Year 4

Humanities

OUR VICTORIA
Learning focus
As students work towards the achievement of Level 4 standards in the Humanities, they consider the features
and characteristics of their local area and Victoria.
Students investigate the human and physical characteristics of their local area and other parts of Victoria and
consider features of their local community that have changed over time. They learn about settlement patterns,
major land uses, communication networks, and the location and variety of national parks in Victoria. They begin
to make some simple comparisons between local and other Victorian environments: natural features, climate,
land use and types of human activities. Students develop awareness and understanding of the effects of
people's interactions with their environment and the ways in which these affect their lives. Students begin to
visualise and describe location and direction using simple alphanumeric grids and compass points. They learn
to use atlas maps and a globe to locate and name the states and territories of Australia.
Students learn to distinguish between basic needs and wants (for example, food, clothing, shelter, and
affection), saving and spending, buyers (consumers) and sellers (producers), and goods and services. They
develop an understanding of the role of money and identify ways to save; for example, using a savings
account, and begin to understand the importance of budgeting. They examine and compare different types of
work and specific jobs.
Standards
Humanities knowledge and understanding
At Level 4, students describe from direct observation or observation of a variety of media, the human and
physical characteristics of their local area and other parts of Victoria. They describe how people use and affect
different environments in Victoria.
Humanities skills
At Level 4, students draw simple maps and plans of familiar environments observing basic mapping
conventions. They identify the location of places on a simple map using an alphanumeric grid and describe
direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the
states and territories of Australia.

Author
Essential
Questions

Dawn Wallace

Where is Victoria and what are some important facts?

Can you tell me some landmarks located in Victoria?(for example: buildings, rivers, cities)

AusVELs
The Humanities History

Can you describe the landscapes in Victoria?

What kind of people live in Victoria?
What is the history of Victoria?

Curriculum Connection
Historical Skills
Chronology, terms and concepts(ACHHS082)
Historical questions and research(ACHHS083)
Analysis and use of sources(ACHHS084)
Perspectives and interpretations(ACHHS085)
Explanation and communication(ACHHS086)(ACHHS087)

Civic and
Citizenships

Learning Focus
As students work towards the achievement of Level 4 standards in Civics and Citizenship, they build on their
understanding of Australian society and investigate some of the different cultural groups, including Aboriginal
and Torres Strait Islander (ATSI) communities that make up the Australian community. They learn about the
contributions that people from diverse groups have made to many aspects of the Australian way of life.
Students learn about some key events which contributed to the development of the Australian nation. They
explore symbols and celebrations of Australias and Victorias past and present; for example: the Victorian flag,
coats of arms and floral emblems.
Students learn about the different types of groups in the community and their functions; for example, school
groups and local volunteer groups such as charitable and environmental organisations. From their research,
they develop knowledge about their community and environment, and a sense that individuals contributions
can care for and improve the environment, their own lives and the lives of others.
Standards
Knowledge and Understanding:
At Level 4, students demonstrate understanding of the contribution of people from the many culturally diverse
groups that make up the Australian community.
Community engagement:
They describe some of the roles and purposes of groups in the community.

Interpersonal
Development

Learning Focus
In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher
assistance, they develop awareness of their role in the team and responsibilities in various situations, and
interact with others accordingly. Students begin to be aware that different points of view may be valid. Using
provided criteria, they reflect on the effectiveness of the teams in which they participate.
Standards
Building Social relationships
They support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and
acknowledging individual differences. They work with others to reduce, avoid and resolve conflict.
Working in teams
At Level 4, students cooperate with others in teams for agreed purposes, taking roles and following guidelines
established within the task. They describe and evaluate their own contribution and the teams progress towards
the achievement of agreed goals.

