1

CONTENTS

Rationale 3

Proforma #1 4

Proforma #2 11

Timetable 13

Unit Overview 14

Resources 28

Discussion 30

2
RATIONALE

We Are One is a SOSE based unit of work that has been developed according to the ACT curriculum document

‘Every Chance to Learn’. The unit has been fashioned for a Year 2 class, and is guided by the early childhood

band of development of the aforementioned document. The host ELA is ELA 21 ‘The student understands

about Australia and Australians’. This ELA focuses on developing student’s understanding of the concept of

identity, symbolism and diversity (ACT, DET, 2007). The unit follows the inquiry based approach (Murdoch,

2009) which allows students to construct their own understanding of the topic and actively seek out more

information to strengthen this understanding.

We Are One has been designed to be implemented in the first term of the school year to aid students in deciding

who they want to be in this new space and what it means to be part of the class. The activities within the unit

endeavor to promote a sense of community with the class and school. The unit comes at a time where students

are beginning to see themselves as unique individuals with the human desire to belong; the themes in the unit

are cohesive with this and are aimed to foster the students’ moral and social development. The unit allows them

to study themselves and others starting with an internal understanding of identity and moving to the final broad

understanding of Australian identity and diversity. We Are One not only supports students’ development as

SOSE learners but also supports their growth as citizens of the 21st century society and members of their

community.

3
PROFORMA #1

Name: We Are One

Overarching Guiding Question: What does it mean to be an Australian?
Year/Term: 2, Term 1
Duration: 6 weeks

GUIDING QUESTIONS

Module 1 – Me and my family:

• How do our individual identities contribute to our class identity?

• What makes you special?
• How are we different to our friends & family?
• What is a family?
• Are all families the same?

Module 2 – Class and School Identity

• How do our individual identities contribute to our class identity?

• Why is diversity important?
• What makes our class unique?
• What makes our school different to other schools?
• What factors contribute to our school identity?

Module 3 – Australian Identity

• Why is Cultural Diversity important?

• How are Australians linked to places?
• What makes an Australian?
• How are your differences valued in Australia?

4
TRANSFERENCE

Knowledge

• People are unique (appearance, abilities, likes, dislikes etc)

• Individuals & families have similarities & differences
• ‘Family’ can be defined in various ways
• Connection between people (e.g. family)

• Individual identity contributes to group identity

• People belong to groups ie. Class, house, school etc
• Schools and classes have similarities and differences
• Cooperation is an important part of group behaviour

• The diversity of Australians (including Indigenous people)

• Australian identity
• Concepts of Australian geography
•

Skills and Abilities

• Describe and compare graphs • Designing

• Graph information • Revising
• Identify and practice cooperative • Speaking Clearly
behaviour • Justifying
• Identify components of a school • Organising
community • Estimating
• Identify and describe the roles within • Reading
the school community • Interpreting Information
• Compare schools • Explaining
• Compare classes • Reflecting
• Identify factors contributing to class • Working to a Timeline
and school identity • Working Independently
• Analyse why these factors contribute • Listening
to the community identity • Observing
• Questioning • Working Co-operatively
• Predicting • Analysing
• Comparing & Contrasting • Reporting
• Presenting Ideas to Others • Self Assessing
• Making Choices
Chelsea Kaylock (U3011024), Kate Maynard (U3013535) and Vanessa de Jager 5

(U3011332)
 • Repsonding to the Work of Others • Performing

Values and Attitudes

• Value the contributions of all the people working in the school community
• Value cooperative behaviour
• Appreciate the similarities and differences of communities

Citizen Action Objectives

• Work cooperatively in small group and class group tasks
• Conduct interviews
• Demonstrate actions that reflect positive attitudes towards the school community

GENERIC SKILLS

Skill Focus Description

Research Locate, select and evaluate information from a variety of sources
Communication Present and communicate information according to purpose,
situation and audience
Problem-solving Apply a range of problem solving strategies to achieve an accepted
solution
Using Technology Select and use most appropriate technology for a given task
Critical Thinking Make personal judgements and informed choices
Expression Respond emotionally and imaginatively through creative and
expressive activities
Task management Use time and resources effectively
Cooperation Work cooperatively with others
Citizenship Develop awareness of personal, class and school responsibilities

