LDP Assessment 2

EDU5LDP
Assignment 2
Debra da Silva #18252191
DIFFERENTIATED INQUIRY LEARNING UNIT AND REFLECTION

UNIT TITLE: UNDERSTANDING DEMOCRACY IN AUSTRALIA
YEAR LEVEL: 6
LEARNING AREAS: History, Civics and Citizenship, English
DURATION: 9 Weeks
1. Overview and Introduction

The unit of work was developed from the Australian Curriculum History Year 61, with
cross-curriculum links to Civics and Citizenship and English. The unit is taught over one
term of 10 weeks, and comprises 12 lessons. The unit is designed to be undertaken in the
same term as the Year 6 school camp where the students spend 4 days in Canberra visiting
Parliament House and Old Parliament House (Museum of Australian Democracy)2.
The curriculum is at the upper range of the Year 3-6 group focussing on local/national
history and civics and citizenship, and use of a range of sources. By this level students
develop their understanding of the world and their relationship to others past and present,
and begin to better understand and appreciate different points of view and to develop an
awareness of justice and fair play (Criddle, Vidovich, & O'Neill, 2004; Davies & Issitt,
2005). In this way, students become aware of similarities and differences between people
and become more aware of diversity in the wider community as well as the concept of
change over time. This unit is typically well-received by students, due to the link to the
school camp in Canberra, as well as their ability to see evidence of learning in their
everyday lives through the media.
1.1 School Profile
The school in which this unit is to be implemented is a Catholic primary school in a

large regional town in Victoria. The school has 330 students, and there are three Year 6
classes, all of whom will be attending the camp. Being a relatively small school, there is a
high degree of involvement from the parents in the classroom, and several parents will also
be attending the camp. The school has a mid-range (yet varied) socio-economic profile
1
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/rationale
While this unit of learning is designed to be concurrent with the excursion to Canberra, the focus
of this unit is the classroom based learning, rather than the excursion, per se. As such, the focus of
differentiation will be on the classroom activities, rather than the specific requirements that need to
be considered and planned for the Canberra trip. As important as that is, it is a separate
consideration that falls outside the scope of this task. For further discussion of these issues see
Houghton et al. (1998); Keeffe-Martin and Lindsay (2002).
1
EDU5LDP Assignment 2
typical of many large regional centres (Teese, 2000), and there is some ethnic diversity in
the school with a relatively large migrant population in the town.
Based on the work of Foreman (2008) and Kelly and Lyons (2008) successful inclusion
is contingent upon the active engagement and support of the school community, the
provision of a facilitative learning environment and the best quality teaching. However,
being in a regional town access to auxiliary and support services is often problematic. Using
this multivariate approach, inclusive strategies therefore must be orientated to include the
curriculum, the classroom, the teacher and the school and macro level environment (Mortier,
Hunt, Leroy, Van de Putte, & Van Hove, 2010).
1.2 Class Profile
The Year 6 class for this unit consists of 23 students, including the following designated
6 different types of learners with specific needs: 1 student with a physical disability, 1
student with Autism, 1 student who is profoundly deaf, 1 student with serious development
delay (who has an aide), 1 student who has ADHD and is medicated for this condition, and 1
student who is a gifted, EAL learner who has recently arrived from a non-English speaking
African country. Other than these identified students (to be detailed below), the class
represents a range of academic abilities but is generally at the appropriate achievement
standards for Year 6.
The students in the class have mostly been at the school since Prep, giving the students
a degree of continuity and stability in their education. This has also permitted the
development of longer-term strategies for inclusion of the students identified above. The
exception to this is the EAL learner who has recently arrived from overseas. Due to the size
of the school and that there are three Year 6 classes, the students have had the opportunity to
be with different peers in various years. The details on specific students below will provide a
more comprehensive understanding of the class profile.
The class does have some behaviour management issues that need addressing that are
typical of Year 6 adolescent behaviour. Specifically, this has presented as nasty behaviour
amongst the girls in the class, often targeting Sadie (see below). Of specific concern in this
group is the trend towards using online activities for their behaviours (cyber bullying).
Within the focus of this unit, the school camp presents a challenge as students are taken out
of their routines and typical support structures of home (Houghton et al., 1998; Keen, 2007).
1.3 Student Profiles
STUDENT: Emma
Overview of Learning
Disability/Difficulty
Physical disability Emma contracted tetanus at the age of 4 from

a cut on a barbwire fence. As a result, her left foot and ankle have
limited joint movement, and the ligaments were badly damaged
from the infection. Emma is unable to walk without the aid of
crutches, however is otherwise highly mobile.
Students skills,
strengths, abilities and
motivations
Due to the nature of her disability, Emmas parents encouraged her

to take up swimming from an early age. Emma is now a talented
swimmer and regularly competes in able-body and para-swimming
events at the state level.
Emmas focus on swimming has ensured that she has developed a
strong work ethic, and is a very motivated student. The guidance
from her parents has ensured that Emma does not consider her
disability as a limiter in her choices.
Academic progress
Emma is achieving at a satisfactory level for a Year 6 student.

Absences from school for medical appointments mean that Emma
has a lack of continuity of her learning that can be a significant
barrier at times.
Social skills and

relationships
Emma is a highly social student and has many friends within the
class. Her closest friends have been at school with her for many
years, and are able to easily include her in their activities. As a
result, Emma displays a high degree of resilience.
Attendance and
Engagement
Unfortunately, due to a lack of services within the region, Emma is

required to be absent periodically from school to attend medical
appointments. This results in a lack of continuity in her learning
which can be difficulty to overcome. Apart from her absences from
school, the regular travel to Melbourne is tiring for Emma and as
such she often has a poor day in the classroom if she has been
away the day prior.
Classroom Routines
When undertaking tasks with mobility or resource component,

Emmas needs are to be carefully considered. For example, Emma
often struggles when given many books to take home and where
possible, she uses electronic copies of her texts. When undertaking
group work, it is important that the group doesnt choose to meet
somewhere that would be inaccessible for Emma.
STUDENT: Angus
Autism Angus was first diagnosed with Autism Spectrum Disorder

(Aspergers) at the age of 6 in his second year of schooling. Since
that time Angus has received only limited access to learning
support and therapy.
Students skills,
motivations
Angus has difficulties with social-emotional reciprocity and

processing non-verbal communicative behaviours. For example, he
does not understand sarcasm, and is often confused at the subtlety
of communications between his peers. As a result, Angus can have
difficulties in developing, maintaining and understanding
relationships. Angus often insists on sameness, and be inflexible in
his adherence to routines. For example, if the class schedule
changes or a new teacher is used for a specialist subject, Angus
will have trouble adapting to the situation (Friedlander, 2009;
Leblanc, Richardson, & Burns, 2009; Peck, 1985).
Academic progress
As Angus ASD was not diagnosed until relatively late, early

intervention opportunities were missed. Angus language abilities
are higher than average for a Year 6 student, and he is articulate
and communicative. Angus excels at maths, and yet is below
satisfactory is subjects such as history where more abstract
reasoning is required.
Social skills and

relationships
Angus has poor social skills due to the nature of his ASD , and this
often makes him the target of poor behaviour from his peers.
Angus often prefers to be by himself rather than interacting with
his peers.
Attendance and
Engagement
Angus attendance at school is typical. However, his engagement in

school activities is limited due to his ASD and his preference to
spend time alone rather than in a group setting.
Classroom Routines
It is important to always get your Angus attention by getting down

to his level where possible and saying their name. Keep the
instruction as simple as possible and break down long instructions
into single steps, and remember that a simple instruction can have
multiple elements that Angus can have difficulty breaking down
and organising. Angus also needs additional processing time it
could take a few extra seconds to several minutes for him to
process and then act on an instruction.
STUDENT: Julia
Profoundly deaf Julia has been profoundly deaf since birth, and
this was first noticed and diagnosed at the age of 2, as her family
had believed she was just delayed in her speech. Julia has a rare
condition due to both of her parents carrying a recessive gene, and
no other members of her family are deaf within 3 generations.
Julia wears a hearing aid in both ears, and has 14% hearing ability
(which classes her as profound). Despite being able to, Julia has
elected not to proceed with a Cochlear implant for fear of losing the
remaining 14% of her hearing should the operation not be
successful.
Students skills,
motivations
Even though she wears hearing aids, Julia relies almost entirely on
lip reading for her understanding of communication. Julia has
limited ability to do sign language, as none of her family is deaf
and so she needs to be able to communicate with them through
speech.
Given the delayed onset of speech, Julias speech is remarkable,
and someone not know to Julia would mistake her as having a
slight speech impediment rather than being profoundly deaf. Julia
works with a speech pathologist once a week to continue
improving.
Julia struggles with background noise in any environment, and
reverts to lip reading. However, it does take Julia some time to
become familiar with a speaker before she is able to easily lip read
from them.
Academic progress
Julias academic progress is above average for a Year 6 student,

