Unit Co-ord./Lecturer Peter Brett OFFICE USE ONLY Assessment received: Tutor:(if applicable) Natalie Price
Student ID 168684 Student Name Rhianna Brickle
Unit Code ESH360
Unit Name Society and Environment (Advanced) Assessment Task
Title/Number
Assessment Task 2: Planning for progression in a Society and Environment sequence of lessons
Word Count 4 Lesson Plans + 1100 words annotation
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Signed Rhianna Brickle Date 20/05/2014
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Unit: Special Places
YEAR LEVEL:Year 3
AIM Students will explore the concept of ‘place’ through an introduction to traditional land owners, their relationship to land/place and then explore personal connection to these places through continuity, change and active citizenship practices maintain these places for sustainable continuity. NUMBER OF STUDENTS: 22 OVERARCHING SENSITIVE TOPIC
Impact of white settlement (colonisation and current) on land and Indigenous special places.
LESSON 1: Indigenous perspectives on place/land/history- what do you think? Key question: Who is responsible for the land?
Learning outcomes:
1. Students will engage with the importance of place to local Indigenous peoples through exploring their own and others perspectives about land 2. Students will consider their own feelings about changes to the land and the view or feelings of the local Indigenous community to these changes. 3. Students will ethically consider responsibility to place through exploring Indigenous and non-indigenous perspectives and the impacts of
colonisation Curriculum links:
History knowledge: Community and Remembrance:
The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area (ACHHK060) (ACARA, 2014d) History skill: Perspectives and Interpretations:
Identify different points of view (ACHHS069) (ACARA, 2014d)
Ethical understanding: Level 3 Consider points of view (ACARA, 2014b)
Cross-Curricular Priorities: Aboriginal and Torres Strait Islander histories and perspectives (ACARA, 2014a) Prior learning links:
Understanding and interaction with local Indigenous community.
Year 2 geography understanding of place, land and data (ACARA, 2014c)
F-2 History skill of sequencing events and past/present/future tenses/vocabulary (ACARA, 2014d). Some lesson focuses on Australian colonial history.
PHASES TIME ACTIVITIES Assessment evidence
Introduction 25
Introduce the topic of Indigenous perspectives in history.
Read: ‘The Rabbits’ (Marsden, 1998)
Assessment:
Commented [RB1]: Concept Significance
The lesson sequence is designed for implementation within a Year 3 class from Stonnington council school. Integrating the procedural concept of ‘Place’ with the cross-curricular priorities of sustainability and Aboriginal and Torres Strait Islander perspectives, was designed to stimulate active citizenship practices and support the Year 3 geography curriculum understanding that ‘place’ is ‘…influenced by human actions…’ (p. 7). This conceptual understanding is developed through the historical and geographical concepts of
change/continuity, constructivist methods that value student knowledge, promoting sustainability understandings and developing the Civics and Citizenship education [CCE] goal of ‘active and informed’ students (ACARA, 2014c & MCEETYA, 2008).
Commented [RB2]: Sustainable continuity
This was my focus for embedding the sensitive issue as students’ progress from engagement with their connection to place to actively promoting sustainability and reversal of negative impact of colonisation.
Commented [RB3]: Controversial Issue
Holden (2007) supports this as a sensitive issue, as it is has deep political, social and ideological roots. ‘The Rabbits’ (Marsden, 1998) was used as a catalyst to introduce the negative impact of colonisation on Indigenous peoples and ‘place’ (Brantlinger, 2004). Students firstly explore the topic through the eyes of a ‘tree kangaroo’ and then reflect on personal ideology in questioning, this progression would allow me to effectively plan and overcome any adversaries that may arise from students personal perspectives (Holden, 2007).
Exploratory procedures (Gilbert, 2014) and Kagawa’s (2007) ‘…no single right answer culture…’ (p.334) were employed as distancing strategies. These are evident as, with teacher support of student integrity, students progressively explore the controversial issue from different perspectives, engage with their connectedness to place and apply their civic responsibility towards a change-action, counteracting the impact of ‘white’ settlers. This final element was included in my planning as the student must progress from exploring ...
mins
Who are the ‘tree kangaroo’s’ and who are the ‘rabbits’ (teacher scaffolding if necessary)
How did the landscape change in ‘The Rabbits’- (refer to Appendix 1-images) Place the large images of FOR/AGAINST at either end of the room
Have children form a line dependent of their viewpoint to-
The ‘Rabbits’ made changes to the land that were better for the ‘tree kangaroos’
The ‘Rabbits’ had the right to change the land Indigenous people have a special connection to land
Non-Indigenous Australians have the right to make changes to Indigenous special places-Notice differences in students from statement 2 and 4- Ask:
why was your response different for the ‘Rabbits’ to non-Indigenous Australians?
Bring students back to whole class grouping.
Ongoing formative assessment of students contribution to whole group discussion of:
- Participation - Ideas around changes - Developing awareness of
Traditional owners and differences/similarities in views (rabbits vs. tree kangeroos) (outcome 1, 2)
Main learning activities 35 Mins
Grouping: Whole group using SmartBoard Have children sit back in larger group Introduce the concept of our land: Ask: key questions:
‘Who owns the land the school is built upon?’
Who is responsible for this land?
- Record responses on large paper for student reflection (and later ongoing assessment of changing views)
Research traditional land owners: using Stonnington city council website ( as whole group-due to the website navigation- introduce for next lesson plan) (see Appendix 2)
Identify: The Traditional land owners names (Boonwurrung and Wurundjeri people)
Special places (marker along the maps)
Discuss as WHOLE GROUP In the rabbits the landscape changed: Ask:
How has the land around our school changed? (Scaffold with familiar places- Is there Hunting Grounds if front of the town library?)
