Assessment 1 Final

CONTEMPORARY
TEACHER LEADERSHIP
Jo-Ann Carder - 18300808
Abstract
This report will make several recommendations to redevelop

stage 5, history unit: Making a nation provided by Eagle Vale
High School, a low SES secondary school in South-West Sydney.
These recommendations are constituted on evidence-based
research conducted on teaching and learning strategies for
gifted and talented students. The recommendations will target
general capabilities of learning such as literacy and numeracy;
ICT capabilities, and critical and creative thinking.
Furthermore, this report will demonstrate the principles of

effective and contemporary teacher leadership within an HSIE
faculty. Contemporary teacher leadership is an integral part of
improving personal teaching and learning praxis. Teachers are
constantly learning from, and reflecting on, previous units of work
to ensure their current and future students are supported in the
best way possible.
Contemporary Teacher Leadership | Jo-Ann Carder
Table of Contents
Executive Summary ..................................................................................................... 3
Objective and Context ....................................................................................................... 3
Goals ..................................................................................................................................... 3
Recommendations .............................................................................................................. 4
Part A: Comparative Table of Unit Alterations ......................................................... 5
Part B: Contextual Redesigned Program Documentation ................................... 13
Redesigned Program Documentation ............................................................................ 14
Context ...................................................................................................................................... 14
Scope and Sequence ........................................................................................................... 15
Concept Map .......................................................................................................................... 17
Assessment Schedule............................................................................................................. 18
Assessment Task ....................................................................................................................... 19
Unit Outline................................................................................................................................ 25
Part C: Report of Recommendations ...................................................................... 34
Appendix ..................................................................................................................... 45
Original Program Documentation ................................................................................... 46
Context ...................................................................................................................................... 46
Scope and Sequence ........................................................................................................... 47
Concept Map .......................................................................................................................... 47
Assessment Schedule ............................................................................................................. 47
Assessment Task ....................................................................................................................... 47
Unit Outline................................................................................................................................ 48
Executive Summary
Objective and Context
This report has been prepared for the HSIE faculty of Eagle Vale High School,
an underperforming school in South-West Sydney. The purpose of this report is
to make recommendations for the reconstruction of stage five, history unit:
Making a Nation using two important educational frameworks;
Understanding by Design(UbD) (Wiggins & McTighe, 2005) and the Universal
Design for Learning(UDL) (CAST, 2011). The application of these frameworks will
help the HSIE faculty of Eagle Value High School redesign the current unit of
work for a new gifted and talented class, as the current unit of work does not
adequately support or challenge students with gifted and talented abilities.
Goals
The recommendations of this report aim to:
- Increase literacy and numeracy engagement
- Improve digital literacy and ICT use through the introduction and
sustained integration of digital technologies in the classroom
environment
- Challenge students to think beyond the textbook and curriculum to
become successful, confident and active citizens
- Encourage students to articulate their learning in creative ways and
promoting critical thinking skills
- Give students flexibility during formal and informal assessment

Recommendations
This report recommends:
- Increasing literacy and numeracy engagement by: Improving threshold
historical concepts such as empathetic understanding, source analysis, and
continuity and change through literacy and numeracy tasks such diary
entries and data collection; showing how learning is trans-disciplinary (Hattie,
date).
- Improving digital literacy and ICT use through the introduction and sustained
integration of digital technologies in the classroom environment by: creating
a digital community whereby students can interact and enhance their
learning.
- Challenging students to think beyond the textbook and curriculum to
become successful, confident and active citizens by: using historical inquiry
to develop social knowledge and skills such as empathy, collaboration, self-
assessment and appreciation for alternative perspectives.
- Encouraging students to articulate their learning in creative ways and
promoting critical thinking skills: through inquiry driven, meaningful and
authentic performance and experiences such as classroom debates and
elections (McTighe & Wiggins, 2012). Furthermore, encouraging students to
critically assess how the past has shaped the present and the future.
- Giving students flexibility during formal and informal assessment by: allowing
students multiple means of engagement, multiple means of representation
and multiple means of action and expression (CAST, 2011).

Part A:
Comparative
Table of Unit
Alterations
Comparative Table of Unit Alterations
Area of Concern Suggested unit recommendation Evidence-based Research

Literacy- - Examine a variety of Krause (2013) suggests that
Strength: different texts and evaluate giving gifted students
Unit of work contains a their usefulness. For e.g. ownership or self-
lot of comprehension looking at different types of determination over the texts
questions. primary and secondary they read or interact with,
Students engage with a sources. Let students choose will intrinsically motivate
documentary and are what sources they think are them to engage with texts
giving comprehension useful. on a deeper level.
question. - Encourage students to
Weakness: address threshold concepts Herbert (2012) alludes to the
Unit of work does not such as empathetic fact that literacy no longer
encourage students to understanding by writing a refers to just reading written
use a variety of diary entry from the texts. Students use digital
different historical perspective of a man, technologies to complete
texts. For example, woman or child during the homework, use social media
writing extended turn of the century using the and complete their own
responses or to looking correct historical inquiry. Students will use a
in-depth at historical terminology. variety of sources to inform
sources, such as maps - Deconstruct the essay their own historical inquiry.
or images. Students are structure and use of essential
expected to explicitly questions.
communicate using - Use Edmodo as a way of
historical concepts or encouraging digital literacy.
terms
Numeracy - Students are asked to Bennison (2016) believes