and she excels in English and the humanities.
Social skills and

relationships
Julia has a distinct preference to not be identified as deaf, and goes

to great lengths to cover her hearing aids when she is in the
company of people who she is not familiar with.
Julia has well developed social skills and has a stable peer group.
Attendance and
Engagement
Julias attendance at school is typical. Julia however find sit difficult

at times to engage in school activities due to the social nature and
background noise involved.
Classroom Routines
While in class, the teacher wears an audio device that is linked via
Bluetooth to Julias hearing aides, thus providing her with amplified
voice. While this does allow Julia to hear the majority of spoken
word from the teacher, it is still important to ensure that she can
lip read at the same time.
STUDENT: Sadie
Developmental delay Sadie has an intellectual disability that

resulted from an acquired brain injury at the age of 3 in a farming
accident. Specifically, Sadie has poor language skills, social skills
and needs significant help in daily personal routines.
Students skills,
motivations
Sadie has a high level of enthusiasm for school, despite having

poor achievement levels for her age. Sadie also struggles with
focusing for any length of time of a task, and is often disruptive in
class. Sadie is motivated by creative pursuits such as art and
music.
Academic progress
Sadies is currently at the academic achievement level of Year 3,

and particularly has difficulty with English.
Social skills and

relationships
Unfortunately Sadie has poor social skills, presenting as a lack of

awareness of social norms. Sadie can behave inappropriately, and
is not aware of personal space or reading social cues. In
conjunction with the poor behaviour from her peers, this often
leaves her socially isolated and frustrated. Sadie has often been
the target of malicious behaviour from her peers, and this appears
to be increasing in Year 6 with the onset of adolescence.
Attendance and
Engagement
Sadie is absent from school on a regular basis due to attendance at

occupational therapy, speech pathology and medical appointments.
Sadie is also more prone to illnesses, and is often absent from
school for several weeks at a time recovering. This means that
Sadie is not effectively engaged in the broader school community,
and often misses schools events.
However, Sadie will be attending the Year 6 school camp to
Canberra. She will be attending with her aide, as well as a parent.
Classroom Routines
Sadie currently works with an aide in the classroom every morning

from 9am to 10.30am for explicit one to one instruction in English
and maths. For the rest of the day Sadie works with her aide as
part of the class group.
STUDENT: George
ADHD George was diagnosed with ADHD at the age of 8, and is

currently on a program of medication and therapy to help him. In
particular, George has very poor working memory functions, and
this affects all areas of his executive function (Baddeley, 2003;
Daneman & Carpenter, 1980). This presents as a lack of attention
and impulsiveness.
Students skills, strengths,

abilities and motivations
George has a great aptitude for sport, and has particularly

outstanding gross motor skills. This is evidenced in his
achievements in cross country athletics and AFL. George is a very
competitive child, and often does not know when to limit this
competitiveness, especially in classroom settings. This often
creates disruptions in the classroom which leads to behaviour
management issues.
Academic progress
George has a below satisfactory level of achievement for a Year 6

student, and is currently at a Year 5 level. He is particularly below
satisfactory in English due to issues with his working memory.
Social skills and

relationships
Despite issues with impulsiveness, lack of attention and

maladaptive competitiveness, George has stable and meaningful
peer friendships. His sporting abilities ensure that he is always
included in lunchtime activities amongst the boys, and the boys in
the class often view his (misplaced) confidence and impulsiveness
with admiration, reflecting the increasing risk-taking behaviours
of early adolescence.
Attendance and
Engagement
Georges attendance and engagement in school is typical. He is

highly engaged in the sporting community of the school, and
plays several school sports and well as club-based sports.
Classroom Routines
It is important to make sure that George understand what

appropriate behaviour looks and sounds like (for example,
explaining he needs to say or do when they require help). It is
also necessary to be explicit, model the behaviour, give guided
practice, and provide reinforcement when the George exhibits the
behaviour. George benefits from the use of visual cues (e.g.,
poster) to remind them of rules and state rules in a positive
manner.
George responds well to the use preventative strategies such as
positive reminders of appropriate behaviours and/or expectations
for a given situation, rather than providing negative feedback
once the misbehaviour has already occurred. For example, before
beginning a small group lesson, remind all the students to raise
their hands when they wish to speak so that only one student
talks at a time.
It is also essential that George has predictable schedules and
routines within the school day.
STUDENT: Sam
Sam is a gifted student who has recently relocated with his family
to Australia from south Africa. Sams first language is Afrikaans,
and he is also fluent in Dutch, with conversational German. Sams
English is at a poorer level than is ideal, and he has some basic
conversational language.
Students skills, strengths,

abilities and motivations
Being multi-lingual, Sams key strengths is language and literacy

(in his native tongue). This means that Sam is likely to learn
English quickly and proficiently now that he is immersed in the
language. Sam was identified at an early age as gifted, and his
parents have pursued every opportunity for their son
academically, occasionally leading to a situation of anxiety in the
home.
Academic progress
When Sam relocated from South Africa, his parents took the
opportunity to skip a year of schooling, meaning that Sam is 12
months younger than his peers in year 6. Having said that, he is
currently performing at a Year 8 standard in all learning areas.
Social skills and

relationships
Due to Sams age difference, as well as his academic abilities, he

is often withdrawn and isolated socially. Coming from a different
cultural, he has few reference points on which to rely in social
situations, which makes him appear awkward, distant, or
dismissive. Unfortunately Sam does not play any sports, and so
does not have that common base through which to connect with
the boys in the class.
Attendance and
Engagement
Sam is highly engaged at school and is not deterred by the

language barriers that he is slowly overcoming. However, his
parents focus on his academic pursuits means that he often does
not have the opportunity to engage in broader social events
through the community.
Classroom Routines
It is important that the classroom routines accommodate for

Sams EAL and measures are put in place to support this. George
is encouraged to keep a glossary of terms and concepts that he
finds difficult and needs to investigate further.
Due to Sams social awkwardness, careful consideration needs to
be given to any working pairs or groups that he is involved in.
2. Inquiry Unit Planner

UNIT TITLE
UNDERSTANDING DEMOCRACY IN AUSTRALIA
YEAR LEVEL
DURATION
9 Weeks
CLASS TIME
45-60 mins per lesson
LESSONS PER WEEK
1-2
ASSESSMENT
Individual research project, Group research project and Concept map.
CULMINATION
ACTIVITY
School Camp to Canberra for 4 days.
SECTION 1 OVERVIEW
Unit Outline
This unit enables students to become active and informed citizens who
participate in and sustain Australias democracy. Through the study of
democracy, students investigate political and legal systems, and explore
the This unit provides opportunities to develop students knowledge and
understanding of Australia's representative democracy and the key
institutions, processes, and roles people play in Australias political and
legal systems.
Learning Goals
This unit on understanding democracy in Australia has three key

learning objectives:
To explore the key institutions of Australias democratic system

of government;
To explore the roles and responsibilities of the three levels of

government; and
To experience how federal laws are passed through Parliament.
Cross Curriculum
Dimensions
This unit uses elements of the curriculum from Civics and Citizenship,
History and English (see below). In addition, there is opportunity to
explore further cross curriculum priority areas of Indigenous Studies.
Assessment
The assessment for this unit is based on progressive formative

assessment in each lesson, consisting of primarily worksheets and
shared activities.
There are two formal assessment items (with marking rubric) and
differentiation options for activities and assessment.
Historical
Knowledge and
Understanding
Historical Skills
Civics and citizenship
knowledge and
understanding
Civics and citizenship
skills
CIVICS AND CITIZENSHIP
HISTORY
SECTION 2 RELEVANT CURRICULUM LINKS
Australia
as a nation
Key figures and events that led to Australias

