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1. Unit EnglishUnit English
““Looking for Alibrandi”Looking for Alibrandi”
Melina MarchettaMelina Marchetta
Two week layered curriculum programTwo week layered curriculum program
Designed for yr 9 StudentsDesigned for yr 9 Students
Designed by Krystina BurdekinDesigned by Krystina Burdekin
2. Why a Layered Curriculum?Why a Layered Curriculum?
• The Layered Curriculum method founded by DrThe Layered Curriculum method founded by Dr
Kathie Nunley promotes in the class room individualKathie Nunley promotes in the class room individual
learning , complex thinking development and thelearning , complex thinking development and the
ability to teach multi leveled student abilities.ability to teach multi leveled student abilities.
• Nunley’s theory is the only differentiated instructionalNunley’s theory is the only differentiated instructional
method of class room teaching and is designed for highmethod of class room teaching and is designed for high
school leveled students.school leveled students.
• Fun and effective student centered teaching method.Fun and effective student centered teaching method.
4. Benefits of a Layered curriculum in aBenefits of a Layered curriculum in a
close study of a textclose study of a text
5. Assessable Curriculum OutcomesAssessable Curriculum Outcomes
• Outcomes to be assessed in this unit include:Outcomes to be assessed in this unit include:
• Outcome 1:Outcome 1: A student responds to and composesA student responds to and composes
increasingly sophisticated and sustained texts forincreasingly sophisticated and sustained texts for
understanding, interpretation, critical analysis andunderstanding, interpretation, critical analysis and
pleasure.pleasure.
• Outcome 9:Outcome 9: A student demonstrates understanding of theA student demonstrates understanding of the
ways texts reflect personal and public worlds.ways texts reflect personal and public worlds.
• Outcome 11:Outcome 11: A student uses, reflects on, assesses andA student uses, reflects on, assesses and
adapts their individual and collaborative skills foradapts their individual and collaborative skills for
learning with increasing independence and effectiveness.learning with increasing independence and effectiveness.
9. Layer BLayer B
• Layer B – choose 20pts (2 Questions)Layer B – choose 20pts (2 Questions)
• Imagine that you are a time traveller, having come from the time of theImagine that you are a time traveller, having come from the time of the
end of the story, what advice could you give the main characters thatend of the story, what advice could you give the main characters that
might help them through the events of the story. 10ptsmight help them through the events of the story. 10pts
• Create an advertisement for the book for a magazine, radio or televisionCreate an advertisement for the book for a magazine, radio or television
creating interest in the book for the audience. 10ptscreating interest in the book for the audience. 10pts
• Write a book review for the text. 10ptsWrite a book review for the text. 10pts
• Do a taped interview with Josie on her views about the HSC. 10ptsDo a taped interview with Josie on her views about the HSC. 10pts
• Write a song or compose a short tune for you to perform as the music atWrite a song or compose a short tune for you to perform as the music at
the start of the movie for this book. Record your music or perform yourthe start of the movie for this book. Record your music or perform your
music for the class. 10ptsmusic for the class. 10pts
10. Layer ALayer A
• Layer A – choose 20pts (1 Question)Layer A – choose 20pts (1 Question)
• Design and create a campaigned around Teen Suicide toDesign and create a campaigned around Teen Suicide to
create awareness of the problem to a teen audience. Thecreate awareness of the problem to a teen audience. The
campaigned needs to include promotional material. 20ptscampaigned needs to include promotional material. 20pts
• Create an Utube video promoting multiculturalism inCreate an Utube video promoting multiculturalism in
Australia. 20ptsAustralia. 20pts
• Find 3 articles about Teen suicide and its causes, for eachFind 3 articles about Teen suicide and its causes, for each
article critically discuss the article, from your research writearticle critically discuss the article, from your research write
your own article on Teen Suicide and its causes. Includeyour own article on Teen Suicide and its causes. Include
statistics and all relevant information. 20ptsstatistics and all relevant information. 20pts
11. RubricRubric
• High Distinction A Range 85+High Distinction A Range 85+ Student Has shown anStudent Has shown an
outstanding level of achievement and understanding of theoutstanding level of achievement and understanding of the
class material, student answers and writes in a sophisticatedclass material, student answers and writes in a sophisticated
manor showing a higher level of thinking and understanding.manor showing a higher level of thinking and understanding.
The student works competently in an individual capacity andThe student works competently in an individual capacity and
well to a time frame. Student displays creativity. The studentwell to a time frame. Student displays creativity. The student
shows a high level engagement to the textshows a high level engagement to the text
• Distinction B Range 75-85Distinction B Range 75-85 Student has shown an excellentStudent has shown an excellent
level of achievement and understanding of class material.level of achievement and understanding of class material.
