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.
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:
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.
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.
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.
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.
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