Federation, including British and American influences
on Australias system of law and
government. (ACHHK113)
Experiences of Australian democracy and citizenship,
including the status and rights of Aboriginal and Torres
Strait Islander Peoples, migrants, women, and
children (ACHHK114)
Chronology, terms
and concepts
Sequence historical people and events. (ACHHS117)
Historical questions
and research
Identify questions to inform an historical

inquiry (ACHHS119)
Perspectives and
interpretations
Identify points of view in the past and

present (ACHHS123)
Explanation and
communication
Use a range of communication forms (oral, graphic,

written) and digital technologies (ACHHS125)
Government and
democracy
The key institutions of Australias democratic system of

government based on the Westminster system,
including the monarchy, parliaments, and courts
(ACHCK035)
Use historical terms and concepts (ACHHS118)
The roles and responsibilities of the three levels of

government, including shared roles and responsibilities
within Australias federal system (ACHCK036)
Laws and citizens
How state/territory and federal laws are initiated and

passed through parliament (ACHCK037)
Questioning and
research
Develop questions and gather a range of information

to investigate the society in which they live
(ACHCS040)
Problem solving and

decision making
Work in groups to identify issues and develop possible

solutions and a plan for action using decision-making
processes (ACHCS044)
Communication and
reflection
Present civics and citizenship ideas and viewpoints for

a particular purpose using civics and citizenship
terms and concepts (ACHCS045)
Literacy
ENGLISH
Participate in and contribute to discussions, clarifying

and interrogating ideas, developing and supporting
arguments, sharing and evaluating information,
experiences and opinions (ACELY1709)
Interacting
with others
Use interaction skills, varying conventions of spoken

interactions such as voice volume, tone, pitch and
pace, according to group size, formality of interaction
and needs and expertise of the audience (ACELY1816)
Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal
elements for defined audiences and purposes, making
appropriate choices for modality and emphasis
(ACELY1710)
10
SECTION 3: PLANNING FOR LEARNING

Engage all students
in the topic
As the School Camp is planned for Canberra, including a visit to

Parliament House and Old Parliament House (MADE), students already
have some degree of anticipation for the topics covered.
Using the School Camp as a platform, the engagement for this unit is to
use images of Canberra landmarks to initiate discussion E.g., do you
recognise any of these places? What do you think they are? Has anyone
been to visit these?
The next component to engage students in the unit is to do Virtual Tour
of Australias Parliament House3:
http://www.aph.gov.au/Visit_Parliament/Video_tours_of_Parliament_Ho
use
This tour can facilitate a class discussion on what is parliament House?
What does it do? what will we see when we visit?
This unit is designed to be inquiry based in its overall structure, as well
as each lesson working from an inquiry perspective.
Assess prior
knowledge
Students have previously studied understanding of Federation and early

Australian History, as well as knowledge of key figures in early
Australian history and Federation.
Lead into the

finding out
experiences?
Assessment has been designed to coincide with the School Camp to

Canberra and the visits to APH and MADE. Assessment 2 is introduced
in the week prior, and students are provided an opportunity to use class
time to prepare their material. This can then be refined from their
learning from the camp, and understandings brought back into the
classroom. There is also an opportunity for students to integrate their
learning into their assessment in class upon returning.
It is important to note that this unit uses video form the APH education office numerous times.
In each case, the video will be subtitled (or transcribed) for Julia prior to use in the classroom.
Also, the videos will be previewed to check for words and concepts that can be added to Sams
vocabulary map that will aid him during this unit.
11
SECTION 4: UNIT SCHEDULE

Week
Week 1
Lesson Topic
Assessment
Lesson 1: What are the key institutions of Australia's system

of government?
Concept map
Lesson 2: What is Parliament?

Week 2
Lesson 3: What are the different levels of government

responsible for?
Week 3
Lesson 4: Levels of Government

Lessons 5: Who represents me?
Week 4
Lesson 6: Assessment 1 Activity
Week 5
Lesson 7: How are federal laws initiated and passed through

Parliament?
Week 6
School camp to Canberra. 4 days duration. Visits relevant

to this unit planned are Australian Parliament House, Old
Parliament House (Museum of Democracy). In addition,
students will be meeting with their Federal MP for a short
tour behind the scenes at APH, and a Q&A session.
Lesson 8: Assessment 2 Group Activity
Week 7
Week 8
Week 9
Lesson 9: Assessment 2 Group Activity
Assessment 1:
Individual Research
Project
Assessment 2:
Group Research
Project
Lesson 10: Passing a Bill through Parliament

Lesson 11: Role play of debates
Lesson 12: Reflection
Concept map
12
SECTION 5: DETAILED LEARNING PLAN

Lesson 1: What are the key institutions of Australia's system of government?
Content
Descriptor
In the Australian Parliament, the government refers to the party, or

coalition of parties, with the support of the majority of members in the
House of Representatives.
A representative democracy is a system in which the people vote for
delegates to represent their interests in a parliament. In Australia,
members of parliament are elected to the Senate or the House of
Representatives to represent the Australian people and make laws on their
behalf.
Sequenced
learning
activities
1.
2.
3.
4.
Formative
Assessment
Virtual Tour of Australias Parliament House:

http://www.aph.gov.au/Visit_Parliament/Video_tours_of_Parliament_H
ouse
Complete a concept map of the key ideas in the unit for the first time
(this will be revisited at the end of the unit to show student progress).
Using a worksheet, brainstorm in pairs: What does 'system of
government' mean? What is democracy? What is Australia's system of
government? What other countries influenced Australia's system of
government?
Discuss responses as a class. Students to complete the class answers
section of the worksheet.
Record answers for Concept Map to see progress throughout the unit. (see
below)
Lesson 2: What is Parliament?

Content
Descriptor
Under the principle of the separation of powers, the power to govern

should be distributed between the Parliament, the Executive and the
Judiciary to avoid one group having all the power. Each group should work
within defined areas of responsibility so that each keeps a check on the
actions of the others.
Sequenced
learning
activities
1. Watch the video: What is Parliament? (see note on subtitling or

transcription for Julia)
http://www.peo.gov.au/multimedia/videos/about-parliament-what-isparliament/about-parliament-what-is-parliament-popup.html
2. Explain the separation of powers and briefly explain its purpose.
o Ask students to create a diagram in their workbooks, to illustrate
the separation of powers.
3. Show students a diagram of the composition of the Australian
Parliament and ask them to draw a similar representation of this in
their books.
Formative
Assessment
Check for understanding with student work in drawing the separation of

powers in their workbooks.
13
Lesson 3: What are the different levels of government responsible for?

Content
Descriptor
Australia has three levels of law-making often referred to as the three

levels of government that work together to provide Australians with the
services they need. Section 61 of the Constitution states that the
executive power of the Commonwealth is vested in the Queen and is
exercisable by the Governor-General as the Queens representative.
Sequenced
learning
activities
1.
2.
3.
4.
Formative
Assessment
Brainstorm in small groups: 'What services are needed to run a

country?' Discuss the answers with the whole class.
Watch the video 'Three Levels of Government'.
http://www.peo.gov.au/multimedia/videos/snapshots-three-levels-ofgovernment/snapshots-three-levels-of-government-popup.html
Hand out worksheet on the roles and responsibilities of the three levels
of government.
Explain to students the Governor-General's role in representing the
Queen in Australia.
Check for understanding with student work completing the worksheet on

roles and responsibilities of the three levels of government. .
Lesson 4: Levels of Government

Content
Descriptor
Some of the responsibilities of federal, state/territory and local

governments overlap, but generally each level of government provides
different services to Australians. All levels of government raise money,
through collecting taxes, to pay for services provided to Australians.
State/territory and local governments also receive some money from the
federal government, and states fund local councils.
Sequenced
learning
activities
1.
Formative
Assessment
Check for understanding in class discussion and worksheet.
2.
Conduct a class discussion about which roles and responsibilities might

be shared by different levels of government.
Students can use this information and the completed a worksheet
individually complete the Venn diagram that shows each sphere of
government and how they overlap.
Lessons 5 & 6: Who represents me? & Assessment 1 Activity

Content
Descriptor
The key institutions referred to in this assessment task are the Australian
Parliament, your state/territory parliament and your local council.
These lessons build to the completion of Assessment task 1. It is
anticipated that the assessment task will be explained in detail in Lesson
5, and students will have an opportunity to work on this in class for part of
Lesson 5 and all of Lesson 6. The task will be handed in at the start of the
following week.
Sequenced
learning
activities
1.
2.
Summative
Assessment
Show students which levels of government they are represented by

