Curriculum Planning Tool
(Using the Four Literacy Roles of the Learner, Thinking
Frameworks and pedagogy chosen with Preferred
Learning Styles and Multiple Intelligences in mind.)
This Planning Tool facilitates the implementation of the
Victorian Essential Learning Standards by explicitly
addressing the Educational Principles of :
 Learning for all
 Pursuit of excellence
 Engagement and effort
 Respect for evidence
 Openness of mind
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
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Summary of the Inclusive Curriculum Planning Tool
Creating
Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention Key, BAR, Problem Solving organizers, etc
Literacy of Text Analyst: Critical Literacy
Assessment OF Learning(Summative; can be used for reporting to parents, students, other staff and DE&T)
Evaluating
Brick Wall/Interpretation/Disadvantages Key, Decision Making Matrix, PMI, Prioritising Matrix, Black/Yellow/Blue Hat combination,
SCAMPER, Graphic Organisers (i.e Spider Maps, See-Saw, etc), What-So What- Now What-What Else Metacognitive Questions, HoM, etc
Literacy of Text Analyst: Critical Literacy
Assessment OF Learning(Summative; can be used for reporting to parents, students, other staff and DE&T)
Analysing
Yellow Hat, Black Hat-White Hat-Red Hat combination, Venn Diagram followed by ‘Testing the Data’, Commonality Key, Picture Key, Y
Chart, Combination Key, PMI, ‘What/how/why/who Would’ question matrix, Problem Solving graphic organisers (i.e Fishbone Diagram),
‘What if/Fat questions, HoM,
Literacy of Text Analyst: Critical Literacy
Assessment OF Learning (Work books, tests, Y Charts, Projects, Rubrics for different products). Summative; can be used for reporting to
parents, students, other staff and DE&T)
Blue Hat, Brainstorming, Different Uses Key, Reverse Listing Key, Flow Chart, graphic organizers, data charts, gathering/sorting tools..
Literacy of Text Using.(Modeling-Sharing-Independent Construction of Texts ,Multimodal Texts, Options and alternatives in using
texts)
Assessment AS and OF Learning (Journals, tests, Peer Rubrics, Y Charts etc)
Applying
Understanding
Graphic Organisers (very important to facilitate understanding of content for learning), Variations Key, Reverse Listing, PMI, Webs
(Inspiration), Concept Maps, Mind Maps, Question Matrix, Fat/Skinny Questions, Habits of Mind, Expert Jigsaws, etc
Literacy of Meaning Making.(What does the learner bring into the new content? What literacy strategies can help the learner to
understand the content and the nature of the different texts well enough to participate in the learning effectively?
Assessment AS Learning: Journals, Peer Discussions, Anecdotal Notes, Rubrics for process, Peer Assessment rubrics…
Remembering
White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key, KWLH, Habits of Mind,
Literacy at the Code Breaking stage.(Vocabulary, spelling, sentence structure, paragraph structure, Text Type, Text Design/Layout).
Assessment For Learning: Mind maps, Concept Maps, pre-tests, ‘Wall Murals’, KWLH, Placemats, etc.
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
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Inclusive Curriculum Planning Tool Unpacked.
Unit/lesson/integrated unit :
Focus: What do I want to achieve with this unit of work? What deep knowledge, skills and behaviours do I want my students to develop? (whilst the
emphasis might be on a particular domain, the first strand will guide the learning behaviours and the third strand will provide the ‘how to’ of the learning.)
Domains, Dimensions and Standards covered:
Assessment Tasks covered:
Assessment for Learning:
Assessment as Learning:
Assessment of learning:
PoLT Principles covered:
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
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Evidence:
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Lower Order Thinking Tools and Frameworks: emphasis on Remembering, Gathering, Building Knowledge of the required content.
Bloom’s Revised Taxonomy- Remembering: Recognise, list, name, describe, identify
Gardner’s Multiple Intelligences, a variety of other thinking tools and frameworks, and PoLT principles, will facilitate the need to
respond to different intelligences and learning styles.
Literacy across the Learning Contexts (Domains):Code Breaker: Literacy emphasis is on rules and skills, from the
word to the text levels.
