Brocklehurst Stephanie Edvt12015 at 1 1

CENTRAL QUEENSLAND UNIVERSITY
Literacy and Numeracy

Assessment Task 2
EDSE14003: Literacy and Numeracy Across the
Curriculum
Student: Stephanie Brocklehurst
Student Number: S0257771
Unit Coordinator: Corey Bloomfield
Due Date: June 2, 2017
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Stephanie Brocklehurst EDSE14003
S0257771
PART A: OVERVIEW OF UNIT
Unit Overview
The selected unit of work, Australias involvement in World War I, has been designed
from the Australian Curriculum for a Year 9 cohort studying History. Students in Year 9
History are required to investigate key aspects of World War I and the Australian experience
of the war, including the nature and significance of the war in the world and Australian
history (ACARA, 2015a). The intended learning of this particular World War I unit of study
is based on examining and obtaining a greater understanding of the events of World War I
with a direct focus on how students will demonstrate their historical knowledge and
understanding, historical skills and how they have met the intended learning outcomes
throughout. Specifically during years 7-10 of History studies, teachers align their
understandings with the Australian Curriculum to establish selected units which draw upon
the key essential skills of literacy through questioning, communicating, researching,
analysing and evaluating and numeracy skills by organising and interpreting historical events,
analysing numerical data, use scaled timelines and interpret various calendars and dates.
Throughout this particular unit educators must ensure that the intended learning and delivery
of content is constructed in a way which develops historical knowledge, understanding and
skills which relate specifically to Aboriginal and Torres Strait Islander Histories and Cultures
(ACARA, 2016a).
Unit Assessment
In addition, the desired outcomes for formative assessments throughout this course of
study is for students to reflect upon how the war directly impacted Australia, its role in the
war, chronologically sequence key events and analyse relevant primary and secondary
sources. As students work through the unit they will encounter formative assessment tasks
such as revision sheets, PEEL paragraphs and source analysis. Students will then participate
in a number of classroom discussions and a pop quiz each week to address the intended
learning outcomes and establish an in depth understanding of World War I in preparation for
their summative assessment task. The summative assessment task requires students to
complete a 70 minute exam that focuses on the implications for Australia during the First
World War. This specific exam will occur under standard exam conditions where students are
provided with a number of seen and unseen sources. During the exam students are also
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required to use chronological sequencing for events (ACHHS164) and use a range of
historical terms and concepts (ACHHS165) (ACARA, 2015a). Students will be set out at
their individual tables around the classroom to complete this task as they recall a range of
literacy capabilities learnt throughout.
PART B: AUSTRALIAN CURRICULUM LITERACY DEMANDS
The Australian Curriculum (ACARA, 2015b) outlines a number of literacy

capabilities that ultimately assist with the progression of student learning. Specifically during
years 7-10 students are expected to be intellectually challenged to consider world-wide
effects whilst simultaneously uncovering the detrimental impact on people of the time.
Throughout the selected unit of work there are specific literacy learning demands that will
need to be addressed. Students will be required to build upon their current historical
knowledge through the processes of exploration, analysis, discussions and evaluations of
concepts and ideas. The specific literacy skills required of students revolve around ones
ability to comprehensively learn and correctly interpret subject specific language and
terminology throughout their History studies. Literacy skills and capabilities unit demands
which include the need to analyse and evaluate information, present ideas and opinions and
make meaning of set concepts and ideas through language features and text structures where
appropriate, tense verbs, cause-and-effect, comparative relationships and descriptive
adjectives are utilised accordingly. This unit requires students to develop historical skills by
identifying the nature, purpose, intended audience and author/s to evaluate sources as
historical evidence presented in multiple modes by identifying and selecting different kinds
of questions about the past to inform historical inquiry (ACARA, 2015a).
In addition, this task requires students to effectively comprehend and compose

interrelated texts about past, present and future events with the assistance of specialised
language and terminology present throughout history studies in preparation for
communicating historical information, concepts and ideas according to context. Examples of
subject-specific language includes a wide use of adverbs that describe people, places, events
and perspectives and extended noun groups using descriptive adjectives (ACARA, 2016a).
Subject-specific language, historical information, concepts and ideas will be assessed through
an exam which concentrates on the implications for Australia during World War I, with a
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specific focus on the change of womens roles in society and the element of conscription.
Students are to demonstrate their historical knowledge and understandings and historical
skills learnt throughout the selected unit.
Literacy Capabilities Learning Demands in the Unit

