St Mary MacKillop Unit Plan User Guide

Main Heading - Subject/Curriculum area/s to be added to large heading at

top.
Year Level Description, Content Descriptions, Achievement Standard
To simplify, allow for black & white printing & save paper please only include
those parts of the descriptions and standards which are relevant to the unit.
Delete the parts not relevant or copy and paste only the relevant parts. Do
not use highlighting method.
Relevant Prior Curriculum/Curriculum Working Towards This space
allows an opportunity for you to consider where the children should be coming
from by checking the curriculum of the previous year. You would still need to
plan a formative assessment task at the beginning of your unit (like a KWL) to
see where children are actually at. By looking in the curriculum at where they
are heading you can see the range of coverage you need. This also gives
you clues as to what above standard might look like.
Who are my learners? This section invites you to consider students
interests and needs when creating the unit. Also look at the data in BI for
English and Maths to discover which areas to focus on generally as well as for
specific students.
Considerations for Diverse Learners It is very important that our planning
always considers how we are going to differentiate the learning to best meet
the individual needs of every student in the class. It is mandated that
planning includes information about how we are catering for students with
unique learning needs. This section also challenges us to consider how we
are going to allow for children to achieve at a variety of levels from well below
to well above. For additional ideas for adjustments see adjustments for
students in class sheet.
Learning Intentions/Success Criteria We know from our Visible Learning
journey that making our learning clear and explicit for the children in essential
to success. These link the curriculum to our lessons and give us the
language for feedback throughout the unit. Learning Intentions describe what
students should know, understand or be able to do by the end of the unit.
Success criteria describe what successful learning looks like at the end and
tells the learner how they will know when they have reached/achieved the
learning intention/s successfully. You might like to build a set of success
criteria around each learning intention or you might have a general set of
success criteria as they often overlap. These criteria may be built on with the
students throughout the unit.
Sequence of Learning Experiences and Teaching Strategies
1. Lessons/Stages: this could be lesson numbers or stages
specific to your planning for example:
Early Years: 5 contexts for learning and development
play, routines & transitions, real life situations,
investigations, focussed learning and teaching

Religion: Tuning in, Finding out, Sorting out, Making

conclusions, Taking action
English: Developing field knowledge, Deconstruction,
Joint construction, Independent construction
Maths: Discover, Devise, Develop, Defend, Diverge +
Proficiencies Understanding, Fluency, Reasoning,
Problem-solving
History: Stage 1 Engage the students and framing
the focus question, Stage 2 Locating, organising and
analysing evidence, Stage 3 Evaluating, synthesising
and reporting, Stage 4 Reflecting on the process and
conclusions taking action where appropriate
Geography: Develop geographical questions, Collect
and record relevant data and information, Evaluate
sources and represent data, Interpret data and draw
conclusions, Present findings, Reflect
Science: Engage, Explore, Explain, Elaborate, Evaluate
HPE: Focus areas
The Arts: Warm-ups, Examples of Knowledge and Skills
2. Sequence of Learning and Teaching: This is where you briefly
describe the lesson focus, content and activities.
3. Resources: List any texts, websites/apps, digital links,
worksheets, materials you require.
4. Assessment: List any assessment strategies you will use at
each stage. It is also a good idea to copy your success criteria
from above to match the lessons to ensure you are covering all
of your learning intentions.
Assessment
1. Summary of Task/s Outline/describe any assessment tasks
you are using throughout the unit.
2. Adjustments for Learners This section is to specify how you
might need to adjust the task for specific learners to allow them
the best chance to succeed.
3. Achievement Standard If you copy and paste the sections of
the standard from above that are relevant to each task this
allows you to ensure you cover each part and also that you
allow multiple opportunities for demonstration where possible.
4. Any task sheets, checklists or rubrics used should be included
on the last few pages of the unit plan.
Areas which are not included in our MMK unit planner which you could include
if you desired:
Key inquiry question/focus question
Connections to other learning areas
General capabilities & Cross-curricular priorities
Unit overview/outline/summary
Unit evaluation