Term Planner

Enter your curriculum outcomes and get your entire term planned for you — week by week, lesson by lesson. Works by KLA or as a transdisciplinary unit. Differentiated, research-backed, with pre and post assessment built in. Every outcome tracked. No separate documents.

Aligned to NSW VIC QLD WA SA TAS ACT NT AC v9 KLA & Transdisciplinary
👤 Who is in the room this term?
📚 Curriculum and Term Structure
Transdisciplinary means the learning is organised around a real-world question or big idea — not around subject areas. Maths, English, Science and HSIE content is learned through and because of the inquiry, rather than separately. Students don't do "Maths" then "English" then "Science" — they investigate the question and draw on all disciplines as needed.

Example: A term built around "How do patterns in nature, number and language shape our world?" would include multiplication patterns (Maths), natural pattern investigation (Science), pattern poetry (English) and geographical patterns (HSIE) — all connected by the same driving question.

Compared to cross-curricular: Cross-curricular links multiple KLAs but each stays recognisably separate. Transdisciplinary dissolves those boundaries — the inquiry is the organising structure, not the subjects.

If you prefer a single-KLA plan, just type one subject (e.g. Mathematics) and leave the rest blank.
📊 Assessment approach

Select your preferred assessment methods. None of these are worksheet-based.

🌿 Wellbeing and innovation focus
⭐ The Inner Sanctum remembers
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Outcome tracking across the year

Every outcome addressed across every lesson and term plan is recorded automatically. No separate documents.

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Full lesson and unit history

Every lesson and term plan you have ever generated is saved and searchable, with notes and amendments.

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Assessment record keeping

Pre and post assessment results, observations and portfolio notes stored alongside the lessons they belong to.

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Unlimited amendments

Regenerate any individual lesson within the term, adjust the plan mid-term, and track what changed and why.

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Your term plan will appear here

Fill in your class profile, outcomes and term structure on the left. Choose a single KLA or go transdisciplinary — the planner builds your complete term sequence: connected, differentiated lessons with assessment woven throughout and every outcome tracked.

📅 Sample Output — this is what you get with Inner Sanctum
Year 4 · Term 3 · 10 Weeks · Transdisciplinary · 28 students

Patterns in Our World

Driving question: How do patterns in nature, number and language shape the way we understand our world?
MA2-MR-01 EN2-CWT-02 ST2-4LW-S GE2-2
Pre-Assessment

Pattern Provocation Stations

Students rotate through 4 stations: a Fibonacci spiral in nature images, a number sequence puzzle, a poem with a repeating structure, and a map with recurring geographical features. They record what they notice and what they wonder. Teacher observes and notes prior knowledge, vocabulary, and curiosity points. No grades — pure diagnostic.

Week by week
1
What is a pattern? Noticing and naming
Hook & provocation · 5 lessons · MA2-MR-01, ST2-4LW-S
Lessons: Pattern walk around school grounds (observation journals) → Identifying patterns in Aboriginal art and mathematics → Fibonacci in nature (sunflowers, shells, pinecones) → Writing a pattern poem → Sharing and comparing: what counts as a pattern?
Differentiation: Extension: research mathematical patterns in architecture. Support: visual anchor charts with pattern examples across KLAs.
2
Number patterns — sequences, rules and algebra thinking
Deep dive: Mathematics · 5 lessons · MA2-MR-01, MA2-AR-01
3
Language patterns — text structures and grammar
Deep dive: English · 5 lessons · EN2-CWT-02, EN2-RECOM-01

🔒 Your real term plan — built around your actual class, your exact outcomes, and your term structure. 10 weeks of connected, differentiated lessons with assessment woven in and every outcome tracked.

Unlock with Inner Sanctum — $12/month →
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Designing your term sequence…

Reading who is in the room this term

Week by week
Outcomes addressed this term

Your work, saved and tracked in The Inner Sanctum

As an Inner Sanctum member, everything you generate here is saved, searchable and yours to return to. Across reporting periods, across terms, across the year.

🔒 Saved history

Every lesson, term plan, support plan and report comment saved and searchable, forever.

🔒 Report comment records

Tracks which comments were used for which student so you never repeat yourself across reporting periods.

🔒 Year-long outcome tracker

Every outcome you have addressed across all terms and lessons, tracked without a single spreadsheet.

🔒 Research digest emails

Fortnightly: the most current research in innovative education, written for practitioners.

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🔒 Amendment history

Regenerate individual weeks mid-term. The original and amended versions are both saved.

🔒 Assessment portfolio

Pre and post assessment records, observations and portfolio notes stored with each unit.

🔒 Export to any format

Export your term plan as a Word document, PDF, or curriculum mapping spreadsheet.

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The following evidence-based frameworks are woven into the structure and design of this term plan. Each can be cited in planning documentation, curriculum mapping, or professional conversations with colleagues and leaders.

Understanding by Design (UbD)
Wiggins, G. & McTighe, J. (2005). ASCD
Backward design — assessment tasks and success criteria are established before teaching sequences, ensuring alignment throughout the term.
Assessment for Learning
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree
Formative assessment checkpoints are built into each week so teaching responds to evidence of learning throughout the term, not only at the end.
Low Floor, Wide Walls, High Ceiling
Boaler, J. (2016) — YouCubed, Stanford University
Lesson and task structures ensure all learners can access content at their level, with genuine challenge available for those who are ready without a separate programme.
Universal Design for Learning (UDL)
CAST — Rose, D. & Meyer, A. (2002)
Multiple means of representation, engagement, and expression are embedded so adjustments for diverse learners are built into the curriculum design, not added after.
Trauma-Informed Practice
van der Kolk, B. (2014). The Body Keeps the Score
Wellbeing, predictability, and relational safety are embedded in how the term is sequenced — predictable structures reduce anxiety and support learning readiness across the whole class.
Visible Learning
Hattie, J. (2009). Visible Learning. Routledge
High-effect-size strategies — explicit success criteria, feedback cycles, and spaced practice — are incorporated into the weekly sequence across the term.
Culturally Responsive Teaching
Gay, G. (2018). Culturally Responsive Teaching. Teachers College Press
Context, identity, and community are positioned as curriculum assets. Where specified, the term draws on students' lived experience as a source of knowledge rather than background noise.
Self-Determination Theory
Deci, E.L. & Ryan, R.M. (1985). Springer
Learner autonomy and intrinsic motivation are supported through task choice, student-directed inquiry phases, and opportunities for genuine voice across the term.
Build a Single Lesson
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