Title: Bushfires in Australia

Year Level: 5

Teacher: Miss Walker

Focus Curriculum Area (s): HASS- Geography

Duration: 9 lessons

STAGE 1: Curriculum Links

(
Literacy

General

Capabilities (GP) Ethical Behaviour

Cross-curriculum
Priorities (CCP)
Year
Content
Descriptors

Level

Aboriginal

and

Numeracy

ICT

Personal and Social

Intercultural Understanding

TSI

Histories and Culture

Asia

and

Australias

Engagement with Asia

Critical and Creative Thinking

Sustainability

Year

The impact of bushfires or floods on environments and

severity of bushfires or flooding in Australia

Explaining the impacts of fire on Australian vegetation and

the significance of fire damage on communities

Researching how the application of principles of

prevention, mitigation and preparedness minimises the

Humanities
(HASS)

and

Social

Achievement

Standard

(HASS)
Mapping and explaining the location, frequency and

Science

communities, and how people can respond (ACHASSK114)

N/A

By
Year

Level

Standards

the

end

of

Year

5,

Achievement students describe the significance of

people and events/developments in
bringing

about

change.

They identify the causes and effects

of change on particular communities
and describe aspects of the past that
Page 1 of 26


harmful effects of bushfires or flooding

have

remained

the

They describe the

experiences

Develop appropriate questions to guide an inquiry about

different

people,

Students explain the

events,

developments,

places,

systems

and

challenges (ACHASSI094) (HASS)

Asking questions before, during and after an

investigation to frame and guide the stages of an
inquiry

Locate and collect relevant information and data from primary

sources and secondary sources (ACHASSI095) (HASS)
Examine different viewpoints on actions, events, issues and
phenomena in the past and present (ACHASSI099) (HASS)
Present ideas, findings, viewpoints and conclusions in a range
of texts and modes that incorporate source materials, digital
and non-digital representations and discipline-specific terms
and conventions (ACHASSI105) (HASS)
Selecting

appropriate text types to convey findings,

conclusions and understandings (for example, imaginative

journals, narrative recounts, reports and arguments)
Create literary texts using realistic and fantasy settings and
characters that draw on the worlds represented in texts students
have experienced (ACELT1612) (LITERACY)

same.

people

in

the

of
past.

characteristics

of places in different locations at

local

to

national

scales.

They identify and describe the

interconnections between people and
the

human

and

characteristics
between

environmental

of

places,

components

environments.

and
of

They identify the

effects of these interconnections on

the characteristics of places and
environments.

Students identify the

importance of values and processes

to

Australias

democracy

and

describe the roles of different people

in

Australias

legal

system.

They recognise that choices need to

be made when allocating resources.
They describe factors that influence
their

choices

as

consumers

and identify strategies that can be

Page 2 of 26


Plan, rehearse and deliver presentations for defined audiences

used

and purposes incorporating accurate and sequenced content

They describe different

and multimodal elements (ACELY1700) (LITERACY)

how to respond to an issue or

Plan, draft and publish imaginative, informative and

challenge.

persuasive

print

and

multimodal

texts,

choosing text structures, language features, images and sound

appropriate

to

purpose

and

audience (ACELY1704)

(LITERACY)

Using research from print and digital resources to

gather and organise information for writing

Selecting an appropriate text structure for the writing

purpose and sequencing content according to that text
structure, introducing the topic, and grouping related
information in well-sequenced paragraphs with a
concluding statement

Using vocabulary, including technical vocabulary,

appropriate to purpose and context

Using paragraphs to present and sequence a text

Use a range of software including word processing programs

with fluency to construct, edit and publish written text, and
select, edit and place visual, print and audio elements
(ACELY1707) (LITERACY)

to

inform

these

choices.

views

Students develop questions

on

for

an

investigation. They locate and collect

data and information from a range of
sources to answer inquiry questions.
They examine sources to determine
their purpose and to identify different
viewpoints.

They interpret data

to identify and describe distributions,

simple patterns and trends, and to
infer

relationships,

and suggest conclusions

based

on

evidence.
Students sequence information about
events, the lives of individuals and
selected phenomena in chronological
order

using

timelines.

