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Backward Design

Planning for learning and teaching is a process that allows teachers to participate in shared conversations about the curriculum intent and how this is reflected in the class and individual planning which is the responsibility of the classroom teacher.

The
Australian Curriculum is the reference for planning for all students. Planning is done directly from the curriculum and is informed by teachers' knowledge and understandings of learners and learning in the phase of schooling.

The strategies that teachers engage with to develop consistency using the Australian Curriculum reflect those of  Backwards Curriculum Design by Wiggins and McTighe detailed in their book
Understanding by Design.


The Backward Design Process
Identify desired results
​What should students know, understand, and be able to do? 

What is worthy of understanding? 

What enduring understandings are desired?
  • Consider goals
  •  Examine content standards 
  • Review curriculum expectations
  • Teacher/student interests
​Determine acceptable evidence​
How will we know if students have achieved the desired results and met the standard? 

What will we accept as evidence of student knowledge, understanding and skills?
  •  Consider a range of assessment methods – informal and formal assessments during a unit

  •  Think like assessors before designing specific units and lessons to determine how/whether students have attained desired understandings.
Plan learning experiences and instruction
​What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results? 

What activities will equip students with the needed knowledge and skills?

What will need to be taught and coached, and how should it best be taught in light of performance goals?

What materials and resources are best suited to accomplish these goals?
Download a PDF version of this process
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