Planning for Learning Part Two

“He who fails to plan, is planning to fail” – Winston Churchill

First of all, I would like to apologise for such a large gap between posts. This last few months has been very hectic with the conclusion of my Honours research project, and the process of conducting the data analysis and writing my dissertation. It has now been submitted, and I am now awaiting the results to come back from the examiners, which I am hopeful of receiving prior to Christmas. I am feeling quietly confident about getting a strong result, and have plans for further research in mind already.

In my previous blog, Planning for Learning Part 1, I wrote about the first aspect of the Teaching Program, which is the Vision, encompassing the Teaching Philosophy, the Situation Analysis and the Explanation of Special Programs that are running in the class. This post will be focusing on the second component of the Teaching Program, which is the Planning segment, made up of the following sections:

  1. Overview of Curriculum
  2. Timetable
  3. Scope and Sequences
  4. Daybook / Weekly Plan

This post will work through what each of these consists of, how to create them, and why they are a vital part of the Teaching Program.

1. Overview of Curriculum

The Overview of Curriculum provides an opportunity to plan holistically, mapping out when outcomes will be covered within each KLA across the two years and linking the KLAs together conceptually, creating integrated units. When complete, you have a visual planning map, that enables anyone can pick up and utilise, either in its original form, or modified to suit the specific context.

What this looks like will depend on how you plan, and how you think, in as far as linking the concepts together. Below is an example of what one might look like, showing a portion of a Stage Three Overview of Curriculum.

overview of curric

2. Timetable

The timetable is simply your time-to-teach, or when you plan to teach what, but will include Release from Face to Face (RFF), scripture, assemblies, sport etc. What your timetable looks like will vary according to your school’s timetabling processes, priorities and the allocation of time to Sport, Physical Education, RFF, Library times etc.

This is an example of what it might look like:


The timetable will vary from school to school, according to how time is allocated to stage or whole-school sport, assemblies, scripture and other school specific programs, such as the fitness program you can see in this example. This is also where the utilisation of integrated units allows for multiple concepts/skills to be examined in the classroom, covering the required syllabus content in a significant way, allowing for transferal of skills and conceptual knowledge across learning and life domains.

3. Scope and Sequence

The scope and sequence for any KLA or unit of work will be utilised, usually, in one of two ways. The first will map out when skills, concepts and knowledge will be covered in the learning across a period of time, usually a term, as can be seen in the below example.

Scope and Seq

You can see the specific outcomes that are being drawn upon from the NSW Science and Technology syllabus (Board of Studies NSW, 2012), as well as the English outcomes that are being focused on each week for this unit. There is a key idea that drives the learning for the week, and then some suggested activities to provide a starting point. The numbers at the start of suggested activities are a reference to which piece of content that activity conforms to from the Science and Technology syllabus. This method of implementing a scope and sequence provides a Launchpad for the week, with the central focus and a suggested activity, leaving it to the teacher to make a professional judgement as to how they provide the learning for their class, based on their specific context.

The other form that is commonly used looks something like the below sample from a Stage Three Program. It utilises Bloom’s Taxonomy (Krathwohl, 2002; Tarlinton, 2003) to guide the framing of tasks across the KLAs or an integrated unit. You can see in this example that for the English KLA, based on a unit around social interactions and communication, the specific syllabus outcomes that will be targeted through the learning, the literacy concepts that are being incorporated, and the tasks that will be used to help facilitate learning across the different levels of thinking.

I have also seen this form of scope and sequence combined with Gardner’s Multiple Intelligences (Gardner & Hatch, 1989) to form a learning matrix. Anecdotally, I have seen this labelled as a Pirozzo Unit, named after Ralph Pirozzo from Promoting Learning International, however I must note that it is not a structure I have much familiarity with, though I can see how it has some potential to be useful.

scope 2

4. Daybook / Weekly Plan

The details of how a Teachers’ Daybook or Weekly Plan is implemented vary almost as much as the weather and with similar levels of vigorous discussion as to the benefits and disadvantages of various formats and structures. There are advocates and critics for every form of this process that I have come across in my short time in the profession. I am going to work with the assumption that most teachers are familiar with the standard diary format (which in itself contains significant variation depending on who you talk to). Personally, I believe a combination of different methods is the better way to go, as this allows you to cover the macro (school or stage wide events, professional development events etc.) with the micro (specific session objectives, materials required etc.).

The macro events should be addressed in a Teacher’s Planning Diary or calendar to allow for an overview of events, however the specific day to day learning activities and goals can be tracked in a fashion similar to the below planner.


This is a fairly simple planner and is quite versatile. Across the top row you can input some basic details including the term, the week number and the core outcome being targeted that week. The next row specifies the key concept/skill/idea being examined and may include both a long and short-form.

The remainder of the planner outlines the specifics of what is being done in such a way that it is succinct, but any teacher could walk into the class and take over from where you have left off. You will note in this screenshot that the columns are labelled not by day, but by the session number. This allows for the unpredictability and fluidity required of teachers due to disruptions. It is designed to be printed out and as each session is delivered, dated and signed to indicate that the specific session has been covered. This allow for disruptions as you are then able to work through the sessions, doubling them up, combining them or making other alterations as required due to interruptions.

This particular screenshot is from an English day-book, and is broken down into three different components; however the specific layout of the planner can be altered to suit the specific context. You can see, however, that the descriptions are quite brief, and that there is a liberal use of abbreviations in order to save space.

I have seen variations of this that include an equipment/materials list of either the week as a whole, or on a session by session basis, as well as an extra row that breaks down the overarching goal for the week into its constituent components, in this case, for reading, writing and spelling. This format lends itself well to Integrated Units of work, due to the nature of the layout.

This is of course only one of many options, and I would be very interested to hear what other formats people are using to help plan their teaching and their students’ learning.

The previous article in this series is available here.
The next article in this series is available here.

Reference List

Board of Studies NSW. (2012). Science K-10 Syllabus Volume 1: Science and Technology K-6 (Vol. 1). Sydney, NSW, Australia: Board of Studies NSW,.

Gardner, H., & Hatch, T. (1989). Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4-10. doi: 10.2307/1176460

Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41(4), 212-218.

Tarlinton, D. (2003). Bloom’s Revised Taxonomy. Powerpoint presentation. Unpublished.

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