Unit of learning

Writing the unit of learning
The teaching and learning cycle

Writing the unit of learning

Seven hours of this course are allocated to the creation of a unit of learning.

Refer to the document Curriculum planning and programming for quality teaching, assessing and reporting (.pdf 251kB) to refresh your understanding of key programming concepts.

Work through the four stages of the teaching and learning cycle on the next tab to develop your unit of learning. This will enhance your understanding of assessment and reporting.

The BOS NSW Program Builder¹ tool allows you to program directly from the NSW syllabuses.

The teaching and learning cycle

The teaching and learning cycle represents the four stages that occur in the design and delivery of classroom tasks that incorporate an outcomes-based approach.

The cycle has no start or end point, with each step informing the next through ongoing evaluation. It is the process of gathering data and reflection that dictates where in the cycle you need to be operating.

To complete your unit of learning, start by clicking on Where are my students now? and work clockwise around the diagram.

Diagram of the teaching and learning cycle showing ‘ongoing evaluation’ in the centre, surrounded by the four questions: Where are my students now? What do I want my students to learn? How will my students get there? How do I know when my students get there? In teaching terms this covers the processes of planning and programming, classroom practice, assessing and recording and reporting.

Presenter notes

Indicative time: 7 hours

What is this tab about?

This tab focuses on the teaching and learning cycle to guide the process for writing a unit of learning. You may need to refer to Curriculum planning and programming for quality teaching, assessing and reporting (.pdf 251kB) to refresh your understanding of key programming concepts.

Delivery

Read the information on each tab on this page.
On the Teaching and learning cycle tab discuss how the teaching and learning cycle represents the four stages that occur in the design and delivery of classroom tasks that incorporate an outcomes-based approach. The cycle has no start or end point, with each step informing the next. It is the process of gathering data and reflection that dictates where in the cycle you need to be operating.
Discuss each question. Click on each question in the diagram to explore further. See table below for further instructions.


*Question*	*Focus*	*Delivery*
Where are my students now?	How learning can be differentiated to meet the needs of particular students.	Click on each expandable and read the information on the page. Watch the video of Lynda Lovett discussing the key elements of curriculum differentiation. Use the following questions to consider a class that you teach: Which students require extension in particular areas? Which students require support in particular areas? Use your assessment data to fine tune this process (pre testing, observations, diagnostic test data, work samples, anecdotal records). You can now answer the question 'Where are my students now?'
What do I want my students to learn?	Using syllabus documents as well as a scope and sequence plan to determine allocated outcomes and content.	Read the information on the page. View the online syllabuses on the BOS NSW website: English K–10², Mathematics K–10³, Science K–10 (incorporating Science and Technology K–6)⁴, History K–10⁵. Watch the video of Lyndall Foster explaining how the online BOS syllabus documents can be used when curriculum planning and programming.
How will my students get there?	Outlines the key elements for writing the unit of learning. It focuses on the quality learning experiences necessary to achieve your teaching focus i.e. What you want your students to learn?	Read the information on the page. Visit the sample units of work. Visit Scootle⁶ to access additional current resources from the Department and the national Scootle collections.
How do I know when my students get there?	Outlines the key elements for assessment.	Read the information on the page. Watch the video. Visit Scootle⁶ to access additional current resources from the Department and the national Scootle collections.

Completing the activity

The teaching and learning cycle provides an opportunity for participants to discuss each question and work individually or as a group.

Your unit of learning will include details about:

time frame
teaching and learning strategies and activities
resources and assessment
variations from the planned teaching program
registration and evaluation
differentiation