Phase 1 – CURRICULUM REQUIREMENTS

Achievement
Standard
DESIRED OUTCOMES

Year level
Description
Content
Descriptors
Cognitive Verbs
Big Ideas: What should the students know, understand, and do in this unit?
Overarching Teacher:
Unit question Student:

Phase 2 – KNOW YOUR LEARNERS

Exceeding
Class data Above
Snapshot At Level
Below
Well below
Differentiation Student Disability/Disorder Adjustment/Provision
- ü Fixed seating – AT FRONT
☐ Alternate venue
☐ Scaffolded sentence starters
ü Assistive technology (speech-to-text,
etc)
ü Laptop use (provision to type answers
not handwrite)
ü Alternate format papers (larger font,
electronic, etc.)
NCCD & ☐ Reader
LEARNER CONSIDERATIONS

☐ Scribe
Verified ☐ Extra time (5mins / half hour)
☐ Rest breaks
☐ Movement breaks
☐ Extension to due date
ü Comparable assessment (similar
exam)
☐ Other: _________________________

Cruz Vang - ☐ Fixed seating – (placement)

PLP ☐ Alternate venue
☐ Amended assessment
OR
ü Comparable assessment (similar
exam)
ü Extra time (5mins / half hour)
ü Scaffolded sentence starters
ü Assistive technology (speech-to-text,
Immersive reader, etc)
ü Laptop use (provision to type answers
not handwrite)
☐ Alternate format papers (larger font,
electronic, etc.)
☐ Audiobook/texts
☐ Reader
☐ Scribe
 ☐ Rest breaks
☐ Movement breaks
☐ Extension to due date
☐ Other: _________________________

☐ Scaffold tasks ☐ Explicit vocab instruction

☐ Use feedback sheets/checklists
☐ Annotated exemplars
☐ Verbal and non verbal prompts
☐ Alter pace of some tasks
☐ Extension to due date
☐ Opportunities to verbalise
before writing.
☐ Provided audiobook
☐ Use Immersive Reader or
EAL/D similar
☐ Comparable assessment
Or
☐ Adjusted assessment
ü Extra time (5mins / half hour)
☐Provide glossary of key terms
☐ Use graphic organisers e.g. mind map,
Venn, retrieval charts
ü Extra time (5mins / half hour)
☐ Provide templates
☐ Sentence starters or strips
☐ Short instructions in manageable
chunks
☐ Support instructions and learning
with visuals where possible
☐ Encourage use of technology: spell
check, grammar
☐ Extension

Watchlist
First Nations
Other

Phase 3 – Evidence of Learning – Links

Task
Description
Task Sheet Uploaded Link to document
EVIDENCE OF LEARNING

Criteria Sheet Uploaded Link to document

Exemplar Uploaded Link to document
Scaffold Uploaded Link to document
Differentiation Uploaded Link to document
of Assessment
Formative Week Work Sample Details
Assessment
checkpoints

Phase 4 – Key knowledge and skills

Teac

Must know:
 h Must be able to
i do:
n
g
&

L
e
a
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n
i
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g

Teaching and learning sequence in a page further below:

 Phase 4 – Teaching & Learning Sequence Assessment Task: Formative / Summative
Learning Intention – I am
Week Concept/Focus Lesson Activity Success Criteria – I can:
learning to:
1a – prompted writing
– what do you know about Ned Kelly
- justify an opinion with
Orientation – Who is - Hero or villain
TEACHING & LEARNING SEQUENCE

1 supporting evidence
Ned Kelly 1b – comprehension questions Ned
-
Kelly’s life
1c – develop a time line