Chelsea Kaylock (U3011024), Kate Maynard (U3013535) and Vanessa de Jager 6

(U3011332)
 INDICATION OF INTEGRATED KLA’s/ELA’s

ELA 1: Uses a range of strategies / ELA 10: Interdisciplinary

Writes effectively / ELA 19: Understands and applies
Opportunities to-
to think and learn scientific knowledge
1.EC.1 think about
ELA 2: Understands and relevant
applies situations
/ ELA 11: Critically interprets X ELA 20: Acts for an environmentally /
andinquiry
the problems
processindividually and creates texts sustainable future
and 3:in Makes
groups
ELA considered / ELA 12: Takes action to ELA 21: Understands about Australia X
1.EC.2 ask questions and look
decisions promote health and Australians
for answers
1.EC.3
ELA 4: Actsexplore thinking
with integrity andtools X
or ELA 13: Is physically skilled ELA 22: Understands and values
processes to
regard for others think about and and active what it means to be a citizen within a
solve problems democracy
1.EC.4 talk about their thinking and ELA 14: Manages self and
ELA 5: Contributes to group X X ELA 23: Understands world issues
how it has changed
effectiveness relationships and events
1.EC.5 useInformation
imagination, and pictures andELA 15: Communicates with
ELA 6: Uses / / ELA 24: Makes informed choices
diagrams
Communicationto help thinking
Technologies intercultural understanding about money and finance
and learning
effectively
1.EC.6 explore the useand of ICT/as a tool for16:thinking andandlearning
ELA 7: Creates,
1.EC.7 practise
presents
their learning
ELA Understands / ELA 25: Designs, makes and
appreciates artistic works applies number appraises using technology
1.EC.8 describe how they
with learnt something.
ELA 8: Listens
2.EC.1 explore
and speaks / ELA 17: Chooses and uses I
purpose and effect inquiry as a useful process
measures for creating knowledge and understanding the world around
them
ELA 9: Reads effectively /
2.EC.2 contribute to planning and conducting
ELA 18: Recognises and
simpleand investigations by asking questions and seeking
represents patterns
answers through observing, experimenting, engaging
relationships with information in texts, discussing ideas with others
and using ICT
2.EC.4 make predictions or conjectures related to their everyday experience and think through ways to
test them
2.EC.5 make observations about what is happening around them using their senses
2.EC.6 follow suggestions to collect and record data or information from a small range of sources
2.EC.9 follow suggestions to order and present data or information
2.EC.10 revisit their questions in the light of results or information collected, talk about the way in which
the investigation could be changed and begin to consider the fairness of tests
2.EC.12 share and communicate observations, findings, ideas and understandings.
4.EC.5 identify positive role models
4.EC.7 appreciate the diversity of their family, school and locality
4.EC.8 demonstrate respectful behaviours towards people whom they identify as different.
5.EC.1 ask questions and seek clarification from peers
5.EC.2 play and work with others in pairs or small groups
5.EC.3 make decisions in small groups to achieve common goals
5.EC.4 listen actively when working in groups
5.EC.5 show care for and encourage other members of a group or team
5.EC.6 communicate feelings and needs appropriately in a group situation
5.EC.7 take turns and share equipment in pairs and small groups
5.EC.8 talk about their role in completing a group task.
6.EC.1 experiment with the use of ICT to assist in inquiries
6.EC.2 experiment with ICT as a creative tool to represent their ideas and create imaginative
responses to problems and tasks
6.EC.4 share learning experiences and develop new technical skills in operating ICT
6.EC.5 use terminology for describing common ICT devices
6.EC.6 apply basic keyboard skills
The Arts
Learn about-
Chelsea Kaylock (U3011024), Kate Maynard (U3013535) and Vanessa de Jager 7

(U3011332)
7.EC.1 visual arts, dance, drama, music and media
7.EC.5 basic musical concepts
Learn to-
7.EC.7 view, observe, experience and listen to a range of artistic works including those created by peers
7.EC.8 create artistic works that tell a story
7.EC.12 sing songs and play music exploring basic music concepts
7.EC.13 talk about their responses to artistic works and express opinions about what they like or dislike.
English
Learn about-
8.EC.1 good listening and speaking behaviours and the need to take turns
8.EC.2 listening and speaking as providing opportunities to exchange information, to share
and explore ideas, and to express opinions and listen to the opinions of others.
Learn to-
8.EC.3 listen and speak in discussions, conversations and
oral presentations in small and large groups, which are usually informal
8.EC.4 listen attentively through showing interest in a speaker’s tone or presentation and
appropriate body language to emphasise and clarify meaning
8.EC.5 identify opinions provided by members of the group in discussions and conversations
and make judgements about whether they agree or disagree
8.EC.6 make oral presentations of personal recounts or reports about people, places and
things related to their own experience, understand the topic, provide some relevant ideas
and information, and include events in sequence
8.EC.7 ask questions, contribute information and ideas, express opinions relevant to the
topic, and use statements, questions and commands
8.EC.8 speak audibly, with some sense of addressing an audience and the needs of
listeners
Learn about-
9.EC.1 a range of imaginative and information texts
Learn about-
10.EC.1 how writing communicates a message for a variety of purposes to different
audiences
10.EC.3 structures and features of imaginative texts
Learn about-
11.EC.1 different modes used in the texts they view, listen to and read and the ways each
mode communicates meaning
Health & Physical Education
Learn about-
14.EC.1 similarities and differences between themselves and others
14.EC.6 different types of families and the range of family roles and activities.
Learn to-
14.EC.8 describe the characteristics that make them similar to others and unique
14.EC.10 describe their families and other groups to which they belong
14.EC.12 identify those people and things that are special to them and explain
Languages
Learn about-
15.EC.1 similarities and differences in the ways individuals and families live according to
Chelsea Kaylock (U3011024), Kate Maynard (U3013535) and Vanessa de Jager 8

