Académique Documents
Professionnel Documents
Culture Documents
ConnectingSocietyandEnvironment:CurriculumforLearning
RulesvsLaws
Rationale
Justify the use of Backwards by Design as an effective method for teaching your chosen topic and drawing on examples from your
unit of work to substantiate your argument.
The unit of work entitled, Laws verse Rules has been constructed using the Backwards by Design framework, developed by Wiggins and McTighe (2005), in
partnership with the Inquiry Cycle created by Kath Murdoch. Backward design enables curriculum and learning experiences which are focused on
developing and deepening the understanding of big ideas (Wiggins, & McTighe, 2005). The foundations of the unit of work were built using the goals,
concepts and big ideas encompassed within laws and rules. This then enabled a platform for development of specific topic and content knowledge. Through
the implementation of the Inquiry Cycle, we were able to construct key learning tasks and instruction which not only addressed the goals and concepts of
the unit, but also cultivated curiosity and built on strengthening students understanding of the world they live in (Murdoch, 2006; Reynolds, 2014).
The first stage of backward design involves identifying the desired outcomes with regard to what students will know, understand and be able to do at the
conclusion of the unit (Wiggins, & McTighe, 2005). After establishing the main idea/topic of focus it was important to clarify the curriculum priorities using
the Victorian Curriculum and filter the content to reflect the desired understandings. (Wiggins, & McTighe, 2005; Childre, Sands, & Pope, 2009; Davidovitch,
2013). The Victorian Curriculum structure for Civics and Citizenship - Law & Citizens, focuses on Australias legal system, the creation of laws and the rights
and legal obligations of Australian citizens (Victorian Curriculum, 2017). Through the filtration of content we were able to establish meaning through the
creation of essential question. It was important to review students previous exposure and understanding to concepts such as democracy and government in
order develop and appropriate starting point and to scaffold the learning with respect to knowledge that had already been attained. As well as reviewing
the curriculum from the previous level, developing tuning- in activities such as KWL Charts and Graffiti Gains as a means of attaining students level of
knowledge and understanding was implemented. The essential questions then accurately reflected the Victorian Curriculum structure of laws and citizens
for level four.
The next stage of Backwards by Design establishes the determination of acceptable evidence. Through analysis of the developed essential questions, the
key learning outcomes were established. These then shaped the acquisition of the desired learning outcomes and gave us an indication of what students
Jessica Moore S00128834
Elise Gleeson S00076188
will know and what they will be skilled at the conclusion of the unit. An example of this was an extension of the curriculum content descriptor distinguish
between rules and laws and discuss why rules and laws are important. The evidence required in order to prove students understanding and proficiency
was a demonstrated ability to distinguish between rules and laws in conjunction with an understanding of why rules and laws are important. Students
needed to be able to demonstrate their understanding in a variety of ways, which then enhanced our ability to assess whether the key ideas and focus of
the overarching ideas were met.
Developing established goals aides in focused planning and it can be characterised as a guide toward the intended result (Wiggins, & McTighe, 2005). After
identifying specific outcomes and appropriate evidence of understandings, the development of meticulously constructed and planned learning experiences
can be implemented to its full potential. Each learning experience was constructed to allow for the progression of knowledge and understanding through
investigation, class discussions and research into multiple perspectives. These experiences also enabled students to bridge gaps and make connections
between their personal knowledge and experiences with newly understood ideas and competencies. Learning and assessment tasks such as Laws around
the world, Aboriginal and Torres Strait Islander Law role play, Writing a formal letter to the school principal, and the personal pledge, were key
summative assessment tasks that required students to intertwine multiple key learning ideas, which addressed and linked all understandings in accordance
with the Victorian Curriculum and the units established goals. The formative assessment tasks such as The persuasive argument, What is a rule? and Law
in Pictures enables a tracking of understandings which are then built upon as the unit progresses.
Backwards by Design is an effective method for teaching inquiry learning, as traditional methods of instruction often lack the ability to engage and motivate
students, in conjunction with catering for individual learning needs (Childre, Sands, & Pope, 2009). Backwards by Design targets deeper levels of
understanding as it allows learning to become meaningful and relevant to students lives (Childre, Sands, & Pope, 2009). This was evident throughout the
Laws verse Rules unit of work, where students were able to explore the purpose and function of rules and laws in society which strengthened their
understanding of how they can be active and informed citizens of today.