Question/response Assessment: Formatively assess student’s ability to:
recognise Indigenous perspectives and their conceptual
awareness of importance of place and responsibility through:
Growing awareness of Indigenous histories through Indigenous perspectives to place and special land (outcome 1)
Traditional land owners perspectives of changes (outcome 2).
Developing awareness of ethical responsibility to place (outcome 3)
Who can see some areas that may be special to Indigenous people?
Are these areas special to non-Indigenous people, why/why not? Move into pairs (read out statements and have children record responses on paper)
Think/Pair/Share and discuss and record your responses to:
How you would feel as a tree kangaroo/Indigenous person witnessing these changes (smiley face/sad face/neutral and CAN EXPLAIN)
How would you feel as a rabbit/settler about changing the land? (smiley, sad, neutral face and CAN explain)
Who you think is responsible for looking after our land-school and community? (words)
Should we acknowledge and why do we acknowledge the traditional owners? (sentence)
Share your responses with the group next to you
acknowledge to land owners and previous discussion.
Place stars on sheets/ comment on areas of improvement.
Lesson Summary 10 Mins
INFORM students that we will be focussing on the land owners and changes to ‘special places’ in the community over the coming weeks.
Collect worksheets and assess- see assessment
DIFFERENTIATION All students will be working at the same pace for this lesson- no planning for earlier/late finishers
Rewording of questions may be necessary during ‘For/Against’ activity if lower level abilities EAD students are struggling with concept- monitor and observe students and change at teacher discretion.
Ensure EAD and lower level ability students are asked directly to participate in group discussion to gauge conceptual awareness and if needed additional support to progress to next lesson.
Verbal questioning and mixed format and optional responses during final activity (see lesson plan) will cater for all abilities in classroom and challenge lower level students and extend thinking of higher level through optional explanations of responses. MATERIALS Whiteboard and whiteboard markers, The Rabbits (Marsden, 1998) text, paper for students to work on (worksheets), coloured
pencils, pens, stars for marking, SmartBoard and link to Stonnington Council website
LESSON 2: Continuity and Changes Key Question: How does the continuity and change affect our special places?
Learning outcomes:
1. Students will explore local Indigenous perspectives around place and apply the Indigenous concept of continuity to their personal knowledge of place
2. Students will identify and describe changes and continuity within the local community over time
3. Students will research, explore and analyse local council maps and web-based information identify changes and continuity in the local community and the reasoning and impact of these changes on place.
History knowledge and understanding: Community and Remembrance;
ONE important example of change and ONE important example of continuity over time in the local community (ACHHK061) (ACARA, 2014d) Geography Skill: Collecting, recording, evaluating and representing
Collect and record relevant geographical data and information from sources (ACHGS020) (ACARA, 2014c) ICT: Level 3: Define and plan information searches (ACARA, 2014b)
Cross curricular priority: Aboriginal and Torres Strait Islander histories and perspectives (ACARA, 2014a) Prior learning link:
Lesson 1 outcomes understandings/skills.
PHASES TIME ACTIVITIES Assessment evidence
Introduction 25 mins
Introduce the concept of land continuity
Outdoor activity:
In whole group: Discuss how land was here before they came and will be here after they leave. How the land can be imprinted by us and our relationship with the land as giver and receiver (Edwards and Buxom, 1997)
Explain the task:
Students will find personal space within the school yard and will consider and observe what they feel, see, hear- connecting with the land.
Come back to whole grouping:
Students can share what they have observed. Ask:
What imprints in the land can you see?
What changes would the land have gone through?- refer back to changes in ‘The Rabbits’ (Marsden, 1998)
Observe students ability to conceptualise Indigenous concept/perspectives of land continuity through:
- Ethical and respectful language
- Sharing their connection with land
- Recognising imprints and changes in land (outcome 1).
Commented [RB4]: Historical Literacy
The focus on historical concepts of continuity and change (ACARA, 2014d), highlights the underpinning development towards historical literacy in this lesson sequence. The aspect of transforming history into a problem-solving subject (Hoodless, 2008) was developed to support historical literacy skills through embedding the sensitive issue and motivating students to engage with historical content, concepts of continuity and change and cause and effect and demonstrating these skills through planning a change action (ACARA, 2014d). Students must utilize their historical skills of: ICT research, evaluating resources, explaining and communicating concepts of continuity and change through the poster creation (lesson 3), making connections between events and outcomes (lesson 2) and combining these skills and conceptual understandings into a collaborative presentation (lesson 4). These above activities all demand assessable engagement of historical skills and knowledge, therefore developing student’s historical literacy (ACARA, 2014d).
Commented [RB5]: Learning Outcomes
The articulation of learning outcomes were made using Bloom’s Taxonomy of Learning Action Verbs to effectively apply and access Bloom’s learning levels of knowledge, comprehension application and analysis in my students for authentic learning
(http://www.clemson.edu/assessment/assessmentpractices/referencem aterials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf). The explicit links to the Australian curriculum disciplines, demonstrates my careful planning and execution of knitting together discipline understandings and skills within the intended learning of the lesson sequence.
I adopted Wallace, Venville and Rennie’s (2005 cited in Gordon, 2014) project-based integration approach, to enable students to actively develop skills and understanding in and across conceptually nested curriculum areas (Gordon, 2014). This required a balanced of skills, knowledge and understanding, that I believe, was effectively managed through activities and the summative individual assessment.
Scaffold with: some changes that they have observed while at school? Why has this changed? Consider changes in climate/buildings/population. What has stayed the same?
ASK KEY QUESTION: How does this continuity and change affect our special place/school ground? Gauge responses and inform students we will investigate why these occurred.
Main learning activities 30 Mins (5-10 to create face cards-have materials set up for easy access after worksheet completion) Classroom activities:
Students research using previously accessed Stonnington website and other council/ICT materials about community and school.
