The document discusses the planning process used at a school aligned with the school's vision and inverted curriculum model. It describes several levels of planning: whole-school planning to determine overarching concepts and themes, planning by syndicates to coordinate teaching of concepts across subjects, and individual teacher planning on a weekly and daily basis. Individual plans consider the diverse needs of students, including support for priority learners, extension activities, and incorporating student interests to enhance engagement. The document also emphasizes that planning must remain flexible to respond to students' learning needs and allow co-construction of experiences.

2.  As a whole school
 Syndicates
 Teachers as individuals
(Absolum, 2006).

3.  The teacher only days also explored:
 The school’s interpretation of the curriculum, and the unique perspective it takes
in alignment with the SSL vision (discussed in Part A).
 The inverted curriculum proposed by the school, discussed in Part A.
 Coverage of the curriculum: In alignment with the inverted curriculum model,
the school has indicated that planning should begin by considering all the
achievement aims (big ideas) that must be addressed within the year.

4.  Following the whole-school planning, the senior syndicate collectively planned:
The big concepts or themes they want to address in the first term
Specific ideas in relation to how these concepts can be taught within each
curriculum area.
Appropriate resources: These were discussed, selected and shared
 Ultimately, this has ensured coherency within the senior school classes in relation
to the intended curriculum.

5.  Following this level of planning, individual teachers also construct their weekly and
daily plans.
 It is within these plans that teachers consider the diversity within their classroom,
and must consider each individual student and their specific learning needs (Rubie-
Davies, McDonald & Flint, 2016).
Examples:
Mrs J plans specific extension activities that she can provide high achieving students
who finish class tasks early, in order to prevent these being merely ‘filler’ activities.
She considers the priority learners and identify which tasks they will require extra
support with, in order to ensure she is able to provide them with attention and
support.
 However, she not only considers students’ particular learning needs within her
planning, but also their interests, passions and talents in order to enhance
engagement (Dann, 2014)

6. Although my observations clearly indicate the significant effect of the planning process
on the decisions made within the classroom, I have also observed the need for planning
to be dynamic, flexible and responsive to students’ learning process and needs at a
specific moment in time
Flexibility is a key aspect within good planning, as it provides students with
opportunity to co-construct the learning experiences and ensure their needs are met
(Absolum, 2006)
For example:
 Mrs J often alters the plan in consideration of specific aspects (eg. the students’
energy levels, the heat on particular afternoons, student performance of specific tasks,
and the work that has already been completed).
 The measurement activity discussed in the growth-mindset PowerPoint, also
highlighted the need for flexibility and responding to the students’ performance and
understanding of a specific task to alter following lessons.
Ultimately, these scenarios demonstrated for me the importance of utilising observation
skills, intuition and thinking on your feet as a teacher.