They

sort, record and represent data

in

different formats, including largescale and small-scale maps, using

basic conventions. They work with
Page 3 of 26


others

to

generate

alternative

responses to an issue or challenge

and reflect on their learning to
independently

propose

action,

describing the possible effects of

their proposed action. They present
their ideas, findings and conclusions
in a range of communication forms
using discipline-specific terms and
appropriate conventions.
.

Knowledge (What are students expected to learn?)

Skills (What are students expected to be able to do?)

How bushfires may be caused

Brainstorming and mind mapping procedures

Bushfire season: when it is and why

Use effective research procedures to gather information on a topic and make

Preventing and preparing for bushfires

notes on this information

Total fire bans: what they are and why we have them

Create an informative poster

The impacts of bushfires on peoples, animals, the community and the

Create a labelled map (birds eye view) of a home which is well-prepared for

environment

bushfire season
Identify aspects of an informative text as well as their purpose
Page 4 of 26


Strategies to prepare your home for bushfire season

Plan, draft and publish an informative report taking the viewpoint of a news
reporter

Aspects of a bushfire plan and why we make them

Viewpoints of people who choose to stay or leave their property in the

Create a visual text, using published reports as scripts, filming with classroom
iPads.

event of a bushfire, considering why they may do so, with

identification that staying to protect your property may result in loss

of human life.
Procedures to follow in the event of a bushfire, including who to
contact (emergency services)
Events that take place before, during and after a bushfire
Particular events that took place surrounding the Yarloop fires in
January 2016
LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......

Identify the causes of bushfires and the impacts they have on people, animals, the community and the environment.

Identify prevention and preparation strategies which people may enact to prevent bushfires.

Consider viewpoints of people who choose to stay and protect their properties in the event of a bushfire, as well as those who choose to leave.

Use effective research procedures and strategies to gain access to information on bushfires, particularly the Yarloop fires which took place earlier this
year.

Plan, draft and publish an informative report on the Yarloop fires.

Rehearse, film and create a visual text, taking the perspective of a news reporter, reporting on the Yarloop fires.

Page 5 of 26


UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE
Task description:
Summative Assessment 1: Written Report
Students are expected to imagine they are a news reporter asked to create an informative report about the Yarloop Fires, which have recently come to an end.
Students are provided with a summary of what their report needs to include and given time to research the events that took place. These reports are to be
created individually and are due at the end of the unit of work.
Summative Assessment 2: Videoed News Report
Students are allocated time to rehearse, film and edit themselves presenting their news report (using the written report as their script). Students are provided
with the assessment rubric of which their videos are being marked on so they are aware of the marking criteria. Video editing skills are not assessed in this
activity as it is not one of the intended learning outcomes. Students film their reports in pairs using the class iPads but are required to edit these individually.
At the end of the unit of work, videos are submitted to the teacher via the class Google drive.

Assessment Criteria:
Summative Assessment 1: Written Report
Students are marked solely on the content provided in their work against a checklist (see appendix figures 6 & 7). Students do not lose marks for grammar,
punctuation and spelling mistakes.
Summative Assessment 2: Videoed News Report
Students are marked against a rubric, which assesses the oral presentation of the video as well as the content, structure and mechanics (grammar, spelling,
punctuation) of the report.

Page 6 of 26


Assessment recording template:
Summative Assessment 1: Written Report
Students are provided with a self-assessment checklist (see appendix figure 6) prior to submitting their work to the teacher. Students check they have included
all assessment criteria in their written reports and sign the checklist when they are ready to submit their work. Teacher assesses students work using the same
checklist (see appendix figure 7) with allocation of marks for each piece of criteria.
Summative Assessment 2: Videoed News Report
Students are provided with assessment rubrics (see appendix figure 8) prior to filming their news reports so they are aware of the assessment criteria of the
task. Teacher marks written reports and videos against this rubric, indicating level of achievement (below average, good, satisfactory or excellent) and
constructive feedback at the bottom of the rubric.
Feedback:
Oral feedback is provided to students throughout guided discussion activities as well as in individual working activities, where the teacher is floating around
the classroom, observing students work.
Written feedback is provided at the bottom of worksheets that are marked and collected as well as at the bottom of both summative assessment templates
(checklist and rubric).

