Week 4: Planning a Unit of Work

Curriculum 1A: Commerce

D.Carrick@westernsydney.edu.au
 Learning Intentions
Today’s lecture will address:
• Teacher Documentation
• Understanding by Design – Stage 3
• Programming – commencing your unit outline
• Subject pedagogies
• Catering for diverse students
 From Teaching to Learning in Commerce

LESSON
SYLLABUS Concept identification and PLAN
mapping
Lesson plans
Scope and Sequence Year 9
Week1
Core & Options
Lessons, 1 2 & 3
Syllabus 200hr course Unit Outline
Stage5 Year 9 assessment task Year 9
Core & Options Weeks 1 to 5
Scope and Sequence Year Lessons plans
10 Week 2
Core and Options Lessons 1, 2, 3

PROGRAM
 Why does this matter?
Australian Teaching Standards at a Graduate level :
Dimension : Professional Knowledge

Standard 2: Know the content and how to teach it

2.1 Content and teaching strategies of the teaching area

• Demonstrate knowledge and understanding of the concepts, substance and
structure of the content and teaching strategies of the teaching area.

2.2 Content selection and organisation

• Organise content into an effective learning and teaching sequence.

2.3 Curriculum, assessment and reporting

• Use curriculum, assessment and reporting knowledge to design learning
 Teacher Documentation

1. The process begins with the syllabus

2. Development of a scope and sequence -begins the detailing process
for syllabus implementation in schools.
3. Concept mapping
4. Unit outlines
4. Lesson Plans
UbD Stage 3 : Plan learning experiences and
instruction
 Starting with the end in mind
Step Three – The Journey

Backward mapping
Planning by Design The Question The evidence

• How do we move from Step Scope and Sequence

Two to Step One (program/unit plan/ lesson)
• What pedagogical practices are Past experiences
most effective in helping Pedagogical content knowledge
students to take the journey? Collaboration
• What student experiences are
most helpful whilst taking the
journey?

• How are students progressing Formative Assessment for learning

along the journey?
 UbD – Stage 3: Constructing your unit outline
Constructing your unit outline
a. Determine the number of weeks and periods that you have
b. Determine the key concepts that you are presenting
i. Subject content knowledge
ii. Threshold concepts and their pedagogical representations
c. Determine the key skills that you require to assist students to
successfully complete the outcomes and therefore the assessment task.
i. Identification, construction and interpretation of representations
ii. Application of representations to problem-finding, problem-solving
and project based constructions of learning
Workout how the students are engaging in the practices of learning about
commerce – what makes this area of study special?

Next Step: Construct your lesson plans.

 Teacher documentation: Lesson Plans
This is the detailed account of how you intend to proceed
through a lesson to achieve the outcomes that you have set
using the content you have chosen and applying the
pedagogical tools that you believe are appropriate for the task
of student learning to achieve:
1. Concept development
2. Skills development
3. Knowledge acquisition
 Segments of a Teaching Program

SEGMENT DOCUMENTATION
RATIONALE Provides a justification for the course to be taught
SCOPE & SEQUENCE Sets out the general timeline and order for teaching and completion of the
course. A course is a set of interconnected topics

UNIT OUTLINE A unit is a set of sequenced related lessons that are connected by a theme, topic
or issue.it includes major concepts, skills, values and attitudes, resources that
support social participation.

REGISTRATION A formal record of what has been taught, what learning experiences have been
undertaken and what future modifications are required in the teaching of the
unit again.
 Alignment of DOCUMENTATION
Syllabus – Threshold concepts

The alignment of the documentation

gives strength to the justification that you have Outcomes
followed the guidelines
presented by your employer/ legislation and other
regulatory bodies.
Scope and sequence
The alignment of the documentation means that
you have understood the learning journey for
yourself Unit outline

The outcomes of the learning process shows that

the students have understood the learning journey
Digital Artefacts
for themselves.

Lesson Sequence
 Teacher documentation: Unit Outline
The unit outline adds the additional detail by constructing a lesson by
lesson AND week by week summary of timing, content, development
( conceptual/ skills) and school requirements.

This is an assessment component of Assignment 2

Unit Outline : Law & Society
Scope and Sequence For COMMERCE

Stage 5 Course : Law and Society Number of Weeks 12

Key Concepts/ Big Ideas The importance of this learning

Rule of Law
Natural Justice Students develop an understanding of how laws affect individuals
Procedural Fairness
Law Reform and groups and regulate society.
Access
Fairness
Law-making

Unit context within Scope and Targeted Syllabus Outcomes

Sequence 5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts
5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts
5.3 examines the role of law in society
This is the first Core topic from 5.4 analyses key factors affecting commercial and legal decisions
5.5 evaluates options for solving commercial and legal problems and issues
Part and commences the scope 5.6 monitors and modifies the implementation of plans designed to solve commercial and
and sequence for Year 10 to legal problems and issues
5.7 researches and assesses commercial and legal information using a variety of sources
achieve stage five outcomes. 5.8 explains commercial and legal information using a variety of forms
5.9 works independently and collaboratively to meet individual and collective goals within specified timelines
Design Steps to Planning a Unit of Work
(based on Understanding by Design -Wiggins & McTighe 2005)

Step Implementing Understanding by Design

1 Scope and Sequence –threshold concepts, concept map and outcomes
2 Designing the Assessment Task
3 Developing the unit outline
4 The experiences and resources within the unit outline
5 Identifying problematic knowledge.
Developing deeper knowledge and understanding. (QTF)
6 Lesson Planning – content knowledge
7 Lesson Planning - skills
8 Lesson Planning – what types of pedagogy are we using?
9 Evaluate – have I met the desired outcomes?
10 Test
 Threshold concepts and Signature Pedagogies:

