CONTEMPORARY TEACHER LEADERSHIP

ASSIGNMENT ONE
REPORT: WHITLAM INSTITUTE WORKSHOP UNIT REVIEW AND PROPOSAL

Andrew McDonald
18869428

Abstract
The following report reviews the Whitlam Institute’s ‘How to Make Change’ workshop unit. This
program is taught to Stage Five, Year Ten Commerce students at any school that agrees to the
one-day workshop. This report is focused on improving the learning outcomes and student
engagement with the workshop’s content when delivered by teachers from the Whitlam Institute
to a school in situ. The recommendations are informed through recognising deficiencies in the
current workshop plan in general capabilities and curriculum areas such as literacy, numeracy,
creative and critical and creative thinking, and personal and social capabilities.

The program has been analysed, deconstructed and redesigned based on the Understanding by
Design (UbD) framework as outlined by McTighe and Wiggins.
Contents
Part I: Executive Summary ................................................................................................................................................ 2
Objective and Context .................................................................................................................................................. 2
Goals ............................................................................................................................................................................. 2
List of Recommendations ............................................................................................................................................. 2
Part II: Background Information ....................................................................................................................................... 2
Part III – Comparative Table.............................................................................................................................................. 5
Part IV – Rationale for Recommendations........................................................................................................................ 8
Part V – Reconstructed Unit............................................................................................................................................ 10
Scope and Sequence ................................................................................................................................................... 10
Concept Map ............................................................................................................................................................... 12
Assessment Task ......................................................................................................................................................... 13
Restructured Unit........................................................................................................................................................ 15
Part VI: References.......................................................................................................................................................... 19
Part VII: Appendices of Original Documents ................................................................................................................... 21
Original Workshop Unit .............................................................................................................................................. 21

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Part I: Executive Summary
Objective and Context
This report has been designed for the Whitlam Institute, a public policy institute that delivers Civics and
Citizenship workshops to Stage Five students. The Stage Five unit “How to Make Change’ is aimed at
developing students’ capabilities in engaging with the Australian democratic system, and examine Gough
Whitlam’s political legacy (Whitlam Institute, 2018). The workshop is delivered by the Institute’s facilitating
teaching staff to High Schools in a full day program to Commerce students in their classrooms. It is also
delivered to Year Ten students visiting the Whitlam Institute’s educational facilities, located at the
Rydalmere campus of Western Sydney University. Due to its nature the workshop is not placed within a
specific scope and sequence plan by any school and may be delivered at any time within a unit of work.

Goals
1. Better integrate workshop content to improve the learning outcomes and experience of workshop
participants.
2. Sustain and/or improve the quality of personal and social capability learning in the current workshop
unit.
3. Elaborate and improve cross-curriculum and general capabilities learning outcomes.
4. Improve the literacy and numeracy student engagement, comprehension and application.
5. Provide opportunities for diversified and broader resource material and learning representation (with a
focus on ICT)
6. Remedy pedagogical and syllabus problems related to content associated with Gough Whitlam.
7. Implement an assessment task where none currently exists.

List of Recommendations
1. Redesign the workshop unit so that it is aligned to the Stage Five mandatory depth study, ‘Rights and
Freedoms (1945-Present)’
2. Develop a more effective and explicit program of literacy and numeracy activities that meet professional
standards and syllabus requirements.
3. Integrate ICT as a pedagogical resource (where supportable by school infrastructure) to provide greater
scope for expression and communication.
4. Improve student engagement and capacity to meet learning outcomes through the introduction of new
and differentiated pedagogical strategies.
5. Implement an assessment task that is framed and delivered by the Whitlam Institute, with marking
criteria that in situ teachers will utilise for formative information.

Part II: Background Information

‘How to Make Change’ has been recently delivered to students on campus at two secondary schools,
Strathfield Girls’ High School and Kingsgrove North High School to Year Ten Commerce students.

The data presented here intimates the diverse context within which the ‘How to Make Change’ workshop
unit may be delivered. This data is framed with reference to each schools’ Socio-Educational status, gender
diversity, Indigenous student population, English as an Additional Language/Dialect context and National
Assessment Program – Literacy and Numeracy (NAPLAN) performance.

