Backward Design

Title: Our Stories

Year Level: Early Stage 1

Teacher: Mrs Wilson

Focus Curriculum Area (s): English / History

Duration: 10 lessons (5 weeks)

STAGE 1: Curriculum Links

General

Numeracy

ICT

Capabilities (GP)

Ethical Behaviour
Aboriginal and TSI

Personal and Social

Asia and Australias

Intercultural Understanding

Engagement with Asia

Year Level

Histories and Culture

English

Content

- Understand that English is one of many languages spoken in

Descriptors

Australia and that different languages may be spoken by

Cross-curriculum
Priorities (CCP)

Literacy

Critical and Creative Thinking

Sustainability
Year Level Achievement
Standards

family, classmates and community (ACARA, 2016,

ACELA1426)
- Listen to and respond orally to texts and to the
communication of others in informal and structured classroom
situations (ACARA, 2016, ACELY1646)
- Use interaction skills including listening while others speak,
using appropriate voice levels, articulation and body
language, gestures and eye contact (ACARA, 2016,
ACELY1784)
- Deliver short oral presentations to peers (ACARA, 2016,
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CELY1647)
- Create short texts to explore, record and report ideas and
events using familiar words and beginning writing knowledge
(ACARA, 2016, ACELY1651)
Science

Pose and respond to questions about familiar objects

and events (ACARA, 2016, ACSIS014)

History

How the stories of families and the past can be

communicated, for example, through photographs,
artefacts, books, oral histories, digital media and
museums (ACARA, 2016, ACHASSK013)

Geography

The representation of the location of places and their

features on simple maps and models (ACARA, 2016,
ACHASSK014)

Art

Create and display artworks to communicate ideas to

an audience (ACARA, 2016, CAVAM108)

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Knowledge

Skills

Literacy

Critical and Creative thinking

Composing texts through speaking, writing and creating - listen

Inquiring (identifying, exploring and organising information and ideas)

identify and clarify information and ideas, organise and process

and respond to learning area texts, interpret and analyse

learning area texts, use language to interact with others,

compose spoken, written, visual and multimodal learning

information, pose questions,

Generating ideas, possibilities and actions imagine possibilities and
connect ideas, seek solutions and put ideas into action

area texts, compose texts, deliver presentations,

Personal and Social Capabilities

Visual Knowledge understand how visual elements create

Self-management - express emotions appropriately, become confident

meaning
Word knowledge - understand learning area vocabulary, use

spelling knowledge,

resilient and adaptable,

Social management - communicate effectively, work collaboratively
Self Awareness - recognise personal qualities and achievements, develop
reflective practice
Social Awareness - appreciate diverse perspectives

Grammar knowledge use knowledge of sentence structures,

use knowledge of words and word groups,

Text Knowledge use knowledge of text cohesion, use

knowledge of text structures,

Intercultural Understanding

Recognising culture and developing respect develop respect

for cultural diversity, investigate culture and cultural diversity

Interacting and empathising with others communicate across

cultures

LEARNING OUTCOMES:
Students will be able to

Share their stories to explore the diversity of families and they have in common (ACARA, 2016, ACHASSK013)
Engage in peer and class discussions by using appropriate behaviour to listen the speaker (ACARA, 2016, ACELY1784)
Adjusting voice to speak to the audience appropriately (ACARA, 2016, ACELY1784)
Share their story in a creative way to engage the audience (ACARA, 2016, ACELY1647)
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Create artefacts that include content specific vocabulary (ACARA, 2016, ACELY1651)
Listening to the speaker to participate in class discussions by voicing questions, concerns, or answers (ACARA, 2016, ACELY1646)
Listening and remembering and following instructions (ACARA, 2016, ACELY1646)
Ask and respond to questions about familiar objects and events (ACARA, 2016, ACSIS014)

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

(Assessment artefacts located as Appendices, and are also included in resources beside each lesson)
Task Description: Presentation Inquiry - How can I share my story in an entertaining and creative way?
Summative Assessment - The summative assessment (assessment of learning) will require students to communicate their story to peers, parents, and
guest visitor (Aboriginal elder). The students will select a medium to express their story, which will be influenced by Gardner Multiple Intelligences (MI Oasis,
2016). Their story could be represented by a multimodal display using ICT or hand-made artefacts, an interpretive dance or a song, and will be supported by
a small speech to explain their story. This final assessment of learning at the end of the term will have the children use developed skills and content
knowledge to participate in a showcase to the audience. This display will involve the students to individually present their summative assessment in the
classroom where the audience will be included in gaining knowledge about the diversity of family and culture that exist in our school community.
Formative Assessment - The formative assessments will be conducted throughout the whole unit and will influence the teaching and learning strategies, as
the teacher interprets the data to adjust the lesson plans and unit program for targeted student learning needs. The formative assessments include
brainstorming, KWL charts, presentations, tweet slip, post-it note annotations in the recording book, questioning, observations, and peer interviews
(BOSTES, 2016, 5.1, p. 16).
Diagnostic Assessment The diagnostic assessment is the KWL chart, which is also used as a formative assessment and summative assessment.