Strength: explore historical threshold that it is important to plan
Students create a concepts, such as for an integrated
tim el ine outl ining the perspective, continuity and curriculum. This may include
key events from 1788- change and significance either an interdisciplinary
1912. Students use through assessment of a data inquiry or the development
geographical and collection activity asking of appropriate numeracy
mathematical random people of different strategies embedded in
information to plot ages about significant points other subjects.
European expansion. of Australias legislative Goos, Geiger, Bennison &
Weakness: history. Students will need to Roberts (2015) suggest that
The above strengths make conclusions based on taking multidisciplinary
onl y im plicitl y the results of the data approach rather than
encourage numeracy collection process. interdisciplinary approach.
activities. Making - Students will also be This means you can teach
numeracy more explicit expected to use literacy and numeracy in a
within the unit outline mathematical formulas to history class to promote
may better support the account for inflation to problem-solving on many
use of general calculate minimum wage, levels.
capabilities. pensions allowance and Bennison (2016) believes this
Furthermore, these working wages in the past will help promote 21st-
activities also do not and the present. Students century skills problem-
involve difficult or will have critical discussions solving skills. In a case study
multi-faceted questions about whether these wages undertaken by Bennison, a
like patterns and trends are fair and unjust. teacher uses data like
found within data prices and wages to
collection. emphasise how tight money
was.
ICT integration - Students use ICT for the Wallace (2014) suggests that
Strength: historical inquiry and ICT integration through
Students complete a research. Students are flipped classrooms allow
WebQuest on the expected to assess whether teachers to use class time
impact of settlement on ICT sources are relevant and for practical differentiated
the Indigenous true. instruction instead of for
Community. - Students use Edmodo as a lecturing. I n a flipped
Weakness: classroom forum where they classroom environment
The WebQuest is the can exchange ideas, post Students are expected to
only mention of ICT questions, upload homework undertake independent
used within this unit and work collaboratively with inquiry at their pace.
outline. While the unit others. Wallace (2014) also believes
outline is only 1 year - Students are asking to create that digital communities
old it does not a digital portfolio such as Edmodo are
effectively incorporate showcasing their best work. becoming the way of the
the use of ICT. Students Students will be shown future as real and virtual
are not asked to various ways of creating e- worlds collide.
digitally express portfolios. Gan, Menkhoff and Smith
information or to use it - Interactive whiteboards are (2015) similarly believe that
to explore a variety of used where appropriate. digital communities like
different digital - The teacher uses flipped Edmodo, Google drive,
sources. classroom to get students to moodle and Wikispaces help
use digital tools such as students to work both
google forms outside of the collaboratively and take
classroom. leadership over their own
learning.
Personal and Social - Students engage in a few Kaplan (2014) believes that
Capabilities class discussions such as what collaboration is an essential
Strength: makes a source valuable?. part of gifted and talented
The teacher encourages - Students are expected to education. Furthermore,
class discussion about work collaboratively for Kaplan (2014) states the
why a non-European example when analysing importance of setting up
group chose to come to sources, when preparing a gifted and talented students
Australia and their debate for federation and up for collaborative success
contribution to when electing a new prime not failure. Gifted and
Australians minister. These activities rely talented students have
development. on the classroom being a different have different
Weakness: positive and safe learning skillsets and abilities
The unit has very little environment. however, sometimes struggle
group work and did not - Students are also expected to use this to their
have any meaningful or to give feedback and reflect advantage. Teachers should
authentic learning on their peers as well as help students understand
experiences. The themselves. collaboration.
worksheets do not - This unit of work heavily Cartwright (2012) suggests
encourage students to encourages students to that to properly enable
empathise with the empathise and communicate students to be in the
people they are with others and see things driving seat teachers
studying or from multiple points of views. should encourage their
communicate well with students to be reflective
others. Students do not human beings.
get a chance to reflect
on their own learning or
self-manage.
Creative and critical -Students will be encouraged McTighe & Wiggins (2012)
thinking to create and answer their believe that student
Strength: own questions. understanding comes from
The WebQuest asks - Class discussions will let autonomous, critical
students to undertake students think critically about thinking processes that help
an inquiry project. different perspectives. students interpret, apply
Weakness: - The activities allow students and self-assess. These
Most the work was to engage with higher order processes may come
textbook based and thinking through application through authentic
worksheets that allowed and synthesis rather than performance or meaningful
for no creative or remembering and simulations or through
critical thinking. understanding. learning strategies such as
Students cannot - Students will learn through essential questioning.
challenge themselves if simulation and performance The Graduate school of
they do not go beyond making the learning more Education at Harvard
the textbook. authentic and approachable. developed several visible
Furthermore, the - Students will use what they thinking routines that help
learning does not know of the past to students to critically
connect the past with understand the present and articulate their learning
the present or motivate predict the future. processes. It also allows for
students to generate - Students are encouraged to multi-disciplinary or trans-
new ways about the reflect on their own learning disciplinary integration
future. Students do not and articulate their thinking (Project Zero, 2010).
reflect and evaluate and learning processes. John Hattie (2015) supports
their own learning. Students will use strategies like the claims of McTighe &
visible thinking strategies and Wiggins (2012) by suggesting
essential questioning. that visible thinking routines
allow students to become
the teacher.
Flexible methods of - Students can make a couple CAST (2011) started by Anne
Assessment of choices regarding their Meyer and David Rose deals
Strength: formal assessment. They get with making learning
Teacher attempts to use to choose what type of inclusive for all. This
some different types of digital portfolio they create. includes gifted and talented
informal assessment They can choose what group students who often get
such as checking of non-European they study. overlooked when speaking
answers for the They get to choose what about student needs. CAST
questions, a WebQuest piece of evidence they use (2011) developed the
and verbal questioning. to choose to demonstrate Universal design for learning
Unit outline states that the syllabus dot points. framework whereby students
teacher should provide - The teacher uses a variety of may use different ways of
feedback informal assessment such as expressing and
Weakness: observation during class demonstrating similar
Students are given discussion or brainstorming; information. For example,
limited ways of peer assessment during the not all students excel in
demonstrating their debate for or against essay writing but may be
understanding of the federation; as well as able to express the same
content. The formal submitting work in a digital information through a verbal
assessment is the end of community in the form of presentation.
year exam which can written responses or blogs.
be very stressful.
Part B: Contextual
Redesigned
Program
Documentation
Redesigned Program Documentation
Context
This unit of work was redeveloped by a pre-service teacher for a new gifted
and talented class created at the same South-West Sydney school. The
school has identified several students with gifted or talent qualities in HSIE
based subjects. Unfortunately, due to the schools limited academic
resources, to make the class viable, students who were not gifted or talent,
however, held potential were also added to this class. This means the class
contains a diverse range of students with strong personalities. The school also
hoped that putting students who had not yet met their potential, with those
with gifted and talented attributes, would encourage complacent students
to work harder and think critically.

