GOOD TEACHING · 4 GOOD TEACHING: Curriculum Mapping and Planning – Planning for Learning...
40
GOOD TEACHING Curriculum Mapping and Planning Planning for Learning Department of Education
Transcript of GOOD TEACHING · 4 GOOD TEACHING: Curriculum Mapping and Planning – Planning for Learning...
GOOD TEACHING Curriculum Mapping and Planning Planning for Learning
Department of Education
© Department of Education, Tasmania, 2014, unless otherwise stated
Publication DetailsDepartment of EducationGPO Box 169HOBART TAS 7000web: www.education.tas.gov.au
Published: October 2014
© State of TasmaniaYou may copy, distribute, display, download and otherwise freely deal with this work provided that you attribute the Department of Education, Tasmania
For the latest version of this document and additional support materials go to: https://www.education.tas.gov.au/intranet/
CONTENTSAbout this resource 4Supporting professional learning Supporting school improvement and quality teaching Note to school leaders – supporting school improvement Professional standards for teachers Planning for learning Different levels of planning Managing the curriculum
Using the scope and sequence to inform whole school level planning 7Key message Explanation Practical examples Questions for reflection
Using the scope and sequence to inform year level planning 11Key Message Explanation Practical examples Questions for reflection
Using the scope and sequence to inform unit level planning 16Key message Explanation Practical examples Questions for reflection
Using the scope and sequence to inform lesson level planning 29Key message Explanation Practical examples Questions for reflection
CURRICULUM MAPPING AND PLANNINGPLANNING FOR LEARNING
2 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
About this resource
ABOUT THIS RESOURCESupporting professional learningOur Learners First Strategy aims to develop successful, skilled and innovative Tasmanians. Its values include learning and excellence so that Tasmanians are engaged in positive, productive and supported learning experiences, and have high expectations and a strong commitment to the pursuit of excellence.
This resource has been developed for teachers participating in Professional Learning Institute programs, but also more generally is intended to be a practical support resource for all teachers. It also informs the work of school leaders as they implement school improvement plans and support quality teaching practices.
Department of Education
GOOD TEACHING Differentiated Classroom Practice Learning for All
GOOD TEACHING Curriculum Mapping and Planning Planning for Learning
Department of Education
GOOD TEACHING Quality Assesment Practices Guiding Learning
Department of Education
GOOD TEACHINGA guide for staff discussion
Department of Education
It is part of a suite of resources that includes:
• Good Teaching: A Guide for Staff Discussion
• Good Teaching: Differentiated Classroom Practice – Learning for All
• Good Teaching: Curriculum Mapping and Planning – Planning for Learning
• Good Teaching: Quality Assessment Practices – Guiding Learning
• The accompanying videos
It should also be used in conjunction with:
Supporting Literacy and Numeracy Success which provides teachers with strategies for improving literacy and numeracy outcomes as they plan using curriculum documents.
Respectful Schools: Respectful Behaviour which highlights the importance of providing safe and supportive environments as a vital part of quality teaching and learning.
Practical examples are provided using the following identifiers:
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 3
Abou
t thi
s re
sour
ce
Supporting school improvement and quality teachingThe Department of Education’s Learners First Strategy outlines the department’s Key Drivers and Priorities including a clear focus on quality teaching and learning as it works to build great schools.
This resource supports schools as they use the National School Improvement Tool.
While the document is a useful standalone resource for teachers, its messages will be more powerful if it is incorporated into whole school planning practices. For example, principals may use it to inform Performance and Development Plan (PDP) conversations. It aligns with the Australian Professional Standards for Teachers – Tasmania (Department of Education 2013) and links to these standards are included.
Video resources have been developed to accompany the print resources and will increasingly incorporate examples of teacher practice. The latest version of this resource is available online at: https://www.education.tas.gov.au/intranet/Pages/home.aspx.
Note to school leaders – supporting school improvement Curriculum planning and mapping are referred to in Domain 6 of the National School Improvement Tool (Department of Education, Employment and Workplace Relations 2013):
• Domain 6 – Systematic curriculum delivery
This domain specifies that the school has a coherent, sequenced plan for curriculum delivery that ensures consistent teaching and learning expectations, and that the plan has been developed with reference to relevant curriculum documents.
Further detail can be found by viewing the National School Improvement Tool at; http://docs.education.gov.au/system/files/doc/other/improvementtoolv2.pdf.
Professional standards for teachers The Australian Professional Standards for Teachers – Tasmania outline the importance of planning in Standard 3 – Plan for and implement effective teaching and learning.
When working towards this standard, teachers could:
• Annotate a year level plan to indicate what was effective and reflect on any changes that are required for future teaching and learning.
• Explain the processes used to plan a unit of work.
• Provide evidence of how units and lessons have been collaboratively planned and evaluated.
There are many valuable resources to support teachers in understanding and using the professional standards on the Australian Institute for Teaching and School Leadership (AITSL) website: http://www.teacherstandards.aitsl.edu.au/.
Department of Education
Australian Professional Standards
FOR TEACHERS TASMANIA
(Department of Education 2013)
Department of Education
2014/17
LEARNERS FIRSTConnected and Insp i red
Strategy
Our Vision We aim to develop successful, skilled and
innovative Tasmanians.
Our MissionTo provide every Tasmanian with the opportunity to continue to learn and reach their
potential, to lead fulfilling and productive lives and to contribute positively to the community.
Our Values
LearningTasmanians are engaged in positive, productive and
supported learning experiences; and encouraged
towards lifelong learning.
ExcellenceWe have high expectations for our learners and a
strong commitment to the pursuit of excellence and
innovation in our people, in our programs and in
our resources.
EquityWe all have the right to challenging and engaging
learning opportunities in appropriate settings.
RespectPositive and effective interactions, with each other
and with our environment, are conducted on the
basis of responsibility, integrity and accountability.
RelationshipsWe achieve growth and strength through
partnerships and connections with our learners,
their communities and the world.
Our Priorities
EaRLy yEaRs
Bright Beginnings• Ensure quality education and care programs and services for young children so they
develop as confident and curious learners prior to commencing full-time school.
• Be a central agency in leading inter-agency support for families and their children to
assist them in learning in the early years.
• Continue to implement Launching into Learning and support the ongoing establishment
of child and family centres especially in communities with greatest need.
schooL Education
Great Schools... Great Communities
• Enable students to successfully develop 21st Century competencies as
an integral part of K-12 curriculum implementation through the Early Years Learning
Framework and the Australian Curriculum.
• Provide continuing opportunities for quality literacy and numeracy pedagogies
for all students K–12.
• Build a culture of respect and mutual trust through the Respectful Schools Program
that allows schools to focus on quality teaching and learning, leading to creative and
innovative approaches that meet the needs of all students.
skiLLs, community, intERnationaL
and Education sERvicEs
Purposeful Pathways
• Develop a State training system where all key stakeholders work collaboratively
and share accountability to achieve improved system outcomes.
• Construct an integrated educational environment that inspires learners to attain
qualifications through programs and courses in the VET and Higher Education sectors.
• Connect Tasmanians to learning through LINC Tasmania’s development of innovative
and traditional systems.
• Promote enduring partnerships internationally to provide learners with knowledge and
experience to enable them to engage globally.
Our Key Drivers
successful Learners
• Engage and retain students through creative,
innovative and supportive learning programs and
environments.
• Empower learners to set high expectations for
their education and reach their potential through
tailored learning.
• Establish balanced, flexible and responsive learning
and training pathways for students to encourage
lifelong learning.
• Empower people by providing opportunities to
acquire the knowledge and skills they need.
a skilled Workforce
• Create and retain a qualified, motivated and
supported workforce, through high-quality
professional development, that has high
expectations of all learners.
• Develop a strong feedback culture to support
and enhance the performance of all staff.
• Value health and wellbeing of our staff through
targeted programs across the agency.
• Support Tasmanian employers by fostering a
shared understanding of skills needs for future
success and by ensuring that the training system
can be responsive to this.
Empowered Leadership
• Provide professional learning, coaching
and mentoring opportunities for aspiring,
newly appointed and experienced leaders.
• Equip leaders with the skills to manage
and encourage innovation and continuous
improvement.
• Develop a framework for the whole agency that
empowers decision making and the development
of leadership skills and strategies.
Positive Environments
• Develop a culture of respectful workplaces
founded in mutual modelling and understanding
of, and compliance with, the department’s
behavioural expectations.
• Foster the growth of sustainable networks
of schools to deliver high-quality education
for excellent student outcomes through
continuous improvement.
• Provide resources, facilities and infrastructure
that support dynamic learning and teaching and
business practices.
community Partnerships
• Effectively communicate the value of public
education and lifelong learning as key to
improving the social and economic wellbeing
of Tasmanians.
• Support parents and carers as key partners and
stakeholders within all educational programs.
• Develop meaningful partnerships with
all stakeholders, including those within industry,
to collectively achieve educational and skills
development outcomes for all learners
in Tasmania.
• Develop an improved value of, and understanding
of, education and training to raise retention and
the attainment of meaningful qualifications.
strategicPlan_TK_v4.indd 1
11/8/2013 4:31:43 PM
4 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Planning for learningOur Learners First Strategy aims to provide bright beginnings and to build great schools and great communities. Our department is committed to continued support for staff, including support with understanding the curriculum and professional learning support (Learners First 2014/17).
Curriculum mapping and planning is a way of developing a systematic overview of what students need to learn. It provides an opportunity to evaluate current practice and fosters communication among teachers at all levels and across a range of subjects.
Curriculum mapping and planning:
• Enables a better understanding of how to build on what students already know.• Minimises gaps and repetition in the way a school delivers the curriculum.• Enables identification of integration points across learning areas.• Assists with planning for diversity and differentiation.
Curriculum mapping and planning brings together curriculum, assessment and pedagogy. It considers the ‘what’ and ‘how’ of teaching and learning.
Being clear about what we want students to ‘know’, ‘understand’ and ‘be able to do’, and deciding on the strategies we will use to support learning is key to student success.
Good teachers:
• Know their students and where they are in their learning.• Know the curriculum and its intended outcomes.• Consider what evidence will demonstrate student understanding.• Decide how the evidence of learning will be collected.
This resource describes processes that schools and individual teachers can use to move from curriculum frameworks to classroom action. It provides guidance for planning directly from curriculum documents. Specific examples are provided for Australian Curriculum: English and Mathematics.
PEDAGOGY ASSESSMENT
CURRICULUM
PLANNING FOR STUDENT
LEARNING
About this resource
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 5
The Australian Curriculum scope and sequence charts
These documents outline the progressive development of concepts and big ideas within each learning area. They map content descriptors across every year level. They need to be viewed alongside the year level achievement standards. http://ww.australiancurriculum.edu.au
Finding the Australian Curriculum scope and sequence charts
Every Australian Curriculum learning area includes a scope and sequence document. A link can be found by clicking on the overview header on the left hand side of the page.
Different levels of planningPlanning is vital:• For management of the curriculum.• To make teaching relevant to the context
of the learner.• As a platform for professional conversations
with colleagues.
Planning in Launching to Learning programs and Kindergartens is informed by Belonging, Being and Becoming – The Early Years Learning Framework (EYLF). The Australian Curriculum scope and sequence documents underpin planning at each level from Prep to Year 10; whole school, year, unit and lesson. Planning in Years 11 and 12 is informed by accredited senior secondary courses and nationally accredited VET courses.
.• Whole school level planning At this level, the scope and sequence is used
to map the curriculum across the school over all four school terms. It is usually done at a whole school level and should be available to students and parents.
• Year level planning At this level, the scope and sequence is used
to map curriculum coverage and concept development for a particular year level over all four terms. It is usually done at grade or team level.
• Unit level planning At this level, the scope and sequence is used
to plan a sequence of lessons with a specific focus. Assessment tasks are designed at the beginning of the planning process and differentiation strategies are included.
• Lesson planning At this level, the scope and sequence is
used to plan an individual lesson. The plan addresses an identified need or specific aspect of the curriculum. Attention is given to the needs of learners and to the explicit teaching strategies that will be used.
Abou
t thi
s re
sour
ce
Curriculum planning and mapping
WHOLE SCHOOL
YEAR LEVEL
UNIT LEVEL
LESSON PLANNING
6 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Managing the curriculumEffective management of the curriculum enables a school to monitor the coverage, continuity and development of knowledge, understanding and skills across the years of schooling. It is informed by school and classroom level data provided through systems such as edi, the Student Support System, the NAPLAN Toolkit and DocPoint.
It will provide a systematic approach to covering desired learning outcomes and curriculum content across the school for each year level in a coherent and consistent way. It is core business that ensures quality that can be easily distinguished, reported and evaluated.
A coherent school curriculum plan:• Puts the learner first and supports curriculum
content and sound pedagogy.• Is aligned to system priorities and
expectations and allows for delivery of all learning areas.
• Is well organised and deliberately designed to promote high expectations for student learning.
• Is supported by school structures, timetables, staffing and classroom organisation.
• Is aligned to the relevant curriculum documents; is free of gaps and avoids unnecessary repetition.
• Meets the need of every student at every stage of learning .
• Allows for student growth and development across the years of schooling.
• Provides for student diversity across the school and in the classroom (See Good Teaching: Differentiated Classroom Practice).
Managing the curriculum is not something that is done by school leaders in isolation. It is an active process that involves collegial participation by every member of the teaching staff in an ongoing process of design, evaluation and review.
Effective leaders establish the context for planning based on system priorities, community expectations and staff capacity and expertise.
Good teachers bring their knowledge of the curriculum, pedagogy and, most importantly, their students to the process.
Curriculum IntegrationThe primary purpose of curriculum integration is to help students to make meaning across learning areas.
An integrated curriculum can also make delivery more manageable for teachers. When planning, teachers are encouraged to identify integration points including big ideas and key concepts across learning areas and year levels.
Connections can be made across learning areas; for example within science and geography. They can also be made within a single learning area; for example, across strands in the Year 7 English curriculum.
Looking for opportunities to integrate the curriculum can help to engage students by allowing teachers to focus on depth of understanding. It can also help teachers to provide a differentiated curriculum more suited to the needs of every student. (See Good Teaching: Differentiated Classroom Practice).
Multi-Age GroupingMulti-age groupings may include vertical groupings in high schools and composite classes in primary and middle school contexts. These forms of grouping are used widely to allow greater flexibility with delivery of the curriculum and for developmental reasons.
There are many benefits in the school context for grouping students flexibly. There is also a risk of omission or repetition of curriculum content for a particular student or group of students.
A whole school plan and year level maps that identify the scope and sequence of learning will help to deliver the curriculum equitably across multi-age classes.
There may be various approaches to planning for students in multi-age classes. It is strongly recommended that within the planning processes backward mapping from the achievement standards is included. (See Good Teaching: Quality Assessment Practices) Backward mapping will ensure that student learning can be assessed at the appropriate year level. In a composite Year 5–6 class, for example, a common topic such as ‘understanding and working with fractions’ can be aligned to the Year 5 achievement standard for Year 5 students and to the Year 6 achievement standard for Year 6 students.
About this resource
Usin
g th
e sc
ope
and
sequ
ence
to in
form
who
le s
choo
l lev
el p
lann
ing
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 7
Effective leaders:• Work with their staff to develop a shared
understanding of the Australian Curriculum scope and sequence and achievement standards.
• Ensure there is explicit, coherent and sequenced curriculum delivery across the whole school.
• Work to align the curriculum with assessment, pedagogy and reporting.
