Unit plan [Insert school name, implementation year and learning area/s or subject/s]

Use this template to plan for one or multiple Australian Curriculum learning area/s or subject/s to identify teaching, learning and assessment for a unit.

How to use this template: Type information into the fields (yellow shading). When the unit plan is complete, delete the highlighted instructions (blue shading).

Unit title	Year level	Timing and duration of unit
[Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]

Identify curriculum

Unit overview
The unit overview should reflect the rationale, aims and key ideas of the learning area/s and/or subject/s. It may be progressively completed as the unit is developed. Describe the focus and context for learning in this unit. For example: Explain why this unit is important. Explain how this unit contributes to achieving school or sector priorities, e.g. literacy, numeracy, values education, equity. Identify the ‘big ideas’ of the unit, including the key content, concepts, conceptual links and context. Identify the inquiry questions that will shape inquiry in this unit. Identify students’ prior learning and areas to be consolidated through the unit. [Click here to enter text.]

Achievement standard
Insert the achievement standard for the learning area or subject and the year level from the Australian Curriculum. Highlight the aspects of the achievement standard that will be the focus of assessment for the unit. Note: For an integrated (multi-disciplinary) or multi-age unit, insert extra rows as required for the additional achievement standard/s. [Click here to enter text.]

Content descriptions
Strand	Strand	Strand
Insert the content descriptions from the Australian Curriculum that will be taught in this unit. Delete excess columns. [Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]
Strand	Strand	Strand
Note: For an integrated (multi-disciplinary) or multi-age unit, insert extra rows as required for the additional achievement standard/s. [Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]

General capabilities
Identify the general capabilities that will be embedded in the unit. [Click here to enter text.]	Describe how the general capabilities will be embedded in teaching, learning and assessment for this unit. [Click here to enter text.]

Cross curriculum priorities
Identify the cross-curriculum priorities that will be embedded in the unit. [Click here to enter text.]	Describe how the cross-curriculum priorities will be embedded in teaching, learning and assessment for this unit. [Click here to enter text.]

Develop assessment

Unit assessment
Title of assessment/s	Technique/s	Conditions	Assessment dates
[Click here to enter text.]	Identify the technique/s that will be used to gather evidence of student learning during the unit, e.g. project, extended response, performance. [Click here to enter text.]	Identify the conditions for the assessment, e.g. supervised/open; word length; time; written, spoken/signed, or multimodal. Note: Record any reasonable adjustments to be made to assessment conditions for specific students. [Click here to enter text.]	[Click here to enter text.]
Description of assessment/s	Assessment dates
Concisely describe the purpose of the assessment. Briefly outline the requirements of the assessment. Explain how the assessment is designed to cater for the varied needs and abilities of all students. Specify where feedback occurs to allow students to evaluate their own work and identify ways to improve it. Identify risk assessment strategies (if applicable). Identify the required resources. [Click here to enter text.]	[Click here to enter text.]
Task-specific standards
Insert the task-specific standards. Ensure the identified standards: align to the language of the achievement standard are adjusted to be task-specific while retaining the integrity of the standard provide details of the depth and breadth of student learning across a five-point scale. Insert or attach the task-specific standards at the end of this document. [Click here to enter text.]

Sequence teaching and learning

Learning intentions and success criteria	Key teaching and learning experiences, including opportunities for feedback	Adjustments	Resources
Identify the learning intentions and success criteria students need to demonstrate based on the identified aspects of the achievement standard. Consider: the key knowledge, understanding and skills of the achievement standard the observable evidence that further elaborates on the achievement standard. [Click here to enter text.]	Outline key teaching and learning experiences that will: ensure the identified curriculum is explicitly taught prepare students for the specific demands of the assessment. Identify the key opportunities for receiving and giving feedback to: inform the teaching and learning program and assist students in moving forward support students to reflect on and discuss with their teachers or peers what they can do well and what they need to improve. Teachers reflect on and review learning experiences to ensure they provide multiple opportunities for students to practise and improve on their learning. [Click here to enter text.]	Identify reasonable adjustments to cater for all students. [Click here to enter text.]	Record the key people and resources that support the teaching and learning. Consider including a vocabulary list. Identify risk assessment strategies (if applicable). [Click here to enter text.]

Evaluate and quality assure

Schools should ensure unit plans are reviewed and refined regularly to inform future planning, teaching, learning and assessment.

Prior to implementation, quality assure the unit to ensure assessment is valid, accessible and reliable and that curriculum, teaching and learning is aligned with assessment. Determine the processes for moderation of assessment. [Click here to enter text.]
During and at the end of the unit, reflect on the teaching, learning and assessment to make refinements for the future. Evaluate how the teaching, learning and assessment provided opportunities to develop depth and breadth of student learning. Consider: Was the teaching, learning and assessment effective? Are there opportunities to improve the effectiveness of the teaching, learning and assessment? If so, where and how? Were there any common student misconceptions that need, or needed, to be clarified? How does student progress and achievement in this unit affect the planning of subsequent units within the year/band of years? [Click here to enter text.]