Self-assessment:
Summative Assessment 1:
A self-assessment checklist is provided to students to complete before submitting their final written report to the teacher. This checklist encourages
students to reflect on the content and quality of their work and make changes where necessary. Providing this checklist also makes students aware of the
assessment criteria and prevents disputes where students feel they have been unfairly assessed.
Summative

Assessment

2:

Students are provided with assessment rubrics prior to filming their news reports. This allows students to be aware of assessment criteria and encourages
them to be self reflective of their work prior to submitting.
Page 7 of 26


UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
What events will help students:
Learning Experiences

Assessment

For/As

Learning Resources

(Formative Assessment)
1

Introduction to Bushfires

Diagnostic Assessment:

Teacher introduces the theme of HASS for the next few lessons, being

white

Teacher makes observations

markers

natural disasters, particularly bushfires.

throughout guided discussions

colours)

Whole class will discuss and brainstorm on the white board what they

to gain an understanding of the

know about bushfires. Teacher will be scribe, writing these ideas on the

class prior knowledge and

board, prompting students with questions to promote higher-order

misconceptions of bushfires.

thinking.

Focus

questions

may

include:

-What impact do bushfires have on people, animals, the community and

the

board

(different

Interactive
whiteboard

5 ws& 1h Mind
Map (See Appendix
Figure 1)

environment?

-When
-What

are

bushfires

might

most

cause

common
a

to

bushfire

take

place?

to

occur?

-What happens when there is a bushfire? What steps should take place
and

who

might

we

contact

in

the

event

of

bushfire?

-How might we prevent bushfires?

In this time, students are encouraged to reflect on any personal
experiences with bushfires and/or recall any recent bushfires they may
know about (e.g Yarloop fires).
Page 8 of 26

Class

will

watch

BTN

News

report

on

Bushfires.

http://www.abc.net.au/btn/story/s3875965.htm

Post-viewing discussion takes place as a whole class activity, with

students contributing any new ideas about natural disasters. These are
then scribed on the whiteboard, on the same brainstorm, in a different
whiteboard marker colour to represent new knowledge. Focus questions
may include:
-Which months of the year are considered bushfire season where we
are most at risk of them occurring?
-Why do these bushfires most commonly occur around this time of the
year?
-How do dry winters and early summers increase the likelihood of
bushfires?

Students complete a 5 ws (when, who, what, when, where) and 1h

(how) mind map individually on the topic of Bushfires.

Sharing circle. At the end of the class, students share their answers as a
class. This activity provides students with the opportunity to learn from
their peers and provides an indication of prior knowledge,
misconceptions and things that students need to learn in coming lessons,
regarding natural disasters.

The Effects of Bushfires on People, Animals, the Community and the Formative Assessment:
Environment

Self-assessment.

Students

Bushfires and their

Effect

on

People,

Teacher questions students, inquiring how to research something

mark their own work at the

Animals,

using the Internet. Using the interactive whiteboard, teacher will

completion

Community and the

of

the

lesson,

the

Page 9 of 26


project Google search drive and ask students to identify some key

helping them to identify what

Environment

words that she might type in to find information on a certain topic

they know and what they still

Worksheet

(e.g Golden retriever dogs). This is modelled on interactive

need to learn.

Appendix Figure 2)

whiteboard to remind students how to use the Internet to research a

topic.

(See

Computers (one per

student)

Students use ICT (internet on class computers) to research the

effects of bushfires on people, animals, the community and the
environment. Students record their information on worksheet
provided (See Appendix Figure 2).

Self-assessment. At the completion of the lesson, students will be

asked to volunteer their answers. Students will tick their answers,
using a red pen and add any additional points that they may have
missed.

Preparing for Bushfires

7 home preparation

Posters collected at completion

strategies

ways to prepare your home for bushfires.

of lesson. Teacher will read the

individual pieces of

Students are broken into seven groups. Each group is given a piece

information on the posters and

paper (See Appendix

of paper with information (See Appendix Figure 3) on a home

gauge an understanding of how

Figure 3)

preparation strategy. In groups, students discuss and summarise the

well students know the topic.

points from the text, adding any ideas where possible.

Any

Each group presents their strategy to the class.

(misinformation)

Individually, students create informative posters on preparing your

these posters may be rectified

home for bushfires. These posters will be hung around the school to

in the next lesson.