 Recognise and be able to use the alphabet, sounds, words,
sentences, letter relationships
 Text design / layout
 Text type / genre (especially the different uses of
genres across the domains)
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Spelling accurately (including the spelling of specialist
terms from across the domains)
 punctuation and vocabulary
 Grammar and syntax
Possible Strategies and tools
(teachers add the strategies they are familiar with and those they learn from professional reading and from collegiate group
interactions. Below are some examples of literacy and thinking strategies.)
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
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Pre-teaching of vocabulary & specialist terminology
Word splash
Glossaries and Taxonomies / word classification.
Skimming and scanning the text
Using headings, titles and illustrations to make predictions
Word Wizards
Context clues
Graphic outline / organiser appropriate for this level of literacy
and thinking.
Facts File
Number Cruncher
People Search
Text Schema
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
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Analogies
Classroom Collections- Wall Murals
My Star
Question Matrix: What is?..Who is?.. Where is?..How is?..What Can?..
KW ( from KWLH )
Thinker’s Keys ( Alphabet and reverse )
Habits of Mind: Persisting, Thinking Flexibly, Striving for accuracy,
Applying responsible Risks
Think-pair-share
Co-operative learning strategies, such as Team Webbing, Hot Seat …
De Bono’s White Hat
Anticipation Guides
Place Mat
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Lesson/Unit content
Learners ask: What do I need to
know in order to cope with this
task? (Start a reflective Journal)
Teachers in all learning
contexts ask:
What prior knowledge of
language and Thinking do
students bring to this activity?
(This will be determined by
Assessment FOR Learning)
What explicit teaching of
literacy and thinking will
support students in coping with
this activity / task?
 Select and list the strategies
(pedagogy) which will be most
appropriate to facilitate the
chosen focus and achieve the
set standards.
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Determine your explicit
teaching.
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Determine your assessment
for learning: Ongoing to
inform the teaching
program
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
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Lower Order Thinking Tools and Frameworks. Emphasis is on Processing, Understanding and continuing to build knowledge of
the required content.
Bloom’s Revised Taxonomy- Understanding: Interpret, explain, infer, summarise, paraphrase
Gardner’s Multiple Intelligences, a variety of other thinking tools and frameworks, and PoLT principles, will continue to facilitate
the need to respond to different intelligences and learning styles.
Literacy across the learning contexts(Domains): Text Participant / Meaning Maker: Literacy emphasis is on the knowledge of the
content that the participant brings to the text:
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Background or prior knowledge
Comparing own experiences to those gained from the text
Comparing experiences with other texts
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Reflecting on interests in these texts
Cultural experiences
General or world knowledge
How are these texts constructed to make meaning?
Possible Strategies: ( Pedagogy )
Teachers add the strategies they are familiar with and those they learn from professional reading and from collegiate group
interactions.
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Concept maps / mind maps – Graphic Organisers (Star
bursts, Chain of Events, Tri-Pie )
Read and retell
Guided reading
Predict / observe / Explain (POE)
Compare and contrast
Similarities & differences
De Bono’s White Hat
Hot Seat
Team Webbing.
Cooperative controversy.
Reciprocal teaching
Information gap
Improvement Rubric (Maths)
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
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Fat / skinny questions
Maths Jigsaw
Sequence Chart
Written Text / picture sequencing
Three level guides
Co-operative close
Thinker’s Key ( Question Key )
Question Matrix: Why did…, How did…., Where did…, What did…
Habits of Mind: Questioning and Posing Problems, Thinking Flexibly,
Gathering Data Through all Senses, Taking Responsible Risks, Remaining
Open to Continuous Learning, Listening With Empathy and Understanding.
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Lesson/Unit content
Learners ask: What does it
mean to me? How well do I
understand the task ; How well do
I understand the texts I need to
use and produce? (continue the
learning Journal)
Teachers in all learning
contexts ask:
What knowledge do students
bring to the meaning of this text?
What explicit teaching of literacy
and thinking will support
students in understanding and
interacting with the meaning of
this text?
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Select and list the strategies
(pedagogy) which will be most
appropriate to facilitate the
chosen focus and achieve the
set standards.
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Determine your explicit
teaching.
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Determine your assessment
As learning: Ongoing to
inform the teaching
program
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
.
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Thinking Tools and Frameworks. The emphasis is on applying a principle, applying new knowledge.
Bloom’s Revised Taxonomy: Applying ; Implement, carry out, Using information gained in different or familiar situations
Gardner’s Multiple Intelligences, a variety of other thinking tools and frameworks, and PoLT principles, will continue to facilitate
the need to respond to different intelligences and learning styles.