Student answers and writes using some sophisticatedStudent answers and writes using some sophisticated
language. Student shows some level of creativity in work.language. Student shows some level of creativity in work.
Student works well to task structure and shows a moderateStudent works well to task structure and shows a moderate
level of engagement with the text level of engagement with the text
12. RubricRubric
• Credit C Range 65-75Credit C Range 65-75 Student has shown a good level ofStudent has shown a good level of
achievement and understanding of class material. Studentachievement and understanding of class material. Student
answers using some sophisticated language. Student competes allanswers using some sophisticated language. Student competes all
components of the task and shows engagement with the text.components of the task and shows engagement with the text.
• Pass D Range 50- 65Pass D Range 50- 65 Student has shown some level ofStudent has shown some level of
achievement and understanding of class material. Studentachievement and understanding of class material. Student
completes all outcomes and parts of the task.completes all outcomes and parts of the task.
• E Range 45 and BelowE Range 45 and Below Student has shown basic level ofStudent has shown basic level of
achievement and understanding of class material student hasachievement and understanding of class material student has
attempted all parts of the task.attempted all parts of the task.
• Non-award is awarded to a student that has not attempted theNon-award is awarded to a student that has not attempted the
task or failed to complete the task.task or failed to complete the task.
14. Student ContractStudent Contract
• The student contract is the teachers tool to ensure thatThe student contract is the teachers tool to ensure that
the student is aware of the requirements of themthe student is aware of the requirements of them
educationally to compete the task.educationally to compete the task.
• The contract provides the student with a time line toThe contract provides the student with a time line to
complete the work , outcomes to be assessed and ancomplete the work , outcomes to be assessed and an
opportunity to select the questions they are going toopportunity to select the questions they are going to
attempt to complete.attempt to complete.
• The contract ensures that students pre select theirThe contract ensures that students pre select their
activities and stay on task during the two week periodactivities and stay on task during the two week period
and don’t change the questions they are attempting.and don’t change the questions they are attempting.
15. Example of student contractExample of student contract
Student Contract and Student Feed Back sheet.Student Contract and Student Feed Back sheet.
Student Name ______________________Date Task Started: __/___/10Student Name ______________________Date Task Started: __/___/10
To complete this task you need to allocate which questions you are completing as partTo complete this task you need to allocate which questions you are completing as part
of the assessment and fill in the details in the table below there needs to be a totalof the assessment and fill in the details in the table below there needs to be a total
of 60 points in layer C, 20 in layer B and 20 in Layer A.of 60 points in layer C, 20 in layer B and 20 in Layer A.
TABLE IS INCLUDED IN UNITTABLE IS INCLUDED IN UNIT
Declaration: I __________________________ Agree to complete the following taskDeclaration: I __________________________ Agree to complete the following task
by the due date attempting all the requirements of the assessment, I understandby the due date attempting all the requirements of the assessment, I understand
that this is self driven study and that I need to participate in this two week periodthat this is self driven study and that I need to participate in this two week period
in class using my allocated time to the best of my ability.in class using my allocated time to the best of my ability.
Signed __________________________Signed __________________________
Dated ___/___/10Dated ___/___/10
16. Example of student activityExample of student activity
LAYER B QUESTION 1:LAYER B QUESTION 1:
Outcome 9:Outcome 9: A student demonstrates understanding of the ways texts reflect personal andA student demonstrates understanding of the ways texts reflect personal and
public worlds.public worlds.
9.19.1 respond to and compose texts that reflect their expanding worlds from the personal torespond to and compose texts that reflect their expanding worlds from the personal to
the publicthe public
9.29.2 relate the content and ideas in texts to the world beyond the textsrelate the content and ideas in texts to the world beyond the texts
9.79.7 the ways personal perspective is shaped by social, cultural and historical influencesthe ways personal perspective is shaped by social, cultural and historical influences
Q) Q) Imagine that you are a time traveller, having come from the time of the end of theImagine that you are a time traveller, having come from the time of the end of the
story, what advice could you give the main characters that might help them throughstory, what advice could you give the main characters that might help them through
the events of the story. 10ptsthe events of the story. 10pts
Student provides an extended response on work sheetStudent provides an extended response on work sheet
18. Kathie NunleyKathie Nunley
Layered Curriculum. . .Layered Curriculum. . . because every child deserves abecause every child deserves a
special educationspecial education