Scope and Sequence
Scope and Sequence Stage 5

Semester 1
Term 1 Term 2
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Making a better world: The industrial Revolution Australia and Asia: Making a Nation
Overview: Technological Population Experiences Short and Revision Overview: The The Living and
Making a innovations movement of men, long term and Australia extension experiences working
better world. that led to the and women and impacts assessment and Asia of of non- conditions
revolution settlement children settlement europeans
Scope and Sequence Stage 5

Semester 2
Term 3 Term 4
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Australians at War: World War I and World War II
Key Events Legislation Revision Overview: Scope Significant Impact of Significant Anzac Revision and
1901-1914 and Australia at and events and the wars on events and legend assessment
assessment War Nature of the Australia experience
War experiences s
Part of unit taught on Prac

Scope and Sequence
Scope and Sequence

Making a better world? Australia and Asia Australians at War: World War I and
Industrial Revolution Making a Nation World War II
Outcomes: Outcomes: Outcomes:
HT5-1 HT5-1 HT5-1

HT5-2 HT5-2 HT5-2
HT5-4 HT5-4 HT5-4
HT5-6 HT5-7 HT5-5
HT5-9 HT5-9 HT5-7
HT5-10 HT5-10 HT5-9
HT5-10
Site study: Site study: Site study:
Powerhouse Museum Appin Indigenous Massacre site Local RSL
Assessment: Assessment: Assessment:
Presentation on Industrial Revolution Source Analysis 20% Yearly Exam - 30%

Weighting 20% Due Date: Term 2, Week 7 Due Date: Term 4, Week 5
Due Date: Term 1, Week 6 Portfolio Work Weighting 30%
Due Date: Term 3, Week 5
Concept Map
Assessment Schedule
Assessment Schedule
Communication of
Knowledge and Historical Inquiry and
Source based skills historical
understanding of Research
understanding using
course content
appropriate forms
Presentation
5 5 10
Term 1, Week 6
5
Source Analysis
10 5
Term 2, Week 7
Portfolio
10 10 10
Term 3, Week 5
Yearly Exam
10 10 5 5
Term 4, Week 5
Assessment Task
Eagle Vale High School
Assessment Task Notification 2
Year 9 History
Making a Nation
Date Issued: Date Due: Weighting: Total Marks:

Term 2, Week 5 Term 3, Week 5 30% /50
Outcomes to be assessed:
Explains and assesses the historical forces and factors that shaped the
modern world. HT5-1
Explains and analyses the causes and effects of events and
developments in the modern world and Australia. HT5-4
Applies a range of relevant historical terms and concepts when
communicating and understanding of the past. HT5-9
Selects and uses appropriate oral, written, visual and digital forms to
communicate effectively about the past for different audiences. HT5-
10
Task Description
Students will create a digital portfolio showcasing evidence they have met
the syllabus requirements for unit Making a Nation. Students can pick any
digital medium to display their portfolio of work. Each piece of evidence
needs to be critically annotated assessing why they believe this evidence is
the best example meeting the below syllabus dot points.
The experiences of non-Europeans in Australia prior to the 1900s (such

as the Japanese, Chinese, South Sea Islanders, Afghans)
Legislation 1901-1914, including the Immigration Restriction Act
Students may provide any form of evidence that addresses these points.
Evidence may come from the in-class inquiry activities but must be polished
and annotated to reflect the abilities of each student and feedback given by
the teacher. For example, A piece of empathetic writing submitted during
class may be used describe the experiences of non-Europeans in Australia.
Method of Submission:
The assessment must be submitted to classroom Edmodo by 9 am on the due

date. Late submissions lose 25% the first day, 50% the second day and on the
third day, no grade is given. Work that is plagiarized will not receive a grade
and will need to be resubmitted. All sources must be acknowledged
appropriately in a reference list. Computer/printer/internet malfunctions are
not considered a valid excuse for submitting an assignment late. Extensions
must be approved by the year advisor prior to the due date.
Assignment tips and tricks
Students must have at least 4 pieces of evidence covering the below points:
The experiences of non-Europeans in Australia prior to the 1900s (such as the

Japanese, Chinese, South Sea Islanders, Afghans)
explain why ONE of the non-European groups came to Australia

describe how the chosen group lived and worked in Australia
describe the contribution of non-European workers to Australia's
development to 1900
Legislation 19011914, including the Immigration Restriction Act
identify key features of the Immigration Restriction Act discuss what

they reveal about the kind of society the Australian government aimed
to create
Students will be marked on the following requirements
Explain why ONE of the non-European groups came to Australia

Describe how the chosen group lived and worked in Australia
Describe the contribution of non-European workers to Australia's
development to 1900
Identify key features of the Immigration Restriction Act discuss what it
revealed about the kind of society the Australian government aimed to
create.
Students use Annotations to reflect on their own learning and presents
portfolio professionally, includes references where relevant and competently
integrates evidence.
Examples of digital portfolios include:
Weebly
Evernote
Wikispaces for Education
Google Drive
Marking Criteria *
Explain why ONE of the non-European groups came to Australia

5 Clearly explains, with detailed reasons, why the students chosen non-
European group came to Australia. Includes reliable, relevant evidence to
substantiate an argument. Clearly communicates ideas using a
sophisticated report structure, including paragraphing.
4 Clearly explains, with several reasons, or at least one key reason in significant
detail, why the students chosen non-European group came to Australia.
Includes reliable, relevant evidence to substantiate an argument. Clearly
communicates ideas using a well-organised report structure, including
paragraphing.
3 Satisfactorily explains, with at least one key reason in significant detail, why
the students chosen non-European group came to Australia. Includes some
relevant evidence to substantiate an argument. Clearly communicates
ideas using a sound report structure, including paragraphing.
2 Outlines why the students chosen non-European group came to Australia.
Clearly communicates ideas using a developing report structure, including
paragraphing.
1 Names or lists at least one reason why the students chosen non-European
group came to Australia.
Describe how the chosen group lived and worked in Australia

