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Pialba State school Curriculum Planning V8 2020 Planned

PIALBA STATE SCHOOL: HASS YEAR 5 SEMESTER 2 UNIT 4 PLAN (Term 4)Deep Learning Inquiry Cycle Question

How have people enacted their values and perceptions about their community, other people and places, past and present?Support students to explain the Inquiry Questions through:

investigate the key values of Australia's liberal democratic system of government, particularly the values of freedom, equality, fairness and justice

identify significant past developments, events, individuals and groups that impacted on the development of law and democracy in Australia, particularly the Eureka Stockade and Peter Lalor

explore representative democracy and voting processes in Australia investigate how students enact democratic values and processes through

participating in school elections generate alternative responses to a democratic issue and propose action by

describing the positive and negative effects present ideas about proposed actions in response to a democratic issue.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class.

Check in / Check out (thumbs up) strategies

Learning Interactive Objects (C2C Unit Resources g Drive)You Tube video’s – places, cultures economics, Australia’s connections, cultural diversity.Vocab development through Warmup to lessons and integrated into English – Literacy Block

Excursion to Fraser Coast Regional Council Meeting to see how democracy and the role of council representatives.

Invite Mayor of Fraser Coast Regional Council to discuss the roles of council and how democracy works.

Invite Ted Sorrenson – State Member Hervey Bay to talk Qld democracy level.

Video link to Australia Federal Parliament through Innovation space webcam – parliament time. Online Q & A afterwards with Member of Hinkler – Keith Pitt.

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)

Collaboration Creativity Critical Thinking Citizenship Character Communication

1

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Assessment purpose

To investigate democratic values and processes in the school community.

Term 4 Week 5 SPart A – identify the importance of values to Australia’s democracy identify the importance of processes to Australia’s

democracy

Term 4 Week 6/7 S

Part B and C – work with others to generate alternative responses to an

issue or challenge and describe different views on how to respond to an issue or challenge

present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: HASS Year Level Team: add teacher names Term: Semester 2WALT/WILF/TIB

(The What)

Unit 4

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

WALT: explore the values that guide Australia’s democracy and the influence on government and society.

WILF: is to recognise the significance role Peter Lalor played in the event of the Eureka Stockade.

TIB: explaining how the importance of democratic values outlined during the Eureka Stockage has influencing the behaviours and actions of Australia citizens today.

Identifying valuesEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Exploring democracy Examine how democracy and key values guide

Australia's system of government and its society Organise information to identify the values and

features that guide Australia's democracy

Causes and effects of the Eureka Stockade Revise values and features that guide Australia's

democracy Examine a historical event “Eureka Stockade” from

Australia's colonial past that had significant effects on the development of Australia's democracy.

Collect information from sources about the political effects of the Eureka Stockade

Evaluate evidence to draw conclusions about the significance of the Eureka Stockade to the development of Australian democracy

Significance of Peter Lalor Examine the role of Peter Lalor in the events of the

Eureka Stockade identify the values displayed in the behaviours and

actions of Peter Lalor on the goldfields Draw conclusions about significance of Peter Lalor

and the Eureka Stockade to Australian democracy

Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions on Australia’s Democracy focusing on Peter Lalor and the Eureka Stockade to understand the importance of democratic values.

L2B

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography, tape and video.

Important in Assessment

U2B

Expose to more technical or specific HASS vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

U2B

HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html

Refer to HASS Word Wall Vocabulary – Supporting learning resource - HASS Year 5 Unit 4 Glossary

Resources:Supporting learning resource - HASS Year 5 Unit 4 GlossarySlideshow - Exploring democracySlideshow (with script) - Political effects of events and developments during the Australian gold rushesSupporting learning resource - The Eureka StockadeSlideshow (with script) - Political effects of events and developments during

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https://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html




Democratic values influence citizens Examine the key values of Australian democracy and

how these influence the behaviours and actions of citizens

Collect information from school sources to identify values important to the school community

Compare key values in Australia's democracy with important school values

Share ideas with others about how key values influence the actions of people

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment Excursion to Fraser Coast Regional Council Meeting to see

how democracy and the role of council representatives.

Invite Mayor of Fraser Coast Regional Council to discuss the roles of council and how democracy works.

L2B







Use technology to record students work; e.g. digital photography, tape and video.