Assessment Criteria:
Students will be assessed on their abilities

Share their stories to explain the diversity of their family and discover what commonalities or differences that exist (ACARA, 2016, ACHASSK013)
Engage in peer and class discussions by using appropriate behaviour to listen the speaker (ACARA, 2016, ACELY1784)
Adjusting voice to speak to the audience appropriately (ACARA, 2016, ACELY1784)
Share their story in a creative way to engage the audience (ACARA, 2016, ACELY1647)
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Create artefacts that include content specific vocabulary (ACARA, 2016, ACELY1651)
Listening to the speaker to participate in class discussions by voicing questions, concerns, or answers (ACARA, 2016, ACELY1646)
Listening and remembering and following instructions (ACARA, 2016, ACELY1646)
Ask and respond to questions about familiar objects and events (ACARA, 2016, ACSIS014)

Assessment recording template:

The students will be assessed on their ability to meet the learning objectives, which will be listed on each page of an exercise book (as per image in lesson
1). Overall, the teacher will make quick annotations on post-it notes of the students ability to communicate effectively, express content knowledge, and
ability to use feedback to improve, which will be placed on the learning objective pages appropriate for the observation. Other methods of recording will be
associated with the artefacts created by the students and will include: recording of presentation, peer interview sheet, self-assessment sheet, KWL poster,
tweet sheet, and the rubric, which will be amalgamated into the grade book, and photos taken of class and individual artefacts will be recorded on the
teachers computer file to use as evidence of teacher/student learning (BOSTES, 2016, 5.5, p.17).
Feedback:
Students will receive timely feedback derived from formative assessments that are conducted during the class time.

Peer feedback - verbal discussion where peer members will give one star and a wish (one success and one suggestion for improvement) after the

practice presentation.
Teacher feedback - verbal discussion after the students practice presentation to see if they meet the success criteria.

Parents will receive the feedback of their child/childrens abilities

The teacher will send the recorded final presentation to the parent via the see-saw app at the end of the unit. The parent can contact the teacher

using the messaging option attached to the app.

The rubric will go home to the parents where the child can have a discussion with the parents to brainstorm ideas for the artefact
The tweet-sheet will be sent through the see-saw app mid-way through the unit to advise the parent of areas that the child/children need to

improve and the successes that they displayed

Parents can also approach the teacher 15 minutes before and 15 minutes after school during the parent/teacher talk time where the teacher will
stand out the front of the class for parents to discuss any questions and concerns.

Self-assessment:
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Students will have opportunities to self-assess with the pre and post multimodal assessment sheet, and after the practice presentation of the
summative assessment to the class. The pre and post multimodal self-assessment sheet will engage students to reflect on there experiences using the
different mediums, and then the post assessment will reveal their perception of knowledge or ability growth in regards to the medium selected had
success.
Another self-assessment opportunity will be discussed after each student has presented their artefact to the class to share their story in an
entertaining and creative way. Once the student has presented their artefact, the teacher will conduct a formative assessment through
questioning to drive the students reflection on how their artefact and speech was effective in the ability to communicate their story. Peer
members will then engage in a peer review by being selected to give the presenter a star and a wish (one success and one suggestion for
improvement). These processes will involve both the presenter and the audience members to reflect on their presentation and take on board the
peer feedback for improvement leading up to the showcase to the classroom community (parents/carers, students, and guest).

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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Lessons

Learning Experiences

Family and Me

Assessment For/As Learning (Formative Assessment)

KWL poster (What we Know, what we Want to

investigate, what we have learned)

Teacher will share his/her story to model

Resources

Poster paper
Assorted colours of

permanent textas
Post-it notes

Post-it notes
You tube clip
Poster

the process, which will reveal the topics

of discussion for the following activity
and throughout the unit. Topics
mentioned will be in regards to religion,
language, family structure, cultural dress,
food, and celebrations but for this lesson
will focus on family and me.
Students will engage in discussion of
topics that were drawn from the

Teacher will conduct formative assessments through

dialogue when engaged in the construction of the KWL
chart. Teacher observations and questioning sessions will
take place during class discussions, which will be recorded
on the post-it notes. Verbal feedback will be given prior to
the transitions, during the discussions and observations,
and when discussing the interview artefacts during the
closure of the lesson (BOSTES, 2016, 5.2, p. 16).

teachers story to complete the two

columns of KWL chart - what we know
and what we want to investigate.

Heritage, Language and Religion

Questions

What is a family?
Can you explain two things that may be different

when comparing families?

Are families the same, and why?

Classroom discussions, questioning and

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Overall focus of lesson is to discuss the

observations
Brainstorming poster

textas

Post-it notes
You tube clip
Poster
textas

Post-it notes
You tube clip
Poster
textas

heritage, language, and religion of our families

in the classroom. Teacher will display YouTube
clips and things from their story. Children were
previously explained at the end of the last lesson
to bring in artefacts that they will share with the
class. Students will be asked if they can locate
where their heritage is from.

