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Includes sections for year level, learning area, strand, achievement standards, content descriptors/codes, and general capabilities such as critical and creative thinking, digital literacy, and ethical understanding. Provides prompts for analysing students’ prior knowledge, differentiation, assessment planning (purpose, requirements, feedback timing, resources), and lesson-by-lesson sequencing with hooks, learning intentions, success criteria, learning activities, assessment, differentiation, data capture, and evaluation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/sequenced-unit-of-work-australian-curriculum-lesson-sequencing-template/270738/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/sequenced-unit-of-work-australian-curriculum-lesson-sequencing-template/270738.png","ImageObject",300,407,{"name":92,"@type":93},"Theodora","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-21","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What information sections are required for planning a sequenced unit of work in this template?","Question",{"text":112,"@type":113},"It includes year level, time and duration, learning area and strand, achievement standard, content descriptor/code, general capabilities, and cross-curriculum priorities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the template guide assessment planning within the unit?",{"text":117,"@type":113},"It asks for assessment purpose, task requirements, when feedback occurs, required resources, evidence of learning techniques, differentiation considerations, risk assessment strategies (if applicable), conditions, and data-capture methods.",{"name":119,"@type":110,"acceptedAnswer":120},"What structure does each lesson plan follow in the lesson sequence template?",{"text":121,"@type":113},"Each lesson includes a hook, introduction with learning intention, building of the lesson (main body) with organisation for student tasks, and a conclusion that revisits learning intention, aligns with success criteria, and links to the next lesson.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},270738,1789959983,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},687197207919,"https://ap-avatar.wpscdn.com/avatar/a000253d6f5f7c60be?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779446848396160552","Sequenced Unit of Work - Australian Curriculum\nUnit of work\nYear Level\nTime and duration\nLearning Area\nStrand\nAchievement Standard\nContent descriptor/code\nGeneral Capabilities\nCritical and Creative Thinking\nDigital Literacy\nEthical Understanding\nIntercultural Understanding\nLiteracy\nNumeracy\nPersonal and Social Capability\n\u0003☐\u0004 Analysing\n\u0003☐\u0004 Reflecting\n\u0003☐\u0004 Inquiring\n\u0003☐\u0004 Generating\n\u0003☐\u0004 Managing and operating\n\u0003☐\u0004 Creating and exchanging\n\u0003☐\u0004 Practising digital safety and wellbeing\n\u0003☐\u0004 Investigating\n\u0003☐\u0004 Understanding ethical concepts and perspectives\n\u0003☐\u0004 Responding to ethical issues\n\u0003☐\u0004 Reflecting on culture and cultural diversity\n\u0003☐\u0004 Navigating intercultural contexts\n\u0003☐\u0004 Engaging with cultural and linguistic diversity\n\u0003☐\u0004 Reading and viewing\n\u0003☐\u0004 Speaking and   listening\n\u0003☐\u0004 Writing\n\u0003☐\u0004 Number sense and algebra\n\u0003☐\u0004 Measurement and geometry\n\u0003☐\u0004 Statistics and probability\n\u0003☐\u0004 Self-awareness\n\u0003☐\u0004 Self-management\n\u0003☐\u0004 Social awareness\n\u0003☐\u0004 Social management\nCross Curriculum Priorities\nAboriginal and Torres Strait Islander Histories and Cultures\nAsia and Australia's Engagement with Asia\nSustainability\n\u0003☐\u0004 People\n\u0003☐\u0004 Country / Place\n\u0003☐\u0004 Culture\n\u0003☐\u0004 Knowing Asia and its diversity\n\u0003☐\u0004 Understanding Asia’s global significance\n\u0003☐\u0004 Growing Asia–Australia engagement\n\u0003☐\u0004 Systems\n\u0003☐\u0004 World Views\n\u0003☐\u0004 Design\n\u0003☐\u0004 Futures\nStudents Prior Knowledge\nWhat knowledge do students need to engage in this unit? How will you find out what students know/remember?