(for example, the Australian Parliament, the Victorian Parliament and
the Southern Grampians Shire Council).
Hand out and explain Assessment 1. This covers parts of Sections 1
and 2. Students can be given two to three hours to complete the
assessment, using the content of the previous lessons and further
research.
Assessment Item 1 (see details in Section below).
14
Lesson 7: How are federal laws initiated and passed through Parliament? &
Assessment 2 Group Activity
Content
Descriptor
A proposal for a new law or a change to an existing one is called a bill. A

bill can only become a law if it is passed by a majority vote in the House of
Representatives and the Senate. The bill must be agreed to in identical
form by both chambers, and given Royal Assent by the Governor-General.
It is then known as an Act of Parliament.
http://www.aph.gov.au/About_Parliament/House_of_Representatives/Pow
ers_practice_and_procedure/00_-_Infosheets/Infosheet_7_-_Making_Laws
Sequenced
learning
activities
1.
2.
Summative
Assessment
As a class, watch the video 'Making a Law'.

http://www.peo.gov.au/multimedia/videos/about-parliament-makinga-law/about-parliament-making-a-law-popup.html
Organise the class into small groups of three to four. Hand out and
explain Assessment 2.
Assessment 2 (see below)
School Camp to Canberra

Sequenced
learning
activities
4 days duration. Visits relevant to this unit planned are Australian

Parliament House, Old Parliament House (Museum of Democracy). In
addition, students will be meeting with their Federal MP for a short tour
behind the scenes at APH, and a Q&A session.
Lessons 8 & 9: How are federal laws initiated and passed through Parliament? &
Assessment 2 Group Activity
Content
Descriptor
A bill is an idea for a law. If it is passed by both houses of Parliament, and

signed by the Governor-General, it becomes a law. It is then known as an
Act of Parliament.
Lessons 8 and 9 are designed to give students class time to work on the
2nd assessment item.
Sequenced
learning
activities
1. Organise the class into small groups of three to four. Hand out and
explain Assessment 2.
Summative
Assessment
Assessment 2 (see below).
15
Lesson 10: Passing a Bill through Parliament

Content
Descriptor
The lesson takes the work that was completed as part of Assessment 2,
and allows it to be explored further through debating the idea in the same
way that a bill is debated in the House of representatives. This reinforces
the idea that the work done on the assessment is useful and meaningful,
and has some further outcome. It also permits students to look at the
merits of their own work in a broader context, providing an opportunity for
reflection on the task. This lesson will be devoted to setting up the role
play that is to be undertaken in Lesson 11.
Sequenced
learning
activities
1.
2.
3.
Summative
Assessment
Assessment 2 (see below).
Choose one of the groups' bills to debate.

As a class, watch the videos 'The House of Representatives'.
Discuss the passage of a bill through the Parliament with the class.
http://www.peo.gov.au/multimedia/videos/about-parliament-thehouse-of-representatives/about-parliament-the-house-ofrepresentatives-popup.html
Lesson 11: Role play of debates

Content
Descriptor
This lesson is designed to allow students to act out the concept s that they
have been working on for the past 10 lessons.
Sequenced
learning
activities
1.
Formative
Assessment
Check on understanding as the debate progresses, and that each student

understands their role.
Run role-plays to debate and vote on the class bill in the House of
Representatives and Senate (using the House of Representatives
lesson plan).
Lesson 12: Reflection

Content
Descriptor
This lesson provides students with the opportunity to reflect on their

knowledge and understandings that they have gained throughout this unit.
Students will revisit their concept maps.
Sequenced
learning
activities
1.
2.
3.
Summative
Assessment
Ask students to reflect on the role-plays. Discuss as a whole class and

then ask students to draw a flow chart of the passage of a bill in their
workbooks.
Ask students to write two to three paragraphs to reflect on the roleplay, including how well the role-play went and their own participation.
What worked or didn't work? Why or why not?
Ask students to complete the Concept map.
Concept Map (see below).
16
3. Developed Lesson Plans & Pedagogical Resources

Lesson 2
What is Parliament?
Essential
Question
What function does the Australian parliament fulfil?
Learning
Objective
To understand the role of the Australian Parliament within the democratic

process.
Learning
Outcome
To describe the role and functions of the Parliament of Australia, how it is

comprised and the key bodies, including the separation of pwers.
Duration
1 lesson (45 mins)
Australian
Curriculum
Links
The key institutions of Australias democratic system of government based on

the Westminster system, including the monarchy, parliaments, and courts
(ACHCK035)
Use a range of communication forms (oral, graphic, written) and digital
technologies (ACHHS125)
Participate in and contribute to discussions, clarifying and interrogating ideas,
developing and supporting arguments, sharing and evaluating information,
experiences and opinions (ACELY1709)
Background
Information
The Australian Constitution is the set of rules by which Australia is run. The first
three chapters of the Constitution define three largely separate groups the
Parliament, the Executive and the Judiciary and the roles they play in
Australian governance. The power to make and manage federal law is divided
between these three groups. This division is based on the principle of the
'separation of powers'.
Under this principle, the power to govern should be distributed between the
Parliament, the Executive and the Judiciary to avoid one group having all the
power. Each group should work within defined areas of responsibility so that
each keeps a check on the actions of the others.
Introduction
5 mins
Working in pairs, ask students to pair/share and recap on material covered in

lesson 1. Class discussion on key questions such as:
o
What are some of the main buildings that we looked at?
What did they look like?
What do you think well see when we visit Canberra?
Differentiation:
Angus to work by himself during this activity.
Sadie to work with her aide during this activity.
Julia ensure that Julia is paired with a classmate with whom she is able to
efficiently lip read (ie, not a student that is new to the class).
Activity 1:
Video
10 mins
Watch the video: What is Parliament?

http://www.peo.gov.au/multimedia/videos/about-parliament-what-isparliament/about-parliament-what-is-parliament-popup.html
Differentiation:
Sadie to work with her aide during this activity.
17
Julia the video needs to be subtitled or transcribed for Julia prior to class.
George may find watching the video for 5 mins difficult. Pair George with
Sam to help Sam understand any vocabulary that might not be understood.
This will give George a sense of responsibility, and require him to pay attention.
It will also provide Sam with a peer to relate to during the activity and may
ease any social isolation he may be feeling.
Angus provide Angus with a worksheet to keep a running record of the video
so that he has a focus point to work towards.
Activity 2:
Drawing
20 mins
Explain the separation of powers and explain its purpose.

o
Distribute the worksheet (see below) and ask students to create a

diagram in their workbooks, to illustrate the separation of powers.
Differentiation:
Sadie provide the separation of powers diagram to Sadie upfront rather than
asking her to draw the concept. Sadie will then be able to follow along with the
help of her aide.
Angus this activity might be too abstract for Angus, so provide the diagram
upfront to Angus so that he can follow along. Ask Angus to annotate the
diagram as you go along and make notes, so that he is still being an active
learner.
George the instructions for this activity will need to be very explicit for
George to retain his focus. George may benefit from being asked to draw his
diagram on the whiteboard whole the rest of the class work in their books. This
will allow him more physical space and let him move around more during the
activity, and it will also allow him to be more creative.
Sam as a gifted learner, Sam could be extended by asking him to compare
and contrast the system of government in his home country with what he
understands of Australias system of government.
Wrap up
5 mins
Resources
Recap on key learnings: what is parliament? What is the separation of powers?

Next lesson we will be talking about the different levels of government and
what they do.
http://www.peo.gov.au/learning/fact-sheets/separation-of-powers.html
http://www.aph.gov.au/About_Parliament/House_of_Representatives/Powers_p
ractice_and_procedure/00_-_Infosheets/Infosheet_20__The_Australian_system_of_government
Assessment
Check for understanding in each activity as students are discussing the

concepts. Use the video to prompt for understanding, and the separation of
powers diagram. Check student work in their books.
18
Worksheet for Class in Activity 2
SEPARATION*OF*
POWERS*
Who?%
What%do%they%do?%
Who?%
Who?%
What%do%they%do?%
What%do%they%do?%
Diagram for Sadie and Angus
Source:(h*p://www.peo.gov.au/learning/fact7sheets/separa9on7of7powers.html(((
19
Lesson 3
What are the different levels of government responsible for?
Essential
Question
What are the different levels of government responsible for?
Learning
Objective
To be able to understand the different levels of government in Australia.
Learning
Outcome
To describe each of the three levels of government in Australia, how they

represent Australians in a democracy, what they are responsible for, and
examples of how that affects the students everyday life.
Duration
1 lesson (45 mins)
Australian
Curriculum
Links
Develop questions and gather a range of information to investigate the

society in which they live (ACHCS040)
The roles and responsibilities of the three levels of government, including
shared roles and responsibilities within Australias federal system
(ACHCK036)
Participate in and contribute to discussions, clarifying and interrogating
ideas, developing and supporting arguments, sharing and evaluating
information, experiences and opinions (ACELY1709)
Experiences of Australian democracy and citizenship, including the status
and rights of Aboriginal and Torres Strait Islander Peoples, migrants,
women, and children (ACHHK114)
Work in groups to identify issues and develop possible solutions and a plan
for action using decision-making processes (ACHCS044)
Background
Information
Australia has three levels of law-making often referred to as the three

levels of government that work together to provide Australians with the
services they need.
The three levels are:
federal (or national) Parliament, in Canberra

state/territory parliaments, in each state/territory capital city
local councils (also called shires or municipalities), across the

nation.
Australia has one federal Parliament, six state and two territory
parliaments, and over 560 local councils.
Section 61 of the Constitution states that the executive power of the
Commonwealth is vested in the Queen and is exercisable by the GovernorGeneral as the Queens representative.
While executive power is exercised by the Governor-General, in reality this
is normally done on the advice of the Prime Minister and ministers, who
have day-to-day responsibility for governing Australia. The GovernorGeneral does not have the authority to make decisions on behalf of the
government, but has a role in both the government and the Parliament.
Introduction
Recap on previous lesson what is parliament and why do we need it?
5 mins
Activity 1
Brainstorm
Brainstorm in small groups: What services are needed to run a country?