As per the MySchool data presented below, both schools present a student population with high levels of
EAL/D status (92% for Strathfield Girls’, 85% for Kingsgrove North). They also present a similar proportion of
their student population that are identified as Indigenous (1% each).
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 There are significant differences when considering these schools’ Index of Community Socio-Educational
Advantage. The 93-point gap between the schools in their ICSEA value indicates a significant advantage in
favour of Strathfield Girls’ High School contrasted to Kingsgrove North.

NAPLAN data also indicates that Strathfield Girls High School has attained a substantially higher
performance when compared to average Australian schools’ literacy and numeracy standards, whilst
Kingsgrove North is substantially below the same average national standards.

Finally, whilst both Strathfield Girls’ High School and Kingsgrove North High School are both non-selective
comprehensive schools, only the latter is co-educational.

Strathfield Girls’ High School

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 Kingsgrove North High School

(Australian Curriculum Assessment and Reporting Authority, 2018)

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Part III – Comparative Table
Area of Consideration Strengths of the Area of
Consideration
Literacy There is a strong focus on
non-textual literacy skills
such as listening, speaking
and viewing, as outlined in
the Australian Curriculum
Literacy summary (ACARA,
2018). The workshop
endeavours to improve the
students’ capabilities to
communicate verbally and
comprehend information for
effective participation in
society.
Numeracy Numeracy content is
focused on concepts related
to Citizenship and Civics
(e.g. voting age).
Concerns of the Area of
Consideration
There are insufficient
opportunities for the
students undertaking the
workshop to produce
textual content (i.e. print,
visual or digital materials) to
demonstrate their
comprehension and
compositional capabilities.
The workshop is delivered
to schools where literacy
deficiencies have been
documented via NAPLAN
testing.
There is limited opportunity
for students undertaking
this workshop to engage in
mathematical learning
through the activities
outlined below.
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Suggested Changes to
Counteract Concerns
Students are to be provided
with more opportunities to
produce textual content as
part of their workshop
activities and in a formative
assessment task.
Scaffolding such as
glossaries should be
implemented to assist
students in improving their
overall literacy
comprehension and
composition capabilities.
Realigning the workshop
into the History Years 7-10
Syllabus, increases the
potential for students to
engage in learning activities
associated with numeracy
(e.g. chronological analysis)
than if the program stays in
its current Civics and
Citizenship curriculum area.
Research support for the
Changes Suggested
Wyatt-Smith and Jackson
(2016) have assessed and
reported on the declining
writing standards attained
by Australian high school
students, as measured by
NAPLAN.
Clary and Dainith (2017)
identify the link between
high academic achievement
and the ability to write
effectively.
Scaffolding is suggested as a
key pedagogical tool for
EAL/D students by the NSW
Department of Education
(2014)
Numeracy is stated to be a
general capability
appropriate to the teaching
of history as outlined in the
relevant syllabus (BOSTES,
2012), with the benefit of
assisting students in making
meaning of the past.
Creative and Critical The current workshop
Thinking program does place
significant emphasis on
creative and critical thinking
as it relates to the students’
identity and their
capabilities to develop their
skills and understandings in
the context of rights and
citizenship.
Personal and Social The current workshop
Capabilities program has a significant
focus on developing the
students personal and social
capabilities. It effectively
addresses self-awareness,
self-management and social
awareness and social
management.
Understanding by Design Not applicable
Those activities that are
associated with the critical
and creative aspects of the
workshop are not
sufficiently related to or
provide engagement for
understanding content
related to Gough Whitlam’s
policies and achievements.
Not applicable
The workshop unit ‘How to
Make Change’ has two
goals, i.e. addressing
curriculum requirements as
outlined in the 2012 Civics
and Citizenship curriculum
(ACARA, 2015) but also
providing students with
information regarding
Gough Whitlam’s career and
legacy.
There is no assessment task
that provides formative
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Amend the program so that
it allows for more critical
and creative thinking for
those aspects of the
workshop related to Gough
Whitlam, informed by
historical inquisition and
analysis.
Not applicable
Having identified the
disconnection between the
two goals, the outcomes
and content of the
workshop, the program has
been realigned with the
History Years 7-10 Syllabus,
Stage Five Depth Study
‘Rights and Freedoms (1945-
Present)’.
An assessment task has
been included in the final
lesson of the workshop
program.
Yogev (2013) sees a need to
critical thinking in the
history context to help
develop the political and
historical learning of
students.
Reflects the current
Personal and Social
Capabilities curriculum
statement ACARA (2016)
The three stages of UbD, as
outlined by McTighe and
Wiggins (2012) are
identifying the desired
results, determining
assessment evidence and
plan learning and
experiences and instruction
have informed the
realignment of the
workshop plan to the Year
10 History Depth Study unit.
information for teachers
and students.

