The units of work in this
section are provided to support the Curriculum Consultation process. They were
developed by groups of teachers and District Literacy Officers. The units are
being shared to support other groups of teachers as they engage with the
Essential Learnings and develop units of work for their classes.
The units have been developed around an inquiry-based approach (as outlined below),
using explicit teaching to extend children's knowledge. The intention was to highlight
the literacy component which is integrated into an inquiry-based approach to learning.
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STAGE OF INQUIRY
and
GOALS |
FOCUS
QUESTIONS |
LEARNING
EXPERIENCES |
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Tuning In:
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Engage students in the topic
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Assess prior knowledge
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To provide a focus for the forthcoming experiences
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Ascertain questions about and interests in the topic
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To share personal experiences
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To help plan further experiences and activities
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It is important that you fully explore & value
students’ prior knowledge.
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This stage can take a long time to implement.
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Ensure that the focus questions directly link to the
key question.
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Create focus questions prior to the learning
experiences.
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These provide direction and focus for the learning
experiences.
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Keep questions simple, as they will form the basis of
the class investigations.
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Questions are central to the planning and
implementation process.
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Encourage students to develop their own focus
questions.
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Directly linked to the focus questions.
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They can be nominated as individual, small group or
whole class experiences.
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Asterisk the learning experience if it is to be
assessed. List these in the section marked Assessment at the end of
the unit planner.
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The learning experiences are only a guide and can be
altered according to the class cohort.
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Finding Out:
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To
further stimulate curiosity
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Provide
new information which may answer earlier questions
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Challenge students’ prior knowledge, beliefs and values
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Provide
a shared experience to process and reflect upon
·
Develop
research/information skills
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Ensure that students are aware of the purpose of the investigation.
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Investigations should directly relate to the key question.
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Students will move between the finding out and sorting out stages.
It is necessary to sort out some of the information before
undertaking further investigations.
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Sorting Out
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To
process and represent information and ideas as concrete records
·
To
allow for a diverse range of outcomes
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To
begin to apply and transfer some of the information to a range of tasks
and contexts
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To
develop skills in the arts, mathematics, language and technology
·
To
explore some of the feelings, values and attitudes associated to the
topic
·
To
review what they know as a group
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Make sure the process of sorting out relates to the key question.
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Students should be encouraged to use a variety of methods to sort
out the information.
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Going Further
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Activities to challenge and extend students’ understandings about the
topic
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To
provide more information
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To meet
the particular interests that have emerged
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To
revise some of the key understandings
·
To
develop independent research skills
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Investigations need to be directly related to the key question.
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Largely dependent upon the students’ interests and focus.
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Younger students may not spend long here.
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Making Conclusions
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To make
conclusions and generalisations about the topic
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Inform
further planning
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To
synthesize learning
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See the
‘big picture’ ideas behind a topic
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Explore
and justify feelings and values related to a topic
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Activities to pull it all together
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To
demonstrate what has been learned
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To
reflect on learning
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Refocus students on the key question.
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A time for reflection on the experiences and understandings gained
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Hopefully some light bulb moments!
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Taking Action:
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To make
links between their understandings and real life
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To make
choices and develop the belief that they can be effective participants
in society
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To
provide further insight into students’ understandings for future unit
planning
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Reinforce the link between school, home and the wider community
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To
provide further opportunities and contexts for ongoing learning about
the topic
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A time for the students’ to apply their new understandings and
knowledge to some practical application.
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A time to demonstrate gained understandings to others.
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Assessment:
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Assessment tasks can be asterisked throughout the unit.
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Assessment should be ongoing and include some forms of
self-assessment.
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They provide an opportunity for students to reflect on their
learning.
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They give direction to future investigations.
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Keep it simple!
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Resources:
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List all activities and resources used including: texts, human,
physical and multi media.
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