Grouping: Arrange students in groups of four. Task:
Identify and discuss 3 to 5 ways the land in the school and around the school has changed (being imprinted) since before colonisation and provide some
examples/ideas of why they have changed?
responses on worksheet (Appendix 3)
One example of something that has stayed the same.
Scaffold during activity: observe and interact with students stimulating their thinking: What were some of the activities the Traditional land owners did on the land? How do you think this would have imprinted the landscape?
Colonisation-what were some of the things we saw in ‘The Rabbits’- how would
farming change the land?
What are some of the problems today around school- how can these impact our land?
On completion: Students must create three ‘face cards’ (one happy, sad and neutral) using paper plates and icy pole sticks for discussion (see differentiation).
Formative ongoing assessment of ability to identify and articulate reasoning behind choice of response to change issue through: identifying issues and articulating impact to either land/indigenous peoples or sustainability issues (Outcome 2, 3) Lesson Summary 20 mins
Have students sit in their groups with worksheets and face cards.
Whole class grouping- students, in groups, will share some of the changes they have come across (one from each section).
Ask:
Is this change good, bad, or not sure, for the land?
Have audience identify, using their face cards, if these changes are good (happy) bad (sad) or not sure (neutral) by holding up the face card.
Formative assessment via worksheet of group- ability to:
Identify land changes and effective use of
explanation (Outcome 2)
Identify one event of continuity over time
Ask: How would this change effect land continuity?
Choose one group per presentation to discuss response (ASSESS)
Have student draw a traffic lightOn personal worksheet indicating how they are feeling about their understanding of place, continuity and this lesson- see differentiation and assessment
Collect worksheets for assessment.
(Outcome 2)
Observe and assess (via worksheet) individual and groups ability to utilize ICT resources to collect information (Outcome 3) Formative self-assessment to indicate level of learning (see Differentiation)
DIFFERENTIATION All students participate in introductory activity.
Ensure EAD and lower level ability students are directly participating in discussion-reword/reframe questions if necessary.
GROUPING: group students on ability basis, ensure there is equal levels of ability in group.
Face card construction used for early finishers, allow time for slower finishers to construct face cards (see notes) Each group presentation and questioning will access participation from each ability level- monitor developing conceptual awareness and plan for scaffolding in future lessons if necessary.
Self-assessment traffic light provides indication of students requiring additional support- any red/) don’t understand and yellow (getting there) students discuss goals/areas of improvement before next lesson.
MATERIALS ICT access (computer room time)
Worksheet- 22 copies
LESSON 3: Sustainable continuity. Key Question: How can we support ‘special places’ for continuity?(sustainable continuity) Learning outcomes:
1. Students will consider Indigenous, colonial and their own impact on place and identify and explain negative changes on local special ‘places’ 2. Students will reflect on one of these changes and in groups, collaboratively plan for action to ensure sustainable continuity of this place 3. Through their plan for a change action, students will identify the outcomes of this action and actively engage in creative sustainable solutions,
concepts and resources. Curriculum links:
Geographical knowledge and understanding:
The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018) (ACARA, 2014c)
Geography Skill: Reflecting and responding
Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025) (ACARA, 2014c)
Civics and citizenship skill: Problem Solving and Decision making
Work in groups to identify issues, possible solutions and a plan for action(ACHCS008) (ACARA, 2014) Cross Curricular Priority: Sustainability (ACARA, 2014a)
Critical and Creative thinking: Level 3 Seek solutions and put ideas into action(ACARA, 2014b) Prior learning link:
Lesson 1, Lesson 2 outcomes understandings/skills and introduction to negative/positive changes (impact on environment).
PHASES TIME ACTIVITIES Assessment evidence
Introduction 25 mins
Introduce the concept by referring back to enlarged images of ‘The Rabbits’ (Marsden, 1998) (See Appendix 1).
What do these images meant to their changing understanding of place? ASK:
What have you learned from ‘The Rabbits (Marsden, 1998), the land continuity activities and changes we have looked at and your understandings of the importance of place for Indigenous and non-Indigenous people?
Why should we look after the land?
ASK KEY QUESTION: How can we support the ‘special places’ we
Formative assessment:
During discussion, assess students changed responses to questions and developing awareness of place:
- Are they developing an awareness of the importance of place to Indigenous and non-Indigenous people? - refer to previous observations
Commented [RB6]: Active Citizenship
When planning for this lesson sequence I reflected upon the need to bring together content (CCE knowledge) and process (pedagogy of teaching CCE) (Marsh and Hart, 2011). Therefore, I engaged students in questioning their own civic and ethical responsibility (Lesson 1) (Gilbert, 2014) as this would ignite interest, and develop an understanding of personal and historical and present community impacts on continuity and change in familiar places (ACARA, 2014d). This pedagogical process will enable students to proceed with authentic engagement with CCE skills and critical active citizenship, through planning for a change action (ACARA, 2014). This culminated focus on place and sustainable continuity, is assisted by sustained grouping that forms partnerships focussed on collective change and one guiding purpose (Dejaeghere and Tudball, 2007). This transformative teacher pedagogy embraces the knowledge that students become active and informed citizens by participating in real-life authentic learning activities (Brett, 2013 & Wheatley, 2008)
Commented [RB7]: Progression
The learning outcomes were integrally linked to explicitly build on learning from prior lesson outcomes. This progression is evident in the activities and discussions where students are engaging with Indigenous perspectives, recognising change, conceptualising the negative impacts of changes to ‘place’ and then transforming these understandings to plan for a change action, that requires application of prior knowledge for explanation and hypothesising outcomes (ACARA, 2014 & Wheatley, 2008). This pedagogical questioning and lesson foci was designed to effectively embed Postman and Weingartner’s (1969) anthropological perspective. This is apparent as students begin this shift ‘…out of …’ (p.8) their culture by positioning their cognitive awareness towards how they can active challenge others to make changes. This progression in thinking demonstrates the ability of the lesson sequence to engage students in high-order thinking from foundational understandings of place, personally and inter-culturally, to articulating the importance of place and actively planning for change action that will support positive longevity (ACARA, 2014c).
looked at last lesson, for positive continuity? –EXPLAIN THIS TERM ‘positive continuity’
Note down responses on whiteboard-Assessment
Group students in group from previous lesson (see Differentiation)
(outcome 1) Main learning activities Over 2 days: 1-2 hours each day.
