G Cooney Edfd454 Assessment 2

EDFD454:
Curriculum Literacies G.Cooney S00153568
Assessment 2: New Media Literacies

Original unit of work
The original unit of work was devised as a six week, year ten, history unit dealing
specifically with the depth study of World War II [see appendix 1 for complete
document]. The unit was developed using the relevant curriculum and was
founded in the theories of concept based learning through the use of historical
thinking concepts (Seixas & Morton, 2013) and understanding by design (Wiggins
& McTighe, 2012). Imperative to this unit was the promotion of critical thinking
in regards to both primary and secondary sources throughout history. This ideal
of critical thinking was met by exploring the concept of war through a multitude
of historical thinking concepts, notably, historical significance; historical
perspective and primary sources (Seixas & Morton, 2013). The development of
the unit through the cohesion of concept based learning and understanding by
design allows for a greater nexus between content and assessment while
building the relevant literacy skills students need to be able to apply their
learning in the real world. While this unit deals heavily with historical skills and
concepts throughout its literacy, it also has multimodal elements. However, the
multimodal elements are passively included, with students analysing multimodal
propaganda, for the first part of the summative assessment, in the intention that
they would then use the analytical skills to inform their selection of relevant
research for the second part of the summative, the research paper.
With the assessments in mind, one can see how there is scope for greater
inclusion of multiliteracies and new media literacies that get student actively
participating in their learning.
EDFD454: Curriculum Literacies G.Cooney S00153568
Improvement through new media literacies

Digital and new media literacies refers to the concept of multiliteracies, in which
digital and multimodal texts are cohesively intertwined within the pedagogy and
content of a unit in order to make create a greater cohesion between
engagement, meaning making and critical understanding of texts, effectively
developing the skills needed to actively participate in society (Quality Teacher
Program, 2002; Walsh, 2011; Burn, 2013; Healy, 2000). The original unit plan has
a heavy focus on content and concepts through passive learning, with students
only creating their final paper through autonomous means, the other summative
task is presented to the students, with no student input in regards to the
creation or selection of material. While this section of the unit does involve
multimodality, it is only through passive means, with students viewing
multimodal texts, not creating them. The original unit of work lacked explicit
links to multimodality and multiliteracies, there was little to no connection to
student lives and previous knowledge, they were not taught the tools to
challenge and critique what they analyse, rather just how to apply someone
elses thought (Mills & Levido, 2011; Derewianka & Jones, 2013; Knobel & Healy,
1998). Nor were they explicitly taught conventions of the text they were
expected to analyse or helped to create their piece (Mills & Levido, 2011;
Ludwig, 2003; Derewianka & Jones, 2013). This is something the revised tasks
will rectify through incorporating the needs of the curriculum with explicit
scaffolding and implementation of Mills and Levidos (2011) iPed Approach1 and
other models such as the Teaching and Learning Cycle2 and Luke and Freebodys

1
iPed is based upon tasks being formed around Linking new knowledge to
previous knowledge and student experience, Challenging new information
through critical literacies, Co-creating texts and responses with students to
promote collaborative learning and joint construction and sharing the final
product with the community
2
Teaching and Learning cycle encompasses the notions of building the field
upon prior knowledge, deconstruction of codes and convetions of the mode,
joint construction of the text or response to the text and individual
construction of the text of response by students
Four Resources Model3 in conjunction with other literacies, such as visual image
literacies, to scaffold student learning in the creation of these multimodal texts
(Ludwig, 2003; Derewianka & Jones, 2013; Quality Teacher Program, 2002).
Instead of being given primary sources to analyse, students will create their own
propaganda poster using software, they will then share the product with the
class and wider community. It is then envisioned that students will use the skills
they learned in creating these texts to underpin their selection of research for
their research paper.

