Reading the unit plans:

The units were developed to be short so they can be extended as required. The design workflow for the units was as follows: I started with a key concept/theme that I wanted to develop, then imagined the assessments I could use to see the students building to this central concept. I then tried to write generalisations (sometimes called related concepts) as bridges between the key concept and assesssments where needed. The formative assessments were the backward planned to develop the student self-assessment rubrics (the only form of learning outcomes I use). The 'Assessment and Skills' section guides my teaching and I use it as a rough timeline.