Explain the task:
Students must work in groups to identify different strategies to support the negative changes discussed in their groups in previous lesson- hand back assessed
worksheets.
Students will discuss, draft and create a poster that: CRITERIA
Identifies negative change to place/land (may have been from colonisation or was identified as a possible change in future)
Talks about the importance of the land to Indigenous people (what was it used for, what makes it special?) and why we need to protect this place.
Discusses what action can be taken by students to better support these places
Identifies the outcomes of this action (how will this assist/change the land for the better?)
How we can do it- talk about some things that may have to change (our thinking, way we use the land). – DISPLAY THESE
EXPECTATIONS/AREAS on the whiteboard and provide photocopies of the expectations to students.
Students can use websites such as Planet Ark, library resources.
INFORM STUDENTS: This poster will form the basis of a class ‘advertisement’
on supporting and maintaining special ‘places’ in our community.
STUDENTS: Draft the poster on A3 white poster paper
TEACHER ROLE: monitor and observe creation of draft (see Differentiation) Monitor students and Provide self-assessment to students after completion of draft- see SELF ASSESSMENT (Appendix 4)
After completing self-assessment students can create poster.
TEACHER ROLE: Continue to observe and interact with students to ensure the poster creation matches draft and expectations- see differentiation.
On completion INFORM students they will nominate each group member a section
Ongoing assessment- Formative assessment- assess posters in relation to matching expectations (criteria) and relevance of action plans to suit issue (outcome 1, 2, 3) Have students complete self-assessment (see Appendix 4) Students will self-assess:
- The importance of ‘place’ to Indigenous groups (outcome 1)
- The relevance of action plan (outcome 2) - Their ability to identify
relevant plan, outcomes and what’s involved (outcome 3)
Collect these for later assessment of poster.
Assess posters, provide feedback to students- use
criteria/expectations and subsequent links to each lesson outcome (see above). Consider and assess
to read/explain.
Pack up workspaces and transition students into whole group.
poster- assess using final summative rubric Rubric (see Appendix 7)
Lesson Summary 25 mins
Have students present their posters to the class- see Differentiation. Collect posters and self-assessment.
DIFFERENTIATION Grouping: reflect on behaviour and outcomes from previous lesson, rearrange groups if necessary (attempt to avoid if possible with behaviour redirection due to group links to active citizenship and relevance if issues/changes)
Provided expectations and photocopies to students will assist in focussing learning expectations- lower level and EAD students will need verbal reminders and scaffolding of expectations- ensure this in ‘teacher role’
Early/slow finishes- ‘Monitor time during observation and motivate students/ provide feedback to fast finishes and get them to modify/change/refine sections by referring to expectations.
Each member must explain/read the poster section- gauge EAD and lower level students’ conceptual awareness and extend their learning by focussing on their responses- extended questioning.
MATERIALS Enlarged images of ‘The Rabbits’ (see Appendix 1)
Library resources (sustainability texts), ICT resources- Planet ark website (classroom computers) A3 poster paper
Coloured poster paper Pencils, texters, crayons.
LESSON 4: ‘Protecting places’- something to advertise
Key Question: How can we support the school community in understanding the importance of place to Indigenous people? How we can protect these
‘places’ for the future and ensure our imprint does not negatively affect land continuity?
Learning outcomes:
1. Students will consider Indigenous, colonial and their own impact on place and identify and explain negative changes on local special ‘places’ 2. Students will reflect on one of these changes and in groups, collaboratively plan for action to ensure sustainable continuity of this place 3. Through their advertisement, students will actively demonstrate their ability to apply their understanding of persuasive language, sustainability
concepts and growing awareness of Indigenous perspectives on place. Curriculum links:
Geographical understanding:
The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018) (ACARA, 2014c)
Geography Skill: Reflecting and responding
Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025) (ACARA, 2014c)
Civics and citizenship skill: Problem Solving and Decision making
Work in groups to identify issues, possible solutions and a plan for action(ACHCS008) (ACARA, 2014) Literacy capability: Level 3 Deliver presentations (ACARA, 2014b)
Cross Curricular Priority: Sustainability (ACARA, 2014a) Prior learning link:
Lesson 1, 2, 3 outcomes and skills. Lesson 3 outcome/skills extension.
PHASES TIME ACTIVITIES Assessment evidence
Introduction 25 mins DAY 1.
Introduce the lesson: planning for and filming our class advertisement. Ask KEY QUESTIONS:
How are some ways we can support ALL people in understanding the
importance of land to Indigenous people and why to support special places?
What might some people say in response to protecting these places?- REFER TO LESSON 1’s FOR/AGAINST STATEMENTS
How we can protect ‘place’ for the future and ensure our imprint does not
Ongoing observations and assessment of developing understanding of the importance of place to Indigenous people and why we support these places (outcome 3)
The ability of students to discuss ways to support these ‘places’ reflecting on their understanding of
negatively affect land continuity? -Assess
Scaffold by reminding students our focus for the advertisement is on informing the school community-students, staff and parents/caregivers.
What will you need to make it more accessible to all people?
Have a look at YouTube clips and discuss the emotive/persuasive languages/images used
http://www.youtube.com/watch?v=fywZRS-IZvc
http://www.youtube.com/watch?v=anlK-dg3_Ww
Ask: How will you ensure that your message is getting across?
