Los pasos de la guía de planificación de la enseñanza

teams need to come to an agreement on what information should be included in each section, considering connections to the whole school curriculum plan. The completed template is meant to be a working document that can be updated and evaluated as the unit progresses.

STEPS QUESTIONS TO GUIDE PLANNING AT EACH STEP

Context Justification

How does this unit of learning link to the whole school curriculum plan? Which curriculum driver/s will this unit of learning connect to?

What are the big ideas/questions at the heart of this unit of learning that students will explore?

What will we call this unit of learning?

Learning goals and outcomes

What standards will we work towards through this unit of learning?

What do we want students to understand/achieve by the end of this unit of learning?

Connections

How does this unit of learning link to student learning in other school programs?

Learning, teaching and assessment Prior knowledge

How can we find out what the students already know about the ideas in this unit of learning and what else they want/need to learn?

Activities

What activities/experiences will engage students in this unit of learning and allow them to develop the intended knowledge, skills and behaviours of this unit of learning?

What sort of learning structures will meet the students’ needs and the intended outcomes of this unit of learning (e.g. research projects, community based learning, group projects, etc.)?

How will the activities/experiences be differentiated to meet the particular needs of individual students? Which students have specific needs?

Sequence

What will the learning sequence look like for this unit of learning? What will happen first, second, etc?

What will we do initially to tune students into the unit of learning? How can students be involved in determining this?

How will we keep students tuned in throughout the unit of learning?

Evidence of learning

What domains and dimensions of Victorian Essential Learning Standards will be assessed as part of this unit of learning?

What are the most appropriate assessment strategies to do this?

Who will be responsible for assessing each aspect of the unit of learning?

Are there any assessment practices from the whole school Assessment and Reporting Schedule that need to be considered?

Consistency

How will we develop common assessment strategies for this unit of learnings?

What moderation processes will we conduct for reliability, validity and consistency of assessment?

Targets

Are there any specific areas in which we want to measure improvement (e.g. attendance, literacy, numeracy, etc.)?

Intervention

How will we identify students requiring intervention for this unit of learning?

...