Part B: Rationale

The unit How do symbols, events, individuals and places in my community make it unique? has been developed for a Year 3 class
at East Kalgoorlie Primary School. The planning for this inquiry learning unit has followed the backwards design approach. The
backwards design starts with the desired outcomes of the intended learning and then develops the curriculum from the evidence of
learning and the teaching needed to equip students with the desired knowledge (Wiggins & McTighe, 2011 & Readman and Allen,
2013). Prior to commencing this unit, I had always been taught to plan lessons starting with the lessons and then stating the
learning outcomes and intentions of the lesson. Therefore, I can admit I did not spend much valuable time thinking about what
children will learn from the lesson. I was more worried about the activities I was planning and the time allocation for these activities.
In turn, I wasnt able to confidentiality communicate student intended learning to my mentor teachers, parents, and students.
However, from completing this unit of learning using the backwards design I feel like I have developed a sense of accountability
and confidence within myself to conduct this learning unit in the classroom and know what knowledge my students should be
learning, if they arent meeting the intended goals and what to do to assist their learning. This backwards design approach has
carefully considered the intended learning outcomes and woven this into all evidence of assessment.
The main purpose of the unit of learning is to build on students prior knowledge and understanding, through an inquiry-based
learning approach. The inquiry question driving this unit of learning is How do symbols, events, individuals and places in my
community make it unique?. Through inquiry-based learning and over the course of four weeks, students will be exploring a variety
of cultural celebrations including how celebrations differ in various cultures, how symbols are used in celebrations and what makes
a celebration unique. Students will be able to identify the difference between a celebration and commemoration. Students will
identify the celebrations celebrated in Australia, as well as describe what we do as a nation to acknowledge these special
occasions. Students will then use research skills to research the similarities and differences between an Australian celebration and
an occasion celebrated in another culture and use a Venn diagram to record this information using a Venn diagram.
On top of this inquiry, students will also be investigating the text structure and language features of a persuasive writing piece. In
order to grasp the concept of persuasive writing, students will complete a cold task, as outlined in the Talk 4 Writing approach to
teaching literacy. From this, students will be able to identify different purposes for persuasive texts, the structure of a persuasive
text, write in sentences to show links between ideas and use logic to persuade. The summative assessment task for this unit of
learning encompasses a combination of links to the Humanities and Social Science (HASS) curriculum and English curriculum. The
summative assessment task requires students to use their knowledge from the unit on symbols and celebrations and as well as
persuasive text to create an emblem that best represents Western Australia. The students will be assessed on their ability to
provide a well-thought out explanation of how and why symbols are significant in celebrations, discuss what they have learnt about
celebrations from this unit, can use persuasive language to provide three reasons why their emblem should be chosen to represent
Western Australia and provides a diagram of their emblem design which includes labels.
The two standards of the Western Australian curriculum that have been used to support this learning unit is Humanities and Social
Science (HASS) and English. The students will be engaging with a series of eight learning experiences that have been structured
around the following content descriptors:
1. The historical origins and significance of celebrations and commemorations in other places around the world (e.g. Bastille Day
in France, Independence Day in the USA; and those observed in Australia, such as Chinese New Year, Christmas Day, Diwali,
Easter, Hanukkah, the Moon Festival, Ramadan) (ACHASSK065)
(School Curriculum and Standards Authority (SCSA), 2017a).

2. The historical origins and significance of the days and weeks celebrated or commemorated in Australia (e.g. Australia Day,
ANZAC Day, National Sorry Day) and the importance of symbols and emblems (ACHASSK064) (SCSA), 2017b).
3. Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures
and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
(SCSA), 2017c).

4. Understand that languages have different written and visual communication systems, different oral traditions and different ways
of constructing meaning (ACELA1475) (SCSA), 2017d).

