The learning intentions of the unit plan were first developed in conjunction with Wiggins and McTighe’s (2005, as cited in Churchill et al., 2021, p. 238) backward design approach. Using this outline, the objectives, outcomes, and final product for the unit were first established to determine the forms of assessment and learning experiences that could be implemented. To develop the structure of each lesson, Bloom's Taxonomy (as cited in Churchill et al., 2021, p.286) framing of “understanding, applying, analysing, evaluating, and creating” was utilised to inspire the gradual learning process and scaffold knowledge production.

Through lessons 1 and 2, students are introduced to the concept of capturing ‘moments’, how compositional elements can be used to enhance photography, and the techniques and processes of manual photography. in lessons 2 and 3 students are encouraged to apply their understandings and explore the functions of manual shooting, evaluating their learnings to then determine a creative direction for a final work. Lastly, students will use all their new knowledge developed in the unit to create a final product and reflect upon it in lesson 4. 

With its own individual objectives, success criteria, and assessment opportunities, each lesson highlights the importance of the progression indicators and the potential for differentiation throughout each task. The purpose of the unit is outlined at the start of the plan so teachers can revisit the over-arching objectives, and developed sequentially, the plan can be easily followed and resourced from top to bottom. I believe that scaffolded learning is an effective way to engage students over an extended period and can intrinsically motivate self-directed learning.

The time frames of each lesson action are clearly outlined with headings that summarise what this time should be used for. Whether it be for introducing a new area of content, outlining a new task, or having designated time for group discussion, each lesson has been structured with an introductory time frame that will be valuable for teachers to interact with students and connect with them and their learning progress. Furthermore, each lesson has at least 1 larger block of time for a task or exploration so that students can demonstrate autonomy and respond/make with more freedom. I believe that these larger periods without instruction give students the time to think and approach task requirements with intent, and are more likely to encourage self-driven and independently constructed outcomes.