3
Four resources model involves breaking the codes and conventions, making
meaning through the deconstruction of the text and understanfing everything is
produced for a reason, understanding how the text is used, and being able to
analyse it
Revised unit
The unit is now 8 weeks instead of 6 to incorporate time for the new task, it also
eliminates part one of the summative assessment and a formative task on
primary sources in favour of the new tasks that are to be described below.
Key for revised unit:
-
Blue blocks are revised sections and/or new sections
Highlighted in yellow indicates what needs to change

Stage 2 Assessment Evidence
Formal Assessment task
Revised Unit
Summative:
Summative:
There will be two summative
While the second part of the
assessments in this unit, one mid
summative will not change so students
way through the unit to evaluate
are prepared for the expectations of
primary source skills, in relation to
VCE, the first part of the summative
propaganda posters and the warfare changes.

of World War II, and one at the end
of the unit to evaluate historical
Students will create a propaganda
perspective and significance.
poster based upon a current issue in
The primary source task will be
society, preferably one that effects
based upon what VanSledright and
their lives. They will use the codes and
Wineburg identify as a process for
conventions used to produce the
source analysis (VanSledright, 2004;
poster using Adobe Photoshop, or a
Wineburg, 2001). The students will
similar image editing software.
have to:
Student will need to
Identify the source,
Choose an issue
attributing it to the author (is
Research sources surrounding
it a primary or secondary
the issue to see points of view,
source? What is the
the reliability of sources etc.
relationship to event?);
Create the poster using images
Make note and regard it in
they find or drawings they
regards to its context (where
create
-
does it sit within what they

-
Share their poster with their
know about WWII?);
cohort and school community (a
Discover what the reading
bigger platform is preferable if
entails. (How is this reading
it is allowed by the school)

Students will be assessed upon their
positioning its readership?
What are its motives? Does it ability to choose an issue and a stance
achieve this? What is the
on that issue, apply relevant codes and
perspective given?) and;
conventions in their production and
Inspect the reliability of the
their links to the historical WWII
source. (Is the author
propaganda posters viewed (i.e. large
reliable? Do the details
texts, imposing images etc.)
confirm or deny the
conventional narrative?)
For this source analysis students will
be assessed upon their ability to
incorporate these ideas and steps
into their responses. They will need
to show understanding of the big
ideas that underpin this unit.

Stage 3 Learning Plan

Week
Task
New Task
No Changes
Lessons 1-4
2
Lesson 5-8
Weekly Focus - Course taken in Europe:
Students will be introduced to
Lesson 8 task:
primary sources to see what they
This task builds upon student understanding of the European war through
already know and what they still
looking at different propaganda posters (see appendix 1, 2 & 3). Students
need to know as a way of building
will be moved into groups of four and be given a range of posters that differ
knowledge of the field
in origin. It is then the task of the students to analyse these using the steps
They will then have to view a
provided in the assessment section (VanSledright 2004, Wineburg, 2001).
propaganda poster and document
Students will need to focus upon persuasive techniques and position
what they can see as a way to test
presented in conjunction with the source analysis steps to effectively
their knowledge of conventions of
complete this task.
visual images, ideas will then be
Resources: Propaganda Posters: See Appendices 1, 2 & 3.
brainstormed as a class.
Google Docs Access
This will be used as the basis for

scaffolding the next weeks so as to
not reiterate something they
already know
(Derewianka & Jones, 2013, Quality
Teacher Program, 2002)
New Week 3
Lesson 9-12
Weekly Focus: History through propaganda