(U3011332)
their cultural backgrounds
15.EC.2 the cultural background of people they know in their local community
15.EC.3 languages that are used in the community
15.EC.4 features of other cultures
15.EC.5 events that celebrate different cultures in their
Learn to-
15.EC.6 describe cultural practices and traditions in their own family and compare them
with those of their peers
15.EC.7 identify aspects of cultural diversity within the community
15.EC.8 listen and speak respectfully, recognising that others may speak and interact
differently to them
Mathematics
Learn to-
16.EC.16 talk about their observations and ideas about situations involving number in
their
own words.
Learn to-
17.EC.10 collect, display and interpret data about themselves and their lives in
meaningful
contexts and make simple statements about the data collected.

Chelsea Kaylock (U3011024), Kate Maynard (U3013535) and Vanessa de Jager 9

(U3011332)
 INDICATION OF APPLICATION OF QUALITY LEARNING MODEL

Intellectual Quality Significance Quality Learning Environment

Deep Knowledge
Deep Understanding
Problematic Knowledge
Higher-order Thinking
Metalanguage
Substantive Communication
X Background Knowledge
X Cultural Knowledge
X Knowledge Integration
X Inclusivity
Connectedness
X Narrative
X Explicit Quality Criteria X
X Engagement X
X High Expectations X
X Social Support X
X Student’s self-regulation X
X Student Direction X

Chelsea Kaylock (U3011024), Kate Maynard (U3013535) and Vanessa de Jager 10

(U3011332)
In this unit students will learn about and understand various aspects about Australia and Australians.

21.EC.6 The students have opportunities to understand and learn about individuals and groups in the

community (e.g. through simple information texts, family histories, Dreaming stories, folk tales)

21.EC.8 The students have opportunities to understand and learn about the diversity of Australians (e.g. people

may look and speak differently from each other and come from a variety of backgrounds)

21.EC.10 The students have opportunities to learn to recognise Australia’s shape (e.g. in images and on maps)

and some of its places (e.g. relevant to students’ experiences or classroom focus)

In addition to this students will also be able to integrate their knowledge with other ELAs to help students

understand the interconnectedness of their education.

ASSESSMENT

The six week unit has been divided into 3 equally important and spaced categories to assure maximum learning

for all students. In accordance with Vygotski’s ‘zone of proximal development’ theory the unit starts with the

student and branches out. The first two week module looks at the student as an individual and their family, the

second module focuses on the student’s class and school and the third module culminates the unit by delving

deeper into the concept of identity and diversity within the Australian context.

Diagnostic Assessment

To assess the students knowledge and understanding of individuals and groups in the community (21.EC.6) and

to assist the teaching in setting appropriate learning tasks, the teacher will lead a class discussion and create two

mind maps as a class with the focus being ‘individual’ and ‘family’.

Chelsea Kaylock (U3011024), Kate Maynard (U3013535) and Vanessa de Jager 11

(U3011332)
Formative Assessment

Throughout the unit students will constantly be informally assessed through conversations with the teacher and

through teacher observation. In addition to this informal assessment the unit provides a number of formal

formative assessments. Each of these activities are available through each modules Pirozzo grid.

Summative Assessment

There are three summative assessment tasks in this unit, one in each module. These specific activities are

denoted in each of the modules Pirozzo’s grids by the symbol: #.

Chelsea Kaylock (U3011024), Kate Maynard (U3013535) and Vanessa de Jager 12

(U3011332)
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Admin Admin Admin Admin Admin

9.00
ENGLISH P.E MATH P.E HEALTH

10.00 LOTE MATHS ENGLISH SOSE ENGLISH

11.20 MATH SOSE ENGLISH SOSE ENGLISH

12.20 MUSIC ENGLISH P.E MATHS MATH

2.00 LIBRARY ASSEMBLY

SOSE
ART DRAMA

2.30 MUSIC CLASS BOOK

ELA Learn About Learn To Values and attitudes

21. The student EC.6 individuals and groups in the EC.10 recognise Australia’s shape and • Appreciate and
understands about community some of its places respect the diversity of Australia and
Australia and EC.7 some official and unofficial the lives of Australians at different
Australians symbols used to represent Australia times
and Australians
EC.8 the diversity of Australians • Develop a sense of
identity as an Australian