Personal
Learning

Learning focus
As students work towards the achievement of Level 4 standards in Personal Learning, they begin to build on
personal strengths by recognising strategies for learning which help them learn most effectively. With support,
they use their past learning to inform their future learning, and begin to set learning improvement goals.
Students participate in a diverse range of learning activities that allow them to acknowledge their development
as learners. They monitor their learning through strategies such as share time and seeking feedback from the
teacher and, where appropriate, their peers.
Through reflection on their achievements across a range of tasks, they begin to understand the roles of
persistence and effort in completing tasks.
Students reflect on their contribution to the creation of a positive learning culture in the classroom and
recognise that they may learn with and from peers.
With support, students develop strategies for managing their own learning, and identify the need for resource
and time management in completing short tasks. They begin to use various tools, such as personal diaries and
portfolios, to help them reflect on the effectiveness of the strategies they use in learning and in recording and
commenting on task outcomes. They learn to set simple goals for future learning such as to practice a specific
skill. They begin to review their work to check for accuracy.
Standards

The individual learner

At Level 4, students describe the factors that affect learning and identify strategies that will enhance their own
learning. With support, they identify their learning strengths and weaknesses and learning habits that improve
learning outcomes. They seek teacher feedback to develop their content knowledge and understanding. They
make and justify some decisions about their learning and, with support, set learning improvement goals
Managing personal learning
At Level 4, students set short-term, achievable goals in relation to specific tasks. They complete short tasks by
planning and allocating appropriate time and resources. They undertake some multi-step, extended tasks
independently. They comment on task progress and achievements. They manage their feelings in pursuit of
goals and demonstrate a positive attitude towards their learning.

Thinking
Processes

Learning focus
As students work towards the achievement of Level 4 standards in Thinking Processes, they explore aspects of
their natural, constructed and social world, wondering and developing questions about it. They use a range of
sources of information including observations and findings from their own investigations to answer these
questions. Students develop strategies for organising and summarising information and reflecting on their
thinking. They begin to categories knowledge and ideas, identify patterns, and form generalisations. They learn
to make connections between both new and established ideas and their own knowledge.
With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop
skills in collecting and organising ideas from a range of sources to construct knowledge. They learn to question
the validity of sources, communicate and record their questions, responses and thoughts, and give reasons for
conclusions.
Students participate in a variety of investigations and activities involving problem solving that encourage them
to experiment with a range of creative solutions. They begin to reflect on the approaches they use to assist
them to form their solutions. They explore ideas creatively; for example, by engaging with new ideas and other
perspectives.
Students give reasons for changes that may occur in their thinking. They begin to recognise that others may
have different opinions and understand that reasoning can be influenced by strong feelings. They begin to
question arguments presented to them; for example, those based on the assertion that everybody knows or I
just know.
Students develop language to describe specific thinking processes and, with support, use thinking tools to
assist them to complete a given task. They continue to reflect regularly on their thinking, learning to describe
their thinking processes verbally.
Standards

Reasoning, processing and inquiry

At Level 4, students collect information from a range of sources to answer their own and others questions.
They question the validity of sources when appropriate. They apply thinking strategies to organise information
and concepts in a variety of contexts, including problem solving activities. They provide reasons for their
conclusions.
Creativity
At Level 4, students apply creative ideas in practical ways and test the possibilities of ideas they generate.
They use open-ended questioning and integrate available information to explore ideas.
Reflection, evaluation and metacognition
At Level 4, students identify strategies they use to organise their ideas, and use appropriate language to
explain their thinking. They identify and provide reasons for their point of view, and justify changes in their
thinking.

Information
and
Communicatio
n Technology

Learning focus
As students work towards the achievement of Level 4 standards in Information and Communications Technology
(ICT), they develop skills in using ICT for problem solving, expressing ideas, and presenting information to
different audiences. Working in all areas of the curriculum, students explore a range of ICT tools (for example,
basic editing tools such as word processing) and simple techniques for visualising thinking. They also use
simple graphic organisers such as concept maps and sequence charts to provide a framework for visualising
thinking. In particular they use tools that assist in sequencing, and in identifying relationships between, ideas,
facts and concepts. Students save their visualising thinking files to folders and when new but similar learning
situations arise, they retrieve them and use them as a starting point for these situations. Students reflect on
the usefulness of such tools and strategies in new circumstances.
Students compare the purposes and structures of information presented in different media, such as print, onscreen, or as an action; for example, a moving robot. Individually, students learn to process data in the form of
text, images and sound to create planned information products, such as invitations, short stories, presentation
files (for example, a Microsoft PowerPoint file), animations and title pages for books. Students begin to use
manual (for example, proofreading) and electronic (for example, spellchecker) techniques to identify
typographical errors and make appropriate corrections. They use criteria, such as the accuracy and
attractiveness of their information products, to make judgments about how well they meet their purposes.
Students use software tools to assist with problem solving. For example, students create a questionnaire using
word-processing software to collect data about the ages and ethnicity of residents in their local area as part of
their Humanities study. Their understanding of this data is then demonstrated in a presentation file. Students
work collaboratively to develop their ICT skills.
When using ICT to assist with problem solving and for producing information products, students investigate and
apply some practices that are ergonomically sound, such as adjusting the height of chairs to ensure that elbows

