Task Two

BACKWARD DESIGN: Unit Plan

Title: Celebration and commemorations around the world

Year Level: Three Teacher: Miss Flynn
Focus Curriculum Area (s): HASS (History) Duration: 4 weeks

STAGE 1: Curriculum Links

General Literacy Numeracy ICT Critical and Creative Thinking

Capabilities (GP)
Ethical Behaviour Personal and Social Intercultural Understanding
Cross-curriculum
Priorities (CCP)
Aboriginal and TSI Asia and Australias Sustainability
Histories and Culture Engagement with Asia
Year Level ACHASSK065 - Celebrations and commemorations in places
Content By the end of Year 3, students identify individuals,
around the world (for example, Chinese New Year in countries events and aspects of the past that have
Descriptors significance in the present. They identify and
describe aspects of their community that have
of the Asia region, Bastille Day in France, Independence Day in changed and remained the same over time. They
the USA), including those that are observed in Australia (for Year Level Achievement describe the diverse characteristics of different
places at the local scale and identify and describe
Standards similarities and differences between the
example, Christmas Day, Diwali, Easter, Hanukkah, the Moon characteristics of these places. They identify
connections between people and the
Festival and Ramadan) characteristics of places. Students explain the role
of rules in their community and the importance of
ACHASSI061 - Present ideas, findings and conclusions in texts making decisions democratically. They identify the
importance of different celebrations and
 and modes that incorporate digital and non-digital
representations and discipline-specific terms
ACELA1677 Plan and deliver short presentations, providing
some key details in logical sequence
Knowledge (What are students expected to learn?)
Celebrations and commemorations observed in Australia and their
significance and origin
Celebrations and commemorations observed in other places around the
world and their significance and origin
The difference between a celebration or commemoration, and the
importance they have to their country or culture
commemorations for different groups. They
explain how and why people participate in and
contribute to their communities.
Students pose questions and locate and collect
information from sources, including observations,
to answer these questions. They examine
information to identify a point of view and
interpret data to identify and describe simple
distributions. They draw simple conclusions and
share their views on an issue. They sequence
information about events and the lives of
individuals in chronological order. They record
and represent data in different formats, including
labelled maps using basic cartographic
conventions. They reflect on their learning to
suggest individual action in response to an issue
or challenge. Students communicate their ideas,
findings and conclusions in oral, visual and written
forms using simple discipline-specific terms.
Skills (What are students expected to be able to do?)
Students are expected to have basic ICT researching skills
Students are expected to have successfully achieved the literacy skills from the
curriculum from their previous schooling years
Students are expected to have basic skills in critical and creative thinking that will
enable them to complete the learning experiences and produce a report
LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
By the end of this unit, students will be able to identify and discuss a number of popular celebrations and commemorations in places around the world.

By the end of this unit, students will be able to identify and discuss a number of popular celebrations and commemorations observed in Australia.

By the end of this unit, students will be able to present their ideas on a celebration or commemoration in a report and in the format of a short segment for
morning television

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description:
The first task of the assessment will be a written report about their chosen celebration or commemoration. The students will be required to state in what country
the event takes place, the origin of it, the significance of it and any traditions/customs that are practised by the people who observe it. The second task of the
assessment will involve the students presenting their report to the camera with the incentive of the piece appearing on a morning breakfast show. The children
will be required to use expression and tone in their reading, and will be encouraged to use props to further entice their audience into the celebration or
commemoration they are reporting on. The second task will be filmed without an audience, so whilst the children are still getting practise of their public speaking,
those children who are not very confident at speaking in front of others, or who are shy children, will not be at a disadvantage with this task. The report is to last
between 2-3 minutes, and whilst the children need to discuss their findings covered in their written report, they have the freedom to show creativity as well. The
students will be required to create their presentation to the target audience of young families, watching the morning breakfast show before the children go to
school. The students will be encouraged to come up with their own purpose for why their particular celebration or commemoration is being spoken about on TV,
for instance, the celebration or commemoration is coming up, the student is an influential person for the celebration or commemoration, there has been a lot of
media attention on the celebration or commemoration.
The students will work individually for the task, and it will come at the end of the four weeks of this unit of work, which will be the final unit of work in history.

Assessment Criteria:
Derived from Achievement Standard (SCSA, Year 3 Humanities and Social Sciences & English)
Assessment recording template:
In assessing the students reports and presentations, the teacher will use the marking rubric in Artefact one
 Feedback:
Students will receive on going feedback from the teacher during the working process of the assessment, both oral and written. At the completion of the
assessment, the students will receive a copy of their marking rubric, so they can look over their feedback and look at how they were marked across all of the
areas.