• Examine student data to determine explicit and clear school-wide targets.
• Include curriculum mapping and planning in personal development plan (PDP) discussions.
• Make time to work with their staff to develop a common understanding around the curriculum.
• Organise professional learning to progress development of key concepts, big ideas and principles within learning areas.
• Foster a shared vision around curriculum delivery with staff, parents and the wider community.
Good teachers:• Are familiar with the Australian Curriculum
scope and sequence and achievement standard for each learning area they teach.
• Use student data to identify areas for explicit focus for their students.
• Consider ways to integrate the curriculum across and within learning areas.
• Review whole school plans, providing feedback to the leadership team.
• Ensure that teaching and learning aligns with school priorities.
• Understand how learning is sequenced and develops across the years of schooling.
• Know the key concepts, big ideas and expected learning outcomes of the learning areas that they teach.
Key message At the whole school level, the Australian Curriculum scope and sequence describes the curriculum content over four school terms. Having a curriculum provision clearly documented makes explicit to everyone in the school community what teachers will teach, what students will learn and when it will happen. It is most effective when it is monitored to ensure continuity and progression of learning across the years of school (Department of Education, Employment and Workplace Relations 2013).
ExplanationWhole school planning involves:• Looking at the Australian Curriculum scope
and sequence for each learning area.• Making decisions about teaching and learning
in relation to system priorities, school vision and context.
• Being clear about what is expected by the end of the year in relation to student learning outcomes.
• Using school level data to determine a focus and inform teaching and learning decisions.
• Working as a whole staff to understand the increasing sophistication of expectations across the years of school.
• Planning for the progressive development of concepts and big ideas across the whole school.
• Avoiding unnecessary repetition of content or topics over the years of schooling.
• Knowing how learning is sequenced and developed within and across year levels.
• Aligning teaching, learning and assessment within the timeframe for reporting.
Our Values Learning: Tasmanians are engaged in positive, productive and supported learning experiences; and encouraged towards lifelong learning. (Learners First 2014/17)
USING THE SCOPE AND SEQUENCE TO INFORM WHOLE SCHOOL LEVEL PLANNING
8 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Using the scope and sequence to inform
whole school level planning
Tem
plat
es
Goo
d Pr
actic
e
Vide
o
Tem
plat
eG
ood
Prac
tice
Vide
oTo
ol
Tool
A
who
le s
choo
l pla
n fo
r En
glis
h
This
extr
act s
how
s Yea
rs 4
–6. T
he fu
ll ver
sion
can
be v
iewed
at
ht
tp://
ww
w.qs
a.qld
.edu.
au/d
ownl
oads
/aus
t_cu
rric/
ac_w
hole
_sch
ool_
exem
plar
.doc
Prac
tical
Exam
ples
TER
M 1
TER
M 2
TER
M 3
TER
M 4
ENGLISH
4Ex
empl
ar u
nit:
Pla
ying
wit
h w
ords
St
uden
ts int
erpr
et p
oetr
y an
d ex
perim
ent w
ith
delib
erat
e w
ordp
lay to
cre
ate
an e
mot
iona
l re
spon
se, in
cludi
ng th
e us
e of
non
sens
e w
ords
, sp
oone
rism
s, ne
olog
isms a
nd p
uns. T
exts
will
includ
e Au
strali
an lit
erat
ure.
Stud
ents
crea
te a
mult
imod
al im
agina
tive
poet
ry p
erfo
rman
ce.
Stud
ents
crea
te a
writ
ten
analy
sis o
f the
lan
guag
e of
feeli
ng, r
ange
of d
evice
s and
wor
d pl
ay in
a p
oem
.
Expl
orin
g in
form
ativ
e te
xts
Stud
ents
inves
tigat
e an
d int
erpr
et th
e te
chnic
al lan
guag
e of
info
rmat
ive te
xts,
includ
ing o
nline
an
d m
ultim
odal
text
s. St
uden
ts ex
plor
e an
d re
view
a ra
nge
of
instru
ctive
and
pro
cedu
ral t
exts
used
in
ever
yday
life,
includ
ing p
rint, d
igita
l and
onli
ne
text
s. St
uden
ts cr
eate
a sh
ort r
epor
t on
the
langu
age
and
feat
ures
of i
nfor
mat
ive te
xts.
Telli
ng s
tori
esSt
uden
ts inv
estig
ate
and
enga
ge w
ith th
e lan
guag
e, str
uctu
re a
nd p
urpo
se o
f sto
ryte
lling,
includ
ing st
ories
from
the
past
and
from
oth
er
cultu
res.
Stud
ents
liste
n to
, rea
d an
d vie
w o
ral n
arra
tive
tradi
tions
and
con
tem
pora
ry lit
erat
ure
of
Abor
igina
l cult
ures
and
Torr
es S
trait
Islan
der
cultu
res a
s well
as h
istor
ies a
nd te
xts f
rom
and
ab
out A
sia.
Stud
ents
crea
te a
shor
t im
agina
tive
narr
ative
w
ith a
focu
s on
desc
riptiv
e w
riting
Pers
uadi
ng o
ther
sSt
uden
ts inv
estig
ate
and
inter
pret
the
diffe
rent
w
ays p
ersu
asive
lang
uage
is u
sed
in no
nfict
ion,
film a
nd m
ultim
odal
text
s. St
uden
ts bu
ild u
nder
stand
ing fo
r NAP
LAN
w
riting
in Ye
ar 5
.St
uden
ts lis
ten
to a
per
suas
ive sp
eech
to
iden
tify
the
key
point
s and
per
suas
ive fe
atur
es.
Stud
ents
crea
te a
mult
imod
al pe
rsua
sive
repo
rt
that
mak
es c
onne
ctio
ns b
etw
een
two
artic
les
with
sim
ilar i
deas
and
iden
tifies
the
key
point
s, ch
arac
teris
tic p
ersu
asive
feat
ures
and
inte
nded
au
dien
ce.
5Li
tera
ry t
exts
Stud
ents
expl
ore
and
inter
pret
inte
rper
sona
l re
latio
nship
s and
eth
ical d
ilem
mas
repr
esen
ted
in lite
rary
text
s, inc
luding
film
and
digi
tal t
exts.
St
uden
ts di
scus
s the
n cr
eate
a m
ultim
odal
revie
w o
f the
ir ch
osen
text
, con
sider
ing h
ow
it co
nvey
s diffe
rent
per
spec
tives
abo
ut e
thica
l di
lemm
as a
nd th
eir im
pact
on
inter
pers
onal
relat
ions
hips.
Nav
igat
ing
info
rmat
ive
text
s St
uden
ts lis
ten
to, r
ead,
view,
inte
rpre
t and
ev
aluat
e a
rang
e of
info
rmat
ive te
xts,
includ
ing
vario
us ty
pes o
f med
ia te
xts,
new
spap
ers,
film,
digit
al an
d no
nfict
ion
text
s.St
uden
ts cr
eate
an
infor
mat
ive re
port
usin
g te
chnic
al an
d co
nten
t inf
orm
atio
n ab
out a
topi
c of
inte
rest.
St
uden
ts re
ad a
pee
r’s in
form
ative
repo
rt,
inter
pret
ing a
nd a
nalys
ing it
to p
rovid
e fe
edba
ck.
Bui
ldin
g on
the
aes
thet
icSt
uden
ts un
ders
tand
, inte
rpre
t, exp
erim
ent a
nd
enjo
y ex
plor
ing so
und
devic
es a
nd im
ager
y, inc
luding
sim
ile, m
etap
hor a
nd p
erso
nifica
tion
in po
etry
; son
gs; a
nthe
ms a
nd o
des.
Stud
ents
crea
te a
n im
agina
tive
poet
ry
perfo
rman
ce to
ada
pt im
agina
tive
idea
s and
co
nvey
em
otio
n
Exem
plar
uni
t: R
elat
ions
hips
and
pro
blem
s in
sto
ries
St
uden
ts ex
plor
e a
rang
e of
non
-ster
eoty
pica
l ch
arac
ters
and
elab
orat
ed e
vent
s, inc
luding
fla
shba
cks a
nd sh
ifts i
n tim
e in
junio
r and
ear
ly ad
oles
cent
nov
els.
Stud
ents
crea
te a
n im
agina
tive
narr
ative
, whic
h ex
plor
es th
emes
of i
nter
pers
onal
relat
ions
hips
and
ethic
al di
lemm
as b
etw
een
two
char
acte
rs
in re
al-w
orld
or f
anta
sy se
tting
s.
6In
vest
igat
ing
inte
rper
sona
l rel
atio
nshi
ps
and
ethi
cal d
ilem
mas
in li
tera
ture
Stud
ents
desc
ribe
com
plex
sequ
ence
s, a
rang
e of
non
-ster
eoty
pica
l cha
ract
ers,
and
elabo
rate
d ev
ents,
inclu
ding
flas
hbac
ks a
nd sh
ifts i
n tim
e. St
uden
ts ex
plor
e th
emes
of i
nter
pers
onal
relat
ions
hips a
nd e
thica
l dile
mm
as w
ithin
real
wor
ld o
r fan
tasy
setti
ngs.
Stud
ents
analy
se, d
iscus
s and
cre
ate
an
imag
inativ
e na
rrat
ive.
Exem
plar
uni
t: O
nlin
e ne
ws
Stud
ents
deve
lop
their
und
ersta
nding
of h
ow
onlin
e m
ultim
odal
text
s inf
orm
and
per
suad
e au
dien
ces t
hrou
gh c
hoice
of l
angu
age,
struc
ture
an
d im
ages
.St
uden
ts an
alyse
, disc
uss a
nd c
reat
e m
ultim
odal
pers
uasiv
e an
d inf
orm
ative
text
s, an
d co
ntrib
ute
their
text
s to
an o
nline
clas
s new
s sou
rce.
Look
ing
at li
tera
ture
Stud
ents
liste
n to
, rea
d, vie
w, in
terp
ret a
nd
evalu
ate
cont
empo
rary
spok
en, w
ritte
n an
d m
ultim
odal
films,
digit
al te
xts,
junio
r and
ear
ly ad
oles
cent
nov
els, d
ram
atic
perfo
rman
ces a
nd
poet
ry, a
nd c
ompa
re th
em w
ith te
xts f
rom
ea
rlier
tim
es.
Info
rmat
ive
text
s St
uden
ts an
alyse
how
info
rmat
ive te
xts s
uppl
y te
chnic
al an
d co
nten
t inf
orm
atio
n. St
uden
ts id
entif
y inf
orm
ative
text
stru
ctur
es,
includ
ing c
hapt
ers,
head
ings a
nd su
bhea
ding
s, ta
bles o
f con
tent
s, ind
exes
and
glo
ssar
ies, a
nd
langu
age
feat
ures
inclu
ding
com
plex
sent
ence
s, un
familia
r tec
hnica
l voc
abula
ry a
nd in
form
atio
n pr
esen
ted
in gr
aphic
s. St
uden
ts di
scus
s how
info
rmat
ion
is pr
esen
ted
in inf
orm
ative
text
s and
cre
ate
an a
nalyt
ical
expl
anat
ion
on a
topi
c of
inte
rest.
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 9
TER
M 1
TER
M 2
TER
M 3
TER
M 4
MATHEMATICS
7D
uring
this
term
stud
ents
will:
• ap
ply
asso
ciativ
e, co
mm
utat
ive a
nd
distr
ibut
ive la
ws
• co
mpa
re, o
rder
, add
and
subt
ract
int
eger
s•
com
pare
frac
tions
and
mixe
d nu
mbe
rs
and
repr
esen
t the
se o
n a
num
ber l
ine
• so
lve a
dditio
n an
d su
btra
ctio
n pr
oblem
s inv
olvin
g fra
ctio
ns
• ex
pres
s a q
uant
ity a
s a fr
actio
n of
an
othe
r •
plot
poi
nts o
n th
e Ca
rtes
ian p
lane
and
find
coor
dina
tes f
or g
iven
point
s•
solve
sim
ple
linea
r equ
atio
ns
• dr
aw v
iews o
f 3-D
shap
es
• co
nstru
ct sa
mpl
e sp
aces
• inv
estig
ate
prob
abilit
ies o
f eve
nts
• re
vise
and
cons
olid
ate Y
ear 6
con
cept
s as
requ
ired.
Dur
ing th
is te
rm st
uden
ts w
ill:•
revis
e an
d co
nsol
idat
e Ter
m 1
con
cept
s as r
equir
ed•
expl
ore
index
not
atio
n an
d sq
uare
root
s •
conn
ect f
ract
ions
, dec
imals
and
per
cent
ages
•
roun
d de
cimals
to a
spec
ific n
umbe
r of d
ecim
al pl
aces
• co
nnec
t fra
ctio
ns, d
ecim
als a
nd p
erce
ntag
es a
nd
conv
ert b
etw
een
them
• fin
d pe
rcen
tage
s of q
uant
ities
• inv
estig
ate
and
calcu
late
best
buys
•
crea
te a
lgebr
aic e
xpre
ssio
ns
• inv
estig
ate
linea
r and
non
-line
ar re
latio
nship
s •
plot
poi
nts o
n th
e Ca
rtes
ian p
lane
and
find
coor
dina
tes f
or g
iven
point
s•
inves
tigat
e, int
erpr
et a
nd a
nalys
e gr
aphs
• es
tabli
sh fo
rmula
s for
are
a •
class
ify tr
iangle
s and
des
crib
e qu
adril
ater
als
• ex
plor
e co
rres
pond
ing, a
ltern
ate
and
co in
terio
r ang
les•
inter
pret
dat
a •
cons
truct
and
ana
lyse
data
disp
lays.
Exem
plar
uni
t: R
ecip
e ra
tios
D
urin
g th
is t
erm
stu
dent
s w
ill:
• re
vise
and
cons
olid
ate T
erm
s 1 a
nd 2
co
ncep
ts as
requ
ired
• co
mpa
re e
quiva
lent f
ract
ions
• m
ultip
ly an
d di
vide
fract
ions
and
dec
imals
•
expr
ess o
ne q
uant
ity a
s a fr
actio
n or
pe
rcen
tage
of a
noth
er•
conn
ect f
ract
ions
, dec
imals
and
per
cent
ages
• un
ders
tand
the
conc
ept o
f var
iables
and
use
th
em to
cre
ate
algeb
raic
expr
essio
ns•
solve
pro
blem
s usin
g sim
ple
ratio
s •
calcu
late
the
volum
e of
rect
angu
lar p
rism
s •
inves
tigat
e an
gles,
para
llel li
nes,
trans
latio
n, sy
mm
etry
, refl
ectio
n, ro
tatio
n an
d co
ordi
nate
s on
the
Cart
esian
plan
e•
calcu
late
and
inter
pret
mea
n, m
edian
, mod
e, an
d ra
nge
• ex
plor
e va
riable
s and
cre
ate
algeb
raic
expr
essio
ns.
• D
uring
this
term
stud
ents
will:
• re
vise
and
cons
olid
ate T
erm
s 1, 2
and
3
conc
epts
as re
quire
d•
exte
nd a
nd a
pply
asso
ciativ
e, co
mm
utat
ive
and
distr
ibut
ive la
ws t
o alg
ebra
ic eq
uatio
ns
• so
lve lin
ear e
quat
ions
•
calcu
late
the
volum
e of
rect
angu
lar p
rism
s •
calcu
late
and
inter
pret
mea
n, m
ode,
med
ian a
nd ra
nge
• co
nstru
ct, c
ompa
re a
nd a
nalys
e a
rang
e of
da
ta d
isplay
s •
inves
tigat
e th
e co
llatio
n of
larg
e co
unt d
ata.
