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ASSESSMENT 2 – LEARNING SEQUENCE PLAN
Task description:
The intention of this task is for you to begin the initial planning and development of an integrated sequence of learning. It
is not to provide a sequence of lessons (note, the template will guide your through this assessment).
1. Use a case study situational analysis of the school context using the template provided (not included in
word count).
2. Identify /locate relevant data e.g. NAPLAN, PAT R, standards from previous reports, or any other pertinent data
relating to the learning areas selected for the integrated learning sequence e.g. English. This information can be
represented in the form of graphs/ tables. From this information identify and briefly describe student needs and
strengths that need to be considered in the planning (100 words).
3. Include the curriculum scope and sequence of each learning area to be integrated (Not included in word count).
4. Develop an overall plan for a 5-week integrated learning unit of work. Include:
- the appropriate time frame for the learning sequence to occur
- to establish the next steps in students’ learning,
- the needs, interests and prior knowledge and understanding of students in your practicum class
 In framing the learning sequence utilise the phases of acquiring, activating and applying (see
planning template for details).
 Provide the context for the problem, issue, project, field of interest, investigation or event, and develop the
focus for the learning.
 Make connections across the curriculum integrating English and one or two other learning areas.
 Ensure alignment with Year Level descriptions, Achievement Standards, cross -curriculum priorities
and General Capabilities, with reference to specific content descriptions/descriptors from the
curriculum.
Due date: Friday 30/10/20, 11:59 pm

Weighting: 50 %
Length and/or format: 2000 words (as per template – template provides word count guide)
Purpose: The intention of this task is for you to begin the initial planning and development of an
integrated sequence of learning. It is not to provide a sequence of lessons.
Learning outcomes assessed: 1,2,3,4,5

How to submit: Upload to Turnitin / LEO
Return of assignment: Via Turnitin three weeks after the submission date
Assessment criteria:  Uses stages of learning to develop a learning sequence that demonstrates
understanding of the curriculum and its application to planning with specific
reference to concepts, knowledge and understanding, skills and assessment
with effective teaching strategies, learning experiences, assessment and
resources
 Caters to student diversity designed around evidence from student learning
data through the planned learning sequence
 Develops assessment criteria as evidence in reporting student learning progress.
 Supports ICT’s and resources with accurate referencing
Page 1 of 24 Version: 2019

 Justifies through the rationale, the learning sequence with relevance to the
scope and sequence of learning, student data, needs and interests of
students,
prior knowledge and the curriculum
Page 2 of 24 Version: 2019

CASE STUDY MATERIALS | ASSESSMENT 2 – LEARNING SEQUENCE PLAN
Case Study: Christ the King Primary School, Newcomb

Read the 2019 Annual Plan to the School Community: https://drive.google.com/file/d/17qKWyxacjqFNa--yjcUq6l7y7QqNUO0r/view
About the school: https://www.youtube.com/watch?time_continue=2&v=WahbG0hYv9k&feature=emb_logo
Locate the school on the myschool website: https://www.myschool.edu.au/
Visit the school’s website: http://www.ctknewcomb.catholic.edu.au/
Click on the learning and teaching tab and get to know all the http://www.ctknewcomb.catholic.edu.au/
KLAs offered at the school:
Read more about the school here: https://dltv.vic.edu.au/casestudy/christtheking
Support materials
https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/technologies/coding-across-the-curriculum
Select one of the following classes at Christ the King Primary School, Newcomb:
Grade: Kindergarten (prep)
Your mentor teacher: Steph Guy
Situational analysis of your class: In Kindergarten the children participate as a whole class and in small groups during lessons. Subjects are planned around a theme or
topic in line with curriculum documents. We aim to offer a curriculum that is broad and balanced which promotes the spiritual, moral,
social, cultural, mental and physical development of learners. We aspire for children to be constantly learning, developing into
strong, resilient, capable, confident and self-assured pupils. Technologies are embedded in all learning areas. There are 25 learners in
the kindergarten class. The learning is differentiated by extending learners and scaffolding learning.
About previous learning with prep: https://vimeo.com/314146060
Where to next? Theme: Three Little Pigs
Science and Technology: Material World
English: Writing and Representing 1
Mathematics: Position
OR
Grade: Year 5/6
Your mentor teacher: Aisha Kristiansen
Situational analysis of your class: Children in Years Five and Six have many opportunities to shine, whether through sports, the arts or in academia. Subjects are planned
around a theme or topic in line with curriculum documents. We aim to offer a curriculum that is broad and balanced which promotes
the spiritual, moral, social, cultural, mental and physical development of learners. We aspire for children to be constantly learning,
developing into strong, resilient, capable, confident and self-assured pupils. Technologies are embedded in all learning areas. There
are 23 learners in the Year 5/6 class. The learning is differentiated by extending learners and scaffolding learning.
About previous learning with year https://vimeo.com/313725549
5/6:
Where to next? Theme: Redesign the school playground
Science and Technology: Material World
English: Speaking and Listening
Mathematics: All measurement sub-strands
EDFX343 ASSESSMENT 2: LEARNING SEQUENCE PLAN Student name / number:
Situational Analysis (not included in word count)
Use the situational analysis case study provided as a basis. Add more about your class including:
School location, Demographic information
Number of students in the class, Gender breakdown
Student background – EAL/D, NESB, Aboriginal and Torres Strait Islander, learning difficulties etc’
Learning support staff
Who teaches what? RFF/Specialist programs
The learning environment
Note: you can base this on a previous placement class
Data Gathering (80 words)
Data Instrument
What formative assessment strategies could you hypothetically use to gather data that aligns with your integrated unit of work?
Curriculum Scope and Sequence (not included in word count)