How can you make your ad appealing? What language can you use to persuade the audience- record responses and DISPLAY
continuity and their developing active citizenship (outcome 1, 2)
Main learning activities Day 1. Main: 50 mins Day 2 1 hour
TASK: In groups students will plan and create their advertisement for THE ACTION PLAN presented on their poster.
Grouping: Disperse students into their groups- PROVIDE STUDENTS WITH WRITING FRAME (one per group) (see Appendix 5)
Explain the writing frame (ensure students are aware that every member MUST participate- see differentiation)
PROVIDE STUDENTS WITH SCRAP PAPER FOR IDEAS.
Teacher role: Move between groups ensuring that ALL students are contributing, view ideas for scenes and emotive/persuasive language being used.
COLLECT WRITING FRAMES FOR ASSESSMENT (see Assessment). Students can begin working on their props/scenes (see materials) INFORM 2-5 Mins MAX per advertisement
DAY 2.
Enable time for students to change writing frames based on assessment feedback. Students gather and finalise scenes/props and begin rehearsing- 30mins max. Transition all students to whole grouping and have each group perform -time each
performance.
Provide appropriate feedback (behaviour, props, language, voice).
Film each group’s performance: in separate ‘filming’ area in classroom. Provide red and green lights for filming (explain to students ‘green’ is talking time ‘red’ is filming and silence- see differentiation
Assessment writing frame- formatively assess and provide students with feedback on the writing frame based on:
-their ability to meet all criteria on frame
- Gauge the outcomes of the action plan
- Use persuasive language for the intended audience
- Explanation of the importance of place to Indigenous people - Suitability of the action plan to the issue/change (will it produce sustainable continuity) (outcome 1, 2, 3)
Day 1 & 2 15 mins each supplies-storage of props/scenes
Day 2: Collect all writing frames and filmed advertisements for assessment (see assessment).
Inform students that the final version of their advertisement will be graded as a group and then displayed to the school at assembly.
Allow time for students to complete the ‘MY LEARNING’ activity- collect for assessment.
Allow 5 mins for classroom clean up.
summative assessment rubric (see Appendix 8)
GROUP summative assessment rubric (see Appendix 7) Self-Assessment- My learning activity (see Appendix 6)
DIFFERENTIATION All students will have equal opportunities to participate in lessons
‘My learning activity’ is designed to articulate students own self-learning and will be used with assessment (summative individual rubric) to provide a fair and comprehensive overview of student development.
All students will be able to be graded equally and fairly in individual and group assessment rubrics.
Use of red/green traffic lights during filming will assist in student understanding and visual representation of expectations. Use of YouTube clips and discussion provides structure to EAD and visual learners as to what is expected in
advertisement.
The spread of lesson over two days accommodates for any challenges that may be presented and time for teacher reflection on lesson progression for all students.
Grouping from previous lessons will provide structure and continuation of thought processes for directionality. Group assessment rubrics will be student-friendly and graded to accommodate all levels of learners.
Rewording and assistance with writing frame will be necessary for EAD and lower level students (use teacher support employee and observe/monitor completion)
Providing feedback before filming accommodates any behavioural issues/attention difficulties with students with additional needs.
MATERIALS The Rabbits (Marsden, 1998), Camera (filming)-charger, Copy of FOR/AGAINST STATEMENT. WRITING FRAME x 10 copies (spares), Pens, pencils, crayons, texters, scissor, glue, spare coloured paper, recycled materials (boxes, cylinders, fabric etc.), Scrap paper, RED/GREEN Traffic lights (cardboard) for filming noise levels, SmartBoard and internet access for YouTube links, stopwatch.
TEACHER REFLECTION Where the learning outcomes met?
Did the students show signs of developing understanding or conceptual awareness?
Were the assessment procedures manageable? Did they link to the learning outcomes and assess these fully? OVERALL, was the aim and overarching understanding embedded across the sequence?
Did children from self-assessment and teacher assessment meet the learning outcomes and display changes in conceptual awareness and understanding of ‘place’
Commented [RB8]: Assessment for Learning
The progression in cognitive thinking is quite advanced, therefore assessment procedures (formative and self-assessment) were utilized throughout Lesson 1-3, to gauge the levels of understanding and ensure all children were progressing and meeting the intended learning outcomes (Tudball and Gordon, 2014).
Wiggins and McTighe (2012) emphasise that for effective teaching
for understanding, students must authentically transfer their
understandings into a performance, that is assisted by the capacity to explain, interpret and self-assess. The summative group rubric (see Appendix 7), enabled this as process (planning) and product (advertisement), was assessed to authentically meet the intended learning outcomes and was delivered as ‘student-friendly’ to further enhance student involvement in their learning process (Marsh and Hart, 2011)
Self-assessment (see Lesson 2, 3, 4), designed to reflect the assessment for learning methods, highlighted the levels of understanding the child was developing and would enable planning for extended or scaffolded learning experiences (AAIA, n.d) (see differentiation) and develop student awareness of their own understanding.
The individual assessment rubric is intended to holistically evaluate student learning in the sequence around the concept of place, learning outcomes and the controversial issue. It is presented in the finale to conceptualise student cognitive progression. The rubric suggests areas of improvement to effectively enable planning for future learning experiences that may assist students in developing a greater understanding and engage with assessment for learning in future lessons (Brady and Kennedy, 2012).
