Proficient Organise content into coherent, well-sequenced learning and teaching programs.
As proficient teachers we are required to organise content form the Australian Curriculum into coherent, well-sequenced learning and teaching programs. This enables teachers to have a clear direction when teaching, which provides students with the opportunity to be more successful. Throughout my three years of teaching I have had numerous opportunities to create coherent and well sequenced learning and teaching programs. In all subject areas I have organised content into coherent, well-sequenced learning and teaching programs. I use visual templates, such as unit plans and lesson plans, to sequence content into a coherent teaching and learning program. Before I start planning my unit plan I often complete the learning design template on the topic being covered. This allows me to get a lot of information down quickly and allows me to clear my head before I start. A copy of a couple different learning designs I have completed can be found below.
When creating a coherent, well-sequenced learning and teaching program it is important that it also includes the relevant curriculum information. Below is an annotated unit plan a Mathematics unit plan on location and transformation that highlights the key aspects of the plan.
A full copy of the unit plan is attached below along with another example from a different learning area.
When planning my units of work (especially in Mathematics and Science), I try to use aspects of the 5 E’s from Primary Connections to help structure the sequence of my lessons. I don’t always use all 5 E’s in every unit plan Engage. I start the unit off with a lesson or two that is aimed at engaging the students in the topic. Explore and Explain. Then students engage in hands on activities that explore the topic and begin to explain using topic vocabulary with aid of the teacher. Elaborate. Next students apply what they have learnt in new situations or tasks. Evaluate. Finally, students review and reflect what they have learnt.
The Reception Mathematics unit plan on location and transformation above follows the 5 E’s loosely. Engage. The unit begins with a couple of engaging lessons to hook students into the topic. These lessons have activities designed to hook students. For example, going outside, reading a story. Explore and Explain. The next few lessons students’ complete hand on activities that allow them to explore the topic and use the vocabulary. Elaborate and Evaluate. In the next couple of lessons students apply what they have learnt to a new problem. Students reflect on what they have learnt.
As unit plans are often created prior to teaching the topic they are always subject to change based on unforeseen events and students learning. It is important that while teachers have a plan we are also flexible with our approach. I will often change my unit plan to suit the needs of the students. When this occurs, I try to record these changes on my unit plan for future reference. An example of this can be seen in the photos below.