Task 1:
-
Brainstorm with class the idea of propaganda, see what they already know and understand about it
Link propaganda to modern times, does it exist? If so how? Where?
Look at an example of WWII propaganda and briefly get students to share what they think it presents (not
looking for detailed deconstruction yet)
Get students to explore, using the internet, to find an example of modern propaganda (link)
o Will need to explicitly outline the sources expected, that they need to be media advertisements that
were shared nationally/globally
From their findings, ask them how the medium of propaganda may have changed since WWII posters, are
there new platforms being used? New inclusions or exclusions from the WWII example used earlier in class?
(four resources model - code breaker, text user)
Pick one example of propaganda discovered by students and try to decipher the message behind it. Get
them to challenge and critique the text. Where was the text found? Is it trying to position the viewer in any
way? Is it a reliable representation? What does it include/omit? Whats its message? (joint construction/cocreate/challenge)
o Begin to introduce them to the grammar of visual images
Students will then do the same with the original WWII propaganda example by themselves being directed
by the teacher when needed (independent construction/co-create)
(Mills & Levido, 2011; Ludwig, 2003; Derewianka & Jones, 2013; Quality Teacher Program, 2002)
Task 2:
-
Now that students have an understanding on how propaganda positions people to see a certain point of
view, they will begin to learn the conventions and codes of print propaganda to be able to effectively
deconstruct the text (code breaker 4 resources model)
Students will be presented with two opposing WWII propaganda posters, they will need to identify the
similarities and differences
Once this is done as a class they will go over the images, using the grammar of visual images and using
other techniques such as angles, perspective and other photographic and filmic techniques that can be
adapted to help them analyse visual images (code breaker 4 resources model, grammar of visual images,
joint construction)
Instead of being given a document that outlines the different things to look for and codes and conventions,
students will first work together with the teacher to create their own and then the teacher will fill in the
gaps on the missing information (joint construction, code breaker)
Now that the students can effectively deconstruct and critically use propaganda, they will need to develop
their ability to make meaning through the codes and conventions, something further developed from
previous lessons where they were asked about the message of the texts (meaning maker four resources
model)
(Ludwig, 2003; Derewianka & Jones, 2013; Quality Teacher Program, 2002)
Task 3
-
As students will be required to apply their skills to create their own propaganda poster in the next lessons,
this lesson will focus on how to use the platform they will be using to create their texts, Adobe Photoshop
(if school doesnt have Photoshop then a similar software will suffice)
Teacher will see which students know how to use it and who doesnt, will create pairs or groups where at
least one member has experience with the software. Since they will need to create propaganda on a
current issue in society, for this task they will co-create an advertisement for an upcoming school event that
they are involved in, for example athletics carnival
Teacher will then go through the features of Photoshop and how to use it with students while they all
create the poster on their devices (deconstruction, code breaker, co-create, joint construction)
Once the basis is done, students may add to their version of the poster and familiarize themselves with the
software (co-create, independent construction)
Students will be asked to come up with an issue in present society, preferably one that effects them, for
homework as this will be the basis for their individual product
(Mills & Levido, 2011; Ludwig, 2003; Derewianka & Jones, 2013)
Task 4 (and into the next week)

-
This task will require students to apply their new skills. Students will be able to create their own
propaganda poster using Adobe Photoshop, or a similar software. Using this, students will be able to use
the internet to find images or change other propaganda posters to have new meaning. They will need to set
their poster in the 21st century, dealing with a present issue of their choice. They will need to use their
understanding of codes and conventions to create new meaning on a current issue.
10
Teacher will go over the skills and features looked at in the previous lesson and allow for further practice if
needed
Students will then begin to source their own information and create their piece (challenge, text user,
meaning maker, independent construction, co-create)
Students will be given 3 hours in total to complete this (one hour this week and two next)
Once this task is complete students are to share their work on the school website so that the community
can engage with their work (share)
(Mills & Levido, 2011; Ludwig, 2003; Derewianka & Jones, 2013)
New Week 4
Weekly Focus: Weekly Focus: History through propaganda
Lesson 13-16
Task 4 continues
Task 5
-
In order to comply with the skills required in the curriculum students will now begin learn how to analyse
primary sources using the WIneburg model from the original unit. Explicit scaffolding will ensue with joint
construction helping them to understand what is needed
They will analyse a peers poster using the framework in order to strengthen their analytical skills and be
ready for analysing actual primary sources in the next week
(Derewianka & Jones, 2013; Wineburg, 2001)
11
3
Lesson 9-12
Now becomes
week 5
Lesson 17-20
Weekly Focus - Course taken in the Pacific War:
Now that students have a greater
Lesson 12 task:
understanding of how propaganda
This task is similar to the one above and builds upon students primary
is constructed they will analyse a
source skills. However this task will look specifically at indigenous
primary source image using
involvement in the war and the reasons they were sent home from combat.
Wineburgs framework, rather than
Students will need to analyse a document from the pack (see appendix 4)
the written documents in the
and evaluate its position and merits using the adapted process mentioned in original task, as they havent been
the assessment section. Students will need to effectively follow this process
taught the conventions of written
to satisfactorily complete the task.
sources. Students will then share
Students will then post their analysis to Google docs so that it is accessible
their analysis with the class to
by all students. Promoting collaborative learning.
promote collaborative learning
Resources: Historical Documents: See Appendix 4
(Wineburg, 2001)
Google Docs Access