In addition to this, the following general capabilities and cross-curriculum priorities taken from the Western Australian Curriculum,
have been implemented into the planned learning experiences:
- Literacy;
- ICT;
- Critical and Creative Thinking;
- Ethical Behaviour;
- Personal and Social;
- Intercultural Understanding and
- Aboriginal and TSI Histories and Culture

The achievement strands that have been utilised for this unit of learning consist of students demonstrating the following skills and
knowledge:
- Students develop questions, locate and collect information and/or data from a variety of sources
- Students identify the contribution of different cultural groups on a community.
- Students identify the ways people in Australia, and around the world, acknowledge days and events that have
historical significance.
- They understand how language features, images, and vocabulary choices are used for different effects.
- Students understand how language features are used to link and sequence ideas.
- They understand how language can be used to express feelings and opinions on topics.
- Students create a range of texts for familiar and unfamiliar audiences.
- Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas, and
characters.
(SCSA, 2017a, 2017b, 2017c, 2017d).

Readman and Allen (2013) emphasize that assessment is central to learning and should be integrated throughout the whole
learning process and embedded into daily practices of teaching and learning. Therefore, in alignment with this and the summative
assessment task mentioned above, assessment strategies have been made evident before, during and after the planned unit of
work. A range of diagnostic and formative assessment strategies have been carefully sequenced into the unit of learning in order to
provide opportunities to re-evaluate the effectiveness of the teaching and learning that is taking place. Diagnostic assessment tasks
generally occur at the beginning of a learning experience and are used as a strategy to identify prior knowledge and gaps in
learning (Readman & Allen, 2013). By commencing the diagnostic task on Australian celebrations at the beginning of the learning
experiences, I gathered vital information that was helpful in planning for what children need to learn next about Australian
celebrations (appendix G). Furthermore, the same procedure was repeated for when the students began learning about the
structure and language features of persuasive writing (appendix C). In alignment with this, formative assessment strategies such
as anecdotal notes (appendix E), daily observations (appendix F) and a range completed learning activities (appendix G, appendix
H, appendix I, appendix J, appendix k) have been used to help the educator make appropriate judgments about the progress of
student learning. Readman & Allen (2013) express the importance of making assessment fair and achievable to all students. In
agreement with this, a rubric has been developed for the summative assessment task to ensure all students and parents are aware
of the learning outcomes planned for this unit of work.
 Task 2: Planning, Assessing, Record Keeping and Reporting
Part A: Backward Design Unit Plan

Title: How do symbols, events, individuals and places in my community make it unique?

Year Level: 3 Teacher: Rhiannon Watson

Focus Curriculum Area (s): Humanities and Social Science (HASS) and English Duration: 5 weeks

STAGE 1: Curriculum Links

General Literacy Numeracy ICT Critical and Creative Thinking

Capabilities
Intercultural
(GP) Ethical Behaviour Personal and Social
Understanding
Cross-
Aboriginal and TSI Asia and Australias
curriculum Sustainability
Priorities (CCP) Histories and Culture Engagement with Asia
Year Level Learning Area 1: Humanities and Social Science Learning Area 1:
Content (HASS) At Standard, students develop
Descriptors questions, locate and collect
The historical origins and significance of celebrations information and/or data from a
and commemorations in other places around the world variety of sources. They record
(e.g. Bastille Day in France, Independence Day in the their information and/or data in a
Year Level Achievement
USA; and those observed in Australia, such as Chinese range of formats and use some
Standards
New Year, Christmas Day, Diwali, Easter, Hanukkah, the protocols when referring to the
Moon Festival, Ramadan) (ACHASSK065) work of others. Students use
(School Curriculum and Standards Authority (SCSA), given criteria to select relevant
2017a). information, and they interpret
information and/or data by
sequencing events and
The historical origins and significance of the days and identifying different points of view.
weeks celebrated or commemorated in Australia (e.g. They translate information and/or
Australia Day, ANZAC Day, National Sorry Day) and the data into different formats.
importance of symbols and emblems (ACHASSK064) Students use given decision-
(SCSA), 2017b). making processes to draw simple
conclusions and provide
explanations, based on
Learning Area 2: English information and/or data. They
present findings using a range of
Plan, draft and publish imaginative, informative and communication forms appropriate
persuasive texts demonstrating increasing control to audience and purpose, using
over text structures and language featuresand selecting relevant terms. Students develop
print,and multimodal elements appropriate to texts, supported by researched
the audience and purpose (ACELY1682) (SCSA), information, and reflect on
2017c). findings to propose an action.