ELA
Key Questions Key Learning Experiences Resources ELA Assessment Reflection
Indicators
Hook:
Play people bingo- Find someone
who…
TUNING IN

What makes you unique? 21.EC.8 Activity 1: Paper Student reflection –

What makes our class unique?
Why is diversity important?
How do our individual
identities contribute to our class
identity?
Why is Cultural Diversity
important?
Y chart: What do I like to eat, play Pencils/Pens/Textas “Will everybody’s
(hobbies), learn about at school charts be the same?”
(favourite subject)
21.EC.8 Activity 2: Paired Interview. With a Butchers Paper Student reflection –
partner come up with a list of things Interactive Whiteboard “Imagine if you did
you have in common. Then come – Examples of this exercise with
together as a class and make a class questions to ask someone from another
list. partner displayed class, would you still
have similar things in
common?”
21.EC.8 Activity 3: Define ‘cultural Exercise books and Student reflection-
diversity’ in your own words. pencils “Does everybody think
of cultural diversity in
the same way?”

Key Questions
What is a family?
How can families differ?
FINDING OUT
How do our individual
identities contribute to our
class/school identity?
How are Australians linked to
places?
ELA
Key Learning Experiences Resources ELA Assessment Reflection
Indicators
21.EC.8 Activity 1: Books:
Read a text about children & families -The Family Book
& discuss the characteristics that -Who’s in a Family?
people share and how people are -Heather Has Two
different Mommies
21.EC.6 Activity 2: Interview someone Interview Template Teacher reflection
working in the school community. Tape Recorder (reflection in action):
Record: Who they are, what they do, Accompany the
what we gain from them and what students for one of the
the school would miss without them. first interviews to
determine level of
scaffolding necessary
21.EC.10 Activity 3: Sketch a major landmark Photos of major Student reflection-
in the local area; these could include landmarks or students have inbuilt
temples, statues, places of interest computers with activity reflection-
etc. Write a sentence about why this appropriate images for “why this place is
place is important students, pencils and important”
paper.
 ELA
Key Questions Key Learning Experiences Resources ELA Assessment Reflection
Indicators
SORTING OUT

How are people similar and
different?
What factors contribute to our
school identity?
What makes an Australian?
21.EC.6 Activity 1: Paper- Venn Diagram Student reflection-
Venn Diagram- Compare yourself & template intrinsic self reflection
another class member to find Pens/pencils/textas through discussion
similarities & differences
21.EC.6 Activity 2: Role Play – Introduce Costumes and Props Students as a class
yourself to the class as the subject of discuss the many
your interview, relay information people who contribute
collected in interview. to the school
community and what
they do to shape our
school
21.EC.8 Activity 3: Make an i-movie (or Computer with chosen Students self reflection
Windows movie maker movie) of application and peer review of
Australian life. movies

Key Questions
How are people connected?
GOING FURTHER
What makes our school
different to other schools?
What makes an Australian?
ELA
Key Learning Experiences Resources ELA Assessment Reflection
Indicators
23.EC.6 Activity 1: Cardboard
Create your family tree of family Pens/pencils/textas
timeline Examples of family
tree/ family timeline:
21.EC.6 Activity 2: Design a questionnaire Computer Lab
21.EC.8 to send to our buddy school to try Questionnaire template
and find out what their school is like. on word
What is the same as our school and
what is different.
21.EC.8 Activity 3: Write a new verse to the Copy of “We Are
song “WE ARE AUSTRALIAN”, in Australian”, exercise
this verse you can write about the books and pencils
future or your class mates and why
they are Australian.

Key Questions
MAKING CONCLUSIONS
What is a family?
Why is diversity important?
Who were the first Australians?
ELA
Key Learning Experiences Resources ELA Assessment Reflection
Indicators
21.EC.6 Activity 1: Calico material
In groups discuss and invent a Paint
definition of ‘the Australian family’ Brushes
as represented by the class. Make a
banner of the definition.
21.EC.6 Activity 2: Judge the value of Lined and blank paper Reflection Activity:
21.EC.8 diversity within the school. Write For a day you are
what you think would be different if called by a number
we were all the same (with an based on what number
accompanying picture). your name is on the
roll. At the end of the
day discuss as a class
how this made you feel
and what impact it had
on your individual and
the class identity.
21.EC.5 Activity 3: Look at the first verse Copy of “We Are
from “We are Australian” (Bruce Australian”, exercise
Woodley and Dobe Newton, 1987) books and pencils
and write a paragraph explaining
each line
 REFLECTION / TAKING ACTION

