[Year levels/bands] (multi-age) [Learning area/subject] Unit [number] — [Insert unit title] [Insert school name, implementation year]

Use this template to plan teaching, learning and assessment for a unit with multiple year levels/bands in an Australian Curriculum learning area or subject for a multi-age classroom. For planning advice, refer to the Planning for teaching, learning and assessment document available on the Planning tab for each learning area at https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas.

How to use this template: Type information into the fields (yellow shading). When the unit plan is complete, delete the highlighted instructions (blue shading). To do so, select the instruction text, click the Home tab > Styles dropdown > Clear All/Clear Formatting > text will revert to Normal style and you can delete the text.

Unit overview	Context and cohort considerations (if applicable)
Duration: [Insert semester, term and/or weeks] Describe the focus for learning in this unit. Consider the: students’ learning needs, strengths and interests use of relevant and engaging contexts that provide a reasonable challenge to students alignment between curriculum, teaching, learning and assessment. [Insert unit overview]	Consider the following to make informed professional decisions during the planning process: relevant student data and information, e.g. achievement data available resources, e.g. timetabling school and sector priorities. [Insert context and cohort considerations]

Note: Adjust the tables to reflect how the curriculum is assessed in your context.

[Insert year level/band]	[Insert year level/band]	[Insert year level/band]
Assessment — [Insert assessment title]	Timing	Assessment — [Insert assessment title]	Timing	Assessment — [Insert assessment title]	Timing
Assessment	Consider the alignment to the identified curriculum, aspects of the achievement standard, how students will demonstrate their learning and how judgments will be made. [Insert assessment title] [Insert concise description of assessment] [Insert technique] [Insert mode, if applicable] [Insert conditions]	[Insert week/s or date/s]	[Insert assessment title] [Insert concise description of assessment] [Insert technique] [Insert mode, if applicable] [Insert conditions]	[Insert week/s or date/s]	[Insert assessment title] [Insert concise description of assessment] [Insert technique] [Insert mode, if applicable] [Insert conditions]	[Insert week/s or date/s]
Achievement standard	[Insert the achievement standard for the learning area or subject. Highlight the aspects of the achievement standard that will be assessed]	[Insert the achievement standard for the learning area or subject. Highlight the aspects of the achievement standard that will be assessed]	[Insert the achievement standard for the learning area or subject. Highlight the aspects of the achievement standard that will be assessed]
Moderation	[Insert moderation details]	[Insert moderation details]	[Insert moderation details]

[Insert year level/band]	[Insert year level/band]
Assessment — [Insert assessment title]	Timing	Assessment — [Insert assessment title]	Timing
Assessment	Consider the alignment to the identified curriculum, aspects of the achievement standard, how students will demonstrate their learning and how judgments will be made. [Insert assessment title] [Insert concise description of assessment] [Insert technique] [Insert mode, if applicable] [Insert conditions]	[Insert week/s or date/s]	[Insert assessment title] [Insert concise description of assessment] [Insert technique] [Insert mode, if applicable] [Insert conditions]	[Insert week/s or date/s]
Achievement standard	[Insert the achievement standard for the learning area or subject. Highlight the aspects of the achievement standard that will be assessed]	[Insert the achievement standard for the learning area or subject. Highlight the aspects of the achievement standard that will be assessed]
Moderation	[Insert moderation details]	[Insert moderation details]

Note: Adjust the tables to reflect how the curriculum is taught in your context.

Content descriptions — [Insert year level/band]	Content descriptions — [Insert year level/band]	Content descriptions — [Insert year level/band]
Strand — [Insert strand]	Strand — [Insert strand]	Strand — [Insert strand]
Insert the content descriptions for each strand and/or sub-strand from the Australian Curriculum that will be taught in this unit. [Insert sub-strands, if applicable] [Insert content descriptions]	[Insert sub-strands, if applicable] [Insert content descriptions]	[Insert sub-strands, if applicable] [Insert content descriptions]
Strand — [Insert strand]	Strand — [Insert strand]	Strand — [Insert strand]
[Insert sub-strands, if applicable] [Insert content descriptions]	[Insert sub-strands, if applicable] [Insert content descriptions]	[Insert sub-strands, if applicable] [Insert content descriptions]
Strand — [Insert strand]	Strand — [Insert strand]	Strand — [Insert strand]
[Insert sub-strands, if applicable] [Insert content descriptions]	[Insert sub-strands, if applicable] [Insert content descriptions]	[Insert sub-strands, if applicable] [Insert content descriptions]

Content descriptions — [Insert year level/band]	Content descriptions — [Insert year level/band]
Strand — [Insert strand]	Strand — [Insert strand]
[Insert sub-strands, if applicable] [Insert content descriptions]	[Insert sub-strands, if applicable] [Insert content descriptions]
Strand — [Insert strand]	Strand — [Insert strand]
[Insert sub-strands, if applicable] [Insert content descriptions]	[Insert sub-strands, if applicable] [Insert content descriptions]
Strand — [Insert strand]	Strand — [Insert strand]
[Insert sub-strands, if applicable] [Insert content descriptions]	[Insert sub-strands, if applicable] [Insert content descriptions]

General capabilities
Select one or more general capabilities that will be embedded in the unit (if applicable). Critical and creative thinking Digital literacy Ethical understanding Intercultural understanding Literacy Numeracy Personal and social capability	Describe how the selected general capabilities will be embedded in this unit, considering the element/s and/or sub-element/s. [Insert general capabilities description]

Cross-curriculum priorities
Select one or more cross-curriculum priorities that will be connected to the unit (if applicable). Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability	Describe how the selected cross-curriculum priorities will be embedded in this unit, considering the organising idea/s. [Insert cross-curriculum priorities description]

Note: Adjust the table to reflect the teaching and learning experiences in your context.

Week	Learning intentions and success criteria	Sequence of key teaching and learning experiences	Adjustments	Resources
[Insert week no.]	Identify the learning intentions and success criteria students will demonstrate. [Insert learning intentions and success criteria]	[Insert year level/band] Outline teaching and learning experiences to: consider the identified curriculum and how it will be explicitly taught provide opportunities for students to develop the depth and breadth of learning across the unit clarify assessment expectations and support students to demonstrate their learning enhance the opportunities for receiving and giving effective feedback. [Insert key teaching and learning experiences]	Identify reasonable adjustments to teaching and learning for specific students. [Insert adjustments]	Record the key people and resources that support the teaching and learning. [Insert resources]
[Insert year level/band] [Insert key teaching and learning experiences]
[Insert year level/band] [Insert key teaching and learning experiences]

Evaluation

During and at the end of the unit, review and reflect on the teaching, learning and assessment to make refinements and adjustments to support students’ learning. Evaluate how the teaching, learning and assessment provided opportunities to develop depth and breadth of student learning. Consider questions such as: If you were to teach the unit again, what would you keep, refine or adapt in future planning? How did the teaching and learning experiences and assessment provide opportunities to develop the depth and breadth of students’ learning? How was students’ progress and achievement used to inform decisions and actions throughout the unit to enhance the next steps in teaching and learning? How does student progress and achievement in this unit affect the planning of subsequent units within the year levels/bands? What resources were successful and why? What resources should remain in this unit? [Insert evaluation]

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