Old week 4 now
No Changes
becomes week 6
Old week 5 now
No Changes
becomes week 7
12
Old week 6 now
No Changes
becomes week 8
13
Justification
The new revised unit still maintains the original learning outcomes and
assessment requirements as outlined in the curriculum, however with the
inclusion of multiliteracies through exploration of multimodality the unit now
promotes a more holistic learning experience, taking advantage of the digital
nature of students (Walsh, 2011). In revising the first summative through using
the iPed approach students are able to actively participate in their learning and
understand how history relates to modern society and their own life, through
explicitly teaching historical skills (Mills & Levido, 2011). Through the inclusion of
the teaching and learning cycle and the four resources model, coupled with the
relevant aspects of the iPed approach, students are able to attain the relevant
skills needed to not only deconstruct and understand the texts they are
presented with in class but also the texts within wider society, with the skills
being taught throughout these approaches and models having real life
applications (Mills & Levido, 2011; Ludwig, 2003; Derewianka & Jones, 2013).
The new unit allows students to create their learning, instead of passively
receiving it, they are able work together, teach each other and share with their
peers. The inclusion of these models and approaches significantly improve the
application of history in the classroom.
14
Reference List
Burn, A. (2013). The kineikonic mode: Towards a multimodal approach to moving
image media. Retrieved from
http://eprints.ncrm.ac.uk/3085/1/KINEIKONIC_MODE.pdf.
Derewianka, B., & Jones, P. (2013). Teaching Language in Context. South
Melbourne, VIC: Oxford University Press.
Healy, A. (2000). Visual Literacy: Reading and the Contemporary Text
Environment. In Campbell, R., & Green, D, Literacies and Learners:
Current Perspectives (pp155-172). Australia: Pearson Education.
Knobel, M., & Healy, A. (1998). Critical Literacies: An Introduction. In Knobel, M.,
& Healy, A, Critical Literacies in the Primary Classroom (pp1-12). Australia:
Primary Education Teaching Association.
Ludwig, C. (2003). Making Sense of Literacy. Retrieved from
https://www.alea.edu.au/documents/item/53.
Mills, K.A., & Levido, A. (2011). iPed: Pedagogy for Digital Text Production. The
Reading Teacher, 65(1), 80-91.
Quality Teacher Program. (2002). An introduction to the grammar of visual
design. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/assets/
pdf/grammar.pdf
Seixas, P. & Morton, T. (2013). The Big Six: Historical Thinking Concepts. Toronto,
Canada: Nelson Education.
Walsh, M. (2011). Multimodal Literacy: Researching Classroom Practice.
Australia: Primary English Teaching Association.
Wiggins, G., & McTighe, J. (2012). Understanding by Design Framework.
Retrieved from
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper
0312.pdf.
Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the
Future of Teacher the Past. Philadelphia: Temple University Press
15
Appendices

Appendix 1: Original unit of work.
Year Level: 10
Depth Study: WWII
Duration: 6 Weeks (24 lessons or equivalent)
Stage 1 Desired Results
Established Goal(s)/Content Standard(s):
World War II
-
An overview of the causes and course of World War II (ACDSEH024)
An examination of significant events of World War II, including the Holocaust and use
of the atomic bomb (ACDSEH107)
The experiences of Australians during World War II (such as Prisoners of War (POWs),
the Battle of Britain, Kokoda, the Fall of Singapore) (ACDSEH108)
The impact of World War II, with a particular emphasis on the Australian home front,
including the changing roles of women and use of wartime government controls
(conscription, manpower controls, rationing and censorship) (ACDSEH109)
The significance of World War II to Australias international relationships in the

twentieth century, with particular reference to the United Nations, Britain, the USA
and Asia (ACDSEH110)
Historical Skills
-
Use historical terms and concepts (ACHHS183)
Identify and locate relevant sources, using ICT and other methods (ACHHS186)
Identify the origin, purpose and context of primary and secondary sources
(ACHHS187)
Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)
Identify and analyse the perspectives of people from the past (ACHHS190)
Identify and analyse different historical interpretations (including their own)