References
Association for Achievement and Improvement through Assessment (n.d). UK guide
to self-assessment. Retrieved from
http://www.education.vic.gov.au/languagesonline/toolkit/Personal%20Learning/ docs/UK%20Guide%20to%20Self%20Assessment.pdf
Australian Curriculum Assessment & Reporting Authority. (2014). Australian
curriculum- Civics and Citizenship education. Retrieved from
http://www.australiancurriculum.edu.au/
Australian Curriculum Assessment & Reporting Authority. (2014a). Australian
curriculum-Cross-Curricular Priorities. Retrieved from
http://www.australiancurriculum.edu.au/
Australian Curriculum Assessment & Reporting Authority. (2014b). Australian
curriculum- General Capabilities. Retrieved from
http://www.australiancurriculum.edu.au/
Australian Curriculum Assessment & Reporting Authority. (2014c). Australian
curriculum- Geography. Retrieved from http://www.australiancurriculum.edu.au/
Australian Curriculum Assessment & Reporting Authority. (2014d). Australian
curriculum-History. Retrieved from http://www.australiancurriculum.edu.au/
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Appendix 1 The Rabbits (Marsden, 1998)
Appendix 2
Stonnington Traditional land owners landmarks
Figure 4. Local Indigenous special places in surrounding area. Retrieved from http://www.stonnington.vic.gov.au/explore-stonnington/history/stonningtons-indigenous-history/
Appendix 3 Lesson 2 worksheet
CHANGES YOU HAVE SEEN
CHANGES FROM THE TRADITIONAL LAND OWNERS CHANGES DURING COLONISATION CHANGES YOU THINK WILL OCCUR-EXPLAIN
THAT HAS
STAYED THE
SAME
FROM
TRADITIONAL
LAND OWNERS
SAME FROM
COLONISATION
THE SAME IN
THE FUTURE
Appendix 4 Lesson 3 Self-Assessment
Have we?
HAVE WE….
Named the issue or change?
TICK or
CROSS
How to make this
better?
Talked about why it is bad for
the special place?
Explained WHY it is bad?
Named the Traditional owners?
Talked about what the land was
used for or why it is special?
NAMED the action plan?
Talked about what we have to
do?
How this will make a change?
Talked about what’s involved?
Appendix 5 Lesson 4 Writing Frame
SCRIPT WRITING FRAME
GROUP NAME: NUMBER OF GROUP MEMBERS:
LIST GROUP MEMBERS NAMES: TOPIC/ISSUE: Here you will write your
issue/negative change and your idea for action.
Introduction One group member Name:
1st person will talk about:
What is the special ‘place’? Why is it/was it important to traditional owners? (Make sure you write their name)……
What is your issue/negative change?...
Why has this happened?....
Main Body
Two group members Names:
Start off by saying something like…. But
this can change! or We can change this!
2nd person:
Why will this help?...
3rd person:
What is involved?...
How will this make the ‘place’ better? Outcomes of the action?...
Conclusion One Group member Name:
4th person:
Sum up what the action is and why it will help...
Finish with something that will ‘stick’ for the audience like…come on everyone, let’s
Appendix 6 My Learning Activity
MY LEARNING
HOW WELL DID I?
Draw a face showing how you felt- sad, happy
or in between.
UNDERSTAND WHAT IWAS DOING?
WORK WITH MY GROUP AND SHARE MY IDEAS?
UNDERSTAND ABOUT SPECIAL PLACES AND WHY THEY ARE IMPORTANT?
Appendix 7
Lesson 4 Group Assessment Rubric
Group assessment
Group Name:
Group members:
A B C D N/A
Group members All group members participated in group work equally. Each member was friendly and helped one another with forming ideas.
Each group member showed excellent communication skills during performance
Each member of the group participated in the performance and group brainstorming of ideas. Most group members showed good communication skills during performance
Some members of the group shared ideas but others were not contributing well to the group. The
communication skills during presentation were OK but need work.
One or two group members worked well and thought of ideas. One or two group members showed some communication skills but they were poor. Improvement needs to be made to group and communication skills.
No group members participated as a group. They did not perform their advertisement or very poorly.
IDEAS All expectations of the activity and on the writing frame were met. The action plan was relevant and well-suited to the issue. Fantastic persuasive language was used in the writing frame and performance and were
The information and action plan was
well-Most of the expectations of the activity were met. The information and action plan showed
understanding of the issue and were discussed in the performance.
More attention needed to be given to the expectations on the
Some of the
expectations were met with a little amount of attention given to using persuasive language and the
information/action plan.
Some of the
expectations were met by some of the group members. The ideas and action plan were not explained enough and little use of persuasive language in the writing frame and performance. No expectations were met. Ideas and action plan was not relevant or not discussed.
developed in the performance
writing frame.
Performance The advertisement was exciting, persuasive and creative. All group members were well spoken and the action plan was all included in interesting, fun and informative ways using language and props.
The advertisement was creative included the action plan in a persuasive way using language or props. More care needed to be given to making the advertisement fun, engaging and interesting,
The performance used creatively and persuasive language however some group members did not show enough
excitement/engagement. Little use of props or language to explain the action plan
The performance did use some creativity through props and language. Some group members engaged in the performance but did not make the action plan and issue exciting or engaging for the audience.
There was no creatively or excitement in the performance> Or group did not perform. GROUP GRADE:
Appendix 8
Individual unit assessment rubric
Individual Summative rubric- lesson sequence
Developing understanding about the concept of ‘place’
Student Name: Checklist for assessment: Students group poster
Student self-assessment (My Learning Activity) Filmed advertisement (group)
Overall grade for unit:
Criteria A B C D N/A
Awareness of
Traditional owners and their relationship to place.
Indigenous perspectives on changes and impact of colonisation (History outcomes, Ethical Understanding)
Student displayed high-level awareness and understandings of the importance of place to Indigenous local groups. Student was able to effectively apply this understanding ethically throughout the sequence. Students demonstrated high-level understanding of the impact of colonisation and Indigenous perspectives around these changes.
