Differentiated Curriculum Assignment

EDF4512 Gifted Education
Assignment 2
Differentiated Curriculum Unit:
Room on the Broom
A Differentiated Curriculum Unit

Cheryl Williamson 25116592
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Assignment 2
Contents
Introduction
..3
Unit
Objectives
4
Time
Frame
4
Contract
5
Lesson
Structure.
5
Assessment
...6
Student
Portfolio6
Resources
...6
Williams Matrix
Model..7
Reference
List15
Appendices
Appendix 1 .16
Appendix 2 .19
Appendix 3 .20
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Assignment 2
Appendix 4 .21
Appendix 5 .22
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Assignment 2
Introduction
The crux to this unit was to develop and extend students abilities to critically think
and analyse a text in depth. This unit was created with my fourth year practicum
class in mind, focusing on the level 2 Victorian curriculum.
The text Room on the Broom by Julia Donaldson inspires student to explore the
theme of friendship and to think about how an author sets up a character in a story.
Lastly this unit explores ideas of stereotyping, themes, friendship and rhyme using
the text Room on the Broom.
The Room on the Broom unit allows students to engage critically with a text.
Students will have the opportunity to select which activity they will be doing as well
as chose to opt in or out of the workshops.
The workshops are mini lessons with a specific focus that helps students navigate
their way through the task. Allowing students to choose if they want to do the
workshop or not will stop students who are high achieving or knowledgeable in that
area focus on the same work, reducing boredom within the unit and creating
differentiation on one level. I got the idea of the workshops from Davis, Rimm and
Siegel who mention about learning centres, however I thought perhaps a guided
learning centre would enable students whilst the gifted students could focus
specifically on what skills they require (2014a).
Differentiation also occurs in the unit with the activities. Some activities focus on
different levels of Blooms Taxonomy, from comprehension to evaluation, giving
students the opportunity to extend their work to a deeper level.
Gardners Multiple Intelligences are also used in the unit. Not all of the intelligences
are in each activity choice however, over the scope of the unit each intelligence is
catered for. Davis Rimm and Siegle note that Gardners Multiple Intelligences are
ideal for students, further children can and are able to learn using other intelligences,
not just one (2014b). By incorporating the intelligences it gives students the chance
to work with an intelligence they are not quite familiar with, or work with one they are
familiar with, again this differentiates the activities.
Including an audience to each activity allows students to realise their work has a real
and genuine purpose. Davis, Rimm and Siegle note that an audience must be
authentic for student work to increase (2014a). An authentic audience can help with
student motivation, as students feel more positively towards getting their work done
(Davis, Rimm & Siegle, 2014a).
Ultimately the way this unit differentiates is by using Williams design model. Gross,
Sleap and Pretorius (1999) note that the Williams design has three dimensions.
Each dimension in Williams design is used in this unit of work allowing the needs of
the whole child to be addressed (Gross, Sleap & Pretorius, 1999). The curriculum
or subject matter is from the Victorian Curriculum website with a specific focus
around level two, however some activities can be simplified or extended with use of
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Assignment 2
Blooms Taxonomy (Gross, Sleap & Pretorius, 1999). Dimension two has eighteen
teaching strategies that promote deeper, divergent thinking and promotes positive
learning within the classroom and life (Gross, Sleap & Pretorius, 1999). The last
dimension involves nine creative processes that focus on cognitive and affective
behaviours (Gross, Sleap & Pretorius, 1999). The creative processes are outlined in
the Williams model matrix.
Unit Objectives
Room on the Broom
This unit of work aims to increase students literacy skills with a specific focus on:
- Reading
- Speaking and listening
- Creativity
- Writing
Within the 18 activities students have the chance to work broadly across the
curriculum, although some points in the curriculum are only focused on certain
activities, see Williams Matrix Model, column b. This enables students who have
mastered that curriculum focus to extend to the next level or focus on a different
activity. A full list of the curriculum achievements is in Appendix 1
Curriculum goals that are in all activities include:
-
Use reasons and examples to convey a point of view

