A process for programming
a unit of learning:
English K–10
Activity journal
Course completion checklist
Course: A process for programming a unit of learning: English K–10
Teacher name: ________________________________________________________________________________
School: _______________________________________________________ ☐ I am a new scheme teacher
Pre-course checklist
Post-course checklist
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My PL@Edu registration
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Consultation with school Professional Learning
Committee / Principal
Collegial collaboration – actively engaged in
discussion and collaboration with teaching
colleagues, relevant consultants, facilitators
and supervisors during the course.
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A wide variety of resources were consulted to
inform the participant of current and up to
date practices in implementing the Australian
Curriculum to enable completion of the
course.
Activities checklist
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Activity 1: Linking outcomes and content
through concepts
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Activity 2: How well does the concept draw
the content together?
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My PL@Edu evaluation must be completed for
successful accreditation.
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Activity 3: Assessment
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NSW Institute of teachers evaluation must be
completed for successful accreditation.
Deliverables checklist
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English unit of learning overview created using
the Board of Studies NSW Program Builder
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Course reflection sheet
Supervisor sign off
I certify that _______________________________ has completed the above requirements for the course A
process for programming a unit of learning: English K–10.
Signed: ___________________________________
Date: _____________
Position: _____________________________________________________________________________
© State of New South Wales, Department of Education and Communities, 2013
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Activity 1: Linking outcomes and content through concepts
Find syllabus content for the concept of appreciation in Stage 3 to demonstrate how a concept links the content
and outcomes.
Objectives
Outcomes
Speaking and
listening
communicates effectively for a variety of
audiences and purposes using
increasingly challenging topics, ideas,
issues and language forms and features
EN3-1A
composes, edits and presents wellstructured and coherent texts EN3-2A
Writing and
representing
Reading and
viewing
uses an integrated range of skills,
strategies and knowledge to read, view
and comprehend a wide range of texts in
different media and technologies EN3-3A
Spelling
draws on appropriate strategies to
accurately spell familiar and unfamiliar
words when composing texts EN3-4A
Responding
and
composing
discusses how language is used to
achieve a widening range of purposes for
a widening range of audiences and
contexts EN3-5B
Grammar,
punctuation
and
vocabulary
uses knowledge of sentence structure,
grammar, punctuation and vocabulary to
respond to and compose clear and
cohesive texts in different media and
technologies EN3-6B
Thinking
imaginatively,
creatively,
interpretively
and critically
thinks imaginatively, creatively,
interpretively and critically about
information and ideas and identifies
connections between texts when
responding to and composing texts
EN3-7C
Expressing
themselves
identifies and considers how different
viewpoints of their world, including
aspects of culture, are represented in
texts EN3-8D
Reflecting on
learning
recognises, reflects on and assesses their
strengths as a learner EN3-9E
Content
© State of New South Wales, Department of Education and Communities, 2013
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Activity 2: How well does the concept draw the content together?
With your colleagues, examine the character content that has been tracked across the stages.
Analyse the characterisation
content of two consecutive
stages and record your
findings.
List texts you could use to
teach this concept.
Describe teaching and
learning strategies that
would address the needs of
all students across these
stages.
© State of New South Wales, Department of Education and Communities, 2013
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Activity 3: Assessment
Suggest tasks that would be appropriate for the assessment of responding and composing processes.
Sample responding tasks
Can students:
 describe characterisation in a text?
 evaluate the effectiveness of the
characterisation?
 alter the characterisation to produce a
different effect?
Sample composing tasks
Can students:
 develop characterisation in their own
composing?
 explain and justify their choices?
Can students explain, describe and analyse
characterisation in a text?
Can students demonstrate their deep understanding of
characterisation in their own composing?
What would this look like for your students?
What would this look like for your students?
Example task (Stage 1)
View an excerpt from the movie Willy Wonka and
the Chocolate Factory featuring Veruca Salt (0:00 to
0:22s). Explain how Veruca’s thought processes are
represented and discuss the similarities between
the characterisation in the book and the film.
Example task (Early Stage 1)
A student may draw an invented character for a
narrative and label with adjectives to describe the
character.
Example task (Stage 2)
A student may use dialogue and visual features such
as distance and angle to create a character capable
of causing change in an imaginative text. Examples
could include scientists, parents, magicians and
aspects from real and imagined people.
Your example:
Your example:
© State of New South Wales, Department of Education and Communities, 2013
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Deliverable: Course reflection
Your unit of learning
Which English concept/s
have you identified and
used?
How have you responded to
student need?
What were your priorities
when you planned for
assessment?
How do your essential
questions focus the learning
and assessment?
What criteria did you use
for choosing texts?
What other resources did
you access to inform your
planning?
e.g ESL scales etc.
How has this course helped
your understanding of the
English K–10 Syllabus?
What did you learn from
this course about planning a
unit of learning?
© State of New South Wales, Department of Education and Communities, 2013
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