Muddler (Mu)
Meddler (Me)
Moodler (Mo)
2
CONTENT KNOWLEDGE
2.1
Presentation of content

Organisation Mu 2.

Organisation: Content is presented with clear boundaries. Content is structured to encourage active learning.

Organisation Me 2.

Organisation: Content is presented within appropriate structures (e.g., weeks, topics, categories) and grouped in meaningful clusters. Links to other units and topics are provided. Structure of the content promotes some active use of higher order thinking.

Organisation Mo 2.

Organisation: Content is presented within varied structures that suit the topics in the unit. Structure of the content promotes the regular use of higher order thinking, problem solving skills and challenges students to engage with content beyond the materials provided (before, during and after the unit).

Structure Mu 2.

Structure: Content is organised by week or topic using "Labels". Main headings are based on weekly dates or topics.

Structure Me 2.

Structure: Content is organised by week or topic using "Labels" with main headings based on weekly dates or topics. Some subheadings are provided which provide structure to how content is accessed.

Structure Mo 2.

Structure: Content is organised by week, topic, task or another relevant format using "Labels". Multiple heading levels are used. Links between sections of the content are provided.

Sequence Mu 2.

Sequence: Expectations regarding how students work through the materials are clear.

Sequence Me 2.

Sequence: Expectations regarding how students work through the materials are clear. Some alternative learning pathways are provided.

Sequence Mo 2.

Sequence: Both linear and non-linear learning pathways are integrated into the unit where appropriate. Students are informed about how to select appropriate learning sequences. Diverse student needs are catered for.

Teacher as learner Mu 2.

Teacher as learner: Teacher encourages students to ask questions about and give feedback to the teacher about the content presented.

Teacher as learner Me 2.

Teacher as learner: Teacher provides regular opportunities for students to ask questions about and give feedback to the teacher about the content presented. Teacher models learning processes.

Teacher as learner Mo 2.

Teacher as learner: Teacher facilitates regular conversations with students to gain feedback about their engagement with the content. Teacher models lifelong learning by regularly reflecting on own professional learning.

Metacognition Mu 1.

Metacognition: Students are encouraged to reflect on how they engage with the unit content.

Metacognition Me 1.

Metacognition: Students are provided specific guidance on how to reflect on and monitor how they engage with the unit content.

Metacognition Mo 1.

Metacognition: Students are guided through the process of reflecting on and monitoring their own learning processes. Metacognitive processes are modelled by the teacher in conjunction with the unit content.