Focus is on inquiry what evidence can the students provide from their
everyday lives? What can they demonstrate as relevant to them?
20
10 mins
Discuss the answers with the whole class.

Differentiation:
Sadie work with her aide during this activity. The focus should be on
areas of the government that Sadie can identify and understand in her daily
life. The aide can use prompts to check for understanding at what level of
government these might be provided.
Sam as Sam is new to Australia, he may struggle to come up with ideas
for this activity. To extend his understanding, Sam is to focus more on why
government might ( or might not) provide different services, and how this
can compare and contrast with his own lived experiences. To cater for
Sams EAL, he can be provided with a sheet of terminology commonly used
in the unit.
Julie to be paired with only one student to help cut down background
noise and allow her to better lip read as needed. When sharing the answers
in the whole group discussion, do not turn your back to Julia, and monitor
the whole class for background noise.
Emma often the students like to sit on the floor when doing work in small
groups, however this is often difficult for Emma. Pre-empt by setting her up
on a table with her group to save this becoming an issue that could cause
embarrassment.
Angus provide the details of the task to Angus before the class (ideally at
the end of the previous lesson) so as to give him time to prepare and avoid
surprises. If Angus prefers, he can work by himself, or with one other
learning partner with whom he has a good track record.
Activity 2
Video
10 mins
Watch the video Three Levels of Government.

http://www.peo.gov.au/multimedia/videos/snapshots-three-levels-ofgovernment/snapshots-three-levels-of-government-popup.html
Differentiation:
Julia video to be subtitled or transcribed before class.
George to be paired with Sam during the video, and they are to take
notes on any terminology that Sam can add to his learning.
Activity 3
Worksheet
10 mins
Hand out worksheet on the roles and responsibilities of the three levels of
government. Students are to complete the worksheet in pairs and discuss
the findings with the class. Students are encouraged to use ICT, the library
resources in the class and their texts as needed.
Differentiation:
Sadie work with her aide during this activity. The focus should be on
areas of the government that Sadie can identify and understand in her daily
life.
Sam to work with another student that is also of high achieving level.
Julie to be paired with only one student to help cut down background
noise and allow her to better lip read as needed. When sharing the answers
in the whole group discussion, do not turn your back to Julia, and monitor
the whole class for background noise.
Angus provide the details of the task to Angus before the class (ideally at
the end of the previous lesson) so as to give him time to prepare and avoid
surprises. If Angus prefers, he can work by himself, or with one other
learning partner with whom he has a good track record.
George break down the instructions for George and give one instruction
at a time. As he successfully completes each stage, check for
21
understanding, then explain the next step.

Wrap up
5 mins
Explain to students the Governor-Generals role in representing the Queen

in Australia.
Resources
http://www.peo.gov.au/learning/fact-sheets/three-levels-of-lawmaking.html
Assessment
Formative assessment using the worksheet activity to check for

understanding.
Worksheet for Activity 3

What%are%the%responsibili/es%of%the%three%levels%of%government?%
FEDERAL
GOVERNMENT
STATE
GOVERNMENT
LOCAL
COUNCIL
22
Lesson 11
Role play of debates
Essential
Question
This lesson involves a role-play that demonstrates how proposals for federal
lawsbillsare considered by the Parliament.
Learning
Objective
To understand how a concept is taken from an idea to a bill, debated in

Parliament and turned into a law.
Learning
Outcome
To be able to accurately explain the process of a bill passing through the

House of representatives. To be able to identify the role of the key people in
the process, such as the Speaker, the Government, the Opposition, and the
Whip.
Duration
1 lesson (75 mins)
Australian
Curriculum
Links
Develop questions and gather a range of information to investigate the

society in which they live (ACHCS040)
Use a range of communication forms (oral, graphic, written) and digital
technologies (ACHHS125)
Work in groups to identify issues and develop possible solutions and a plan
for action using decision-making processes (ACHCS044)
Background
Law-making is one of the main activities of the Parliament. Laws are made
through a process of debate and decision-making. During parliamentary
debates, ideas are tested, challenged, refined and ultimately accepted or
rejected.
Introduction
Set up the classroom so that all students are sitting in a group (on the
floor/chairs).
5 mins
Be specific that the lesson involves a role play activity, and for it to work
students need to be clear on the instructions and their roles.
Link the activity back to their experiences in Canberra and what they saw at
Parliament House. Generate discussion about the role-play by exploring
some of the following questions with your students:
o
Who works in the House of Representatives? How do you become a

member of the House of Representatives? What do members of
parliament do in the House of Representatives? What is a law?
Preparation
Watch the Video:
15 mins
http://www.peo.gov.au/multimedia/videos/role-play-house/role-playhouse-popup.html
Provide the handout:
http://www.peo.gov.au/uploads/image_gallery/the-law/PEO_0702_pathbill.pdf
Choosing a bill (proposed law)
The class will need a bill to debate. Using the topics that the groups worked
on in their assessments, choose the bill using one of the following options:
Brainstorm ideas with the class.
Select a topic to meet the requirements of a curriculum area.
Identify a local issue that needs fixing.
23
Set-up the
classroom
Transform the classroom into a chamber by arranging chairs and tables into
a horseshoe shape as indicated by the seating plan.
5 mins
Assigning Roles
5 mins
Assign roles for each the class (pre-determined by the teacher):

o
Divide the class into government and the opposition.
Select a Speaker this is a non-debating role and is generally

someone from the government who can exercise authority in the
room.
Select a Serjeant-at-Arms (ceremonial role).
Select a Clerk (pronounced Clark) this is a parliamentary officers

who do not debate or vote.
Elect party leaders the government elects the Prime Minister and
the opposition elects the Leader of the Opposition.
Select a minister to introduce the bill one who has a responsibility

(portfolio) relevant to the bill.
Select a shadow minister.
Choose party whips (managers) to count the vote at the end of the
debate.
Differentiation:
Sadie to work with her aide during this activity. Sadie will be selected to
be the Serjeant-at-Arms. This role is important and ceremonial, thus given
her the sense of being critical to the task, as well as included in the activity
as a whole.
Julia has been selected to be the Speaker for this activity. The benefits of
this is that it puts Julia in a position where she will be able to lip read the
entire class (as they will all be addressing her), and it gives her control of
the noise in the room legitimately.
Emma for tasks where the groups are working together, students will
need to be mindful of Emmas need to sit at the table rather than on the
floor.
Angus will be selected to be one of the party whips. This gives Angus an
activity that is predictable and focused, and one that can be taken literally
in its duties.
Preparing for
the debate
Each team is to discuss their roles and prepare for how they intend to
present their ideas during the debate.
10 mins
One member of each team will act as : time keeper, record keeper, liaison
with the teacher to ask questions as needed.
Role Play
Follow the order of events worksheet (see below) to conduct the role play.
25 mins
Differentiation:.
Julia will be bale to control the level of noise in the room legitimately,
which will aid her participation in the activity.
Angus in undertaking the activity, Angus will need to be guided with
specific instructions as the teams work through their preparation. As there
will be many ideas being tossed around, and students collaborating, Angus
may find this over stimulating and get frustrated with the lack of structure.
Assigning Angus a role on one of the teams (as well as being one of the
24
whips) such as the time keeper would help to focus his activities.
George with the level of ambiguity being thrown about in this activity, it
would be very easy for George to get off task and not be noticed. It is
important that George takes on a role within the team and contributes. For
example, George may be given a smaller task to develop yet with more
time allocation so that he doesnt feel rushed. Also, George could work in a
pair with another student as an active learning partner.
Sam as Sam may find the fast paced nature of the task challenging due
to his language barriers, he would be best suited for an in-depth task that
requires complex level thinking with another partner.
Debrief
After the debate, explore the following questions with the students:
10 mins
o
o
o
o
Wrap up
5 mins
Do government bills always pass this chamber?

