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EDSS428: Connecting Society and Environment: Curriculum for Learning

Monique Bailey (S00170700)
Assessment Task 3 – Unit of Work

Rationale

Throughout their exploration into the following unit of work, students at level 5 of the
Victorian Curriculum will explore a variety of concepts, knowledge, understandings and skills
associated with Australia’s refugee crisis and the essential inquiry question “does Australian have
enough room for refugees?” By being active participants in this unit, students are able to meet
the Civics and Citizenship requirements at level 5 of the Victorian Curriculum (VCCCC014,
VCCCC015, VCCCC017) (Victorian Curriculum and Assessment Authority (VCAA), n.d.c).
Furthermore, students will also be given the opportunity to develop their critical and creative
thinking skills (VCAA, n.d.a) through their investigations into the essential and significant inquiry
questions of the unit, as well as their own inquiry questions. Through students’ exploration into
these questions, they will develop an understanding of various perspectives in regards to
Australia’s refugee crisis, as well as develop their own viewpoint, and thus a potential solution. As
a consequence of this, students are able to further build on their critical and creative thinking
skills as they are required to take charge of their own learning (Reynolds, 2014).
Moreover, Kath Murdoch’s Inquiry Cycle (Murdoch, 2010b) was used in the planning of
this unit of work in order to build a sense of responsibility into students in regards to their
learning, as well as real-life issues. By incorporating Kath Murdoch’s Inquiry Cycle into the
planning of the unit, it allows students to develop their own learning and construct their own
research/inquiry questions, while still having teacher-directed aspects to their learning (Murdoch,
2010a). By undertaking an inquiry approach to learning and teaching, students are able to take
charge of their learning, attempt to solve the essential inquiry question/s, and thus engage in
deeper-level learning (Reynolds, 2014). In addition to utilising Kath Murdoch’s Inquiry Cycle as a
method on inquiry learning and teaching, this unit of work also uses a cross-curricula approach
(Barnes, 2015). Through its incorporation of literacy through the reading of picture and chapter
books, as well as mathematics through interpreting and presenting data, students are able to
deepen their understanding of the overarching learning outcomes for the unit, as well as
developing their skills and knowledge for literacy and numeracy.

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In addition to implementing Kath Murdoch’s Inquiry Cycle (Murdoch, 2010b) as a way to
promote students’ responsibility to learning, it also acts as a strategy that gives students the
opportunity to take responsibility for global issues (Lewin, 2010; Reynolds, 2014). As students
create and attempt to answer their own inquiry questions, students will participate in a global
education process (Reynolds, 2014) whereby they will develop an understanding of and skills
attained to “perspective consciousness,.. cross-cultural awareness… awareness of human
choices” (Reynolds, 2014, p. 228). In order to meet the general capabilities of “ethical behaviour”
and “intercultural understanding” of the Victorian Curriculum (VCAA, n.d.b), students will be
exposed to a global education throughout the unit in order to develop an understanding of global
issues, cross-cultural understanding and awareness of choices for the future (Lewin, 2010). As a
result of this, students will be competent enough to begin thinking about how they can enact
these skills in their own lives (Lewin, 2010; Reynolds, 2014).
Differentiation within a teaching and learning environment is vital to ensure that all
students are engaged in meaningful learning, and thus are able to be successful in the classroom
(Loreman, 2007). Therefore, this unit of work caters for diversity in many aspects, whether that
be for the learning styles or learning abilities of students. However, a major focus for this unit of
work is to cater for EAL students. It is crucial that teachers provide students with differing forms
of assessment for EAL students to ensure that all students experience success and gain an
understanding of the skills and knowledge required for the learning outcomes of the unit
(Achkovska-Leshkovska & Spaseva, 2016). The needs of EAL students has been met through
providing students with various forms of assessment, as well as further refining these
assessments to cater for the needs of EAL students.
Aforementioned, it is imperative that teachers plan units of work and lessons that cater
for student needs, learning styles and abilities (Foreman & Arthur-Kelly, 2014). By providing
students with a Quizizz test, Exit Tickets and a choice of presentation for the summative
assessment at the conclusion of the unit, students are given multiple ways to show that they
have met the learning outcomes and understood the content of the unit. Furthermore, if
teachers create modifications to teaching, learning and assessment strategies for EAL students, it
will also assist these students to further refine their English (in reading, writing and oral language)
(Milnes & Cheng, 2008).
Although all students will be assessed against the same rubric for their summative
assessment piece, student differentiation is catered for by allowing students to showcase their

