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Duration: Term 2
Literacy
Numeracy
ICT
Ethical Behaviour
Personal
and Social
Intercultural
Understandi
ng
Asia and
Aboriginal
and
TSI Australias
Histories and Culture
Engagement
with Asia
Humanities and Social Science Content Descriptors
The connections of people in Australia to other places
in Australia, the countries of the Asia region, and across
the world (ACHGK012)
The influence of purpose, distance and accessibility on
the frequency with which people visit places
(ACHGK013)
Pose geographical questions
unfamiliar places (ACHGS013)
about
familiar
and
Sustainabilit
y
Year Level
Achieveme
nt
Standards
people and places, and they identify the factors that influence peoples
Mathematics
Collect, check and classify data (ACMSP049)
information about the past, and those that have significance today. They
peoples lives.
Students will learn how to collect data of places that students in the
class have visited and how to represent that data into a bar graph to
demonstrate how people are connected to others, how places are
important to others in regards to location, accessibility, distance.
The connection that Australian has with not only the Asian region but
also the rest of the world through, travel, culture and services and
environment.
LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......
Associate how people living in Australia can be connected to other parts of Australia or countries across the world
Collect and record data of places people have been in Australia and throughout the word in the classroom
Discuss with others using images/maps
Pose questions and research answers of unfamiliar places
Create a pamphlet by the end of the unit of work that focuses on the students connection to another country in the world that entices
someone to take a holiday there.
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Assessment Criteria: Derived from Achievement Standard or Content Descriptions and Skills or Scope and Sequence
Summative Assessment
Students pamphlet which is their summative assessment for this unit of work is marked using the rubric in Appendix 8. The marking rubric will focus on the
students understanding of the task, what information they provided to a person wanting to travel to the destination, their sentence structure which includes
capital letters, correct punctuation, correctly spelt words and also what visual aids they used to entice a person to visiting the country theyre connected too.
Assessment recording template: (what will be recorded and in what format?)
The educator will write notes on students participation whilst undertaking the unit of work. These notes will establish if students are engaging, discussing
and question the research they read and using their information to gain a deeper understanding that they can use to discuss with others, and also the
knowledge they write down on their brainstorm.
Students will also be marked upon if they have referenced the World map correctly using the correct spelling for countries as well as their placement.
The summative assessment which entails students to create a pamphlet will be
Feedback: (What sort of feedback will students receive?)
Students will receive feedback throughout the units of work through the following ways:
Informal: oral feedback during the class discussions and reading units
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Formal: written feedback on their naming the countries of the world which will show corrected work and writing on students work that they did well
and what they are needed to do next time. This is also associated with the sheet of work they fill in when reading example pamphlets.
Summative: Rubric to mark their final pamphlet product which incorporates the coloured dots that are used throughout other assessments (Red for
students who havent handed in their work, Orange for students who achieved half of the overall task, Yellow for students who are only missing one
part from the rubric, Green: students have covered everything needed to achieve a pass, Blue for students who have added a little bit extra about
their country and Purple of students who have gone above and beyond their year level), as well as having written feedback that provides the
students with what they have done well in this assessment task and what they could work on next time.
Self-assessment: (How will students reect upon and self-assess their learning?)
Students will reflect upon their learning throughout the unit of work by discussion as a class and in groups about the lesson previously to refresh their
memories and also by writing a reflective piece after they have finished their final pamphlet to write about what they think they did well in this assessment
and what they might need to work on to move up on the colour scale next time. Also to speak about what colour sticker they should get with their work and
why they think they have achieved this.
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
What events will help students:
Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?
Learning Experiences
1
This lesson will commence with the educator talking about different
countries they have visited, showing students on the map where it
is and using visual aids of what each country is like.
Review a book one in each group (see resources for book list)
Ask students what they already know about other countries around
the world. Show a map of the world on the board and write down
students answers to different countries next to each country
Explain to students that his inquiry task requires students to create
a pamphlet on a place that theyre connected to in the world,
making it appealing to someone who might want to visit.
Brainstorm on what the classroom bear needs to know before going
to a different country
How will someone get around the country?
What places should someone visit?
What is the weather like?
Assessment
For/As
Learning
(Formative Assessment)
Students will be assessed by their
brainstorm on what they already know
and through their questioning section
on what they need to find out
(ACHGS013)
Resources
The Bush Jumper Book
Jamils Clever Cat Book
Dont forget to Write Book
Somewhere in Africa Book
Map of the World
SMART board
Butchers paper
Coloured pens
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Review the graph that shows where the class has visited.