Food and Dress

Questions

Does everyone speak English at home? Please

explain
How many different religions do you think there are

in our class?
Do you think we are all Australian? Explain.
How does your artefact connect with your familys

history to explain its heritage, language, or religion?

Can you point on the world map where your family

is from?
What is heritage/ language/religion?

Classroom discussions, questioning and

observations
Brainstorming poster

Overall focus of lesson is to discuss the food

and dress of families across the world. Teacher
will display YouTube clips to show different dress
and food from the world. Children were
previously explained at the end of the last lesson
to bring in in a USB with an image of the cultural
food that they regularly eat and will share this

Questions

What does the word dress mean when we discuss

our stories?
What does your family eat at home? Is that
connected to your familys country of origin?

with the class.

4

Celebrations, Culture
Overall focus of lesson is to discuss the culture
and celebrations of families across the world.

Classroom discussions, questioning and

observations

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Teacher will start a discussion about

Brainstorming poster

celebrations and the connection to culture that

will be recorded on a brainstorming poster for
future reference.

Peer Story and Plan Presentation

Teacher will revise his/her story as an

example and model telling their story.

Students will then complete a peer

Questions

Can you name a celebration that your family or

another family might celebrate? Explain

Why do some families not celebrate occasions and

others do?
How do we celebrate in different ways?

Story board peer interview sheet

Presentation of peer interview and explanation
Classroom discussions, questioning and

Peer interview sheet

Pre Self-

observations
Brainstorm poster presentation mediums

Assessment sheet
Poster
Texta

discussion

interview sheet, in a Think Pair, Share

group, to find out about their partners
story. The representation on the sheet

Can you make a connection to [peer] story? Please

explain
What was an interesting fact about [peer] story that

sentences on the interview sheet.

Students will present their peer interview

you did not know previously?

How could we communicate our story in an

where teacher will give feedback on their

interesting and engaging way?

What aspects do I look for when you are telling

can be a drawing or text. To support

diverse abilities, the students recording
can be key words or writing full

Questions

ability to communicate to the audience

your news to the class?

Teacher will introduce the summative

(assessment of learning) that will be
presented at the end of the unit.
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Students will be engaged in the

discussion to brainstorm different
mediums to share their personal story.
The answers will be recorded on a poster
with the childs name listed against the
medium they would like to choose.
Students will activate their background
knowledge of teacher feedback from
news circle to participate in listing
success criteria to form a rubric for the

summative assessment
Teacher will hand out rubric and discuss
the criteria to show how success in
sharing our stories can be achieved
through artefacts and verbal

communication.
Exemplars will be compiled from the
internet to provide visual and auditory
examples of what is expected to be able

to communicate their story

Send the rubric to the parents with an
explanation of the assessment via the
see-saw app

Create Artefacts for Presentation with Buddies

Students will create artefacts to tell their

story. They will refer to the poster to

Classroom discussions, questioning and

observations
Year 6 feedback buddies will give feedback to
assist with student reflection to improve

Paint
Computers
Crayons
Sticky tape
Glue
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locate what the medium was that they

would like to use for their presentation

Year 6 buddy class will assist the
students in creating their artefacts and
will give feedback to assist with student

Questions
Who can you ask to help you if you are unsure of
what to do?
How will you visually engage the audience?

Paintbrushes
Pre self-assessment

sheet
Completed student
medium selection
poster

reflection

Practise Presenting our artefact and talk

Students will engage in assisting the teacher to fill

Tweet slip
Student artefacts

Completed Tweet

slip
Student artefacts
Art equipment as per

lesson 6
computers

out the tweet slip for each student that will list a

Students will present their display and

star (feedback on something that was done well)

talk about their family and how the

and a wish (feedback on something that may need

artefact explains this.

Teacher will engage the class to help

complete the tweet slip to give feedback

improving).
Classroom discussions, questioning and
observations

for improvement.
Questions

What is something that you liked about [peer]

presentation?
What is one thing that would make [peer]

presentation shine?
How does your display help tell us about your
family?

Improvement of Artefact

Classroom discussions, questioning and

observations

Students will reflect on their successes

and areas to improve by using their

Questions

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tweet slip to improve their artefact

Would your audience be able to understand what

your artefact is?

How can you use your feedback on the tweet slip to
improve in communicating your story?

Presentation of Our Stories

Teacher will give overall class feedback

after all students complete their

presentation
Parent helper will record the

Rubric
Classroom discussions, questioning and

observations
Post-it note annotations to support rubric for

Rubric
Post-it notes
iPad

KWL chart
Rubrics
Last lessons

evaluation lesson 10

presentations
Questions

What did you like about [peer] presentation?

What is something that [peer] could have improved
to make their presentation more interesting?

10

Presentation Evaluation and Feedback

Class will fill out last column of KWL

chart
Teacher will had out marked rubrics and

verbally give feedback

Students will fill out post self-assessment

KWL chart
Feedback from rubric to assist students future

learning
Post assessment for medium application skills

completed post-it
notes

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