(ACHHS191)
Develop texts, particularly descriptions and discussions that use evidence from a
range of sources that are referenced (ACHHS192)
Select and use a range of communication forms (oral, graphic, written) and digital
technologies (ACHHS193)

Understanding (s) or Big ideas
Essential Question(s):
16
Students will understand:

-
How propaganda influences
change during the twentieth
perspectives
century? (VCAA, 2015)
The causes and subsequent
What were the consequences of
consequences of World War II
World War II? How did these
How primary source analysis gives
consequences shape the modern
insight into the past
world? (VCAA, 2015)
How perspectives on ethical issues
How was Australian Society affected
change over time
by other significant global events and
The significance of World War II in
changes during this period? (VCAA,
the creation of the modern world
2015)
How World War II gave rise to new
The similarities and differences in
What factors contribute to people

turning a blind eye to a wrongdoing?
conflict between World War I and

World War II
How can a society allow a

dictatorship to take hold?
opportunities
-
How did the nature of global conflict
What causes such a world-altering

event?
How does a society continue to

function in a time of conflict?
How does a government maintain

control over its people?
How does global conflict change

society?
How can opinion on events change

over time?
In what ways has conflict evolved?
Student Outcomes:
Students will be able to:
-
Use primary and secondary sources to inform decision and aid in the creation of
discussion and debate;
Demonstrate an understanding of how life changed due to the emergence of the

Second World War;
Interpret how the nature of global conflict changed;
Draw upon ideas of change and continuity and cause and consequence in discovering
17
historical perspective and significance;

-
Analyse different perspectives, both primary and secondary, and evaluate their
reliability and usefulness;
Create historical discourse presenting individual ideas on the significance of World

War II and;
Evaluate how social discourse on ethical issues changes over time.

Stage 2 Assessment Evidence
Formal Assessment task
Other Evidence (Informal assessment)
Formative:
Other evidence for this unit will be in the form
There will be a range of formative
of draft pieces, a checklist for the end of unit
assessments throughout this unit. There will summative and little informal formative
be a pretest at the beginning of the unit to
assessments placed throughout the unit.
discover what students already know so
Students will be required to answer questions
that the teacher may build the field based
or produce one interesting idea of piece of
on their prior knowledge. There will also be
evidence they found order to be excused at the
a range of jigsaw activities designed so that
end of the lesson (exit pass) and produce one
students will look at issues from differing
interesting idea of piece of evidence they found
countries viewpoints and create a
from the lesson. They will also have a checklist
presentation based upon their discoveries
and be required to submit drafts for the end of
(Facing History and Ourselves, 2015). These
unit summative assessment. In addition to this
tasks will be the basis for a classroom work
students will have to write a weekly reflection
mark for the purpose of reporting and
that will be looked at by the teacher to ensure
making sure students understand the
students are progressing at an acceptable rate.
progression of the unit.
All of these tasks are included to ensure that
Summative:
students do not fall behind and that any issues
There will be two summative assessments in are dealt with as quickly as possible.
this unit, one mid way through the unit to
evaluate primary source skills, in relation to
propaganda posters and the warfare of

World War II, and one at the end of the unit
to evaluate historical perspective and
significance.
The primary source task will be based upon
what VanSledright and Wineburg identify as
a process for source analysis (VanSledright,
18
2004; Wineburg, 2001). The students will

have to:
-
Identify the source, attributing it to

the author (is it a primary or
secondary source? What is the
relationship to event?);
Make note and regard it in regards

to its context (where does it sit
within what they know about
WWII?);
Discover what the reading entails.

(How is this reading positioning its
readership? What are its motives?
Does it achieve this? What is the
perspective given?) and;
Inspect the reliability of the source.