8D
irec
ted
num
ber,
rule
s an
d pa
tter
nsTh
is te
rm b
uilds
upo
n stu
dent
s’ un
ders
tand
ing o
f ope
ratio
ns w
ith
integ
ers a
nd fr
actio
ns, th
e co
nnec
tion
betw
een
fract
ions
, dec
imals
and
pe
rcen
tage
s, an
d ind
ex n
otat
ion.
The
term
focu
ses o
n de
velo
ping
stu
dent
s’ un
ders
tand
ing o
f who
le nu
mbe
rs, d
ecim
als a
nd p
erce
ntag
es.
They
plo
t in
the
four
qua
dran
ts of
the
Cart
esian
plan
e an
d ar
e int
rodu
ced
to
straig
ht lin
e gr
aphs
.
Mat
hem
atic
al d
esig
n Th
is te
rm b
uilds
upo
n stu
dent
s’ un
ders
tand
ing o
f the
use
of
form
ulas t
o so
lve p
roble
ms w
ith p
erim
eter
and
are
a, an
d th
e re
latio
nship
bet
wee
n un
its o
f mea
sure
men
t. St
uden
ts us
e a
varie
ty o
f mat
hem
atica
l tec
hniq
ues a
nd
appr
oach
es to
pro
duce
opt
imal
and
effic
ient d
esign
s fo
r var
ious
situ
atio
ns. T
his in
clude
s pro
blem
s inv
olvin
g m
easu
rem
ent, p
erce
ntag
e, len
gth,
area
and
vol
ume,
rate
s an
d ra
tios,
index
not
atio
n, irr
atio
nal n
umbe
rs a
nd sq
uare
ro
ots
Alg
ebra
ic p
roce
sses
Th
is un
it bu
ilds u
pon
stude
nts’
unde
rsta
nding
of
the
conc
epts
of v
ariab
les a
nd su
bstit
utio
n, an
d th
e as
socia
tive,
com
mut
ative
and
di
strib
utive
law
s of a
lgebr
a. St
uden
ts co
mpl
ete
a se
ries o
f tas
ks in
volvi
ng si
mpl
ifying
and
fac
toris
ing a
lgebr
aic e
xpre
ssio
ns.
Exem
plar
uni
t: D
ata
inve
stig
atio
n Th
is un
it bu
ilds u
pon
stude
nts’
unde
rsta
nding
of
the
basic
con
cept
s of p
roba
bility
and
dat
a re
pres
enta
tion.
Stud
ents
learn
abo
ut c
ollec
ting,
analy
sing
and
disp
laying
repr
esen
tativ
e da
ta, a
nd
assig
ning
prob
abilit
ies w
here
app
ropr
iate.
This
unit
incor
pora
tes i
deas
con
cern
ing ty
pe
of d
ata,
appr
opria
tene
ss o
f disp
lay, c
alcula
ted
mea
sure
s, an
alysis
and
the
effe
ct o
f out
liers
. W
ork
in th
is te
rm a
lso e
xplo
res t
he lo
gic th
at
unde
rpins
scen
ario
s inv
olvin
g ch
ance
.
Geo
met
ric
reas
onin
g Th
is un
it bu
ilds u
pon
stude
nts’
unde
rsta
nding
of
stra
ight-l
ine g
eom
etry
. Stu
dent
s inv
estig
ate
cong
ruen
ce a
nd so
lve re
lated
num
erica
l pr
oblem
s. The
y so
lve p
roble
ms u
sing
mat
hem
atica
l rea
sonin
g.
Line
ar r
elat
ions
This
unit
build
s upo
n co
ncep
ts de
velo
ped
in Te
rms 1
and
3. S
tude
nts l
earn
to so
lve lin
ear
equa
tions
usin
g bo
th a
lgebr
aic a
nd g
raph
ical
tech
nique
s. The
y ve
rify
their
solut
ions
by
subs
titut
ion.
Plan
ning
a h
olid
ay Th
is un
it bu
ilds u
pon
stude
nts’
unde
rsta
nding
of
the
appl
icatio
n of
rate
s, ra
tios a
nd p
erce
ntag
es.
Stud
ents
prod
uce
an it
inera
ry a
nd b
udge
t for
a
holid
ay. T
hey
cons
ider
cos
ts, ti
me
take
n fo
r tra
vel, a
nd o
ther
crit
eria
of th
eir c
hoos
ing.
Tem
plat
es
Goo
d Pr
actic
e
Vide
o
Tem
plat
eG
ood
Prac
tice
Vide
oTo
ol
Tool
A
who
le s
choo
l pla
n fo
r m
athe
mat
ics
Th
is ex
trac
t sho
ws Y
ears
7–8
. The
full v
ersio
n ca
n be
view
ed a
t
http
://w
ww.
qsa.q
ld.ed
u.au
/dow
nloa
ds/a
ust_
curr
ic/ac
_who
le_s
choo
l_ex
empl
ar.d
oc
Usin
g th
e sc
ope
and
sequ
ence
to in
form
who
le s
choo
l lev
el p
lann
ing
TER
M 1
TER
M 2
TER
M 3
TER
M 4
ENGLISH
4Ex
empl
ar u
nit:
Pla
ying
wit
h w
ords
St
uden
ts int
erpr
et p
oetr
y an
d ex
perim
ent w
ith
delib
erat
e w
ordp
lay to
cre
ate
an e
mot
iona
l re
spon
se, in
cludi
ng th
e us
e of
non
sens
e w
ords
, sp
oone
rism
s, ne
olog
isms a
nd p
uns. T
exts
will
includ
e Au
strali
an lit
erat
ure.
Stud
ents
crea
te a
mult
imod
al im
agina
tive
poet
ry p
erfo
rman
ce.
Stud
ents
crea
te a
writ
ten
analy
sis o
f the
lan
guag
e of
feeli
ng, r
ange
of d
evice
s and
wor
d pl
ay in
a p
oem
.
Expl
orin
g in
form
ativ
e te
xts
Stud
ents
inves
tigat
e an
d int
erpr
et th
e te
chnic
al lan
guag
e of
info
rmat
ive te
xts,
includ
ing o
nline
an
d m
ultim
odal
text
s. St
uden
ts ex
plor
e an
d re
view
a ra
nge
of
instru
ctive
and
pro
cedu
ral t
exts
used
in
ever
yday
life,
includ
ing p
rint, d
igita
l and
onli
ne
text
s. St
uden
ts cr
eate
a sh
ort r
epor
t on
the
langu
age
and
feat
ures
of i
nfor
mat
ive te
xts.
Telli
ng s
tori
esSt
uden
ts inv
estig
ate
and
enga
ge w
ith th
e lan
guag
e, str
uctu
re a
nd p
urpo
se o
f sto
ryte
lling,
includ
ing st
ories
from
the
past
and
from
oth
er
cultu
res.
Stud
ents
liste
n to
, rea
d an
d vie
w o
ral n
arra
tive
tradi
tions
and
con
tem
pora
ry lit
erat
ure
of
Abor
igina
l cult
ures
and
Torr
es S
trait
Islan
der
cultu
res a
s well
as h
istor
ies a
nd te
xts f
rom
and
ab
out A
sia.
Stud
ents
crea
te a
shor
t im
agina
tive
narr
ative
w
ith a
focu
s on
desc
riptiv
e w
riting
Pers
uadi
ng o
ther
sSt
uden
ts inv
estig
ate
and
inter
pret
the
diffe
rent
w
ays p
ersu
asive
lang
uage
is u
sed
in no
nfict
ion,
film a
nd m
ultim
odal
text
s. St
uden
ts bu
ild u
nder
stand
ing fo
r NAP
LAN
w
riting
in Ye
ar 5
.St
uden
ts lis
ten
to a
per
suas
ive sp
eech
to
iden
tify
the
key
point
s and
per
suas
ive fe
atur
es.
Stud
ents
crea
te a
mult
imod
al pe
rsua
sive
repo
rt
that
mak
es c
onne
ctio
ns b
etw
een
two
artic
les
with
sim
ilar i
deas
and
iden
tifies
the
key
point
s, ch
arac
teris
tic p
ersu
asive
feat
ures
and
inte
nded
au
dien
ce.
5Li
tera
ry t
exts
Stud
ents
expl
ore
and
inter
pret
inte
rper
sona
l re
latio
nship
s and
eth
ical d
ilem
mas
repr
esen
ted
in lite
rary
text
s, inc
luding
film
and
digi
tal t
exts.
St
uden
ts di
scus
s the
n cr
eate
a m
ultim
odal
revie
w o
f the
ir ch
osen
text
, con
sider
ing h
ow
it co
nvey
s diffe
rent
per
spec
tives
abo
ut e
thica
l di
lemm
as a
nd th
eir im
pact
on
inter
pers
onal
relat
ions
hips.
Nav
igat
ing
info
rmat
ive
text
s St
uden
ts lis
ten
to, r
ead,
view,
inte
rpre
t and
ev
aluat
e a
rang
e of
info
rmat
ive te
xts,
includ
ing
vario
us ty
pes o
f med
ia te
xts,
new
spap
ers,
film,
digit
al an
d no
nfict
ion
text
s.St
uden
ts cr
eate
an
infor
mat
ive re
port
usin
g te
chnic
al an
d co
nten
t inf
orm
atio
n ab
out a
topi
c of
inte
rest.
St
uden
ts re
ad a
pee
r’s in
form
ative
repo
rt,
inter
pret
ing a
nd a
nalys
ing it
to p
rovid
e fe
edba
ck.
Bui
ldin
g on
the
aes
thet
icSt
uden
ts un
ders
tand
, inte
rpre
t, exp
erim
ent a
nd
enjo
y ex
plor
ing so
und
devic
es a
nd im
ager
y, inc
luding
sim
ile, m
etap
hor a
nd p
erso
nifica
tion
in po
etry
; son
gs; a
nthe
ms a
nd o
des.
Stud
ents
crea
te a
n im
agina
tive
poet
ry
perfo
rman
ce to
ada
pt im
agina
tive
idea
s and
co
nvey
em
otio
n
Exem
plar
uni
t: R
elat
ions
hips
and
pro
blem
s in
sto
ries
St
uden
ts ex
plor
e a
rang
e of
non
-ster
eoty
pica
l ch
arac
ters
and
elab
orat
ed e
vent
s, inc
luding
fla
shba
cks a
nd sh
ifts i
n tim
e in
junio
r and
ear
ly ad
oles
cent
nov
els.
Stud
ents
crea
te a
n im
agina
tive
narr
ative
, whic
h ex
plor
es th
emes
of i
nter
pers
onal
relat
ions
hips
and
ethic
al di
lemm
as b
etw
een
two
char
acte
rs
in re
al-w
orld
or f
anta
sy se
tting
s.
6In
vest
igat
ing
inte
rper
sona
l rel
atio
nshi
ps
and
ethi
cal d
ilem
mas
in li
tera
ture
Stud
ents
desc
ribe
com
plex
sequ
ence
s, a
rang
e of
non
-ster
eoty
pica
l cha
ract
ers,
and
elabo
rate
d ev
ents,
inclu
ding
flas
hbac
ks a
nd sh
ifts i
n tim
e. St
uden
ts ex
plor
e th
emes
of i
nter
pers
onal
relat
ions
hips a
nd e
thica
l dile
mm
as w
ithin
real
wor
ld o
r fan
tasy
setti
ngs.
Stud
ents
analy
se, d
iscus
s and
cre
ate
an
imag
inativ
e na
rrat
ive.
Exem
plar
uni
t: O
nlin
e ne
ws
Stud
ents
deve
lop
their
und
ersta
nding
of h
ow
onlin
e m
ultim
odal
text
s inf
orm
and
per
suad
e au
dien
ces t
hrou
gh c
hoice
of l
angu
age,
struc
ture
an
d im
ages
.St
uden
ts an
alyse
, disc
uss a
nd c
reat
e m
ultim
odal
pers
uasiv
e an
d inf
orm
ative
text
s, an
d co
ntrib
ute
their
text
s to
an o
nline
clas
s new
s sou
rce.
Look
ing
at li
tera
ture
Stud
ents
liste
n to
, rea
d, vie
w, in
terp
ret a
nd
evalu
ate
cont
empo
rary
spok
en, w
ritte
n an
d m
ultim
odal
films,
digit
al te
xts,
junio
r and
ear
ly ad
oles
cent
nov
els, d
ram
atic
perfo
rman
ces a
nd
poet
ry, a
nd c
ompa
re th
em w
ith te
xts f
rom
ea
rlier
tim
es.
Info
rmat
ive
text
s St
uden
ts an
alyse
how
info
rmat
ive te
xts s
uppl
y te
chnic
al an
d co
nten
t inf
orm
atio
n. St
uden
ts id
entif
y inf
orm
ative
text
stru
ctur
es,
includ
ing c
hapt
ers,
head
ings a
nd su
bhea
ding
s, ta
bles o
f con
tent
s, ind
exes
and
glo
ssar
ies, a
nd
langu
age
feat
ures
inclu
ding
com
plex
sent
ence
s, un
familia
r tec
hnica
l voc
abula
ry a
nd in
form
atio
n pr
esen
ted
in gr
aphic
s. St
uden
ts di
scus
s how
info
rmat
ion
is pr
esen
ted
in inf
orm
ative
text
s and
cre
ate
an a
nalyt
ical
expl
anat
ion
on a
topi
c of
inte
rest.
10 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Planning a primary school yearAll teachers in a primary school meet in Term 4 to plan their program for the following year. They bring along their year level planning for each learning area, which they have recorded on a sheet of paper. They attach the A3 sheets to a staffroom wall. Teachers review their planning based on teacher judgement, informed by quality data.
They consider:• curriculum coverage• unnecessary repetition• multi-age classes• opportunities for integration• curriculum links to events on the school
calendar e.g. ANZAC Day.
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Recording the whole school program in a secondary schoolAfter the teachers have worked in subject groups to develop their subject plan, the subject leaders for each year group come together to share their planning and identify any overlaps and opportunities for integration. For example:
• They align similar curriculum content from science and geography so that it is taught in the same term.
• English teachers plan to teach persuasive writing to complement work being done around historical perspective in history.
The subject leaders discuss changes with their teachers. An assistant principal arranges for the planning to be collated into a whole school document which is available on the school website to inform staff, parents, students and community members about curriculum in the school.
Using the scope and sequence to inform
whole school level planning
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Planning in a district schoolAll staff in a district school with a Year 11 and 12 top meet prior to the end of the year. They bring along the relevant scope and sequence for their learning areas. The principal or curriculum leader also brings along the DoE curriculum implementation and reporting guidelines and a draft of expected student numbers and class configurations for the following year.Staff identify strengths and challenges in terms of what can stay the same and what needs to change. They ask questions such as:• What worked well when teaching my learning
area this year?• Will I be able to teach the curriculum the same
way next year?• What teams of teachers will be established
in order to plan for comprehensive curriculum delivery and when will planning occur?
• Will some teachers share their expertise across primary and high school sections of the school?
• What areas of curriculum delivery are currently most problematic? How else might we find solutions?
Questions for reflection1. How do we communicate the learning area
requirements of the relevant curriculum documents?
2. How might we make our whole school planning processes more effective?
3. How will our school capture an overall picture of the curriculum that will be implemented at our school?
4. In what ways are we using data to inform our whole school planning and mapping processes?
5. How will we track curriculum content for students in multi-age classes?
6. How will we ensure that the whole curriculum is covered for learning areas where content is organised into two year bands?