Chronology, terms and concepts Students are expected to:
1. Use chronological sequencing to - Comprehend and compose visual online
demonstrate the relationship between interactive timelines
events and developments in different - Use historical terms and concepts related
periods and places (ACHHS164) to World War I
2. Use historical terms and concepts - Construct a concept map to identify key
(ACHHS165) WWI terminology and subject-specific
vocabulary.
Historical questions and research Students are expected to:
1. Identify and locate relevant sources, - Construct and refine questions to frame
using ICT and other methods individual historical inquiry into the
(ACHHS168) impact of war on Australian society.
2. Identify and select different kinds of - Locate and identify relevant primary and
questions about the past to inform secondary sources on WWI to assist with
historical inquiry (ACHHS166) understanding and significance of the
Anzac legend.
- Use online resources to locate sources.
Analysis and use of sources Students are expected to:
1. Identify and analyse the perspectives of - Identify the difference between selected
people from the past (ACHHS172) sources (primary and secondary).
2. Process and synthesise information from - Evaluate perspectives from various
a range of sources for use as evidence in sources.
an historical argument (ACHHS170) - Analyse historical sources that provide
3. Evaluate the reliability and usefulness of relevant evidence to form and answer
primary and secondary sources WWI inquiry questions.
(ACHHS171) - Identify the reliability and usefulness of
4. Identify the origin, purpose and context primary and secondary sources such as
of primary and secondary sources corroboration, contradiction, bias and
(ACHHS169) implicit meanings.
Explanation and communication Students are expected to:
1. Identify and analyse different historical - Comprehend and compose interrelated
interpretations (including their own) texts
(ACHHS173) - Communicate effectively using historical
2. Develop texts, particularly descriptions concepts and terms that accurately and
and discussions that use evidence from a appropriately acknowledge sources.
range of sources that are referenced - Develop PEEL paragraphs that utilise a
(ACHHS174) range of referenced sources to support
interpretations.
Content descriptors retrieved from: (ACARA, 2015a)
PART C: OVERVIEW OF LITERACY CAPABILITIES WITHIN THE UNIT
Specifically in Week 1, students are to begin practicing their chronological

sequencing processes with the assistance from interactive timelines to obtain a greater
understanding of the key events of World War I whilst simultaneously present historical
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information in a set context. Literacy learning will specifically be addressed throughout this
activity as teachers pose questions to model deepened understandings of key events, places
and people whilst allowing students to establish independent informed decisions about the
relationships between events and countries. Furthermore, throughout this week students
literacy learning will be expanded and enhanced through the utilisation of PEEL paragraphs
that ultimately focus on the development of concepts and ideas through multiple modes of
text. As topic sentences, explanations, examples/evidence and links (NSW Government, n.d.)
are modelled students are able to learn how to successfully use a range of language features
and text structures such as subject-specific vocabulary, complex sentences and descriptive
adjectives in preparation for their summative assessment task.
As students enter Week 2 they are required to develop focus questions and critically
and creatively construct a 200 word short answer response that outlines students current
understandings of topics and vocabulary as they learn to refine language choices,
communicate current understandings of historical information and further develop their
individual literacy capability. In addition, these specific developments will be reinforced by
researching nationalism articles which provide opportunities for students to evaluate
sources through a discussion which allows for the students to select their own mode of
presentation whilst simultaneously expanding upon their ability to present ideas through the
use of complex sentences, descriptive adjectives and explanations. As research and source
analysis are skills learnt through scaffolding teachers must effectively address these learning
needs from the beginning to ensure that students obtain the skills required to do so
effectively.
Week 3 outlines that meanings and implications for propaganda, conscription and
commemoration will be examined in preparation for the selected summative assessment task.
This specific element ultimately provides the opportunity for student participation to further
extend their current historical knowledge and understandings of source analysis, examine
various related perspectives and implement higher order thinking skills into their own literacy
development. Furthermore, literacy learning needs will be addressed through a quiz which
will be utilised to focus directly on subject-specific terms such as implications, perspectives,
corroboration, contradiction, reliability and much more to support student development and
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successfully achieve quality literacy skills across the learning spectrum. All aspects
addressed throughout week 3 will be utilised in preparation for the summative assessment
task as specific strategies and learning experiences are implemented and practically and
effectively used to identify gaps in student knowledge, outline misconceptions and meet the
literacy learning needs of all present.
Upon entering week 4, students will be given the opportunity to continue to expand
on elements outlined in week 3. This provides students with the opportunity to complete and
submit a 250 word summary that demonstrates the expansion of knowledge when creating
research questions, identifies difficulties, outlines ones ability to locate reliable and relevant
sources and possible challenges which have taken place throughout the unit. Prior to the
summative assessment task teachers will model how to correctly process and synthesise
information outlined in work booklets and write PEEL structured paragraphs that outline
various personal literacy improvements made, specific knowledge developed and areas for
improvement. This in itself allows for educators to make direct links between students
current literacy levels, unit activities, selected assessment items and learning experiences that
combine to establish the next steps in learning.
Lesson number Literacy Learning demands to be focused on in lesson