Create questions for a specific purpose
Explore characters, themes and different types of texts
Create, build on and analyse texts
Respond to literature through speaking
Consider right and wrong with regards to actions and explore the effects of
different types of actions
Listen to others ideas
Investigate friendships
Collaborate with peers
In the appendix (Appendix 2) there is a grid that can be used to tick off which of the
curriculum goals the students have achieved.
Time frame
The Room on the Broom unit has been designed to be ran over a full term. This
allows students who are not coping with the workload develop their skills and for
those that have mastered the skills to enhance and deepen their work level. Lessons
will be ideally ran for 90 minutes with a follow up lesson later in the week. This gives
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Assignment 2
students the chance to complete and extend their work.
Contract
Davis, Rimm and Siegle (2014a) note that learning contracts are a good idea to help
keep students directed and focused on their independent work. This unit relies on
students working at their own pace, with allocated lessons during school as well as
working at home, to complete their profiles. For this unit I added in parents to the
contract as it gives the parents an idea on what is happening and how to help their
child at home. See appendix 3.
Lesson Structure
This unit caters for linguistic students by starting and finishing with class based
discussions around the main teaching strategy.
For example:
Lesson one: Paradox
Show the front cover to the students. Ask them what they think the book may be
about. Read the book.
Class discussion: Friends can be your worst enemy
What do you think this statement means? How is the witch like your worst enemy?
What is it about the witch that may make you think she is your worst enemy? Do
you have any friends who are similar to the witch? If so, how are they similar?
Set the task. If students are unclear they can opt in for the workshop.
Workshop: Voluntary. (2 focuses)
Discussion on what this statement might mean and how to put our words, thoughts
and feelings onto paper. Focus on clear expression in writing, scaffolding your writing
using the First, Then, Last model.
A mini session on poetry.
Worktime: Students are free to collaborate and discuss their work and ideas.
Students are in control of their worktime and what they chose to do. Students are
aware that rough drafts, and good copies both go in their portfolio.
Reflection:
Class group discussion.
What did you think of the task? How do you think you managed your time? What
would you change for next time? What did you learn today? What was a plus,
minus or interesting about this lesson?
Note: For those students who find the work overwhelming, have a fruit or physical
activity break in the middle (roughly 10-15 minutes).
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Assignment 2
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Assignment 2
Assessment
This unit incorporates different sorts of assessment techniques and is open to
teachers creating their own assessment strategies. Student evaluations are one form
of assessment that can be used within this unit. Davis, Rimm and Siegle (2014c)
note that self-evaluations document student outcomes and personal progress.
Students who are younger may need assistance from their teacher (Davis, Rimm &
Siegle, 2014b). I created a task self-reflection template for students to use to start off
their thinking about self-assessment, see appendix 4.
Davis, Rimm and Siegle (2014d) note that assessment can be formal or informal. I
created a rubric for students and parents to follow which has the learning outcomes
of the portfolio, see appendix 5.
Formal and informal assessment is used within this unit to gauge if the students
have met the curriculum needs for their reporting. Assessment pieces are rough
drafts and good copies of their work.
Student portfolio
Students will be creating pieces of work along the way which are to be placed in their
portfolio for an end of term presentation. Students can place rough drafts, evidence,
notes and finished pieces in their portfolio to demonstrate the amount of effort and
dedication they placed in doing the unit of work.
Portfolios can be digital or take on any form the student wants to use to express their
learning.
At the end of term students will present their portfolios to peers, teachers and
parents at a special work exhibition.
Resources
Teachers will need graphic organisers, or show students to draw up a grid, to help
the lower students scaffold their writing using the First, Next, Then idea. A list of
some of the possible resources needed for each lesson is in the Dimension 2:
Teacher strategies column of the Williams Matrix Model. Teachers will also need
internet for research and student blogs. For student blogs the Weebly student
website is easy for teachers to navigate and monitor student blogs.
Teachers will also need the book Room on the Broom by Julia Donaldson.
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Assignment 2
Williams Matrix Model

