# Unit Plan: [Unit title]

> Unit plan template for a sequence of lessons, organised by the three
> stages of backward design from Understanding by Design (Wiggins and
> McTighe): desired results, assessment evidence and the learning plan,
> with standards alignment, a lesson sequence, an assessment calendar and
> resources. Replace every `[bracketed]` value and every row marked
> *Example*.

<!--
Guidance: How to use this template
- Complete the unit overview and Stage 1 first, then design the summative
  performance task in Stage 2, and only then sequence the lessons.
- Use the alignment table in section 2 to check that every standard is both
  taught and assessed.
- Plan individual lessons with the companion Lesson Plan (UbD) template;
  this document stays at unit level.
- Keep the assessment calendar realistic: avoid stacking major deadlines in
  the same week as other subjects.
-->

| Field | Value |
|---|---|
| Unit title | [Unit title] |
| Course / grade | [Year 10 History] |
| Teacher(s) | [@name], [@name] |
| Duration | [4 weeks, 12 lessons of 60 minutes] |
| Dates | YYYY-MM-DD to YYYY-MM-DD |
| Position in course | [Unit 3 of 6; follows "Industrialisation"] |
| Version / status | [0.1, Draft] |
| Last reviewed | YYYY-MM-DD |

## 1. Unit overview

<!-- Guidance: A short paragraph a colleague, student or parent could read to understand what the unit is about and why it matters. Include the "hook" that will engage students. -->

[*Example:* "Students investigate why the right to vote expanded between
1830 and 1930 by examining primary sources from reform movements. They
consider how ordinary people won political change and apply that analysis to
a present-day campaign of their choice. The unit opens with a mock election
in which half the class is not allowed to vote."]

## 2. Standards alignment

<!-- Guidance: List the curriculum standards or outcomes this unit addresses and show where each is taught and assessed. A standard taught but never assessed, or assessed but never taught, is an alignment gap. -->

| Code | Standard (short form) | Taught in lessons | Assessed by |
|---|---|---|---|
| *Example:* [HIST-10.3] | Explain causes and consequences of political reform | L2-L6 | Performance task; quiz 1 |
| *Example:* [HIST-10.5] | Evaluate the reliability of primary sources | L3, L4, L7 | Source analysis 1 and 2 |
| *Example:* [LIT-10.2] | Write an argument supported by evidence | L9-L11 | Performance task |
| [Code] | [Standard] | [Lessons] | [Assessment] |

## 3. Stage 1. Desired results

<!-- Guidance: State the transfer goals, enduring understandings and essential questions for the whole unit. Understandings are full-sentence generalisations; essential questions stay open across lessons. -->

### 3.1 Transfer goals

Students will be able to independently use their learning to:

- [*Example:* Analyse how a campaign for change builds support, using
  evidence from sources.]
- [Transfer goal]

### 3.2 Enduring understandings

Students will understand that:

- [*Example:* Rights are rarely given; they are usually won through organised,
  sustained pressure.]
- [*Example:* Sources reflect the purpose and position of their authors and
  must be read critically.]
- [Understanding]

### 3.3 Essential questions

- [*Example:* Who gets to decide, and how does that change?]
- [*Example:* How do we know whose account to trust?]
- [Question]

### 3.4 Knowledge and skills

| Students will know | Students will be able to |
|---|---|
| *Example:* Key reform acts and dates; main reform organisations | *Example:* Source a document: author, date, purpose, audience |
| *Example:* Tactics of constitutional and militant campaigners | *Example:* Corroborate claims across at least two sources |
| [Knowledge] | [Skill] |

## 4. Stage 2. Assessment evidence

<!-- Guidance: Design the summative performance task first, then the formative checks that lead up to it. Each piece of evidence should link to a Stage 1 goal. -->

### 4.1 Summative performance task

| Element | Description |
|---|---|
| Goal | *Example:* Persuade a museum panel which tactic did most to win the vote |
| Role | Historian advising the museum |
| Audience | Museum curators (played by a visiting panel) |
| Situation | The museum is designing a new gallery and can feature one tactic |
| Product / performance | 800-word argument plus a 3-minute oral pitch |
| Standards / criteria | Argument, use of evidence, source evaluation, communication (see rubric) |