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Part IV – Rationale for Recommendations
The Whitlam Institute’s ‘How to Make Change’ workshop program is designed to be delivered
to Australian schools to address so that students may be empowered to “…take their place in a
democratic society”, and “understand how they can change the world” (Whitlam Institute, 2018),
whilst also learning about leadership and Australian political history via a focus on the career of
Gough Whitlam.

These two workshop goals are not mutually exclusive; however, the current workshop plan is
specifically focused on the Year Ten Civics and Citizenship curriculum content. Whilst components of
the workshop target knowledge, understandings and skills as expressed in the relevant sequence of
content (ACARA, 2015), the material presented on Gough Whitlam is more suitable for historical
inquiry.

It is the historical context of the workshop that provides a more unifying perspective on where
it should be aligned within curriculum requirements, and this is validated through the application of
the Understanding by Design (UbD) framework. As will be argued below, this repositioning of the
workshop so that it is placed within the Stage Five History Depth Study ‘Rights and Freedoms (1945-
Present) ensures that the Institute’s educational goals will both be addressed.

A. Understanding by Design and ‘How to Make Change’

As the initial step in reviewing and developing recommendations for changes to be made to the
‘How to Make Change’ workshop program, the UbD framework was used as the guiding planning
construct. ‘Understanding by Design’ is said by its authors to offer “…a backward design process for
curriculum planning (McTighe and Wiggins, 2012) with the process requiring an alignment of the
following stages

 Stage One: Identify the desired results.

 Stage Two: Determine assessment evidence
 Stage Three: Plan learning experience and instruction

When considering the goals of the workshop as outlined by the Institute, the disconnection
between the program’s focus on learning outcomes related to Civics and Citizenship and to those
related to the political history of Gough Whitlam are apparent. As stated by Jones, Olds and
Lisciandro in 2016, “(the UbD) model encourages the designer to consider a unifying concept or
theme”. If one wishes to teach a more appropriate concept informed by both civics and history
learning, then the Year Ten History Depth Study offers more thematic consistency.

The current workshop unit presents information relating to Gough Whitlam’s social and political
activism during his Prime Ministership that is more appropriate to (for example) the History Syllabus
outcomes, as per the following citation from the History Years 7-10 Syllabus (BOSTES, 2012), than
the Civics and Citizenship curriculum:

“A student…explains and analyses the motives and actions of past individuals or groups in the
historical contexts that shaped the modern world and Australia HT5-6”.

The Rights and Freedoms depth study provides opportunities for students to learn and develop
general capabilities in ethical understanding, critical and creative thinking, civics and citizenship,
difference and diversity and intercultural understanding, whilst embellishing additional learning in
areas such as literacy, numeracy, information and communication technology capability and

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personal and social capability. Therefore, it does not detract or reduce the existing skills and
capabilities presented in the current workshop and informed by the Civics and Citizenship
curriculum.

When considering Stage Two of the UbD framework, when applied to ‘How to Make Change’,
the most significant problem is that there is no assessment task included in the program to
determine what the students have learned. In the assessment task outlined below an attempt has
been made to ensure that students’ learning outcomes are measured and reported on to provide
formative information for both the students and for their teachers. The assessment task includes
elements designed to assess the students’ abilities in explaining historical concepts, interpreting
data (source documents) and demonstrate historical perception. The task has been informed by
those facets of understanding outlined by McTighe and Wiggins.

It is also important to implement a structured assessment task to ensure that best teaching
practice occurs. As outlined in the current Australian Professional teaching Standards, it is expected
that teachers assess student learning, provide feedback to their students on their learning and make
consistent and comparable judgements (Australian Institute for Teaching and School Leadership,
2017). Therefore, the assessment task outlined below definitively meets this professional
requirement.

