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

2. 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.

3. 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.

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

5. 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.

6. 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.

7. 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)

8. 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)

9. 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.

10. 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.

11. 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.

12. 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.

13. 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

14. 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.

15. 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.

16. 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?

17. Contact details Queensland Curriculum and Assessment Authority
Information about the amendments to the Guideline for individual learning —
Curriculum plans, moderation or certification —