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learning and solutions in a format which most accurately represents their learning style
(Achkovska-Leshkovska & Spaseva, 2016; Foreman & Arthur-Kelly, 2014). All three forms of
assessment, with specific differentiation for each, was done intentionally to cater for EAL
students within the class, as well as other students with varying learning needs.
Lastly, by providing students with a dictogloss and significant inquiry questions towards
the beginning of the unit, the teacher creates an environment that enables and supports students
who need scaffolding prior to their individual research (Edwards-Groves, 2010). Although this will
be most students at level 5 of the Victorian Curriculum, it will be most beneficial for the EAL
students within the class and those with specific learning needs. In contrary to this, by allowing
students to develop and create their own significant inquiry questions and conduct their own
research, the unit of work becomes more of an open-ended task to extend students who require
it (Edwards-Groves, 2010).
This unit of work for students at level 5 of the Victorian Curriculum studying Civic and
Citizenship, specifically regarding the essential guiding question, “does Australia have enough
room for refugees?” gives students the opportunity to investigate in their own research through
Kath Murdoch’s Inquiry Cycle (Murdoch, 2010b) approach. Throughout the unit, student learning
needs and abilities are catered for, especially those of EAL, to ensure that all students experience
success, meet the learning outcomes, and develop the skills, knowledge and understandings of
the unit.

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 EDSS428 ASSESSMENT TASK 3 UBD Student Name: Monique Bailey (S00170700) 4
Grade: 5 Big Idea/Title for this Unit of Work: We Don’t Have Enough Room for Refugees
Duration: 10 Weeks Related Concepts: Human dignity, responsibility, care, compassion, citizenship
Victorian Curriculum Content Descriptions
Strand: Civics and Citizenship Integrated English Skills
Sub-strand: Citizenship, Identity and Diversity
Oral Language targets:
Knowledge and Understanding Understand that patterns of language interaction vary across social contexts and
Identify who can be an Australian citizen and describe the rights, types of texts and that they help to signal social roles and
responsibilities and shared values of Australian citizenship and explore ways relationships(VCELA334)
citizens can participate in society (VCCCC014)
Understand how to move beyond making bare assertions and take account of
Identify different points of view on a contemporary issue relating to differing perspectives and points of view (VCELA335)
democracy and citizenship(VCCCC015)
Literary Materials:
Examine the concept of global citizenship(VCCCC017)
- Picture story book
- Chapter book
Inquiry and Skills
- YouTube videos
Identify, examine, investigate, discuss, clarify, analyse, participate,
- Data representation
describe
Literacies targeted:
- Numeric literacy
- Digital literacy
General Capabilities: Cross Curriculum Priorities
Numeracy:
(VCMSP205) Asia and Australia’s Engagement with Asia – Throughout the unit, the
(VCMSP206)
teacher and students will discuss where refugees in Australia may come
(VCMSP207)
ICT: Digital dictogloss, iPads from (including those from Asian countries)
Critical and Creative Thinking:
(VCCCTQ021)
(VCCCTQ022)
(VCCCTR025)

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Ethical Behaviour:
(VCECU009)
(VCECU010)
(VCECU011)
Intercultural Understanding:
(VCICCB010)
(VCICCD011)
Enduring Understandings: (Key Concepts) Significant Inquiry Question:
Students will understand/understand that….. - What is a refugee and why do asylum seekers want to come to Australia?
- How many refugees come to Australia every year and where do they live
- The concept of human dignity
once they arrive?
- Australia is obligated to care for the human rights of all people - What is Australia’s population growth every year and what problems
does it cause?
- Australia has a responsibility to care for refugees
- What does it mean to be an Australia citizen and how do you become
one?
- Are refugees Australia’s/our responsibility?
Essential Inquiry Questions:
- Does Australia have enough room for refugees?
- How can Australia’s treatment of refugees affect their human dignity?
- How does where we live effect our quality of life?
Knowledge: Skills:
Students will know… Students will be able to…
- The definition of a refugee and asylum seeker - Interpret data in relation to Australia’s population growth
- Interpret data in relation to the number of refugees that come to
- Why refugees come to Australia
Australia every year
- Where asylum seekers and refugees live once in Australia - Present data in the most appropriate way (eg/ graph, table, etc.)
- Research using ICT
- Media controversy about asylum seekers and refugees
- Present findings/understandings using ICT (iPads, iMovie app)