Room on the
Broom
Analysis
Paradox
Dimension 1:
Victorian
Curriculum links
Level 2
Critical and
Creating Thinking:
(VCCCTQ002)
English:
(VCELT241)
(VCELT242)
(VCELT243)
VCELY244)
(VCELY222)
Personal and
Social Capability:
(VCPSCSO012)
Dimension 2:
Teacher
Strategies
Friends can be
your worst
enemy.
Resources:
Pencils, paper,
poetry
examples.
Attribute
listing
Critical and
Creative Thinking:
(VCCCTQ001)
(VCCCTR006)
(VCCCTM008)
English:
(VCELT228)
(VCELT229)
(VCELT243)
(VCELY244)
Personal and
Social Capability:
(VCPSCSO012)
What is a
witch?
Resources:
Paper A4,
pencils, textas,
suggestions of
traits, examples
of songs.
Analogy
Critical and
Creative Thinking:
(VCCCTQ001)
(VCCCTR005)
(VCCCTM008)
Digital
Technologies:
(VCDTDS013)
(VCDTDI016)
(VCDTCD018)
English:
(VCELA212)
(VCELT219)
How is the
witch in the
story like your
friend?
Resources:
Examples of
acrostic poems,
computers,
paper, pencils.
Activity options
Dimension 3:
Behaviours
Workshop: Discussion
on what students think
this might mean and a
look at poetry.
* Write down a time
when someone you
thought would be mean
was nice.
* What is it about the
witch that makes you
think she could be your
worst enemy? Describe
your answer using a
poem or story.
Audience: Peers
Workshop: Physical
traits and Personality
traits (Students sort
their suggestions of
traits into columns,
either personality or
physical).
* Create a poster which
shows what a witch is.
* Write a song that
describes what a witch
is.
Audience: Kinder
students.
Workshop: What is an
acrostic poem
(Investigation time and
report back)
* Write an acrostic
poem that shows the
similarities between
your friend and the
witch.
* Fluency
* Flexibility
* Originality
* Curiosity
* Imagination
* Flexibility
* Originality
* Elaboration
* Fluency
* Flexibility
* Originality
* Elaboration
* Imagination
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Assignment 2
Discrepancy
Provocative
question
(VCELY222)
(VCELT229)
(VCELA237)
Ethical Capability:
(VCECD003)
Personal and
Social Capability:
(VCPSCSO012)
(VCPSCSO013)
Critical and
Creative Thinking:
(VCCCTR006)
(VCCCTR005)
Digital
Technologies:
(VCDTCD018)
English:
(VCELA212)
(VCELY222)
(VCELA236)
(VCELA237)
(VCELT240)
(VCELT242)
(VCELY244)
Visual art:
(VCAVAP023)
Critical and
Creating Thinking:
(VCCCTQ001)
(VCCCTR005)
(VCCCTR006)
Drama:
(VCADRE021)
(VCADRD022)
(VCADRP023)
(VCADRR024)
English:
(VCELY222)
(VCELY230)
(VCELA237)
(VCELT240)
(VCELT242)
* Create a digital mind

map that shows the
similarities of the witch
and your friend.
Audience: Friends
What is the
authors
message?
Resources:
Examples of a
report,
examples of
reviews, paper,
pencils,
computer,
textas.
Workshop: what does a

report look like
(Discussion and
examples)
* Write a review of the
story describing the
authors message.
* Explain why you think
the witch helped the
animals. Why do you
think the author
designed the story like
this? Write a blog entry
and use the text to
show reasons.
* What was the witches
reward for helping the
animals? Why did the
author do this? Draw a
picture and label how
the witch was rewarded
by each of the animals
and why.
Audience: Peers
* Elaboration
* Fluency
* Complexity
* Curiosity
* Risk taking
* Imagination
Why do you
think the author
used an ugly
witch as the
main
character?
Resources:
Examples
(pictures) of
stereotypes,
paper, books,
Workshop: Stereotypes
(Discussion and anchor
chart with examples)
Working in groups or
alone demonstrate how
the author breaks down
stereo types of witches.
* Why do you think she
used a witch?
* Create your own
character that breaks
* Fluency
* Flexibility
* Originality
* Curiosity
* Complexity
* Imagination
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Assignment 2
Personal and
Social Capability:
(VCPSCSO012)
(VCPSCSO014)
Visual Arts:
(VCAVAV022)
textas and
pencils.
Examples of
change
English:
(VCELT228)
(VCELT229)
(VCELY230)
(VCELT242)
How would the

