mask-header-bottom Created with Sketch.
home HOME chevron-right-white-tiny TEACHERS chevron-right-white-tiny GUIDELINES

Pedagogical design

SOLO Taxonomy and Universal Design are the two approaches that underpin the learning resources.

Multiple approaches

These resources are designed to have several points of entry for both teachers and students at years 9-10:

The resources can be used for whole class instruction and directed teaching for schools that integrate learning areas. Students can also work independently or in groups to select their own learning experiences. This allows them to build knowledge and practice skills at the time they need them, and gives students the ability to work at their own pace. The resources allow further differentiation by allowing additional choices for students to select their own content and product outcomes.

For schools that don’t have a thematic approach, teachers and students can enter through the different learning areas. The resource design allows for student agency and builds the skills in info-literacy and info-numeracy which enable students to become independent inquirers and learners. Student agency is also advocated through the design.

These resources are suitable for different school structures and learning environments.

  • If teaching in a modern learning environment, they can be used as either teacher-led lessons or for students to work individually at their own pace. Students can select learning areas that they want to work in as negotiated with teachers and can personalise and pace their own learning.
  • If teaching in a more conventional classroom setting, teachers can group with other learning area specialists and use the resources across each learning area.
  • These resources could be taught in separate learning areas by one teacher.

Two pedagogical approaches underpin the design:

  • Universal Design for Learning
  • SOLO Taxonomy.

Universal Design for Learning

Universal design for learning is a research-based framework that helps teachers plan learning to meet the diverse and variable needs of all students. This approach supports schools to realise the vision of The New Zealand Curriculum.

Universal design for learning is incorporated into these resources through nine strategies:

SOLO Taxonomy

Learning experiences and formative assessment tasks have been aligned to SOLO Taxonomy to ensure cohesiveness, constructive alignment, and cognitive stretch for all students. This gives teachers and students choice throughout the learning and teaching process.

In these resources SOLO Taxonomy has been aligned to the following headings:


Student outcomes are not relevant to context.


Student outcomes are limited to single relevant responses. They can list, describe, or define one idea about the context.

Multistructural (Need it/Know it)

Students bring in relevant pieces of information and prior knowledge by listing, describing, or defining. The information gathered in this phase is the content knowledge that is required as the starting point for new learning about Financial Capability.

Relational (Link it/Think it)

Students make connections with the information they have to make new learning by comparing, analysing, sequencing, explaining, classifying, relevant questioning, and analogising. These connections enable students to build new knowledge and understandings around their Financial Capability by learning about the perspectives and insights of others.

Extended Abstract (Extend it/Defend it)

Students extend their new learning by applying it in a new context – the “so what” of learning. They defend their thinking by evaluating, generalising, predicting, finding evidence, validating sources, and presenting their findings in an authentic way to create meaning around their Financial Capability.

Sign up

to our mail list

We'll send you regular updates on the Sorted in Schools programme.

Download PDF


Hit enter to search or ESC to close