7. How might we use our curriculum map to allocate resources and staffing?
8. How do we regularly review and evaluate our mapping processes?
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 11
Usin
g th
e sc
ope
and
sequ
ence
to in
form
yea
r lev
el p
lann
ing
USING THE SCOPE AND SEQUENCE TO INFORM YEAR LEVEL PLANNING
Our Values Excellence: We have high expectations for our learners, and a strong commitment to the pursuit of excellence and innovation in our people, in our programs and in our resources. (Learners First 2014/17)
Key Message The Australian Curriculum scope and sequence describes curriculum content and concept development for a particular year level. Having a year level plan helps teachers to be clear about the key learning goals. This ensures coherence between classes at the same year level and progression between year levels (including multi-age classes). Year level plans should align with the whole school plan and inform unit planning.
Explanation Year level planning involves:• Using the Australian Curriculum scope and
sequence for a particular year level.• Being clear about what is expected by the
end of each year. For example, the Australian Curriculum achievement
standards describe expectations for learning by the end of each year or band of years.
• Knowing the school level data and how it informs priorities.
For example edi, the NAPLAN Toolkit, data from the Student Support System (SSS) and assessment data collected by the school.
• Listing the overall goals for the year level for each learning area.
• Planning for the progressive development of concepts over the year.
• Proposing a sequence of units and topics over the year.
• Suggesting a timing of the units and topics. For example, some units may be planned for four
weeks, some for less time and some for more. • Planning assessment strategies and
developing a balanced assessment program.
• Considering the balance of curriculum over the four school terms.
For example, the number strand has considerably more focus than other strands in the mathematics curriculum for the early primary years.
• Finding opportunities to connect learning.
For example, a four week focus on measuring may address aspects of number and data collection and thus cover a number of connected concepts. Similarly, a theme based approach in English may help to combine the literacy, language and literature strand whilst allowing for both the receptive and productive modes to be addressed in the assessment tasks.
• Identifying opportunities to integrate different learning areas into one unit.
• Ensuring equity of learning for students in comparable classes.
Effective leaders• Provide structures for year group and
learning area curriculum discussions and documentation of plans.
• Provide feedback on programs of work for year levels.
• Create time for teachers to work together and to learn from each other’s practice.
Good teachers• Work together with Australian Curriculum
scope and sequence.• Decide collaboratively how to support students
in areas where the data indicates needs.• Choose contexts that are relevant and
engaging to their student cohort.• Identify opportunities to integrate learning
areas in the units they develop.
12 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Using the scope and sequence to inform
year level planning
Prac
tical
exam
ples
Tem
plat
es
Goo
d Pr
actic
e
Vide
o
Tem
plat
eG
ood
Prac
tice
Vide
oTo
ol
Tool
Sa
mpl
e ye
ar le
vel p
lan
Th
is ex
trac
t sho
ws Y
ear 5
mat
hem
atics
. The
full v
ersio
n ca
n be
view
ed a
t
http
://w
ww.
qsa.q
ld.ed
u.au
/dow
nloa
ds/p
_10/
ac_m
aths
_yr5
_plan
.doc
CONSULT CURRICULUM
Year
leve
l des
crip
tion
The
profi
cienc
y str
ands
Und
erst
andi
ng, F
luen
cy, P
robl
em S
olvin
g an
d Re
ason
ing
are
an in
tegr
al pa
rt o
f mat
hem
atics
con
tent
acr
oss t
he th
ree
cont
ent s
trand
s: N
umbe
r and
Alg
ebra
, M
easu
rem
ent a
nd G
eom
etry
, and
Sta
tistic
s an
d Pr
obab
ility. T
he p
rofic
iencie
s rein
forc
e th
e sig
nifica
nce
of w
orkin
g m
athe
mat
ically
with
in th
e co
nten
t and
des
crib
e ho
w th
e co
nten
t is
expl
ored
or d
evelo
ped.
They
pro
vide
the
langu
age
to b
uild
in th
e de
velo
pmen
tal a
spec
ts of
the
learn
ing o
f mat
hem
atics
.At
this
year
leve
l:U
nder
stan
ding
inclu
des m
aking
con
nect
ions
bet
wee
n re
pres
enta
tions
of n
umbe
rs, u
sing
fract
ions
to re
pres
ent p
roba
biliti
es, c
ompa
ring
and
orde
ring
fract
ions
and
dec
imals
and
re
pres
entin
g th
em in
var
ious
way
s, de
scrib
ing tr
ansfo
rmat
ions
and
iden
tifyin
g lin
e an
d ro
tatio
nal s
ymm
etry
Flu
ency
inclu
des c
hoos
ing ap
prop
riate
unit
s of m
easu
rem
ent f
or ca
lculat
ion
of p
erim
eter
and
area
, usin
g esti
mat
ion
to ch
eck t
he re
ason
ablen
ess o
f ans
wers
to ca
lculat
ions
and
using
ins
trum
ents
to m
easu
re an
gles
Prob
lem
Sol
ving
includ
es fo
rmula
ting
and
solvi
ng a
uthe
ntic
prob
lems u
sing
who
le nu
mbe
rs a
nd m
easu
rem
ents
and
crea
ting
finan
cial p
lans
Reas
onin
g inc
ludes
inve
stiga
ting
strat
egies
to p
erfo
rm c
alcula
tions
effi
cient
ly, co
ntinu
ing p
atte
rns i
nvol
ving
fract
ions
and
dec
imals
, int
erpr
eting
resu
lts o
f cha
nce
expe
rimen
ts, a
nd
posin
g ap
prop
riate
que
stion
s for
dat
a inv
estig
atio
ns a
nd in
terp
retin
g da
ta se
ts.
Ach
ieve
men
t st
anda
rdBy
the
end
of Ye
ar 5
, stu
dent
s sol
ve si
mpl
e pr
oblem
s inv
olvin
g th
e fo
ur o
pera
tions
usin
g a
rang
e of
stra
tegie
s. The
y ch
eck
the
reas
onab
lenes
s of a
nsw
ers u
sing
estim
atio
n an
d ro
undi
ng. S
tude
nts i
dent
ify a
nd d
escr
ibe
facto
rs a
nd m
ultip
les. T
hey
expl
ain p
lans f
or si
mpl
e bu
dget
s. St
uden
ts co
nnec
t thr
ee-d
imen
siona
l obj
ects
with
their
two-
dim
ensio
nal
repr
esen
tatio
ns. T
hey
desc
ribe
trans
form
atio
ns o
f tw
o-di
men
siona
l sha
pes a
nd id
entif
y lin
e an
d ro
tatio
nal s
ymm
etry
. Stu
dent
s com
pare
and
inte
rpre
t diffe
rent
dat
a se
ts.St
uden
ts or
der d
ecim
als a
nd u
nit fr
actio
ns a
nd lo
cate
them
on
num
ber l
ines. T
hey
add
and
subt
ract
frac
tions
with
the
sam
e de
nom
inato
r. Stu
dent
s con
tinue
pat
tern
s by
addi
ng
and
subt
ract
ing fr
actio
ns a
nd d
ecim
als. T
hey
find
unkn
own
quan
tities
in n
umbe
r sen
tenc
es. T
hey
use
appr
opria
te u
nits o
f mea
sure
men
t for
leng
th, a
rea,
volum
e, ca
pacit
y an
d m
ass,
and
calcu
late
perim
eter
and
are
a of
rect
angle
s. The
y co
nver
t bet
wee
n 12
and
24
hour
tim
e. St
uden
ts us
e a
grid
refe
renc
e sy
stem
to lo
cate
land
mar
ks. T
hey
mea
sure
and
co
nstru
ct d
iffere
nt a
ngles
. Stu
dent
s list
out
com
es o
f cha
nce
expe
rimen
ts w
ith e
quall
y lik
ely o
utco
mes
and
ass
ign p
roba
biliti
es b
etw
een
0 an
d 1.
Stud
ents
pose
que
stion
s to
gath
er
data
, and
con
struc
t dat
a di
splay
s app
ropr
iate
for t
he d
ata.
TEACHING AND LEARNING
Sour
ce: A
ustra
lian
Curr
iculum
, Ass
essm
ent a
nd R
epor
ting A
utho
rity
(AC
ARA)
, Aus
tralia
n Cu
rricu
lum v
3.0: M
athe
mat
ics fo
r Fou
ndat
ion–
10,
<ww
w.au
strali
ancu
rricu
lum.ed
u.au/
Mat
hem
atics
/Cur
riculu
m/F
-10>
.
Term
ove
rvie
wTe
rm 1
Term
2Te
rm 3
Term
4
Dur
ing th
is te
rm st
uden
ts w
ill:•
iden
tify
and
desc
ribe
fract
ions
and
m
ultip
les•
use
estim
atio
n, ro
undin
g and
effi
cient
m
enta
l and
writ
ten
strat
egies
to so
lve
prob
lems a
nd ch
eck r
easo
nable
ness
of
answ
ers t
o ca
lculat
ions
• co
mpa
re an
d or
der c
omm
on u
nit fr
actio
ns
and
repr
esen
t the
m o
n a
num
ber l
ine
• inv
estig
ate
patte
rns w
ith fr
actio
ns,
decim
als a
nd w
hole
num
bers
•
use
12- a
nd 2
4-ho
ur ti
me
syste
ms
• de
scrib
e tra
nslat
ions
, refl
ectio
ns a
nd
rota
tions
• ex
plor
e sy
mm
etry
and
tran
sform
atio
ns
• po
se q
uesti
ons t
o all
ow fo
r the
col
lectio
n of
dat
a•
cons
truct
dat
a di
splay
s•
revis
e an
d co
nsol
idat
e Yea
r 4 c
once
pts a
s re
quire
d.
Dur
ing th
is te
rm st
uden
ts w
ill:•
revis
e an
d co
nsol
idat
e Ter
m 1
co
ncep
ts as
requ
ired
• so
lve p
roble
ms i
nvol
ving
mult
iplic
atio
n of
larg
e nu
mbe
rs
by o
ne- a
nd tw
o-di
git w
hole
num
bers
• so
lve p
roble
ms i
nvol
ving
divis
ion
by o
ne d
igit
• inv
estig
ate
num
ber s
yste
ms
beyo
nd h
undr
edth
s •
calcu
late
the
perim
eter
and
ar
ea o
f rec
tang
les
• inv
estig
ate
thre
e-di
men
siona
l sh
apes
and
their
net
s.
Exem
plar
uni
t: P
layi
ng fa
ir
Dur
ing th
is te
rm st
uden
ts w
ill:•
revis
e an
d co
nsol
idat
e Ter
ms 1
and
2 c
once
pts a
s re
quire
d•
com
pare
and
ord
er c
omm
on u
nit fr
actio
ns a
nd
repr
esen
t the
m o
n a
num
ber l
ine
• so
lve p
roble
ms i
nvol
ving t
he ad
ditio
n an
d su
btra
ction
of
frac
tions
with
the
sam
e de
nom
inato
r•
inves
tigat
e pa
ttern
s with
frac
tions
•
use
equiv
alent
num
ber s
ente
nces
invo
lving
m
ultipl
icatio
n an
d div
ision
to fi
nd u
nkno
wn
quan
tities
•
use
appr
opria
te u
nits o
f mea
sure
men
t for
leng
th,
area
, vol
ume,
capa
city
and
mas
s •
estim
ate,
mea
sure
, com
pare
and
con
struc
t ang
les
• inv
estig
ate
chan
ce, in
cludi
ng o
utco
mes
of c
hanc
e ex
perim
ents
and
prob
abilit
ies ra
nging
from
0 to
1•
pose
que
stion
s and
col
lect c
ateg
orica
l dat
a•
cons
truct
dat
a di
splay
s•
desc
ribe
and
inter
pret
dat
a se
ts.
Dur
ing th
is te
rm st
uden
ts w
ill:•
revis
e an
d co
nsol
idat
e Ter
ms 1
, 2
and
3 co
ncep
ts as
requ
ired
• de
velo
p str
ateg
ies to
solve
pr
oblem
s inv
olvin
g th
e ad
ditio
n an
d su
btra
ctio
n of
frac
tions
•
crea
te si
mpl
e fin
ancia
l plan
s •
use
grid
refe
renc
es fo
r loc
atio
ns
and
use
dire
ctio
nal la
ngua
ge
• inv
estig
ate
chan
ce a
nd p
roba
bility
.
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 13
Tem
plat
es
Goo
d Pr
actic
e
Vide
o
Tem
plat
eG
ood
Prac
tice
Vide
oTo
ol
Tool
Sa
mpl
e ye
ar le
vel p
lan
Th
is ex
trac
t sho
ws Y
ear 5
Eng
lish.
The
full v
ersio
n ca
n be
view
ed a
t
http
://w
ww.
qsa.q
ld.ed
u.au
/dow
nloa
ds/p
_10/
ac_e
nglis
h_yr
5_pl
an.d
oc .
CONSULT CURRICULUM
Year
leve
l des
crip
tion
(hig
hlig
hted
asp
ects
in
dica
te d
iffer
ence
s fr
om t
he p
revi
ous
ye
ar le
vel)
In Ye
ars 5
and
6, s
tude
nts c
omm
unica
te w
ith p
eers
and
teac
hers
from
oth
er c
lasse
s and
scho
ols,
com
mun
ity m
embe
rs, a
nd in
divid
uals
and
grou
ps, in
a ra
nge
of fa
ce-to
-face
and
on
line/
virtu
al en
viron
men
ts.
Stud
ents
enga
ge w
ith a
var
iety
of te
xts f
or e
njoym
ent. T
hey
liste
n to
, rea
d, vie
w, in
terp
ret a
nd e
valua
te sp
oken
, writ
ten
and
mult
imod
al te
xts i
n w
hich
the
prim
ary
purp
ose
is ae
sthet
ic, a
s well
as t
exts
desig
ned
to in
form
and
per
suad
e. Th
ese
includ
e va
rious
type
s of m
edia
text
s inc
luding
new
spap
ers,
film a
nd d
igita
l tex
ts, ju
nior a
nd e
arly
adol
esce
nt
nove
ls, po
etry
, non
-fict
ion,
and
dram
atic
perfo
rman
ces.
The
rang
e of
liter
ary
text
s for
Fou
ndat
ion
to Ye
ar 1
0 co
mpr
ises A
ustra
lian
litera
ture
, inclu
ding
the
oral
narr
ative
trad
itions
of A
borig
inal a
nd To
rres
Stra
it Isl
ande
r peo
ples
, as w
ell
as th
e co
ntem
pora
ry lit
erat
ure
of th
ese
two
cultu
ral g
roup
s, an
d cla
ssic
and
cont
empo
rary
wor
ld lit
erat
ure,
includ
ing te
xts f
rom
and
abo
ut A
sia.
Liter
ary
text
s tha
t sup
port
and
ext
end
stude
nts i
n Yea
rs 5
and
6 a
s ind
epen
dent
read
ers d
escr
ibe
com
plex
sequ
ence
s, a
rang
e of
non
-ster
eoty
pica
l cha
ract
ers a
nd e
labor
ated
ev
ents
includ
ing fl
ashb
acks
and
shift
s in
time.