story be
different if we
changed the
characters?
Resources:
Examples of
short stories,
paper, books,
textas, pencils.
Examples of
Habit
Critical and
Creative Thinking:
(VCCCTQ001)
(VCCCTR005)
Digital
Technologies:
(VCDTDS013)
(VCDTDI016)
(VCDTCD018)
Mathematics:
(VCMSP126)
(VCMSP127)
(VCMSP128)
Organised
random
search
Critical and
Creative Thinking:
(VCCCTR005)
(VCCCTR006)
English:
(VCELY230)
(VCELY244)
Personal and
Social Capability:
How many
books with
witches have
an ugly witch
as good or
bad?
Resources:
Library,
computers,
examples of
charts, pencils,
paper, books
and textas.
Describe how
you would
design a new
broom.
Resources:
Computers,
down stereotypes.
You can present this
information with one of
the following:
1. Poster
2. Play with script
3. Report.
Audience: Parents.
Workshop: Predicting
what can happen in a
text (Read short stories
to half way and ask
students to work in
groups to predict what
can happen).
Write your own
narrative to
demonstrate how the
story will change if you
changed either the:
* Dragon
* Frog
* Witch
Audience: Authors.
Workshop: How to use
the library to find
certain types of books.
Using the library and
internet find books that
have witches as
characters. Draw a
table that shows your
findings.
* Pie chart
* Bar graph.
Audience: Librarian.
Workshop: Engineering
design process (Ask,
Imagine, Plan, Create
and Improve).
Design a new broom
and label all the parts.
* Flexibility
* Elaboration
* Curiosity
* Complexity
* Imagination
* Originality
* Risk taking
* Complexity
* Imagination
* Imagination
* Flexibility
* Elaboration
* Risk taking
* Curiosity
* Complexity
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Assignment 2
(VCPSCSE010)
(VCPSCSO012)
Visual Arts:
(VCAVAP023)
books, pencils,
paper, textas
and books.
* Poster
* Informative booklet.
Audience: Shops.
Skills of
search
Critical and
Creative Thinking:
(VCCCTQ001)
(VCCCTR005)
English:
(VCELA212)
(VCELY230)
(VCELY233)
(VCELT242)
(VCELY244)
(VCELY245)
Personal and
Social Capability:
(VCPSCSO012)
(VCPSCSO014)
Workshop: How to
conduct an interview,
including questions to
ask.
Show the picture of the
witch and conduct the
interview using two
people.
Report back to the
class using either:
* Oral report
* Newspaper article
Audience: School
newsletter or assembly.
* Fluency
* Flexibility
* Elaboration
* Originality
* Curiosity
* Complexity
Tolerance for
Ambiguity
Critical and
Creative Thinking:
(VCCCTQ002)
(VCCCTR005)
(VCCCTM007)
Drama:
(VCADRE021)
(VCADRD022)
(VCADRP023)
(VCADRR024)
Music:
(VCAMUP023)
(VCAMUR024)
English:
(VCELA212)
(VCELA237)
(VCELT241)
(VCELY244)
(VCELY245)
(VCELT228)
Ethical Capability:
(VCECU001)
(VCECD002)
Personal and
Social Capability:
(VCPSCSE008)
(VCPSCSO012)
(VCPSCSO013)
Interview 2
people for their
opinion of the
witchs
character in the
story.
Resources:
Example of an
interview
(YouTube clip),
computers,
paper, books,
pencils, textas
and interview
sheets.
Two volunteers
are needed
also.
What if the
witch was
mean?
Resources:
Computers,
paper, books,
pencils, textas,
costumes (if
desired),
examples of
scripts and
music paper.
Workshop: Play
production (Casting,
script writing, group
work skills).
* In groups, compose a
play to show what
would happen if the
witch was mean.
* In a group or alone,
write a song that
describes what would
happen if the witch was
mean.
Audience: The school.
* Fluency
* Originality
* Elaboration
* Risk taking
* Curiosity
* Complexity
* Imagination
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Assignment 2
(VCPSCSO014)
Intuitive
expression
Critical and
Creative Thinking:
(VCCCTQ002)
English:
(VCELA212)
(VCELY222)
(VCELY230)
Ethical Capability:
(VCECD003)
Personal and
Social Capability:
(VCPSCSE008)
(VCPSCSO012)
Pretend you
are one of the
animals, how
does the witch
make you feel?
Resources:
Computers,
paper, books,
pencils, post
cards and
textas.
Adjustment
to
development
Critical and
Creative Thinking:
(VCCCTQ002)
(VCCCTR006)
English:
(VCELA212)
(VCELY230)
Ethical Capability:
(VCECU001)
(VCECD002)
(VCECD003)
Personal and
Social Capability:
(VCPSCSE008)
(VCPSCSE010)
(VCPSCSO012)
(VCPSCSO013)
English:
(VCELT219)
(VCELY230)
(VCELT243)
(VCELT240)
Learn from
mistakes and
failures.
Resources:
Computers,
books, paper,
pencils and
ideas of
possible
mistakes or
failures.
Study
creative
process
Learn how
authors create
stories.
Resources:
Graphic
organiser of a
story map,
pencils, textas,
computers,
books and
paper.
Workshop: letter and