### 4.2 Other evidence

| Evidence | Type | Stage 1 link | Lesson |
|---|---|---|---|
| *Example:* Source analysis 1 | Formative | Sourcing skill | L4 |
| *Example:* Knowledge quiz | Formative | Key events and terms | L6 |
| *Example:* Argument outline with teacher feedback | Formative | Argument writing | L10 |
| [Evidence] | [Type] | [Link] | [Lesson] |

## 5. Stage 3. Learning plan

<!-- Guidance: Sequence lessons so that students build the knowledge and skills needed for the performance task. Show the hook, the main learning activities, and when students rethink and revise their work. -->

### 5.1 Lesson sequence

| Lesson | Focus | Key activities | Formative check | Homework |
|---|---|---|---|---|
| L1 | *Example:* Hook and questions | Mock election; generate questions about voting rights | Question wall | Read background text |
| L2 | *Example:* Timeline of reform | Build a class timeline; identify turning points | Timeline exit ticket | None |
| L3 | *Example:* Reading sources critically | Model sourcing with one pamphlet | Sourcing checklist | Analyse one source |
| L4 | *Example:* Constitutional campaigners | Source stations in groups | Source analysis 1 | Notes |
| L5 | *Example:* Militant campaigners | Structured debate on tactics | Debate notes | Notes |
| L6 | *Example:* Consolidation | Retrieval practice and quiz | Knowledge quiz | Revise weak areas |
| L7 | *Example:* Corroboration | Compare accounts of one event | Source analysis 2 | None |
| L8 | *Example:* Introduce performance task | Analyse exemplar; co-construct criteria | Criteria check | Choose position |
| L9 | *Example:* Building the argument | Claim and evidence planning | Outline draft | Draft outline |
| L10 | *Example:* Feedback and revision | Peer and teacher feedback | Argument outline | Full draft |
| L11 | *Example:* Pitch rehearsal | Rehearse in triads | Peer feedback | Final draft |
| L12 | *Example:* Presentation | Pitch to panel; reflect on essential questions | Performance task | Reflection |

### 5.2 Differentiation and support

[Planned scaffolds, extension tasks, language support and accommodations
across the unit. *Example:* "Graphic organiser for the argument; source
texts at two reading levels; an extension source set on campaigns outside
Europe."]

## 6. Assessment calendar

<!-- Guidance: Show students and colleagues when each assessment happens and when feedback is returned. Check against the school calendar for clashes. -->

| Week | Date | Assessment | Weight in unit grade | Feedback returned by |
|---|---|---|---|---|
| 1 | YYYY-MM-DD | Source analysis 1 | Formative, 0% | YYYY-MM-DD |
| 2 | YYYY-MM-DD | Knowledge quiz | 15% | YYYY-MM-DD |
| 3 | YYYY-MM-DD | Source analysis 2 | 15% | YYYY-MM-DD |
| 4 | YYYY-MM-DD | Performance task (written and oral) | 70% | YYYY-MM-DD |
| | | **Total** | **100%** | |

## 7. Resources

<!-- Guidance: List everything needed, with access details, so a colleague could teach the unit. -->

| Resource | Type | Lessons | Access / location |
|---|---|---|---|
| *Example:* Primary source pack (12 documents) | Printed / digital | L3-L7 | [Shared drive link] |
| *Example:* Textbook chapter 6 | Reading | L2 | Class set |
| *Example:* Performance task rubric | Assessment | L8-L12 | [Link] |
| [Resource] | [Type] | [Lessons] | [Access] |

## 8. Unit review

<!-- Guidance: Complete after teaching. Use the assessment results to decide what to keep and change. -->

| Question | Notes |
|---|---|
| Share of students meeting the standard on the performance task | [Notes] |
| Standards where results were weakest | [Notes] |
| Lessons that need more or less time | [Notes] |
| Changes for next year | [Notes] |

## Standard and licence note

Based on the backward design framework of Understanding by Design by Grant
Wiggins and Jay McTighe (ASCD), cited as a reference. The performance task
elements follow their widely described goal, role, audience, situation,
product and standards prompts, used descriptively. Original text written for
this collection; no text or templates are reproduced. Template licence: MIT.