Teacher introduces topic of lesson. Today we will be investigating

Formative Assessment

misconceptions
found

on

A3 piece of paper
(one per student)

in

Page 10 of 26


raise awareness. Students are provided with a self- assessment
checklist to ensure they have included all criteria for their posters.
4

Preparing for Bushfires

Formative Assessment

Students are asked to create a map (from a birds eye view) of a

Maps

are

collected

at

property that is well-prepared for bushfire season, taking into

completion of lesson. Teacher

consideration the home preparation strategies discusses in previous

creates a checklist assessing

lesson.

whether each of the 7 home

Students are required to label their maps and present these using

preparation strategies explored

grid paper.

in

previous

lesson

A4 grid paper (one

per student)

are

implemented in each students

map.
5

How to Act During Bushfires

Formative Assessment

Teacher prompts guided discussion with class, asking them to recall

Peer

assessment.

Students

Interactive
whiteboard

ideas from previous lessons about bushfires.

swap with their peers and mark

Watch Ellas story http://www.abc.net.au/btn/story/s4169770.htm

one anothers work. This gives

After

Post-

students the opportunity to

Table (See Appendix

identify points they may have

Figure 4)

viewing

discussion

-What was Ellas familys bushfire plan?

-What

did

Ella

pack

in

her

bag?

-What happened to Ellas school?

missed

and

expand

Before, During and

a

Bushfire

their

understanding.

-When is it time to pack a bag and leave?

-Why might someone want to stay even when the fire is getting
dangerously close to their property?
-What did Ellas family do before leaving their house?
-What are the risks of staying to save your property?
Page 11 of 26

Teacher will explain that it is a persons decision whether they

choose to stay and protect their property or leave. People are
encouraged to leave early to protect their lives.

Students complete, before, during and after a bushfire table (see

Appendix Figure 4) independently.

Peer Assessment. Class discusses answers, in a guided discussion

with the teacher. Students swap worksheets with the person next to
them and mark their answers.

Researching the Yarloop Fires

6

Teacher will ask students to recall any information they may know

Formative Assessment

Teacher

will

be

making

observations throughout lesson

this year.

of students research skills and

Research Worksheet

Students will use computers to research the Yarloop fires and fill in

capabilities.

(See Appendix Figure

Creating a Draft Report

student)

or remember about the Yarloop fires which occurred at the start of

the research worksheet provided (See Appendix Figure 5)

7

Computers (one per

Students will be introduced to the topic of todays lesson, which is

Yarloop

Fires

5)
Formative Assessment

Teacher

will

be

making

creating a report. Using the research conducted from the previous

anecdotal notes throughout and

lesson, students will plan and write a report about the Yarloop fires.

after the lesson to gauge

Page 12 of 26

Students are asked to imagine they are a news reporter asked to

individual

students

make a report on the Yarloop fires, which have finally come to an

understanding

end. Emotions are high and the whole of Western Australia is

based on the content they are

relying on you to provide them with facts and information of the

including in their draft reports.

of

bushfires,

tragedy that took place.

Teacher will ask students to recall the previous two news broadcasts
which we have watched in previous lessons. What are the features of
these broadcasts? What is the purpose of these broadcasts?

Students will be instructed to write their news broadcasts using the

format of a report. Students are familiar with report writing as they
have been working on report writing all year. Teacher will ask a
volunteer to identify the structure of a report. What makes a report?
(Title, purpose, description, classification and conclusion). Teacher
will write these report subheadings on the whiteboard for students to
refer to throughout the lesson to remind them of the structure.

Students will write a draft copy of their reports using the

information from the previous research lesson.

Creating a Good Copy Report

Students are asked to revise their drafted reports from the previous

Formative Assessment

Computer with access

Self-assessment checklist (See

to Microsoft Word

lesson and edit for spelling, punctuation and grammar errors.

Appendix Figure 6) provided

(one per student)

Students will read over their work, ensuring it makes sense and is

to students to ensure they have

very informative.

completed their report to the

Checklist

Students are then asked to create a final copy of their report using

best of their ability.

Appendix Figure 6)

Self-Assessment
(See

Page 13 of 26


Microsoft word.