Understand that languages have different written Students identify the importance
of rules and the democratic
and visual communication systems, different oral
processes that groups follow
traditions and different ways of constructing when making decisions. They
meaning (ACELA1475) (SCSA), 2017d). describe how people participate
in community groups, and identify
the benefits to both the individual
and the community.
Students map and locate various
boundaries and
natural features that define
Australia. They describe the
diverse characteristics of
Australias neighbouring
countries, and identify
different climatic zones of the
world. Students identify simple
interconnections between people
and places, and describe how
peoples perceptions of places
are influenced.
Students describe an example
of continuity and change over
time in a given area. They identify
the contribution of different
cultural groups on a community.
Students identify the ways people
in Australia, and around the
world, acknowledge days and
events that have
historical significance
Learning Area 2:
At Standard, students understand
how content can be organised
using different text structures
depending on the purpose of
the text. They understand
how language features, images
and vocabulary choices are used
for different effects.
They read texts that contain
varied sentencestructures, a
range of punctuation conventions,
and images that provide extra
information. They use phonics
and word knowledge to
fluently readmore complex words.
They identify literal and implied
meaning connecting ideas in
different parts of a text. They
select information, ideas and
events in texts that relate to their
own lives and to other texts.
Students understand
how language features are used
to link and sequence ideas. They
understand how language can be
used to express feelings and
opinions on topics.
Students create a range of texts
for familiar and unfamiliar
audiences. Their texts include
writing and images to express
and develop, in some detail,
experiences, events, information,
ideas and characters. They
demonstrate understanding
of grammar, and choose
vocabulary and punctuation
appropriate to the purpose
and context of their writing. They
use knowledge of letter-sound
relationships
including consonant and vowel cl
usters and high-frequency
words to spell words accurately.
They re-read and edit their
writing, checking their work for
appropriate vocabulary, structure
and meaning.
Students listen to others views
and respond appropriately using
interaction skills. They
understand how language
features are used to link and
sequence ideas. Students
understand how language can be
used to express feelings and
opinions on topics. They create a
range of texts for familiar and
unfamiliar audiences. Students
contribute actively to class and
group discussions, asking
questions, providing useful
feedback and making
presentations.
Knowledge Skills
Throughout this unit students are expected to learn Upon completeion of this unit, students are expected to learn
What a celebration is and how they are different in other Complete a persuasive text on why their emblem best represents
cultures Western Australia
What symbols and emblems are how they are significant in Construct a labelled diagram of their emblem
celebrations Research a variety of cultural celebrations and identify what
symbols and emblems are associated with them
The similarities and differences of cultural celebrations
Identify and describe a variety of cultural celebrations
The language and structure of persuasive texts Conduct research using multi-modal resources
How significant people make a community unique
UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description: Persuasive Text (Summative assessment A)

Individually, students will create a written persuasive text to convince the teacher why their emblem best represents Western Australia. This will
be completed at the end of the learning unit and will include the following:
Description of how and why emblems and symbols are significant in celebrations
Description of their emblem design
Three reasons to convince the reader why their emblem should be chosen to represent Western Australia
A labelled diagram of their emblem design
The academic standard of the persuasive text

Other assessment evidence

Task description: Talk 4 Writing - Cold Task Persuasive Text (Diagnostic assessment see appendix C)
1. Cold Task Educator will conduct a diagnostic assessment to determine if or how much children know about persuasive writing
2. KWL Chart Students will fill out what the (K) and (W) section of the KWL chart on celebrations and symbols