5 Demonstrates a highly detailed and accurate description of how the
chosen non-European group lived and worked in Australia, and how the
chosen non-European group was treated by colonists. Provides relevant
evidence and makes explicit connections to reinforce key arguments.
4 Demonstrates a detailed and accurate description of how the chosen non-
European group lived and worked in Australia, and how the chosen non-
European group was treated by colonists. Provides relevant evidence to
reinforce key arguments.
3 Demonstrates a sound description of how the chosen non-European group
lived and worked in Australia, and how the chosen non-European group
was treated by colonists. Provides sound evidence which adds to an
argument.
2 Demonstrates a developing description of how the chosen non-European
group lived and worked in Australia, and how the chosen non-European
group was treated by colonists. Provides some evidence which may relate
to an argument.
1 Demonstrates a limited description of how the chosen non-European group
lived and worked in
Australia, and how the chosen non-European group was treated by
colonists. Provides limited evidence/examples.
Describe the contribution of non-European workers to Australia's development

to 1900
5 Demonstrates a highly detailed and accurate description of the
contribution of non-European workers to Australias development to
1900. Demonstrates a clear, coherent and sophisticated evaluation of
the contribution of non-Europeans to Australias development to 1900s,
making an informed judgment. Provides a variety of relevant evidence,
drawing explicit links to key arguments. Identifies any relevant impacts
of the chosen non-European group that are noticeable in Australia
today.
4 Demonstrates a detailed and accurate description of the contribution
of non-European workers to Australias development to 1900.
Demonstrates a mostly clear and coherent evaluation of the
contribution of non-Europeans to Australias development to
1900s.Provides relevant examples, which significantly reinforce key
arguments. Identifies at least one relevant impact of the chosen non-
European group that are noticeable in Australia today.
3 Demonstrates a sound description of the contribution of non-European
workers to Australias development to 1900. Demonstrates a sound
evaluation of the contribution of non-Europeans to Australias
development to 1900s. Provides sound evidence which are relevant to
a main argument. May or may not Identify any relevant impacts of the
chosen non-European group that are noticeable in Australia today.
2 Demonstrates a developing description of the contribution of non-
European workers to Australias
development to 1900. Demonstrates a developing evaluation of the
contribution of non-Europeans to Australias development to 1900s.
Provides limited evidence which are relevant to a main argument. May
or may not Identify any relevant impacts of the chosen non-European
group that are noticeable in Australia today.
1 Demonstrates a limited description of the contribution of non-European

workers to Australias development to 1900. Demonstrates a limited
evaluation of the contribution of non-Europeans to Australias
development to 1900s. May or may not provide limited evidence. May
or may not Identify any relevant impacts of the chosen non-European
group that are noticeable in Australia today.
Identify key features of the Immigration Restriction Act discuss what it revealed
about the kind of society the Australian government aimed to create.
5 Clearly identifies key features of the Immigration Restriction Act. Clearly
discusses what the Immigration Restriction Act revealed about the kind
of society the Australian government aimed to create using a
sophisticated report structure, including paragraphing.
4 Clearly identifies key features of the Immigration Restriction Act. Clearly
discusses what the Immigration Restriction Act revealed about the kind
of society the Australian government aimed to create using a well-
organised report structure, including paragraphing.
3 Satisfactorily identifies key features of the Immigration Restriction Act.
Clearly discusses what the Immigration Restriction Act revealed about
the kind of society the Australian government aimed to create using a
sound report structure, including paragraphing.
2 Identifies some key features of the Immigration Restriction Act. Discusses
what the Immigration Restriction Act revealed about the kind of society
the Australian government aimed to create using a developing report
structure, including paragraphing.
1 Names or lists at least one key features of the Immigration Restriction
Act. Lists what the Immigration Restriction Act revealed about the kind of
society the Australian government aimed to create using dot points.
Students use Annotations to reflect on their own learning
5 Annotations demonstrate critical reflections on students own learning.

Provides a sophisticated justification of how the evidence meets syllabus
requirements.
4 Annotations demonstrate comprehensive reflections on students own
learning. Provides a concise justification of how the evidence meets
syllabus requirements.
3 Annotations demonstrate coherent reflections on students own learning.

Provides a developing justification of how the evidence meets syllabus
requirements.
2 Annotations show limited reflection with no justification.

1 Little or no annotations provided.
Presents portfolio professionally, includes references where relevant and

competently integrates evidence.
5 Well-structured, innovative portfolio; explicitly identifies the key issues;

cohesive, grammatically correct structure; very few typographic or
spelling errors. Consistently accurate referencing; highly competent
integration of evidence original work.
4 Clear and concise structure of portfolio; strengthened by relevant

research; grammar and syntax mostly correct; \discriminating use of
appropriate historical vocabulary; few typographic or spelling errors.
Consistently accurate referencing; competent integration of evidence,
original work
3 Well-structured and coherent portfolio; effective grammatical expression;

uses appropriate historical terminology; minor typographic and /or
spelling errors. Mostly accurate referencing;
2 Generally clear portfolio. developed with students voice; sentences

coherent and grammatically correct; typographic/ spelling errors.
Generally accurate referencing.
* Marking criteria adapted from San Clemente High School,

http://www.mayfieldsanc.catholic.edu.au/media/135565/yr-9-history-making-of-the-
modern-world-making-a-nation.pdf and Contemporary Teacher Leadership
Learning Guide.
Unit Outline
Making a Nation
Key Inquiry Question How has Australias past shaped the present? What has changed and what is the same?
Evidence of Learning Formal: Portfolio of work

Informal: classwork such as; discussion, debate, source analysis and peer assessment
Outcomes HT5-1: explains and assesses the historical forces and factors that shaped the modern
world and Australia
HT5-2: sequences and explains the significant patterns of continuity and change in the
development of the modern world and Australia
HT5-4: explains and analyses the causes and effects of events and developments in the
modern world and Australia
HT5-7: explains different contexts, perspectives and interpretations of the modern world
and Australia
HT5-9: applies a range of relevant historical terms and concepts when communicating
an understanding of the past
HT5-10: selects and uses appropriate oral, written, visual and digital forms to
communicate effectively about the past for different audiences
Suggested Alterations Literacy and Numeracy

