific expectations to see what expectations lent themselves to each area of the achievement chart. What was noticed is that some expectations show learning in both areas. For example, "Making a pattern" demonstrates both knowledge of what a pattern is, but also shows application when being asked to make a pattern in a specific context (e.g., Josh looked at sea shells on the beach and noticed they made a repeating pattern. What could the shell pattern have looked like?)
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