Sample programs are optional resources to support classroom teachers in designing high-quality teaching and learning experiences for students. Like any resource, sample programs must be reviewed for suitability prior to use.

Understanding the sample programs

The sample programs are designed to be adopted and adapted for school contexts and student learning needs.

Teachers should exercise professional judgement when making these decisions. Teachers should refine the programs and assessment supports in response to any adjustments made.

The programs and resources should be used with timeframes that are created by the teacher and the school to reflect contextual needs, such as assessment timelines.

Note: where staff cannot adapt or modify sample programs, consider use of alternatives that:

• have a strong evidence base
• are better matched to local-level curriculum requirements
• are more effective in meeting student needs.

The structure of the programs

Each sample program has been designed using the following structure:

• Title – indicates key learning area, stage, year, type of document and the name of the program.
• Contents – a key reference page to support navigation.
• About the resource – outlines the purpose of the program, suggested use and duration.
• Program rationale – provides an overview of the guiding and conceptual programming questions, the assessment, the syllabus outcomes, prior and future learning, and pre-reading for teachers.
• Core texts – core texts are provided or suggested for all programs. The core texts are supported by outlines of how they address the text requirements. A brief overview of the texts is also provided.
• Phases approach to conceptual programming – the programs are organised into phases and sequences.
  • Within each phase notes provide additional information to support the teaching of the program.
  • Blue teacher notes provide useful additional information for teachers using the sample materials.
  • They are particularly supportive of early career and out-of-field teachers.
  • Pink literacy notes identify ways to provide enhanced literacy support.
  • Grey differentiation notes suggest additional resources and ideas.
  • Links to the National Literacy Learning Progression (v3) are included where relevant.

• Support and alignment – the programs are aligned to system priorities, the Australian Professional Teaching Standards, and they provide a brief overview of the creation and consultation process.
• Resources and activities – teaching and learning information is supported by teacher reference material and student activities.
• References – provide links to third-party material, websites and further reading and detail the evidence base informing the program.

The text in the image above reads:

Teacher note: the blue feature boxes include instructions for the classroom teacher engaging with this program. They provide suggestions for how content could be delivered and links to additional resources.

Literacy note: the pink feature boxes include information about explicit and targeted literacy instruction. These contain links to department resources to support teachers and students in developing key literacy skills within the context of the teaching and learning activities.

Differentiation note and/or Life Skills note: the grey feature boxes include suggestions and strategies to support differentiation and/or adjustments for a diversity of learners.

Opportunities for adaptation and collaboration

The following is an outline of some of the ways the programs can be used. Teachers can:

• use the teaching and learning program as a model and make modifications reflective of contextual needs
• examine the teaching and learning program, assessment notification and resource booklet during faculty meetings and planning days and collaboratively refine them based on faculty or school goals
• examine the materials during faculty meetings and planning days and collaboratively plan opportunities for team teaching, collaborative resource development, mentoring, lesson observation and the sharing of student samples
• use the programs, assessment practices and syllabus planning as an opportunity to backward map Years 12–7 and carefully map knowledge and skill development.

Professional learning

Professional learning courses and resources that support the teaching of these programs.