Thes
e te
xts e
xplo
re th
emes
of i
nter
pers
onal
relat
ions
hips a
nd e
thica
l dile
mm
as w
ithin
real-
wor
ld a
nd fa
ntas
y se
tting
s. In
form
ative
te
xts s
uppl
y te
chnic
al an
d co
nten
t inf
orm
atio
n ab
out a
wid
e ra
nge
of to
pics
of i
nter
est a
s well
as t
opics
bein
g stu
died
in o
ther
are
as o
f the
cur
riculu
m. Te
xt st
ruct
ures
inclu
de
chap
ters
, hea
ding
s and
subh
eadi
ngs,
table
s of c
onte
nts,
index
es a
nd g
loss
aries
. Lan
guag
e fe
atur
es in
clude
com
plex
sent
ence
s, un
familia
r tec
hnica
l voc
abula
ry, fi
gura
tive
langu
age,
and
infor
mat
ion
pres
ente
d in
vario
us ty
pes o
f gra
phics
. St
uden
ts cr
eate
a ra
nge
of im
agina
tive,
infor
mat
ive a
nd p
ersu
asive
type
s of t
exts
includ
ing n
arra
tives
, pro
cedu
res,
perfo
rman
ces,
repo
rts,
revie
ws,
expl
anat
ions
and
disc
ussio
ns.
Ach
ieve
men
t st
anda
rdR
ecep
tive
mod
es (
liste
ning
, rea
ding
and
vie
win
g)By
the
end
of Ye
ar 5
, stu
dent
s exp
lain
how
text
stru
ctur
es a
ssist
in u
nder
stand
ing th
e te
xt. T
hey
unde
rsta
nd h
ow la
ngua
ge fe
atur
es, im
ages
and
voc
abula
ry in
fluen
ce
inter
pret
atio
ns o
f cha
ract
ers,
setti
ngs a
nd e
vent
s. Th
ey a
nalys
e an
d ex
plain
liter
al an
d im
plied
info
rmat
ion
from
a v
ariet
y of
text
s. The
y de
scrib
e ho
w e
vent
s, ch
arac
ters
and
setti
ngs i
n te
xts a
re d
epict
ed a
nd e
xplai
n th
eir o
wn
resp
onse
s to
them
. The
y lis
ten
and
ask
ques
tions
to c
larify
con
tent
.Pr
oduc
tive
mod
es (
spea
king
, wri
ting
and
cre
atin
g)St
uden
ts us
e lan
guag
e fea
ture
s to
show
how
idea
s can
be
exte
nded
. The
y dev
elop
and
expla
in a p
oint o
f view
abou
t a te
xt, se
lectin
g info
rmati
on, id
eas a
nd im
ages
from
a ra
nge
of re
sour
ces.
Stud
ents
crea
te a
var
iety
of se
quen
ced
text
s for
diffe
rent
pur
pose
s and
aud
ience
s. The
y m
ake
pres
enta
tions
and
con
tribu
te a
ctive
ly to
clas
s and
gro
up d
iscus
sions
, takin
g int
o ac
coun
t oth
er p
ersp
ectiv
es. W
hen
writ
ing, th
ey d
emon
strat
e un
ders
tand
ing o
f gra
mm
ar, se
lect s
pecifi
c vo
cabu
lary
and
use
accu
rate
spell
ing a
nd p
unct
uatio
n, ed
iting
their
wor
k to
pr
ovid
e str
uctu
re a
nd m
eanin
g.
TEACHING AND LEARNING
Sour
ce: A
ustra
lian
Curr
iculum
, Ass
essm
ent a
nd R
epor
ting A
utho
rity
(AC
ARA)
, Aus
tralia
n Cu
rricu
lum v
3.0: E
nglis
h fo
r Fou
ndat
ion–
10,
<ww
w.au
strali
ancu
rricu
lum.ed
u.au/
Engli
sh/C
urric
ulum
/F-1
0>.
Term
ove
rvie
wTe
rm 1
Term
2Te
rm 3
Term
4
Lite
rary
tex
tsSt
uden
ts ex
plor
e an
d int
erpr
et
inter
pers
onal
relat
ions
hips a
nd e
thica
l di
lemm
as re
pres
ente
d in
litera
ry te
xts,
includ
ing fi
lm a
nd d
igita
l tex
ts.
Stud
ents
discu
ss th
en cr
eate
a m
ultim
odal
revie
w o
f the
ir ch
osen
text
, con
sider
ing
how
it co
nvey
s diffe
rent
per
spec
tives
ab
out e
thica
l dile
mm
as an
d th
eir im
pact
on
inter
perso
nal r
elatio
nship
s.
Nav
igat
ing
info
rmat
ive
text
s St
uden
ts lis
ten
to, re
ad, v
iew, in
terp
ret a
nd
evalu
ate
a ran
ge o
f info
rmat
ive te
xts,
includ
ing
vario
us ty
pes o
f med
ia te
xts,
new
spap
ers,
film,
digita
l and
non
fictio
n te
xts.
Stud
ents
crea
te a
n inf
orm
ative
repo
rt u
sing
tech
nical
and
cont
ent i
nfor
mat
ion
abou
t a
topi
c of
inte
rest.
St
uden
ts re
ad a
peer
’s info
rmati
ve re
port,
int
erpr
eting
and
analy
sing i
t to
prov
ide fe
edba
ck.
Bui
ldin
g on
the
aes
thet
icSt
uden
ts un
ders
tand
, inte
rpre
t, ex
perim
ent a
nd e
njoy
expl
oring
so
und
devic
es an
d im
ager
y, inc
luding
sim
ile, m
etap
hor a
nd p
erso
nifica
tion
in po
etry
; song
s; ant
hem
s and
ode
s. St
uden
ts cr
eate
an im
agina
tive
poet
ry
perfo
rman
ce to
ada
pt im
agina
tive
idea
s and
con
vey
emot
ion.
Exem
plar
uni
t: R
elat
ions
hips
and
pr
oble
ms
in s
tori
es
Stud
ents
expl
ore
a ra
nge
of n
on-
stere
otyp
ical c
hara
cter
s and
elab
orat
ed
even
ts, in
cludi
ng fl
ashb
acks
and
shift
s in
time
in jun
ior a
nd e
arly
adol
esce
nt n
ovels
. St
uden
ts cr
eate
an im
agina
tive
narra
tive,
whic
h ex
plore
s the
mes
of in
terp
erso
nal r
elatio
nship
s an
d et
hical
dilem
mas
bet
ween
two
char
acte
rs
in re
al-wo
rld o
r fan
tasy
setti
ngs.
Abo
rigi
nal a
nd
Torr
es S
trai
t Is
land
er
pers
pect
ives
Engli
sh p
rovid
es o
ppor
tunit
ies fo
r stu
dent
s to
stren
gthe
n th
eir a
ppre
ciatio
n an
d un
ders
tand
ing o
f Abo
rigina
l peo
ples
and
Torr
es S
trait
Islan
der p
eopl
es a
nd th
eir liv
ing c
ultur
es.
Spec
ific c
onte
nt a
nd sk
ills w
ithin
relev
ant s
ectio
ns o
f the
cur
riculu
m c
an b
e dr
awn
upon
to e
ncou
rage
eng
agem
ent w
ith:
• Ab
origi
nal a
nd To
rres
Stra
it Isl
ande
r sto
ryte
lling
tradi
tions
and
con
tem
pora
ry lit
erat
ure
Socia
l, hist
orica
l and
cult
ural
cont
exts
asso
ciate
d w
ith d
iffere
nt u
ses o
f lan
guag
e an
d te
xtua
l fea
ture
s in
Austr
alian
Indi
geno
us so
cietie
s•
The
dive
rsity
of I
ndige
nous
exp
erien
ces a
nd th
eir re
pres
enta
tion
in lite
ratu
re a
nd o
ther
text
s.En
glish
art
iculat
es a
spec
ts of
the
langu
ages
, lite
ratu
res a
nd lit
erac
ies o
f Abo
rigina
l peo
ples
and
Torr
es S
trait
Islan
der p
eopl
es. It
pro
vides
opp
ortu
nities
for s
tude
nts t
o de
velo
p an
aw
aren
ess,
appr
eciat
ion
of, a
nd re
spec
t for
the
litera
ture
of A
borig
inal p
eopl
es a
nd To
rres
Stra
it Isl
ande
r peo
ples
, inclu
ding
stor
ytell
ing tr
aditio
ns (o
ral n
arra
tive)
as w
ell a
s co
ntem
pora
ry lit
erat
ure.
Thro
ugh
resp
ectfu
l eng
agem
ent w
ith A
ustra
lian
Indi
geno
us p
eopl
es, a
nd th
eir k
now
ledge
and
stor
ies, s
tude
nts d
evelo
p cr
itical
unde
rsta
nding
s of t
he
socia
l, hist
orica
l and
cult
ural
cont
exts
asso
ciate
d w
ith d
iffere
nt u
ses o
f lan
guag
e an
d te
xtua
l fea
ture
s.
Usin
g th
e sc
ope
and
sequ
ence
to in
form
yea
r lev
el p
lann
ing
14 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Year
leve
l/sLe
arni
ng a
rea/
s:
Iden
tifie
d sc
hool
pri
orit
ies:
Year
leve
l des
crip
tion
:
Ach
ieve
men
t st
anda
rds:
Term
1Te
rm 2
Term
3Te
rm 4
Tem
plat
es
Goo
d Pr
actic
e
Vide
o
Tem
plat
eG
ood
Prac
tice
Vide
oTo
ol
Tool
A
ustr
alia
n C
urri
culu
m y
ear
leve
l pla
nnin
g pr
ofor
ma
Using the scope and sequence to inform
year level planning
Usin
g th
e sc
ope
and
sequ
ence
to in
form
yea
r lev
el p
lann
ing
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Developing a Year 5 program of workThe Year 5 teachers in a primary school meet together to map out their program of work for the year. They consult their curriculum documents and decide when to include particular content. They take into account links between subject areas, multi-age classes, excursion opportunities and special events during the year, including NAPLAN. As they are a small school, they also look for opprtunities to plan with other schools nearby.
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Developing a Year 8 science programAll Year 8 science teachers in the school meet together to plan what they will teach each term in order to cover the curriculum. In addition to including the content descriptors for science, they consider how to include the general capabilities and cross-curriculum priorities in appropriate ways. They review their planning in their regular subject meetings, taking into account what is happening in other subjects.
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Examining student data to inform curriculum planningAll teachers in the school meet in year level groups to examine NAPLAN and other testing data. They identify areas of weakness and areas of strength. They plan opportunities to support and extend their students through the year across all subjects.
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Year level mapping and planning in a small schoolA small rural school prides itself on every teacher knowing every student. Each year the staff meet together as a whole school to examine their student data and map the curriculum. Using the scope and sequence of the Australian Curriculum they decide on focus areas term by term for each year level. They also look for creative and flexible ways to deliver the curriculum, as children may be in multi-age class groupings. They utilise each teacher’s expertise. For
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 15
example, a teacher with a background in science may be involved in planning science with the other teachers, particularly highlighting the progression of scientific inquiry skills across year levels.
Questions for reflection1 How do we structure opportunities
for year level planning?
2 How do we decide our term by term program of work for each year level?
3 For Australian Curriculum subjects, how does our year level plan take into account aspects of the general capabilities and the cross-curriculum priorities?
4 How will I prioritise content within the time allocated for each subject?
5 How does our school data inform the way I should allocate time for specific content?
6 What process do we use to ensure that all curriculum content has been covered?
7 How have we developed a balanced assessment program that includes a range of assessment types?
8 Over the course of the year how have students been given the opportunity to demonstrate the full range of possible achievement?
About this resource
16 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
USING THE SCOPE AND SEQUENCE TO INFORM UNIT LEVEL PLANNING
Key messageTeachers use the Australian Curriculum scope and sequence to plan units of work. A unit of work makes clear the key concepts from the curriculum in a planned sequence of learning.Planning units of work within timeframes allows teachers to contextualise learning. It recognises the need to build on a student’s existing knowledge and skills, and takes into consideration their strengths, needs and interests.The scope and sequence provides the reference point for deliberate concept and skill development. Unit alignment is further informed by the whole school and year level plans.
Explanation Unit level planning involves:
Knowing the curriculumTeachers are familiar with the relevant Australian Curriculum scope and sequence and achievement standards. They know what they are expected to teach and what students are expected to learn at each year level.• Year level descriptions inform the unit focus.• Scope and sequence highlight the progression
of skills and supports the teacher to differentiate when planning.
• Achievement standards identify what students are expected to know, understand and be able to do by the end of the year and inform the unit plan.
• Content descriptors describe the key concepts to be covered in the unit.
• Unit planning builds on knowledge, understanding and skills students currently have in relation to key concepts.
• Teachers consider opportunities to integrate content from different learning areas.
• Adjustments are planned for student diversity; http://www.australiancurriculum.edu.au/StudentDiversity/Student-diversity-advice.
• Consideration is given to individual student learning goals.
• Planning takes into account the general capabilities and school priorities.
Knowing the classroom level dataTeachers know about their students:
• Student data including diagnostic assessments, formal and informal assessments, summative and formative assessments, and observations are used to inform our planning.
• Other information about our students including Individual Education Plans (IEPs), Personalised Learning Plans (PLPs), reports from specialists, and information from parents and others with significant knowledge of the student is considered.
• Teachers know each student’s strengths and interests.
• Enabling and extending provisions are planned to support all learners.
• Teachers use edi, the Student Support System and the NAPLAN toolkit to establish student need.
Effective leaders:• Put in place processes to assist teachers
to plan, document and reflect on the effectiveness of their unit.
• Develop strategies to assist teachers to develop and share deep understanding of how students learn.
• Ensure teachers have the resources and expertise they need to teach effectively.
Our Values: Equity: We all have the right to challenging and engaging learning opportunities in appropriate settings. (Learners First 2014/17)
Using the scope and sequence to inform
unit level planning
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 17
Good teachers:• Are familiar with and understand the relevant
Australian Curriculum scope and sequence and achievement standard.
• Use backward design processes to align curriculum, assessment and pedagogy.
• Ensure that integrated units align with the achievement standards of all the identified learning areas.
• Differentiate learning by considering adjustments and strategies to include all students.
• Specifically incorporate learning experiences to support students in areas where the data indicates need.
Sequencing the learning experiences using backward design Teachers use what they know about students and the identified curriculum concepts in order to sequence the learning and assessment.
• Determine the learning goals for the unit.
• Use pre-assessment to establish what students already know and understand.
• Use this information to inform curriculum adjustments and differentiation.
• Plan the assessment task:
o Use a backward design process to plan the final assessment task. (See Good Teaching: Guiding Learning – Quality Assessment Practices).
o Align the task with the relevant achievement standards and individual key learning outcomes.
o Decide what student could provide as evidence of learning.
• Explicit teaching strategies:
o Consider the explicit teaching strategies that could be used; for example, modelling and guided inquiry.
o Consider how adjustments made need to be made to teaching strategies to cater for all students.
• Formative assessment processes:
o Consider ways to find out what the students have learned through formative assessment processes. (See Good Teaching: Guiding Learning – Quality Assessment Practices).
o Consider how student progress will be monitored and provide opportunities for feedback to be given to students.
• Adjustments:
o Consider how tasks will be differentiated to cater for all students. (See Good Teaching: Learning for All – Differentiated Classroom Learning).
• Plan the lesson sequence leading to the final assessment task:
o Consider how the lessons may be sequenced to support student learning and assessment.
• Resources and stimulus materials to assist students:
o Consider the range of resources that will be needed to support the students with their learning and catering for their different learning needs.
• Reflection
o Consider opportunities for students to reflect on their learning.
o Teacher reflects on their teaching and student learning.
Usin
g th
e sc
ope
and
sequ
ence
to in
form
uni
t lev
el p
lann
ing
18 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Stages Description Guiding Questions
1. Consult the relevant curriculum document to identify the desired outcomes
For the Australian Curriculum refer to the scope and sequence, the achievement standards and the content descriptors.
Where students have a learning plan refer to their short term (SMART) goals and add enabling and/or extending adjustments.
What do my students need to know, understand and be able to do by the end of year?
Which aspects of the achievement standard will be a focus for the unit?
Which content descriptors will be covered?
2. Plan for learning Once the teacher choses a focus, they should think about what they want students to know, understand and do.
The teacher identifies what evidence they have about where students are in their understanding of the concepts or skills.
They consider student learning plans, outcomes and goals.
How do I find out what they already know?
What data might I access to help my planning?
What deliberate actions do I take to support my students to learn?
What resources do I need?
What teaching strategies will support the learning?
Which questions might I ask to support and challenge my students?
What might I need to learn to support the learning?
How might I work with others to align learning across the year levels?
3. Describe key learning experiences and identify useful resources
The teacher identifies the opportunities that they will provide for students to engage with the key ideas, skills and understandings and build their capacity to complete the assessment task.
They sequence lessons to progress skills and understandings in a logical and developmental way.
They consider the best resources available to engage and motivate the students.
How do I ‘hook’ the students in?
How will I make the learning intentions and success criteria clear?
Which tasks will I select and why?
What resources do I collect or make?
What vocabulary or language will be introduced, modelled and used?
What feedback will I provide to students?
What opportunities will I provide for students to gain the necessary skills and understandings to be able to successfully complete the assessment task?
What strategies and adjustments need to be made to enable all students to access learning tasks?
What formative assessment information can I collect and when will I collect it?
How will I use this information to inform the next steps in my planning and teaching?
How will I plan collaboratively with colleagues such as support teachers, EAL/D teachers, teachers with expertise in gifted education and year group colleagues?
4. Reflect to plan the next learning focus
By reflecting on the unit, the teacher makes decisions about what might need revising. Reflection will also inform the next learning steps and may mean revisiting the scope and sequence to decide the next learning focus.
What outcomes have been achieved in this unit?
Where to next in the scope and sequence?
Who needs more/less support with the new learning?
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Practical examples Unit level planning guide
Using the scope and sequence to inform
unit level planning
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 19
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Australian Curriculum unit planning template
Australian Curriculum Unit Plan
Learning Area: Year Level:
Con
sult
cur
ricu
lum
Focus:
Relevant Aspects of the Achievement Standard:
Relevant Content Descriptors
Plan
for
lear
ning
Learning Goals:
• Know:
• Understand:
• Do:
Assessment Task Pre-assessment
Adjustments/Strategies to Include all Students:
Des
crib
e ke
y le
arni
ng
expe
rien
ces
Learning Sequence
.
Refl
ect
on
the
unit
Reflection
Usin
g th
e sc
ope
and
sequ
ence
to in
form
uni
t lev
el p
lann
ing
20 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Australian Curriculum unit plan using the backwards design planning process – Year 5 English
Australian Curriculum Unit Plan
Learning Area: English Year Level: 5
Con
sult
cur
ricu
lum
Focus: Persuasive Writing
Relevant Aspects of the Achievement Standard:By the end of Year 5, students explain how text structures assist in understanding the text.They analyse and explain literal and implied information from a variety of texts.Students create a variety of sequenced texts for different purposes and audiences.When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.
Relevant Content Descriptors:Language• Understand how texts vary in purpose, structure and topic as well as the degree of formality.
(ACELA1504)• Understand that the starting point of a sentence gives prominence to the message in the text and
allows for prediction of how the text will unfold. (ACELA1505)• Understand how the grammatical category of possessives is signaled through apostrophes and
how to use apostrophes with common and proper nouns. (ACELA1506) Literature• Present a point of view about particular literary texts using appropriate metalanguage, and
reflecting on the viewpoints of others. (ACELT1609)• Use metalanguage to describe the effects of ideas, text structures and language features on
particular audiences. (ACELT1795)• Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to
different kinds of interpretations and responses. (ACELT1610)Literacy• Show how ideas and points of view in texts are conveyed through the use of vocabulary, including
idiomatic expressions, objective and subjective language, and that these can change according to context. (ACELY1698)
• Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience. (ACELY1704)
• Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (ACELY1701)
Plan
for
lear
ning
Learning Goals:• Know: The text structures and language features of a persuasive text can be explicit or implied.• Understand: Writers make deliberate choices with their use of language and structure and these
can influence the reader.• Do: Identify the use and effect of persuasive devices across a variety of texts. Create a persuasive
text using such devices, using accurate spelling and punctuation and making specific vocabulary choices.
Assessment Task:Analyse a persuasive text:Analyse the persuasive features of a text and discuss how this influences the audience.Compose a persuasive text:Create a persuasive text for a particular audience using appropriate text structures and language features.Written work is to reflect accurate spelling and punctuation, correct use of grammar and specific vocabulary choices.
Pre-assessment:Create a short written persuasive text and identify the persuasive devices that students use. Check for accurate spelling and punctuation.
Using the scope and sequence to inform
unit level planning
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 21
(continued from previous page)Pl
an fo
r le
arni
ng
Adjustments/Strategies to Include all Students (see Good Teaching: Learning for All – Differentiated Classroom Learning)Possible strategies include:• Use multimodal supports, resources, and tools to accommodate student needs.• Tap into student interests and strengths; e.g. include persuasive texts relating to popular culture
of interest to Year 5 students or include texts that reflect their cultural background.• Provide choices in content, process and product; e.g. encourage student input into the selection
of texts.• Ensure flexible pace to accommodate varied rates of learning.
• Use persuasive writing tasks to demonstrate learning progress towards meeting individual learning goals as described in a student learning plan.
• Provide opportunities to extend some students by using texts with complex language that use implicit persuasive devices.
Des
crib
e ke
y le
arni
ng e
xper
ienc
es
Learning SequenceConsider the following:• Decide on a framework or model; e.g. integrated inquiry (‘tuning in’, ‘finding out’, ‘sorting out’,
‘going further’, ‘taking action’, ‘concluding’) – or the five Es (‘engage’, ‘explore’, ‘explain’, ‘elaborate’, ‘evaluate’).
• Think of a way to hook each student’s interests and maximise engagement; e.g. triggering an emotional response to key concepts using a TV commercial, catalogue, movie, novel trailer or YouTube clip.
• Design tasks and sequence the learning required in the assessment task focusing on vocabulary, persuasive devices, sentence beginnings, how punctuation is used for effect, and editing for accurate spelling and punctuation.
• Provide opportunities for students to engage with a range of persuasive texts to develop understandings about text structures and language features.
• Explore how the persuasive devices used in range of texts influence the audience.• Include texts with literal and implied meanings.• Present a range of perspectives on a specific topic of interest to the students.• Ask students to create persuasive texts for a variety of audiences.
Refl
ect
on
the
unit
Reflection Reflect on the following:• Was the unit pitched at the appropriate levels for all students?• Were the unit goals achieved? What evidence do you have?• Which students need to revisit the intended learning outcomes in a different context?• Did the learning sequence adequately prepare the students to complete the assessment tasks?• Did the task provide appropriate evidence for assessment of the achievement standard?• Was the pre-assessment and on-going formative assessment effective?• Which tasks and resources were most effective?• What outcomes are to yet to be addressed?• Referring to the scope and sequence, what will you plan for next?• What new goals will you set for your own learning?
Usin
g th
e sc
ope
and
sequ
ence
to in
form
uni
t lev
el p
lann
ing
22 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Australian Curriculum unit plan using the backward design planning process – Year 5 Mathematics
Australian Curriculum Unit Plan
Learning Area: Mathematics Year Level: 5
Con
sult
cur
ricu
lum
Focus: Fractions and decimals
Relevant Aspects of the Achievement Standard:Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals.
Relevant Content Descriptors• Compare and order common unit fractions and locate and represent them on a number line. (ACMNA102) • Investigate strategies to solve problems involving addition and subtraction of fractions with the
same denominator. (ACMNA103) • Recognise that the place value system can be extended beyond hundredths. (ACMNA104) • Compare, order and represent decimals. (ACMNA105)
Plan
for
lear
ning
Learning Goals• Know: Fractions and decimals are numbers that can be placed on a number line. In order to place
them on a number line we need to compare and order them according to their size.• Understand: The size of a unit fraction is determined by the denominator which tells us how
many and the numerator which tells us how much (i.e. 1/2 is bigger than 1/8 as it is one part out of 2 equal parts, whereas 1/8 is one part out of 8 equal parts). Decimals can be ordered according to their place value. When fractions have the same denominator we can add and subtract them using a range of strategies and models.
• Do: Place fractions and decimals on a number line in correct order and explain thinking using appropriate mathematical vocabulary. Add and subtract fractions with the same denominator using a range of strategies and explain thinking.
Assessment TaskSusan says that 1/8 is larger than 1/4 and that 0.25 is smaller than .025. What would you say to Susan and how might you help her thinking by using diagrams and number lines?
Pre-assessmentUse Improve to create a test that uses a range of the Year 3, 5 and 7 NAPLAN numeracy questions related to fractions and decimals.(This test is one part of the pre-assessment. Other tasks will be used to gain further insight into student understanding).
Adjustments/Strategies to Include all Students: (see Good Teaching: Learning for All – Differentiated Classroom Learning) Possible strategies include:• Use a range of supports, resources and tools to accommodate student needs.• Tap into student interests and strengths; e.g. include activities related to sporting scores such as
times for the 100 metre sprint or swimming events or experiences outside school where fractions and decimals are encountered such as recipes.
Using the scope and sequence to inform
unit level planning
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 23
Plan
for
lear
ning
• Provide choices in content, process and product; e.g. encourage student input into which numbers they will use and how they demonstrate understanding.
• Ensure a flexible pace to accommodate varied rates of learning.• Use problem solving tasks to demonstrate learning progress towards meeting individual goals as
described in a student learning plan.• Provide opportunities to extend some students by using problems with complex numbers and
multi-step problems, along with a requirement to explain and justify thinking in mathematical language.
Des
crib
e ke
y le
arni
ng e
xper
ienc
es
Learning SequenceConsider the following:• Think of a way to hook each student’s interest by providing a ‘real life’ problem or scenario
involving decimals and fractions.• Design tasks and sequence the learning required in the assessment task.• Provide opportunities for students to engage with fractions and decimals on a number line to
compare and order them according to size.• Provide problems that require the students to add and subtract fractions with the same
denominators.• Plan for the use of a range of models to demonstrate the key ideas explored in the unit; e.g. paper
folding, grids, concrete objects, string and other materials which can be folded or partitioned, and appropriate websites and apps which model fraction and decimals on a number line.
Des
crib
e ke
y le
arni
ng
expe
rien
ces
• Design tasks where students need to compare order and represent decimals.• Present problems that encourage and expect students to use a range of strategies and articulate
their thinking in a range of ways; e.g. written, oral explanation, video captures and recorded explanations using mobile devices.
Refl
ect
on
the
unit
Reflection Reflect on the following:• Was the unit pitched at the appropriate levels for all students?• Were the unit goals achieved? What evidence do you have?• Which students need to revisit the intended learning outcomes in a different context?• Did the learning sequence adequately prepare the students to complete the assessment tasks?• Did the task provide appropriate evidence for assessment of the achievement standard?• Was the pre-assessment and on-going formative assessment effective?• Which tasks and resources were most effective?• What outcomes are to yet to be addressed?• Referring to the scope and sequence, what will you plan for next?• What new goals will you set for your own learning?
Usin
g th
e sc
ope
and
sequ
ence
to in
form
uni
t lev
el p
lann
ing
(continued from previous page)
24 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Australian Curriculum unit plan using the backwards design planning process – Year 7 English
Australian Curriculum Unit Plan
Learning Area: English Year Level: 7
Con
sult
cur
ricu
lum
Focus: The Power of Words
Relevant Aspects of the Achievement Standard:By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. Students understand how the selection of a variety of language features can influence an audience. Students create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.
Relevant Content Descriptors:Language• Understand and explain how the text structures and language features of texts become more complex
in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)
• Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (ACELA1532)
Literature• Compare the ways that language and images are used to create character, and to influence emotions
and opinions in different types of texts (ACELT1621)• Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama,
and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)
• Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
Literacy• Analyse and explain the ways text structures and language features shape meaning and vary according
to audience and purpose (ACELY1721)• Compare the text structures and language features of multimodal texts, explaining how they combine
to influence audiences (ACELY1724)• Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter
and particular language, visual, and audio features to convey information and ideas (ACELY1725)
Plan
for
lear
ning
Learning Goals:Know: The different types of sentences including simple, compound and complex and understand embedded clauses. Text structures are used for different purposes and audiences.Understand: Words can be powerful and writers make deliberate choices when writing. Texts are influenced by context, purpose and audience.Do: Analyse a variety of texts and discuss the language features and vocabulary. Identify the different types of sentences used in a text and the effect created. Create an imaginative text making discriminating choices about language, using different sentence structures and specific vocabulary.
Assessment Task:Analyse textsAnalyse the language features and text structures of three different text types and discuss how this influences the audience.Create an imaginative text:Create an imaginative text for a particular audience using appropriate text structures and language features.Written work is to use accurate spelling and punctuation, and correct grammar. It should include complex sentences and specific vocabulary choices.
Pre-assessment:Students complete a short narrative as a response to the novel they are reading.
Using the scope and sequence to inform
unit level planning
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 25
Plan
for
lear
ning
Adjustments/Strategies to Include all Students (see Good Teaching: Learning for All – Differentiated Classroom Learning)Possible strategies include:• Use multimodal supports, resources and tools to accommodate student needs.• Tap into student interests and strengths; e.g. include texts relating to popular culture of interest to Year 7
students or include texts that reflect their cultural background.• Provide choices in content, process and product; e.g. encourage student input into the selection of texts,
including visual and multimodal texts.• Ensure flexible pace to accommodate varied rates of learning.• Use writing tasks to demonstrate learning progress towards meeting individual learning goals as described in a
student learning plan.• Provide opportunities to extend some students by using a variety of texts with complex language, varied
sentence structures and implied meanings.
Des
crib
e ke
y le
arni
ng e
xper
ienc
es Learning Sequence:Consider the following:• Decide on a framework or model; e.g. integrated inquiry (‘tuning in’, ‘finding out’, ‘sorting out’, ‘going further’,
‘taking action’, ‘concluding’) – or the five Es (‘engage’, ‘explore’, ‘explain’, ‘elaborate’, ‘evaluate’).• Think of a way to hook each student’s interests and maximise engagement; e.g. triggering an emotional
response to key concepts using a TV commercial, catalogue, movie, novel trailer or YouTube clip – The Power of Words.
• Design tasks and sequence the learning required in the assessment task focusing on vocabulary, language choices, sentence structures, how punctuation is used for effect and editing for accurate spelling and punctuation.
• Provide opportunities for students to engage with a range of texts to develop understandings about text structures, language features and sentence structures.
• Explore how sentence structures and variety can be used in range of texts to influence the audience.• Give students opportunities to create short texts for a variety of audiences with a focus on using different
types of sentences.