What happens if the vote is a tie?
Is it important to get the support of the Independents and
minor parties?
What other major steps must a bill go through to become a law?
Reflect on the key learnings from the role play and preface that the unit is
nearly finished and we will be reflecting further on our understanding of the
concepts of democracy in the next lesson.
Resources
http://www.peo.gov.au/teaching/role-play-lesson-plans/law-makinghouse.html
Assessment
Check for understanding through the activity by working with each group in
turn.
Order of Events Worksheet (to be handed out)
Starting(the(role-play(
1. The&Clerk&rings&the&bell&and&instructs&the&members&to&stand.&
2. The&Serjeant:at:Arms&leads&the&Speaker&into&the&chamber,&
carrying&the&Mace&on&their&right&shoulder.&
3. The&Serjeant:at:Arms&announces&the&Speaker,&places&the&
Mace&on&the&table&and&moves&to&their&seat.&
4. The&Speaker&tells&everyone&to&sit&down&and&begins&the&
session.&
Debating)the)bill)
The$Clerk$stands$and$reads$the$rules$of$the$chamber$and$the$
4tle$of$the$bill$(rst$reading).$
The$minister$introduces$the$bill.$
The$Speaker$selects$members$to$make$speeches,$alterna4ng$
between$government$and$non@government$members.$
Voting'on'the'bill'
When%the%debate%is%nished,%the%Speaker%conducts%the%
division%with%help%from%the%whips%and%then%declares%the%vote.%
Passing'the'bill'
If%the%majority%of%votes%are%for%the%bill,%it%is%agreed%to%and%the%
Clerk%reads%the%@tle%of%the%bill%(second%reading).%
The%Speaker%adjourns%the%House.%
The%SerjeantEatEArms%leads%the%Speaker%from%the%chamber,%
holding%the%Mace.%
25
4. Assessment Tasks
Task 1 Individual Research Project
The purpose of this assessment is for students to explain the purpose of key
institutions and levels of government in Australias democracy. The task is introduced in
Lesson 5, and students have Lesson 6 to work on the assessment in class. The task requires
investigation of three questions (all of which are covered in the material in lessons 1-5), and
provides students with an opportunity to present their findings in a manner that best suits
their skills, abilities and interests. The design of this assessment is inclusive in this respect,
and further guidance is given (see below). This presentation is given to the students and
discussed in class as a group, allowing students to ask questions to clarify. It is also designed
to give students some ideas to start their investigations.
Name:$_______________________'
Who$represents$me$
and$how?!
Assessment'Task'1'
'
Create&a&way&to&present&your&research&
Your%task:%to%research%the%levels%of%government%
which%represent%the%people%in%your%area%
1. What'are'the'roles'and'responsibili2es'of'each'level'
of'government?''
2. What'are'the'buildings'or'loca2ons'that'are'connected'to'
each'level'of'government?''
3. Which'people'(jobs)'are'connected'with'each'level'of'
government?''
Ideas&to&help&you&
You$could$make$a$poster$or$a$movie,$give$a$speech,$create$a$
diorama$or$choose$your$own$way$to$show$what$you$
have$learned.$$
You$must:$$
1. organise$your$informa<on$so$that$it$is$clear$which$level$of$
government$you$are$describing$$
2. include$at$least$one$visual$aid$(something$relevant$to$look$at)$$
3. include$a$list$of$the$sources$you$used$to$nd$your$informa<on.$
Your%responsibilities%
This%assessment%is%due%in%week%6.%%
You%will%be%given%7me%in%class%to%work%on%your%task.%It%is%up%to%
you%to%use%this%7me%produc7vely.%%
You%will%be%given%opportunity%to%ask%for%help%during%class%7me.%%
26
Student
Differentiation of Assessment 1
Emma
It is not anticipated that Julia will require any differentiation with this
assessment task. However, if the class choses to work using the library
resources then it is essential that accommodations be made for Emma to
carry books and resources to/from the class and library, and take any
resources home with her.
Angus
Angus will have difficulty focusing on the open-ended nature of this task. It is
recommended that he is provided with a narrower set of guidelines that match
his natural interest areas. Specifically, Angus will be asked to focus solely on
the buildings and structures e.g., the construction of new Parliament House.
This will help to reduce any uncertainty, while allowing him to pursue an
interest area that he can present well.
Julia
It is not anticipated that Julia will require any differentiation with this
assessment task. However, it is important to check for understanding to
ensure that she has been able to hear all of the instructions, as well as any
questions that were raised by the class to clarify aspects.
Sadie
Sadie will find this assessment task, in its entirety, difficult. It is

recommended that Sadie is provided with a narrow set of instructions that
focus on a single are of the task. For Sadie, this will be to research the
members of parliament at each of the three levels that represent her, and
identify each of the electorates that she lives in (Federal, State, Local). This
can be undertaken with the help of her aid, and will provide an informative
piece for the class who will most likely not focus on this area.
George
George has difficulty with tasks that require self-regulation (for example, time
management) and self-monitoring of output (for example, written
assignments). As such, this assessment task will be broken down in a series
of 5 steps, and each one will be presented to George sequentially, rather than
in one set. This will provide the opportunity to discuss each step with George,
and ensure that he progresses on each one before moving on. It also ensures
that George does not get overwhelmed with the entire task at the start, and
allows him to feel that he can successfully complete each part in turn. During
the class time for the assessment task, it will be essential to monitor Georges
progress and ensure that he is not off task.
Sam
As an EAL learner, Sam may initially struggle with the specific terminology in
studying this unit. As such, to start Sam will be engaged in developing a
vocabulary list to help him as the unit progresses. Once Sam is comfortable
with the terminology specific to Australian democracy, it will be essential to
ensure that he is able to access the online resources that may be known to
other students (e.g., Parliament House). A resource guide can be provided to
aid this. At this stage, Sam may find the task simplistic, and as such an
extension activity would be to ask Sam to compare and contrast the key
institutions in Australian democracy with those in his country of origin. Not
only will this add complexity to the task for Sam, it will provide a useful and
interesting counterpoint to the unit for the other students in the class, who
may be unaware of any other systems of government.
27
Task 2 Group Research Project

The purpose of this assessment is for students to develop an idea that could become a
law in Australia. This inquiry based approached is designed to get the students to understand
how issues that affect them in their everyday lives are thought out, acted upon, developed
and considered in the more formal setting of the parliament. The task is introduced in
Lesson 7 the lesson prior to the students going to Canberra. This is to ensure that this task is
top of mind while they are in Canberra, and that they are actively looking for issues to
consider. The assessment is then further developed in lessons 8 and 9, allowing for class
time for groups to work together and students to finalise their work.