Jessica Moore S00128834
Elise Gleeson S00076188
Acquisition
Stage 2 - Evidence
Assessment Evidence Evaluative Criteria
Going Further:
- Laws around the world - - Students understanding of concept and purpose of rules and laws.
Presentation - Students are able to explain how rules and laws are established to protect the rights and safety of all citizens in different countries.
- Students are able to identify and explain similarities and differences in laws between Australia and other countries.
- Students are able to articulate how groups to which they belong can shape and affect beliefs about laws and rules.
- Students are able to plan, rehearse and deliver a presentation which connects content knowledge, research and topic questions.
Making Connections:
- Aboriginal and Torres Strait Islander
- Students are able to accurately draw comparison between Aboriginal and Torres Strait Islander Laws and Australian Laws today
Law - Role Play - Students are able to use their knowledge of laws and rules to accurately portray the messages behind the dreamtime stories
through roleplay and how it directly relates to the Aboriginal and Torres Strait Islander responsibility as citizens / members of tribes.
Reflection & Action:
- Newspaper Article/Comic Strip - Students are able to accurately determine and explain the difference between laws and rules
- Students are to demonstrate/articulate how and why people make rules and laws
- Students are able to identify and explain the responsibility they have as a global citizen
- Personal Pledge - Students are able to develop a cohesive and informed pledge that intertwines personal beliefs with an accurate understanding of
laws and rules and their purpose.
Jessica Moore S00128834
Elise Gleeson S00076188
OTHER EVIDENCE:
.
Tuning- in:
- KWL Chart - Assessing students prior knowledge and understanding of topic through topic questioning
- Graffiti Gains
Finding out:
- Students understanding of concept and purpose of rules and laws.
- What is a rule? - Poster activity
- Connections between rules and laws and how they are applied to various cultural, religious, social groups and
- Law in pictures analysis communities with which they belong.
- Students are able to distinguish between rules and laws and discuss why rules and laws are important.
Sorting out:
- Persuasive Essay - Ordinary
- Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts.
People should have a say in what
the laws are. - Plan and draft persuasive texts containing key information and supporting details.
- Students ability to develop a cohesive argument which builds on their understandings of how rules and laws are
Making Connections: established to protect the rights and safety of all citizens.
- Decision Making Model Task
Sheet - Students are able to explain how and why people makes rules
- Students will be able to distinguish between rules and laws and discuss why rules and laws are important
- Students are able to explain the obligations that people may have as global citizens as well as members of particular
groups
Jessica Moore S00128834
Elise Gleeson S00076188
Appendix 1
Sorting out Democracy & Law Making: Curriculum links: Persuasive essay
(4) Using the arguments and reasons established Identify how and why decisions are (Formative)
throughout the finding out phase students are to
construct a persuasive piece of writing in response to made democratically in communities
Ordinary people should have a say in what the laws (VCCCG002)
. are.
Developing Laws & Rules Explain how and why people make Formal letter to school Principal.
As a citizen/student of the school, students need to, rules (VCCCL004) (Summative)
develop a rule which should be introduced that
addresses an issue that has arisen in the school.
Students need to individually develop a letter to the Capabilities:
school principal, which will introduce the new rule and Researching
reasons why it should be considered and implemented. (ACHASSI053, (ACHASSI074)
In this letter students are to incorporate how this new
Jessica Moore S00128834
Elise Gleeson S00076188
rule will benefit all students within the school and the Analysing
affects it will have on the students, staff, parents and (ACHASSI056, ACHASSI077)
school community as a whole. Communicating
ACHASSI061, ACHASSI082)
Evaluating and reflecting
(ACHASSI060, ACHASSI081)
Going Laws around the World: Curriculum links: Using Easel.ly as a form of ICT, students Teaching resource:
further (4) Describe the different cultural, religious will be required to present their findings http://www.ifitweremyh
In groups of 3 students will be allocated a country and to the class after 4 sessions. ome.com/compare/AU/
asked to research 4 different laws. These laws are to and/or social groups to which they and (Summative) SA
be different from Australias. Students must explain others in the community may belong
(VCCCC007) Resources for students:
how the laws in the country are formed and
established. Strange laws around the
For each law chosen, students must explain; Capabilities: world-
Communicating http://www.nationalgeo
- What the law is? graphic.com.au/people/
- Who the law affects? (ACHASSI061, ACHASSI082)
strange-laws-from-aroun
- Could it be used in Australia? Why? Why d-the-world.aspx
Evaluating and reflecting
not? http://www.cbc.ca/kidsc
(ACHASSI060, ACHASSI081)
- How does the law contribute to protecting (ACHASSI058, ACHASSI079) bc2/the-feed/10-unusua
the community? l-laws-from-around-the-
world
Jessica Moore S00128834
Elise Gleeson S00076188
Making Aboriginal & Torres Strait Islander Law: Curriculum links: DreamTime Stories
connection Explain how and why people make rules http://dreamtime.net.au
s (4) Discussion Question: Would the laws be the same or (VCCCL004) /dreaming/story-list/
similar in all societies?