Key Questions
Are all families the same?
What makes families
different?
Why is diversity important?
What makes our school
different to other schools?
What factors contribute to our
school identity?
How do our individual
identities contribute to our
class/school identity?
What makes an Australian?
ELA
Key Learning Experiences Resources ELA Assessment Reflection
Indicators
21.EC.8 Activity 1: Family Books (to
In small groups create a roll play revise): The Family
about families- include some ‘values’ Book by Todd Parr,
that you have learnt about families & Who’s In A Family?
perform them to younger students to By Robert Skutch,
teach them about ‘values’ Heather Has Two
Mommies by Leslea
Newman.
21.EC.6 Activity 2: Devise an advertisement Computer lab 21.EC.7 Student class
21.EC.8 to entice people to join our school Video Camera reflection, what
highlighting our individuality. Can Voice Recorder advertisements made
be done via any medium (student Script Template you want to join the
choice). Article Template school and why. If you
had to do an
advertisement for our
buddy school what
would you change?
21.EC.8 Activity 3: Review what you have
learnt and one interesting fact about
Australians. You will share your
interesting fact at assembly.

We Are One – Identity (Me)/ Family (Module 1) Year 2

Bloom’s Taxonomy Remembering- Understanding- Applying- Analysing- Creating- Evaluating-
Gardner’s Multiple
Intelligences

Verbal/Linguistic-
poetry, debate, story -
telling, essay, checklist,
journal
Visual/Spacial-
drawing, model, poster,
photograph, storyboard,
illustration, board game
Logical/Mathematical
diagram, outline, timeline,
chart, critique, graph
Naturalist-
classification, collection,
solution to problem,
display, observation,
forecast, investigation,
simulation, exhibit,
identification
Read a text about Make a page for
children & families Distinguish & our class book
& discuss the Write statements compare the children Write a journal about yourself,
characteristics that about the special in the story Clive Eats article about written in the form
Write a poem about
people share and how events that you and Alligators, by Alison yourself and your of a poem, a story
yourself
people are different your family Lester. Make a list of family. Are you all or a list. Include
(* The Family Book celebrate their similarities and the same? an illustration &
or Who’s in a differences. same/different
Family?) statements #
Take/bring pictures
Design/draw/colour
Make a poster about Venn Diagram: in of things that are
a poster about you.
Class Mind Map:
a story that your
Make a class book
Compare yourself &
Include your hair &
important to you.
Grandparents liked to another class Cut and paste them
Individuals, Family of important family eye colour, birth
tell to your parents & member to find together in a
* stories. dates, favourite
your parents have similarities & collage. Why aren’t
colours, foods and
shared with you differences. everyone’s photos
activities.
the same?
Investigate student’s Evaluate your
Y chart: What do I posters about graph, if you did
Use questionnaire to Using info
like to eat, play
find out about class gathered, make a
themselves and then Create your this graph in your
(hobbies), learn about make a graph that family tree or community would it
members & their tally & then graph
at school (favourite shows the similarities family timeline. be a fair
families the info.
subject) & differences in the representation of the
class. rest of Australia? ~
Scenario: 2 children
L5334 Super! The Learning Object: (6 to L1454 My family
L5333 Super! The are bullying a
family: family members choose from)
family Students
[English] Students use
Investigate student because
Listen to a boy introduce L8303 Just like me: vocabulary and basic
identify the names why/why not you he/she is different.
his members of his Mana, Rose and Zeina sentence structure to
of members within a believe it is good to How would you
family. Match each Students evaluate the describe family
family and phrases be unique solve this problem?
person to their family similarities and relationships. Students
used to describe (*That’s What (*The Sandpit War
relationship. Score differences between explore the
family members and Makes me Special) or It’s OK to be
points for each correct themselves and the composition of a range
their occupations. Different)
answer. three characters. of families.
~