The content of the workshop has been amended to ensure that the students are given the
opportunity to construct new and detailed understanding. For example, in the first lesson students
are provided with information that will help them acquire learning related to how the United
Nations was formed and how the Universal Declaration of Human Rights influences rights and
freedoms in Australia. This is supplemented in the fourth period where students will transfer their
understanding of rights to specific historic civil rights issues pertaining to the Whitlam era.

In summary, the UbD framework has been applied to this workshop so that all aspects of the
workshop align to maximise the potential learning outcomes for those students who undertake it.

B. Literacy

As the workshop is being delivered to schools with varying reported NAPLAN results for literacy,
it is imperative that there is a refocus of the program to ensure that it reflects the requirements of
the curriculum and addresses potential deficits. When one considers that the workshop was
delivered to a school that was below national standards for reading, writing and grammar, and that
at both schools cited previously most students came from EAL/D backgrounds, it is necessary to
readdress the literacy focus of the workshop plan. This is supported by research on the declining
reading and writing skills of Australian students (Wyatt-Smith and Jackson, 2016) and the
relationship between writing and academic success as cited by Clary and Danith (2017). To that end
the amended workshop plan includes writing activities and scaffolding that supports vocabulary
acquisition.

It is also significant to develop pedagogies and activities in the workshop that have literacy
learning outcomes and skills development, considering the context of it being delivered to students
who may come from EAL/D backgrounds. Not only does this reflect the professional knowledge
requirements for knowing how a student learns (AITSL, 2017), it also informs the implementation of
strategies for guided scaffolding (NSW Department of Education & Communities, 2014). The use of a
key terms worksheet in the amended workshop plan is a pedagogical response to this literacy
requirement.

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 C. Numeracy

Whilst numeracy has informed the workshop plan design with reference to the Civics and
Citizenship curriculum (ACARA, 2012), there are no opportunities for students to engage in learning
activities for numeracy when reviewing the historical content related to Gough Whitlam, Therefore,
as described in the History Years 7-10 syllabus (BOSTES, 2012), additional focus has been placed on
developing students’ numeracy capabilities through timeline construction and interpretation.

D. Creative and Critical Thinking

The existing workshop unit focuses heavily on creative and critical thinking as related to the
Civics and Citizenship content. However, there is virtually none of this undertaken when considering
the material presented about Gough Whitlam. Therefore, alongside the realignment of the
workshop to the Year 10 History syllabus, activities have been designed to ensure that the students
are more engaged with and practice a wider range of creative and critical thinking learning. This is
informed by the scholarship of Esther Yogev who argues for the development of an historical
consciousness that is based on the “need to foster a political-critical dimension in the context of
history education” (Yogev, 2013). The logic of her argument, where history students need to be
assisted in formulating their political identities, is an appropriate philosophical and pedagogical
theory to deliver the ‘How to Make Change’ workshop to these students, as opposed to those who
currently undertake it as part of Year Ten Commerce.

E. Personal and Social Capability

As outlined above, the personal and social capability aspects of the current workshop plan
reflect and embody appropriate learnings, as described by the relevant national curriculum
document (ACARA, 2016). There is no need to change this aspect of the workshop’s design.

F. Conclusion

In summary, the changes that have been proposed in this report on the workshop ‘How to
Make Change’ have been based on a recognition, through the application of the UbD framework,
that the goals of the program are not being met in its current curriculum focus, nor in its lack of a
formative and reportable assessment task. To that end it is suggested that the workshop be
delivered in the context of the Year Ten History Depth Study, ‘Rights and Freedoms (1945-Present).
This will ensure that learning outcomes derived from that content in the workshop focused on
Gough Whitlam will be more likely to be achieved, with more appropriate and engaging pedagogies.
The workshop has also been redesigned so as to improve its potential to provide students with more
opportunities to expand and/or improve their general capabilities and cross-curriculum learning, as
seen in the focus on scaffolding and writing to improve literacy outcomes.