are at an appropriate angle and using keying techniques that minimise wrist harm and maximise
the efficiency of data entry.
Students begin to manage their files using simple ways of organising them for easy retrieval; for example,
creating folders based on topics or forms such as stories, images, and projects. They compare their systems
with those of other students and acknowledge and accept different approaches that work for the user. Students
are introduced to the simple security strategy of using passwords to protect access to their files when working
on a network.
Students continue to develop their skills in using ICT to communicate knowledge by exchanging email
messages with others. When seeking new information on topics of importance or interest in all areas of the
curriculum, students apply a set of procedures (such as simple key words) for locating information on the
intranet and the Internet, and they determine the value of these resources by developing and applying simple
criteria (for example, considering the age of the intended audience). They transfer this knowledge when they
evaluate their own products.
Standards
ICT for visualizing thinking
At Level 4, students use ICT tools to list ideas, order them into logical sequences, and identify relationships
between them. Students retrieve their saved visualising thinking strategies and edit them for use in new, but
similar situations. They explain how these strategies can be used for different problems or situations.
ICT for creating
At Level 4, students organise their files into folders classified in a way that is meaningful to them. Students
explain the purpose of passwords for accessing files stored on networks. They follow simple plans and use tools
and a range of data types to create information products designed to inform, persuade, entertain or educate
particular audiences. They create information products to assist in problem solving in all areas of the
curriculum. With minimal assistance, students use ICT tools to capture and save images. They use simple
editing functions to manipulate the images for use in their products.
They make ongoing modifications to their work to correct the spelling of frequently used words and to rectify
simple formatting errors. They evaluate the final information product and describe how well it meets its
purpose. Students make adjustments to their equipment and apply techniques that are ergonomically sound.
ICT for communicating
At Level 4, students initiate and compose email messages to known and unknown audiences and, where
appropriate, send replies. Students create folders in their mailbox to organise the storage of email messages
they wish to keep. They locate information on an intranet, and use a recommended search engine and limited
key words to locate information from websites. They develop and apply simple criteria to evaluate the value of
the located information

Communicatio
n

Learning focus
As students work towards the achievement of Level 6 standards in Communication, they listen attentively when
required and learn to respond and interject appropriately. They learn about appropriate body language when
reacting to a speaker and use feedback from peers and the teacher on their own body language to improve
their reactions. They practise paraphrasing what a speaker has said to check meaning and ask clarifying
questions where meaning is unclear.
Students explore a range of aural, written and visual communication forms such as the Internet, film, texts and
music which illustrate a variety of perspectives on a range of topics and ideas. They learn how to identify the
main message, develop their own interpretation, and provide evidence to support it. They explore reasons for
other interpretations not being the same as theirs and learn to respect the right of others to express opinions.
During both formal and informal presentations, students explore the use of a range of verbal and non-verbal
strategies, to enhance meaning and to engage their audience; for example, physical positioning in the room
and use of props, costume, humour and audience participation. They begin to order logically the ideas that they
wish to communicate. When developing formal presentations, students experiment with various forms; for
example, a dramatic performance and use of presentation software. With guidance, they reflect on their own
and others presentations and note the features that make them effective.