Lesson Title (Numbers from list in Part B)
(Please see Appendix A for complete unit term
overview)
1. Introduction to WWI ACHHS164, ACHHS165, ACHHS169
2. Relationships between places and events ACHHS164, ACHHS165
3. Developments of WWI and the lingering effects ACHHS164, ACHHS165, ACHHS173
4. Nationalism and the changing role of women ACHHS164, ACHHS165, ACHHS170
5. Meanings and implications for imperialism ACHHS165, ACHHS171, ACHHS173
6. Propaganda, conscription and ACHHS171, ACHHS172, ACHHS183
commemoration
7. Researching for Assessment ACHHS165, ACHHS166, ACHHS172
8. Reliable source introduction ACHHS165, ACHHS170, ACHHS171, ACHHS172
9. Practice exam ACHHS164, ACHHS165, ACHHS166
10. Examination of primary and secondary sources ACHHS164, ACHHS170
PEEL paragraph
11. Source analysis and deconstruction ACHHS171, ACHHS172, ACHHS173
12. Short response questions preparation for exam ACHHS165, ACHHS166, ACHHS173
13. Source analysis and revision ACHHS165, ACHHS171, ACHHS173
14. Revision ACHHS165, ACHHS 171, ACHHS172, ACHHS173,
ACHHS175
15. Exam ACHHS165, ACHHS 171, ACHHS172, ACHHS173,
ACHHS175
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PART D: LEARNING EXPERIENCES ADDRESSING LITERACY CAPABILITIES
Learning experience 1: Week One Lesson 3
Description: This learning experience is a 70 minute lesson designed to be conducted in lesson three
of week one. The focus of the lesson is to examine a range of developments that occurred throughout
WWI. The intended learning outcome for this experience is for students to demonstrate the
relationship between events and developments, use historical terms and concepts and identify and
analyse different historical interpretations (including their own) by constructing a PEEL paragraph
and participating in a pop quiz (ACARA, 2015a). This specific learning experience assists students
with constructing a 200 word short response. Work booklets and internet resources will be utilised
throughout the help students critically and creatively research developments that occurred during the
war. To conclude the lesson students will be given a pop quiz on aspects of war investigated
throughout the week, as students are required to chronologically sequence events provided they
identify gaps in knowledge and shape future learning experiences.
Resources required: computers, work booklets, pens/pencils, internet access, PEEL, pop quiz, white
board, and white board markers
Lesson Steps:
1. Introduce students to the learning goal for todays lesson. Allow a short amount of time to
write goal on board and for students to record this into their work booklets
2. Discuss what is involved for todays lesson.
3. Class discussion: inform students that they will be required to form into pairs and begin to
examine a range of developments that occurred throughout WWI and the events that
followed.
4. Collect laptops from front of classroom and hand out to each group
5. Introduce focus questions, write numerous questions on the board as examples identify
unfamiliar terms as a class and form what elements are necessary for establishing quality
focus questions for researching relatable topics.
6. Ask students to write down key points into their work booklets for future reference.
7. Students are to begin the research process in pairs they are too critically and creatively
research developments and record the results.
8. Once the research is complete the teacher will explicitly model how to correctly use PEEL
paragraphs, students will be given a PEEL paragraph structure (Appendix A) to record their
findings and demonstrate their reading comprehension and writing capabilities.
9. Students are to then create their own paragraphs using the PEEL structure and give a 200
word short answer response.
10. Once complete students work will be collected and examined to make modifications and
adjustments to future learning activities when necessary.
11. Summarise key learnings from the lesson: events, places, time, impacts, ideas and concepts
with a pop quiz to recall elements investigated throughout the week and expand on current
knowledge.
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Learning Experience 2: Week Three Lesson Two
Description: This learning experience is a 70 minute lesson designed to be conducted in lesson two of
week three. The focus of the lesson is to examine how numerous people and places were affected by
World War I. The intended learning outcomes for this particular experience is for students to correctly
use historical terms and concepts, process and synthesise information from a range of sources,
evaluate the reliability and usefulness of primary and secondary sources and identify and analyse the
perspectives of people from the past (ACARA, 2015a). Students will present their findings to the
class through a multi-modal presentation. This specific learning experience provides the opportunity
for students to draw upon prior knowledge, current historical understandings and skills to display
selected research questions, resources and analysis to fellow peers. Seen sources will then be utilised
throughout the lesson as students learn how to correctly analyse a number of sources. Students will
utilise questions provided to construct an in depth analysis of World War I propaganda a key
subject-specific term.
Resources: Power point/Prezi, computers, white board, markers, pens/pencils, internet access,
sources, source analysis activity sheet (Appendix B), YouTube -
