Unit of work
The method that can be used as a hierarchy
of questions that progress from less to more
complex levels of cognition
Useful model of the educational method for
differentiating the curriculum easily
Purpose is to begin at the bottom of the
pyramid but encourage all learners to target
for the higher levels of the pyramid
Layered activities that suit the educational
needs of learners at various learning levels.
Differentiating instruction in classrooms for
all grade levels, and remains the only
differentiated instructional method designed
for high school classrooms.
One type of curriculum does not suit for every
learners, as they are different in their readiness,
interests, and learning style.
Learners can perform better when the curriculum
covers the level of their previous knowledge,
interests and provides them with the choices and
control in the learning process.
The ideal type of curriculum can facilitate
learning with student-directed and student-
centred learning, that enhance learners’ interests,
needs and readiness.
Differentiated curriculum offers differentiated
learning materials and activities, instructional
techniques, grouping model, and assessment.
Evaluate and issue critically.
apply or manipulate that knowledge
C- Beginner, basic knowledge
1. Assessments will be set to test
what they have learnt
2. Asking students to recognize different
3. Discussing with peers during group work.
4. feedback from peers and teacher
6. practice speaking skills through group work.
In the study of Japanese, students are
encouraged to acquire basic skills to become
self-directed learners. Opportunities exist for
students to reflect upon their progress towards
the demonstration of the syllabus outcomes
5.UL.2 - 4. This layered curriculum based on
students’ reflection provides the basis for
improving their learning. Developing self-
assessment skills is an ongoing process,
becoming increasingly more sophisticated and
self-initiated as a student progresses. Over the
following week maximum 100 points are to be
achieved within classes and relative assignments.
At least one exercise must be completed at each level
Exercises are to be completed both in class and after
class, and individually and in a group.
This is a graded assessment where participation
marks will be rewarded
Each assignment is to be signed by teacher with
marks in order to address learners’ progress and
participation, furthermore, at the end of the week all
work and contract will be collected by the teacher.
Feedback from teacher and peers would be
exchanged during classes.
It is advised to compare your work to the marking
criteria, self evaluation of your assignment before
handing in is recommended to achieve the better
Provide support and guidance
mark on completed assignments
Feedback on students’ performance and
progress to be provided during class
Appropriate and various instructions and
assignments to be implemented according to
the level of students readiness and progress
Students Signature Teachers signature
HD - The student has an extensive knowledge and
understanding of the content and can readily apply this
knowledge. In addition, the student has achieved a very high
level of competence in the processes and skills and can apply
these skills to new situations.
D - The student has a thorough knowledge and understanding
of the content and a high level of competence in the processes
and skills. In addition, the student is able to apply this
knowledge and these skills to most situations.
CR - The student has a sound knowledge and understanding of
the main areas of content and has achieved an adequate level of
competence in the processes and skills.
P -The student has a basic knowledge and understanding of
the content and has achieved a limited level of competence in
the processes and skills.
F -The student has an elementary knowledge and
understanding in few areas of the content and has achieved
very limited competence in some of the processes and skills.
Designed for a year 10 class
The unit consists of 10 lessons, 65 minutes.
In this unit students develop language skills through
exploring a theme relating to the everyday activities
of Japan. They acquire vocabulary, expressions and
language structures within this context. Students
also listen, read and respond to texts, while
participating in a range of group exercises that
focus on using language and record their own work
evaluations using both written and verbal texts.
Nunley. K., (2006) Differentiating the high
school classroom. Thousand Oaks, CA; Corion
Coffey, H. ‘Bloom’s Taxonomy’, The University
of North Carolina at Chapel Hill,
Learners can perform better when the
curriculum covers the level of their
previous knowledge, interests and
provides them with the choices and
control in the learning process.