Literacy
Reading and Viewing: (ACELA1793)
Literature: (ACELT1604)
Literacy: (ACELY1686)
Writing: (ACELA1498) (ACELT1607) (ACELT1794) (ACELY1694) (ACELY1697)
Speaking and Listening: (ACELA1489) (ACELY1687) (ACELY1688) (ACELY1689)

Numeracy
Measurement and Geometry: (ACMMG090)
Statistics and Probability: (ACMMG090)

Engage * Tuning In * Knowledge

*Determines readiness for learning
*Establishes what students know
*Explain outcome and understandings
The purpose of this unit is to supply knowledge that will provide new attitudes and improve skills.
This unit provides learning through a journey of questions in order to discover what students know and understand about Victoria.
This is a flexible unit of inquiry. In order to encourage creativeness and critical reflection from students whilst still providing
intentionally planned outcomes. The unit of study will be open ended allowing student to research, discuss and question various
topics. (Wilson & Wing Jan 1993)
The learning outcomes will be a progressive development for students throughout this unit. They cannot be defined into particular
weeks as student will explore and investigate a variety of concepts at different points in time. The lesson ideas should prompt
thinking, questioning, investigative ideas and provide facilitated inquiry tools rather than supplying information on a direct topic.
Outcomes
Students can:
Locate Victoria on a global map.

Identify geographical facts on Victoria such as bordering states and oceans

Recognise symbols and emblems that have value for Victoria.

Identify and describe landscapes, landmarks and physical characteristics of Victoria.

Discuss Victorias diverse weather conditions.

Recognise and appreciate Victorias demographics including our diverse citizens and multicultural society.

Acknowledge Victorias history including the First Australians, settlement and the gold rush.

Wee
k
1-2

Activities/Tasks
Discuss what children may know about or not know in relation to Victoria. Allowing
discussions from students related to any personal connections. (For example: Students may

Assessment
When assessment is woven into active
everyday classroom activities students tend to

explain they were not born in Victoria).

Use questions that link with student experiences in order to spark interest and enthusiasm.
Piagets explanation of cognitive development expressed the need for activities that build on
students thinking and comprehension; students are active knowledge seekers who
contribute to their own development (Berk 2013).
Relatable questions could be:

Who has visited Melbourne city? What did you see?

Who has been on holiday to Philip Island or along the Great Ocean Road?
Within our class what different cultures are there?
Has anyone in the class moved to Victoria from a different state or country?
Has anyone been to Ballarat before?

In order to ensure children understand the topic and to build on their prior knowledge
teacher need to gauge what students know.
Lesson ideas:
1. Chatterbox In groups of four students use a chatterbox that has discussion topics
based on Victoria. The inside of the chatterbox should have discussion questions such
as:

Have you visited Victorias capital city Melbourne? What did you see there?
Have you been on holiday in Victoria? Where?
Do you know what the Victorian flag looks like?
Do you know what the longest river in Victoria is?
How old do you think Victoria is?

2. Padlet Introduce Padlet app to students. This app allows students to post information
or questions on the topic. Essentially it is a discussion board, an information centre, a
shared learning space, a feedback centre as well as a tool that can be accessed
outside school; therefore padlet can promote family involvement in childrens
learning.
-Introduction and overview of padlet.
https://www.youtube.com/watch?v=HowwPG17V7w
Mrs Wallaces Padlet address for Victoria.
http://padlet.com/dawnwallace/j8rfg11i9vr8
3. Concept map As a whole class create a concept map using Victoria as the topic.

perform better and provides a more accurate

account of what they know (Wilson & Murdoch
2006).
KWL Chart Students create KWL charts based
on Victoria. This can be used as a formative
assessment.
KWL Chart for Victoria:
http://www.forteachersforstudents.com.au/site/
wp-content/uploads/KidsMedia/Vic/pdfs/vickwl.pdf
Concept map - This can be used as a formative
assessment tool as it should provide teachers
with a general overview of students prior
knowledge. By leaving this on display in the
classroom students can add key concepts to it
throughout the unit which will provide feedback
for the educator; what new knowledge
students are learning.
Chatterbox Template http://www.wodongaps.vic.edu.au/community/Forms/Chatterbox
%20Template.pdf
The Chatterbox is a great to encourage small
group discussions on the topic, particularly for
students who may not join in larger group
discussions. The questions in the chatterboxes
are fairly closed questions therefore providing a
quick result for determining prior knowledge
(Wilson & Murdoch 2006).
Padlet in an ongoing formative assessment tool
that integrates ICT into the unit. It provides a
place for reflection for educators as students
can post what they know, do not know, would
like to know, enjoyed about a lesson, did not
enjoy and so on.
It is important to ensure policies for cyber
smart education are understood by students,
teachers and families in order to provide a safe
working environment.