Refl
ect
on
the
unit
Reflection: Reflect on the following:• Was the unit pitched at the appropriate levels for all students? Were the unit goals achieved?• Which students need to revisit the intended learning outcomes in a different context?• Did the learning sequence adequately prepare the students to complete the assessment tasks?• Did the task provide appropriate evidence for assessment of the achievement standard?• Did the task provide all students with the opportunity to demonstrate the level of their understanding?• Was the pre-assessment and on-going formative assessment effective?• Which tasks and resources were most effective?• What outcomes are to yet to be addressed?• Referring to the scope and sequence, what will you plan for next?• What new goals will you set for your own learning?
Usin
g th
e sc
ope
and
sequ
ence
to in
form
uni
t lev
el p
lann
ing
(continued from previous page)
26 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Australian Curriculum unit plan using the backward design planning process – Year 7 Mathematics
Australian Curriculum Unit Plan
Learning Area: Mathematics Year Level: 7
Con
sult
cur
ricu
lum
Focus: Real Numbers
Relevant Aspects of the Achievement Standard:By the end of Year 7: students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another and solve problems involving percentages and all four operations with fractions and decimals.
Relevant Content Descriptors:• Compare fractions using equivalence. Locate and represent positive and negative fractions and mixed numbers on
a number line (ACMNA152) • Solve problems involving addition and subtraction of fractions, including those with unrelated denominators
(ACMNA153) • Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154) • Express one quantity as a fraction of another, with and without the use of digital technologies (ACMNA155) • Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157)
Plan
for
lear
ning
Learning Goals:• Know: That fractions, decimals, ratios and percentages are related and can be represented (along with whole and
mixed numbers) on a number line. That we can convert fractions to decimals and to percentages and vice versa. That we can compare fractions using equivalence (or renaming) using a number of tools and methods.
• Understand: That we can add, subtract, multiply and divide fractions and decimals using a range of methods, with and without technology and use these methods to solve problems. That equivalence (renaming) is an important understanding when working with fractions.
• Do: Solve problems involving fractions, decimals and percentages which involve addition, subtraction, division and multiplication. Find percentages of quantities (e.g. 25% of 80) with and without digital technologies. Compare fractions using equivalence and carry out simple conversions e.g. is the same as .5 and the same as 50%.
Assessment Tasks:Dad’s best recipe for muffins uses
1 cup of flour 2 eggs 3/4 cup of sugar 1/5 teaspoon of spice 220 g of butter
Our aunty Sandy and her children are coming for a birthday party and Dad said he is making 1 1/2 times the recipe so he has enough muffins. How much of each ingredient will be used? - Show your thinking.Dad said he added 50% to each quantity; is he correct? Explain your thinking.What quantities would be required if Dad needed to make 3 times the recipe?Taking it further :A muffin recipe requires 2/3 of a cup of milk. Each recipe makes 12 muffins. How many muffins can be made using 6 cups of milk?Post Test:A post-test is developed using Improve with a new set of questions from Years 5, 7 and 9 focusing on each of the key ideas dealt within the unit in particular, equivalence, decimals and the connections between fractions, decimals and percentages.
Pre-assessments:Making Links Task- what do you know about these numbers and how are they connected? 3/4, 0.5, 1/2, 50%, 25%, 0.75, 75%, .33, 2/5, 7/8. Use diagrams, number lines and mathematical language to show your current understanding.A test using questions from Years 3, 5 7 and 9 NAPLAN is developed using questions related to fractions, decimals and
Using the scope and sequence to inform
unit level planning
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 27
Plan
for
lear
ning
Adjustments/Strategies to Include all Students: (see Good Teaching: Learning for All – Differentiated Classroom Learning) Possible strategies include:• Use a range of supports, resources and tools to accommodate student needs.• Tap into student interests and strengths; e.g. include activities related to sporting scores or experiences outside
school such as recipes.• Provide choices in content, process and product; e.g. encourage student input into how they report on
their learning, which numbers (fractions, decimals and percentages) they will use and how they demonstrate understanding.
• Ensure flexible pace to accommodate varied rates of learning.• Use problem solving tasks, prompts and supports where necessary to demonstrate learning progress towards
meeting individual goals as described in a student learning plan.• Provide opportunities to extend some students by using problems with complex numbers and multi-step
problems, along with a requirement to explain and justify thinking in mathematical language.• Consider the classroom culture which supports every student’s learning.
Des
crib
e ke
y le
arni
ng e
xper
ienc
es
Learning Sequence:Consider the following:• Think of a way to hook each student’s interest by providing a ‘real life’ problem or scenario involving decimals,
fractions and percentage. Good examples are shopping catalogues, sporting scores and recipes.• Design tasks and sequence the learning required in the assessment task.• Provide opportunities for students to compare fractions using equivalence.• Provide opportunities for students to engage with fractions, decimals and percentages on a number line to
compare and order them according to size.• Provide problems that require the students to add, subtract, multiply and divide fractions in a range of contexts
and encourage sharing of strategies and thinking.• Plan for the use of a range of models to demonstrate the key ideas explored in the unit; e.g. paper folding, grids,
concrete objects, string and other materials which can be folded or partitioned.• Plan to use appropriate websites and apps which model fractions, decimals and percentages in a range of
representations, including number lines.• Design tasks where students need to compare order and represent decimals, fractions, percentages and ratios and
justify their thinking.• Present problems that encourage and expect students to use a range of strategies and articulate their thinking in
a range of ways; e.g. written, oral explanation, reasoning, video captures and explanations recorded using mobile devices.
Refl
ect
on
the
unit
Reflection: Reflect on the following:• Was the unit pitched at the appropriate levels for all students? Were the unit goals achieved? What evidence do you
have for this?• Which students need to revisit the intended learning outcomes in a different context? What evidence do you have
for this?• Did the learning sequence adequately prepare the students to complete the assessment tasks? Do the student
responses to the tasks provide evidence of learning?• Were students provided with opportunities to demonstrate extensive understanding of concepts and apply their
knowledge and skills to new situations?• Did the task provide appropriate evidence for assessment of the achievement standard? What additional evidence
might you gather?• Was the pre-assessment and on-going formative assessment effective?• Which tasks and resources were most effective? How do you know?• What outcomes are to yet to be addressed?• Referring to the scope and sequence, what will you plan for next? Why?• What new insights do you have about where the students are in their learning?• What new goals will you set for your own learning?
Usin
g th
e sc
ope
and
sequ
ence
to in
form
uni
t lev
el p
lann
ing
(continued from previous page)
Using the scope and sequence to inform
unit level planning
28 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Year 3 ANZAC Day unit
A group of Year 3 teachers meet together to plan an ANZAC Day unit. This is a focus for their school every year. They examine the Year 3 achievement standard from the Australian Curriculum: History and identify the relevant aspects for this topic. Then they look at the content descriptions to get a more detailed idea of what to teach and develop their learning goals.
Their assessment task asks students to interview a guest speaker supplied by the RSL. This helps students to identify why ANZAC Day still has significance in the present. Students are given a number of choices as to how they might present their learning, including a recount, a personal reflection, a poster or a PowerPoint. The teachers also link the learning to other subject areas such as English.
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Year 10 climate change unit
The Year 10 science teachers in a school meet to design an assessment task related to the Climate Change unit they have decided to develop. They examine the achievement standard and content descriptors and design an assessment task that is able to cater for all students. They brainstorm a variety of possible learning experiences and locate relevant resources. They plan a sequence of lessons that will engage students and progress their skills and understandings in a logical and developmental way. The Year 10 science teachers consult with the geography teachers to identify possible synergies in their teaching and learning programs.
Questions for reflection
1. How will student prior knowledge be determined?
2. How has backward mapping been used in the design of this unit?
3. For Australian Curriculum subjects, which aspects of the achievement standards will be assessed?
4. For Australian Curriculum subjects, which aspects of the content descriptors will be covered in this unit?
5. For Tasmanian Qualifications Authority (TQA) accredited courses, which criteria or competencies will be assessed in this unit?
6. How will the tasks that are being designed provide evidence about the level of learning that the student has achieved?
7. Which learning and assessment tasks within the unit will require individual adjustments and strategies to include every student?
8. What strategies have we planned for student engagement?
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 29
USING THE SCOPE AND SEQUENCE TO INFORM LESSON LEVEL PLANNING
Key messageThe lesson plan describes what will be taught and assessed in a prescribed time. The needs of students determines the pedagogy used and the desired learning outcomes. It connects pedagogy and curriculum with the needs of the student. Each lesson has specific phases; the introduction, the explicit teaching, the guided student action and the review. Lesson plans build on each other to achieve the learning goals described in the unit plan.The unit plan provides the reference point for the lesson plan and the continuity of concepts and skills as outlined in the scope and sequence.
ExplanationLesson planning involves: Focussing on the students• Understand each student as a learner, including
their strengths, needs, interests and preferred mode of learning to the planning.
• Use individual student data to inform planning. Adapt planning, teaching strategies and learning tasks to reflect this information.
• Use formative assessment and pre-assessment to determine prior knowledge and identify any misconceptions students may have.
Differentiating for the students • Differentiate content, product, process and
learning environment through curriculum adjustments.
• Use extending or enabling prompts for tasks to support access and increase the level of challenge.
• Use adjustments to the teaching and learning program, according to individual learning need.
Planning for explicit teaching
• Clarify purpose and learning intentions.• Model or demonstrate; e.g. ‘think-alouds’ and
sharing of strategies.• Detail the success criteria; e.g. student
exemplars, rubrics and models.• Ask quality questions that elicit student
thinking and understanding.
Effective leaders• Ensure that their teachers are using the Australian
Curriculum scope and sequence and achievement standards as the basis for their planning.
• Ensure that teachers understand the importance of formative assessment.
• Encourage teachers to use research based teaching practices.
• Keep abreast of research that can inform teaching practice quality.
• Observe classroom practice and provide feedback to teachers.
• Provide opportunities for teachers to observe each other.
• Make teachers aware of student data to inform lesson planning using data systems such as edi and the Student Support System.
• Provide feedback to teachers about their lessons as part of professional conversations.
• Provide opportunities for teachers to plan lessons collaboratively and share resources.
Good teachers• Understand the development and progression
of skills as they are outlined in the Australian Curriculum scope and sequence.
• Use the scope and sequence to identify key skills and concepts to be taught in their lessons.
• Differentiate to ensure that every student is engaged, challenged and learning successfully.
• Understand and use effective teaching approaches.• Use formative assessment and provide regular
and timely feedback to students.• Provide opportunities for teachers to observe
each other.• Consider ways to create a positive and
differentiated learning environment as part of their planning.
• Plan with student data in mind using data systems such as edi, the Student Support System and the NAPLAN Toolkit.
• Understand the development and progression of skills to inform planning.
• Review and reflect on their planning and think about next steps.
Our Values: Respect: Positive and effective interactions with each other and with our environment are conducted on the basis of responsibility, integrity and accountability. (Learners First 2014/17)
Usin
g th
e sc
ope
and
sequ
ence
to in
form
less
on le
vel p
lann
ing
30 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Practical examples Phases of the lesson
Phase Description Guiding Questions
Introduction The purpose of this phase is to introduce new concepts, review previous learning and issue a challenge to the students. It sets the scene. Teachers think about how the lesson begins and make the learning intentions and success criteria clear. They will connect the learning to previous lessons and activate prior knowledge.
How will I ‘hook’ the students into the lesson?
What are the learning intentions and success criteria in student friendly language?
How will I activate prior knowledge and review prior learning?
How can I make the lesson personal and relevant to the students?
Explicit Teaching/Guided Student Action
In this phase, students work individually or in groups to solve a problem or work on a task. Explicit teaching may occur before or after the students have engaged in a task. Teaching in this phase focuses on particular skills students need to learn or misconceptions the teacher has observed in previous lessons or assessments.Teachers model and demonstrate particular skills and strategies, and gradually release responsibility to the students.
What will I need to model in this lesson?
How will I organise the students to explore this problem/task–individually, in groups or pairs?
What types of questions might lead to learning if students feel frustrated or find the task too easy?
How might I encourage student conversation and thinking?
How will I check for understanding?
How might I provide extension for students who wish to or need to go further?
Which students require additional support and how will I provide it?
When will I provide feedback and how will the feedback look and sound?
Review In this phase the lesson is brought to a close by reviewing the learning and revisiting the learning intentions to judge how well they have been met.It includes assessing what is being learnt about individual students. This formative assessment information will help to plan the next steps.
How might I encourage students to reflect on their learning?
What formative assessment data might I gather?
What strategies will support this?
How will this inform the next step in my planning?
Using the scope and sequence to inform
lesson level planning
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 31
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Blank lesson plan proforma
Introduction Adjustments:
Explicit Teaching
Student Action: (Guided and Independent)
Review
Usin
g th
e sc
ope
and
sequ
ence
to in
form
less
on le
vel p
lann
ing
Using the scope and sequence to inform
lesson level planning
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Example lesson plan: Year 5 English – Persuasive Writing – Punctuation Background context:
In this class there are two students who have an Individual Education Plans (IEPs) and two students who have been identified as gifted and have a Personalised Learning Plan (PLPs).
This lesson is part of a unit on Persuasion. When reading student writing, the teacher notices there are members of the class who need support to use the possessive apostrophe correctly. The teacher decides to use the lesson to focus on using accurate punctuation. The teacher describes the adjustments that will be made to differentiate the learning and align with individual goals.
Introduction:Hook: The teacher hands out 2 cards per table group.Group 1 Card 1 The boy’s drink. Card 2 The boys drink.Group 2 Card 1 We’re here to help. Card 2 Were here to help.Group 3 Card 1 The giant kid’s playground. Card 2 The giant kids’ playground.They ask the students to discuss the differences between the cards and what they notice about how the apostrophe works.The teacher also asks why punctuation is important.
Adjustments:A set of cards for students working on simple sentences with a focus on using capitals and full stops. (Enabler) Extensions:Students who have mastered the possessive apostrophe will create posters for classroom reference. (Extender)
Explicit TeachingThe teacher has scanned a piece of student writing to discuss the importance of using punctuation correctly.Whilst reading the extract the teacher thinks aloud their responses as a reader and demonstrates how the misused punctuation caused them some confusion. The teacher models how to correct the use of the apostrophe to show possession for common and proper nouns by using ‘think-alouds’.Through modelling the teacher checks whether the text is making sense and highlights the placement of the apostrophe to ensure the correct meaning.
Student Action: (Guided and Independent)The students are asked to find misused punctuation in the next paragraph of the text and correct the text explaining the reasons for their choices. The teacher guides discussion around the importance of using correct punctuation both for the reader and writer.As the teacher wants the students to focus on their own writing, they are asked to work with a partner to proofread each other’s persuasive text and highlight the use of the apostrophe. The students are to work on correcting and checking for meaning as a group.
The teacher asks students to write simple sentences and do peer editing, focussing on the correct use of capital letters and full stops. (Enabler)
ReviewThe teacher draws the lesson to a close by sharing some environmental print examples of where apostrophes have been misused. They ask students to discuss the meanings and significance of incorrect punctuation and to keep a look out for other examples.The teacher concludes the lesson by asking the students to reflect on what they learnt.
The extension group share their posters and explain the resource to the class. (Extender)
32 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 33
Introduction:Warm up game: Guess my number The teacher places a mystery number (a fraction) in a box. Students ask questions to determine the number. They can only ask questions with a yes/no answer.Teacher shares learning intentions: The teacher starts the lesson with, “Today we are learning to order and place fractions and whole numbers on a number line”.Teacher activates prior knowledge by linking to previous lesson: The teacher says, “Remember yesterday when we were counting by halves and quarters out loud,” and reminds students of a previous lesson in Term 1 when they were placing three and four digit numbers on a number line. They question students about the strategies which supported their learning about number lines to prepare them for the task ahead.
