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A unit is a plan of the intended teaching and learning for a particular class for a particular period of time. For primary schools, the duration of a unit could be for a number of weeks, a term or a semester in the case of an integrated, complex unit. A unit provides engaging and valuable learning experiences for students that can begin from many starting points and can take various forms. The organisation of the content in a unit may vary according to the school, the teacher, the class, and the learning space.

Units make evident the consistency between the various elements of the school’s curriculum reflected in: selected NESA syllabus outcomes, scope and sequence, teaching programs, embedded assessment and samples of student work.

A unit is a flexible, working document that reflects the thoughtful planning and collaboration between teacher/s delivering the learning to students whose needs, interests and abilities have been carefully considered. Teachers make decisions about how the following elements are shared, either in units or through other means relevant to their context:

  • unit description
  • syllabus outcomes
  • duration
  • stage or year
  • range of relevant syllabus content
  • integrated learning and teaching activities
  • differentiation catering to the range of student abilities and interests
  • opportunities to collect evidence of student achievement
  • subject-specific requirements
  • resources
  • reflection and evaluation
  • adjustments for students with disability, where appropriate.

Developing a unit

Decide on the focus of the unit

For example, in Kindergarten to Year 6 the unit may involve outcomes and content from more than one learning area in an integrated manner. A unit can be framed around a broader concept or focus which easily links to other learning areas.

Identify the syllabus outcomes that will be addressed in the unit

The K–10 syllabuses promote an approach to programming that has syllabus outcomes as the focus. During the planning process, teachers identify the syllabus outcomes that inform the organisation of content and learning experiences for each unit. The syllabus outcomes are central to decisions about the required evidence of learning. Links to syllabus outcomes in other learning areas, particularly in Kindergarten to Year 6, may also be identified where appropriate.

Decide on the evidence of learning that will be required, how students will demonstrate this in relation to the syllabus outcomes, and how this evidence will be gathered and recorded

As the syllabus outcomes form the focus of the unit, it is necessary to identify the specific evidence of learning to be gathered through the intended learning and teaching activities. The evidence of learning provides the basis for the selection of content and the planning of the learning experiences within the units. This evidence will enable teachers to make judgements about student achievement in relation to the syllabus outcomes and identified content. This will then inform ‘where to next’ in terms of future planning.

Learning and teaching experiences should:

  • build on prior learning
  • be sequenced appropriately to provide opportunities for students to develop knowledge, understanding and skills, and to demonstrate achievement of syllabus outcomes
  • provide authentic learning opportunities to meet the interests, abilities and backgrounds of students
  • provide a sound basis for students to move to the next stage of learning
  • include adjustments for students with disability where appropriate and/or necessary
  • take into account the resources available
  • develop general capabilities as part of the intended learning

Assessment activities for primary schools should:

  • be embedded and a part of the learning based on syllabus outcomes
  • include criteria to clarify the expectations of the intended learning
  • enable students to demonstrate their learning in a range of ways and contexts
  • enable students and teachers to use feedback effectively and reflect on the learning process
  • be inclusive of, and accessible for, all students
  • be part of an ongoing process where progress is monitored over time

Assessment activities for secondary schools should:

  • be valid and be based on syllabus outcomes
  • include criteria to clarify for students what aspects of learning are being assessed
  • enable students to demonstrate their learning in a range of contexts
  • be reliable and free from bias and provide evidence that accurately represents a student's knowledge, understanding and skills
  • enable students and teachers to use feedback effectively and reflect on the learning process
  • be inclusive of, and accessible for, all students
  • be part of an ongoing process where progress is monitored over time

Feedback

Feedback provides students with the necessary information and direction to clarify:

  • how their knowledge, understanding and skills are developing in relation to the syllabus outcomes and content being addressed
  • how to improve their learning

When planning units, teachers should consider how a range of formal and informal feedback strategies will:

  • focus on what is expected in the activity
  • provide students with constructive and meaningful information
  • provide opportunities for peer and self-assessment, and student reflection on their learning

Reflection and evaluation

Teachers evaluate the extent to which the planning of the unit has remained focused on the syllabus outcomes. During and after the unit has been taught, there should be opportunity for both teachers and students to reflect on and evaluate the degree to which students have progressed as a result of their experiences, and what should be done next to assist them in their learning.

For example, there should be opportunities for teachers to:

  • identify which teaching and learning experiences were effective and what might be included in the future
  • suggest modifications for future learning and teaching experiences
  • describe additional or alternative teaching and learning activities and resources that could be used in the future.

As part of syllabus implementation, NESA has developed sample units for the NSW K–10 syllabuses. The sample units are designed to assist teachers in understanding the intent of syllabuses and to provide programming ideas for selected syllabus outcomes and content.

The sample units model a range of teaching, learning and assessment activities and can assist teachers to:

  • be explicit about the syllabus outcomes and selected content they are teaching
  • adapt teaching and learning programs to students’ needs, interests and abilities
  • have a sound basis for modifying future teaching and learning programs, in light of students’ needs.

Some samples have been included to demonstrate how learning and teaching activities can be adjusted to meet the needs of students with disability. A variety of adjustments have been included to meet a range of student needs.

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