Student throughout the sequence showed developing understanding of Indigenous perspectives, importance of place to local Indigenous groups. Student displayed ongoing ethical awareness and ability to conceptualise Indigenous perspectives on place, changes in the landscape and the impact of colonisation. Student will benefit from more experiences around the impact of colonisation/changes and Indigenous perspectives/histories. Student displayed some growing awareness of the importance of place to local Indigenous peoples. They applied themselves ethically in discussions around Indigenous perspectives. Some development is necessary in fully understanding and displaying their awareness of the impact of colonisation on Indigenous land/special places. Student in group work displayed some understanding of the importance of place for local Indigenous peoples. They applied themselves somewhat ethically in discussions however showed little summative understanding of Indigenous perspectives around place and the impact of colonisation in work samples. More learning experiences around differing perspectives are required.
Student did not display any awareness around the importance of place/land to local Indigenous people. Student did not apply themselves ethically to consider differing perspectives, nor demonstrated any conceptualisation of Indigenous perspectives and impact of colonisation. Student requires more allocated experiences/time spent on Indigenous perspectives, colonisation impacts and group/individual experiences around
ethical responding to differing perspectives. Concept of continuity and sustainable continuity in the landscape (History outcomes, Aboriginal and Torres Strait Islander perspectives and histories,
Sustainability outcome)
Student demonstrated throughout the sequence a high-level awareness of the concept of continuity. They were able to effectively identify continuity in local area and apply this knowledge to planning for
sustainable continuity in the community. Students displayed an on-going awareness of the importance of sustaining continuity suitability and for continuity of Indigenous importance of place/land.
Student displayed in sequence and demonstrated in advertisement an understanding of the concept of continuity. The students identified continuity in familiar places.
They were able to detail some importance of sustainable continuity for Indigenous and non-Indigenous place/land. Some development is necessary in articulating this sustainable continuity further for full
conceptualisation of the Indigenous concept of continuity and the importance of place.
Student demonstrated a foundational understanding of the concept of continuity. They identified some aspects of continuity in familiar places. The student in group work was able to articulate the importance of sustainable continuity, but displayed in self-assessment a low-level understanding of this. More detailed learning experiences that extend this learning around continuity is needed for individual conceptualisation. Student displayed a foundational understanding of the concept of continuity. They identified one example of continuity. In group work they were supportive of others ideas around sustainable continuity and showed some understanding of this in poster/advertisement performance. Student indicated a low-level understanding of continuity on self-assessments. Further lesson content in group/individual work settings around continuity is necessary for this student.
Student displayed little or no understanding of the concept of continuity. They did not articulate any examples of continuity in familiar places and did not contribute in group work to elaborating the importance of sustainable continuity in familiar places. Further lesson content and individualised focus in necessary for student to grasp concept of continuity in future lessons.
Changes over time in history (history outcomes, geography outcomes) Student displayed an advanced understanding of changes over time in familiar places. They displayed and demonstrated a high-level understanding of the impact of Indigenous, colonial and present settlement/activities and was able to articulate the outcomes of these impacts on continuity/changes. They conducted a high-level focus on one negative change and the reasoning and outcomes of this change.
Student demonstrated an understanding of changes in the local environment over time. They were able to articulate the impact of colonial, Indigenous and their own (present day) activities and how these impact or change the land. The student would benefit from further learning activities that enable them to explore and enhance this understanding further. They focussed attention on one relevant negative change in a familiar place and articulated the causes of this change.
Student demonstrated some understanding of changes over time in familiar places. They detailed in group work, the impact of their own, colonial and some activities of Traditional land owners on special places. Student, with group, articulated one relevant change and some reasons behind this. The student requires further learning experiences around cause and effect concepts to be able to explore impacts and changes in the environment.
In individual work the student displayed some understanding of changes over time and through group work demonstrated a foundational understanding of this. They were able, with group prompting, recognise one negative change in the environment and with assistance, recognise the causes and outcomes of this change. The student requires extended learning experiences around cause and effect and recognising changes in familiar places.
The student displayed little or no
understanding or awareness of changes in familiar places. They did not articulate any causes of these changes and did not participate with the group to focus on one negative change. The students requires high-level engagement in future lessons around the concept of changes in familiar places.
Active citizenship plan for change action, work collaboratively and identify issues (Citizenship skills outcomes) The student demonstrated advanced understanding and application of their active citizenship skills and knowledge. They worked well in groups to plan for a relevant and well-thought-out change action that recognised their own and others role and responsibility to sustainable continuity.
The student applied their active citizenship skills to reflect on their learning and collaboratively plan for a relevant change action. They articulated their own role and responsibility and other role in sustainable continuity of place.
Student demonstrated a developing awareness of their own active citizenship skills through collaborative planning. Some instances within work/group planning showed an awareness of their own role and responsibility in sustainable continuity. Issue/change action was relevant. Student in group work showed a foundational understanding if their role or active citizenship skills. They planned for a relevant action plan, however was poorly developed and showed some disengagement with collaborative environment. They Student demonstrated little or no understanding of their active citizenship skills through no articulated of their own role or responsibilities around place. They did not work collaboratively with others. Change action was relevant but not developed.
displayed little understanding of their role in sustainable continuity or responsibility.
Use of resources and literacy devices (ICT outcome, Literacy outcome)
Student showed an advanced understanding and use of ICT resources to gather, synthesise and utilize relevant information.
Student demonstrated an advanced use of persuasive language devices in planning and in performance that were relevant to the activity and intended audience.
Student actively gathered and evaluated ICT resources that were relevant to their focus. They applied these successfully throughout the sequence. Student demonstrated a well-developed understanding and use of persuasive language and devices in planning and performance.
Student showed some engagement with relevant ICT resources, however some care needs to be taken around applying the information in personal work. Student was able to apply some persuasive language within the planning and performance with assistance from group or feedback from teacher. Specialised focus in literacy/ICT needs to be provided for this student.
Student engaged with ICT resources and applied them minimally through their work or used irrelevant resources. They utilized some persuasive language within their planning and performance with group or teacher assistance.
Specialised focus in literacy/ICT needs to be provided for this student.
Student engaged/ utilized little or no ICT resources throughout the sequence. They used little or irrelevant persuasive language in their planning and/or performance. Specialised focus in literacy/ICT needs to be provided for this student.