ICT integration
Personal and Social Capabilities
Creative and critical thinking
Assessment strategies
Week Learn About/To: Teaching and learning activities Resources

7 Living and working Essential questions. - Variety of
conditions in Australia As a class, students will brainstorm questions for looking at different Sources
around the turn of the types of sources i.e. Written, images or physical. Students will make (Men,
twentieth century their own decisions, which questions are the best to use. Teacher will women and
(that is 1900) challenge students to make a Mnemonic to help them remember children) on
- using a range of their questions. E.g. TOMACPRU. Students will do a practice source health,
sources, investigate analysis together as a class. sanitation,
the living and education
working conditions Group work/Reflection. and leisure.
of men, women and Students will work collaboratively in groups of 3, (assigning themselves - Interactive
children around the roles such as Scribe, Presenter, Group leader) to analyse the sources. Whiteboard
turn of the twentieth This will allow them to see things they may have originally missed. - Butchers
century in Australia Each group will focus on a different assortment of sources e.g., men paper
women or children, to identify the main features of housing, sanitation - Post it notes
and education. Groups of students will then be combined, so there is - Workbooks
a men, women and children group at each table. This will allow each - Edmodo
group to present their findings and take notes on different sources.
Students will then reflect on this process and identify their own
weaknesses and strengths and hypothesise how to improve.
Evidence of Learning.
Teacher will make informal observations during group work discussions
and brainstorming. Teacher will prompt students to think deeply about
the source analysis questions they are asking. Teach may consider
essential questions such as how How can we know what really
happened in the past or Whose "story" is this?.
Assessment 2 Checkup
Students will get time each week to discuss the assessment portfolio.
Teacher will make sure to speak to each student and assess progress.
This allows teacher to provide feedback when necessary and allows
students to self-manage.
8 Empathic Understanding/Literacy - Computers.

Using sources and independent inquiry students will be asked to - Interactive
complete a diary entry of 500 words from the perspective of a man, Whiteboard
woman or child during the turn of the twentieth century in Australia. - Workbooks
This will need to be turned in by the end of Week 8 for feedback. They - Edmodo
will be given in class time to research their choice.
Change and Continuity

Class will discuss how living and working conditions have changed
today and why they think it has changed. Teacher will prompt
students to come up with some ethical issues facing working
conditions in the present. How do they relate to human rights such as
access to water, food, shelter, good working conditions and
education? Furthermore, what does that mean for the future? How
will the advancement of technology impact living and working
conditions? E.g. the animation movie WALL-E.
Evidence of Learning.
Teacher will read the empathy task and give students feedback in a
quick and timely manner. Observation during the class discussion.
Teacher should be facilitating the discussion not leading it.
9 Key events and ideas Inquiry driven research - Textbooks

in the development of Students will be split in half at random. One half will research reasons - Computers
Australian self- for federation while the remaining half will research reasons against - Interactive
government and federation. Students will be given an entire lesson to research and whiteboard
democracy, including notified that the following lesson will be a debate between both - Palm cards
womens voting rights teams. Both sides will have to choose 5 speakers, each of which will - Post it notes
- explain how and prepare 2-3 minute speeches using the research they have just done, - Stop watch
why Federation with the help of their team members. Students will be asked to post a - Bell
(1901) was blog on Edmodo reflecting on their role during this time. - Debate
achieved feedback
- outline state and Debate sheet
federal During the following lesson students, will enter the room, which has - Workbooks
responsibilities under been set up as a debate hall. Each team will take turns presenting - Edmodo
the Australian their case persuasively. One person from each side will be chosen to
Constitution be the timekeeper and chairperson making the debate fully self-
- discuss the sufficient. After each speaker, students will be asked to fill in a
consequences of feedback sheet, asking students to accurately provide feedback. This
the introduction of will be given to the teacher for assessment. Feedback will be
the Australian presented the following lesson.
Constitution for the
rights of women and Evidence of Learning
Aboriginal people Teacher will observe the debate and provide relevant praise and
feedback.
10 Federal or State challenge - Interactive

The teacher will make three columns on the interactive whiteboard. whiteboard
Federal, both, and State. Next the teacher will add several different - Workbooks
government responsibilities and ask students to individually sort them - Ballot
into the correct columns. Teacher will encourage students to come papers
up with one reason for each responsibility. Students will then be put - Edmodo
into collaborative groups of 3-4 and asked to do the same activity as - Google
group. Students will report back to the class and justify their reasons form/sheets
while other students provide their perspectives. Lastly, the teacher will - Flipped
correctly sort the responsibilities and ask students a few questions such classroom
as: Do we agree? What would we change? What would happen if lecture
xxx was managed by the federal or state government? Should the
Australian constitution be changed? If so under what circumstances?
The teacher will ask students if they think changing same sex marriage
laws is constitutional.
Electing a new Prime minister/ simulation

Students will attempt to elect a new prime minister. The teacher will
choose 4 current celebrities and make up ballot papers for the entire
class. The entire class will vote in an anonymous election. The teacher
will tally the votes in front of the class and explain how the preferential
voting system works. Teacher will be careful to note invalid votes and
include them in the discussion. The teacher will announce the new
Prime Minister.
Flipped Classroom/Numeracy
The teacher will present an online lecture on the class Edmodo page
discussing the consequences of the introduction of the Australian
constitution for the rights of Indigenous people and women. Students
will be expected to make notes and bring them to class for discussion.
The lecture will ask each student to send a google forms link to at
least 10 people of different ages. The survey would use following
questions:
1. How old are you?