Formative Assessments:
1. Anecdotal notes (Appendix E) Educator will observe students knowledge of celebrations and celebrations throughout the duration of
the unit of learning. These notes will be used as a guide for planning future lessons on this topic.
2. Observations (appendix F) Educator will observe student understanding when they are completing their KWL on celebrations and
symbols.
3. KWL Chart (Appendix G) Educator will ask students open-ended questions and observe student responses whilst completing the L
section of the KWL chart to determine students new knowledge of celebrations and symbols.
4. Venn Diagram (Appendix J) Educator will use the students Venn Diagrams to assess what their knowledge of the similarities and
differences of cultural celebrations around the world.
5. Humanities and Social Science booklets Educator will assess students knowledge of celebrations by providing feedback on their work
produced in their Humanities and Social Science booklets.
Assessment Criteria:
Students will be assessed using the following criteria:
The student can write a description of how and why emblems and symbols are significant in celebrations
Briefly discuss what you have learnt throughout the unit on celebrations
The student can write a description of their emblem using describing language
The student can provide three reasons as to why their emblem is the best
The can student can successfully create a labelled diagram of their emblem
The academic standard of the persuasive text

Assessment recording template:

The assessment criteria for this learning unit is explicitly set out in form of a rubric. Which includes four sections and four possible grades have
been created for each section of the rubric (see appendix B). All students will be able to clearly read what grade they have received for each
section and a final grade will be awarded on their rubric. All students will receive a written comment underneath the rubric criteria.
Feedback:
All students will receive ongoing immediate feedback throughout the duration of this learning unit. Students will also receive written feedback
from the teacher underneath the marking rubric about the learning they demonstrate in the summative task (see appendix B).
Self-assessment:
All students will complete an exit slip on the completion of their summative task (see appendix D). Students will also write something they
learnt about symbols and celebrations on a post it note which will be displayed on a whole class display in the classroom.
Reporting Justification:
Individual student process will be reported and published to parents using the following methods:
1. Learning Goals Learning goals and success criteria will be displayed on the classroom information board outside for parents to
see what their child is aiming for in the classroom (see appendix L).
2. Seesaw Student progress will be individually published on Seesaw to give parents immediate communication about their childs
learning
3. School Newsletter Once the students have finished their summative assessment, their work will be published in the school
newsletter for parents, the wider school and community to observe.

LEARNING OUTCOMES:
Upon completion of this unit, students will be able to:
Explain what an emblem is
Identify a variety of different significant celebrations and commemorations
Recognise that different cultures have different celebrations and traditions
Recognise the significance of symbols in celebrations and commemorations
Explain how certain individuals make a community unique
Identify similarities and differences of a variety of cultural celebrations
Identify the characteristic features used in persuasive texts
Use persuasive texts to convince an audience why their emblem is the best
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

What events will help students:

Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?

Learning Experiences Assessment For/As Learning (Formative Resources

Assessment)
1 Learning Experience 1 Celebrating you (Engage) Diagnostic KWL Chart (Appendix G)
Introduction to Celebrations Formative Observations, IWB
Class will complete the (K) and (W) section of their KWL chart on immediate feedback and anecdotal Pencils
symbols and celebrations. notes ABC Splash Video:
Class discussion about what children know and want to learn about Celebrating a New Baby
symbols and celebrations. http://splash.abc.net.au/h
Teacher will put student responses on whole class KWL chart using ome#!/digibook/964972/c
butchers paper. elebrations
Whole class viewing: Students will view the ABC Splash video on Word Wall
celebrating a new baby. Butchers paper
Whole class discussion on video. Why is this an important Humanities and Social
celebration? How do people celebrate birthdays? How do different Science booklets
cultures celebrate birthdays?
Individual activity: Students will draw a picture of their favourite
celebration and write a few sentences explaining what their favourite
celebration is and how they celebrate that celebration.
Educator will start a whole class word wall on the relevant
vocabulary associated with symbols and celebrations that will be
displayed in the classroom.
2 Learning Experience 2 What things do we celebrate in Australia? Formative Observations, Anecdotal notes
(Explore) immediate feedback and (Appendix E)
Whole class viewing: Using IWD, students will view the YouTube anecdotal notes IWD
Video: NAIDOC 2013 Abergowrie Celebrations Around the
World PowerPoint
Whole class discussion: (TeachStarter)
Humanities and Social
What do you think NAIDOC Week celebrates? How do you Science booklets
know? Youtube Video: NAIDOC
How is the Abergowrie School celebrating the occasion? 2013 Abergowrie:
Why is NAIDOC Week an important celebration for Australia? https://www.youtube.com/
Do you think other countries celebrate NAIDOC Week? Why watch?v=foJJm3fo-WY
or why not? Pencils
Butchers paper
Whole class activity: Celebrations around the
World activity (Appendix
Using butchers paper, brainstorm other special days for Australia. J)
E.g. ANZAC Day.