At the completion of their report, students self- assess their work

Summative Assessment

Teacher Assessment

Students final word-processed

Checklist

using the self-assessment checklist (See Appendix Figure 6)

reports

Appendix Figure 7)

provided.

marked against the teachers

are

checklist

collected
(See

and

(See

Appendix

Figure 7), providing them with

a score out of 13. This
assessment solely provides a
mark of students understanding
of bushfires. Students do not
lose

marks

for

grammar,

or

spelling

punctuation

mistakes as it its aim is to

assess the learning objectives
of the unit of work.
9

Broadcasting a Report

Students

final

to make them aware of the criteria of which they are being assessed

collected

for

on in producing their news broadcasts.

assessment against a rubric

Students are broken into pairs and given an iPad each.

(See

Students take turns filming each other reading their reports as if they

These rubrics are provided to

are a News Presenter. Students are encouraged to rehearse their

students at the beginning of the

reports several times before filming. Whilst filming students are

lesson so they are aware of the

encouraged to speak clearly and confidently, looking directly at the

criteria they are being marked

Students are given a summative rubric at the beginning of the lesson

Summative Assessment

Appendix

videos

are

with

summative
Figure

8).

iPad (one per student)

access

to

VidLab application.

Summative
Assessment Rubric

Page 14 of 26


person filming.

on.

Individually, using VidLab (easy to use video editing Apple

application), students will edit their news broadcasts. Video edits are
not essential and do not gain extra marks, but is an intrinsically
motivating task in the lesson.

Students submit their video onto the class Google Drive. Students
who wish to share their broadcasts with the class may do so using
the interactive whiteboard. This is not mandatory of all students, but
more a fun way to end the activity.

Page 15 of 26


Rationale
Central Focus, Links to the Curriculum and Achievement Standard
This unit of work is centred on the theme of bushfires, with particular reference to the causes and impacts that bushfires have on people, animals, the
community and the environment (ACHASSK114). Designed for a year five class in Western Australia, this is a very real issue which young Australians must
be aware of, living in a country which regularly experiences bushfires (Victorian Curriculum and Assessment Authority, 2016). Students explore prevention
and preparation strategies, which may be put in place prior to bushfire season, with investigation of what a bushfire plan is and why you might put one in
place (ACHASSK114). Terms including total fire bans, controlled burn, bushfire season, radiant heat, flora and fauna are all new vocabulary which students
will engage with in the unit of work. Students will consider the viewpoints of people who choose to stay and protect their property during a bushfire, with
identification of risks of doing so including the loss of human life (ACHASSI099). From the year five Humanities and Social Sciences Achievement (HASS)
standard, this unit of work examines the cause and effect of bushfires, challenges students to consider different viewpoints of people responding to an issue
or challenge (bushfires), involves students gathering data from primary and secondary sources to answer inquiry questions, representing this data in a birds
eye view map, a poster, and a report using the specific conventions of each of these text types (ACARA, 2016).
Backward Design and Understanding by Design
The main idea of backward design, also referred to as understanding by design, involves the educator determining the intending learning outcomes and
desired results for an entire unit of work at the beginning of the planning stage (Kuzich, 2016; Mctigh & Wiggins, 2012). From these learning outcomes, the
educator designs the assessment task/s of the unit, which determine evidence of achieving these (Kuzich, 2016: Mctigh & Wiggins, 2012). The teaching and
learning activities are then created in accordance to these learning outcomes and assessment tasks in order to allow for high quality learning opportunities
(Kuzich, 2016 Mctigh & Wiggins, 2012). Implementing this design framework helps to avoid the common treatment of the textbook as curriculum and
creates authentic, content-rich learning experiences (Mctigh & Wiggins, 2012). Backward design works alongside the idea of constructive alignment, which
occurs when teaching, and learning is directly aligned with assessment (Readman & Allen, 202014, p. 15). I used the backward design strategy in planning
my unit of work on Bushfires. The first step in implementing this involved unpacking the year five HASS curriculum and achievement standards, identifying
what the key understandings and focus of these were. The content descriptors and achievement standards were broken into several topics, which I would use
as my learning outcomes for the unit of work. These included the cause and impact (cause and effect), preparation and prevention strategies and viewpoints
of people in the event of a bushfire. From these learning outcomes, I decided upon two summative assessment tasks (rubric and checklist with mark
Page 16 of 26