Musical-
song, rap, lyrics,
composition, jingle!
slogan, melody
Bodily/Kinesthetic-
role play, skit, pantomime,
dance,
invention, lab,
improvisation,
prototype
Intrapersonal- journal,
log, goal statement, belief
statement, self- assessment,
editorial
Interpersonal-
discussion, roundtable,
service learning,
conversation, group activity,
position statement,
interview
Evaluate the first
family song and the
Using ideas
Revise the lyrics of Choose a friend & one you created? If
Explain what the song the song. Either appraise each other’s
discussed with
you could only
Learn a song about friend compose a
is about and what it change them or versus. What do you choose one for
families. rap, jingle or slogan
tells us about families write 2 additional like/ think you should children to learn
about families.
versus. change. about families
+
which would it be,
why? +
In small groups
think about some
Play grouping game.
In small groups
Create a skit about ‘values’ that you
make up a skit Space Jump- Using
Where teacher calls Play people bingo- either what makes have learnt about
about yourselves ‘special’ words
various things out and Find someone you special or what friends and family
with the purpose of related to identity, self
the people that like who… the word family & perform them to
teaching that it is & family
them form a group. means to you younger students
good to be unique.
to teach them
about ‘values'
Write an editorial After looking
about why people through a couple of Analyse the Imagine you are
sometimes want to books about information you part of a different
Write a contract
Read the various be like someone else families- Write a have gathered. Write family. Write a
detailing something
definitions of a family. or want to change journal article a belief statement journal article about
that you will do to
Which one best themselves and about about all the things about what an the things you
assist/contribute to
describes your family? expectations people you know about individual is & what might do and the
your family.
have- where do these families. makes up a family. members of the
come from? (* Heather has 2 # family.
~ Mommies)
In pairs take turns to In small groups Interview people in Brainstorm with other In groups discuss Each child swaps
interview each other to discuss what you the classroom to try students to compile a and then invent a names for a day.
find out your know about and find out where list of the countries of definition of ‘the (Teacher picks).
similarities & Australian families. the myths come origin of class Australian family’ Critique how this
differences. (example Think both facts & from. Were they members, their as represented by made you feel- did
questions and myths. Divide a ever ‘real’? parents, grandparents the class. Make a it feel weird- why?
checklists provided) poster into 2 ~ and ancestors. banner of the
columns- FACT and Distinguish the most definition.
 common place of
MYTH. Complete
origin

Multiple Intelligences & Bloom’s Taxonomy (devised by Ralph Pirozzo, 1997)

* Assessment for Learning Task ~ Extension Activity
# Assessment of Learning + Scaffolded Learning Activity

KEY

Tuning in Going further

Finding out Making conclusions

Reflecting and Taking action

Sorting out
 We Are One – Classroom and School Identity (Module 2) Year 2
Seven Bloom’s Taxonomy: Six Thinking Levels
Intelligences Knowing Understanding Applying Analysing Creating Evaluating
Verbal As a class read “My School, + Concept Attainment – Write statements Design a In small groups create ~ Using your yes and no
I enjoy reading, Your School” School. True/False about the most questionnaire to a booklet of class statements and definition of
writing & And then: yes/no statements important thing about send to our buddy rules and why they are school create a list of
speaking *Rocket Writing. Write as our class and how you school to try and important. criteria to judge the school
much as you can in 5 minutes contribute to that find out what their by.
about our class. school is like. What
is the same as our
school and what is
different.
Mathematical Collect data on the amount of Fact Finding. using the Compiling the facts Create a graph Using tessellating For a day you are called by
I enjoy working students in each class within internet and plaques from the fact finding showing the amount patterns recreate a a number based on what
with numbers & the school around the school gather activity. As a class of students in each pattern you see around number your name is on the
science school based facts. Eg. create a school class within the the school. roll. At the end of the day
When the school first timeline. school discuss as a class how this
opened etc. made you feel and what
impact it had on your
individual and the class
identity.
Visual/Spatial + Use a Y-Chart to explore ~ Choose colour that + Students compile Venn diagram Design a new Putting you in the picture.
I enjoy painting, what our class room looks you think represents their “important” compare our class to classroom to suit our Draw a picture of our
drawing & like, sounds like and feels like. what our class is like statements and create another year 2 class class – label. school and draw how they
visualising AND (using Y chart a class “important” within the school see yourself fitting in to
As a class using the interactive information) and create scrap book this.
map, plot where each student a class logo.
is from.
Kinaesthetic * Pass the ball. As a class a Class ceremony. # In small groups Role Play – Write an In small groups devise a
I enjoy doing ball is passed around. As the Explain your puzzle make the board game Introduce yourself to advertisement to role play choosing one of
hands-on ball is thrown to you, offer a piece to the class then based on the school the class as the entice people to join the class rules and
activities, sports word to do with school add your piece to the subject of your our school demonstrating what our
class puzzle. In groups interview highlighting our class might be like if that
& dance
then present class song individuality. rule wasn’t a rule.
 Musical + Learn the school song Explain what the song is Make a soundscape Using one word +In small groups Class debate. In two groups,
I enjoy making & about, how it relates to based on arriving at describe how the compose a class song groups are given either for
listening to music our school and why it school. Soundscape is school song makes or against changing the
might have been recorded and played you feel when you school song.
chosen. back to class sing it.