Part V – Reconstructed Unit

Scope and Sequence
The Making of the Modern World (Minimum 50 hours teaching time)

Term 1: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

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Depth Study: Making A Better World? Progressive Ideas and Movements
hours
Outcomes: HT5-1, HT5-2, HT5-4, HT5-6, HT5-9, HT5-10

10
 Term 2: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8
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Depth Study: Australians at War
hours
Outcomes: HT5-1, HT5-2, HT5-4, HT5-6, HT5-9, HT5-10

Term 3: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

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Depth Study: Australia and Asia: Making a Nation
hours
Outcomes: HT5-1, HT5-2, HT5-4, HT5-7, HT5-9, HT5-10

Term 4: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

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Depth Study: Rights and Freedoms (1945-Present)
hours
Outcomes: HT5-2, HT5-3, HT5-6, HT5-8, HT5-9, HT5-10

This scope and sequence mapping is informed by the current History K-10 Syllabus, with
reference to the Stage Five content ‘The Making of The Modern World’ (Board of Studies, 2012). It is
to be noted that the above mapping is representative of how the Stage Five History content may be
configured at any school and is not the responsibility of the Whitlam Institute. The ‘How to Make
Change: Rights and the Whitlam Government’ workshop unit should be delivered during the Depth
Study ‘Rights and Freedoms (1945-Present).

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Concept Map

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Assessment Task

How to Make Change – Indigenous Rights and Freedoms and The Whitlam Government
Duration: 50 minutes/One Period

Outcomes Assessed:

 HT5-3: Explains and analyses the motives and actions of past individuals and groups in the historical
contexts that shaped the modern world an Australia.
 HT5-6: Selects and analyses a range of historical sources to locate information relevant to an historical
enquiry
 HT5-9: applies a range of historical terms and concepts when communicating an understanding of the
past
 HT5-10: Selects and uses appropriate oral, written, visual and digital forms to communicate effectively
about the past for different audiences

Task Description:

 Rationale

This informal summative assessment task is designed to assess the students’ learnings from the
workshop unit, as it is taught within the wider context of the Year Ten History Depth Study ‘Rights and
Freedoms (1945-Present)’. It is the responsibility of the relevant teacher in the department and/or
school to implement a final formal summative assessment task for the Depth Study as a whole. It is also
the responsibility of the relevant school’s teacher (and not the Whitlam Institute facilitating teacher) to
assess the students’ work based on criteria supplied by the Institute.

 Format

Working in groups, students are to:

1. Complete a timeline of five significant events related to the historical narrative of the struggle
for Aboriginal and Torres Strait Islander rights during the period 1965-1975, using the following
resource for reference:
https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library
/pubs/BN/1011/IndigenousAffairs1#_Toc293318915
2. Using in-class ICT and/or additional text or other format resources provided by the school
students are to locate a second source document, artefact, video etc that either corroborates or
contradicts information related to one of the events identified in their timeline
3. Students are to present (in a format of their choosing) a summary of their chosen event detailing
the following:
a. What event did the group select and why.
b. When the event occurred.
c. Who was involved.
d. Supporting or contradictory evidence for the event.
e. The role of the Whitlam government in the event.
f. How does this event relate to one or more human rights.

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 Marking Methodology and Criteria

Students work will be assessed as either satisfactory or unsatisfactory. Whilst the facilitating teacher
from the Whitlam Institute will implement and monitor the assessment task during the workshop, the
appropriate school teacher and/or head of department will assess the students’ task work based on the
following criteria.

Marking Criteria (1 mark per demonstrated attribute)

- Students identify and cite five relevant events from the source web site.
- Students produce a chronologically accurate time line detailing each event.
- Students identify and cite an appropriate and authentic secondary historical source that
corroborates or contradicts the information in their chosen event.
- Students present their summary in a cogent, coherent format with accurate spelling, grammar, clear
speech or other literacy values as judged by the class teacher.
- Students provide an historically informed and critically assessed reason for their selected event in
their summary.
- Students present an historically valid and authentic assessment as to the role of the Whitlam
Government in their chosen event.

i. Satisfactory Result: Students who meet a minimum of four of the six criteria (i.e. a score of 4/6) cited
above will be considered to have satisfied the requirements of the informal summative assessment.
These students will be provided with a Statement of Completion certificate supplied the Whitlam
Institute.
ii. Unsatisfactory Result: Students who do not meet a minimum of four of the six criteria (i.e. 3/6 or
less) will not receive the Statement of Completion certificate. They will have the option of
resubmitting their assessment task at the discretion of the relevant teaching staff at their school and
if successful may then receive the Statement of Completion