Assessment Task Handout
Name:'_______________________'
Turning'an'Idea'into'
a'Law!
Assessment'Task'2'
'
Groupwork)
You$will$be$put$into$groups$of$3$students.$$
$
Imagine$that$your$group$has$to$make$a$decision$about$which$
laws$the$Parliament$will$make.$$
Your%task:%to%think%of%an%idea%and%then%make%it%
into%a%law%
A"bill"is"an"idea"for"a"law."
""
If"it"is"passed"by"both"houses"of"Parliament,"and"signed"by"the"
Governor<General,"it"becomes"a"law.""
"
It"is"then"known"as"an"Act"of"Parliament.""
""
TASK%1%
Think&of&three&issues&that&your&Cabinet&wants&to&make&a&new&
law&about.&&
These&could&be&any&issues&that&relate&to&Australian&society,&
such&as&school&or&the&environment.&&
Write&down&your&ideas.&&
This$group$is$called$the$Cabinet.$It$is$made$up$of$the$Prime$
Minister$and$top?level$ministers.$$
You$have$5$tasks$to$complete$as$a$group.$$
TASK%2%
Choose&one&of&these&issues&and&do&some&research&about&it.&&
Write&down&four&ques6ons&about&the&issue&to&start&your&
research.&&
You&can&use&the&internet&or&books&in&the&library,&ask&people&in&
the&community&for&their&opinions&or&conduct&a&survey.&&
TASK%3%
Think&about&a&new&law&that&could&be&made&about&this&issue.&&
Make&your&idea&for&a&law&into&a&statement&explaining&what&
your&law&will&do,&including&the&words&Bill&and&Act.&&
For&example:&&
The&No&Homework&Bill.&&
A&Bill&for&an&Act&to&ban&homework&in&all&Australian&schools.&&
&
28
TASK%4%
!
When!you!have!chosen!the!wording!for!your!bill,!write!down!a!list!of!
arguments!for!and!against!the!bill!(include!at!least!three!arguments!
for!each!side).!!
TASK%5%
Write!down!a!change!that!could!be!made!to!improve!this!bill.!!
Create&a&way&to&present&your&research&
Individual)Work)
TASK)6)
Each%group%member%must%decide%which%side%of%the%argument%
they%agree%with%and%write%a%paragraph%to%explain%why.%Use%
correct%terms%such%as%Bill,%Act,%Cabinet%and%Parliament.%%
%%
TASK)7)
Each%group%member%needs%to%write%a%reec@on%about%how%the%
group%worked%together.%What%worked%or%didnt%work%well?%
Why%or%why%not?%%
Ideas&to&help&you&
You$could$make$a$poster$or$a$movie,$give$a$speech,$create$a$
diorama$or$choose$your$own$way$to$show$what$you$
have$learned.$$
You$must:$$
1. organise$your$informa<on$so$that$it$is$clear$which$level$of$
government$you$are$describing$$
2. include$at$least$one$visual$aid$(something$relevant$to$look$at)$$
3. include$a$list$of$the$sources$you$used$to$nd$your$informa<on.$
Your%responsibilities%
This%assessment%is%due%in%week%9.%%
You%will%be%given%7me%in%class%to%work%on%your%task.%It%is%up%to%
you%to%use%this%7me%produc7vely.%%
You%will%be%given%opportunity%to%ask%for%help%during%class%7me.%%
29
Student
Emma
No key issues, other than use of and access to resources in the library and
computer labs. Students working in the group with Emma will need to be
mindful that she may have difficulty accessing resources in the library
(carrying hardcopy resources), and when meeting outside of class (if
required) to meet in a location that is accessible for students with mobility
issues.
Angus
For this task Angus will work by himself. Angus finds working in group
situations difficulty, and the social dynamics can at times overwhelm him,
and he becomes unproductive. Additionally, other students find it difficult to
work with Angus repetitive fixations on certain topics. Instead of the
generic handout for the task, Angus will receive one with greater use of
visual cues, less words and a simplified task structure.
Julia
In order for Julia to successfully complete this task she will need to work
with students in her group where she can efficiently lip read, and with
whom she is familiar with.
Sadie
Sadie will work alone on this assessment item, and undertake a reduced set
of elements. It is important for Sadie to be challenged with specific learning
goals where she can demonstrate self-efficacy. For this task, a key goal will
be for Sadie to independently (scaffolded with the guide of her aide)
research the topic and present her key ideas in a graphic form.
George
George will be working in a group with students that are achieving at above
standard level. This will act as a focus for him and an incentive. To
encourage focus, the task will be broken down into smaller steps for that
group, and they will be provided incentives along the way for completion of
each step. Georges group will be given additional time to complete the task
if needed so as to remove anxiety that can lead to distraction.
Sam
Sam will work with a high achieving group that can accommodate his EAL
and also give him sufficient challenges. Sam will work towards adding to his
glossary of terminology to help him build up his knowledge of contextspecific contexts. To cater for his giftedness, Sam will also work on
researching similar topics to the one his group has selected, and how they
were developed by the Government, introduced into Parliament and made
into law. He will provide an additional written summary of his findings, with
analysis and critical thinking on how the issues are similar, and therefore
how he could expect his idea to be received by the Australian public.
30
Task 3 Concept Map

The purpose of the concept map is to be used twice during the unit. First, the concept
map is given during the first lesson to test students understanding of some of the key
concepts that they will be covering. It is designed, at this stage, to generate interest and class
discussion. The second time the concept map is given is at the end of the unit, for students to
reassess their learnings, and reflect upon how their ideas of these key concepts have changed
over the unit.
Name:&_________________________&
What%is%Parliament?%
How%are%laws%made?%
What%is%democracy?%
Who%represents%
me%in%Parliament?%
What%are%the%dierent%
levels%of%government%in%
Australia?%
31
Student
Emma
No anticipated need for differentiation with this task.
Angus
The visual cues on the concept map are designed to help Angus focus on the
task. If needed, Angus might chose to focus on one area on the concept map,
or indeed add new concepts that are of interest. Angus may present his work
verbally, or graphically to express his ideas, and additional time can be
provided if needed.
Julia
No anticipated need for differentiation with this task.
Sadie
The visual cues on this concept map are designed to aid Sadie in exploring
her current level of knowledge at the start of the unit. With the guide of her
aide, Sadie will be able to discuss and
George
This task may prove overwhelming for George, as the blank slate may
appear to difficult to even start working on. To get George settled and
focussed on the task, I will work with him one on one to prompt him with
ideas, and work through one of the items together. This modelling will give
him some confidence to continue, as well s making the task seem less
daunting. Regular checking of his progress throughout the task is essential,
and if need, additional time can be provided to reduce anxiety.
Sam
It is anticipated that there will be no difficulties with this assessment for Sam
in terms of his EAL, other than a lack of familiarity with Australian- specific
concepts. In this case, Sam would be able to complete the task for Australia,
as well as a comparative concept map for South Africa. This can then be used
by the class to better contextualise Australias understanding of democracy
and provide a point of difference for other democratic experiences. This
additional requirement will ensure that as a gifted learner, Sam is further
challenged. Additionally, the concept map being done at the start and the end
of the unit will provide a good progress indicator on how Sams adaptation to
the Australian context is progressing.
5. Critical Reflection and Conclusions

The usefulness of a differentiated unit learning plan rests in the extent to which it is
appropriately developed and implemented. There were several key limitations that I
identified in searching for resources for the class profile identified. A litmus test that I
applied was if I had no knowledge of the students in the class, and was required to teach,
would I be able to modify my teaching appropriately based on the information contained in
this unit?
Much of the detailed information on specific learning difficulties lacked sufficient detail
relevant to the students context that would enable me to codify and access the information.
Not all students come to school with the same level of competence, the same beliefs and
values, the same language, or the same personal history, so the key to creating an inclusive
classroom is to first understand these differences through building relationships (Lyons,
32
2013). Applying the ideas of Alexander (2005, 2008) the teacher needs to create a genuine
interaction with the students, using carefully structured extended exchanges, building
understanding through accumulation, and childrens own words, ideas and speculation.
Another key element of the unit plan was to embed the review process to enable best
practise. Too often post-hoc revision of curriculum planning is an ideal, rather than an
embedded practise with set goals and documented outcomes. Following on from this, there
needs to be a specific review process with pre-identified data collection for measurable
outcomes for each of the students over the course of a cohort of subject areas. The end result
of this is that the unit plan expands to be more comprehensive than many of the templates
available. The requisite work to complete the unit plan therefore expands as well. However,
this ensures that it is comprehensive, supported by easy access to essential information, can
be shared among the learning support team, and embeds reviews processes. While the inputs
require more work, the outcomes better achieve the inclusive practises that teachers and
parents indicate they desire for their children.
Another key limitation in the use of the unit learning plan is its tendency to be a static
document, rather than a dynamic tool. It is important to understand that not all students
experience the classroom in the same way. Extending this, students will experience
variations within the classroom environment within themselves, as the changes in the
environment are reflected on them. Time of year, term, week will impact different students
in different (and possibly random) ways, as will other influences from beyond the school
that cant easily be accounted for. Additionally, when creating a safe and positive classroom
environment to be shared by all, its important to understand that the participants in the same
classroom will perceive the environment differently, and students may misinterpret events
that have no impact on them, and likewise not notice factors that nevertheless do affect their
classroom experiences. This requires that planning for a unit of work, to be used in a
differentiated classroom needs to be an ongoing pedagogical process as the work unfolds,
rather than a complete document for reference.
A positive and effective classroom environment will also encourage relationships
among students, including friendships, and this will become an important feature (Rubin &
Bukowski, 2011). According to Hartup (1996), the safe and supportive space that
friendships offers provides students with the opportunity to develop and test their social,
emotional, and cognitive competencies; learn and practice social skills and conflict
resolution; receive honest feedback; and develop confidence. Relationships and interactions
among students in effective classrooms are characterised by respect, feelings of belonging or
cohesion, and support from classmates. To affect these benefits of friendship and support
within the classroom, it is important to offer activities are structured so that students have
opportunities for social and academic engagement.
33
A key feature in building a positive learning environment is for good teaching to