Interpersonal Paired Interview. With a
I enjoy working partner come up with a list of
with others things you have in common.
Then come together as a class
and make a class list.
Intrapersonal Make an acrostic poem for the
I enjoy working name of our class
by myself
Naturalist As a class meet and be
I enjoy caring for introduced to the school
plants and mascot and read a short story
animals about the animal.
Multiple Intelligences & Bloom’s Taxonomy (devised by Ralph Pirozzo, 1997)
In small groups discuss # In small groups Interview someone # In pairs respond to a ~ In small groups play the
the ways in which class design a board game working in the teacher given simile board games created and
is like a family based on the school school community. eg. How is our school evaluate them
Record: Who they like a train? Then
are, what they do, create your own simile
what we gain from and explain why it is
them and what the like our school.
school would miss
without them.
* + Create a definition Decorate your blank Contracts. Fill out a ~ Imagine that you go ~ Judge the value of
for school (scaffolded puzzle piece in a way contract with to our buddy school. diversity within the school.
by listing key words on that you think something that will Make a day plan of Write what you think would
the board). Definitions represents you. contribute to the a) what you think a day be different if we were all
are displayed in the class community b) at that school might be the same, accompanying
classroom. school community like. picture.
Creating the school ~ Create a class text # In small groups: If Create a powerpoint As a class, create a list of
mascots character, what book instructing you could choose slide on your chosen criteria that a mascot has.
do you think it is like? others on what makes any animal to be our new mascot. With dot Judge each of the proposed
a good school mascot class mascot, what points as to why it class mascots and vote on
would you choose should be our new which will be the new class
and why? class mascot mascot

* Assessment for Learning Task ~ Extension Activity

# Assessment of Learning
KEY + Scaffolded Learning Activity

Tuning in

Finding out

Sorting out
Going further

Making conclusions

Reflecting and Taking action

 We Are One – Australia & Australians (Module 3) Year 2
Seven Bloom’s Taxonomy: Six Thinking Levels
Intelligences Knowing Understanding Applying Analysing Creating Evaluating
Verbal Define ‘Cultural Diversity’ in Discuss some of the ~Write a letter to the Discuss the benefits # Create a page for a #Review what you have
I enjoy reading, your own words. different cultural groups Minister for of a multicultural book on a cultural learnt and one interesting
writing & in Australia. Education, Simon society. group in Australia. fact about Australians.
speaking Crean, telling him We will put these You will share your
why Australia is so together to make a interesting fact at
culturally diverse and class book. assembly.
how that helps you at
school.
Mathematical Graph how many people live Survey and graph how ~ Research how the Analyse the graphs Design a survey to Evaluate your survey, if you
I enjoy working with each member of your many people live with population of in ‘knowing’ and find out where did this survey in your
with numbers & class each member of your Australia has grown ‘understanding’. different generations community would it be a
science WA buddy class. over the last 200+ You may like to came from in various fair representation of the
years. make a Venn families. rest of Australia?
diagram to help you.
Visual/Spatial * Y chart- what does Australia Sketch a major landmark in the local area; these Make a Venn Research Australia’s Write a paragraph about
I enjoy painting, look like, sound like and feel could include temples, statues, places of interest Diagram of yourself current coat of arms why your new coat of arms
drawing & like etc. Write a sentence about why this place is and a famous and create a new one. is more relevant to
visualising important Australian Australia than the current
one.
Kinaesthetic -see Intrapersonal Knowing Choose one place on the map of Australia; Compare and + Create a board game Review the lyrics to ‘We
I enjoy doing describe the culture of this place through a contrast the place where cultural are Australian”, do you
hands-on collage. you have chosen diversity is valued. think the words are true to
activities, sports with Canberra. Australians?
& dance
(As above)
Musical As a class learn the lyrics to Look at the first verse Listen to a piece of ~Compare modern Write a new verse to
I enjoy making & “We are Australian” from “We are music in the listening and older the song “WE ARE
listening to music Australian” (Bruce corner, Could it be community songs. AUSTRALIAN”, in
Woodley and Dobe Australian? this verse you can
Newton, 1987) write about the future
and write a paragraph or your class mates
explaining each line and why they are
 Australian.

Interpersonal *In a small group, discuss how
I enjoy working people lives in the classroom
with others differ and how they are similar
Intrapersonal -On a map of Australia, label
I enjoy working all of the major cities as well
by myself as all states and territories.
Now try to label anything else
you can think of.
+ In a small group Discuss some ways of In a group, write 10 Create a brochure for # As a group discuss the
discuss the term ‘a explaining what it reasons we know we people in the pros and cons of each
normal Australian’. Do means to be are Australians. community informing person’s brochure.
you think such a person Australian. As a them of how and why Remember to be a good
exists? group, explain these we are multi-cultural. group member and be
to the class. respectful of others while
doing this.
*Make a Y Chart on ~Describe what it Make a Mind Map Make an i-movie of Justify your i-movie. Do
what it looks like, would be like to move of what it means to Australian life. you think it is an accurate
sounds like and feels to Australia from be Australian representation of Australian
like to be Australian. another country. life?

