Implementing the Guideline for individual learning Part 2: Planning for teaching and learning 151087

Workshop goals The learning goals for Part 2: Planning for teaching and learning are: know and understand how to use students’ QCIA curriculum plans to plan for teaching and learning experiences explore possible templates for planning teaching and learning experiences.

Elements of effective planning ✔ Use feedback Students receive ongoing feedback throughout teaching and learning experiences. Students and their parents/carers receive formal feedback at the time of reporting. Teachers use feedback to inform their planning for teaching and learning. Identify curriculum The Guideline for individual learning is the basis for planning teaching, learning and assessment. Teachers select relevant curriculum organisers, learning focuses and learning goals provided in the guideline to develop teaching and learning experiences.   Develop assessment Assessment is an integral part of teaching and learning and provides evidence of progression towards the selected learning goals detailed in QCIA curriculum plans. Make judgments Judgments are made about evidence of progress towards learning goals selected from the Guideline for individual learning. Evidence should substantiate Statements of Achievement for each curriculum organiser that will be recorded on the QCIA. Sequence teaching and learning The selection and sequence of learning experiences and teaching strategies support student learning towards the selected learning goals and provide evidence of achievement through assessment.

What does planning for teaching and learning look like? QCIA curriculum plan Unit of work Two year learning program

QCIA curriculum plan In Years 11 and 12, this student needs to be provided with opportunities to: listen and respond to one- and two-step instructions participate in artistic and cultural activities in the local community share dance, drama or music with peers practise strategies for managing and moderating emotions in familiar situations cooperate in group activities read clocks and use language of time identify and use coins and notes for simple purchases participate in volunteering, supported employment, community participation, simulated work environments identify and practise strategies for completing tasks.

Unit of work Unit overview Context: A context is the set of circumstances that form the setting for teaching and learning. Contexts enable students to link their learning at school to life beyond school. Context examples shopping for groceries making healthy eating choices accessing the local community qualities of a good employee A context may include a: topic — subject or theme situation — facts, conditions, events scenario — sequence of events that could possibly happen.

Example: Unit overview Context: In this unit students will investigate the importance of leisure and recreation in maintaining health and wellbeing. They will develop skills that will help them pursue appropriate leisure and recreation activities at school and throughout their adult lives. Students explore the leisure and recreation activities available in their local community, including ease of access, time factors and costs for participating. They will participate in their preferred community-based leisure and recreation activities and where possible, identify strategies for continuing preferred activities post-school. Examples of learning goals that may be covered: Use augmentative and alternative communication (AAC) devices to communicate. (CT3.2) Show awareness of familiar places and locations within the local community. (CCE3.1) Making choices based on personal preferences for particular activities. (LR3.1) Identify strategies to manage and moderate emotions in increasingly familiar situations. (PLD2.3) Research and access products and services to support participation in life beyond school. (VTA1.3)

Example: Unit overview Context: In this unit students will investigate the personal qualities and skills employees need for the workforce and develop skills that will help them deal with different workplace structures and relationships. Students explore a range of workplaces environments and practise strategies for being an effective member of the workforce. Where appropriate, students will identify strategies for investigating employment opportunities post-school. Examples of learning goals that may be covered: Use digital technologies to identify and represent information. (CT3.2) Identify and explain factors that influence effective communication in a variety of situations. (PLD2.5) Identify vocational and transition options related to personal interests and needs. (VTA1.2) Engage in and reflect on supported work and community placements. (VTA1.2) Prepare resume and application letter for identified jobs. (VTA) Greet others and introduce self. (VTA2.2) Work safely in different environments, such as home, school, local community, work. (VTA2.3)

Activity 4: Planning units of work See Participant Booklet Activity 4: Planning units of work With a partner: Refer back to the QCIA curriculum plan you developed in Activity 3. Consider teaching and learning experiences that would be appropriate for this student. Develop four unit overviews that would provide opportunities for the student to work towards their selected learning goals.

Ensuring coverage of learning goals Curriculum organiser Learning focus Learning goals Covered in unit of work Communication and technologies Language comprehension Navigation, readier and viewing Navigate, read and view simple texts with familiar vocabulary and supportive illustrations.   Interpreting Make some obvious inferences from texts. Operation of digital and other technologies Using technologies   Use augmentative and alternative communication (AAC) devices to communicate. Use digital technologies to: identify and represent information Community, citizenship and the environment Places, environments and people Location Show awareness of familiar places and locations within the local community. Leisure and recreation Preferred leisure and recreation activities Identifying preferences Identify interests in particular physical, artistic and cultural activities. Identify and explain which physical, artistic and cultural activities meet own needs and interests. Participate in activities Identify and take up opportunities to access local community resources that support participation in artistic and cultural activities. Participate in an organised sporting activity. Personal and living dimensions Identity Resilience Explore and practise strategies to use when feeling uncomfortable or unsafe, or needing help with a task, problem or situation. Health and wellbeing Interacting with others Identify positive ways to initiate, join and interrupt conversations with adults and peers. Everyday numeracy Using money Prioritise needs and wants and allocate money accordingly. Create and follow simple budgets and savings plans. Vocational and transition activities Post-school pathways Vocational and transition options Participate in different vocational and transition options, such as volunteering, supported employment, community participation, simulated work environments. Accessing local and community resources Show awareness of local and community resources. Research and access products and services to support participation in life beyond school. Unit 1 Context: In this unit students will investigate the importance of budgeting and saving in order to meet needs, satisfy wants and determine standard of living. Students explore what they consume and what influences their decisions to buy various goods and services. They develop a personal budget in order to save money to attend an event or purchase a desired item.

All learning goals from CT organiser covered in every unit of work Learning goal from CCE organiser covered in two units of work Learning goals from LR organiser are only covered in one unit of work Learning goals from PLD organiser are covered across two units of work, with specific goals only addressed once. Learning goals from VTA organiser are covered across two units of work, with specific goals only addressed in one unit of work.

Activity 5: Coverage of learning goals See Participant Booklet Activity 5: Coverage of learning goals With a partner: Refer back to the curriculum plan you developed in Activity 3. Copy the learning focuses and learning goals into the table. Refer back to the unit overviews you developed in Activity 4 and copy them into the table. For each unit of work, indicate which of the student’s learning goals are covered. Check that all of the student’s learning goals are covered across the four units of work. Consider how you could modify this template to better suit your needs. Share your ideas with the group.

What resources could you use to support teaching and learning? Modified versions of Authority subjects and Subject Area Syllabuses (SAS) School-developed programs of study, e.g. using the Australian Curriculum External programs of study, e.g. ASDAN

Activity 6: Planning teaching and learning experiences See Participant Booklet Activity 6: Planning teaching and learning experiences With a partner: Select one unit of work from the four you developed in Activity 4. Plan a sequence of age-appropriate teaching and learning experiences for your selected unit of work. Record any extensions or adjustments you will make to the teaching and learning experiences in order to cater for the individual learning goals of each student.

Review and reflect The learning goals for Part 2 of this workshop series were: know and understand how to use students’ QCIA curriculum plans to plan for teaching and learning experiences explore possible templates for planning teaching and learning experiences.

Reflection What is something new or interesting you learned this session? What is something new you will try when planning for future teaching and learning experiences?

Contact details Queensland Curriculum and Assessment Authority Information about the amendments to the Guideline for individual learning — email seniorcurriculum@qcaa.qld.edu.au Curriculum plans, moderation or certification — email qcia@qcaa.qld.edu.au