GENERATIVE TOPIC

LEVEL DURATION OF UNIT VELS HOST CONTENT

AREA(S)

KEY CONCEPTS

UNDERSTANDINGS ESSENTIAL QUESTIONS

The overarching understandings that frame the unit Big questions that provoke thinking, deepen
understanding and spark connections

THE INQUIRY FOCUS

The lines of inquiry that scope and focus the unit

SKILLS
The skills that will be targeted e.g. thinking skills, social skills, communication skills, self-management skills,
research skills.

VALUES/ATTITUDES
The values/attitudes that will underpin the unit.
 ASSESSMENT SUMMARY (on-going: for, as and of learning)
What are the cumulative and summative opportunities for assessment? How can teachers and students
monitor progress? What strategies can we use to cater for variance in learning styles and progress? How
can we allow for expected and unexpected outcomes? How can we provide opportunities for self, peer,
teacher, parent assessment?
Pre-Assessment Task Description

Summative Assessment Task Description

Formative Assessment Strategies / Tasks

RESOURCES

THE LEARNING EXPERIENCES

TUNING IN
How will we: Engage students in the topic? Gauge interests and attitudes? Find out what they already know
and believe?
We need to: Provide opportunities for students to share their prior knowledge and ideas, introduce terms,
identify gaps in their knowledge and misconceptions, and allow this to inform our planning.

FINDING OUT FOCUS QUESTIONS SORTING OUT

How can we: Take students beyond
what they already know? Challenge
their ideas, beliefs and attitudes?
Enable them to use skills and
knowledge to collect new
information? Provide a range of
experiences to develop their
understandings?
Which questions will guide How will students sort out, organise,
this experience of the represent and present what they have
inquiry? found out? How can they
communicate and express what they
know? How will they use preferred
ways to demonstrate their knowledge,
skills and values?
GOING FURTHER: NEGOTIATING THE INQUIRY FOCUS
How will we extend and broaden the unit? What are the ways which students can negotiate their own
personal inquiries within the inquiry focus?

COMMUNICATING & REFLECTING ON LEARNING

How will students communicate and reflect on what they have learnt about the topic from their inquiries?

TAKING ACTION
How will students take personal and collective action? How can students relate their learning to real-life situations?

REFLECTION ON EVALUATION OF THE UNIT

To what extent did the learning experiences support the development of he unit’s driving concepts and the
understandings?
How could the assessment tasks be strengthened to provide an even more accurate picture of the development of the
targeted understandings and skills?
How competently did the students engage with their individual inquiries?
Comment on the usefulness of the resources?
What would we do differently next time?
 VELS AUDIT
Highlight host/content areas and process areas
STRAND DOMAIN DIMENSION
Physical, Personal and Health and Physical Education Movement and physical activity
Social Learning Health knowledge and promotion
Interpersonal Development Building social relationships
Working in teams
Personal Learning The individual learner
Managing personal learning
Civics and Citizenship Civic knowledge and understanding
Community engagement
Discipline-based The Arts Creating and Making
Learning Exploring and responding
English Reading
Writing
Speaking and Listening
Languages Other Than English Communicating in a language other than English
Intercultural knowledge and language awareness
History Economic knowledge and understanding
Economic reasoning and interpretation
HUMANITIES

Geographical knowledge and understanding

Economics Geospatial skills
Historical knowledge and understanding
Historical reasoning and interpretation

Geography
Mathematics Number
Space
Measurement, chance and data
Structure
Working mathematically
Science Science knowledge and understanding
Science at work
Interdisciplinary Learning Communication Listening, viewing and responding
Presenting
Design, Creativity and Technology Investigating and designing
Producing
Analysing and evaluating
Information and Communications ICT for visual thinking
Technology (ICT) ICT for creating
ICT for communicating
Thinking Reasoning, processing and inquiry
Creativity
Reflection, evaluation and metacognition
Identify any standards that will be addressed by the unit