CURRPD
Topic: The broad topic you would be covering in science
Year/s: The Year level of your students (e.g. Yr 4) Level/s: The level you are you are teaching your lesson at (e.g. L 1/2) Duration: For peer teaching = 19 mins
Science Concept(s)
For peer teaching you only have 15 mins so:
Usually just one science concept
Taken from: (Denis will show you these books)
a) Building Science Concept booklet - Inside front cover (and
centre columns throughout booklet)
b) or Making Better Sense books - Teacher notes at the
beginning of each chapter
c) or any other science resources, including online.
= a correct ‘sciencey’ statement
= is what you want the children to learn
- keep it simple
Remember to also include one nature of science concept.
Key Competencies One
Taken from NZC p.12
Choose one and write in this box how this lesson will
specifically help to develop this particular key competency.
Values One
Taken from NZC p.10
Choose one and write in this box how this lesson will
specifically help to develop this particular key competency
Digital tools
Only fill in this box if you use a digital tool, website, online
animation etc. during your teaching session. (If you just use
these to prepare yourself, it’s a resource for the next
box).
Science Unit/Lesson Planner
Context: The context of this specific lesson
Contextual Strands (Knowledge/Understanding)
Achievement Objective(s): One Level: State the curriculum level – e.g. L1/2
Copied from the science fold-out pages of the NZC
Copy one from the appropriate contextual strand
Your objective must match your chosen science concept, your learning intentions & your learning experiences
E.g. for the workshops you did in the material world, an appropriate Achievement Objective could have been:
Material world L1 - Properties and changes of matter
Students will: Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials
are mixed, heated, or cooled.
Highlighting like this is a useful way to show which part of the strand you are actually doing. In the workshop, we did all of this, so I have
highlighted it all. Nature of Science Strand (Overarching strand)
Achievement Objective(s): One Level: State the curriculum level – e.g. L1/2
Copied from across the top of the fold-out pages of the NZC
Copy one part from the appropriate sub-strand of The Nature of Science Strand*
Your objective must match your chosen science concept, your learning intentions & your learning experiences
e.g. in our workshop sessions on the material world an Achievement Objective which fitted our learning experiences in the workshop could
have been:
Investigating in science
Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple
models.
OR it could have been:
Investigating in science
Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple
models.
(If you had as your science concept something like ‘The particle nature of matter is a model to explain how matter behaves, and then brought
this out in your learning intentions and learning experiences)
OR it could have been a portion of any other NoS substrand which fitted our learning experiences.
Resources/Reminders Lots
= what you will look to in future years to jog your
= your checklist of memory
- what you need to take Perhaps the most useful box as a teacher
- anything else you need to remember
2 columns, just to give you plenty of space to write
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 Learning Intentions or Intended Learning Learning Experiences Assessment Tasks
Outcomes (What are the students to do?) Diagnostic, Formative & Summative tasks
(What should the students achieve?) One - four Two - five (How can their achievement be measured and
recorded)

Ideally these are always based on your diagnosis of These will relate to everything else in your lesson planner: Include (and identify your):
the children’s prior understanding
They are the experiences you will use to: a) Diagnostic
Need to match:  develop understanding of the science concept you chose b) Formative
a) the concepts you picked  develop the key competency you chose c) Summative assessment procedures
b) your NoS and aims and objectives  develop the value you chose
c) your contextual aims and objectives.  meet the learning intentions you identified These need to match the learning
 provide the opportunities for the formative, diagnostic & intentions/intended learning outcomes
summative assessments you have identified.
Ideally these should be ‘measurable’ e.g.:
Children will be able to: They will ‘fit’ with the Achievement Objectives you have identified for:
identify…  Contextual Strand
name…  NoS strand
demonstrate…
write… The experiences should be
depict….  logically sequenced
draw….  engaging
explain in their own words…  varied – a mix of hands-on activities, investigations, viewing,
state… writing, reading, discussions, drawing, drama ...*
compare …
match…. *If you had a whole week, or whole semester you would have
list… opportunities for all these. But in your 19-minute Peer Teaching
recognise… session the activities are hands-on to give you that experience of
define…. teaching in science (i.e. you will learn much more by leading your
sort…. group in hands-on activities than by reading them a book / watching a
use…. video).

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