post card writing &
expressing feelings with
words.
* Write a letter to the
witch explaining how
you felt during the story.
* Write a postcard to
the witch explaining
how you felt during the
story.
Audience: The witch.
Workshop: what is a
mistake or failure?
Explain a time when
someone or yourself
was not friendly, how
would you change that
experience?
* Draw a cartoon strip.
* Write a diary entry.
Audience: Peers.
* Flexibility
* Elaboration
* Curiosity
* Complexity
Workshop: Looking at
story maps (characters,
settings, problem and
solution).
* Create a story map of
your own idea.
* Plan and write your
own story.
* Plan and write a story
using poetry.
Audience: Publishers.
* Fluency
* Flexibility
* Originality
* Imagination
* Fluency
* Elaboration
* Originality
* Curiosity
* Complexity
* Risk taking
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Assignment 2
Evaluate
situations
Critical and
Creative Thinking:
(VCCCTQ002)
(VCCCTR005)
(VCCCTR006)
English:
(VCELY222)
(VCELA236)
(VCELA237)
(VCELT241)
(VCELT242)
(VCELY244)
(VCELY245)
Personal and
Social Capability:
(VCPSCSE008)
(VCPSCSO012)
(VCPSCSO013)
Did this story

teach you
anything?
Resources:
Examples of
speeches,
examples of
persuasive
techniques,
paper,
computers,
pencils and
books.
Creative
reading skills
Critical and
Creative Thinking:
(VCCCTR006)
English:
(VCELY220)
(VCELY222)
(VCELT228)
(VCELY230)
(VCELY244)
Personal and
Social Capability:
(VCPSCSO012)
(VCPSCSO014)
(VCPSCSO015)
What Themes
are in this
story?
Resources:
Examples of
possible
themes, books
with strong
themes, A3
paper, books,
pencils,
computers,
paper and
textas.
Creative
listening
skills
English:
(VCELY221)
(VCELT229)
(VCELA238)
(VCELT243)
(VCELY244)
Personal and
Social Capability:
(VCPSCSO014)
What can you

hear?
* Can play the
slow-mation on
YouTube of
Room on the
broom instead
of re reading.
Resources:
Examples of
rhymes, pages
Workshop: Oral
presentations and
speech writing,
including persuasive
techniques.
* Present a 1-2 minute
speech to the class
explaining what this
story taught you.
* Persuade your
audience to take a
positive or negative
view of the text.
Audience: Peers from
another school.
Workshop: What is a
theme, investigate.
* Working in a pair
create an anchor chart
that shows the themes
in the text, use
evidence.
* Working in a pair
create an academic
poster that shows the
themed in the text, use
evidence.
* Pick one theme from
the story and create a
short story using that
theme.
Audience: Aliens.
Workshop: what is a
rhyme and how does it
work.
* Change as many
rhyming words in the
story possible so that it
still has the same
meaning. For eg Over
the fields and the
forests they knew
(flew). The dog wagged
* Flexibility
* Elaboration
* Originality
* Risk taking
* Curiosity
* Complexity
* Fluency
* Flexibility
* Curiosity
* Fluency
* Flexibility
* Originality
* Curiosity
* Complexity
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Assignment 2
printed for
students to
change words,
computers,
books, paper
and pencils.
Creative
writing skills
Digital
Technologies:
(VCDTDS013)
(VCDTDI016)
(VCDTCD018)
English:
(VCELT228)
(VCELY233)
Ethical Capability:
(VCECU001)
(VCECD003)
Personal and
Social Capability:
(VCPSCSE008)
(VCPSCSO013)
What can we
write about?
Resources:
Examples of
adjectives,
computers,
paper, books
and pencils
his tail and the stormy