Students supply words/topics/subjects that they relate to Victoria. This can done using
post-it notes to allow for movement and grouping of themes. Students can add to this
throughout the unit. Topics should be grouped in the three main themes: history,
people and places.

http://www.education.vic.gov.au/about/program
s/bullystoppers/Pages/princyber.aspx

The lesson ideas will:

Help teachers and students explore what direction students would like to investigate.
Provide formative assessment information.
Allow teachers to ensure comprehension of the topic is present.
The Principles of Learning and Teaching (PoLT) available on the Victorian Government
Education Website provide useful guides and information for teachers on teaching practices.
http://www.education.vic.gov.au/school/teachers/support/Pages/principle2.aspx

Explore * Find Out * Investigate

*Prompts inquiry, interest and curiosity
*Defines individual purpose
*Initiates investigation
Curiosity should be stimulated for further investigations. Student interest and knowledge need to be maintained in order
to ensure learning continues.
Students begin to think about what they would like to explore providing the direction for their investigation:

Victorias History
Victorias People
Victorias Places

These areas can cover all aspects of Victoria and relate to the learning outcomes. There are many concepts that can be
developed from these categories. Some example may be:

Victorias Sporting History: Student discusses they have been to the MCG with their family to see a football game.
This can form the basis of their enquiry by the teacher asking about what other sporting events are held at the
MCG, when the MCG was built, if it has been used in the Olympics, what are some of Victorias historic sports
people, what is the size of the MCG, and so on.
Victorias cultural demographic and history: Student explains they were born in Sudan not Victoria and noticed that

people looked different when they arrived here. The teacher can ask how people were different, what they found to
be interesting when in Victoria, what other nationalities we have in Victoria, if they know who the first Australians
and Victorians are and lead into how settlement in Victoria began.
Victorias landmarks: Student shows an interest in The Twelve Apostles after sharing a personal experience of their
visit to see them. The teacher should then question the student as to where else they may have been and what
other landmarks are in Victoria. Areas such as the Yarra Valley or Mount Hotham which can lead to the exploration
of Victorias diverse climate. Students can investigate Victorias surrounding physical characteristics such as
bordering states and waters.

Every students inquiry should be based on their own interests and guided by the teacher through questioning. Students
may choose to work independently or in small groups as long as the teacher is confident that students will provide equal
amounts of effort for the final presentation. Vygotsky's theory of social development supports learn through collaboration
and interaction with others (Pritchard 2005)

Week

Activities/Tasks

Assessment

3-4
Create rubric as whole class.
Student list qualities of a good inquiry project, these will create a rubric.
Example categories could include:
Title

Graphics and attractiveness

Spelling and grammar

Knowledge of topic

Effort in presentation

Use of class time

Research and sources used

http://rubistar.4teachers.org/index.php
Lessons ideas:
1. Explorers/travel consultants
Students decide if they would like to be an explorer or travel
consultant, they must then research Victoria and write a diary for the
explorer or itinerary for the travel consultant.
Google maps and Google Earth
https://www.google.com.au/maps
https://www.google.com/earth/

The rubric will become part of the summative

assessment and will help students determine the
quality of their own work. Rubrics set
expectations by communicating what is important
and describes the levels of quality of work from
excellent to poor. Rubrics are great for studentcentered projects by providing feedback on the
final product.
Skills that can be assessed throughout this unit
(formative assessment):
Writing, reading and interpretation
Classifying and sorting
Concluding and summarising
Recalling and recounting
Planning
Design and construction
Critical reading
Problem solving
Exploring and investigation
Recording information
Co-operation
Compromising
Challenging
Responsibility

Travel

brochures
https://issuu.com/aatkings/docs/melbourne_day_tours_1617
http://www.aatkings.com.au/tours?category=victoria&duration=all
http://www.aatkings.com.au/destination/cities/melbourne/
http://www.aatkings.com.au/home/SearchForm?
Search=victoria&action_results=Go
http://www.botanica.travel/search-results?search=victoria

2. Victorias History
Watch settlement videos and explore Victorias history. Students
write letters from a First Australians perspective or British criminals
perspective.
The lessons should provide a good overview of the related topics and allow
student directed inquiry. Students should start to understand and
comprehend ideas and concepts.