Display and discuss slide 16 of the Celebrations Around the

World PowerPoint. Ensure that the students understand the subtle
difference between a celebration and a commemoration.

Display and discuss slides 17-20, which contain brief overviews of

ANZAC Day, National Sorry Day, NAIDOC Week and Remembrance
Day. Encourage the students to identify some of the ways in which
these commemorative days are similar e.g. remembering a
significant person or event from the past.

Individual activity:
 Students to complete comprehension questions on celebrations
around the world activity

In Humanities and Social Science books students will answer the

following questions:

How is a commemoration different to a celebration?

What are some commemorations and celebrations unique to
Australia?
What do we do, as a nation, to acknowledge these special
occasions?

Educator to add any relevant words about the topic on classroom

word wall.

3 Learning Experience 3 Similarities and differences between Formative Observations, Venn Diagram
Australian celebrations and other cultural celebrations (Explain) immediate feedback IPads
Group activity In groups of two, students will be assigned a Humanities and Social
different cultural celebration to research. Using Humanities and Science booklets
Social Science booklets students will individuality write down Celebrations around the
relevant information about their given cultural celebration. World activity completed
copy from learning
Individual activity Using researched information and referring to experience 2
celebrations around the world activity students will complete a Venn
Diagram showing the similarities and differences of Australian
cultural celebrations and their researched cultural celebration.

Educator to add any relevant words about the topic on classroom

word wall.

4 Learning Experience 4 Introduction to Persuasive writing Diagnostic Cold Task (Appendix C)

 Individual activity Using cold task activity (Appendix C) students Anecdotal notes what do children Pencils
will write a persuasive text on which animal would make a better pet. know about persuasive writing?

5 Learning Experience 5 Exploring Persuasive texts (Explore) Formative Observations, Anecdotal notes
Whole class viewing: Persuasive writing for kids: What is it? immediate feedback and anecdotal observed in learning
https://www.youtube.com/watch?v=hD9arWXIddM notes experience 4
After watching, ask the students: Youtube Video:
Persuasive writing for
What is persuasive writing? kids: What is it?
Why do people write persuasive texts? https://www.youtube.com/
What different types of persuasive texts are there? watch?v=hD9arWXIddM
English books
Using butchers paper write student responses. Butchers paper
Whole class discussion: Discuss the structure of persuasive texts, IWB
as outlined on slide 6. Developing Persuasive
Writing Skills PowerPoint
Individual activity: Students read the Homework is unnecessary (TeachStarter)
(Appendix J) and cut out the sequencing task for the activity and glue Homework is
into English books in the correct order. unnecessary task
(Appendix J)
Scissors
Glue
Pencils
6 Learning Experience 6 Formative Observations, English books
Whole class explanation: immediate feedback and anecdotal Pencils
Teacher will explain to class our class has been asked to notes
individuality create an emblem that represents our State, Western
Australia. We will also be writing a persuasive text convincing the
teacher (me) why their emblem should be chosen to win.
 Individual Activity: During this lesson, students will be completing a
draft of their emblem. Consider:
- Symbols and colours you will use
- What these mean to Western Australia
- How it is significant

Think, pair, share:

Brainstorming three reasons why their emblem is the best.