Talk about how these places might have convinced you and your
family to go there.
SMARTboard Google
Earth
Photocopied map of the
World for students to fill in
Students will be assessed if they have Map of the world one for
placed the country that they are each student
connected to correctly on the world
map. See Appendix 1
9
&
10
11
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Rationale
The central focus of this inquiry is for students to gather an understanding and expand on
their current knowledge of connecting people to other places in Australian and also globally
(ACARA, 2013). The main idea is for students to locate other parts in the world, making the
connections to parts of the world that are connected to them and their family; this could be
through heritage or past holidays. During this unit of work students will develop their
knowledge using multimodal literacy, which includes books, pictures, websites and video
which directly links to the curriculum link of Collect and record geographical data and
information, for example, by observing, by interviewing, or from sources such as,
photographs, plans, satellite images, story books and films (ACHGS014) (SCSA, 2014).
Students will make a connection from their family and create a pamphlet that entices
someone to visit this place that can be connected to; the influence of purpose, distance and
accessibility on the frequency with which people visit places (ACHGK013) (SCSA, 2014).
Throughout the unit of work students will reflect on their understanding and question what
else they require to understand, which links to the content descriptor (ACHGS018) (SCSA,
2014). This unit of work can be linked to the School Curriculum and Standards Authority
under Humanities and Social Sciences for a year two students. Connecting others to
different places in the world also caters for the Achievement Standard in School Curriculum
and Standards Authority (2013) under the year two Humanities and Social Sciences as this
inquiry relates to students describing interconnections between people and places, and they
identify the factors that influences peoples connections with others in different places(p.25).
Throughout the unit of work, students will pose geographical questions about familiar and
unfamiliar places (ACHGS013) (SCSA, 2014). Alternatively, this backwards design also
relates to the content descriptor ACELT1674 (SCSA, 2014) as students construct their
pamphlet using a range of text and images to create their pamphlet using Microsoft office.
Reviewing the unit of inquiry, there is also links to Mathematic content descriptors of
ACMSP049, ACMSP050 (SCSA, 2014) as students collect data off the class and present it
in a bar graph of places that students have visited.
Backwards Design or Understanding by Design focuses on the educator designing the unit of
learning or learning experiences and curriculum to align with assessment tasks that are
designed to determine if students were able to learn and understand and achieve the desired
learning outcomes through a unit of work (Wiggings & McTighe, n.d. p. 1). When an educator
uses the Backwards Design approach, they should also consider a students interests,
current learning abilities and previous achievements (Wiggings & McTighe, n.d. p. 1). This
approach requires the educator think about the assessment at the beginning of planning a
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unit of work (Wiggings & McTighe, n.d. p. 2). The Backwards design can be classified into
three different stages: Identify Desired Results, Determine Acceptable Evidence and the final
stage of Plan Learning Experiences and Instructions (Wiggings & McTighe, n.d. p. 2). The
first stage can be broken down into three different sections that firstly focus on what do
educators want students to understand, know and be able to do. Wiggins and McTighe
(2011) explain that stage one concentrates on considering goals, examine established
content standards and review curriculum expectations (p.2). An educator needs to consider
these three areas before creating a unit of work. Subsequently, this stage requires an
educator to determine the important knowledge and skills they wish the students to master
through the unit of work to succeed at their assessment (Wiggins & McTighe, n.d., p.2). The
final part under Identifying desired results entails an educator identifying the big ideas and
knowledge that a student is require to attain from the unit of work (Wiggins & McTighe, n.d.,
p.2). An educator who incorporates all three of these areas under Identifying desired results
will determine how an educator should correctly incorporate the learning area to link with the
curriculum framework and students interests, current understanding and achievements to be
successful at school. Determine Acceptable Evidence is classified as the second stage of
backwards designs which concentrates on understanding if the student has achieved the
desired results as set out through the unit of work including all diagnostic, formative and
summative assessment task (Chatham University, n.d.). It requires the educator to review a
students work and identify if the student was able to entirely understand the content as a
whole, by the students displaying their work as evidence to display if they understood the
inquiry unit (Chatham University, n.d.). Stage 3 Plan Learning Experiences focuses on the
educator planning the learning experiences that teaches students to succeed in their
summative assessment. It also concentrations on aligning the learning tasks to be in
sequence to provide students with the best opportunity to understand the content by
engaging and effectively equipping students for the learning outcomes (Chatham University,
n.d.).