Literacy across the learning contexts (Domains): Text User: Literacy emphasis is on understanding the purposes of and uses of
different texts.
 Understanding cultural and social factors & contexts
 Structure and features of text types across all domains – Purpose & Audience
 Options & alternatives for text to convey meaning (written, oral, graph, film, art, technology, etc. )
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
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Possible Strategies:
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Modelling and construction of texts
Summarising a text
Graphic Organisers
Data Charts
Note Making / note taking
Research Grids
Paired Partner Problem Solving (Maths)
Graph it. (Maths)
Stock Exchange (Maths)
Round Table
Mobile Maker
Writer’s Workshop
The Hamburger Model for writing paragraphs
Body Sculpture (The Arts)
Line Ups
Detective
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
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Gathering / Sorting tools ( PCD, SCUMPS.)
Stakeholders PMI
Share and justify a personal response to a text
De Bono’s Blue and White Hats
Question Matrix: How can…, What can…, Why can…, Who
can…
Thinker’s Keys: Construction Key
Habits of Mind
Add the strategies you know or those you have agreed upon in
your Professional Teams.
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Lesson/Unit content
Learners ask: What do I do with
this text? What text am I
asked to produce?
Teachers in all learning
contexts ask:
What knowledge do students
bring to the social purposes
and uses of this kind of text?
What explicit teaching of literacy
and thinking will support
students in using and
producing the texts?
Select and list the strategies
(pedagogy) which will be most
appropriate to facilitate the
chosen focus and achieve the set
standards.
 Determine your explicit
teaching.
Determine your assessment OF
learning and AS learning
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
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Higher Order Thinking Tools and Frameworks. Emphasis is on Higher Order Thinking
Bloom’s Revised Taxonomy: Analysing Compare, Contrast, Organise, Deconstruct, Separate, Distinguish.
Gardner’s Multiple Intelligences, a variety of other thinking tools and frameworks, and PoLT principles, will continue to facilitate
the need to respond to different intelligences and learning styles.
Literacy across the learning contexts (Domains):
Text Analyst
Literacy emphasis on understanding that ideas and information are not neutral and can be challenged:
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Recognising the author’s purpose in creating the text
What is excluded from the text?
Is there a message in the text?
Recognising bias & points of view
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Expressing ideas or information
Expressing an alternative position to the one in the text
Critical literacy / critical numeracy
Explain why people might interpret a text differently
Possible Strategies:
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Stakeholders PMI Habits Of Mind ( Questioning and posing problems, Thinking and Communicating with clarity and precision,
Responding with wonderment and awe, Thinking Interdependently. )
 Problem solving (CoRT thinking )
 De Bono’s Red and White hats
 Debates / Alternate positions
 Thinker’s Keys :Picture Key, Disadvantages Key
 Critical / Analytical thinking Frameworks: Taylor’s Multiple Talent Model.
 Analytical Writing Frames
 Graphic Organisers: Comparison Alley, Starburst, Bridges, Mind Wind, Stair Steps, Fishbone Diagram, Mind Maps, Lotus Blossom, BAR,
SCAMPER.
 Question Matrix: What Would…, Who Would…., How Would…, Why Would…,
 Problem Solver
 Classifier
 Media Watch
 Perspeculator
Add the strategies you know or those you have agreed upon in your Professional Teams.
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
.
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Esther Weichert -weichert.esther.l@edumail.vic.gov.au
.
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Lesson/Unit content
Learners ask: What does this
text mean to me? Where do I
position myself towards this
text?
Teachers in all learning
contexts ask:
What knowledge do students
bring of the ways this text is
designed to represent
particular point of view and
interests?
What explicit teaching of literacy
and thinking will support students
in developing critical language
awareness of the ways
language works to create
particular meanings?
Select and list the strategies
(pedagogy) which will be most
appropriate to facilitate the
chosen focus and achieve the
set standards.
Determine your explicit teaching.
Determine your assessment OF
learning
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
.
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Higher Order Thinking Tools and Frameworks. Emphasis is on Higher Order Thinking
Bloom’s revised Taxonomy: Evaluating: Check, Critique, Judge, Justify, Hypothesise, Rank, Substantiate, Argue, Validate and Assess.