(Is the author reliable? Do the
details confirm or deny the
conventional narrative?)
For this source analysis students will be

assessed upon their ability to incorporate
these ideas and steps into their responses.
They will need to show understanding of
the big ideas that underpin this unit.
In regards to the end of unit summative
assessment this will take the form of a
research essay. Students will be asked to
investigate an area of WWII (of their choice
to be approved by the teacher). Students
will then use the resources they have been
given throughout the unit as well as
personal research to develop an argument,
an example argument topic may be The
evolution of artillery in WWII changed the
nature of warfare as society knew it.
19
Discuss. This is to prepare them for

historiographical essays in VCE. Students
will have workshops on identifying historical
perspective and using this to develop their
own ideas. The essay may include pictures
and as long as it adheres to historical essay
structure they may play around with the
formatting of the piece. Students will be
assessed on their conceptual understanding
and ability to use both primary and
secondary sources to create a cohesive
argument.

20
Stage 3 Learning Plan

Week
1
Lesson
1-4
Essential question/s
What causes such a
Cause and
Task
Weekly Focus - Causes of WWII:
Resources
Padlet
Assessment
Lesson: Exit Pass
world-altering event? Consequence,
Lesson 2 task:
The exit pass
How can a society
Historical
This class will look at differing perspectives on the
endeavors to
allow a dictatorship
Perspective
causes of WWII. Building upon the knowledge
formatively assess
acquired in the previous lesson, students will
student understanding
each be given a differing perspective on the cause
through their response
of WWII. Students will then be asked to
to the task given.
investigate this cause, looking at the five Ws.
Through also requiring
Students will also need to create and inquiry
the padlet post to be
question that will endeavor to investigate how
completed it allows the
this cause arose and what consequences it may
teacher after class to
lead to.
also look upon student
Students will post their findings on a padlet page,
learning in a
which students will then need to screenshot for
collaboratively way.
their own notes. Through doing this students
have access to all the information rather than just
the perspective they investigated.
A discussion will follow after this where students
must prove their investigation is on the padlet
page and also provide an interesting fact or idea
to take hold?
Concepts
21
learnt in order to leave. In other words and exit
Pre-test in first lesson
pass will be used.

2
Lesson
5-8
How did the nature
Continuity and
Weekly Focus - Course taken in Europe:
Propaganda Posters:
Lesson: Primary Source
of global conflict
Change &
Lesson 8 task:
See Appendices 1, 2 &
Analysis
change during the
Primary
This task builds upon student understanding of
3.
This task will build
twentieth century?
Sources &
the European war through looking at different
Google Docs Access
upon primary source
(VCAA, 2015)
Historical
propaganda posters (see appendix 1, 2 & 3).
skills, endeavoring to
How does a society
Significance
Students will be moved into groups of four and
build student
continue to function
be given a range of posters that differ in origin. It
knowledge on the idea
in a time of conflict?
is then the task of the students to analyse these
that any historical
How does a
using the steps provided in the assessment
document is
government maintain
section (VanSledright 2004, Wineburg, 2001).
contestable
control over its
Students will need to focus upon persuasive
people?
techniques and position presented in conjunction

with the source analysis steps to effectively
complete this task.
3
Lesson
9-12
How did the nature
Continuity and
Weekly Focus - Course taken in the Pacific War:
Historical Documents:
Primary Source
of global conflict
Change &
Lesson 12 task:
See Appendix 4
Analysis
change during the
Primary
This task is similar to the one above and builds
Google Docs Access
This task will build
twentieth century?
Sources &
upon students primary source skills. However this
upon primary source
(VCAA, 2015)
Historical
task will look specifically at indigenous
skills, endeavoring to
How does a society
Significance
involvement in the war and the reasons they
build student
were sent home from combat. Students will need
knowledge on the idea
continue to function
22
in a time of conflict?
to analyse a document from the pack (see
that any historical
appendix 4) and evaluate its position and merits
document is
using the adapted process mentioned in the
contestable
assessment section. Students will need to

