Brilliant idea for Project

Here it is.
The project will be to help Middle School Teachers use Constructive Pedagogies to help integrate a unit of work across the six curriculum areas.
Background:
At our school, our middle school is structured so that two key teachers (called Learning Teams) are responsible for the teaching of six of the main curriculum areas for a particular class (i.e. Maths/Science/IT and English/SOSE/RE). There are 12 teams in all (6 for Year 8 and 6 for Year 9).
Currently, we are sporadically working on at least one unit of work together as a integrated unit. It is fairly haphazard and depends on the commitment of the people involved. We will hopefully report on this at the next Teams meeting. Our aim then is to get these teams to meet with Margaret Bishop to reflect on the process used so far and then plan a full unit for the second semester. We could use the Connectedness part of the Constructive Pedagogies as guide to the sorts of things we are aiming for (ie connections between subject areas, but also with students lives and with the "real" world).
My idea:
I work with Amanda (also doing the AGQTP project) on the planning of the day with Margaret. We use the Understanding by Design process to framework the day. Amanda can be the reflective partner and would help people understand the Cooperative and Cognitive methods that are used for each of the sessions (given that I will be involved with my partner). She could also take photos and get feedback on how the day went.
We aim that teams get the unit done in the third term and then feedback to the Middle school team sometime late in Term 3 or early term 4 (Term 3 would be better for us).
Then we report back to the AGQTP project - viola!

Understanding by Design:
This is a three step process which I am only beginning to understand, but hopefully will have a better understanding in Term 2. It goes something like this:

Step 1: Establish the goals for the PD day. Something like: Integrated units give students an opportunity to see how ideas are connected and how those connections can also be made with their own lives and the world around them.
Having decided that, we need to focus on: what key ideas will students understand as a result of doing the integrated unit. By understanding, I mean being able to transfer the knowledge to new and unusual situations.
Then we need to come up with some essential questions to provoke inquiry, understanding and transfer of learning.
We should then be able to come up with some statements that show: what students will know and what students will be able to do by the end of the unit.

Step 2: The next step is to decide on the authentic performance tasks that students will participate in to show they have these essential understandings. We will need to agree on criteria to judge the performance (a rubric might help here). We could also decide on tasks (tests, homework) that students need to do to demonstrate achievement of the desired results. Will we get students to reflect on their own learning and self-assess?

Step 3: The final step is decide on the learning activities to help students achieve the desired results.
These must:

• help students know where the unit is going and what is expected.
• get students hooked into the process
• give students the skills to succeed
• give students opportunities to think and reflect on what they have done
• allow students to evaluate their own work
• allow students to personalise their learning according to their needs and interests

Looks good.