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Assessment Evidence
Achievement Standard: (summarized from VC Humanities’ strand page)
By the end of the level 5 students will… identify various ways people can participate effectively in groups to achieve shared goals, explain what it
means to be an Australian citizen and how people can participate as global citizens. Students will analyse contemporary issues and use evidence to
support a point of view about civics and citizenship (refugee) issues. Finally, students will identify possible solutions to an issue as part of a plan for
action.
(VCAA, n.d.)
Diagnostic Assessment Formative Assessment Summative Assessment
At the commencement and conclusion of the unit - At the conclusion of each ‘phase’ of the Students will showcase their learning,
of work, students will participate in a quizziz as a unit, students will be given an ‘Exit understanding and solutions in a way that best
form of pre and post testing. Ticket,’ in which they will answer represents their learning style and that they
questions regarding the learning deem is most appropriate to them. Students’
Pre-test: student prior and gaps in knowledge outcomes for each ‘phase’ of the unit. presentations must discuss solutions to
Post-test: student knowledge, skills and Students will complete Exit Tickets Australia’s refugee crisis.
understandings at completion of unit through Google Forms on their iPads.
Some ways to present this may include:
Students must achieve a score of at least 50% the - Students will add information found - News report using iMovie app on iPads
post-test quizziz to demonstrate adequate throughout the unit onto their digital - Writing piece (persuasive, narrative, etc.)
learning and understanding of the concepts, portfolios on the class/student iPads. - Drama presentation
knowledge and skills of the unit. - Painting/drawing
Assessment for students with special needs: - Debate
Assessment for students with special needs: This assessment piece will be marked against a
- EAL students may have the questions read to - For EAL students, the teacher will take rubric.
them, or be provided with a scribe observational notes throughout each
phase of the unit of work to see if these Assessment for students with special needs:
students have met the learning
outcomes (in addition to Exit Tickets) - Students are given the opportunity to
present their understandings and solutions
in a format which they deem as most
appropriate.

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Learning Sequence

Phase Teaching and Learning Experiences Assessment Resources

Tuning In - The students will complete pre-test Quizizz - Pre-test Quizizz - Class/student iPads
Wk1 - Read ‘Refugees’ by David Miller to the class - Quizizz test link
- Mindmap
- Individually, students will then complete a mind map - ‘Refugees’ by David
about what they know about refugees (specifically in - Exit Ticket Miller
Australia) - Butcher’s paper
- Students will bring their mind-maps to the floor and have - Exit Ticket questions
a discussion about what was written – adding this - Balloon game
information to a large class mindmap on butcher’s paper
- Discuss similarities, connections, gaps in knowledge
- Students play ‘balloon’ game
- Students complete Exit Ticket

Session 1: - Exit Ticket - ‘The Happiest Refugee’

Finding Out - The teacher will read 5-10 minutes of ‘The Happiest by Anh Do
- Digital portfolio
Wk2 Refugee’ by Anh Do to the class - iPads
- The teacher will provide the students with a digital - Digital dictogloss
dictogloss to explore individually or in pairs - Exit ticket questions
- Add information found into digital portfolio on iPads

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- Challenge students’ previous beliefs/misconceptions of - ABS statistics

refugees
Session 2:
- Read ‘The Happiest Refugee’ by Anh Do to the class
- The students will conduct their own research based on
what they found in the dictogloss
- To prompt students, the teacher will ask questions such
as:
- Where might I go to find more information?
- What resources might I use?
- Where can I find a different point of view on this
- What does it mean to be an Australia citizen and how
do you become one?
- Are refugees Australia’s/our responsibility?
- Students complete Exit Ticket
Session 3:
- Maths lesson interpreting refugees is Australia and
Australian population data
- Students complete Exit Ticket
- Read ‘The Happiest Refugee’ by Anh Do to the class - Infographic - ‘The Happiest Refugee’
Sorting Out - In pairs, students will organise, analyse and communicate
- Exit Ticket by Anh Do
Wk3 the data/statistics and information found in digital
- Infographic website
dictogloss and own research
- iPads

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- Students will present their information and data as an - Digital dictogloss

infographic and present to the class - Exit Ticket questions
- Students complete Exit Ticket

- Read ‘The Happiest Refugee’ by Anh Do to the class - Graphic organiser Exit - Graphic organiser
Making - Teacher and students collaborate to look at everything Ticket - Digital portfolios
Connections they learnt so far
Wk4 - Students look back at questions at beginning of unit and
see if they have been answered
- What questions remain?
- What new questions do students have?
- Students will then complete an individual graphic
organiser as a form of Exit Ticket
- Read ‘The Happiest Refugee’ by Anh Do to the class - Exit Ticket - ‘The Happiest Refugee’
Going - Students research new questions from graphic organiser by Anh Do
Further - Digital portfolios
independently/in pairs - Digital portfolios
Wk5-8 - iPads
- All information into portfolio
- Graphic organisers
- The teacher will ask questions such as:
- Where will you go with that question?
- Why have you asked that question?
- Is there a possible solution to your questions/refugee
problem in Australia?
- Students complete Exit Ticket