Gardner’s Multiple Intelligences, a variety of other thinking tools and frameworks, and PoLT principles, will continue to facilitate
the need to respond to different intelligences and learning styles.
Literacy across the learning contexts (Domains):
Text Analyst
Literacy emphasis is on understanding that ideas and information are not neutral and can be challenged:
 Recognising the author’s purpose in creating the text
 Expressing ideas or information
 What is excluded from the text?
 Expressing an alternative position to the one in the text
 Is there a message in the text?
 Critical literacy
 Recognising bias & points of view
 Explain why people might interpret a text differently.
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Possible Strategies:
Stakeholders PMI
Habits Of Mind : Thinking About Thinking, Questioning and Posing Problems, Managing Impulsivity, Thinking Flexibly.
Problem solving (CoRT thinking )
Six Thinking Hats : Green Hat, Yellow Hat, Black Hat
Debates / Alternate positions
Evaluation strategies: KWLH
De Bono’s Thinking Tools
Thinker’s Keys: Combination, Inventions, Ridiculous
Directed Thinking: Why No?, Why Wait?, What Else?, Way to Go.
Divergent Thinking
Critical/ Analytical Thinking Frameworks: POOCH, PCD, PMI, SCAMPER,
Argument / persuasive Frames
Graphic Organisers: The Funnel, Playoffs, See/Saw.
Question Matrix: What might…?, Where might…?, When might…?, Which might…?, Who might…?, Why might…?, How might…?
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
.
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Lesson/Unit content
Learners ask: What does this
text mean to me? Where do I
position myself towards this
text?
Teachers ask:
What knowledge do students
bring of the ways this text is
designed to represent
particular point of view and
interests?
What explicit teaching will support
students in developing critical
language awareness of the
ways language works to create
particular meanings?
Select and list the strategies
(pedagogy) which will be most
appropriate to facilitate the
chosen focus and achieve the
set standards.
Determine your explicit teaching.
Determine your assessment OF
learning
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
.
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Higher Order Thinking Tools and Frameworks. Emphasis is on Higher Order Thinking
Bloom’s revised Taxonomy: Creating: Design, Construct, Plan, Produce, Make
Gardner’s Multiple Intelligences, a variety of other thinking tools and frameworks, and PoLT principles, will continue to facilitate
the need to respond to different intelligences and learning styles.
Literacy across the learning contexts (Domains):
Text Analyst
Literacy emphasis is on understanding that ideas and information are not neutral and can be challenged:




Recognising the author’s purpose in creating the text
What is excluded from the text?
Is there a message in the text?
Recognising bias & points of view




Expressing ideas or information
Expressing an alternative position to the one in the text
Critical literacy
Explain why people might interpret a text differently.
Possible Strategies:
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Stakeholders PMI
Habits Of Mind: Thinking About Thinking, Questioning and Posing Problems, Managing Impulsivity, Thinking Flexibly.
Problem solving (CoRT thinking )
Six Thinking Hats : Green Hat, Yellow Hat, Black Hat
Debates / Alternate positions
Evaluation strategies: KWLH
De Bono’s Thinking Tools
Thinker’s Keys: Combination, Inventions, Ridiculous
Directed Thinking: Why No, Why Wait, What Else, Way to Go
Divergent Thinking (an integrated approach to thinking)
Critical/ Analytical Thinking Frameworks: POOCH, PCD, PMI, SCAMPER,
Argument / persuasive Frames
Graphic Organisers: The Funnel, Playoffs, See/Saw and more.
Question Matrix: What might…?, Where might…?, When might…?, Which might…?, Who might…?, Why might…?, How might…?
Add the strategies you know or those you have agreed upon in your Professional Teams.
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
.
17
Learners ask: What does this text
mean to me? Where do I position
myself towards this text?
Lesson/Unit content
Teachers ask:
What knowledge do students bring
of the ways this text is designed
to represent particular point of
view and interests?
What explicit teaching of literacy
and thinking will support students
in developing critical language
awareness of the ways language
works to create particular
meanings?
Select and list the strategies
(pedagogy) which will be most
appropriate to facilitate the
chosen focus and achieve the
set standards.
Determine your explicit teaching.
Determine your assessment OF
learning
Esther Weichert -weichert.esther.l@edumail.vic.gov.au
.
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