Self-assessment:
Using the two stars and a wish strategy, the children will be asked to think of 2 things they really liked about their assessment task (stars), and one thing
that could be improved (wish). Template in artefacts.

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

 Learning Experiences Assessment For/As Learning Resources
(Formative Assessment)
1 Celebrations and commemorations observed in Australia. This learning This learning experience will be used as A concept attainment
experience will focus on identifying the difference between a celebration and a diagnostic assessment for the teacher PowerPoint to
commemoration. A concept attainment strategy will be used to assess to determine what knowledge and skills demonstrate the
whether or not students can identify celebrations and commemorations the students have on the topic. The celebrations and
observed in Australia, versus those observed elsewhere in the world. The teacher will take anecdotal notes on commemorations here in
experience will then allow the students to discuss the different celebrations their responses in the concept Australia and those not in
and commemorations observed here in Australia and their significance and attainment activity on what the Australia.
origin. students understand about celebrations
and commemorations.
2 Remembrance Day. This learning experience will allow for children to explore This learning experience will be used as A Poppy is to Remember,
Remembrance Day and how it is commemorated in Australia. The students a formative assessment for learning. by Heather Patterson
will be introduced to a book called A Poppy is to Remember and read it by the The teacher will use anecdotal notes to iPads for online research
teacher. The class will then have a discussion about the book and what it reflect on what the children have Access to library books
means. The students will also have the opportunity to investigate the origin learned about Remembrance Day as a about Remembrance Day
and significance of Remembrance day through researching online and with commemorated day in Australia. The
books from the library. teacher will also take notes on the skills
the students have in being able to draw
connections to their new understanding
and their experiences of the day.
3 Celebrations and commemorations around the world. This learning This learning experience will be used as Primary and secondary
experience will be implemented through a jigsaw activity, where groups of a formative assessment for learning. sources on different
children will study a range of primary and secondary sources to explore The teacher will continue on with the celebrations and
different celebrations and commemorations observed around the world. The anecdotal notes to ensure the learning commemorations around
students will then form a group with other students whom studied a different of the students is ongoing, and will the world including
celebration or commemoration and teach and exchange the information the refer to them to revise over what is pictures, informative
obtained. planned for the next learning books, stories and maps.
To finish the lesson, the teacher will use exit passes. The students will need to experience and make any changes that Questions for the teacher
answer a question about the work theyve been doing that day correct to be are needed. The teacher will also have a to use as exit passes
able to finish the lesson and go to the next lesson or break. checklist when doing the exit passes
with the students, and check the
students who answer the question
correctly, and for those who didnt
make a note to revise that information
in the next lesson.
4 Celebrations of different cultural groups. This learning activity will see This learning experience will be used as Index cards about the
students study celebrations observed in Australia and throughout the world a formative assessment for learning. As different celebrations
by particular cultural groups, for example Ramadan, Easter and Diwali. The the last learning experience before the observed by cultural
students will use index cards provided by the teacher to fill in an A3 spread summative assessment is commenced, groups
sheet about the different celebrations. the teacher will look at the completed A3 spread sheets for each
spread sheets by the students and write student (with spaces to
 down feedback for the students on how fill in answers and draw
well they understand the celebrations pictures)
studied. The teacher will keep
photographs of the students work with
their given feedback.

5 Researching chosen celebration or commemoration observed in Australia or This learning experience is the iPads for online research
elsewhere in the world. Students will have the opportunity to research one beginning of the assessment of Access to other pieces of
particular celebration or commemoration observed anywhere in the world, learning. The two assessment tasks will work completed in this
and explore how it is observed, the significance and origin of it. Students will be assessed using the marking rubric. unit of study
then begin writing up their plans from their obtained research.

Feedback for parents/carers:

1. Parents will be informed after the first learning experience of the unit of work the students will be completing. The teacher will write a note in the
students diaries about what they will be studying and ask if the parents/carer can have a discussion at home with the child to further their
understanding of the topic. Parents/carers will be required to sign this note from the teacher to ensure theyve seen it.
2. Using Seesaw, the teacher will take a photo of the students work after the fourth learning experience about cultural celebrations and send it to the
parent/carer with a description attached about the students understanding, skills and learning in the topic.
3. The parents/carers will be invited into the classroom one morning following the completion of the students summative assessment tasks for a gallery
walk to witness the work of the students. The students will have their written reports on their desks and the parents will be welcome to come to the
teacher and look over the marking rubric their child received as well.
Whilst all of these approaches to giving feedback to the parents/carers are informal, if a student was showing signs that they were struggling, or were
not behaving appropriately during this unit of study, the parents/carers would be called in for a formal meeting.