http://www.skwirk.com/
Class discussion about Dreamtime stories, where and Distinguish between rules and laws and p-c_s-56_u-477_t-1301_
how they originated and their purpose. discuss why rules and laws are c-5002/TAS/8/Aboriginal
-law/Australia-before-17
important (VCCCL005) 88/Colonisation-and-con
Understanding Aboriginal & Torres Strait Islander flict-Australia/SOSE-Hist
Law: Appendix 4 Cross- Curriculum Links: History ory
In groups of 3 students are to analyse and investigate a The significance of Country and Place to Decision Making Model Task Sheet - all http://austhrutime.com/
dreamtime story. Aboriginal and Torres Strait Islander students need to complete and submit law_and_order.htm
individual copy.
peoples who belong to a local area
Students are to use the Decision making model (Formative)
resource sheet to assist with answering these (VCHHK072)
questions.
Role Play: Cross- Curriculum Links: Drama Students are to present a role play to the
Using the information from that students have Explore ideas and narrative structures class which will summarise their findings
gathered from the previous activity, students are to and explore ideas and narrative
develop a role play to present to the class which through roles and situations and use structures through roles and situations
demonstrates the Aboriginal Law in practice. Students empathy in their own improvisations and use empathy in their own
may decide to either reenact the Dreamtime story or and devised drama (VCADRE025) improvisations and devised drama
apply the rule investigated to a story of their own. (VCADRE025).
Analysing
(ACHASSI056, ACHASSI077)
Communicating
(ACHASSI061, ACHASSI082)
Reflection Read all about it: Students work in pairs to create a Curriculum links: Students will publish their newspaper
and action Distinguish between rules and laws and article or comic strip to be displayed in
short newspaper article or comic strip that discusses
(2) discuss why rules and laws are important the classroom.
why rules and laws are so important and how breaking
(VCCCL005) (Summative)
laws or rules can have consequences.
Capabilities:
Personal pledge students consider one thing they will
Evaluating and reflecting
do in their own life as a result of what they have
(ACHASSI060, ACHASSI081) Each personal pledge will be displayed in
learned about rules and laws.
(ACHASSI058, ACHASSI079) the classroom for children to always
This could be how they will ensure that they are
Communicating refer to when needed.
informed and active citizens who follow rules and laws.
(ACHASSI061, ACHASSI082) (Summative)
Jessica Moore S00128834
Elise Gleeson S00076188
References:
Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward design: Targeting depth of understanding for all learners. Teaching Exceptional Children,
41(5), 6-14.
Davidovitch, N. (2013). Learning-centered teaching and backward course design - from transferring knowledge to teaching skills. Journal of
International Education Research, 9(4), 329. Retrieved from https://search.proquest.com/docview/1442472283?accountid=8194
Murdoch, K. (2006). Inquiry learning: journeys through the thinking processes. Teacher Learning Network, 13(2), 32-34.
Reynolds, R. (2014) (3rd Edition). Teaching Humanities and Social Sciences in the Primary School. Oxford: Sydney.
Victorian Curriculum. (2017). Foundation to Year 10 Curriculum: Civics and Citizenship. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/civics-and-citizenship/curriculum/f-10
Wiggins, G., & McTighe, J. (2005). Understanding by design (1st ed.). Alexandria, VA: Association for Supervision and Curriculum Development.