Important in Assessment




the Australian gold rushesSupporting learning resource - The Eureka Stockade

3



(The What)

Unit 4



(Feedback)



Resources

WALT: examine key features of Australia's electoral process, including the importance of an open, fair and free electoral process within Australian communities.

WILF: to identify and describe what is involved in each step of the electoral process and draw conclusions about similarities and differences between the Australian electoral process and the election of school leaders.

IB: understanding Australia’s electoral process provides students with understanding of democracy processes within Australia.

Responding to an issueEach lesson KWL and Vocab development

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Key features of Australia’s electoral process Examine how key features of the Australian

electoral process lead to open, free and fair elections

Define key terms (HASS Vocab) related to Australia's democratic system of government

Categorise the rights and responsibilities of voters.

Draw conclusions about the importance of open, free and fair elections

Steps in the electoral process What is involved in each of the eight key steps in

the electoral process – Sequence Information Collaborate in groups to identify what happens in

each step of the Australian electoral process.

Comparing electoral processes Examine the importance of the electoral process

within schools - Pialba SS Compare the similarities and differences

between the Australian electoral process and the election of school leaders @ Pialba SS

Present ideas on how the school's Student Leaders electoral process could be improved

Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions – to understand the electoral process through democracy in Australia at local, state and federal level and to look at the Schools Student Leadership process and identify and persuade the Principal of positive changes to the process..

L2B







Use technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2B






Resources:Slideshow - Key features of the electoral process: Direct open, free and fair electionsSlideshow - Steps in Australia's electoral process

Websites:Website - Practise voting - House of Representatives (Australian Electoral Commission) Website - Democracy rules: Counting your vote (Australian Electoral Commission) Website - Democracy rules: History of voting (Australian Electoral Commission) Website - Democracy rules Website - Get voting: 1. Get started (Australian Electoral Commission)

4






(The What)

Unit 4



(Feedback)



Resources

WALT: examine the roles and responsibilities of representatives in the electoral processexplain the roles and responsibilities of school leaders.

WILF: is to identify the features of a candidate nomination and explain the key features of a campaign process and generating possible solutions to campaign issues

TIB: understanding the electoral process at all levels and proposing persuasive arguments for change to Pialba’s State School “Student Leadership” process provides our students are capable to participate in Australia’s democratic system in the future.

Planning for actionEach lesson KWL and Vocab development

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Role of representatives Locate relevant information from sources about

the characteristics and values of former parliamentary representatives (state, federal)

Evaluate the evidence to draw conclusions about the desirable values and actions of parliamentary representatives.

Student representatives Work in groups to examine the valued

characteristics of a student representative Interpret information from a survey to identify

different points of view about the desirable characteristics of a school Representative

Present ideas about the valued characteristics of a student representative to class.

Comparing Nominating for election Examine the language features and structure of

an exemplar nomination form Present ideas and viewpoints to identify the

values and actions of a model student representative

Examine campaign advertising materials to determine the origin and purpose

Check for Evidence of Learning throughout the lessons.

Lead up lesson - Prior to Summative AssessmentCampaign action

Work in groups to generate alternative responses to an identified issue as part of a campaign

Use criteria to make decisions about a solution to the issue by predicting the probable effects

Present findings about the proposed collective action in response to the campaign issue

Generate responses to other school-based issues in preparation for the assessment task

Summative AssessmentAssessment purposeTo investigate democratic values and processes in the school community.

Part A – Term 4 Week 5(completed after Student representatives)

Part B and C – Term 4 Week 6/7(completed after Campaign action)

L2B







Use technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2B






Resources:Slideshow - Identifying overgeneralised statements in relation to civics and citizenship issues

Video - Becoming a candidate (ABC, Behind the news) http://www.abc.net.au/btn/story/s3825536.htmVideo - Democratic elections (ABC, Behind the news) http://www.abc.net.au/btn/story/s2600931.htmVideo - Election campaign (ABC, Behind the news) http://www.abc.net.au/btn/story/s3820118.htm

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http://www.abc.net.au/btn/story

http://www.abc.net.au/btn

http://www.abc/





HASSParticipating in Australian communities Year 5 Unit 4Assessment task — Participating in Australian communities

Name Class

Teacher Date

Task

To investigate democratic values and processes in the school community.