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- Read ‘The Happiest Refugee’ by Anh Do to the class at the - Rubric - ‘The Happiest Refugee’
Reflecting beginning of every session of this phase By Anh Do
and Taking Action - Post-test quizizz - Digital portfolios
- The teacher and students will revisit the essential inquiry
wk9-10 - iPads
question, “does Australia have enough room for refugees?”
- Rubric
- The teacher will ask students questions such as:
- Resources for students
- What do we know now? to successfully present
- How do we feel? their information
- What are some possible solutions? (iMovie app, paper,
- Students apply what they learnt from previous ‘phases’ to paint, stationary, etc.)
try and solve the essential inquiry question, as well as their
own questions
- Students will present their understandings, findings and
solutions in a way that best represents their learning style
- Students complete post-test quizizz at completion of unit
Reference list of Resources:
Al Jazeera English. (2018). What are the facts about Australia Refugee settlement?. Retrieved from https://www.youtube.com/watch?v=-t7Odp9K1f0

Anh, D. (2011). The happiest refugee. Crows Next, NSW: Allen & Unwin.

Australian Bureau of Statistics. (2018). Population. Retrieved from http://www.abs.gov.au/Population

Doherty, B. (2017). UN official says Australia responsible for ‘inhuman’ treatment of asylum seekers. Retrieved from https://www.theguardian.com/australia-

news/2017/jun/12/un-official-says-australia-responsible-for-inhuman-treatment-of-asylum-seekers

Duke, B. & Duke, J. (2015). What is a refugee?. Retieved from https://www.youtube.com/watch?v=0QPFn9hlMLw&t=2s

Easlly. (n.d.). Create and share visual ideas. Retrieved from https://easly.ly/

Higgins, C. (2016). How Australia turned its back of the world’s refugee crisis. Retrieved from https://edition.cnn.com/2016/07/01/opinions/australia-refugee-policy-united-

nations/index.html

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Karlsen, E. (2016). Refugee settlement to Australia: What are the facts?. Retrieved from

https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/rp/rp1617/RefugeeResettlement

Miller, D. (2003). Refugees. Melbourne, Victoria: Hachette Australia.

Quizizz Inc. (2018). Quizizz. Retrieved from https://quizizz.com/

Refugee Council of Australia. (2016). UNHCR global trends 2015 – How Australia compares with the world. Retrieved from

https://www.refugeecouncil.org.au/getfacts/statistics/unchr2015/

The UN Refugee Agency. (2018). The balloon game. Retrieved from http://www.unhcr.org/46a07f8c4.html

Links to Graduate Teacher Standards:

Formative: 2.5;2.6;3.1;3.4;3.6;4.5
Summative: 2.1;2.2;2.3;3.2;3.3;5.1

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Resources for Unit

Dictogloss Resources

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Summative Assessment Rubric

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References

Achkovska-Leshkovska, E., & Spaseva, M. S. (2016). John Dewey's educational theory and educational implications of Howard Gardner's multiple

intelligences theory. International Journal of Cognitive Research in Science, Engineering and Education/IJCRSEE, 4(2), 57-66.

Barnes, J. (2015). Cross-curricular learning. 3-14. Sage.

Edwards-Groves, C. (2010). Explicit teaching as an ‘enabling’ teaching practice. Retrieved from

http://www.nlnw.nsw.edu.au/videos10/7691_2010_edwards_groves/links/edwards-groves.pdf

Foreman, P., & Arthur-Kelly, M. (2014). Inclusion in Action. (4th ed.). South Melbourne, Australia: Cengage Learning

Lewin, R. (Ed.). (2010). The handbook of practice and research in study abroad: Higher education and the quest for global citizenship. Routledge.

Milnes, T., & Cheng, L. (2008). Teacher’s assessment of ESL students in mainstream classes: Challenges, strategies, and decision making. TESL Canada

Journal, 25(2), 49-65.

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Murdoch, K. (2010a). An overview of the integrated inquiry planning model. Retrieved from

https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/55ca9b43e4b0cf5cb3c4baa5/1439341379536/murdochmodelforinquir

y2010.pdf

Murdoch, K. (2010b). Phases of inquiry. Retrieved from

https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/55ca9b1de4b0cf5cb3c4b9b1/1439341341409/phasesofinquiry.pdf

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd Edition). Oxford: Sydney.

Victorian Curriculum and Assessment Authority. (n.d.a). Critical and creative thinking. Retrieved from

http://victoriancurriculum.vcaa.vic.edu.au/critical-and-creative-thinking/introduction/rationale-and-aims

Victorian Curriculum and Assessment Authority. (n.d.b.). Curriculum design – Learning areas and capabilities. Retrieved form

http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/learning-areas-and-capabilities

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Victorian Curriculum and Assessment Authority. (n.d.c). Level 5 – Civics and citizenship. Retrieved from

http://victoriancurriculum.vcaa.vic.edu.au/level5?layout=1&d=CNC

Monique Bailey (S00170700)