Assessment criteria HD: 80 – 100 DN: 70 – 79 CR: 60 – 69 PP: 50 – 59 NN: <50 1. Plans engaging and
appropriate Society and Environment learning opportunities. (25)
Highly detailed and creative planning for student engagement. Insightful planning for exploration of the selected Society and Environment concept. Provides a critical and well-argued framework for curricular and pedagogical decisions in the annotation commentary.
Thorough and thoughtful planning for student engagement. Planning enables effective exploration of the selected Society and Environment concept. Provides a critical and well-organised framework for curricular and pedagogical decisions in the annotation commentary.
Well-organised, conscientious planning for student engagement. Planning enables some purposeful treatment of the selected Society and Environment concept. Provides a well-argued framework for curricular and pedagogical decisions in the annotation commentary.
Some useful and relevant planning for student engagement. Planning enables some treatment of the selected Society and Environment concept. In justifying Society and Environment planning, considers some curricular and pedagogical decision-making factors in broadly sensible ways in the annotation commentary
Partial, limited and/or basic planning. Simple and/or inadequate planning for engagement with a selected Society and Environment concept. Overly descriptive and/or simplistic annotation commentary. Describes what was planned rather than discussing the reasons for the planning approaches adopted. The sequence of lessons lacks coherence. 2. The planning enables
progression in children’s thinking and understanding in relation to the chosen Society and Environment concept through a range of different assessment activities and tasks.(25)
Plans insightfully and skilfully for progression in the selected Society and Environment concept. An excellent and imaginative range of relevant assessment activities. Provides a convincing justification of planning decisions relating to the level of activities in the annotation commentary.
Plans very effectively for progression in the selected Society and Environment concept. A very good range of relevant assessment activities.. Thoughtfully justifies planning decisions relating to the level of activities in the annotation commentary.
Demonstrates an awareness of some key ideas relating to progression in the selected Society and Environment concept in the planning of student activities. A good range of relevant assessment activities. Justifies planning decisions relating to the level of activities logically and sensibly in the annotation commentary.
Identifies a few relevant ideas and/or activities relating to progression in the selected Society and Environment concept in the planning of student activities. Some attempt to link theory with practice, with inconsistencies in the effectiveness of establishing this dialogue. Some relevant justification of planning decisions relating to the level of activities in the annotation commentary.
Limited awareness demonstrated of issues around progression in the selected Society and Environment concept in the planning of student activities. Few references to any wider academic or pedagogical literature. Limited and/or unpersuasive justification of planning decisions relating to the level of activities in the annotation commentary.
3.The annotation justifies the benefits of incorporating a controversial issue in the sequence of lessons, deploying effective pedagogy in this area and demonstrates a contextualised understanding of the nature and value of
The inclusion of a topical or controversial issue enhances the unit to impressive effect. Excellent reflection upon how the issue will be handled and possible sensitivities. The incorporation of an active citizenship dimension enhances the unit significantly. A
The inclusion of a topical or controversial issue enhances the unit significantly. Good reflection upon how the issue will be handled and possible sensitivities. The incorporation of an active citizenship dimension is engaging and thoughtful. A well-argued sense of the possibilities of active
The inclusion of a topical or controversial issue is thoughtful and improves the unit. Some worthwhile reflection upon how the issue will be handled. The incorporation of an active citizenship dimension is purposeful and practical. A professional and grounded sense of the possibilities of
Sound if only partially successful incorporation of a topical or controversial issue. Some attempt to reflect upon how the issue will be handled. Some effort to demonstrate incorporation of a Citizenship dimension within the unit. There is some sound if largely descriptive or generalised
The attempt to incorporate a topical or controversial issue is unsuccessful or misunderstood. There is little or no discussion of this issue. The attempt to incorporate a Citizenship dimension is unsatisfactory or ill-conceived. Little awareness is demonstrated of what makes for effective
active citizenship and participation in Australian primary schools, with respect to the planned lesson sequence. (25)
sophisticated and persuasive appreciation of the possibilities of active citizenship is conveyed in the annotation commentary.
citizenship is conveyed in the annotation commentary.
active citizenship is conveyed in the annotation
commentary.
discussion of the possibilities of active citizenship in the annotation commentary.
Citizenship learning.
4. Effectively communicates information and ideas drawing upon an appropriate academic literature. Deploys appropriate academic writing conventions, S & E terminology and APA referencing (25)
Highly engaging and well-organised communication. Accomplished use of APA referencing conventions and accepted conventions for scholarly writing, as well as confident and fluent use of Society and Environment language and concepts within the planning and annotation. Significant and thoughtful engagement with a wider academic literature, including journal articles, in evidence in the annotation.
High-level clarity of communication. Accurate use of APA referencing conventions, spelling, grammar and different formats as appropriate for the assignment. Effective use and deployment of Society and Environment concepts and subject-specific language in the planning and annotation . Good engagement with wider academic literature in evidence in the annotation.
Appropriately structured writing. Ideas, explanations, and justifications are usually conveyed clearly. Some minor inaccuracies in the use of APA referencing conventions, spelling, grammar. Accurate use made of appropriate for society and environment subject-specific concepts and language in the planning and annotation. Engages with wider academic literature in appropriate ways in the annotation.
Appropriately structured writing. Meaning usually but not consistently clear. Some inaccuracies in the use of APA referencing conventions, spelling, grammar. Variability in the effective use of subject-specific terminology in the planning and annotation. Some evidence of deployment of wider reading in the annotation.
Does not meet the minimum expected requirements of academic writing or communication in a Society and Environment context. Referencing is inconsistent and/or incomplete. Significant examples of incorrect use of terminology and writing conventions. The planning and/or the annotation is lacking in coherence. Limited evidence of wider reading in the annotation.