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 Restructured Unit

The Modern World and Australia – Depth Study 4: Rights and Freedoms (1945 Stage 5 Duration: One Day
– Present) Detail: 5 lessons

How to Make Change – Rights and Freedoms and The Whitlam Government
Key Concepts/Big Ideas:
 What constitutes Australian civic society and citizenship?
 How do we engage with the Australian democratic society?
 What are our rights and freedoms and how have they been shaped, changed, defined?
 Why and how is the Australian democratic system different to others?
 How do we affect change and how has our history informed or influenced our democracy?
 What are major civil rights issues that have affected Australians in the past, and how do they influence us today?
 How did Gough Whitlam’s policies and government shape Australia?
Literacy Focus
 Comprehension of instruction, resource materials,
 Development of personal responses informed by the appropriate use of valid historical source content.
 Critical analysis of sources.
 Development of visual, textual and aural comprehension skills.
Numeracy Focus
 Development of chronology/timeline skills
ICT Focus
 Developing student skills in the appropriate use of the ICT and online resources for historical inquiry.
Differentiation
1. The Educational Environment
 Adjusting print materials (e.g. increase readability, font size, supplement with visual cues, supplement with written
cues and prompts, simplified language, focus/highlight critical features)
2. The Resource Environment
 Provide additional instructional support (e.g. peer tutors, paraprofessionals, tutors etc.)
 Utilise additional technological resources (e.g. computers, augmented communication devices)
 Assistive Technologies
3. Inclusive Teacher-Oriented Instructional Strategies
 Modelling & direct instruction
 Cooperative and partnered learning strategies
 Adjust the pace of instruction
 Differentiate time to complete tasks according to individual needs
 Adjust quantity and complexity of questions for students with different learning capabilities (e.g. Gifted & Talented
students provide with extra material and more problematic questions)
 Incorporate personal interests and special talents into lessons
 Incorporate self-learning strategies
 Use criterion and performance-based assessment activities

Key inquiry questions Skills

 What constitutes citizenship, civics within the
historical context of the Australian democratic
system?
 How has our civic society and democracy been
influenced historically by the actions of Australians,
Comprehension, chronology, terms and concepts
 Sequence historical events to demonstrate the
relationship between different periods, people and
places.
 Analysis and use of sources

15
 particularly with reference to the period of Gough
Whitlam’s leadership of the Australian Labor Party?
 What constitutes specifically Australian ‘rights’ and
‘freedoms’, and how have they been interpreted
during the post-WW2 era?
 What is the historical legacy of the Whitlam
government?
 How did Gough Whitlam influence Australian society
and politics?
 How did Gough Whitlam and his government
respond to civil rights struggles during 1972-1975,
and what is the legacy for Australian civic society
today?
Outcomes
A student:
 HT5-2: sequences and explains the significant
patterns of continuity and change in the
development of the modern world and Australia
 HT5-3: explains the causes and effects of events and
developments in the modern world and Australia
 HT5-6: uses relevant evidence from sources to
support historical narratives, explanations and
analyses of the modern world and Australia
 HT5-8: selects and analyses a range of historical
sources to locate information relevant to an
historical inquiry
 HT5-9: applies a range of relevant historical terms
and concepts when communicating an
understanding of the past
 HT5-10: selects and uses appropriate oral, written,
visual and digital forms to communicate effectively
about the past for different audiences
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 Identify the origin, content, context and purpose of
primary and secondary sources.
 Process and synthesise information from a range of
sources as evidence in an historical argument.
 Evaluate the reliability and usefulness of primary and
secondary sources for a specific historical inquiry.
Perspectives and Interpretation
 Identify and analyse the reasons for different
perspectives in a historical context.
 Recognise that historians may interpret events and
developments differently
Empathic Understanding.
 Interpret history through the actions, values,
attitudes and motives of people in the context of the
past.
Research
 Ask and evaluate different kinds of questions about
the past to inform an historical inquiry.
 Plan historical research to suit the purpose of an
investigation.
 Identify, locate, select and organise information
from a variety of sources, using ICT and other
methods.
Explanation and Communication
 Develop historical texts, particularly explanations
and historical arguments that use evidence from a
range of sources.
 Select and use a range of communication forms
(oral, graphic, written and digital) to communicate
effectively about the past for different audiences
and for different purposes.
Historical concepts
The following historical concepts are integrated into the
workshop unit:
 Continuity and Change
 Cause and Effect
 Perspectives
 Empathetic Understanding
 Significance
 Contestability
Sequence Teaching and Learning Strategies including assessment for learning. Resources
Lesson/Peri Introduction:
od One a) Acknowledgment of Country  ICT (laptop,
b) Introduction to facilitators/teachers and outline of workshops’ PowerPoint
goals, format etc. Presentation)
 Acknowledgement of
Inquiry Questions: Country statement
a) What are Human rights and what do they mean to us? from Western Sydney
b) What are the United Nations and the Universal Declaration of University
Human Rights?  Workshop agenda
c) What are Australian rights and freedoms and are they different document
to others?  Printed copies of the
UDHR
Activities:  Key terms glossary
 When delivering the Acknowledgement of Country ensure worksheet (to be
students are asked if they can identify the relevant local completed
Aboriginal peoples. throughout the
 Hand out an agenda document for the workshop to all workshop)
students with instructions for the attendees to mark off items  Supporting source
as completed during the unit. documents (text,
 Mind map students’ knowledge and understanding of rights video, audio etc) for
and freedoms based on question & answer discussion. Australian role in
 Make the Universal Declaration of Human Rights available in formation of the UN
multiple formats  UN Charter
 Ask students to write three rights in the UDHR that reflect
rights or freedoms identified in the group discussion
 Assess student knowledge of the history and functions of the
UN
 Group discussion on Human Rights embodied in the UDHR and
how they relate to students at home, at school, in the
community
 Discuss role of Australia in the foundation of the United
Nations and how the UN influences Australian society
 Review and reflect information, complete relevant glossary
worksheet entries relating to rights, UN etc.