Instructions

Part A: Identifying values

Students will:

identify the importance of values to Australia’s democracy

identify the importance of processes to Australia’s democracy.

Part B: Responding to an issue

Students will:

work with others to generate alternative responses to an issue or challenge.

Part C: Planning for action

Students will:

describe different views on how to respond to an issue or challenge

present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

6 of 24document.docx


Part A: Identifying values

1. Tick () the appropriate column to identify:

a. three values that are important to you (column A)b. five values that you think should be modelled by a school leader (column B).

2. Write an example of how the value is modelled by a school leader (column C).

Values for Australian schooling

A B C

Care and compassion

Doing your best

Fair go

Freedom When working in groups, a school leader gives others the freedom to make choices, including their choice of leader.

Honesty and trustworthiness

Integrity

Respect

Responsibility

Understanding, tolerance and inclusion

Reference: Values for Australian Schooling Supporting Student Wellbeing Through Values Education 2009, Curriculum Corporation, Carlton South, Australia © Commonwealth of Australia

3. The school has decided to let students elect their own leaders. Explain why using a democratic electoral process is important.


Values and processes are important in Australia’s democracy.Values and processes are important in Australia’s democracy.Values and processes are important in Australia’s democracy.Values and processes are important in Australia’s democracy.Values and processes are important in Australia’s democracy.


Part B: Responding to an issue

Your task: Identify a school issue that needs attention and is important to you and others.

In your group you will: identify potential school issues that need attention generate possible responses to the issue decide which school issue is important to you and others.

1. Identify potential school issues that need attention and possible responses to the issue. Use initials to identify each person’s idea.

Identify a school issue Generate responses to the issue

Crows are getting into students’ lunches and leaving the eating areas untidy (MH).

Year 6 school leaders take on the responsibility of ensuring eating areas are left clear of rubbish and food during their lunch breaks to reduce the number of crows scavenging for leftovers (MW).


Stimulus imageStimulus imageStimulus imageStimulus imageStimulus image


2. Decide which school issue needing attention is important to you and others.

3. Explain why your group chose this issue.


Write this part on your own. Write this part on your own. Write this part on your own. Write this part on your own. Write this part on your own.

Part C: Planning for action

1. Describe a plan of action for the school issue identified in your group activity. Present your ideas in the flowchart below.


Describe response B:

_______________________________________________

_________________________________________________________

Describe response A:

_______________________________________________

__________________________________________________________

Describe the issue:

________________________________________________________________________

________________________________________________________________________________________

Decide on a response (A or B) and give reasons for your decision.

________________________________________________________________________

________________________________________________________________________________________

Identify negatives –

______________________

______________________

______________________

Identify positives +

______________________

______________________

______________________

Identify positives +

______________________

______________________

______________________

Identify negatives –

______________________

______________________

______________________

Year 5 HASS: Unit 4 — Participating in Australian communities Name:

Purpose of assessment: To investigate democratic values and processes in the school community.

Knowledge and understanding Analysing, evaluating and reflecting Communicating

Identify the importance of values and processes to Australia’s democracy.

Describe different views on how to respond to an issue or challenge.Work with others to generate alternative responses to an issue or challenge.

Present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Uses detailed examples to justify the importance of values and processes.

Connects multiple factors to explain viewpoints.Infers how alternative responses can persuade others into action.

Organises ideas and conclusions consistently across a range of communication forms. A

Explains the importance of values and processes.Explains viewpoints by predicting outcomes. Generates alternative responses providing details of effects.

Structures responses in a logical order using discipline-specific terms. B

Identifies the importance of values and processes to Australia’s democracy.

Describes different views on how to respond to an issue or challenge.Works with others to generate alternative responses to an issue or challenge.

Presents their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

C

Gives examples of values and processes. Identifies different views on responding to an issue.Suggests a response to an issue.