allocation), which I would use to assess the degree to which students achieved these learning outcomes. These assessment tasks allowed me to deconstruct
the direct topics and criteria, which needed to be addressed within my learning activities for learning outcomes to be addressed.
How and Why I will use the Different Assessment Types and Recording Formats
Within my unit of work, there are several forms of diagnostic, formative and summative assessment, which I have embedded into my plan. Diagnostic
assessment takes place at the beginning of the unit to gauge prior understanding and shape the instruction around what the students already know, we call this
assessment for learning (Readman & Allen, 2014). Formative assessment takes place to measure how effectively learning outcomes are being achieved
throughout the teaching and learning process, we call this assessment as learning (Readman & Allen, 2014). Summative assessment takes place at the end of
the unit to measure achievement against learning outcomes; we call this assessment of learning (Readman & Allen, 2014).
The main form of diagnostic assessment, which takes place in my unit of work is through teacher observations in the first learning activity. The teacher
observes and establishes students prior knowledge from the initial discussion and poses wide questioning to the class to get a finer understanding. These
questions will range in difficulty, where a teacher will pose questions to the class, which is assumed they already know as well as more difficult questions,
which is assumed they do not know. Having this range of difficulty also allows the teacher to identify students with a higher level of understanding of the
topic as well as those with little to no understanding of the topic. The teacher is then able to cater for this wide range of learning needs throughout the unit of
work.
Several forms of formative assessment are used in my unit of work to efficiently measure how substantially learning outcomes are being achieved throughout
the learning process including self assessment checklists, peer assessment procedures, the collection of completed work marked against checklists, teacher
observations and anecdotal notes.
Two separate summative assessment tasks are included in the unit of work, as they assess different criteria in each. The teacher marks students reports
against a checklist with clear allocation of marks distributed. These checklists are provided to students prior to them submitting their final reports for them to
self assess their work against. This allows students to be aware of marking criteria and allocation of marks, and encourages students to be self reflective of
their work standard. These checklists solely assess the content included in the report and do not deduct marks for spelling, grammar or punctuation errors. A
Page 17 of 26


summative rubric is used to assess students level of achievement and marked against the finished video as well as the final report. This rubric assess the oral
presentation of the video as well as the content, structure and mechanics (grammar, spelling, punctuation) of the report. Students editing skills are not
assessed in either of these summative assessments, as they are not an intended learning outcome of the unit of work, but more an intrinsically motivating
aspect of the activity which students gain interest and enjoyment from. Both of these summative assessment-recording formats are designed to meet specific
purposes (SCASA Principles of Assessment) and assess student learning (AITSL Std. 5.1) in a fair, consistent, equitable and reliable way (AITSL Std. 5. 3).
From these assessment formats, the teacher is able to refer back to the intended learning outcomes designed at the beginning of the Backward Design
Template and interpret the results (AITSL Std. 5.4) to create an informed, accurate and reliable report on student achievement (AITSL Std. 5.5) (SCASA
Principles of Assessment). Allocation of marks and learning capability criteria is explicit in both assessments to ensure that assessment is fair and all students
are given the chance to succeed in the classroom (AITSL Std. 7.1) (SCASA Principles of Assessment).
Connecting and Applying Knowledge to the Real World
Assessment tasks must always be authentic and applicable to the real world, for students to recognise the purpose of the activity and be motivated to take
part. Throughout my unit of work, I have included a range of authentic assessments (both formative and summative), which are applicable to the real world.
In learning activity four, students are required to apply their knowledge of bushfire preparation strategies to design and label a map of a house, which is
prepared for bushfire season. This activity allows students to apply the strategies learnt in the previous lesson to their designs and reflects on whether their
own homes are prepared for bushfire season. Using authentic summative assessment tasks including the written and videoed news report also allowed
students to connect and apply their knowledge to the real world. Students were asked to put themselves into the position of a news reporter asked to create a
report on the tragic events, which occurred surrounding the Yarloop fires at the beginning of this year. These assessment tasks allowed the students to apply
their understandings of bushfires including the causes, effects, prevention and preparation and the viewpoints of others, to a real life event (Yarloop Fires)
which took place at the beginning of this year. Throughout the unit of work, students viewed several BTN news reports, to model the conventions and
purpose in a fun and interactive way. Allowing students to use technology to film and edit their videoed news reports aims to be an intrinsically motivating,
rich and creative assessment.
Feedback to Promote and Support Students Further Learning
Page 18 of 26