wind grew (blew).
* Create a rhyme that is
similar to room on the
broom.
* Work in groups to play
a rhyme game. Taking
in turns come up with
as many rhyme words
as you can and list
them down. Using as
many of those words
possible create a group
poem. Rhyme starters
hat bow and wand.
Audience: Original
author Julia Donaldson.
Workshop: describing
feelings in writing
(Adjectives).
Students write a blog
on how the witch feels
along her journey using
at least four pivotal
moments.
* Lost her hat.
* Dog found the hat.
* Lost her bow.
* Bird found bow.
* Lost her wand.
* Frog found wand.
* Broom broke.
* Dragon about to eat
her.
* Animals saved her.
* When she made the
new broom.
Audience: The world.
* Fluency
* Originality
* Elaboration
* Risk taking
* Curiosity
* Complexity
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Assignment 2
Visualisation
Critical and
Creative Thinking:
(VCCCTM007)
Mathematics:
(VCMMG120)
(VCMMG121)
Visual Arts:
(VCAVAV022)
(VCAVAP023)
(VCAVAR024)
Feelings
abstract art
piece.
Resources:
Depending on
the art project,
could be
papier-mch,
could be a
painting, could
create a
sculpture using
objects.
Art materials.
Workshop: what makes

art abstract (colour,
line, shape and texture)
and the difference
between 2D and 3D art.
* Create a 2D abstract
art piece the
demonstrates how the
book made you feel.
* Create a 3D abstract
art piece that
demonstrates how the
book made you feel.
* Elaboration
* Originality
* Curiosity
* Imagination
Reference List
Davis, G., Rimm, S., & Siegle, D. (2014a). Grouping, Differentiation, and Enrichment:
Chapter 6. (6th Ed). In, Education of the Gifted and Talented. Edinburgh Gare,
Harlow: Pearson Education Limited. Pp.147-167
Davis, G., Rimm, S., & Siegle, D. (2014b).Gifted Education: Matching Instruction with
needs: Chapter 1. (6th Ed). In, Education of the Gifted and Talented.
Edinburgh Gare, Harlow: Pearson Education Limited. Pp.1-30
Davis, G., Rimm, S., & Siegle, D. (2014c). Program Evaluation: Chapter 18. (6 th Ed).
In, Education of the Gifted and Talented. Edinburgh Gare, Harlow: Pearson
Education Limited. Pp. 485-506
Davis, G., Rimm, S., & Siegle, D. (2014d). Identifying Gifted and Talented Students:
Chapter 3. (6th Ed). In, Education of the Gifted and Talented. Edinburgh Gare,
Harlow: Pearson Education Limited. Pp. 55-96
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Assignment 2
Gross, M., Sleap, M., & Pretorius, M. (1999). Chapter Nine: Models of Curriculum
Development Williams. In Gross, M. (1999) Gifted students in secondary
schools: Differentiating the curriculum. Sydney, NSW: GERRIC
http://victoriancurriculum.vcaa.vic.edu.au/
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Assignment 2
Appendix 1
Here is a list of the curriculum goals that can be achieved throughout this unit of
work. Not each project has the same curriculum goals, some are task specific whilst
others are at a deeper level incorporating critical and creative thinking.
Curriculum Goals
Critical and Creative Thinking: Level 2: (VCCCTQ001) Questions and Possibilities:
Identify, describe and use different kinds of questions stems to gather
information and ideas.
Critical and Creative Thinking: Level 2: (VCCCTQ002) Questions and Possibilities:
Consider personal reactions to situations or problems and how these reactions
may influence thinking.
Critical and Creative Thinking: Level 2: (VCCCTR005) Reasoning: Compare and
contrast information and ideas in own and others reasoning.
Critical and Creative Thinking: Level 2: (VCCCTR006) Reasoning: Consider how
reasons and examples are used to support a point of view and illustrate
meaning.
Critical and Creative Thinking: Level 2: (VCCCTM007) Meta-Cognition: Consider
ways to express and describe thinking activity, including the expression of
feelings about learning, both to others and self.
Critical and Creative Thinking: Level 2: (VCCCTM008) Meta-Cognition: Explore
some learning strategies, including planning, repetition, rewording,
memorisation and use of mnemonics.
Digital Technologies: Level 2: (VCDTDS013) Digital Systems: Identify and explore
digital systems (hardware and software components) for a purpose.
Digital Technologies: Level 2: (VCDTDI016) Data and Information: Independently
and with others create and organise ideas and information using information
systems, and share these with known people in safe online environments.
Digital Technologies: Level 2: (VCDTCD018) Creating Digital Solutions: Explore
how people safely use common information systems to meet information,
communication and recreation needs.
Drama: Level 2: (VCADRE021) Explore and Express Ideas: Explore roles,
characters and dramatic action in dramatic play, improvisation and process
drama.
Drama: Level 2: (VCADRD022) Drama Practices: Use voice, facial expression,
movement and space to imagine and establish role and situation.
Drama: Level 2: (VCADRP023) Present and Perform: Present drama that
communicates ideas, including stories from the community, to an audience.
Drama: Level 2: (VCADRR024) Respond and Interpret: Respond to drama,
expressing what they enjoy and why, and why people make and perform drama.
English: Level 2: (VCELA212) Reading and Viewing: Language: Text structure and
organisation: Understand that different types of texts have identifiable features
that help the text serve its purpose.
English: Level 2: (VCELT219) Reading and Viewing: Literature: Examining
Literature: Discuss the character and settings of different texts and explore how
language is used to present these features in different ways.
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Assignment 2
English: Level 2: (VCELY220) Reading and Viewing: Literacy: Texts in context:

