Plan the Year Together

Overview

Students examine how a 36-week school year can be organized into four flexible terms and ten planning blocks. They practise using a shared overview to identify learning priorities, make reasonable adjustments, and connect classroom planning with student voice, family knowledge, local Nova Scotian contexts, and respectful Mi’kmaw perspectives.

Learning intentions

Students will:

• understand how a 36-week year may be organized into four terms and ten planning blocks;
• explain why planning blocks need to remain flexible;
• use evidence, interests, and calendar information to suggest learning priorities;
• distinguish between shared learning experiences and separate Grade 3 and Grade 4 assessment expectations;
• contribute respectfully to a collaborative class planning process.

Success criteria

• I can locate the four terms and ten planning blocks on a yearly overview.
• I can explain at least two reasons a plan may need to change.
• I can suggest a learning focus connected to our class, community, or interests.
• I can describe how Grade 3 and Grade 4 students may learn together but be assessed separately.

Curriculum links

• English Language Arts Primary–2 and updated Grades 3–6 English Language Arts: oral communication, comprehension, developing ideas, creating texts, and reflecting on learning.
• Social Studies Primary: investigating groups, cooperation, varied traditions, historical roots, rituals, and celebrations.
• Nova Scotia’s Essential Graduation Competencies: communication, citizenship, personal-career development, and creativity and innovation.
• Nova Scotia’s Early Learning Curriculum Framework: student voice, relationships, belonging, inclusive participation, and connections with families and community.

Lesson structure (60 minutes)

1. 0–7 min · Hook: “What could change?” Teacher opens the hook and yearly overview slides and displays a simple 36-week calendar with four coloured terms. Ask: “If our class planned the whole year today, what might make us change the plan?” Students think independently, then share with a partner; the teacher records ideas such as weather, school events, student questions, community opportunities, and unexpected interruptions.

2. 7–17 min · Build shared understanding. Teacher uses the term and planning-block explanation slides to explain that this overview is a flexible map, not a fixed list of ten daily lessons. Introduce Term 1, Weeks 1–9; Term 2, Weeks 10–18; Term 3, Weeks 19–27; and Term 4, Weeks 28–36. Students annotate the yearly planning overview worksheet by labelling the four terms and ten planning blocks.

3. 17–27 min · Model flexible planning. Teacher demonstrates one example: a planned local outdoor inquiry may need to move because of weather, while a student question or community event may create a new opportunity. Use the flexibility scenario slides and think aloud: “What stays important? What could we change?” Students complete two prompts on the planning decisions section: one reason to adjust a plan and one source of evidence that could guide the adjustment.

4. 27–42 min · Collaborative planning challenge. Teacher forms five groups of five and gives each group a different planning consideration: school calendar, weather, student interests, assessment evidence, or community/family knowledge. Groups use the group challenge and discussion prompt slides and discuss: “How could this influence one planning block?” They record a possible learning focus, a reason for it, and one way the focus could include all students. Groups may choose a local Nova Scotian context, a family or community connection, or a respectful inquiry involving Mi’kmaw perspectives; the teacher reminds students that accurate Indigenous learning requires appropriate resources and community guidance rather than assumptions.

5. 42–53 min · Share and compare. Each group gives a one-minute report. Teacher places suggestions on a large term/block overview and highlights how one shared inquiry can support Grade 3 and Grade 4 students together while expectations and evidence remain distinct. Students listen for one idea they would include and add it to the reflection and planning section. Invite students to explain how their idea supports cooperation, belonging, or learning about Nova Scotia communities.

6. 53–60 min · Reflect and exit. Teacher revisits the success criteria and reflection slides and asks students to self-assess. Distribute the learning intention exit ticket slips. Students respond to “What did I learn about planning the year?”, “Why might a plan change?”, and “What is one learning focus or community connection I hope to explore?” Collect slips to identify interests and misconceptions for the next block.

Resources

• the yearly planning and discussion slide deck
• the yearly planning overview worksheet
• the learning intention exit ticket slips
• Projector or interactive display
• Large 36-week class overview or chart paper
• Coloured markers and pencils
• Sticky notes
• Five group discussion spaces

Assessment

• Observe partner and group discussion for accurate use of terms such as term, week, planning block, flexibility, and evidence.
• Review the worksheet for correct term structure, a plausible reason for adapting a plan, and a relevant source of planning evidence.
• Use exit tickets to record student interests, understanding of flexibility, and questions requiring clarification. Assess Grade 3 and Grade 4 responses separately using age-appropriate expectations for explanation and detail.

Differentiation

• Provide a partially completed yearly overview, visual colour coding, a word bank, and sentence starters such as “A plan might change when…” and “Our group suggests…”.
• Allow students to explain ideas orally, through labelled drawings, or with a scribe, speech-to-text, or partner support.
• Pair students thoughtfully and assign roles such as facilitator, recorder, reporter, timekeeper, and connector to support equitable participation.
• Extend students by asking them to compare two possible planning choices, identify which evidence is strongest, or propose how one shared inquiry could produce different Grade 3 and Grade 4 evidence.
• Invite family and community knowledge without requiring students to disclose personal information. Preview and select culturally accurate Mi’kmaw and local resources in consultation with appropriate guidance.