account for different levels of learner proficiency. One of the most complex challenges for
teachers is to effectively address the range of skills, interests and knowledge in the
classroom (Lyons, 2013 p. 72). Effective teachers offer a range of materials and levels of
texts to students and flexibly group students to tailor instruction to different students needs
and skills. Often, these needs are met by taking advantage of teachable moments, when
teachers find a valuable and authentic opportunity to teach something useful to someone
who needs to learn it and who is ready to learn it. The extent to which a unit learning plan
can effectively account for these teachable moments will attest to its ongoing usefulness and
role in the classroom.
(Ashburner, Ziviani, & Rodger, 2008; Baddeley, 2003; Barrow, 2001; Blackburn & Erickson, 1986; Conroy, Asmus, Ladwig, Sellers, & Valcante, 2004; Daley & Birchwood, 2010; Delisle & Galbraith, 2002; Dreikurs, Brunwald, & Pepper, 1998; Fimian, Fastenau, Tashner, & Cross, 1989; Foreman, 2008; Foreman &
Arthur Kelly, 2008; Forlin, 2001; Friedlander, 2009; Groom & Rose, 2005; Harris, Friedlander, Saddler, Frizzelle, & Graham, 2005; Harrower & Dunlap, 2001; Hwang & Evans, 2011; Johnson, 2000; Junod, DuPaul, Jitendra, Volpe, & Cleary, 2006; Keen, 2007; Kelly & Lyons, 2008; Leblanc et al., 2009; Lloyd, Stead,
& Cohen, 2006; Marshall & Mirenda, 2002; Mazurik-Charles & Stefanou, 2010; Morrow & Malin, 2004; Mortier et al., 2010; Peck, 1985; Peer & Reid, 2001; Reid, 2012; Reis & McCoach, 2000; Riddick, 2001; Schilling & Schwartz, 2004; Swanson, 2003; Vakil, Welton, OConnor, & Kline, 2009; VanTassel-Baska &
Stambaugh, 2005; Winebrenner, 1992)
6. References
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(IACEP) 10th International Conference, University of Durham, UK.
Alexander, R. (2008). Culture, dialogue and learning: Notes on an emerging pedagogy.
Exploring talk in school, 91-114.
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional,
behavioral, and educational outcomes in children with autism spectrum disorder.
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Baddeley, A. (2003). Working memory: looking back and looking forward. Nature reviews
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Barrow, R. (2001). Inclusion vs. fairness. Journal of Moral Education, 30(3), 235-242.
Blackburn, A. C., & Erickson, D. B. (1986). Predictable crises of the gifted student. Journal
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Conroy, M. A., Asmus, J. M., Ladwig, C. N., Sellers, J. A., & Valcante, G. (2004). The
effects of proximity on the classroom behaviors of students with autism in general
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Criddle, E., Vidovich, L., & O'Neill, M. (2004). Discovering democracy: An analysis of
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Daley, D., & Birchwood, J. (2010). ADHD and academic performance: why does ADHD
impact on academic performance and what can be done to support ADHD children in
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Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and
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Davies, I., & Issitt, J. (2005). Reflections on citizenship education in Australia, Canada and
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Delisle, J., & Galbraith, J. (2002). When Gifted Kids Don't Have All the Answers: How To
Meet Their Social and Emotional Needs: ERIC.
Dreikurs, R., Brunwald, B. B., & Pepper, F. C. (1998). Maintaining Sanity in the Classroom.
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classroom stress and burnout among gifted and talented students. Psychology in the
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Foreman, P. (2008). Inclusion in action: Cengage Learning Australia.
Foreman, P., & ArthurKelly, M. (2008). Social justice principles, the law and research, as
bases for inclusion. Australasian Journal of Special Education, 32(1), 109-124.
Forlin, C. (2001). Inclusion: Identifying potential stressors for regular class teachers.
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Friedlander, D. (2009). Sam comes to school: Including students with autism in your
classroom. The Clearing House: A Journal of Educational Strategies, Issues and
Ideas, 82(3), 141-144.
Groom, B., & Rose, R. (2005). Supporting the inclusion of pupils with social, emotional and
behavioural difficulties in the primary school: the role of teaching assistants. Journal
of Research in Special Educational Needs, 5(1), 20-30.
Harris, K. R., Friedlander, B. D., Saddler, B., Frizzelle, R., & Graham, S. (2005). Selfmonitoring of attention versus self-monitoring of academic performance effects
among students with ADHD in the general education classroom. The Journal of
Special Education, 39(3), 145-157.
Harrower, J. K., & Dunlap, G. (2001). Including children with autism in general education
classrooms a review of effective strategies. Behavior Modification, 25(5), 762-784.
Hartup, W. W. (1996). The company they keep: Friendships and their developmental
significance. Child development, 67(1), 1-13.
Houghton, S., Douglas, G., Brigg, J., Langsford, S., Powell, L., West, J., . . . Kellner, R.
(1998). An empirical evaluation of an interactive multi-sensory environment for
children with disability. Journal of Intellectual and Developmental Disability, 23(4),
267-278.
Hwang, Y.-S., & Evans, D. (2011). Attitudes towards inclusion: gaps between belief and
practice. International journal of special education, 26(1), 136-146.
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Exceptional Children.
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Classroom observations of students with and without ADHD: Differences across
types of engagement. Journal of School Psychology, 44(2), 87-104.
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Inclusiuon in Action (pp. 70-111): Cengage Learning Australia.
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inclusive classroom: Effective training to enhance knowledge of ASD and evidencebased practices. Teacher Education and Special Education: The Journal of the
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edition.. ed.): South Melbourne, Vic. Cengage Learning.
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37

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EDU5LDP

Debra da Silva #18252191

DIFFERENTIATED INQUIRY LEARNING UNIT AND REFLECTION

1. Overview and Introduction

The school in which this unit is to be implemented is a Catholic primary school in a

Debra da Silva #18252191

Debra da Silva #18252191

1.3 Student Profiles

Physical disability Emma contracted tetanus at the age of 4 from

Due to the nature of her disability, Emmas parents encouraged her

Emma is achieving at a satisfactory level for a Year 6 student.

Social skills and

Unfortunately, due to a lack of services within the region, Emma is

When undertaking tasks with mobility or resource component,

Debra da Silva #18252191

Autism Angus was first diagnosed with Autism Spectrum Disorder

Angus has difficulties with social-emotional reciprocity and

As Angus ASD was not diagnosed until relatively late, early

Social skills and

Angus attendance at school is typical. However, his engagement in

It is important to always get your Angus attention by getting down

Debra da Silva #18252191

Julias academic progress is above average for a Year 6 student,

Social skills and

Julia has a distinct preference to not be identified as deaf, and goes

Julias attendance at school is typical. Julia however find sit difficult

Debra da Silva #18252191

Developmental delay Sadie has an intellectual disability that

Sadie has a high level of enthusiasm for school, despite having

Sadies is currently at the academic achievement level of Year 3,

Social skills and

Unfortunately Sadie has poor social skills, presenting as a lack of

Sadie is absent from school on a regular basis due to attendance at

Sadie currently works with an aide in the classroom every morning

Debra da Silva #18252191

ADHD George was diagnosed with ADHD at the age of 8, and is

Students skills, strengths,

George has a great aptitude for sport, and has particularly

George has a below satisfactory level of achievement for a Year 6

Social skills and

Despite issues with impulsiveness, lack of attention and

Georges attendance and engagement in school is typical. He is

It is important to make sure that George understand what

Debra da Silva #18252191

Students skills, strengths,

Being multi-lingual, Sams key strengths is language and literacy

Social skills and

Due to Sams age difference, as well as his academic abilities, he

Sam is highly engaged at school and is not deterred by the

It is important that the classroom routines accommodate for

Debra da Silva #18252191

2. Inquiry Unit Planner

UNDERSTANDING DEMOCRACY IN AUSTRALIA

45-60 mins per lesson

LESSONS PER WEEK

Individual research project, Group research project and Concept map.

School Camp to Canberra for 4 days.

This unit on understanding democracy in Australia has three key

To explore the key institutions of Australias democratic system

To explore the roles and responsibilities of the three levels of

To experience how federal laws are passed through Parliament.

The assessment for this unit is based on progressive formative