The Learning Experience Plan Click on each coloured element of the LEP template to find out more. (make sure you are in Slide Show view for the links to work!)

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Curriculum Frameworks You will identify the curriculum framework within which you work. This may be the Essential Learnings for Years 8 and 9, and a VET competency or senior syllabus for Year 11 and 12. Currently, Year 10 will have a learning area associated with Year 10 guidelines. From your framework, identify the knowledges and processes that are the FOCUS of your Learning experience. Whilst you may ‘touch’ on a range of other essential learning/syllabus content areas, you only identify the core focus. These should then become evident in the balance of your LEP. As you identify the Knowledge and Process, remember that the process is generally complex. The knowledge and understanding should be developed and demonstrated through these complex processes (eg Ways of Working), and should generally not be separated. This is constructivist learning.

What does the student already know? This is important in making decisions about the way knowledge is introduced in your LEP. If the class is a Year 9, it is understood that the student has already touched on each of the essential learnings once. Therefore you are probably building on this knowledge. In addition, they have already been taught the complex process (Ways of Working), and it will be reviewed. If the class is Year 12, it is understood that they have learned the basic skills in Year 11, and therefore the scaffolding will be minimal. You should also consider knowledge that has been built outside of the school environment. Finally, this should be differentiated for the different student levels in your class.

Intended Learning Outcomes Declarative knowledge is what students will know. This includes both knowledge and understanding of facts and concepts. Remember, this will include knowledge and understanding of the complex processes as well. Procedural knowledge is what students will be able to do. This is both simple, and complex process. These outcomes should be drawn from the stated syllabus knowledges and processes. Thus, alignment should be evident. Remember, these outcomes will also be evident in the learning sequence.

Attitudes and Perceptions The attitudes and perceptions students have influence their learning. It is important to consider how you will support students in developing positive attitudes and perceptions about classroom climate

Habits of Mind When planning your LEP, consider how you will support and facilitate: Critical thinking Creative thinking Self-regulated thinking If this is explicitly identified when you are planning, your pedagogy will be explicit.

The sequence of learning The Hook This should be designed to excite and interest your learners. Relate the lesson to their lives and interests, pose an interesting problem, relate an intriguing tale. It does not need to be longer than about 10 minutes, but within this time, students should be enthusiastic and ready to learn.

The sequence of learning The body This is the core of the lesson. It should be logically sequenced. It should explicitly identify not only the content that is being learned, but also the actions and activities of both the teacher and the learners. The reader of your lesson plan should be able to follow the implementation and teach it themselves. The reader will be looking for alignment with the stated outcomes. Students should be demonstrating these outcomes.

The sequence of learning The Conclusion This ties the lesson together, summarizes and highlights main ideas, allows students the opportunity to synthesize and ‘tidy up’ their learning. This can occur through carefully designed questioning sequences, presentation and evaluation etc.

Links to Frameworks The frameworks you should explicitly link to throughout the LEP include the Dimensions of Learning, Productive Pedagogies, Multiple Intelligences, Learning styles etc.

Resources You should be able to identify the resources you need for the LEP in this column, so that you are planned and organized when you implement the learning experience. Remember, resources also include human resources such as parents, peers, teacher aides etc.

Assessment This must be explicit. Statements such as “student answers” do not give sufficient detail to understand what it is you are assessing, and how these support your judgments about student learning. Remember also, that generalized statements give no idea about how you will be checking for individual learning. You should have a good idea of the progress of each student in your class, and your strategies and explanation should clearly reflect this.

Evaluation This should be conceptualized before teaching the lesson, and completed after teaching. What are indicators of success? How will you know your students have succeeded? How will you report student achievement? How will you record student achievement?