Year level/band curriculum and assessment plan [Insert school name, implementation year and learning area/s or subject/s]

Use this template to plan an overview or summary of each Australian Curriculum learning area or subject to identify teaching, learning and assessment for a year or band of years.

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

Curriculum overview

Note: For an integrated (multi-disciplinary) or multi-age unit, insert extra rows as required for the additional achievement standards and content descriptions.

Year level/band description	Cohort description (if applicable)
Insert the year level/band description for the identified learning area/s or subject/s from the Australian Curriculum. Identify the key aspects of the description that underpin the curriculum intent for the learning area or subject.	Describe the needs of the cohort. Use relevant information and data that will have implications for teaching, learning and assessment.

Achievement standard
Term 1: [Insert title of unit]	Term 2: [Insert title of unit]	Term 3: [Insert title of unit]	Term 4: [Insert title of unit]
Split columns if multiple units are taught across a term. Insert the achievement standard for the learning area or subject from the Australian Curriculum into the cell for each unit across the year. Highlight aspects of the achievement standard that will be covered for the unit. [Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]

Content descriptions
Strand	Strand	Strand	Strand
Insert the content descriptions from the Australian Curriculum that will be taught in this unit. Add rows to reflect how the curriculum is taught and assessed in your context. [Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]

General capabilities and cross-curriculum priorities
Identify and describe the general capabilities and focus elements, and cross-curriculum priorities and organising ideas, that will be embedded in the unit. [Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]

Assessment

Note: If required, split columns to add additional units to reflect how the curriculum is taught and assessed in your context.

Term 1	Term 2	Term 3	Term 4
Unit 1	Week/s	Unit 2	Week/s	Unit 3	Week/s	Unit 4	Week/s
[Insert title] [Insert techniques] [Insert conditions]	[Insert dates]	[Insert title] [Insert techniques] [Insert conditions]	[Insert dates]	[Insert title] [Insert techniques] [Insert conditions]	[Insert dates]	[Insert title] [Insert techniques] [Insert conditions]	[Insert dates]
Include all assessment for the unit. Add rows to reflect the number of assessments in your context. [Click here to enter text.]	[Insert dates]	[Click here to enter text.]	[Insert dates]	[Click here to enter text.]	[Insert dates]	[Click here to enter text.]	[Insert dates]
Indicate when moderation will occur and how moderation will be conducted, e.g. year level moderation, cluster moderation. [Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]

Teaching and learning focus

Term 1	Term 2	Term 3	Term 4
Unit 1	Unit 2	Unit 3	Unit 4
Briefly outline the unit to illustrate the sequence of teaching and learning across the year/band of years. Include, for example, context, key concepts, proficiencies, inquiry questions. [Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]	[Click here to enter text.]

Planning considerations

Prior to implementation, identify ongoing quality assurance processes and strategies to ensure assessment is valid, accessible and reliable and that curriculum, teaching and learning is aligned with assessment. Review the year level/band plan. Consider: Where has prior and future learning across the year/band of years been reflected in the plan? Are there adequate opportunities for students to develop depth of conceptual understanding and sophistication of skills across the year/band of years? Does the plan ensure adequate opportunities are available for students to demonstrate the achievement standard/s by the end of the year/band of years? Are the timing and demands of the planned assessment appropriate in relation to assessment of other learning areas and subjects taught in this year? Do the assessment techniques and conditions complement the range and balance of assessment across the year/band? Also consider strategies for authentication. What moderation processes will be used, and when will assessment and moderation occur? Is the planned teaching and learning sequence and assessment appropriate for reporting purposes? Do strategies for differentiation and reasonable adjustments complement the teaching and learning sequence and assessment? How will planned strategies for differentiation and reasonable adjustments affect other year level level/band plans? [Click here to enter text.]
During and at the end of the year/band, reflect on and evaluate the teaching, learning and assessment to make refinements for the future. Evaluate how the teaching, learning and assessment across the year/band 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 do student outcomes in this year of learning affect the planning of subsequent year level level/band plans? [Click here to enter text.]