Using the CASE steps to plan adjustments: Student unit plan [Insert school name, student name, implementation year and learning area/s or subjects/s]

This template has been developed using the Australian Curriculum CASE steps process, to support teachers to plan and document reasonable adjustments for diverse learners. Use this template to plan teaching, personalised learning and assessment for individual students for one or multiple Australian Curriculum learning area/s or subject/s.

How to use this template: Type information into the fields (yellow highlight). When the unit plan is complete, delete the highlighted instructions (blue highlight). 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 title	Year level	Timing and duration of unit	Assessed individual need and functional impact
[Insert unit title]	[Insert year level]	[Insert unit timing and duration]	[Insert need and impact]

Unit outline

CASE: Identify curriculum by starting with the student’s age-equivalent learning area content

Plan age-equivalent teaching and learning programs by developing rigorous programs that challenge and engage the student
Unit description	Age-equivalent achievement standard	Achievement standard (different year)
Write a unit overview that reflects the rationale, aims and key ideas of the learning area/s and/or subject/s. Describe the focus and context for learning in this unit, e.g.: 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. [Insert unit description]	Insert the achievement standard for the learning area or subject and the year level/band from the Australian Curriculum. Highlight the aspects of the achievement standard that will be the focus of assessment for the unit. Highlight the cognitive verbs that are the focus of the achievement standard. [Insert age-equivalent achievement standard]	If the student’s access point for assessment is above or below the year level/band, insert the relevant achievement standard for the year level/band from the Australian Curriculum. Highlight the aspects of the achievement standard that align to adjust the assessment focus within the age-equivalent unit of work. Highlight the cognitive verbs that are the focus of the achievement standard. [Insert achievement standard]
Content descriptions
Strand — [Insert strand]	Strand — [Insert strand]	Strand — [Insert strand]
Insert the content descriptions from the Australian Curriculum that will be taught in this unit. If the student’s access point for assessment is above or below their year level/band, consider the content descriptions from the Australian Curriculum that align best if necessary. Delete excess columns. [Insert content descriptions]	[Insert content descriptions]	[Insert content descriptions]

Curriculum focus

CASE: Consider abilities by adjusting teaching and learning programs and classroom instruction to personalise content

Draw on student’s interests and abilities to personalise age-equivalent learning area content
Identify the student’s abilities, current levels of learning, strengths, goals and interests that will be considered in the planning of this unit. [Insert interests and abilitites]	Describe how the student’s abilities, current levels of learning, strengths, goals and interests are embedded in this unit. [Insert description]

Use the general capabilities and/or cross curriculum priorities to adjust the learning focus
Identify the extended levels of literacy, numeracy, and personal and social general capabilities and/ or cross-curriculum priorities that will be embedded in this unit (if applicable). [Insert general capabilities]	Describe how the general capabilities and/or cross curriculum priorities are embedded in this unit. [Insert description]

If applicable, align individual learning expectations with age-equivalent learning area content embedded in the unit
Identify individual learning expectations aligned with age-equivalent learning area content that will be embedded in this unit. [Insert learning goals]	Describe how the individual learning expectations aligned with age-equivalent learning area content are embedded in this unit. [Insert description]

Assessment

CASE: Assess student progress in relation to achievement standards or individual learning expectations

This section should be completed in consultation with classroom teacher/s, inclusion teacher/s, parents/carers and/or student.

Assessment details	Due date	Reasonable adjustments for assessment or individual learning expectations
Assessment title Concisely indicate the purpose and requirements of the assessment. [Insert assessment title] Technique/s Identify the assessment techniques that will be used to gather evidence of student learning during the unit, e.g. project, extended response, performance. [Insert technique/s] Conditions Identify the conditions for the assessment, e.g. supervised/open; word length; time; written, spoken/signed or multimodal. [Insert conditions] Assessment description Briefly describe the purpose of the assessment. Outline the requirements of the assessment. 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. [Insert assessment description]	[Insert date/s]

Sequence teaching and learning

Reasonable adjustments for teaching and learning	Frequency and intensity of adjustment
Reasonable adjustments made in consultation with parents/carers and/or student: • occasionally or as a low-level action • at specific times throughout the week • at most times on most days • at all times.	Occasionally	At specific times	Most times	At all times
Identify and describe reasonable adjustments to make teaching and learning accessible for the student. Add or delete rows as needed. [Insert adjustments]	☐	☐	☐	☐
☐	☐	☐	☐
☐	☐	☐	☐
☐	☐	☐	☐
Week no.	Learning intentions and success criteria	Key teaching and learning experiences, including opportunities for feedback	Specialist support and resources
Add rows for additional weeks. [Insert week]	Identify the learning intentions and success criteria the student needs to demonstrate based on the aspects of the achievement standard identified as the assessment focus. Consider: the key knowledge, understanding and skills of the achievement standard the observable evidence that further elaborates on the achievement standard. [Insert learning intentions and success criteria]	Outline key teaching and learning experiences that will: ensure the identified curriculum is explicitly taught prepare the student 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 the student to move forward support the student to reflect on, and discuss with their teachers and/or peers, what they can do well and what they need to improve. Teachers review and reflect on learning experiences to ensure they provide multiple opportunities for the student to practise and improve on their learning. [Insert key teaching and learning experiences] [[Insert key teaching and learning experiences]]	Record the key people and resources that support the teaching and learning. Consider including a vocabulary list. Identify risk assessment strategies (if applicable). [Insert resources]

Evaluation and quality assurance

CASE: Evaluate actions taken to personalise student learning

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

Acknowledge successes and review personalised learning strategies
Before implementation, quality assure the unit to ensure assessment is valid, accessible and reliable, and that curriculum, teaching and learning are aligned with assessment. Determine the processes for moderation of assessment. Consider how moderation will occur for students working on individualised learning expectations. [Insert quality assurance processes]
During and at the end of the unit, reflect on the teaching, learning and assessment to make refinements for the future to ensure student progress. Review actions in consultation with the student, their parent/s and/or carer/s and other professionals to evaluate and respond to the impact of personalised learning strategies. 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 misconceptions that need, or needed, to be clarified? How will student progress and achievement in this unit affect the planning of subsequent units within the year level/band? [Insert evaluation]

© State of Queensland (QCAA) 2022

Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence.

Attribution (please include the following when adapting this template): Adapted from Using the CASE steps to plan adjustments: Student unit plan; © State of Queensland (QCAA) 2022; licensed under CC BY 4.0.

For clarity, the QCAA’s licence does not apply to personal information or other third-party content inserted into this template — only to the template itself. Privacy law applies to the collection and use of personal information. Users should ensure that they have parent/carer consent before to including a student’s information in this template.

ACARA

When completed, this template will include extracts from the Australian Curriculum. Those extracts are licensed by ACARA under the CC BY 4.0 Licence. ACARA’s attribution is as follows: © ACARA 2010–2019, licensed under CC BY 4.0. For the latest information and additional terms of use, please check the Australian Curriculum website (www.australiancurriculum.edu.au) and its copyright notice (www.australiancurriculum.edu.au/copyright-and-terms-of-use).