Unit title: Prepared by:

Duration: Last reviewed:

Essential Questions Key Concept/s



Statement of Enquiry
Activity level planning
Essential Tuning In Assessment
Skills
What can we do to spark interest/enthusiasm/curiosity/motivation?
How can we assess students’ prior knowledge, values and experiences in relation to the topic?
(Assessment FOR Learning)
How can we involve students in negotiating the direction of the unit and setting goals?
What direct experiences are we giving our students’?

What will you do to access prior knowledge of students?

What are the key issues for the students?
What goals need to be set?
What is the purpose and motivation?

Note: these provide assessment opportunities about prior knowledge etc

 Use a range of activities, particularly hands on to start/immerse and engage
 Find out what students already know
 Avoid too many written & oral tasks (eg, brainstorming
 Remember to ask students their questions-use to modify the unit
 Involve students in questioning and goal setting
 Authentic issue?
Inquiry skills Finding out Sorting out Assessment
What skills will What experiences/ resources/ activities could be How can we help students make sense of the data Use this column to
assist students to used to assist students to gather information in they have gathered? flag assessment tasks,
find and sort relation to our planned understandings? How will they process, sort out and organise their performance
relevant ideas? indicators, etc.
information? It takes students beyond what they
already know. To sort out, organise, represent and
To challenge students ideas, beliefs present information from the finding
and values. out stage of the unit.
To enable students to use skills and To provide opportunities for students
knowledge to collect new to use their preferred ways of
information. learning to demonstrate their
learning.
 A few powerful experiences to answer
student questions/match understandings  Related directly to organizing and presenting
 Direct experiences, e.g. excursions, data/ findings from FINDING OUT
experiments & surveys experiences- may be more than one per
 Involve the community as guest speakers etc experience
 Use a range of domains, eg
English, The Arts, Maths, ICT etc

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Essential Going Further Assessment
Skills
What skills will How can we cater for individual and small group pathways as they emerge during the unit? Use this column to flag
assist students to How can we facilitate students’ personal inquiries related to the understandings? assessment tasks, performance
find and sort How can we encourage students to make choices about what and how they will learn? indicators, etc.
relevant
information? To extend/broaden the unit if appropriate.
To allow students to investigate areas of personal interest. (individual
and group)
To use their preferred learning style.
To present another perspective on, or dimension to, the topic

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Essential Reflection Assessment
Skills
How can we assist students to pull it all together and reflect on their learning? Use this column to flag
How can we encourage higher order thinking? (Synthesis evaluation) assessment tasks, performance
How can we help them self assess? indicators, etc.

To provide opportunities for students to think about their learning –

how they learnt, what they learnt and why?
To identify changes in skill, knowledge and values.

Essential Action Assessment

Skills
How can we empower students to act on what they have learnt? Use this column to flag
How will students act on what they have learned? assessment tasks, performance
indicators, etc.
To draw conclusions and make connections between ideas.

 Carry out actions 

 Experience - triggers curiosity Gathering questions for
(Immersion) investigation

Ideas
Questions

Take Action Set up Inquiry and establish focus

Further Questions

Thinking/Working Like
a

Action Research
Conclusions and Reflections Gather Resources
Consider the method to use re data
collection
Identify skills and equipment

Analyse the Data Commence the Inquiry

Evaluate Data
Represent data to suit audience Make it fair and controlled
Present balanced findings (understanding bias)
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