A process for programming a unit of learning: English K–10

Learning design process

Working through the learning design process

This flowchart describes the process for programming a unit of learning in English K–10.

NSW DEC Quality Teaching logo

The process is guided by the Intellectual Quality dimension of the Quality Teaching in NSW Schools model.

Activity icon

Work your way through the process by clicking on each step in the flowchart.

Identify syllabus outcomes and concepts Identify key ideas, skills or essential questions from syllabus content Plan assessment strategies to gather evidence of learning Determine prior knowledge of concept Select texts Plan teaching and learning strategies and adjust content, process, product or learning environment - Planning for learning diversity. Plan evaluation strategies and reflection on learning process

Indicative time: 140 minutes

This tab outlines a guided progression through steps in the design process of planning a unit of learning in English K–10. Click on each section of the flowchart to access content described in the table below. Discuss with participants the importance of underpinning the process with their own context and the learning needs of their students.

Flowchart section

What is this section about?

Delivery

Completing the activity

Identify syllabus outcomes and concepts.

What do I want my students to learn?

This section guides teachers to:

  • identify the importance using English concepts to teach English K–10

  • analyse the syllabus content and identify concepts

  • explore the examples provided

  • connect outcomes and content around a concept.

Discuss the examples provided demonstrating the difference between a theme and a concept.

Provide time for participants to read and discuss the syllabus content in Step 3.

Discuss how the identified concept connects the syllabus content.

Activity 1: Linking outcomes and content through concepts

This activity provides an opportunity for participants to work individually or as a group.

As a group activity, participants should select their own content first, then come together to discuss their ideas.

Identify key ideas, skills or essential questions from syllabus content.

What do I want my students to learn?

Participants use their concept and identified outcomes to narrow the focus of a unit of learning. They refer to the ‘characterisation content’ document as a model to demonstrate concept development across stages.

Download (and print) the characterisation content document (.pdf 193kB).

Participants will use this to note how characterisation has been tracked from Early Stage 1 to Stage 5.

Activity 2: How well does the concept draw the content together?

This activity provides an opportunity for participants to work individually or as a group.

Plan assessment strategies to gather evidence of learning.

How do I know when my students get there?

This section shows the importance of planning assessment strategies to gather evidence of learning at an early stage in the design process.

The key processes Responding and Composing are described in this section of the course. Each is described in terms of what students do or produce when they respond to and compose texts.

The relationship between these and assessment is given in the lower section of the graphic.

Suggested tasks for responding and composing are provided.

Activity 3: Assessment

This activity provides an opportunity for participants to work individually or as a group.

It provides examples of possible assessment tasks when considering the concept of characterisation. Participants may need time to discuss the examples of responding to and composing tasks prior to developing their own.

Determine prior knowledge of concept.

Where are my students now?

Participants develop an understanding of simple strategies for pre-testing student knowledge of the concept. This information would provide a starting point for the teaching and learning strategies within a unit of learning.

Select texts.

How will my students get there?

Participants consider the importance of text selection and develop an understanding of:

  • the requirements of the syllabus

  • student learning needs in relation to text selection

  • the range and variety of texts that can be used.

View the video clip and work through the collapsible sections.

Stop and discuss where appropriate.

Plan teaching and learning strategies and Adjust content, process, product or learning outcomes. (Learner diversity)

How will my students get there?

Participants work through information about how to use the NSW Literacy Continuum with the syllabus.

A range of links are included to support teachers to differentiate a unit of learning as they cater for learner diversity.

Examine the links and provide time for teachers become familiar with them.