Discuss different texts on a similar topic, identifying similarities and differences
between the texts.
English: Level 2: (VCELY222) Reading and Viewing: Literacy: Interpreting,
analysing, evaluating: Use comprehension strategies to build literal and inferred
meaning and begin to analyse texts by drawing on growing knowledge of
context, language and visual features and print and multimodal text structures.
English: Level 2: (VCELT228) Writing: Literature: Creating literature: Create
events and characters using different media that develop key events and
characters from literary texts.
English: Level 2: (VCELT229) Writing: Literature: Creating literature: Build on
familiar texts by experimenting with character, setting or plot.
English: Level 2: (VCELY230) Writing: Literacy: Creating texts: Create short
imaginative, informative and persuasive texts using growing knowledge of text
structures and language features for familiar and some less familiar audiences,
selecting print and multimodal elements appropriate to the audience and
purpose.
English: Level 2: (VCELY233) Writing: Literacy: Creating texts: Construct texts
featuring print, visual and audio elements using software, including word
processing programs.
English: Level 2: (VCELA236) Speaking and Listening: Language: Language for
interaction: Identify language that can be used for appreciating texts and the
qualities of people and things.
English: Level 2: (VCELA237) Speaking and Listening: Language: Expressing and
developing ideas: Understand the use of vocabulary about familiar and new
topics and experiment with and begin to make conscious choices of vocabulary
to suit audience and purpose.
English: Level 2: (VCELA238) Speaking and Listening: Language: Phonics and
word knowledge: Manipulate more complex sounds in spoken words through
knowledge of blending and segmenting sounds, phoneme deletion and
substitution.
English: Level 2: (VCELT240) Speaking and Listening: Literature: Literature and
context: Discuss how depictions of characters in print, sound and images reflect
the contexts in which they were created.
English: Level 2: (VCELT241) Speaking and Listening: Literature: Responding to
literature: Identify aspects of different types of literary texts that entertain, and
give reasons for personal preferences.
English: Level 2: (VCELT242) Speaking and Listening: Literature: Responding to
literature: Compare opinions about characters, events and setting in and
between texts.
English: Level 2: (VCELT243) Speaking and Listening: Literature: Examining
literature: Identify, reproduce and experiment with rhythmic, sound and word
patters in poems, chats, rhymes and songs.
English: Level 2: (VCELY244) Speaking and Listening: Literacy: Interacting with
others: Listen for specific purposes and information, including instructions, and
extend students own and others ideas in discussion through initiating topics,
making positive statements, and voicing disagreement in an appropriate
manner.
English: Level 2: (VCELY245) Speaking and Listening: Literacy: Interacting with
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Assignment 2
others: Rehears and deliver short presentations on familiar and new topics,
speaking clearly and varying tone, volume and pace appropriately, and using
supportive props.
Ethical Capability: Level 2: (VCECU001) Understanding Concepts: Explore the
meaning of right and wrong, good and bad, as concepts concerned with the
outcomes of acts.
Ethical Capability: Level 2: (VCECD002) Decision Making and Actions: Explore the
type of acts often considered right and those often considered wrong and the
reasons why they are considered so.
Ethical Capability: Level 2: (VCECD003) Decision Making and Actions: Explore the
effects that personal feelings can have on how people behave in situations
where ethical issues are involved.
Mathematics: Level 2: (VCMSP126) Statistics and Probability: Data representation
and interpretation: Identify a question of interest based on one categorical
variable, gather data relevant to the question.
and interpretation: Collect, check and classify data.
and interpretation: Create displays of data using lists, table and picture graphs
and interpret them.
Mathematics: Level 2: (VCMMG120) Measurement and Geometry: Shape:
Describe and draw two-dimensional shapes, with and without digital
technologies.
Mathematics: Level 2: (VCMMG121) Measurement and Geometry: Shape:
Describe the features of three-dimensional objects.
Music: Level 2: (VCAMUP023) Explore and Express Ideas: Present and Perform:
Rehearse and perform songs and instrumental music they have learnt and
composed to communication ideas to an audience.
Music: Level 2: (VCAMUR024) Explore and Express Ideas: Respond and Interpret:
Respond to music, communicating their preferences and discussing where and
why people make and perform music.
Personal and Social Capability: Level 2: (VCPSCSE008) Self-Awareness and
Management: Recognition and expression of emotions: Extend their vocabulary
through which to recognise and describe emotions and when how and with
whom it is appropriate to share these emotions.
Personal and Social Capability: Level 2: (VCPSCSE010) Self-Awareness and
Management: Development of resilience: Explain how being prepared to try new
things can help identify strategies when faced with unfamiliar or challenging
situations.
Personal and Social Capability: Level 2: (VCPSCSO012) Social Awareness and
Management: Relationships and diversity: Listen to others ideas, and recognise
that others may see things differently.
Management: Relationships and diversity: Describe ways of making and keeping
friends, including how actions and words help or hurt others, and the effects of
modifying their behaviour
Management: Collaboration: use basic skills required for participation in group
tasks and respond to simple questions about their contribution to group tasks.
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Assignment 2