Constructive feedback is constantly provided to students throughout this unit of work, not only from the teacher but from peers as well. This feedback is
both written and oral and aims to communicate with the learner on their progress to achieving the desired learning outcomes. Written feedback is provided at
the bottom of posters and maps, with the teacher commending the students work and suggestions for improvement, missed content and correction of any
misinformation/misconceptions. Marks are not provided in these activities as students learning is still forming. Oral feedback is provided in discussions and
sharing activities where students share their work and ideas with the class. This feedback is always constructive and promotes an active learning process.
Alignment
Each of the learning tasks objectives and outcomes are constructively aligned with the planned assessments for this unit of work. Taking into consideration
the idea of constructive alignment, taken from the constructivist view of learning, I have been able to embed the teaching, learning and assessment
experience into one (Readman & Allen, 2014, p. 15). I have done this by implementing a range of diagnostic, formative summative assessments, using these
frequently in a formal and informal way in the classroom.
Reporting Justification
According to the SCASA Principles of Assessment, assessments must lead informative reporting of student outcomes. Parents/guardians of students must be
regularly involved in the teaching and learning process of their child and reporting is an excellent way at doing this. Throughout the unit of work, the teacher
will report to parents about the achievement of their child three times. The first of these is a very informal reporting strategy which involves sending students
home with their finished birds eye view maps (with teacher feedback at the bottom) for their parents to look at and read the feedback provided. The parent is
required to put their signature at the bottom of the students work as well as in their diary to acknowledge that they have seen this work and read the teachers
feedback. The next reporting takes place in a more formal environment, where the parent attends a parent teacher interview. The teacher shows the parent
their childs completed written report and the rubric, which aligns with the students level of achievement and written feedback. Providing both the
assessment artefact along with the assessment tool together allows the parent to understand the justification of academic achievement. Additionally, the most
formal of the three parent reporting procedures is within the grades and comments provided in an end of semester report. The written report is used as an
artefact, which reports on students HASS levels of achievement.

Page 19 of 26


Appendix

Figure 1. 5 Ws & 1H Mind Map

When?

Who?

Why?

Bushfires
Name: ____________
Date: _____________

What?
Where? \
How?

Page 20 of 26

Figure 2. Bushfires and their Effect on People, Animals, the Community and the Environment Worksheet

Bushfires and their Effect on People, Animals, the Community and the Environment
Name: ____________________________________________________ Date: ________________________________
People

Animals

Community

Environment

Page 21 of 26

Figure 3. Home Preparation Strategies

Image retrieved from Australian Education Resources, n.d.

Page 22 of 26


Figure 4. Before, During and After a Bonfire Table

Image retrieved from Department of Fire & Emergency Services, n.d.

Page 23 of 26


Figure 5. Yarloop Fires Research Worksheet
Yarloop Fires Research Questions
Name:
When did they take place?

Date:

How long did the fires take place?

How did the fires start?
How much land (hectares or acres) did the fire spread over?
How many properties were damaged?
How many lives were lost?
Why might people have chosen to risk their lives and stay and protect their properties
and how might they have done so?

How might the fires have effected:

People?

Animals?

The community:

Figure 6. Self-Assessment Checklist

Self-Assessment Checklist

Your news report should include the

following:
An introduction of who you
are.
A statement outlining what
actually happened.
An explanation including:
-How the fire started
-How long the fires took place
-How much land it spread over
-How many properties were
damaged.
-How many lives were lost
An explanation of why people
may have chosen to stay and
protect their properties and how
they may have done so.
An explanation of how the fires
may have affected people,
animals, the community and the
environment.
An explanation of how to
prevent fires in the future.

The Environment:

How might people prevent fires in the future?

Page 24 of 26

Figure 7. Teacher Assessment Checklist

Figure 8. Summative Assessment Rubric

Assessment Checklist

Student Name:
The students report should include the
following:
An introduction of who you are.
(1 mark)
A statement outlining what actually
happened.
(1 mark)
An explanation including:
-How the fire started
-How long the fires took place
-How much land it spread over
-How many properties were
damaged. (4 marks)
-How many lives were lost
An explanation of why people may
have chosen to stay and protect their
properties and how they may have
done so.
(2 marks)
An explanation of how the fires may
have affected people, animals, the
community and the environment.
(4 marks)
An explanation of how to prevent
fires in the future. (1 mark)


Total Score:
/13

Page 25 of 26

Page 26 of 26