\nDifferentiation\nStudent Name\nNeeds\nAdjustments\nAssessment Plan\nDescription\nPurpose- why is the task appropriate? Requirements- briefly describe what will happen. When will feedback occur to allow students to evaluate their work and identify ways to improve? Identify required resources.\nTechniques\nWhat skills/techniques will students use to demonstrate evidence of learning, e.g. performance, digital,\nDifferentiation\nHow will assessment cater for varied needs? Identify Risk Assessment strategies if applicable\nConditions\nE.g. Supervised/open; word length, time; written, spoken or multi-modal\nData Capture\nWhat methods will you use to show the learning during and at the end of Unit\nAssessment Dates\nLesson Sequence Overview\nLesson\nLearning Focus\nLearning Activities and Teaching Requirements\nResources/ materials\nAssessment\n1\n2\n3\n4\n5\n6\n7\n8\n9\n10\nLesson Plan 1\nTopic / Theme\nLesson number\nE.g. 1 of 5 sequenced lessons\nLesson length (minutes)\nLearning Intention\nSuccess Criteria\nResources/Materials\nTiming\nLesson Sequence – Teaching and Learning Strategies\nResources/ materials\nAssessment & Differentiation\n11:00-11:10\nHook: Interesting and engaging way to entice and interest students in your lesson (question, problem, image, artefact, link to prior knowledge, etc.). Share purpose for learning.\nIntroduction (Beginning): Present the learning intention to students. Explain the purpose of learning. Demonstrate learning tasks and elicit what learning will look like. You may wish to jointly construct the task with the class before moving on to the next stage.\nBuilding of Lesson (Main Body): Describe what students should be doing and how students are organised to complete tasks (e.g., groups, pairs, individuals).\nConclusion/Summary (End): Revise learning intention. Consider how students will evaluate and share their learning against success criteria. Identify how this lesson relates to/and links to the next lesson. Be specific about what kind of evidence of learning is expected.\nReflection\nAnalysis of Learning\nWhat worked well? / What did you observe? / What learning occurred? /Were there any spontaneous or planned modifications? / Do you have any questions or wonders about what was observed?\nEvaluation of Teaching and Planning\nWhat did you do well? / What would you do differently in your teaching? /Were there any spontaneous or planned modifications? /What would you do differently next time?\nWhat’s Next/Follow Up\nFrom your Analysis and Evaluation, what will you plan for teaching and learning next?\nAustralian Professional Standa","cbCaigMUNOfzLatG","https://ap.wps.com/l/cbCaigMUNOfzLatG","docx",1757434,"English","# Unit of work\n## Unit planning framework\n## General capabilities and cross-curriculum priorities\n## Students prior knowledge and differentiation\n## Assessment plan\n## Lesson sequence overview\n# Lesson plan structure\n## Hook and introduction\n## Building of lesson\n## Conclusion, reflection, and evaluation\n## What’s next and follow-up\n## Australian Professional Standards for Teachers (APST) mapping","[{\"question\":\"What information sections are required for planning a sequenced unit of work in this template?\",\"answer\":\"It includes year level, time and duration, learning area and strand, achievement standard, content descriptor/code, general capabilities, and cross-curriculum priorities.\"},{\"question\":\"How does the template guide assessment planning within the unit?\",\"answer\":\"It asks for assessment purpose, task requirements, when feedback occurs, required resources, evidence of learning techniques, differentiation considerations, risk assessment strategies (if applicable), conditions, and data-capture methods.\"},{\"question\":\"What structure does each lesson plan follow in the lesson sequence template?\",\"answer\":\"Each lesson includes a hook, introduction with learning intention, building of the lesson (main body) with organisation for student tasks, and a conclusion that revisits learning intention, aligns with success criteria, and links to the next lesson.\"}]","Sequenced Unit of Work - Australian Curriculum - Lesson Sequencing Template | DOCX",1789456510]