Sharing

Homework information displayed on padlet:

Discuss a place in Victoria with your
family and write about it. It could be
somewhere you have been or would
like to go. For example: The MCG to
watch the footy, Camping near the
Murray River, The Queen Victoria
Market, Phillip Island.
Please bring in any items that relate
to Victoria to share with the class or
email any photos to me
dawnwallace@bigpond.com
Photos can also be uploaded onto
here.

Find out * Sorting * Applying

*Clarifies and classifies concepts
*Selects skills
*Organises information
This unit is an open ended inquiry into Victoria therefore students can investigate ideas or concepts of their choosing.

Students may need to reflect on their personal learning style in order to decide what area of investigation they will explore as
well as how they may like to present it; students will be given a choice in relation to the form of presentation they will
produce.
Oral
Written
Artistic
Technological
Within these format students can create a variety of presentations such as: posters, plays, power point presentations,
brochures, books, poems, movies and so on.
Children should be encouraged to produce work that showcases their skills.
Gardeners theory of Multiple Intelligence encourages children to learn in a way that they suit them. It challenges traditional
teaching methods and concepts in order to showcase students individual strengths. (Lunenburg & Lunenburg 2014).

Week

Activities/Tasks

Assessment

5
Lesson Ideas:
1. Mind Map
Students create a mind map using Mindomo app or on paper.
Mindomo is an online tool where students can create a mind map.
Mind maps are a wonderful thinking tool for students and can be
completed using a variety of formats including pictures, words, and
symbols and so on. Mindomo provides a fun opportunity for students
to produce a mind map whilst integrating ICT into the classroom.
https://www.mindomo.com/dashboard/home
2. News Headline or Big Question
In small groups or individually student create a headline or question
based on the information they have explored/investigated/found out
so far. Students write a single sentence headline summing up their
topic or focus of inquiry or a question that prompts deep thinking on
their chosen topic.

Mind Map Students create a mind map in order

to sort out, reflect and review what information
they know and have gained so far. Educators can
use this as a formative assessment tool in order to
gain knowledge of student thinking and success of
research so far.
News Headline or Big question This will be on
display throughout the inquiry process. Students
can add comments or notes to their headline or
question throughout the unit. This provides a
visual prompt for the inquiry, it also displays
learning focuses for other students, teachers,
family member or anyone who enters the
classroom, and it may encourage discussions and
the sharing of ideas between students. The
display can be used as a guide for formative
assessment for teachers to monitor progression of
student learning as well as a personal summative
assessment tool; student can reflect on their
headline or question upon the completion of the
unit and compare how their thinking has changed
or knowledge has increased.

*Create *Think *Progress *Analyse

*Create and Construct
*Cultivates higher order thinking
*Analysis of information
*Research
Students should guide their own research and learning over the next few weeks with the teacher becoming the facilitator for
investigation and inquiry. Educators should collaborate with each student or group in order to ensure students have a clear
understanding of their learning intentions and goals. The explicit success criteria can be negotiated based on the needs and skills of
each student (Wilson & Murdoch 2006).
Plan an excursion to Melbourne city centre where students can:
Arrive by train at Flinders Street Station the listed on the Victorian Heritage Register
Explore Melbourne iconic lane ways such as Hosier Lane http://www.visitvictoria.com/regions/Melbourne/Things-to-do/Arttheatre-and-culture/Public-art/TV-Hosier-Lane.aspx
Visit the public space of Federation Square
Walk along the Yarra River an icon landmark
Have lunch in the Botanical Gardens
Go on a tram ride
Experience the culture of people
Visit the MCG http://www.nsm.org.au/School%20Excursions/Excursion_Choices.aspx
Ensure criteria for excursion policies are met. http://www.education.vic.gov.au/school/principals/spag/safety/Pages/excursions.aspx

Wee
k

6, 7,
8

Activities/Tasks
Provide students with appropriate and useful resources and websites. Spend time
each session collaborating with students on their project. Help students to develop
deep thinking and questioning.
The teachers role:
Demonstrate thinking aloud in order to model higher level of thinking.
Acknowledge and celebrate great research, thinking and questioning through
displays and verbal promotion.