2. When do you think women officially received the right to
vote?
3. When do you think Indigenous people officially received
the right to vote?
4. Which country do you believe was the first to give women
the vote?
5. Which country do you believe was the most recent to
give women the vote?
6. Who could vote prior to federation: Indigenous people,
women, neither or both?
In the following lesson the teacher will bring up the google sheet tally
and ask students to notice any pattern occurring within the data if
any and why. The teacher will ask students what do these rules show
about the historical knowledge of Australians. Is this knowledge
important? Does the age of the responder change anything?
Evidence of Learning
Teacher will make informal observations during group work discussions
and brainstorming. Teacher will prompt students to think deeply about
how the past has influenced the present and one day the future.
Notes will be posted to the Edmodo page for checking and
feedback.
`1 Legislation 1901-1914, Harvester judgement/ Pensions Numeracy - Weebly on

including the Students will be given a webquest (weebly)to identify the key features Harvester
Harvester Judgement, of the Harvester judgment and pensions legislation. It will include judgment
pensions, and the source analysis, videos and questions. Some of the questions will ask and Pensions
Immigration students to convert currency from 1901-1914 into todays currency - Workbooks
Restriction Act using mathematical formula. E.g. 10 shillings = $1. Teacher will - Edmodo
- Identify key features facilitate discussion around minimum wage. What should minimum - Anti-
of the Harvester wage be today? Should people under the age of 18 have a lower Immigration
Judgment, pensions minimum wage? Why? What would happen if we raised or lowered sources
legislation and the minimum wage? Do penalty rates make a difference? Does the - Dictation
Immigration American tipping system work? test papers
Restriction Act and
discuss what they Immigration Restriction Act - Source analysis
reveal about the Students will practice their source analysis skills on anti-immigration
kind of society the propaganda during 1901-1914. Students will discuss what it suggests
Australian about peoples opinions of immigration.
government aimed
to create Immigration Restriction Act Dictation test
- assess the impact of Students will undergo a dictation test under simulated conditions.
this legislation on Students will have to get 100% correct to enter Australia. Following the
Australian society in test students will be asked to describe they felt and what they think
this period failing the test meant for the people who took it. There will be a group
discussion surrounding immigration today. Do we still hold similar
values: Ban the Burka (Pauline Hanson), Lindt Caf siege, boat people
and detention centers? How do these issues affect Australia
multiculturalism?
Teacher will make informal observations during discussions and
brainstorming. Teacher will prompt students to think deeply about
how the past has influenced the present and one day the future.
Notes will be posted to the Edmodo page for checking and
feedback.
2 Essay Structure/Literacy - Workbooks