The signature and How students respond

NSW Commerce syllabus Using concrete
Australian Curriculum: context pedagogical to the pedagogies
outline the economics, representations to
Provides the ‘big picture’ choices are part of the chosen determines
business, legal and social connect big picture
ideas and concepts that construction of the their willingness to try
ideas and concepts and the ideas and threshold
easily lead to the schools program and to understand the
identification of threshold concepts to the
identification of threshold places the ideas and bigger ideas and
concepts and signature sociocultural context of
concepts concepts within the concepts of the
pedagogies the students
context of the school curriculum
 Signature pedagogies: what are they?
Those routines and practices regularly found within the teaching of your
discipline that explain the concepts.
They operate at all levels of education:
They are important because they:
• Are persuasive
• Implicitly define what is knowledge in the field and how that knowledge
becomes known.
• Define how knowledge is analysed, criticised, accepted or discarded.
• Define the function of expertise of a field
• Defines the locus of authority for the field
 Subject Based Pedagogies
Pedagogical Practice The Goal Example

Experiential learning To experience the event or happening: To directly engage Unstructured fieldwork
with the experience and the critically reflect in order to give Site Visit
meaning

Problem-based learning To solve the problem: The problem rather than the syllabus
provides the stimulus for learning. However, the knowledge,
processes and solutions obtained should meet the syllabus
outcomes within a require area of knowledge.

Project-based learning To produce a product: learning practice where tasks are

designed to reflect actual practice. It differs from problem
based learning as the problem emphasises the process and
project emphasises the product

Scenario-based learning To accomplish the learning: It is learning that uses and

depends upon scenario to bring about the learn to and learn
about outcomes.

Transactional learning To achieve learning from rather than about an undertaking.

 Approaches and strategies involving technology used
by teachers to teach
Rank Pedagogy Rank Pedagogy
1 Inquiry 9 Writing
2 Discussion 10 Collaborative authorship
3 Project based learning 11 Discovery learning
4 Lecture 12 Modelling
5 Roleplay 13 Expert opinion
6 Debate/Discussion 14 Problem based learning
7 Collaborative learning 15 Simulation
8 Artefact creation

Beck, D. & Eno, J. (2012) Signature pedagogy: a Literature review of Social Studies and Technology Research. Computers
in the Schools, 29(1-2), 70-94.
 Quality Teaching Framework (QTF)
• The Quality Teaching Framework
is incorporated in all teaching
and learning programs to ensure
that quality education is being
provided throughout the school
and as a means of providing staff
with a platform for critical
reflection and analysis of current
teaching practice, and used to
guide planning of classroom and
assessment practices (DET, 2008).
 What underpins all curriculum areas and what are we aiming
to develop?
Consider your choice
Cross Curriculum Themes General Capabilities
of texts, resources and
learning experiences Literacy
in Commerce to Aboriginal and Torres Strait Islander Numeracy
histories and cultures
ensure students are ICT capabilities
gradually lesson by
lesson developing Asia and Australia’s engagement Critical and Creative thinking
their general with Asia
capabilities and
engagement with the Personal and social
cross curriculum responsibility
themes. Sustainability Ethical understanding
Intercultural understanding
Shirley Gilbert & Dr. Pul
Rooney
 Catering for Diverse Students
Traditional Classroom Engaged Classroom
• Student differences are masked or • Student differences are studied as a
acted upon when problematic. basis for planning.
• Assessment is ongoing and diagnostic to
• Assessment is most common at the understand how to make instruction
end of learning to see ‘who got it’. more responsive to the learner need.
• Whole-class instruction dominates. • Student readiness, interest, and learning
• Coverage of texts and written profile shape instruction.
curriculum guides drive instruction. • Many instructional arrangements
• Use of essential skills to make sense of
big ideas
• Multiple perspectives
Key research findings….
• Students who are the same age differ in their readiness to learn, their interests,
their styles of learning, their experiences, and their life circumstances. …
• The differences in students are significant enough to make a major impact on
what students need to learn, the pace at which they need to learn it, and the
support they need from teachers and others to learn it well.
• Students will learn best when supportive adults push them slightly beyond
where they can work without assistance.
• Students will learn best when they can make a connection between the
curriculum and their interests and life experiences.
• Students will learn best when learning opportunities are natural.
Carol Ann Tomlinson, September 2000 | Volume 58 | Number 1
To engage students differentiation is needed.

• The idea of differentiating instruction • The idea of differentiating

to accommodate the different ways instruction is an approach to
that students learn involves a hefty
dose of common sense, as well as
teaching that advocates active
sturdy support in the theory and planning for and attention to
research of education (Tomlinson & student differences in
Allan, 2000). classrooms, in the context of
• It is an approach to teaching that high quality curriculums.
advocates active planning for student • Tomlinson, 2014
differences in classrooms.
Differentiating Programs
Tomlinson, C.A. & Allan, S.D. (2000) Leadership for differentiating schools and classrooms.
Alexandria, VA:ASCD

Differentiation is
• Having high expectations for all students
• Permitting students to demonstrate mastery of material they already know and to
progress at their own pace through new material
• Providing different avenues to acquiring content; processing or making sense of
ideas; develop products
• Providing multiple assignments within each unit, tailored for students within differing
levels of achievement
• Providing multiple assignments within each unit, tailored for students within differing
levels of achievement
• Flexible – teachers moving students in and out of groups, based on students
instructional needs
How do we make differentiation part of our daily teaching?

• Understand our students and motivate them for success

• Assess for learning
• Integrate this into learning intentions and planning
• Use differentiated pedagogy
• Assessment student success