Assessment
Encourage the continual use of Padlet by posting useful
websites and information.
Encourage students to update and add information to
their mind maps, the group concept map and their
headline or question from previous weeks.
Excursion: The day following the excursion ask students
to write a small reflection on the excursion such as
what they liked, how they felt and if they thought the

Use questioning in order to extend inquiry.

Challenge students with open ended questions or experiences (Wilson &

Murdoch 2006).

Excursion:
Students complete a journal throughout the day about what they experienced during
the excursion. Questions related to their topic should be addressed in their journal
such as:
What are the structural differences in the building around Flinders Street
Station and Federation Square?
What culture of people did you see?
What landmarks did you observe?
Following the excursion to Melbourne city student can undertake an interdependent
activity that relies on team work to complete.
Re-create Melbourne city
Using a variety of materials and resources students re-create a 3D model of
Melbourne city. Students will list the features of Melbourne such as the streets,
landmarks, building and so on that they saw and experienced and then decide who
will create each feature. Minimum instructions and guideline are to be supplied by
the teacher in order to allow student to negotiate the details between one another.
The teacher should be available for facilitation of the project and encourage
progression so that students understand it is not an ongoing project rather a quick
recall of information from their excursion. A large scale map on roads should be the
basis and can be pre-prepared by teacher. This should stay on display for the
remaining duration of the unit.

excursion helped them with their inquiry. The journals

can be used as a formative assessment and feedback
for teachers on whether it was a valuable experience
for students. Ensure excursion policies are known and
expectations are met by all involved parties.
http://www.education.vic.gov.au/school/principals/spag/
safety/Pages/excursions.aspx
Re-creating Melbourne city relies on children working as
a team providing opportunity for teachers to assess
skills such as:
Sharing and cooperation
Deliberation
Problem solving
Communication
Supportiveness

Respect for others input and skills

Students should discuss at the end on the lesson if they

thought they worked well together and enjoyed the
group activity.

*Evaluate *Present *Reflect

*Present new knowledge, skills and attitudes
*Assess and self assessment
*Evaluation and reflection
Presentations are an opportunity for students to showcase their new knowledge, skills and attitudes.
Plan a date when students will host an exhibition on Victoria. An afternoon before the end of school hours should work best as parents
may be able to come a little early for pick up.

Personal assessment is an important aspect of an inquiry unit because it allows students to evaluate themselves through critical
reflection, self-awareness and reflection. Inquiry units should promote students as independent learners who are responsible for their
own knowledge; self assessment promotes this.
Reflection allows students to acknowledge what they have learnt throughout the inquiry process, recognize how they have developed
these new skills and will provide metacognition knowledge for students.

Week
9 - 10

Activities/Tasks

Assessment

Students can design and create invitations to

give to their families or friends, as well as posters
to display around the school inviting teachers and
other classes to visit.

Exhibition and Presentation.

Skills that can be assessed during presentation
(summative assessment):
Communication with others/discussions
Listening
Clear explanations
Mapping and graphing
Illustrations
Writing
Story telling
Demonstrating
Creativity

Body language

Summative assessments:
The only way we can assess what students know is if they say it or we see it from them.
Two Stars and a Wish (Template attached)
Students to complete the reflection sheet after completion of the Re-create Melbourne
task. This sheet is a reflective thinking task by Kath Murdoch, the instructions are: Think
back over your learning and write two things you did really well and one thing you wish
you could do better or learn more about.
KWL chart
Completion of the Learnt section from the KWL chart students started at beginning of
the unit will provide summative assessment feedback for students and teachers.
Presentation
The presentation will be the main summative assessment for this unit. Teachers can
compare the learning outcomes with what students have displayed, expressed and
communicated during their presentations.
Rubric
Collaborate with students as to where they believe their work sits on the co-created
rubric. This allows for self assessment and personal reflection.

Reflection and evaluation

Mini Journal (Template attached)
Students complete a mini journal designed by Kath Murdoch. The template is a
reflective thinking tool that students fill in and share with a class member. The template
allows students to create a little book which should encourage enthusiasm as students
generally enjoy construction tasks.

End of Unit Reflection

Positive Aspects

Areas For Improvement

Overall Reflection

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