Management: Collaboration: Recognise that conflict occurs and distinguish
between appropriate and inappropriate ways to deal with conflict.
Visual Arts: Level 2: (VCAVAV022) Visual Arts Practices: Experiment with different
materials, techniques and processes to make artworks in a range of art forms.
Visual Arts: Level 2: (VCAVAP023) Present and Perform: Create and display
artwork to express ideas to an audience.
Visual Arts: Level 2: (VCAVAR024) Respond and Interpret: Respond to visual
artworks by describing subject matter and ideas.
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Assignment 2
Appendix 2
Curriculum Record Sheet
Not all students will complete the same

curriculum point for the same project. Some
may extend especially in the Critical and
Creative Thinking area. This record sheet will
help record which students have met the
curriculum criteria.
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Assignment 2
This is just an example of how teachers can

record the curriculum areas for students. Not
all curriculum areas need to be focused on.
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Assignment 2
Appendix 3
Unit of work contract

Dear Parents and Students,
This unit requires students to pick an activity each
Monday and Wednesday. These activities must be
complete by the Friday or
Monday at the latest. Students are allowed to work
on their
portfolio at home if they wish, as well as time will
be allocated
in school.
There are 18 pieces of work that will go into the
students
portfolio and a presentation to the whole school
community will
occur at the end.
The theme of the unit of work is analysing,
interpreting and creating literature, specifically
Julia Donaldsons book Room on the Broom.
This contract explains the role of your child and
yourself in this
unit of work. Parents are encouraged to help
students with work
at home, even if this is just by providing time.
The due date for all 18 pieces of work is
_______________. The
presentation is on the ____________________.
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Assignment 2
I _________________ Student, agree to stay focused

on my work and not disrupt other students.
I _______________ (Parent) acknowledge that my
child __________ will
be completing 18 pieces of work for a portfolio.
I ________________ (student) agree to manage my
time in class
and at home to complete 18 pieces of work for my
portfolio.
Parent Signature
_____________________________________
Student Signature
____________________________________
Date _________________
Appendix 4
Task Self-Reflection
Name: _________________
____________
Date:
My work habits
I attended the workshop
I stayed on task
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Assignment 2
I tried my best
I learned something new
I was a good classroom citizen
My chosen activity was
I chose activity
________________________________
or option
_______________________________________
Teachers comments:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Appendix 5
Portfolio Assessment
Room on the Broom
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Assignment 2
Outcome Beginnin Developi

g
ng
Establish
ed
Identify
themes in a
text.
Analyse
characters
in a text
Work
productivel
y alone or
in a group
Research
skills
Presentatio
n skills
Use higher
order
critical
thinking
skills
Comments:
__________________________________________________
____
__________________________________________________
____
__________________________________________________
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Assignment 2
____
__________________________________________________
____
__________________________________________________
____
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