Students will make a graphic organiser showing the impact of - Edmodo
legislation on Australian society during 1901-1914. Using this graphic
organiser students will create an essay scaffold. From the scaffold
students, will begin to write a draft in-class essay, assessing the impact
of the legislation. The draft will be posted to Edmodo following the
end of week 2. The teacher will give feedback and ask students to
submit a final copy at the end of week 4 during the revision and
assessment period.
Teacher will read draft essays and provide important feedback and
support. Teacher will use draft essay as an example of assessment for
learning showing students how to improve for their final year 9 exams.
Part C: Report of
Recommendations
With persuasive, evidence-based
reasoning.
Through the application of the Understanding by Design (UbD) and
Universal design for learning (UDL) frameworks, Eagle Vale High School can
aim to improve Gifted and Talented (GAT) student achievement. UbD works
off three main stages; Identify desired results, determine assessment evidence
and plan learning experiences and instruction (McTighe and Wiggins, 2012).
These stages encourage teachers to backward map units of work allowing
them to better meet the needs of their students through assessment and
teaching and learning strategies appropriate for GAT students. While, the UDL
framework focuses on giving students multiple means of engagement,
representation and action and expression. This means students should be
stimulated and assessed using a variety of different methods allowing
students to demonstrate why, what and how they have learnt (CAST, 2011).
GAT students are often overlooked as classroom teachers concentrate
on those who require extra scaffolding or help to keep up. However, per Flint
(2014), one of the major challenges facing GAT students today, is the lack of
choice within a crowded curriculum. Teachers are forced to teach towards
high-stakes tests such as the HSC which limits student inquiry, creativity and
critical thinking skills (Dixon, Yssel, McConnell & Hardin, 2014). Using UbD and
UDL allows educators to individualise teaching and provide creative methods
of learning for GAT students.
This report recommends making the following alterations to stage 5,
history unit, making a nation inspired by the UbD and UDL frameworks to
35
support GAT students. These alterations come from the general capabilities
found the in the Australian curriculum.
Literacy and Numeracy
In the past secondary subjects were treated as separate disciplines.
Today, the Australian curriculum attempts to demonstrate how all subjects
are in fact trans-disciplinary. Thus, ACARA dictates that literacy and
numeracy strategies should be addressed in all subjects including history. In
the original unit of work, there were limited references to the inclusion of
these strategies. By adopting the UDL principles of multiple means of
engagement, representation and action and expression, the new unit uses a
variety of literacy and numeracy strategies to communicate threshold
historical concepts such as empathetic understanding, continuity and
change, contestability and, perspectives.
The first of these strategies, asks students to look at a variety of different
texts including; written, images and digital to investigate the living and
working conditions at the turn of the century as well as the experiences of
non-Europeans living in Australia. These activities require students to use
comprehension and critical thinking skills to determine which sources are the
most useful. Krause (2013) suggests that giving GAT students choices over the
texts and sources they use helps students to develop self-determination and
increases intrinsic motivation. Allowing students to choose the sources they
want also encourages the development of inquiry skills.
36
Another important aspect to consider is the idea that literacy is no
longer separate from the digital world. Herbert (2012) reports that students
today, are a part of the digital age using computers and tablets for
homework and social media. As such, teachers should be teaching digital
literacy to give them the skills to live and work in the 21st century.
The second strategy involves the integration of numeracy or
mathematical literacy strategies in history. The new unit of work uses a
numeracy strategy implemented by Michelle a stage 5, Australian, history
teacher discussed by Bennison (2016). This strategy uses the calculations of
inflation over time to think empathetically about many current issues like
minimum wage, pensions and living and working conditions. This trans-
disciplinary approach is supported by the earlier studies conducted by Goos,
Geiger, Bennison & Roberts (2015) who believed that trans-disciplinary
education promotes 21st century skills such as inquiry. These are essential skills
for GAT students.
ICT integration
The integration of Information and Communication Technology ICT has
become an important part of teaching and learning in the 21st century. ICT is
an important educational tool that encourages both individualised inquiry
driven learning as well as supporting students with digital classroom
communities. The original unit of work used some examples of ICT use, such
as a WebQuest and various videos related to Indigenous settlement and
37
immigration. However, the learning activities connected to these videos are
simple comprehension questions. This does suggest the effective use of ICT.
Alternatively, the reconstructed unit of work encourages GAT students
to use ICT for the purposes of historical inquiry and research. This challenges
students to use critical thinking skills to evaluate and assess the quality of any
digital sources the student may find. Furthermore, the reconstructed unit
encourages students to use digital resources such as flipped classroom
lectures and Edmodo. This allows GAT students to work at their own pace and
to self-manage their own learning. Wallace (2014) suggest that flipped or
digital classrooms allow teachers to use class time for more practical and
meaningful instruction than for lecturing and writing notes. This suggests a
structure similar to university tutorials, may prove more beneficial to GAT
students. Gan, Menkhoff and Smith (2015) similarly believe that digital
communities such as Edmodo, google drive, moodles or Wikispaces allow
students to support each other and work collaboratively, another example of
21st century skills. Additionally, through the use of ICT, students learn to
regulate themselves and work autonomously. Likewise, the UbD framework
describes teachers as coaches of understanding not just purveyors of
content knowledge (McTighe and Wiggins, 2012, 1). This suggests that
teaching and learning should not be a teacher centered activity but should
encourage students to work collaboratively as the teacher facilitates. This is
particularly true for GAT students.
38
Creative and critical thinking
Creative and critical thinking is an important general capability in the
Australian curriculum, especially for GAT students in the 21st century. The
original unit of work gave little opportunity for students to think creatively or
critically. Many of the activities focused on lower order thinking skills and
textbook work. For GAT students, it is important to push them to think beyond
the textbook and to make connections between skills, threshold concepts
and content. Therefore, as part of the reconstructed unit, students are
expected to create and answer their own questions as well as make
connections between what happened in the past to shape the present and
predict the future. The teacher can stimulate these discussions by using the
essential questioning technique developed by the UbD framework. Essential
questions are used to help students articulate meaning and understanding of
important ideas or processes during inquiry (McTighe and Wiggins, 2012). One
such example includes how can we know what really happened in the
past or should immigration be restricted today, who would decide?
(McTighe and Wiggins, 2012, 4).
John Hattie an educational researcher shares a similar approach to
creative and critical thinking. Through the articulation of thinking processes,
students can engage with content on a deeper level (Hattie, 2015). Hattie
was also involved with Project Zero, a program developed by the Graduate
School of Education at Harvard. Project Zero developed several thinking
routines based on questions such as; What do you see, what do you think
39
and what do you wonder? Or what makes you say that? These questions are
developed to make students think and reflect on their own learning.
The second issue with the original unit of work is the lack of creative
and meaningful experiences for students. McTighe and Wiggins (2012)
believe that student understanding comes from autonomous, critical thinking
processes that come from authentic performance and simulation. Flint (2014),
reinforces this idea, stating that combining creativity, play, drama, music,
and movement with learning can motivate GAT students to engage with
deep learning beyond rote memorisation and textbooks.
Assessment strategies
The last area of concern for the original unit of work was the form of
assessment. When reconstructing the stage 5, scope and sequence the unit
was moved to the second and third term. As a result, the main evidence of
learning would no longer be the yearly exam. The UbD framework suggests
that backward mapping the new assessment from key questions such as
what should my students know, understand and be able to do? helps set
achievable goals. For example, GAT students should be able to work
autonomously and critically with the content they are given. Thus, the
reconstructed unit of work asks students to create a digital portfolio
showcasing their learning through reflection and annotation. Brigham and
Bakken (2014) suggest that using portfolios as evidence of learning forces
assessment to focus on the individual. It also gives students of non-dominant
cultures and highly creative students a way to express their ideas in a variety
40
of ways that may not be represented in traditional assessment (Brigham and
Bakken 2014). This is perfect for GAT students.
Furthermore, by adopting the principles of the UDL, the new
assessment involves students making decisions on what type of evidence
they use and the way they display it. Students can make a couple of
choices such as what type of digital portfolio they create, what type of non-
European group they study and what way they demonstrate the content.
Through the implementation of the above recommendations for the
stage 5, unit of work, Making a nation, gifted and talented students will be
encouraged to take ownership of their own learning. Too often gifted and
talented students are overlooked or underachievers, due to lack of teacher
planning. By using the UbD framework, teachers at Eagle Vale High school
can backward map the unit of work to properly meet the needs of their
gifted and talented students. Furthermore, by giving students more
autonomy and choice, Eagle Vale high school is ensuring they provide a
positive and inclusive learning environment. Lastly, by improving threshold
concepts through general capabilities, students are challenged to think
beyond the textbook and curriculum to become successful, confident and
active citizens.
41
References
Bakken, J. P., & Brigham, F. J. (2014). Assessment of individuals who are gifted
and talented. In Bakken, J. P., Obiakor, F. E., & Rotatori, A. F. Gifted
education current perspectives and issues (21-40). Emerald Group
Publishing Limited, 2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=172
5931.
Bennison, A. (2016). A sociocultural approach to understanding identity as an
embedder-of-numeracy: A case of numeracy and history. European
Educational Research Journal, 15(4), 491-502.
doi:10.1177/1474904116643327
Cartwright, S. (2012). How can I enable the gifts and talents of my students to
be in the driving seat of their learning? Gifted Education International,
29(3), 262-273. doi:10.1177/0261429412467110
CAST. (2011). About UDL. Retrieved from
http://www.cast.org/publications/UDLguidelines/version1.html
Dixon, F. A., Yssel, N., Mcconnell, J. M., & Hardin, T. (2014). Differentiated
Instruction, Professional Development, and Teacher Efficacy. Journal
42
for the Education of the Gifted, 37(2), 111-127.
doi:10.1177/0162353214529042
Flint, L. J. (2014). How creativity came to reside in the land of the gifted (and
how to move it into a new neighborhood). Knowledge Quest, 42(5), 64-
69. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1534131958?accountid=36155
Gan, B., Menkhoff, T., & Smith, R. (2015). Enhancing students learning process
through interactive digital media: New opportunities for collaborative
learning. Computers in Human Behavior, 51, 652-663.
doi:10.1016/j.chb.2014.12.048
Goos, M., Geiger, V., Bennison, A., & Roberts, J. (2015). Numeracy teaching
across the curriculum in Queensland: Resources for teachers. Final
report. Brisbane: The University of Queensland
Hattie, J. (2015). The applicability of Visible Learning to higher education.
Scholarship of Teaching and Learning in Psychology, 1(1), 79-91.
doi:10.1037/stl0000021
Kaplan, S. N. (2014). Collaboration: Assumed or taught? Gifted Child Today,
37(4), 261-263. doi:10.1177/1076217514545384
Krause, M. B. (2013). A Series of Unfortunate Events. Gifted Child Today,
36(4), 236-245. doi:10.1177/1076217513501805
43
McTighe, J and Wiggins, G. Understanding by Design Framework.
Alexandria, VA: Association for Supervision and Curriculum
Development, 2012. Web. Retrieved from
www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312
.pdfn
NSW Department of Education. (2004). Gifted and talented policy. Retrieved
from https://education.nsw.gov.au/policy-library/policies/gifted-and-
talented-policy
NSW Department of Education. (2004). Policy and implementation strategies
for the education of gifted and talented students. Retrieved from
https://education.nsw.gov.au/policy-library/associated-
documents/polimp.pdf
Project Zero. (2010). See, think, wonder. Retrieved from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingR
outines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.
html
Wallace, A. (2014). Social Learning Platforms and the Flipped Classroom.
International Journal of Information and Education Technology, 4(4),
293-296. doi:10.7763/ijiet.2014.v4.416
44
Appendix
Original Program
Documentation
45
Original Program Documentation
Context
This unit outline was developed by a HSIE department in a South-West Sydney
secondary school. The school is in a disadvantaged area and is a RAM equity
school. There is a high proportion of low SES students, with many having family
ties to criminal organisations. The majority of students are from a pacific
Islander background and come from many different islands such as Tonga
and Samoa. This affects the cultural landscape of the school as traditionally
there is a cultural hierarchy amongst pacific islands, leading to cliques and
some bullying. Approximately 7% of students identify as Indigenous, while 45%
of students come from a language background other than English. The
school is co-ed with almost an even split between female and male. The
school has a high proportion of students undertaking VET subjects; 307
certificates in VET courses were earnt in 2016.
This practicum was undertaken outside normal semester dates due to limited
availability. I was present at this school during the last 6 weeks of term. My
supervising teacher thought it might be a good idea to experiment and be
creative as most content had already been taught. Thus, my supervising
teacher gave me limited teaching resources and instruction.
46
Scope and Sequence
There was no scope and sequence provided.
Concept Map
There was no concept map provided.
Assessment Schedule
There was no assessment schedule provided.
Assessment Task
The assessment task was the end of year exam. It was a combination of
multiple choice, short answer and extended response. The assessment Task
was not provided.
47
Unit Outline
49
50
51
52
53