Syllabus Outcomes: HT5-6

General Capabilities: Ethical Understanding, Literacy, ICT Capability,

Numeracy, Civics and Citizenship

UbD Coding: M, A
Lesson/Peri Inquiry Questions:  ICT (laptop,
od Two a) What is citizenship, what is a citizen and how do they PowerPoint
participate in our government? Presentation)
b) What is a democracy and what is unique about democracy in  Key terms glossary
Australia? worksheet (to be
c) What is the history of voting in Australian democracy? completed
throughout the
Activities: workshop)
 Class discussion on what citizenship is and how one becomes  Videos/ICT/document
an Australian citizen. Responses to be mapped for student ation for democratic
reference during and after the workshop. Target citizens’ right principles and history
to vote.

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  Map students’ knowledge of the history and nature of the  Australian
democratic political system. Demnocracy history
 Present video and electronic information such as the following: question sheet
 Defining Democracy
https://www.moadoph.gov.au/democracy/defining-
democracy/
 What Is Democracy
http://www.abc.net.au/btn/story/s4460249.htm
 Students provided with a question sheet focused on key facts
associated with the history of Australian democracy Students
will be guided to/supplied with appropriate resources (e.g.
https://www.aec.gov.au/Elections/Australian_Electoral_Histor
y/reform.htm)
 Students will map the history of Australian democracy onto a
timeline

Syllabus Outcomes: HT5-3, HT5-6

General Capabilities: Ethical Understanding, Literacy, ICT Capability,

Critical Thinking, Numeracy, Civics and Citizenship

UbD Coding: A
Lesson/Peri Inquiry Questions:  ICT (laptop,
od Three a) How do we participate in our democracy? PowerPoint
b) What issues matter? Presentation)
 Workshop agenda
Activities: document
 Students provided with a secret ballot form and given  Key terms glossary
information on how to vote. worksheet (to be
 Voting options are linked to specific issues that Gough Whitlam completed
addressed and may still be relevant today (e.g. Racism, throughout the
Aboriginal Rights, Free University, Conscription, Women’s workshop)
Rights, etc  Secret Ballot form
 Students discuss what issue means to them and then vote for
the option that is most relevant, significant
 The two most popular issues will be referenced in the next
lesson
 Review and reflect on lesson, complete relevant glossary
worksheet entries.