This planned unit of work in the Curriculum Area of Humanities and Social Sciences
incorporates English and Mathematics into the students unit of work. By using this
Backwards Design it supports an educator in creating clear and coherent learning objectives
that can be used throughout the whole inquiry for students to successfully understand
summative assessment which incorporates clear learning objectives throughout. Each of the
stages from the Backwards Design was integrated by planning the summative assessment
task first which links to the correct content descriptor under the Curriculum. By creating the
outcome, a student should achieve first a rich understanding of how to plan the learning
experiences and formative assessments task to clearly link to the summative assessment.
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Over the course of this unit of work, students will undertake numerous assessment tasks
from diagnostics, formative and finally their summative assessment task. During each
learning experience and educator will be able to comprehend and show evidence of where
students have developed their knowledge and areas of concerns. By developing a range of
assessment tasks through the unit of work an educator can gather evidence of a students
work to understand and provide feedback to students, parents and also to the teacher for
when it comes to reports. By using a different assessment types throughout the learning
experiences an educator can clearly review with the activities that relate to the learning
objectives that were compiled at the beginning of planning the Backwards of Design
approach. During this unit of work, the educator collects and marks formative assessment
tasks from students such as; collecting worksheets, review brainstorms, actively discussing
their knowledge, observing students interacting and researching and finally through their
summative assessment which students create a pamphlet on a place their family is
connected too. Additionally, this inquiry also integrates and aligns with each of the six
assessment principles on the School Curriculum and Standards Authority as an educator
should review these principles to improve a students learning (School Curriculum and
Standards Authority, 2014). Firstly, an educator should integrate the assessment into the
lesson planning to make sure all work activities are correlated to each other. This can be
used to construct judgment of a students progress throughout the inquiry (SCSA, 2014). As
well including students in the assessment process by supporting them to assess and
evaluate their own learning as they
(SCSA, 2014).. Creating assessment tasks that are considered to be fair by considering a
students ability, background, socio-economic and gender (SCSA, 2014). Furthermore,
design assessments to meet a specific purpose (SCSA, 2014), by creating assessment task
that determine a students current knowledge against achievement and content descriptors
from the correct year level (SCSA, 2014). Not to mention, assessment should be led by
informative reporting (SCSA, 2014), this involves the educator reporting on both summative
and formative assessment tasks by collected work samples and data throughout the learning
to provide feedback to students, parents and other teachers (SCSA, 2014). By collecting
data throughout the unit of work, an educator can collect reliable information about a
students learning abilities (SCSA, 2014). Finally the last assessment principle focuses on
school-wide evaluation processes, in which the school interprets the educators qualitative
and quantities data and standardised testing to reflect and identify educators teaching
practices (SCSA, 2014). By utilising the key principles of assessments in the backwards
design approach, an educator can collect different forms of assessment task to use to form a
reliable understanding of a students learning capabilities.
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The summative assessment task for this inquiry entails students creating a pamphlet that
relates to a place in the world that the student has a connection too. This assessment task
enables students to connect to the real world as it clearly links each student to a place of
their heritage or a place that there family has been too that connects them with the real
world. By creating a rich and creative assessment that entails students producing this
pamphlet that entices others to book a holiday provides students with the opportunity to be
actively engaged in a place that could be sacred to their family or a place that has a
sentimental value whilst providing students with the opportunity to be creative in selling the
country they are connected too, to entice others to visit.
This unit of work requires the educator to provide students with feedback throughout their
learning experiences. Feedback when applied correctly to a students work can help the
student to enhance their development on future tasks (Readman & Allen, 2013, p. 102).
Feedback should be explicitly given to each student through a variety of ways for students to
understand their current progress and what learning goals they should aim for in their work
(Readman & Allen, 2013, p. 102). In this insistence, the educator will take time to review all
the students drafts of their pamphlet providing written feedback through questioning and also
orally with students for them to understand what other information to add. An example of this
could be the educator asking the students to add a map of the country/place they are talking
about. Additionally, the educator will review students world maps and correct any mistakes,
this may entail the educator calling the student up to their desk and going through the World
map together so the student can understand the set out of the World. Furthermore, a review
the rubric in Appendix 8 against the pamphlet identifies if the student met the learning
outcomes by providing students with written feedback that indicates areas that the student
achieved and areas in which a student may need to set a goal to achieve better next time. All
feedback will be given throughout the unit of work as it is a vital part of the learning process.
