Unit plan for a Year 8 class studying the theme ‘Pride and Prejudice’.
This unit was intended to expose the students to these two terms in relation to Australia’s history and current situation. There was a strong focus on the interactions between Indigenous and non-Indigenous Australians and the current situation of asylum seekers. They were encouraged to develop and present their ideas in a variety of written formats.
The plan below is based on a format that was suggested by a colleague in the English faculty. It is designed as a living document that can easily change to suit the needs of particular classes regardless of academic ability.
Also included are screen captures of my Schoology page for my Year 10 English class. Using this tool I am able to communicate easily with students via message boards, they have access to resources & internet links and assignments. I am also able to do informal testing through the creation of quizzes and discussion boards. I have full control over the discussion boards so am able to monitor the appropriateness of discussion much as I would in class.
This unit plan covers the following standards:
- Physical, social and intellectual development and characteristics of students (1.1)
- Understand how students learn (1.2)
- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds (1.3)
- Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. (1.4)
- Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities. (2.1)
- Organise content into coherent, well-sequenced learning and teaching programs. (2.2)
- Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements. (2.3)
- Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. (2.4)
- Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement. (2.5)
- Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. (2.6)
- Set explicit, challenging and achievable learning goals for all students. (3.1)
- Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. (3.2)
- Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. (3.3)
- Select and/or create and use a range of resources, including ICT, to engage students in their learning. (3.4)
- Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks. (4.2)
- Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice. (5.4)
- Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice. (6.3)
Hyperlinks to evidence: