Assessment

Task 2 – EDSS
Assessment Plan
Allira Kluver S00193727

Unit Plan – People Live in Places

This assessment plan suggests a range of assessment practises which can be used to evaluate student
learning and acquisition of knowledge and skills aligned with the Humanities and Social Science
(HaSS) curriculum. All assessment resources are intended to be used in conjunction with the unit,
“People Live in Places.” This is a seven-lesson geography sequence taught at Foundation level (Teach
Starter Pty Ltd, 2021).

The value of Assessment

Assessment is a central, powerful tool for effective implementation of the learning and teaching cycle.
James & Pollard (2012, pg.4) demands that assessment be “congruent with learning.” Throughout
developing this assessment portfolio, I endeavoured to always relate assessment explicitly to the
learning goals of the unit by asking; What do I want the students to achieve? How does this relate to
the learning outcomes?

This assessment portfolio incorporates a range of different types; diagnostic, formative and
summative, using both formal and informal methods. It also suggests using a ‘learner profile’ to collate
and keep a record of student achievement throughout. An extensive plan for assessment has been
included (see Appendix 1) which details formative assessment for each lesson. Five of these have been
unpacked in detail.

The unit employs strategies for developing an inclusive assessment approach which contributes to
enhancing the accessibility of tasks for diverse learners (Carter et al, 2019). Inclusivity achieved
through a variety of avenues:

• the provision of flexibility and choice within tasks

• delivery of effective feedback
• fair and equitable tasks that don’t privilege or isolate particular students
• clear, plain instructions
• scaffolding
• learning alignment i.e., learning outcomes and success criteria are explicitly linked and
students are made aware of them

(Lingo et al, 2011) (Benjamin, 2003).

 Assessment Task 2 – EDSS
Assessment Plan
Allira Kluver S00193727

Unit Plan – People Live in Places

This assessment plan suggests a range of assessment practises which can be used to evaluate student
learning and acquisition of knowledge and skills aligned with the Humanities and Social Science
(HaSS) curriculum. All assessment resources are intended to be used in conjunction with the unit,
“People Live in Places.” This is a seven-lesson geography sequence taught at Foundation level (Teach
Starter Pty Ltd, 2021).

The value of Assessment

Assessment is a central, powerful tool for effective implementation of the learning and teaching cycle.
James & Pollard (2012, pg.4) demands that assessment be “congruent with learning.” Throughout
developing this assessment portfolio, I endeavoured to always relate assessment expletively to the
learning goals of the unit by asking; What do I want the students to achieve? How does this relate to
the learning outcomes?

This assessment portfolio incorporates a range of different types; diagnostic, formative and
summative using both formal and informal methods. It also suggests using a ‘learner profile’ to collate
and keep a record of student achievement throughout. An extensive plan for assessment has been
included (see Appendix 1) which details formative assessment for each lesson. Five of these have been
unpacked in detail.

The unit employs strategies for developing an inclusive assessment approach are provided which
contributes to enhancing the accessibility of tasks for diverse learners (Carter et al, 2019). Inclusivity
is embedded within the tasks and achieved through a variety of avenues:

• the provision of flexibility and choice within tasks

• delivery of effective feedback
• the provision fair and equitable tasks that don’t privilege or isolate particular students
• clear, plain instructions
• scaffolding
• learning alignment i.e., learning outcomes and success criteria are explicitly linked and
students are made aware of them

(Lingo et al, 2011) (Benjamin, 2003).

Validity

In order to achieve validity, assessment was planned using backwards curriculum design (Preeti,
2019). The following question was carefully considered; does the assessment measure exactly what it
needs to? After consulting the Australian Curriculum: HaSS at Foundation level (ACARA, 2014), the
following key inquiry questions were developed to form an overarching theme to the unit; What
places are special to us? What features do they have and what makes them special? How can we look
after these places? The achievement standards were then carefully considered to provide a
benchmark. These, alongside with content descriptors and linked to key questions, were used to
develop 8 learning outcomes for the unit (see Appendix 2). The close linking of learning outcomes
with assessment ensures stringent correlation between the task and demonstration of intended
knowledge and skills (ACT Government Education, n.d.). It is worthwhile to note however, that all
forms of assessment are qualitative. Qualitative assessment is subjective and thus, difficult to apply
conventional standards of validity. In the future, it may be worth incorporating some assessments
which measure quantitative data and using these in conjunction with qualitative data sets which
provide rich narrative of the experience.

Reliability and Fidelity

The reliability and fidelity of the task is addressed by asking; Can I trust the results? And, is this a true
indication of student achievement? (VIC Department of Education, n.d.). Tasks are made accessible for
all learners by providing students with choice for completing it e.g., in the summative task, students
may choose to create a diorama or perform a role play. This increases the likelihood that all students
can find a means of expression which resonates with them and allows them to demonstrate the
totality of their knowledge and skills (Hall, 2002). Despite this, student performance can vary from
day-to-day and in different contexts due to a range of factors, such as motivation, tiredness, level of
stimulation. In conjunction with all other formative, diagnostic and baseline assessment however, the
teacher develops a learner profile which provides a more holistic view of student achievement
because it is captured across the entire unit (Lindsay, 2007). The summative task, used together with
the learner profile, is highly reliable.

Accessibility

Accessibility was addressed through adopting a strengths-based approach and culturally responsive
perspective (State of Victoria DET, 2012). The summative task is designed to allow students to draw
upon a shared body of knowledge that has been developed as a class during the unit (through field
trips, field work & class investigations). In this way, the “playing field” is levelled as all students will
possess personal experience of the topic. Additionally, students have choice within the scope of task;
they may choose to draw a map or create a model and choose to create a diorama or perform a role
play. Each student can leverage their own strengths (e.g. kinaesthetically inclined learners may
present a role play) and produce something entirely unique (Gardner, 1999). Indigenous perspectives
are embedded within learning experiences and assessment. A Yarn Circle is an example of Indigenous
pedagogy used for formative task 5 (8 Ways, n.d.). Regular feedback also contributes to an inclusive
environment as this provide students with updates on their progress and suggestions for
improvement.

Fitness for purpose

The summative task is creatively designed and incorporates elements of drama and visual arts. It
avoids excessive demands for writing or encoding which may create barriers for some children to
demonstrate their knowledge. It aims to provide an enjoyable learning experience through which
students can demonstrate their knowledge. It uses an authentic local place (Lake Elizabeth) as the
platform for learning. It has potential to inspire positive affective states, which Masters et al. (1979)
found are so important for learning. In this way, its fitness for purpose is established. At the
completion of the unit, it is important that the teacher reflects on the suitability of the task and
appraises the unit. What were the positives? What should be changed? Using a critical stance, changes
can be made to improve it for next time.

Feedback and Reporting

Timely, effective assessment has the potential to produce positive impacts on learning. Through
regular, constructive feedback, students are armed with a toolkit which allows them to recognise their
own progress and make further steps in their learning (Association for Supervision and Curriculum
Development, 2009). During this unit, feedback from teacher to students occurs regularly in the form
of:

• Oral comments regarding their participation and effort,

• Recognition of student strengths,
• Suggestions for improvement,
• Goal setting

Oral feedback particularly, self-reflection allows students to reflect and make decisions about their
own learning in order to improve. This internally driven reflection can enhance motivation and
cultivate positive self-esteem, ultimately, promoting independence (Gilbert & Hoepper, 2017).

A combination of all assessment data is used to report to parents/carers on student progress. For this
unit, a learner profile (See Appendix 2) is used to collate and store data. This profile provides a
comprehensive overview of student achievement across the unit. Comments and reports to parents
are ultimately informed by this data and focus on student strengths and progress (Maude, 2014).

Assessment 1:

Baseline Assessment

Purpose: Baseline assessment is collected and collated prior to beginning the unit and serves to
enhance teacher understanding of the learner (Lindsay, 2001). This encompasses previous academic
performance as well as personal and social competencies. It allows identification of the student’s
learning needs, the ability to set targets and to monitor progress. At this point, any special or diverse
learning needs are also recognised (Lindsay, 2001). All information is used to inform planning and to
tailor learning to the class.

Method: Collect academic report results from previous HaSS units, as well as English and Mathematics
and from transition to school statements. There are links to sub-strands within this unit to literacy
and numeracy (ACARA, 2014). The transition to school statement can inform understanding of social
and emotional capabilities. Any additional information which might come from support staff, allied
health professionals should be considered.

Collecting assessment data: Complete the following table to create a baseline reference. Can be
completed at whole class level or individual student level.

Competencies: Challenges: Goals for this unit:

Performance in
previous HaSS units

Literacy

Numeracy

Personal and social

capabilities

Any additional needs

Assessment 2:

Diagnostic Assessment – SPECIAL PLACES letter cut-out task

Purpose: The purpose of diagnostic assessment is to elicit the students’ current level of understanding
and determine their prior knowledge relating to the topic. Schildkamp et al (2013) argues strongly for
the collection of data from the outset. It allows the teacher to measure what the class knows but also
why a student might be thinking or responding in a particular way (EEF, n.d.). The practical task, in
combination with simultaneous interviewing enables students to identify contextual factors that are
influencing their engagement. This information is then used to inform planning for the forthcoming
learning sequence but most importantly, it is compared to summative data at the end of the unit to
measure student progress.

Method: SPECIAL PLACES letter cut-out task

Prepare A4 letters which spell the words, “SPECIAL PLACES.”

Give each student a letter and prompt them to think about a special place they know eg. home, school,
community. Have them draw and write everything that they know about those special places on a
single cut-out letter each.

Prompt and interview with open-ended questions:
• What places are special to you?
• What can you find in this special place?
• Why is this place so special?
• How do you care for it?

Collecting assessment data
• Collect work samples (i.e. A4 letters) and note any themes that arise, understandings or skills.
• Listen to student responses to interviews and record any important anecdotal information.

Observational notes:






 Anecdotes:

Assessment 3:

Formative Task - Letter work sample

Purpose: The purpose of this task is to track progression of learning. The task occurs at lesson 3 and
enables the teacher to assess whether students are working towards or meeting the desired learning
outcomes (See below). Learning experiences can then be adjusted, revisited or changed as needed.
Gilbert et al (2011) advocates for the use of learning in which students complete a socially important
task. In this case, connecting to another school through and authentic letter writing project fulfils this
requirement. Furthermore, community collaboration fosters the exchange of ideas, perspectives and
social skills (Buchanan, 1959) (Scolaro, 2020).

Method:

Write a letter OR draw a picture OR take a photograph to send to a student at Deans Marsh Primary
School. In your letter, describe you school, its important features and why it is special to you!

Prompts: Describe your school: where is it, what does it look like? Describe the main natural and built
features: what natural features can you find in the playground? What buildings are there? What is
your classroom like? Reflect and suggest why it is so important to you – what makes it a special place?

Collecting assessment data: Collect work sample and assess against learning outcomes and success
criteria. Look for the student’s ability to express ideas, opinions and convey a message.

Success criteria: I can write a letter to a student from another school describing why my school is
special to me.

Learning outcomes at expected level:
• Describes natural and/or build features accurately
• Expresses reasons why school holds significance
• Demonstrates ability to reflect

Differentiation/accessibility for diverse learners: The task caters to diverse learners by allowing for
student choice. Student can select how they want to express their views which enables multiple access
points and increases likelihood of engagement (DET, 2019). Within these constraints, differentiation
is embedded. The enabling option is to draw while the teacher scribes, whereas the extending option
is to write. The task considers Aboriginal and Torres Strait Islander People perspective because
during the lesson students have acknowledged the traditional owners of the land, the Gadubanud
People, and considered their connection to Country (VIT, 2018). They may choose to reflect upon and
include this learning in their work.

Assessment 4:

Formative task - Charade’s drama performance & self-reflection

Purpose: This task also serves to track learning progression however it also enables assessment of
personal and social capabilities, as well as expressive language. This task occurs midway through the
unit and thus gives a good indication of student growth. The use of a self-reflection is strategically
designed to encourage learners to become accountable for their own learning (James & Pedder, 2006).

Method: As a class, brainstorm groups we belong to e.g. sports, religious, school, friendship, hobbies,
cultural. In groups of 3-4 students, choose a particular group to role play/perform charades to class.
Allow students to use dialogue and props in their role play. Allow ample practise time before
performance.

Collecting assessment data:
Complete a self-reflection.

Voice the following statements and have students self-reflect and respond using a traffic light system:
• I participated in the role play to act out a particular group
• I could tell you about how that group celebrates
• I understand how it feels to be part of a group
Hold up coloured cards. Students raise their hand in response.
• Red: ‘I need more help with this’
• Yellow: ‘I understand but there’s still some things I’m unsure about’
• Green: ‘I’m really confident with this’

Differentiation/accessibility for diverse learners: The active, hands-on, practical nature of this task
appeals to a range of learners (i.e. kinaesthetic, visual, interpersonal). Students come up with ideas for
their role play themselves which draws upon their own funds of knowledge. For diverse learners, this
enables the sharing and valuing of their experiences (Milton, 2017). The teacher can additionally
leverage this by strategically grouping to students to promote active participation e.g., group learners
who have similar interests, learning styles or experiences. Differentiation occurs organically within
this task as students are free to choose the level to which they participate e.g., students may choose to
perform a speaking/non-speaking role, use actions rather than words or augment their play by using
props. (DET, 2019).

Assessment 5:

Summative task - Imagine you are a platypus

Purpose: This assessment tasks is the final exercise for this unit and is designed to comprehensively
elicit students’ learning from the past seven weeks. It is mapped to the learning outcomes of the unit.
Student performance on this task is compared with data from the diagnostic task to measure progress.

Method: If you were a platypus!
Imagine/pretend you are a platypus living in Lake Elizabeth. You’ve lived here for many thousands of
years and you love the fresh water, the abundance of fish and the peacefulness. (View videos at this
point). But recently, your family has begun moving away or disappearing all together. The water isn’t
so clean anymore and when it gets really hot, sometimes there isn’t enough water. Now and then you
get stuck in yabby traps. This stops you from living here safely. This is your opportunity to tell all the
humans about how special your place is and why it needs to be protected.

Videos:
https://www.youtube.com/watch?v=vs7LRo45Vo4

https://www.youtube.com/watch?v=xbHKjuzjNBo

Part 1) Create a map or model that shows your lake home.

Part 2) Create a soundtrack to go with your diorama, or a role play that shows you playing in the lake.

In your soundtrack/role play:
• Describe what this special place looks like, feels like, smells like, sounds like
• Describe why it is special
• What you use, as a platypus, uses it for
• Reflect upon how humans can help to look after it and to look after you!

Collecting assessment data: Assess student performance using the following rubric.

Achievement Working towards Working at the Working above the

standards and linked expected level expected level
learning outcomes
(LO)
 Describes the features I have represented I identified several I correctly identified
of a familiar place i.e. only a few features of natural features (eg. both natural and built
Lake Elizabeth (LO2, the lake. I’m a bit trees, lake, vegetation, features of the place. I
LO6) confused about what animals who live made a really creative
features should be on there) and some built model or setting.
my map/model. features (eg. walking
trail, signs, car park) of
Lake Elizabeth.
Recognises why this I understand that this I recognised and gave I gave many different
place holds special place is special, but I reasons why this place reasons for why this
significance (LO1, LO4, have not told my is special. place is special and I
LO7) audience why. thought deeply about
its significance for
different people and
animals.
Represents this place I created a map or I created a map or I created a detailed and
on a pictorial map or model which isn’t model which shows accurate map or
model (LO3, LO5) accurate but attempts the lake and model. I added some
to show the lake. surrounding area describing words.
accurately.
Reflects on learning I made a single I used dialogue to tell I made some clever
and suggests ways to suggestion for how to people about several suggestions about
care for this place look after the lake. I ways to care for the many practical ways to
(LO7, LO8) need to include more lake & platypus. care for the lake &
details. platypus living there.

Differentiation/accessibility for diverse learners: Adopting constructivist and inquiry-based learning
approaches, the task incorporates advocacy for an authentic issue within the local community
(Preston et al, 2015). In this way, it embeds Indigenous perspectives as it prompts students to
consider ways of caring for Country (8 ways, n.d.). The task incorporates multiples ways of doing and
learning via providing options for student choice. Students might create a map or model. They might
then choose to express learning through a role play or soundtrack. It appeals to multiple learner types
i.e. visual, kinaesthetic, linguistic, interpersonal (Gardner, 1999). After having attended a field trip to
Lake Elizabeth and completed fieldwork, the students also draw upon a body of shared knowledge
that has been developed as a class. This ensures that the task does not privilege particular students as
all students have had first-hand experience of the place in question.
Appendix 1 – Extensive Assessment Portfolio

People Live in Places Assessment Portfolio

At the commencement of the unit, baseline and diagnostic assessment allows identification of the
current level of understanding and skills. This enables the teacher to ensure that consequent learning
experiences are set at an appropriate level and targets misconceptions/gaps in knowledge (Education
Endowment Foundation, n.d.).

Formative assessment, occurring throughout the unit, forms a record of daily student progress and
allows adjustment/adaptation of teaching and learning. The focus of this type of assessment is to
enable student to know exactly what they need to do next to enhance their learning. Additionally, this
assessment affects how pupils view themselves as learners and moulds their attitudes towards
learning. It is critically important that all assessment elicits a positive influence throughout the
process (Box, 2019).

A Summative assessment task concludes the unit and is designed to elicit student understanding of a
local place they have investigated and determine their progress/achievement across the entire unit as
compared to initial data. The task allows students to demonstrate cumulative knowledge and skills. It
is explicitly linked to all identified learning outcomes (Briggs et al, 2003).

Lesso Intention & success Assessment: Teacher notes:

n criteria
Lesso My House Diagnostic: Observation:
n 1
Intention: We are SPECIAL PLACES letter cut-out task
What is the
going to think about Give each student a letter and prompt them to
students’
our own home and think about a special place they know eg. home,
background level
why it is special to school, community. Have them draw and write
of knowledge and
us. We are going to everything that they know about those special
understanding?
describe our family places on a single cut-out letter each.
What
who lives with us.
misconceptions
Prompt with open-ended questions:
do they have? Are
Success criteria: I
- What places are special to you?
there any gaps in
can
- What can you find in this special place?
knowledge?
show/draw/describ
- Why is this place so special?
Can they
e my special place
- How do you care for it?
generate

 and give reasons Follow-up Questions: meaningful
why it is so special. Brainstorm any further questions that students questions?
have.
Lesso Places we learn – Formative task 1: Annotated photograph Checklist:
n 2 schools
Annotated work sample: Students take a
Work sample
Intention: We are photograph of a feature within the school that is
contains:
going to think about special to them and write OR create a voice
o Photo of a
school and why it is recording (book creator) describing this feature
significant
a special place. We using their senses. Use sentence starters:
place
are going to find
o Explanation
This is a photo of…
some features at
(verbal or
school and use our
I can see... I can smell… I can feel…I can hear… written) of
senses to explore
the place
them.
o Use of senses
to describe
Success criteria: I
can take a photo of
a feature within the
school grounds and
describe it using my
senses.
Lesso Caring for our Formative task 2: Letter work sample Formal
n 3 school Formative Task:
Task: Write a letter describing your school

Intention: We are
Learning
Write a letter OR draw a picture OR take a
going to explore
outcomes at
photograph to send to a student at Deans Marsh
reasons why our
expected level
Primary School. In your letter, describe you
school is special

school, its important features and why it is
and write letters to
- Describes
special to you!
students from
natural
another school
Prompts: Describe your school: where is it, what and/or build
telling them about
does it look like? Describe the main natural and features
this.
built features: what natural features can you find accurately
in the playground? What buildings are there? - Expresses
Success criteria: I
What is your classroom like? Reflect and suggest reasons why
can write a letter to
 a student from why it is so important to you – what makes it a school holds
another school special place? significance
describing why my - Demonstrates
Enabling: Teacher can scribe written work
school is special to ability to
me. reflect


Lesso Our community Formative task 3: Map making & Interview Checklist:
n 4
Intention: We are Task: Create a map
o Represents
going to create a
important
Students create a map (using a collection of
map which shows
features
natural products from school yard & chalk)
the journey from
accurately
which shows the journey from Lake Elizabeth to
Lake Elizabeth to
o States a valid
school. Students correctly place important
school.
reason for
features on the map and can answer the
using the map
Success criteria: I following interview questions:
can create and map
- What is this map used for?
and describe what
- Point out 2 important features
it is used for.

Lesso People in our Formative task 4: Charade’s drama performance Formal formative
n 5 community – & self-reflection task:
groups
Task: Brainstorm as a class all the different
Learning
Intention: We are groups we belong to: sports, religious, school,
outcomes at
going to think about friendship, hobbies. Group of 3-4 students each
expected level
all the different choose group to role play/perform charades.

groups we belong Allow students to use speaking, props that have
- Explores
to. We are going to been brought in and allow planning time.
different
use drama to show
points of
Perform role play to class.
what being a part of
view
one of these groups
Complete a self-reflection. - Recognise
looks like.
s the
- I participated in the role play to act out a
significanc
Success criteria: I
particular group
e of events
can create and
- I could tell you about how that group
for
participate in a
celebrates
 performance that - I understand how it feels to be part of a different
shows how people group groups of
belong groups, how people
Ask the following: students respond using traffic
they celebrate and - Interprets
light system. Display red (I need more help with
how it feels to be emotions
this), yellow (I understand but there’s still some
part of a group. related to
things I need help with) and green (I’m really
being part
confident with this) cards in corners of the
of a group
room. Students move to colour which represents

their level.
Lesso Who lived here Formative task 5: Yarn Circle Whole class
n 6 before? discussion:
Task: Facilitate whole class discussion and

Intention: We are feedback via Yarn Circle. Each student has a turn
Do students
going to learn about at commenting or giving feedback:
participate
the First People of
confidently and
Prompts:
Australia who lived
willingly?
here before us. We
- Make a comment about something new Can they identify
are going to act out
you learned today something new
the dreaming story,
- Make a comment about someone else in they have
Tiddalick.
the class and their performance learned?

Success criteria: I

can identify who
lived here before us
and their special
connection to place.
I can participate in
a role play;
Tiddalick.
Lesso Looking after Formative task 6: Field Trip Field work Synthesis:
n 7 places
Task: Fieldwork
Did students
Intention: We are
understand
Guiding question: What features are they at Lake
going to visit Lake
concept of
Elizabeth? How can we care for the lake?
Elizabeth, identify
natural and built
its features, discuss
features? Did
 why it is special and Students are required to complete a T-chart in they complete
suggest some ways which they draw and/or label all the natural and the task?
to look after it. built features they can identify at the lake.

Success criteria: I They also draw a picture of one way that people
can identify can care for the lake.
features of the
natural
environment at
Lake Elizabeth. I
understand why it
is a special place
and I can come up
with ideas to look
after it.
Lesso Summative Summative task: Imagine you are a platypus See Assessment
n 8 assessment Rubric
If you were a platypus!
Imagine/pretend you are a platypus living in
Lake Elizabeth. You’ve lived here for many
thousands of years and you love the fresh water,
the abundance of fish and the quiet. (View
videos at this point). But recently, your family
has begun moving away or disappearing all
together. The water isn’t so clean anymore and
when it gets really hot, sometimes there isn’t
enough water. Now and then you get stuck in
yabby traps. This stops you from living here
safely. This is your opportunity to tell all the
humans about how special your place is and why
it needs to be protected.

Individually:
Part 1) Create a map or model that shows your
lake home.

In groups of 2-3:
 Part 2) Create a soundtrack to go with your
diorama, or a role play that shows you playing in
the lake.

In your soundtrack/role play:
• Describe what this special place looks
like, feels like, smells like, sounds like
• Describe why it is special
• What you use, as a platypus, uses it for
• Reflect upon how humans can help to
look after it and to look after you!

https://www.youtube.com/watch?v=vs7LRo45
Vo4
https://www.youtube.com/watch?v=xbHKjuzjN
Bo

Appendix 2 – Learner Profile

Data from each assessment task collected and stored using the table below. Assessment considers key
knowledge and skills of the area and is considered in relation to the following achievement standards
(ACARA, 2014):

Knowledge and understanding:

LO 1: Understands that places hold special significance to us. There are special places that we
use daily: home, school & the community
LO 2: Describe the features of these places eg. natural (trees, lakes, wildlife) and build
(campground, canoes, buildings, bike trails)
LO 3: Understands the representation of the locations of places and their features on simple
maps and models
LO 4: Develops appreciation for Aboriginal or Torres Strait Islander connection to
Country/Place

Skills:

LO 5: Sorts information from observations into a model or map and understands the purpose
of this information
LO 6: Participates in fieldwork to collect data and information about a place
LO 7: Explores the significance of places/events from different points of view
LO 8: Reflect upon learning about a particular special place (eg. Lake Elizabeth) and suggest
ways to care for it

Learning experiences are designed to cover each of these outcomes and thus, formative and
summative assessment contributes to understanding the students progression towards each
achievement standard.

Baseline: Overview the baseline data (previous records, NAPLAN, any diverse learning needs,
behavioural conditions, comments from previous teachers) and summarise into a comment.
Academic, behavioural, social.

Types of Learning Assessed via: Working Working Working Teacher

outcome outcome below at above comments:
standard standard standard
LO 1: • Formative Comment:
Understands that task 1:

places hold
 special Annotated
significance to us. photo

There are special • Formative
places that we task 2:

use daily: home, letter
school & the • Summative
community
Knowledge
LO 2: Describe • Formative Comment:
and
the features of task 1:
understanding
these places eg. Annotated
natural (trees, photo
lakes, wildlife) • Formative
and build task 2:
(campground, Letter
canoes, buildings, • Summative
bike trails)
LO 3: • Formative Comment:
Understands the task 3: Map

representation of making
the locations of • Summative
places and their task
features on
simple maps and
models
LO 4: Develops • Formative Comment:
appreciation for task 5: Yarn

Aboriginal or circle
Torres Strait

Islander
connection to
Country/Place
LO 5: Sorts • Formative Comment:
information from task 3: Map

observations into making
a model or map • Summative

and understands
 Skills the purpose of
this information
LO 6: Participates • Formative Comment:
in fieldwork to task 6:

collect data and Field trip
information observation
about a place
LO 8: Explores • Formative Comment:
the significance task 5: Yarn

of places/events circle
from different • Formative
points of view task 4:
Drama
• Summative

LO 8: Reflect • Formative Comment:

upon learning task 6:

about a particular Field trip
special place (eg. observation
Lake Elizabeth) • Summative
and suggest ways
to care for it














Reference List

8 Ways (n.d.) 8 Aboriginal ways of learning: Aboriginal pedagogy. https://www.8ways.online/

ACT Government Education. (n.d.). Teachers’ guide to assessment.
https://www.education.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers-Guide-To-
Assessment.pdf

Association for Supervision and Curriculum Development (2009). Seven key factors to ensure effective
feedback [Video]. https://video-alexanderstreet-com.ezproxy1.acu.edu.au/watch/seven-key-
factors-to-ensure-effective-feedback

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2014). Foundation to Year 10
Curriculum: Humanities and Social Sciences. https://www.australiancurriculum.edu.au/f-10-
curriculum/humanities-and-social-sciences/hass/

Benjamin, A. (2003). Differentiated instruction: A guide for elementary school teachers. Routledge.
https://ebookcentral.proquest.com/lib/acu/reader.action?docID=1694454

Box, C. (2019). Formative assessment in United States classrooms: Changing the landscape of teaching and
learning. Palgrave Macmillan.

Briggs, M. (2003). Assessment for learning and teaching in primary schools (2nd ed). Learning Matters
Ltd.

Carter, S., Abawi, L., Larence, J., Brownlow, C. Desmarchelier, R., Fanshawe, M., Gilbey, K., Turner, M &
Guy, J. (2019). Opening eyes onto inclusion and diversity.
https://usq.pressbooks.pub/openingeyes/chapter/introduction/

Education Endowment Foundation [EEF](n.d.). Assessing and monitoring pupil progress: the importance
of baseline testing. https://educationendowmentfoundation.org.uk/tools/assessing-and-
monitoring-pupil-progress/testing/baseline-testing/

Evans, S. (2013). Five characteristics of quality educational assessments: Part two.
https://www.nwea.org/blog/2013/five-characteristics-quality-educational-assessments-part-
two/

Gardner, H. (1999). The disciplined mind: what all students should understand by Howard Gardner. Simon
& Schuster

Gilbert, R. & Hoepper, B. (2017). Teaching Humanities & Social Sciences: History, Geography, Economics
and Citizenship in the Australian Curriculum (6th Ed). Cengage Learning.

Hall, T. (2002). Differentiated instruction. https://www.dr-
hatfield.com/educ342/Differentiated_Instruction.pdf

Lindsay, G. (2001). Baseline assessment: what purpose, and for whose benefit? Education, 29(3), 47-52.
https://doi.org/10.1080/03004270185200371

Schildkamp, K., Lai, M., & Earl, L. (2013). Data-based decision making in education: challenges and
opportunities. Springer

Teach Starter Pty Ltd. (2021). People live in places unit plan. https://www.teachstarter.com/au/unit-
plan/people-live-places/

James, M. & Pollard, A. (2012). Principles for effective pedagogy: International responses to evidence from
the UK teaching and learning research programme. Routledge

Lingo, A., Barton-Arwood, S., & Jolivette, K. (2011). Teachers working together: Improving learning
outcomes in the inclusive classroom-practical strategies and examples. Teaching exceptional
children, 43(3), 6-13. https://journals-sagepub-
com.ezproxy1.acu.edu.au/doi/pdf/10.1177/004005991104300301

James, M. & Pedder, D. (2006). Beyond method: assessment and learning practices and values. The
Curriculum Journal, 17(2), 109-138. https://doi.org/10.1080/09585170600792712

Master, J., Barden, R., & Ford, M. (1979). Affective states, expressive behaviour and learning in children.
Journal of Personality and Social Pyschology, 37(3), 380-390. https://doi.org/10.1037/0022-
3514.37.3.380

Maude, A. (2014). Understanding and Teaching the Australian Curriculum: Geography for Primary Schools.
Moorabbin, VIC: Hawker Brownlow Education.

McDonald, H. (2011). Planning for student learning. Teaching society and environment (4th ed). Gilbert &
Hoepper. Cengage Learning.

Milton, M. (2017). Inclusive Principles and Practices in Literacy Education. http://search.ebscohost.com

Preeti, J. (2019). Using constructive alignment to foster teaching learning processes. English Language
Teaching, 12(6), 10-23

Preston, L., Harvie, K., & Wallace, H. (2015). Inquiry-based learning in teacher education: a primary
humanities example. Australian Journal of Teacher Education, 40(12), 73-85

State of Victoria Department of Education and Training [DET]. (2012). Strength-based approach.
https://www.education.vic.gov.au/Documents/childhood/professionals/learning/strengthbappr
.pdf

Victorian Department of Education [DET] (n.d.). Effective assessment.
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-
effective.aspx

Victorian Department of Education and Training [DET] (2019). High impact teaching strategies in action:
Differentiated teaching.
https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approacheshitsdifferenti
ation.aspx

Victorian Institute of Teaching (2018). Resources for teaching Aboriginal and Torres Strait Islander
learners. https://www.vit.vic.edu.au/news/news/2018/resources-for-teaching-aboriginal-and-
torres-strait-islander-learners

Validity

In order to achieve validity, assessment was planned using backwards curriculum design (Preeti,
2019). The following question was carefully considered; does the assessment measure exactly what it
needs to? After consulting the Australian Curriculum: HaSS at Foundation level (ACARA, 2014), the
following key inquiry questions were developed to form an overarching theme to the unit; What
places are special to us? What features do they have and what makes them special? How can we look
after these places? The achievement standards were then carefully considered to provide a
benchmark. Alongside content descriptors and linked to key questions, there were used to develop
eight learning outcomes for the unit (see Appendix 2). The close linking of learning outcomes with
assessment ensures stringent correlation between the task and demonstration of intended knowledge
and skills (ACT Government Education, n.d.). It is worthwhile to note however, that all forms of
assessment are qualitative. Qualitative assessment is subjective and thus, difficult to apply
conventional standards of validity. In the future, it may be worth incorporating some assessments
which measure quantitative data in combination with qualitative data sets to provide rich narrative of
the experience.

Reliability and Fidelity

The reliability and fidelity of the task is addressed by asking; Can I trust the results? Is this a true
indication of student achievement? (VIC Department of Education, n.d.). Tasks are made accessible for
all learners by providing students with choice e.g., in the summative task, students may choose to
create a diorama or perform a role play. This increases the likelihood that all students can find a
means of expression which resonates with them and allows them to demonstrate the totality of their
knowledge and skills (Hall, 2002). Despite this, student performance can vary from day-to-day and in
different contexts. In conjunction with all other formative, diagnostic and baseline assessment
however, the teacher develops a learner profile which provides a more holistic view of student
achievement because it is captured across the entire unit (Lindsay, 2007). The summative task, used
together with the learner profile, is highly reliable.

Accessibility

Accessibility was addressed through adopting a strengths-based approach and culturally responsive
perspective (State of Victoria DET, 2012). The summative task is designed to allow students to draw
upon a shared body of knowledge that has been developed as a class during the unit (through field
work & class investigations). In this way, the “playing field” is levelled as all students will possess
personal experience of the topic. Each student can leverage their own strengths (e.g. kinaesthetically
inclined learners may present a role play) and produce something entirely unique (Gardner, 1999).
Indigenous perspectives are embedded within learning experiences and assessment. A Yarn Circle is
an example of Indigenous pedagogy used for formative task 5 (8 Ways, n.d.). Regular feedback also
contributes to an inclusive environment as this provide students with updates on their progress and
suggestions for improvement.

Fitness for purpose

The summative task is creatively designed and incorporates elements of drama and visual arts. It
avoids excessive demands for writing or encoding which may create barriers for some children to
demonstrate their knowledge. It aims to provide an enjoyable learning experience through which
students can demonstrate their knowledge. It uses an authentic local place (Lake Elizabeth) as the
platform for learning. It has potential to inspire positive affective states, which Masters et al. (1979)
found are so important for learning. In this way, its fitness for purpose is established. At the
completion of the unit, it is important that the teacher reflects on the suitability of the task and
appraises the unit. What were the positives? What should be changed? Using a critical stance, changes
can be made to improve it for next time.

Feedback and Reporting

Timely, effective assessment has the potential to produce positive impacts on learning. Through
regular, constructive feedback, students are armed with a toolkit which allows them to recognise their
own progress and make further steps in their learning (Association for Supervision and Curriculum
Development, 2009). During this unit, feedback from teacher to students occurs regularly in the form
of:

• Oral comments regarding their participation and effort,

• Recognition of student strengths,
• Suggestions for improvement,
• Goal setting

Oral feedback particularly, self-reflection allows students to reflect and make decisions about their
own learning in order to improve. This internally driven reflection can enhance motivation and
cultivate positive self-esteem, ultimately, promoting independence (Gilbert & Hoepper, 2017).

A combination of all assessment data is used to report to parents/carers on student progress. For this
unit, a learner profile (See Appendix 2) is used to collate and store data. This profile provides a
comprehensive overview of student achievement across the unit. Comments and reports to parents
are ultimately informed by this data and focus on student strengths and progress (Maude, 2014).
Assessment 1:

Baseline Assessment

Purpose: Baseline assessment is collected and collated prior to beginning the unit and serves to
enhance teacher understanding of the learner (Lindsay, 2001). This encompasses previous academic
performance as well as personal and social competencies. It allows identification of the student’s
learning needs, the ability to set targets and to monitor progress. At this point, any special or diverse
learning needs are also recognised (Lindsay, 2001). All information is used to inform planning and to
tailor learning to the class.

Method: Collect academic report results from previous HaSS units, as well as English and Mathematics
and from transition to school statements. There are links to sub-strands within this unit to literacy
and numeracy (ACARA, 2014). The transition to school statement can inform understanding of social
and emotional capabilities. Any additional information which might come from support staff, allied
health professionals should be considered.

Collecting assessment data: Complete the following table to create a baseline reference. Can be
completed at whole class level or individual student level.

Competencies: Challenges: Goals for this unit:

Performance in
previous HaSS units

Literacy

Numeracy

Personal and social

capabilities

Any additional needs

Assessment 2:

Diagnostic Assessment – SPECIAL PLACES letter cut-out task

Purpose: The purpose of diagnostic assessment is to elicit the students’ current level of understanding
and determine their prior knowledge relating to the topic. Schildkamp et al (2013) argues strongly for
the collection of data from the outset. It allows the teacher to measure what the class knows but also
why a student might be thinking or responding in a particular way (EEF, n.d.). The practical task, in
combination with simultaneous interviewing enables students to identify contextual factors that are
influencing their engagement. This information is then used to inform planning for the forthcoming
learning sequence but most importantly, it is compared to summative data at the end of the unit to
measure student progress.

Method: SPECIAL PLACES letter cut-out task

Prepare A4 letters which spell the words, “SPECIAL PLACES.”

Give each student a letter and prompt them to think about a special place they know eg. home, school,
community. Have them draw and write everything that they know about those special places on a
single cut-out letter each.

Prompt and interview with open-ended questions:
• What places are special to you?
• What can you find in this special place?
• Why is this place so special?
• How do you care for it?

Collecting assessment data
• Collect work samples (i.e. A4 letters) and note any themes that arise, understandings or skills.
• Listen to student responses to interviews and record any important anecdotal information.

Observational notes:






 Anecdotes:

Assessment 3:

Formative Task - Letter work sample

Purpose: The purpose of this task is to track progression of learning. The task occurs at lesson 3 and
enables the teacher to assess whether students are working towards or meeting the desired learning
outcomes (See below). Learning experiences can then be adjusted, revisited or changed as needed.
Gilbert et al (2011) advocates for the use of learning in which students complete a socially important
task. In this case, connecting to another school through and authentic letter writing project fulfils this
requirement. Furthermore, community collaboration fosters the exchange of ideas, perspectives and
social skills (Buchanan, 1959) (Scolaro, 2020).

Method:

Write a letter OR draw a picture OR take a photograph to send to a student at Deans Marsh Primary
School. In your letter, describe you school, its important features and why it is special to you!

Prompts: Describe your school: where is it, what does it look like? Describe the main natural and built
features: what natural features can you find in the playground? What buildings are there? What is
your classroom like? Reflect and suggest why it is so important to you – what makes it a special place?

Collecting assessment data: Collect work sample and assess against learning outcomes and success
criteria. Look for the student’s ability to express ideas, opinions and convey a message.

Success criteria: I can write a letter to a student from another school describing why my school is
special to me.

Learning outcomes at expected level:
• Describes natural and/or build features accurately
• Expresses reasons why school holds significance
• Demonstrates ability to reflect

Differentiation/accessibility for diverse learners: The task caters to diverse learners by allowing for
student choice. Student can select how they want to express their views which enables multiple access
points and increases likelihood of engagement (DET, 2019). Within these constraints, differentiation
is embedded. The enabling option is to draw while the teacher scribes, whereas the extending option
is to write. The task considers Aboriginal and Torres Strait Islander People perspective because
during the lesson students have acknowledged the traditional owners of the land, the Gadubanud
People, and considered their connection to Country (VIT, 2018). They may choose to reflect upon and
include this learning in their work.

Assessment 4:

Formative task - Charade’s drama performance & self-reflection

Purpose: This task also serves to track learning progression however it also enables assessment of
personal and social capabilities, as well as expressive language. This task occurs midway through the
unit and thus gives a good indication of student growth. The use of a self-reflection is strategically
designed to encourage learners to become accountable for their own learning (James & Pedder, 2006).

Method: As a class, brainstorm groups we belong to e.g. sports, religious, school, friendship, hobbies,
cultural. In groups of 3-4 students, choose a particular group to role play/perform charades to class.
Allow students to use dialogue and props in their role play. Allow ample practise time before
performance.

Collecting assessment data:
Complete a self-reflection.

Voice the following statements and have students self-reflect and respond using a traffic light system:
• I participated in the role play to act out a particular group
• I could tell you about how that group celebrates
• I understand how it feels to be part of a group
Hold up coloured cards. Students raise their hand in response.
• Red: ‘I need more help with this’
• Yellow: ‘I understand but there’s still some things I’m unsure about’
• Green: ‘I’m really confident with this’

Differentiation/accessibility for diverse learners: The active, hands-on, practical nature of this task
appeals to a range of learners (i.e. kinaesthetic, visual, interpersonal). Students come up with ideas for
their role play themselves which draws upon their own funds of knowledge. For diverse learners, this
enables the sharing and valuing of their experiences (Milton, 2017). The teacher can additionally
leverage this by strategically grouping to students to promote active participation e.g., group learners
who have similar interests, learning styles or experiences. Differentiation occurs organically within
this task as students are free to choose the level to which they participate e.g., students may choose to
perform a speaking/non-speaking role, use actions rather than words or augment their play by using
props. (DET, 2019).

Assessment 5:

Summative task - Imagine you are a platypus

Purpose: This assessment tasks is the final exercise for this unit and is designed to comprehensively
elicit students’ learning from the past seven weeks. It is mapped to the learning outcomes of the unit.
Student performance on this task is compared with data from the diagnostic task to measure progress.

Method: If you were a platypus!
Imagine/pretend you are a platypus living in Lake Elizabeth. You’ve lived here for many thousands of
years and you love the fresh water, the abundance of fish and the peacefulness. (View videos at this
point). But recently, your family has begun moving away or disappearing all together. The water isn’t
so clean anymore and when it gets really hot, sometimes there isn’t enough water. Now and then you
get stuck in yabby traps. This stops you from living here safely. This is your opportunity to tell all the
humans about how special your place is and why it needs to be protected.

Videos:
https://www.youtube.com/watch?v=vs7LRo45Vo4

https://www.youtube.com/watch?v=xbHKjuzjNBo

Part 1) Create a map or model that shows your lake home.

Part 2) Create a soundtrack to go with your diorama, or a role play that shows you playing in the lake.

In your soundtrack/role play:
• Describe what this special place looks like, feels like, smells like, sounds like
• Describe why it is special
• What you use, as a platypus, uses it for
• Reflect upon how humans can help to look after it and to look after you!

Collecting assessment data: Assess student performance using the following rubric.

Achievement Working towards Working at the Working above the

standards and linked expected level expected level
learning outcomes
(LO)
 Describes the features I have represented I identified several I correctly identified
of a familiar place i.e. only a few features of natural features (eg. both natural and built
Lake Elizabeth (LO2, the lake. I’m a bit trees, lake, vegetation, features of the place. I
LO6) confused about what animals who live made a really creative
features should be on there) and some built model or setting.
my map/model. features (eg. walking
trail, signs, car park) of
Lake Elizabeth.
Recognises why this I understand that this I recognised and gave I gave many different
place holds special place is special, but I reasons why this place reasons for why this
significance (LO1, LO4, have not told my is special. place is special and I
LO7) audience why. thought deeply about
its significance for
different people and
animals.
Represents this place I created a map or I created a map or I created a detailed and
on a pictorial map or model which isn’t model which shows accurate map or
model (LO3, LO5) accurate but attempts the lake and model. I added some
to show the lake. surrounding area describing words.
accurately.
Reflects on learning I made a single I used dialogue to tell I made some clever
and suggests ways to suggestion for how to people about several suggestions about
care for this place look after the lake. I ways to care for the many practical ways to
(LO7, LO8) need to include more lake & platypus. care for the lake &
details. platypus living there.

Differentiation/accessibility for diverse learners: Adopting constructivist and inquiry-based learning
approaches, the task incorporates advocacy for an authentic issue within the local community
(Preston et al, 2015). In this way, it embeds Indigenous perspectives as it prompts students to
consider ways of caring for Country (8 ways, n.d.). The task incorporates multiples ways of doing and
learning via providing options for student choice. Students might create a map or model. They might
then choose to express learning through a role play or soundtrack. It appeals to multiple learner types
i.e. visual, kinaesthetic, linguistic, interpersonal (Gardner, 1999). After having attended a field trip to
Lake Elizabeth and completed fieldwork, the students also draw upon a body of shared knowledge
that has been developed as a class. This ensures that the task does not privilege particular students as
all students have had first-hand experience of the place in question.
References

8 Ways (n.d.) 8 Aboriginal ways of learning: Aboriginal pedagogy. https://www.8ways.online/

ACT Government Education. (n.d.). Teachers’ guide to assessment.
https://www.education.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers-Guide-To-
Assessment.pdf

Association for Supervision and Curriculum Development (2009). Seven key factors to ensure effective
feedback [Video]. https://video-alexanderstreet-com.ezproxy1.acu.edu.au/watch/seven-key-
factors-to-ensure-effective-feedback

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2014). Foundation to Year 10
Curriculum: Humanities and Social Sciences. https://www.australiancurriculum.edu.au/f-10-
curriculum/humanities-and-social-sciences/hass/

Benjamin, A. (2003). Differentiated instruction: A guide for elementary school teachers. Routledge.
https://ebookcentral.proquest.com/lib/acu/reader.action?docID=1694454

Box, C. (2019). Formative assessment in United States classrooms: Changing the landscape of teaching and
learning. Palgrave Macmillan.

Briggs, M. (2003). Assessment for learning and teaching in primary schools (2nd ed). Learning Matters
Ltd.

Carter, S., Abawi, L., Larence, J., Brownlow, C. Desmarchelier, R., Fanshawe, M., Gilbey, K., Turner, M &
Guy, J. (2019). Opening eyes onto inclusion and diversity.
https://usq.pressbooks.pub/openingeyes/chapter/introduction/

Education Endowment Foundation [EEF](n.d.). Assessing and monitoring pupil progress: the importance
of baseline testing. https://educationendowmentfoundation.org.uk/tools/assessing-and-
monitoring-pupil-progress/testing/baseline-testing/

Evans, S. (2013). Five characteristics of quality educational assessments: Part two.
https://www.nwea.org/blog/2013/five-characteristics-quality-educational-assessments-part-
two/

Gardner, H. (1999). The disciplined mind: what all students should understand by Howard Gardner. Simon
& Schuster

Gilbert, R. & Hoepper, B. (2017). Teaching Humanities & Social Sciences: History, Geography, Economics
and Citizenship in the Australian Curriculum (6th Ed). Cengage Learning.

Hall, T. (2002). Differentiated instruction. https://www.dr-
hatfield.com/educ342/Differentiated_Instruction.pdf

Lindsay, G. (2001). Baseline assessment: what purpose, and for whose benefit? Education, 29(3), 47-52.
https://doi.org/10.1080/03004270185200371

Schildkamp, K., Lai, M., & Earl, L. (2013). Data-based decision making in education: challenges and
opportunities. Springer

Teach Starter Pty Ltd. (2021). People live in places unit plan. https://www.teachstarter.com/au/unit-
plan/people-live-places/

James, M. & Pollard, A. (2012). Principles for effective pedagogy: International responses to evidence from
the UK teaching and learning research programme. Routledge

Lingo, A., Barton-Arwood, S., & Jolivette, K. (2011). Teachers working together: Improving learning
outcomes in the inclusive classroom-practical strategies and examples. Teaching exceptional
children, 43(3), 6-13. https://journals-sagepub-
com.ezproxy1.acu.edu.au/doi/pdf/10.1177/004005991104300301

James, M. & Pedder, D. (2006). Beyond method: assessment and learning practices and values. The
Curriculum Journal, 17(2), 109-138. https://doi.org/10.1080/09585170600792712

Master, J., Barden, R., & Ford, M. (1979). Affective states, expressive behaviour and learning in children.
Journal of Personality and Social Pyschology, 37(3), 380-390. https://doi.org/10.1037/0022-
3514.37.3.380

Maude, A. (2014). Understanding and Teaching the Australian Curriculum: Geography for Primary Schools.
Moorabbin, VIC: Hawker Brownlow Education.

McDonald, H. (2011). Planning for student learning. Teaching society and environment (4th ed). Gilbert &
Hoepper. Cengage Learning.

Milton, M. (2017). Inclusive Principles and Practices in Literacy Education. http://search.ebscohost.com

Preeti, J. (2019). Using constructive alignment to foster teaching learning processes. English Language
Teaching, 12(6), 10-23

Preston, L., Harvie, K., & Wallace, H. (2015). Inquiry-based learning in teacher education: a primary
humanities example. Australian Journal of Teacher Education, 40(12), 73-85

State of Victoria Department of Education and Training [DET]. (2012). Strength-based approach.
https://www.education.vic.gov.au/Documents/childhood/professionals/learning/strengthbappr
.pdf

Victorian Department of Education [DET] (n.d.). Effective assessment.
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-
effective.aspx

Victorian Department of Education and Training [DET] (2019). High impact teaching strategies in action:
Differentiated teaching.
https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approacheshitsdifferenti
ation.aspx

Victorian Institute of Teaching (2018). Resources for teaching Aboriginal and Torres Strait Islander
learners. https://www.vit.vic.edu.au/news/news/2018/resources-for-teaching-aboriginal-and-
torres-strait-islander-learners

Appendix 1 – Extensive Assessment Portfolio

People Live in Places Assessment Portfolio

At the commencement of the unit, baseline and diagnostic assessment allows identification of the
current level of understanding and skills. This enables the teacher to ensure that consequent learning
experiences are set at an appropriate level and targets misconceptions/gaps in knowledge (Education
Endowment Foundation, n.d.).

Formative assessment, occurring throughout the unit, forms a record of daily student progress and
allows adjustment/adaptation of teaching and learning. The focus of this type of assessment is to
enable student to know exactly what they need to do next to enhance their learning. Additionally, this
assessment affects how pupils view themselves as learners and moulds their attitudes towards
learning. It is critically important that all assessment elicits a positive influence throughout the
process (Box, 2019).

A Summative assessment task concludes the unit and is designed to elicit student understanding of a
local place they have investigated and determine their progress/achievement across the entire unit as
compared to initial data. The task allows students to demonstrate cumulative knowledge and skills. It
is explicitly linked to all identified learning outcomes (Briggs et al, 2003).

Lesso Intention & success Assessment: Teacher notes:

n criteria
Lesso My House Diagnostic: Observation:
n 1
Intention: We are SPECIAL PLACES letter cut-out task
What is the
going to think about Give each student a letter and prompt them to
students’
our own home and think about a special place they know eg. home,
background level
why it is special to school, community. Have them draw and write
of knowledge and
us. We are going to everything that they know about those special
understanding?
describe our family places on a single cut-out letter each.
What
who lives with us.
misconceptions
Prompt with open-ended questions:
do they have? Are
Success criteria: I
- What places are special to you?
there any gaps in
can
- What can you find in this special place?
knowledge?
show/draw/describ
- Why is this place so special?
Can they
e my special place
- How do you care for it?
generate

 and give reasons Follow-up Questions: meaningful
why it is so special. Brainstorm any further questions that students questions?
have.
Lesso Places we learn – Formative task 1: Annotated photograph Checklist:
n 2 schools
Annotated work sample: Students take a
Work sample
Intention: We are photograph of a feature within the school that is
contains:
going to think about special to them and write OR create a voice
o Photo of a
school and why it is recording (book creator) describing this feature
significant
a special place. We using their senses. Use sentence starters:
place
are going to find
o Explanation
This is a photo of…
some features at
(verbal or
school and use our
I can see... I can smell… I can feel…I can hear… written) of
senses to explore
the place
them.
o Use of senses
to describe
Success criteria: I
can take a photo of
a feature within the
school grounds and
describe it using my
senses.
Lesso Caring for our Formative task 2: Letter work sample Formal
n 3 school Formative Task:
Task: Write a letter describing your school

Intention: We are
Learning
Write a letter OR draw a picture OR take a
going to explore
outcomes at
photograph to send to a student at Deans Marsh
reasons why our
expected level
Primary School. In your letter, describe you
school is special

school, its important features and why it is
and write letters to
- Describes
special to you!
students from
natural
another school
Prompts: Describe your school: where is it, what and/or build
telling them about
does it look like? Describe the main natural and features
this.
built features: what natural features can you find accurately
in the playground? What buildings are there? - Expresses
Success criteria: I
What is your classroom like? Reflect and suggest reasons why
can write a letter to
 a student from why it is so important to you – what makes it a school holds
another school special place? significance
describing why my - Demonstrates
Enabling: Teacher can scribe written work
school is special to ability to
me. reflect


Lesso Our community Formative task 3: Map making & Interview Checklist:
n 4
Intention: We are Task: Create a map
o Represents
going to create a
important
Students create a map (using a collection of
map which shows
features
natural products from school yard & chalk)
the journey from
accurately
which shows the journey from Lake Elizabeth to
Lake Elizabeth to
o States a valid
school. Students correctly place important
school.
reason for
features on the map and can answer the
using the map
Success criteria: I following interview questions:
can create and map
- What is this map used for?
and describe what
- Point out 2 important features
it is used for.

Lesso People in our Formative task 4: Charade’s drama performance Formal formative
n 5 community – & self-reflection task:
groups
Task: Brainstorm as a class all the different
Learning
Intention: We are groups we belong to: sports, religious, school,
outcomes at
going to think about friendship, hobbies. Group of 3-4 students each
expected level
all the different choose group to role play/perform charades.

groups we belong Allow students to use speaking, props that have
- Explores
to. We are going to been brought in and allow planning time.
different
use drama to show
points of
Perform role play to class.
what being a part of
view
one of these groups
Complete a self-reflection. - Recognise
looks like.
s the
- I participated in the role play to act out a
significanc
Success criteria: I
particular group
e of events
can create and
- I could tell you about how that group
for
participate in a
celebrates
 performance that - I understand how it feels to be part of a different
shows how people group groups of
belong groups, how people
Ask the following: students respond using traffic
they celebrate and - Interprets
light system. Display red (I need more help with
how it feels to be emotions
this), yellow (I understand but there’s still some
part of a group. related to
things I need help with) and green (I’m really
being part
confident with this) cards in corners of the
of a group
room. Students move to colour which represents

their level.
Lesso Who lived here Formative task 5: Yarn Circle Whole class
n 6 before? discussion:
Task: Facilitate whole class discussion and

Intention: We are feedback via Yarn Circle. Each student has a turn
Do students
going to learn about at commenting or giving feedback:
participate
the First People of
confidently and
Prompts:
Australia who lived
willingly?
here before us. We
- Make a comment about something new Can they identify
are going to act out
you learned today something new
the dreaming story,
- Make a comment about someone else in they have
Tiddalick.
the class and their performance learned?

Success criteria: I

can identify who
lived here before us
and their special
connection to place.
I can participate in
a role play;
Tiddalick.
Lesso Looking after Formative task 6: Field Trip Field work Synthesis:
n 7 places
Task: Fieldwork
Did students
Intention: We are
understand
Guiding question: What features are they at Lake
going to visit Lake
concept of
Elizabeth? How can we care for the lake?
Elizabeth, identify
natural and built
its features, discuss
features? Did
 why it is special and Students are required to complete a T-chart in they complete
suggest some ways which they draw and/or label all the natural and the task?
to look after it. built features they can identify at the lake.

Success criteria: I They also draw a picture of one way that people
can identify can care for the lake.
features of the
natural
environment at
Lake Elizabeth. I
understand why it
is a special place
and I can come up
with ideas to look
after it.
Lesso Summative Summative task: Imagine you are a platypus See Assessment
n 8 assessment Rubric
If you were a platypus!
Imagine/pretend you are a platypus living in
Lake Elizabeth. You’ve lived here for many
thousands of years and you love the fresh water,
the abundance of fish and the quiet. (View
videos at this point). But recently, your family
has begun moving away or disappearing all
together. The water isn’t so clean anymore and
when it gets really hot, sometimes there isn’t
enough water. Now and then you get stuck in
yabby traps. This stops you from living here
safely. This is your opportunity to tell all the
humans about how special your place is and why
it needs to be protected.

Individually:
Part 1) Create a map or model that shows your
lake home.

In groups of 2-3:
 Part 2) Create a soundtrack to go with your
diorama, or a role play that shows you playing in
the lake.

In your soundtrack/role play:
• Describe what this special place looks
like, feels like, smells like, sounds like
• Describe why it is special
• What you use, as a platypus, uses it for
• Reflect upon how humans can help to
look after it and to look after you!

https://www.youtube.com/watch?v=vs7LRo45
Vo4
https://www.youtube.com/watch?v=xbHKjuzjN
Bo

Appendix 2 – Learner Profile

Data from each assessment task collected and stored using the table below. Assessment considers key
knowledge and skills of the area and is considered in relation to the following achievement standards
(ACARA, 2014):

Knowledge and understanding:

LO 1: Understands that places hold special significance to us. There are special places that we
use daily: home, school & the community
LO 2: Describe the features of these places eg. natural (trees, lakes, wildlife) and build
(campground, canoes, buildings, bike trails)
LO 3: Understands the representation of the locations of places and their features on simple
maps and models
LO 4: Develops appreciation for Aboriginal or Torres Strait Islander connection to
Country/Place

Skills:

LO 5: Sorts information from observations into a model or map and understands the purpose
of this information
LO 6: Participates in fieldwork to collect data and information about a place
LO 7: Explores the significance of places/events from different points of view
LO 8: Reflect upon learning about a particular special place (eg. Lake Elizabeth) and suggest
ways to care for it

Learning experiences are designed to cover each of these outcomes and thus, formative and
summative assessment contributes to understanding the students progression towards each
achievement standard.

Baseline: Overview the baseline data (previous records, NAPLAN, any diverse learning needs,
behavioural conditions, comments from previous teachers) and summarise into a comment.
Academic, behavioural, social.

Types of Learning Assessed via: Working Working Working Teacher

outcome outcome below at above comments:
standard standard standard
LO 1: • Formative Comment:
Understands that task 1:
 places hold Annotated
special photo

significance to us. • Formative
There are special task 2:

places that we letter
use daily: home, • Summative
school & the
Knowledge
community
and
LO 2: Describe • Formative Comment:
understanding
the features of task 1:

these places eg. Annotated
natural (trees, photo
lakes, wildlife) • Formative
and build task 2:
(campground, Letter
canoes, buildings, • Summative
bike trails)
LO 3: • Formative Comment:
Understands the task 3: Map

representation of making
the locations of • Summative
places and their task
features on
simple maps and
models
LO 4: Develops • Formative Comment:
appreciation for task 5: Yarn

Aboriginal or circle
Torres Strait

Islander
connection to
Country/Place
LO 5: Sorts • Formative Comment:
information from task 3: Map

observations into making
a model or map
 and understands • Summative
the purpose of
Skills
this information
LO 6: Participates • Formative Comment:
in fieldwork to task 6:

collect data and Field trip
information observation
about a place
LO 8: Explores • Formative Comment:
the significance task 5: Yarn

of places/events circle
from different • Formative
points of view task 4:
Drama
• Summative

LO 8: Reflect • Formative Comment:

upon learning task 6:

about a particular Field trip
special place (eg. observation
Lake Elizabeth) • Summative
and suggest ways
to care for it