Refer to the scope and sequence documents provided. Select a minimum of 3 KLAs that will form that main subject areas of your integrated unit of work. Remember this unit of
work is to go for 5 consecutive weeks.
About your integrated unit of work: Focus/ inquiry/ rich task/ key inquiry question (80 words)
(e.g. In the Year 5 curriculum, the concept of people influencing their environment from Geography shares common ground with the Science concept of living things having
structural features and adaptations for survival. In English, literature can express a point of view regarding the influence of people on the environment.)
Rationale (100 words)
Justify the focus with relation to the situational analysis and the scope and sequence.
Identify how the learning sequence and key focus/task are relevant to the learning outcomes as identified in the Scope and Sequence.
Explain how the learning content and learning experiences have been designed with the particular characteristics and interests of the class / learners
Make connections with student prior knowledge relevant to the curriculum concepts of this learning sequence.
KLA/Concept Overview (not included in word count)
KLA Name the concept or big idea List the knowledge and understanding content
descriptors/descriptions.
Geography e.g. Living things have structural features and e.g. Science understanding
adaptations for survival Living things have structural features and adaptations
Remember – you need to integrate a minimum of 3 KLAs. that help them to survive in their environment
Add new KLAs to each row. (ACSSU043)
Cross-Curriculum Priorities and /or General capabilities (80 words)
Aboriginal and Torres Strait Islander histories and cultures Include and discuss the alignment a minimum 1 cross curriculum priority and 1 general capability
Delete rows that do not apply
Asia and Australia’s engagement with Asia
Sustainability
Literacy
Numeracy
ICT Capability
Critical and Creative Thinking
Personal and social capability
Ethical Understanding
Intercultural Understanding
Overview of teaching and learning experiences for the 5-week integrated unit of work (800 words)
Stages of the learning sequence Concepts and Teaching strategies and learning experiences – Assessment of, for and as: What ICT’s/Resources
(e.g. activate prior knowledge, skills – indicate What instructional strategies will the teacher use/ data evidence will you collect?
acquire new knowledge, apply, key learning what will the students do…
assess. Include approx. timing area and
for each stage e.g. content
weeks/lessons) descriptions
Do not add lesson plans here.
Be succinct by using dot points
to articulate the learning. Each
row should indicate the learning
for the week. Many dot points
can be added in each week’s
teachings strategies and
learning experiences. Highlight
differentiation approaches.
Differentiation of teaching and learning in this unit (200 words)
Make references to the highlighted differentiation strategies used in the overview of teaching and learning and align them with referenced theories, models or practices.
Criteria sheet for assessment of learning - summative (500 words including rubric)
Provide an explanation of the summative assessment task here.
Summative assessment Rubric

Criteria Well above expected Above expected standard Expected standard Below expected standard Well below expected
standard standard
Add rows as required
References (not included in word count)

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ASSESSMENT 2 – LEARNING SEQUENCE PLAN

- the appropriate time frame for the learning sequence to occur

- to establish the next steps in students’ learning,

Due date: Friday 30/10/20, 11:59 pm

Learning outcomes assessed: 1,2,3,4,5

Page 1 of 24 Version: 2019

Page 2 of 24 Version: 2019

Case Study: Christ the King Primary School, Newcomb

Curriculum Scope and Sequence (not included in word count)

Critical and Creative Thinking

Personal and social capability

Summative assessment Rubric

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