Planning in stages

This section is about developing an effective stage plan which requires a cross-stage/ school perspective derived from syllabus outcomes and big ideas.

Stage planning develops from the school scope and progression of outcomes and big ideas. It is a collaborative process that allows for flexible use of outcomes and big ideas. As part of this planning it is important to consider how outcomes and big ideas will be assessed and reported.

Class programs meet the needs and interests of the class group and are developed from the school and stage planning. Assessment informs the ongoing development of and modification to the class program. It is important for the teacher to monitor the scope of outcomes addressed and those to be revisited.

This section adopts the following approach:

• each teacher develops an outline for a unit for their own class based on stage and school planning, i.e. stage outcomes and big ideas
• teachers from the same stage meet to compare the outline of their class program and units of work
• class programs are adjusted to ensure an appropriate coverage of process and content outcomes across the stage and to ensure their is a clear progression of learning within the stage.

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