If a student does not understand what they are achieving or not achieving, then they would
be unable to set goals and achieve the learning outcomes (Readman & Allen, 2013, p. 102).
The alignment between each learning experience and achievement standards demonstrates
development from the first learning experience where students make connection to
themselves and build on that knowledge to create their pamphlet that connects them to
another part of the world. By undertaking this unit of work, there is a clear link to the
achievement standards as students are able to actively describe the place and how they are
connected to that place or country. This can be seen throughout the learning as students first
link to places they have visited in Australia and also the rest of the world, by review learning
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experience one. By providing students with the opportunity to make their own connections it
can enrich their learning as they have a common denominator to the unit of inquiry.
This unit of work requires the educator to gather, identify and interpret a students work
samples to identify a students achievements and current progress. An educator is required
to gather information that clearly identifies the students prior and current knowledge of the
learning area, students work samples against curriculum framework and also to understand
a students achievements against others in the same year level (NSW Public School, 2012).
By gathering, identifying and interpreting student work samples and educator is able to relay
the students achievements and areas requiring work to the students parents or guardian.
Providing parents with regular feedback can be done through formal or informal
communication such as reports sent to parents twice a year, parent teacher interviews, notes
or work samples sent home for parents to review and sign, emails or phone calls (The
Department of Education Tasmania, 2006. This is so a parent can identify how their child is
going and if there are any areas of concern that the parent should know about (Reporting to
Parents Taskforce, 2006). Through this unit of inquiry, the educator can make notes on a
students achievements and areas of concerns to be used in contacts with parents.. For the
summative assessment the marked pamphlet and rubric is sent home for parents to review
and sign off on the students overall performance, which also informs the parents of strengths
and weaknesses of the students work. During the unit of work the educator is able to contact
the parents and conduct a conversation if they feel there are any concerns with the students
work samples using these as a guidance and evidence to indicate to the students parent. By
collecting, making notes and using checklists to identify a students understanding, an
educator can use work samples to demonstrate a students current ability and goals the
student should achieve by the end of the inquiry.
By creating a unit of work using the Backwards Design approach, an educator can visibly
create a unit of work that clearly links the summative assessment task to the learning
objectives, curriculum framework and for students to clearly have a link between the learning
experiences and develop understanding of the link between the assessment task and prior
learning. This design also supports the educator in making sure that their learning objectives
and experiences are clearly shown in the students work samples, curriculum links and
assessment tasks to identify if the student is able to achieve the learning outcome or requires
additional in-depth learning experiences. The backwards design can be designed for each
learning area and used over a course of each term to clearly indicate the curriculum areas
covered.
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Appendices
Appendix 1 World Map fill in the blanks
Name_____________________________________
Date________________
Tally
Brisbane
II
Bali
IIII
Appendix 3
Graph paper for bar graph
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Appendix 4
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Finish the
collected
sentences
about
the
data
we
_____________________________________________________________________
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Appendix 5
NAME:___________________________
DATE_________________
Appendix 6
NAME:_____________________________
DATE:_____________
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Example 2
Is it easy to read?
How do you get to this location?
(fly, bus, drive, train, boat)
What can you do there?
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Appendix 7
NAME:_______________________
Questions to research
Where in the world is this place?___________________________________________
How would you get to this place?___________________________________________
_____________________________________________________________________
What is the weather like?_________________________________________________
_____________________________________________________________________
What might you need to take with you? _____________________________________
_____________________________________________________________________
What can someone do there?_____________________________________________
_____________________________________________________________________
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Appendix 8
Rubric for Pamphlet
CATEGORY
Attractiveness &
Organisation
(Organisation)
Purple Sticker
Blue Sticker
Green Sticker
Yellow Sticker
Excellent
Good
Almost
Not Yet
The pamphlet has attractive The pamphlet has wellformatting and well-organised organised information.
information.
Content - Accuracy
(Ideas)
Writing - Mechanics
(Conventions)
Graphics/Pictures
The graphics go well with the The graphics go well with the The graphics go well with The graphics do not go with the
text and there is a good mix text, but there are so many
the text, but there are too accompanying text or appear to be
of text and graphics.
that they distract from the
few.
randomly chosen.
text.
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Comments:
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Figure 2. How I can Statements can work for you (The art of Education, 2012).
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