Multiple Intelligences & Bloom’s Taxonomy (devised by Ralph Pirozzo, 1997)

* Assessment for Learning Task ~ Extension Activity
# Assessment of Learning + Scaffolded Learning Activity
Tuning in Going further

Finding out Making conclusions

Sorting out Reflecting and Taking action

ACT Department of Education and Training. (2007). Every Chance to Learn. Canberra: Publishing Services for
the Department of Education and Training.

Birnbaum, B (1990). My school, your school. Milwaukee: Raintree Publishers.

Costain, M., & Smith, C. (2002). The Sandpit War. Camberwell: Penguin

Gardener, H. 1997. Reflections on multiple intelligences: myths and messages, paper presented at Using Your
Brain conference, World Congress Centre, Melbourne, January 22-44.

Germeine, R., & Bancroft, B. (2003). Leaving. Camberwell: Penguin

Going to school: two cities of the world. The Learning Federation, Curriculum Corporation (2008). Accessed on
15th October 2009 from http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?
id=L2711&q=school&topic=&start=0&sort=relevance&contentsource=&v=text&field=title&field=keyw
ord.text&field=description&field=id&field=topics.all.text&contenttype=%22Interactive%20resource
%22&userlevel=all&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&fromSear
ch=true

Going to school: two regions in Australia. The Learning Federation, Curriculum Corporation (2008). Accessed
on 15th October 2009 from http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?
id=L2713&q=school&topic=&start=0&sort=relevance&contentsource=&v=text&field=title&field=keyw
ord.text&field=description&field=id&field=topics.all.text&contenttype=%22Interactive%20resource
%22&userlevel=all&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&fromSear
ch=true

Just Like Me. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009 from
http://econtent.thelearningfederation.edu.au/ec/viewing/L8303/index.html

Lester, A. (2006). Clive Eats Alligator. Hachette Livre

Murdoch, K. (1998). Classroom Connections. Prahran Victoria: Eleanor Curtain.

Murdoch, K. & Hornsby, D. (2000). Planning curriculum connections. Victoria: Eleanor Curtain.

My Family. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009 from
http://econtent.thelearningfederation.edu.au/ec/viewing/L1454/index.html

Newman, L. (2000). Heather Has Two Mommies. CA: Alyson Wonderland

Parr, T. (2004). The Family Book. Little, Brown Books For Young Readers

Parr, T. (2009 ). It’s Ok To Be Different. Little, Brown Books For Young Readers
Peyton-Wood, T. (2008). That’s What Makes me Special. IGI Press

Skutch, R., & Nienhaus. (1995). Who’s in a Family. Berkeley: Tricycle Press

Super! The Family: family members. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th
October 2009 from http://econtent.thelearningfederation.edu.au/ec/viewing/L5334/index.html

Super! The Family. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009
from http://econtent.thelearningfederation.edu.au/ec/viewing/L5333/index.html

Woodley, B., & Newton, D. (1987). We are Australian. Melbourne: Blue Martin Records.
EVALUATION

‘We Are One’ is a unit based strongly on the values and strategies in the ACT framework ‘Every Chance to
Learn’ (ACT Department of Education and Training, 2007) and Classroom Connections by Kath Murdoch
(Murdoch, 1998). In uniformity with this, the evaluation should also be based on Murdoch’s philosophies.

Murdoch suggests a number of ways in which unit planners should reflect during writing their units. She uses 9
questions;
1. Did I cater for a range of thinking styles?
2. Did my questions encourage a range of responses?
3. Did everyone have opportunities to experience success?
4. Did my resources provide sufficient clarification of issues and values?
5. Did my resources demonstrate sufficient diversity, points of view and perspectives?
6. Did I make the purpose of the activities clear to the students?
7. Did I allow time for student talk?
8. Did I encourage risk taking and exploration of ideas?
9. Did I provide time for student reflection and self assessment?

In addition to this, evaluation of any unit should be a continuous process that involves individual reflection and
peer reflection. Doing this in weekly team meetings to make sure teachers accurately and consistently inform
their practices when they reassess the unit at the end of the term is the most valuable and reliable way of
evaluating a unit (Murdock and Hornsby, 2000; p 126).

Student response to the lessons is also one of the most vital evaluation techniques (Murdock and Hornsby, 2000;
pg 125). Student behaviours is an important and influential evaluation tool in regards to assessing the level of
information and the complexity of a concept presented to a class

Furthermore, teachers must always consider their teaching and their class as a significant factor in the outcomes
of any specific unit. A unit that works for one class or one teacher may not always work for another and teachers
must always make concessions for their individual students.