Provides information in response to familiar contexts. D

States an example. Identifies a view on an issue.Lists issues. Communicates information and preferences. E

Feedback:


Australian Curriculum

F-6/7 HASS - Year 5

Year 5 Achievement StandardBy the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Evaluate evidence to draw conclusions (ACHASSI101) Reflect on learning to propose personal and/or collective action in response

to an issue or challenge, and predict the probable effects (ACHASSI104) Use criteria to make decisions and judgements and consider advantages

and disadvantages of preferring one decision over others (ACHASSI103) Work in groups to generate responses to issues and challenges

(ACHASSI102)

Questioning

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)

History

The impact of a significant development or event on an Australian colony (ACHASSK108)

The role that a significant individual or group played in shaping a colony (ACHASSK110)

Civics and citizenship

How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

The key features of the electoral process in Australia (ACHASSK116) The key values that underpin Australia's democracy (ACHASSK115)

Communicating

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions


(ACHASSI105)

Analysing

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

Researching

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

Sequence information about people's lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)


Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077) Draw simple conclusions based on analysis of information and data (ACHASSI079) Interact with others with respect to share points of view (ACHASSI080) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127) Evaluate evidence to draw conclusions (ACHASSI129) Work in groups to generate responses to issues and challenges (ACHASSI130) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable side effects (ACHASSI132) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific

terms and conventions (ACHASSI133)


General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Using spatial reasoning

Information and communication technology (ICT) capability Investigating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social management

Ethical understanding Reasoning in decision making and actions Exploring values, rights and responsibilities

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Assessing student learningAssessment name: Participating in Australian communitiesAssessment description: Students investigate democratic values and processes in the school community.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.Students They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge. They present their ideas, findings and conclusions


in a range of communication forms using discipline-specific terms and appropriate conventions.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Feedback to StudentsEstablish active feedback partnerships between students, teachers and parents to find out:

what each student already knows and can do how each student is going where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.Use feedback to inform future teaching and learning.Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning.


Year 5 Report Card Comment Bank Unit 4 Term 4

A B C D E2H5A2 2H5B2 2H5C2 2H5D2 2H5E2

Unit 4: Participating in Australian Communities

{Name} uses detailed examples to justify the importance of values and processes. {She,He} connects multiple factors to explain viewpoints and infers how alternative responses can persuade others into action. {Name} organises ideas and conclusions consistently across a range of communication forms.


{Name} explains the importance of values and processes, and explains viewpoints by predicting outcomes. {She,He}generates alternative responses providing details of effects. {Name} structures responses in a logical order using discipline-specific terms.


{Name} identifies the importance of values and processes to Australia’s democracy. {She,He}describes different views on how to respond to an issue or challenge. {Name}works with others to generate alternative responses to an issue or challenge.{She,He} presents their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.


{Name} gives examples of values and processes andidentifies different views on responding to an issue.{She,He} suggests a response to an issue, and provides information in response to familiar contexts.


{Name} states an example and identifies a view on an issue.{She,He} lists issues and communicates information and preferences.


HASS Pre-ModerationYear 5: Unit 4 Semester 2 Title: Participating in Australian Communities

Curriculum Intent for the Unit (see unit /task description) In this unit, students will explore the following inquiry question: How have people enacted their values and perceptions about their community, other people and places, past and present?Learning opportunities support students to: investigate the key values of Australia's liberal democratic system of government, particularly the values

of freedom, equality, fairness and justice identify significant past developments, events, individuals and groups that impacted on the development

of law and democracy in Australia, particularly the Eureka Stockade and Peter Lalor explore representative democracy and voting processes in Australia investigate how students enact democratic values and processes through participating in school

elections generate alternative responses to a democratic issue and propose action by describing the positive and

negative effects present ideas about proposed actions in response to a democratic issue.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information) Identify the importance of values and processes to Australia’s democracy. Describe different views on how to respond to an issue or challenge. Work with others to generate alternative responses to an issue or challenge Present their ideas, findings and conclusions in a range of communication forms

using discipline-specific terms and appropriate conventions.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment Opportunities

Feedback may relate to identifying important dates and aspects of family life. In this unit this may include:


Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels) Identifies the importance of values and processes to Australia’s democracy. Describes different views on how to respond to

an issue or challenge. Works with others to generate alternative responses to an issue or challenge Presents their ideas, findings and conclusions in a range of communication forms using discipline-specific

terms and appropriate conventions

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors) Explains the importance of values and processes Explains viewpoints by predicting outcomes Generates alternative responses providing details of effects Structures responses in a logical order using discipline-specific terms

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above) Uses detailed examples to justify the importance of values and processes. Connects multiple factors to explain viewpoints. Infers how alternative responses can persuade others into action. Organises ideas and conclusions consistently across a range of communication forms.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year 1 as per their Support Plan or ICP Plan Tasks and assessments.’


Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?


Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Exploring democracyExample learning sequence

Explore the unit focus Examine how democracy and key values guide

Australia's system of government and its societyOrganise information to identify the values and features that guide Australia's democracy

Evidence of learningCan the student:

Identify the values that guide Australia's democracy and the influence on government and society?

Lessons 2-3Causes and effects of the Eureka StockadeExample learning sequence

Revise learning about values and features that guide Australia's democracy

Examine a historical event from Australia's colonial past that had significant effects on the development of Australia's democracy

Collect information from sources about the political effects of the Eureka Stockade

Evaluate evidence to draw conclusions about the significance of the Eureka Stockade to the development of Australian democracy

Can the student: Identify the key political effects of the Australian

gold rushes? Draw conclusions about the significance of the

Eureka Stockade in the development of Australian democracy?

Lesson 4Significance of Peter LalorExample learning sequence

Examine the role of Peter Lalor in the events of the Eureka Stockade

Interpret sources to identify the values displayed in the behaviours and actions of Peter Lalor on the goldfields

Draw conclusions about significance of Peter Lalor and the Eureka Stockade to Australian democracy


Identify which democratic values were displayed in Peter Lalor's actions at Eureka?

Lesson 5-6Democratic values influence citizensExample learning sequence

Examine the key values of Australian democracy and how these influence the behaviours and actions of citizens

Collect information from school sources to identify values important to the school community

Compare key values in Australia's democracy with important school values

Share ideas with others about how key values influence the actions of people


Explain the importance of democratic values in influencing the behaviours and actions of citizens?

Lesson 7Key features of Australia's electoral processExample learning sequence

Examine how key features of the Australian electoral process lead to open, free and fair elections

Define key terms related to Australia's democratic system of government

Organise information to categorise the rights and responsibilities of voters

Evaluate evidence to draw conclusions about the importance of open, free and fair elections


Explain the importance of an open, fair and free electoral process within Australian communities?


Teaching Sequence FeedbackLesson 8Steps in the electoral processesExample learning sequence

Examine what is involved in each of the eight key steps in the electoral process

Sequence information to show the eight steps in the Australian electoral process

Work in groups to identify what happens in each step of the Australian electoral process


Describe what is involved in each step of the electoral process?

Lesson 9Comparing electoral processesExample learning sequence

Examine the importance of the electoral process within local contexts such as schools

Compare the similarities and differences between the Australian electoral process and the election of school leaders

Present ideas on how the school's electoral process could be improved


Identify similarities and differences between the Australian electoral process and the election of school leaders?

Lesson 10Role of representativesExample learning sequence

Locate relevant information from sources about the characteristics and values of former parliamentary representatives

Evaluate the evidence to draw conclusions about the desirable values and actions of parliamentary representatives


Explain the roles and responsibilities of representatives in the electoral process?

Lesson 11Student representativesExample learning sequence

Work in groups to examine the valued characteristics of a student representative

Collect and interpret information from a survey to identify different points of view about the desirable characteristics of a school representative\

Present ideas about the valued characteristics of a student representative


Explain the roles and responsibilities of a school leader?

Lesson 12Assessment checkpoint: Part A

Example assessment sequence Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Assessment purposeTo investigate democratic values and processes in the school community.


Teaching Sequence FeedbackLesson 13Nominating for electionExample learning sequence

Examine the language features and structure of an exemplar nomination form

Present ideas and viewpoints to identify the values and actions of a model student representative

Examine campaign advertising materials to determine the origin and purpose


Identify the features of a candidate nomination?

Explain the key features of the campaign process?

Lesson 14Campaign actionExample learning sequence

Work in groups to generate alternative responses to an identified issue as part of a campaign

Use criteria to make decisions about a solution to the issue by predicting the probable effects

Present findings about the proposed collective action in response to the campaign issue

Generate responses to other school-based issues in preparation for the assessment task


Generate possible solutions to campaign issues?

Use a decision-making process to evaluate and propose action?

Lessons 15-16Assessment checkpoint: Part B and Part CExample assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Assessment purposeTo investigate democratic values and processes in the school community.


Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State school Reporting and Moderation Policy (Pre-Post) Policy – Social Moderation Norms

Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next HASS Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.


Scan and Assess

Act

Review

Prioritise

Review

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