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CONTEMPORARY

This report will make several recommendations to redevelop

Furthermore, this report will demonstrate the principles of

Objective and Context

an underperforming school in South-West Sydney. The purpose of this report is

to make recommendations for the reconstruction of stage five, history unit:

Making a Nation using two important educational frameworks;

Understanding by Design(UbD) (Wiggins & McTighe, 2005) and the Universal

adequately support or challenge students with gifted and talented abilities.

The recommendations of this report aim to:

- Increase literacy and numeracy engagement

sustained integration of digital technologies in the classroom

- Challenge students to think beyond the textbook and curriculum to

become successful, confident and active citizens

- Encourage students to articulate their learning in creative ways and

promoting critical thinking skills

- Give students flexibility during formal and informal assessment

This report recommends:

- Increasing literacy and numeracy engagement by: Improving threshold

historical concepts such as empathetic understanding, source analysis, and

entries and data collection; showing how learning is trans-disciplinary (Hattie,

integration of digital technologies in the classroom environment by: creating

a digital community whereby students can interact and enhance their

- Challenging students to think beyond the textbook and curriculum to

to develop social knowledge and skills such as empathy, collaboration, self-

assessment and appreciation for alternative perspectives.

- Encouraging students to articulate their learning in creative ways and

promoting critical thinking skills: through inquiry driven, meaningful and

authentic performance and experiences such as classroom debates and

elections (McTighe & Wiggins, 2012). Furthermore, encouraging students to

students multiple means of engagement, multiple means of representation

and multiple means of action and expression (CAST, 2011).

Area of Concern Suggested unit recommendation Evidence-based Research

Numeracy - Students are asked to Bennison (2016) believes

Redesigned Program Documentation

based subjects. Unfortunately, due to the schools limited academic

with gifted and talented attributes, would encourage complacent students

to work harder and think critically.

Scope and Sequence

Scope and Sequence Stage 5

Scope and Sequence Stage 5

Part of unit taught on Prac

Scope and Sequence

Scope and Sequence

HT5-1 HT5-1 HT5-1

Site study: Site study: Site study:

Powerhouse Museum Appin Indigenous Massacre site Local RSL

Assessment: Assessment: Assessment:

Presentation on Industrial Revolution Source Analysis 20% Yearly Exam - 30%

Date Issued: Date Due: Weighting: Total Marks:

The experiences of non-Europeans in Australia prior to the 1900s (such

The assessment must be submitted to classroom Edmodo by 9 am on the due

Assignment tips and tricks

The experiences of non-Europeans in Australia prior to the 1900s (such as the

explain why ONE of the non-European groups came to Australia

Legislation 19011914, including the Immigration Restriction Act

identify key features of the Immigration Restriction Act discuss what

Students will be marked on the following requirements

Explain why ONE of the non-European groups came to Australia

Examples of digital portfolios include:

Explain why ONE of the non-European groups came to Australia

Describe how the chosen group lived and worked in Australia

Describe the contribution of non-European workers to Australia's development