Syllabus Outcomes: HT5-2, HT5-3, HT5-8

Cross-Curriculum Learning: Civics and Citizenship

General Capabilities: Ethical Understanding, Literacy, ICT Capability

UbD Coding: M, A
Lesson/Peri Inquiry Questions  ICT (laptop,
od Four a) How did Gough Whitlam address civil issues? PowerPoint
b) What is his legacy? Presentation)
c) How to affect change without voting as demonstrated in  Key terms glossary
history? worksheet (to be
completed
Activities: throughout the
workshop)

18
  The two most popular issues identified by the secret ballot will  Historical
then form the focus for an analysis of Gough Whitlam’s information, source
achievements and legacy. documents for issues
 Students will be presented with information, historical
material about the two issues. They will then be asked to
synthesize the material and their current understanding to
discuss, then publicly vote on Gough Whitlam’s legacy.
 Students placed into groups and given information on
petitions, strikes, boycotts, protests, marches etc related to
the issue of Indigenous rights before and during the Whitlam
government. Each group will be asked to present a written
report to the rest of the class what their method of change
was and how it influenced Indigenous rights
 Review and reflect on lesson, complete relevant glossary
worksheet entries.

Syllabus Outcomes: HT5-3, HT5-6, HT5-8

Cross-Curriculum Learning: Aboriginal and Torres Strait Islander

Histories and Cultures
General Capabilities: Ethical Understanding, Literacy, ICT Capability,
Critical Thinking, Civics and Citizenship, Difference and Diversity,
Personal and Social Capability

UbD Coding: T, M, A
Lesson/Peri Activities:  ICT (laptop,
od Five  Assessment Task (see above) PowerPoint
 Review and reflect on workshop Presentation)
 Assessment Task
Syllabus Outcomes: HT5-3, HT5-6, HT5-9, HT5-10

Part VI: References

Australian Curriculum Assessment and Reporting Authority (2015). Civics and citizenship: Sequence of Content 7-10.
Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-
sciences/civics-and-citizenship/pdf-documents/

Australian Curriculum Assessment and Reporting Authority (2018). My School: Kingsgrove North High School.
Retrieved from https://www.myschool.edu.au/school/41156

Australian Curriculum Assessment and Reporting Authority (2018). My School: Strathfield Girls High School.
Retrieved from https://www.myschool.edu.au/school/41556

Australian Curriculum Assessment and Reporting Authority (2016). Personal and Social Capability. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/

Australian Institute for Teaching and School Leadership (2017). Australian Professional Standards for Teachers.
Retrieved from https://www.aitsl.edu.au/teach/standards

19
Board of Studies NSW. (2012). History K-10 Syllabus Volume 2: History Years 7-10. Sydney, Australia: Board of
Studies NSW

Clary, D., & Daintith, S. (2017). Raising the bar: setting an agenda for writing improvement in the middle years.
Literacy Learning: The Middle Years, 25(2), 45+. Retrieved from
http://link.galegroup.com.ezproxy.uws.edu.au/apps/doc/A495938610/AONE?u=uwsydney&sid=AONE&xid=0d5
f57c2

Jones, A., Olds, A. and Lisciandro, J. (2016). Understanding the Learner: Effective course design in the changing
higher education space. International Studies in Widening Participation 1(3), 19-35. Retrieved from
https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/view/42

McTighe, J. and Wiggins, G. (2012) Understanding by Design Framework White Paper. Alexandria, VA. ASCD

NSW Department of Education and Communities (2014). English as an Additional Language or Dialect: Advice for
Schools. Darlinghurst. NSW Department of Education and Communities

Whitlam Institute (2018). Civics for Young Australians. Retrieved from https://www.whitlam.org/education/

Wyatt-Smith, Claire, & Jackson, Christine. (2016). NAPLAN data on writing: A picture of accelerating negative change.
Australian Journal of Language and Literacy, 39(3), 233-244. Retrieved from
http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?ty=as&v=2.1&u=uwsydney&it=DIourl&s=RELEVANCE&p=
AONE&qt=TI~%22NAPLAN%20data%20on%20writing%22~~SP~233~~IU~3~~SN~1038-
1562~~VO~39&lm=DA~120160000&sw=w

Yogev, S. (2013). On the need to strengthen political-critical thinking in history education. International review of
Education, 59(5), 627-645. Retrieved from https://doi.org/10.1007/s11159-013-9360-6

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Part VII: Appendices of Original Documents
Original Workshop Unit

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