Aligning what and how of teaching and learning in the Australian Curriculum

What is the intended learning What could the intended learning How will we engage, challenge
and why is it important? look like at this level? and support their learning?
Why is this learning important? Shared understanding of ‘quality learning’ Engage
• How would our lives be different without this skill, knowledge, • What examples have we seen of quality learning at this level? • How can we hook them in – by building on current interests
understanding? What could we not do? • What could high quality learning look like at this level? or generating interest? Have we engaged hearts and minds?
• Where do we see this learning demonstrated in our • What does the achievement standard really mean? What Challenge
everyday lives? knowledge, skills and understandings does it require? • How can I stretch all learners?
Read the relevant Australian Curriculum references How will students know what comprises high quality learning? Support
Share initial meanings • What opportunities are there for students to understand • What will be needed to ensure all learners achieve the
• What this means to me is… the criteria for quality learning? intended learning? For example:
• The big ideas, essential questions and understandings What does ‘at this level’ mean? – scaffolds, models, prompts
in this for me are… • What distinguishes this learning from the achievement – explicit teaching
standards which come before and after this level? – time
What intended learning is not evident in the achievement – ways to demonstrate mastery�
standard? – differentiated approaches
• What could this look like at this level?

What do How will So what

we want we know will we
them to if they do to get
learn? got it? there?

What do they bring? What evidence will enable us to Design the teaching and learning plan
What are the common patterns we’ve seen that learners bring? assess the intended learning?
• Misconceptions/alternative conceptions Demonstrating the learning Bringing it all
• Perspectives/biases • What are the multiple ways learners can demonstrate their
• Points of interest
together through the
learning – their understanding, their knowledge, their skills…?
Existing understandings What assessment strategy/ies will best reflect this? learning experiences
• What are different ways that enable students to demonstrate How does feedback cause thinking and learning dialogue?
their existing understandings, skills, knowledge…? planning
Self assessment
What else do they bring? • What opportunities are there for self-assessment? sequencing
• What about the students’ learner identity and learning
to learn skills?
Peer assessment resource organisation
• What opportunities are there for peer assessment – and…
• What dispositions, experiences, do they bring?
activating students as teaching resources for one another?
Strategies
• What strategies can I use that capture and enable this
to be shown?

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