7 Learning Experience 7 Formative Observations, Humanities and Social

Individual activity: immediate feedback Science booklets
Students will refer to work produced in this unit on celebrations. Pencils
Students will draft their persuasive writing text. Consider the English books
following:
Description of how and why emblems and symbols are
significant in celebrations
Briefly discuss what you have learnt throughout the unit on
celebrations
Write a description of their emblem using describing language
Provide three reasons as to why their emblem is the best

8 Learning Experience 8 Summative Humanities and Social

Individual activity: Self assessment Science booklets
Students continue working on good copy of their persuasive writing English books
text using their draft copy as a guide. Exit slips
Students will use an exit slip to write something they have learnt Post it notes
about celebrations from the unit of learning and write this on a post it Pencils
note which will be displayed in the classroom.
Appendices

Appendix A: Summative Assessment Task

Title: Emblem of Choice

Task: Our class has been selected by the Prime Minister to create a new emblem for Western Australia. Prepare a
persuasive writing text to convince me why your emblem should be chosen to represent our State, Western Australia.
You should aim to write 2-3 pages and this is what you need to do:
- Write a description of how and why emblems and symbols are significant in celebrations
- Briefly discuss what you have learnt about Australian cultural celebrations
- Write a description of your emblem using describing language
- Provide three reasons as to why your emblem is the best
- Create a labelled diagram of your emblem
Appendix B: Summative assessment rubric with student feedback
 Level Excellent Good Satisfactory Needs improvement
Focus (4) (3) (2) (1)

Can write a description Provides an in-depth Provides a thorough Provides a basic Unable to provide an
of how and why explanation of how and explanation of how and explanation of how and explanation of how and
emblems are symbols why symbols and why symbols and why symbols and why symbols and
are significant in emblems are significant in emblems are significant in emblems are significant in emblems are significant in
celebrations celebrations celebrations celebrations celebrations

Provides a discussion of Provides an in-depth Provides a thorough Provides a basic Unable to provide an
what they have learnt explanation of what they explanation of what they explanation of what they explanation of what they
about celebrations have learnt about have learnt about have learnt about have learnt about
celebrations celebrations celebrations celebrations

Can write a description Provides an in-depth Provides a thorough Provides a basic Unable to provide an
of their emblem using explanation of their explanation of their explanation of their explanation of their
describing language emblem using descriptive emblem using descriptive emblem using descriptive emblem using descriptive
language language language language
Can provide three Uses excellent well-written Uses written sequenced Limited attempts to use Incomplete sentences and
reasons as to why their sequenced paragraphs paragraphs with an well-written sequenced un-sequenced paragraphs
emblem is the best and complex sentences attempt to use appropriate paragraphs with limited with inappropriate use of
and good use of vocabulary use of appropriate vocabulary
vocabulary when providing vocabulary
reasons as to why their
emblem is the best

Academic standard Uses appropriately Attempts to use Limited attempts to use Inappropriate use of
vocabulary with no appropriate vocabulary appropriate vocabulary vocabulary. Numerous
spelling and/or with some to few spelling and many spelling and/or spelling and/or punctuation
punctuation errors and/or punctuation errors punctuation errors errors making it difficult to
identified read/interpret
Can create a labelled Provides an excellent Provides a good diagram Provides a basic diagram In complete diagram with
diagram of their emblem diagram and well thought and good use of labels. and a little attempt labeling no attempt to label their
out use of labels. attempt drawing

Overall Grade and Comments:

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
________________________________________________________________________________________________
Appendix C: Persuasive text Cold Task

Title: Cats or dogs? Which animal makes a better pet?

Write as much as you can about which animal would make a better pet. Use the space below.

Appendix D: Exit slip What have you learnt about celebrations and symbols?
Appendix E: Anecdotal notes
Student name:
Date/Lesson:
Activity: What things do we celebrate in Australia?
Objectives: Students will describe and identify what Australian celebrations are and how they are significant to
Australian culture.

Observations/Comments
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

Student name:
Date/Lesson:
Activity: What do I know about Persuasive Writing?
Objectives: Students can write a persuasive text and use descriptive language

Observations/Comments
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

Appendix F: Daily Observations Chart

Student: Student:

Student: Student:

Student: Student:

Student: Student:
Student: Student:

Student: Student:

Student: Student:

Student: Student:
Appendix G: KWL Chart

Appendix I: Venn Diagram

Appendix J: Celebrations around the World activity and information
Appendix K: Homework is unnecessary task
Appendix L: Learning Goals and Success Criteria