Focus area 2.

2 Content selection and organisation

Descriptor Organise content into coherent, well-sequenced learning and teaching programs.
Rationale Whether in textbooks or in teacher facilitated learning, information is easier to learn when it is it is coherent; the sequence of
ideas or events makes sense and the relationships among them are apparent.
Examples
of
evidence
To plan a series of lessons on the Ancient Egypt I had consult AusVELS to determine what content and which order
the content should be taught. (See section 1.3)
In addition to this unit and created a year 11 History VCE (Unit 1 Outcome 1) on the topic of the lead up to WWII. In
order to make sure that the Unit was aligned with curriculum and coherent cross referencing the VCAA Study
Design was required. This ensure that the unit was a well sequenced learning program. (see attached VCE unit plan)
Similarly a year 10 LOTE: Japanese unit plan on the topic of Home life was created guided by a coherent and well
sequenced learning program. Organisation of content is especially crucial in the teaching and Learning of languages
as key knowledge and vocabulary is required before moving on to the next step. (See attached LOTE unit)
Referring back to Focus area 1.2 Understand how students learn we can see that Blooms taxonomy is a way of
explaining the importance of organising content into coherent, well-sequenced learning and teaching programs.



















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