Adjustments:Place whole numbers (1–10) in another mystery number box. (Enabler)
Explicit Teaching:Whole class demonstration of placing unit fractions on a number line: The teacher uses a rope and pegs (held by two students to make a number line) and distributes fraction and whole number cards to selected students.Students are asked to come forward and place their cards where they think their number should be located and to provide reasons for their choice. The teacher models appropriate language and questions students to ensure that thinking is shared and strategies modelled; e.g. folding the rope in half to find the right spot for the number.
Image: http://topdrawer.aamt.edu.au/Fractions/Good-teaching/Fraction-sense/Fractions-as-numbers/Sequencing-and-countingTeacher Explanation of the Task: Students work in pairs as the next part of the lesson. They are given a number line on a strip of paper. There are dots but no numbers marked. The students need to find what numbers are indicated by the dots and write about their reasoning for the numbers they have selected.Student Action: (Guided and Independent)Students work on the task: The students know that a good performance will include attention to reasoning and explanation of strategies, and that any of the pairs might be called to share their thinking in the next phase of the lesson.While students are working on this task the teacher provides some differentiation within the task.
Some students are asked to place other fractions on the line (thus opening up the task to further extension via an extending prompt). Other students are provided with an enabling prompt. They are given a simpler number line and reminded about the folding on the rope in the earlier whole class activity.For one student, adjustments are made using the Australian Curriculum Numeracy Continuum Level 1a (Using fractions, decimals and percentage with an adjusted task related to recognising one half).
Review:The teacher draws the class back together for their maths chat. (This session will sometimes conclude the lesson. At other times the reflection occurs half way through the lesson.) Students bring their recorded thinking and the teacher asks some students to share their mathematics thinking and their new learning.The teacher concludes the lesson with a self-assessment task by asking the students to revisit the learning intentions and complete an ‘Exit Card’ as they leave for lunch. They are asked to put a red, orange or green dot on the card (Red – ‘I still don’t understand’, Orange – ‘I mostly get it’ and Green – ‘Yes, I understand’). The teacher reflects on the lesson and the formative assessment information that has been collected and decides that the work needs to be revisited for some students.Those students who have mastered the key concepts will use an interactive website where students place mystery fractions on a number line, to extend their thinking.Some students will also work with a numberline tool downloaded from Scootle to explore fractions and report back to the class.The students using the numeracy continua will be working on making representations of halves with paper and other materials.
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Example lesson plan: Year 5 Mathematics – Fractions on a number line
Background context: In this class there are two students who have Individual Education Plans (IEPs) and two students who have been identified as gifted and have Personalised Learning Plans (PLPs).This lesson is part of the fractions and decimals unit. It is not the first lesson in the unit and the teacher has used a pre-test to determine student understanding of fractions. Most students seem to do well on tasks involving shading pre-partitioned shapes (e.g. shading of a shape) but the teacher has determined that some students need more experience and explicit focus on fractions as numbers on a number line and fractions as part of a collection.The teacher describes the adjustments they will make to differentiate the learning and align with individual goals as described in the learning plans.
Usin
g th
e sc
ope
and
sequ
ence
to in
form
less
on le
vel p
lann
ing
34 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Introduction:Hook: The teacher shows a YouTube clip, The Power of Words. The teacher pauses the clip at a particular point and asks the students to reflect on what message might be written on the cardboard. Students write their own message and then watch the rest of the clip. The class discuss the choice of words and why the message is effective. Students reflect on their own writing and which messages they believe are effective and why.
Adjustments:For the students with difficulty handwriting, the teacher scribes their key message. For some students the teacher has message cards that they choose from, then copy into their notebooks and discuss the meanings.
Explicit Teaching:The teacher explains that writers make deliberate decisions about the words and sentences they use. The class will now focus on different sorts of sentences that are used by good writers – simple, compound and complex, and the effect they can have on the reader.Using an extract from a text the class are reading, the teacher highlights the different types of sentences and talks about the effect this has on the reader by sharing their response as a reader.The teacher shares the example and highlights the dependent clause and independent clause :He ran as if he was being chased by a wild animal
Student Action (Guided and Independent):Students are asked to work in pairs to identify complex sentences in other extracts of the same text.Students work together to highlight the dependant clause and the independent clause in the complex sentences.Students practise writing a variety of sentences (simple, compound and complex) with a familiar topic; e.g. ‘At the beach’.Students work in pairs to write 3 sentences on the topic using the ‘Example 1’ structure, then using ‘Example 2’ and then ‘Example 3’.
Adjustments:The teacher asks students to highlight examples of simple sentences. They are given jumbled simple sentences and are asked to put them back together. They highlight the capital letter at the beginning of the sentence and put in the full stop to complete the sentence. Extensions:Students are given a variety of texts from different genres and asked to identify the purpose of the complex sentence; e.g. to provide a reason, to state a purpose, to link ideas in relation to time.
Example 1Simple SimpleCompound
Example 2 CompoundSimpleComplex
Example 3CompoundComplexComplex
They compare their sentences with another pair and discuss the effects of the different types of sentences (Adapted from Davis 2013).
Review:The teacher draws the lesson to a close by reading a short passage from the novel they are currently reading, asking students to listen for how the author has used sentence variation for effect. They encourage the students to collect their own examples to highlight the power of words.The teacher concludes the lesson by asking the students to reflect on what they learnt and how they will be able to apply this to their own writing.
Some students share with the class the different types of complex sentences and the purpose of the sentence. Others are asked to share their simple sentences.
Using the scope and sequence to inform
lesson level planning
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Example lesson plan: Year 7 English – The Power of Words – Complex SentencesBackground context: In this class there are two students who have Individual Education Plans (IEPs) and two students who have been identified as gifted and have Personalised Learning Plans (PLPs).
This lesson is part of a unit on The Power of Words. The students have been focusing on using a variety of sentences in their narrative writing and have spent time on revising simple compound and complex sentences. When reading the drafts of student writing, the teacher notices there are members of the class who need support with using complex sentences. The teacher decides to use the lesson to focus on identifying complex sentences in texts the students are familiar with and then working with the students to write complex sentences of their own. The lesson plan describes the adjustments that will be made to differentiate the learning and align with individual goals.
Introduction:The teacher begins with a warm up activity called Today’s number is…3/5. Students share something they know about 3/5 and it is recorded on a large sheet of paper. All students are expected to contribute and all responses are recorded. Listening to all responses supports new learning and connections. The teacher’s questions and comments such as, ‘I’d like some more like this one’, ‘What is it ‘bigger than’, ‘smaller than’ or ‘the same as’ our number?’ encourage particular student responses.Teacher shares learning intentions: ‘Today we are continuing to learn how to compare fractions and how important it is to use equivalence (re-naming) when working with fractions.’Teacher activates prior knowledge by linking to previous lesson: remind the class of previous work- fraction families, finding common denominators paper folding, fraction walls (linear partitioning). The teacher asks two students to share their recorded reflection from the end of the previous lesson.
Adjustments:For one student, adjustments are made using the Australian Curriculum Numeracy Continuum Level 1a (Using fractions, decimals and percentage) with an adjusted task related to recognising one half of various materials and representations including draw a half or represent a half on your tablet device, find half of a group of objects and fold paper strips to show half.
Explicit Teaching:The teacher poses a problem using a ‘think aloud’ strategy. They share a story about having a discussion 3/5 with their family the night before about how to decide if it is bigger than 2/8 and models a process for determining it using dual number lines and paper folding. The teacher models the language of reasoning ‘I know that my answer is right because…’ Teacher explanation of the task:Students work in pairs on the task (as shown below). They are reminded about the importance of recording their strategy and the possible tools and supports (paper, number lines, counters and grids) they may use to explain their thinking if they are asked to contribute to the class discussion at the end of the lesson.
Encourage peer to peer support with materials and models
Student Action: (Guided and Independent)Students work on the task:
Fraction Pairs Which Fraction Is Larger Record Your Strategya. 3/8 7/8b. 1/2 5/8c. 4/7 4/5d. 2/4 4/8e. 2/4 4/2 f. 3/7 5/8g. 5/6 7/8h. 3/4 7/9
http://www.acu.edu.au/__data/assets/pdf_file/0019/374032/MTMS_Clarke_Roche_and_Mitchell_Ten_practical_tips_for_making_fractions_come_alive.pdf
Some students are asked to begin with the last two problems and to also compare 13/16 and 10/24 or 17/4 and 13/2. Using the extension strategy of ‘most difficult first’, students are asked to begin with the most difficult problems and are then given more challenging problems to test their depth of understanding. They are to prepare a video tutorial to support someone in understanding how to compare fractions.Other students are provided with an enabling prompt. They are given a simpler number line and reminded about the folding on the rope in the earlier whole class activity.For one student, adjustments are made using the Australian Curriculum Numeracy Continuum Level 1a (Using fractions, decimals and percentage with an adjusted task related to recognising one half of various materials and representations.
Review:The teacher draws the class back together for the maths lesson review. Students bring their recorded thinking and the teacher asks some students to share their mathematical thinking and new learning. The teacher also ensures students have opportunity to share any confusions or uncertainties they have about the task they have worked on. (These students were identified by the teacher observations while the students were working on the task). Students who created the video tutorial share their work with the class and answer clarifying questions from their classmates and the teacher.The teacher concludes the lesson with a self-assessment task by asking the students revisit the learning intentions and record a ‘quick write’ in their maths learning logs. To scaffold this process, the teacher provides the sentence starter ‘When you want to decide if one fraction is bigger than another you…..’ The teacher reflects on the lesson and the formative assessment information that has been collected and decides that the key ideas of comparing fractions needs to be revisited for some students using a range of models
Next Steps:For other students who are ready to move on, the teacher prepares a short test using Improve. The questions are taken from Year 5, 7 and 9 NAPLAN and require comparison of fractions, decimals and percentages. This will be used to find out more about these students’ level of understanding of those concepts and processes.For those students the teacher plans to use an interactive website where students compare, fractions, decimals and percentages at a range of levels of difficulty.
The students using the numeracy continua will work working on making representations of halves and quarters with paper and other materials or using ICT or mobile devices.
Usin
g th
e sc
ope
and
sequ
ence
to in
form
less
on le
vel p
lann
ing
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 35
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Example lesson plan: Year 7 Mathematics – Working with Fractions – Comparing FractionsBackground context: In this class there are two students who have Individual Education Plans (IEPs) and two students who have been identified as gifted and have Personalised Learning Plans (PLPs).This lesson is part of the fractions and decimals unit. It is not the first lesson in the unit and the teacher has used a pre-test to determine student understanding of fractions. The teacher describes the adjustments they will make to differentiate the learning and align with individual goals as described in the learning plans. Some students seem ready to move onto the next stage of the unit where students need to ‘compare, order and represent decimals, fractions, percentages and ratios’, so the teacher is gathering evidence of their understanding.
36 GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning
Using the scope and sequence to inform
lesson level planning
Questions for reflection
1. Have I identified the major focus for the lesson?
2. How will my students understand the learning goals for the lesson?
3. How will we engage student interest in this lesson?
4. How will the lesson be structured to ensure that the content is covered and that students are engaged?
5. What formative assessment will I use to determine the extent of student learning? How will I use this information?
6. How have I planned for the most effective use of the resources that are available?
7. How will I evaluate the lesson and decide on its success?
8. How will I differentiate the content, process, product and learning environment?
9. Does my lesson cater for every student in my class?
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Years 5–6 English – writing an information report
A group of teachers from Years 5 and 6 have used formative assessment to ascertain that their students need extra support with how to write an effective Information Report. The teachers examine the English achievement standards noting that students are expected to explain their choice of language features and images. The teachers also work with the support teacher to plan for a student with learning difficulties. The teacher introduces the lesson with explicit teaching and modelling from texts to focus on:• different types of opening statements• sequencing of events• language features such as headings, subheadings,
labels and captions• a sense of audience and how to select relevant
information and images, including graphs, maps or tables.
The students then work on a geography information report about a country of Asia. The teacher supports students as they work, providing individual instruction and feedback. At the end of the lesson, students review and reflect on their learning, completing an exit card to indicate the aspects of report writing where they would like further help.
Templates
Good Practice
Video
Template Good Practice
Video Tool
Tool
Year 8 Science – states of matterA Year 8 teacher plans for a double science lesson to engage students in a unit on states of matter. They begin by having the students carry out an investigation into how varying the amount of one ingredient affects the property of slime. Following this investigation, the students discuss their findings, what made their test fair and how they controlled variables.The teacher poses the question of whether slime is a solid or liquid. After a general class discussion the students work in small groups. The groups have been established by the teacher to optimise the learning experience for each student. Each group writes definitions of what makes something a solid, liquid or gas.The teacher concludes the lesson by drawing a table on the board to which each group contributes dot points about the characteristics of solids, liquids and gases. The teacher suggests modifications where they are needed. The teacher saves the list of characteristics to the class Fronter room, so that it can be accessed by all students.
GOOD TEACHING : Curr i cu l um Mapp ing and P l ann i n g – Planning for Learning 37
REFERENCES AND FURTHER READING
Australian Institute for Teaching and School Leadership 2011, Australian professional standards for teachers, Australian Institute for Teaching and School Leadership, Melbourne, viewed 18 February 2014, <http://www.teacherstandards.aitsl.edu.au/>.
Australian Curriculum Assessment and Reporting Authority (ACARA), Student Diversity, viewed 20 February 2014, <http://www.australiancurriculum.edu.au/StudentDiversity/Student-diversity-advice>.
Davis, A 2013, Effective writing instruction: evidence-based classroom practices, Eleanor Curtain Publishing.
Department of Education, Employment and Workplace Relations 2013, National School Improvement Tool, viewed 20 February 2014, <http://education.gov.au/national-school-improvement-tool-0>.
Department of Education 2013, Australian Professional Standards for Teachers – Tasmania, viewed 14 February 2014 < https://www.education.tas.gov.au/documentcentre/Documents/AITSL-Australian-Professional-Standards-for-Teachers-Tasmania.pdf>.
Education Services Australia 2013, English for the Australian Curriculum, viewed 20 February 2014 <http://e4ac.edu.au/>.
Queensland Studies Authority, Year 5 plan – Australian Curriculum: English, viewed 20 February 2014, <http://www.qsa.qld.edu.au/downloads/p_10/ac_english_yr5_plan.doc>.
Queensland Studies Authority, Year 5 plan – Australian Curriculum: Mathematics, viewed 20 February 2014, <http://www.qsa.qld.edu.au/downloads/p_10/ac_maths_yr5_plan.doc>.
Queensland Studies Authority, Whole school curriculum and assessment plan: Australian Curriculum P–10, viewed 20 February 2014, <http://www.qsa.qld.edu.au/downloads/aust_curric/ac_whole_school_exemplar.doc>.
Sullivan, P 2011, Teaching mathematics using research informed strategies, ACER, Melbourne, viewed 20 February 2014, <http://research.acer.edu.au/aer/13/>.
Ontario Ministry of Education, Literacy and Numeracy Secretariat, 2008, Differentiating Mathematics Instruction, viewed 20 February 2013, <http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/different_math.pdf>.
Usin
g th
e sc
ope
and
sequ
ence
to in
form
less
on le
vel p
lann
ing
