The initial structure was composed by referencing Biggs’ Model of Constructive Alignment in Curriculum Design (Biggs, 2003). Intended learning outcomes and capabilities were mapped out as per the Victorian Curriculum (2016) sequentially over a series of ten lessons. Assessments were then designed to match these capabilities and then learning activities were planned.
Biggs’ model on constructive alignment
To begin planning I referenced Biggs’ Model of Constructive Alignment (Biggs, 2003) and scoured the Victorian Curriculum for intended learning outcomes. I created a list of content descriptions (Appendix A) that could be met through the teaching and learning of Flash with a constructive approach to technology and the classroom. These content descriptions became the list of learning goals that the unit was built around.