effectively follow this process to satisfactorily
complete the task.
Students will then post their analysis to Google
docs so that it is accessible by all students.
Promoting collaborative learning.
4
How can opinion on
Ethical
Weekly Focus - Significant individuals and
Jigsaw
Lesson
events change over
Dimension
events:
The response created
13-16
time?
Lesson 15 task:
from the jigsaw
What factors
This task is underpinned by the evolution of
provides the basis for
contribute to people
ethical thinking. For this task students will be split
the formative
turning a blind eye to
into different country groups and will be asked to
assessment.
a wrongdoing?
look at the events of the holocaust thinking like
How does a
the country they have been given. Both allied and
government maintain
axis powers will be a part of this task. A jigsaw
control over its
will then take place and students will need to
people?
attempt to persuade the rest of their group to

their countrys viewpoint. At the end of the
lesson students will need to create a response
based upon the views heard and evaluate how
23
ethical thinking has progressed, to their own

understanding, throughout history.
Students will then post their analysis to Google
docs so that it is accessible by all students.
Promoting collaborative learning.
5
What were the
Historical
Weekly Focus - The End of the War and the
Lesson
consequences of
Perspectives &
Aftermath:
17-20
World War II? How
Cause and
Lesson 20 task:
did these
Consequence
Students will be split into groups of four and will
consequences shape
& Continuity
need to come up with a presentation looking at
the modern world?
and Change &
the aftermath of WWII. Students will be asked to
(VCAA, 2015)
Historical
identify what they deemed as significant
How does global
Significance
consequences and pose insight into what this
conflict change
meant for the evolution of society. Students will
society?
need to consider historical perspective,
significance and the ideas of cause and

consequence and change and continuity in their
answer. Their presentation can take any form
they wish, however if it is not ICT based they will
need to take a photo and link it to google docs so
that the other students can have access to it.
6
How was Australian
Historical
Weekly Focus - Influence of society:
Society affected by
Significance
Lesson 21 task:
24
Lesson
other significant
This task works to build upon the students ability
End of unit summative
20-24
global events and
to use historical sources to frame an argument.
due end of this week
changes during this
For this task students will have to evaluate the
period? (VCAA, 2015)
sources they obtained in the lesson before and
How does global
create a response on how they would use them.
conflict change
As each student has a different research area this
society?
task does not promote collaborative learning,
In what ways has
rather it focuses solely on the students ability as
conflict evolved?
an individual, allowing the teacher to look at how

they are travelling without the possibility of
collusion.
25

G Cooney Edfd454 Assessment 2

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EDFD454:

Curriculum Literacies G.Cooney S00153568

Assessment 2: New Media Literacies

EDFD454: Curriculum Literacies G.Cooney S00153568

Improvement through new media literacies

EDFD454: Curriculum Literacies G.Cooney S00153568

EDFD454: Curriculum Literacies G.Cooney S00153568

Blue blocks are revised sections and/or new sections

Highlighted in yellow indicates what needs to change

Formal Assessment task

There will be two summative

While the second part of the

assessments in this unit, one mid

summative will not change so students

way through the unit to evaluate

are prepared for the expectations of

primary source skills, in relation to

VCE, the first part of the summative

propaganda posters and the warfare changes.

of the unit to evaluate historical

Students will create a propaganda

perspective and significance.

poster based upon a current issue in

The primary source task will be

society, preferably one that effects

based upon what VanSledright and

their lives. They will use the codes and

Wineburg identify as a process for

conventions used to produce the

source analysis (VanSledright, 2004;

poster using Adobe Photoshop, or a

Wineburg, 2001). The students will

similar image editing software.

Student will need to

Identify the source,

attributing it to the author (is

Research sources surrounding

the issue to see points of view,

source? What is the

the reliability of sources etc.

Create the poster using images

EDFD454: Curriculum Literacies G.Cooney S00153568

Make note and regard it in

they find or drawings they

regards to its context (where

does it sit within what they

Share their poster with their

know about WWII?);

cohort and school community (a

Discover what the reading

bigger platform is preferable if

entails. (How is this reading

it is allowed by the school)

positioning its readership?

achieve this? What is the

on that issue, apply relevant codes and

perspective given?) and;

conventions in their production and

Inspect the reliability of the

their links to the historical WWII

source. (Is the author

propaganda posters viewed (i.e. large