https://www.youtube.com/watch?v=rLZboWB617o
Lesson Steps:
1. Introduce lesson topic link directly back to previous lessons homework task of topic
research activity.
2. Form a classroom discussion based on the lesson goal and link directly to the outlined
understanding of the unit topic and how the element of war affected numerous people and
places throughout this time period.
3. Continue on from this discussion by informing the students that they will present their
findings to the class at the end of todays lesson.
4. Introduce students to the element of source analysis through a visual representation begin
this process with the YouTube Video: History Source Skills.
5. During this activity stop the selected video at various points and ask the learners to explain
important terms and concepts outlined throughout.
6. Following the selected video begin to model source analysis to the students with the
assistance of a PowerPoint presentation, encourage the students to identify the key points to
consider and identify and clarify key terms and definitions that are necessary for correct
source analysis.
7. Give students the selected source analysis activity sheet and instruct them to complete the
questions individually. Use prompt questions to assist students with understandings when
necessary.
8. Students are to then present their homework findings to the class through their own
PowerPoint presentations. Students are to use additional information gathered throughout the
lesson when presenting to the class. This activity provides the opportunity for students to use
higher order thinking skills and use historical knowledge and understandings to identify
elements present in sources such as bias, nature, reliability and perspectives.
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Learning Experience 3: Week 5 Lesson 1
Description: This learning experience is a 70 minute lesson designed to be conducted in lesson one of
week five. The focus of the lesson is to investigate and analyse numerous resources with various
historical interpretations of the causes of the war including propaganda and its impacts whilst using
historical concepts and terms, evaluating the reliability and usefulness of various sources and
identifying and analysing different historical interpretations (including their own) (ACARA, 2015a).
At the beginning of the lesson students will begin to analyse chosen resources where they are required
to create a number of possible questions that could be utilised in their summative assessment task.
Students will be grouped into pairs of mixed ability to establish greater collaboration with peers and
team teach one another. Throughout the body of the lesson students will utilise source analysis skills
learnt throughout the term to successfully complete the selected revision sheet (Appendix C) in
preparation for their assessment.
Resources: Computers, pens/pencils, white board, white board markers, revision sheet, YouTube -
https://www.youtube.com/watch?v=HEj8MjQd1K4
Lesson Steps:
1. Introduce students to the learning goal for todays lesson. Allow a short amount of time to
write goal on board and for students to record this into their work booklets
2. Discuss what is involved for todays lesson - focus specifically on the terms of historical
interpretations and propaganda (remind students of meanings if necessary).
3. Open the lesson with the YouTube video Historical Analysis and Interpretation. This
activity will bring students attention to the lesson straight away and outline with a visual
demonstration what they are required to achieve throughout todays lesson.
4. During this activity stop the selected video at various points and ask the learners to explain
important terms and concepts outlined throughout.
5. Discuss various elements with the students and ask where they believe they may have to use
these skills in their assessment.
6. Remind learners about the difference between primary and secondary sources and what
reliable and non-reliable websites look like.
7. Remind students to consider the issues of opinion, bias, usefulness and reliability of sources
8. Allow students to begin investigating and analysing numerous online sources remind them
to consider the key focus of historical interpretations of the causes of the war including
propaganda and its impacts.
9. Students will be given the opportunity to form into pairs to complete this task.
10. Once the students have begun analysing their chosen resources they are to create a list of
possible questions that they could discuss in their assessment task in the final lesson for the
unit.
11. After this activity students will read through their findings with the class. Do this in a think-
pair-share-process
12. Students are to conclude the lesson by beginning their revision activities. What they have not
been able to complete during the lesson with then be provided as homework.
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PART E: RATIONALE
The Australian Curriculum (ACARA, 2015a) outlines that History is a disciplined
process of inquiry into the past that develops students curiosity and imagination.
Furthermore, the curriculum states that History is formed through the individual subject-
specific methods and procedures, more specifically, that of historical inquiry where students
are required to ask the relevant and necessary questions, consider and explain various
perspectives, analyse and interpret both primary and secondary sources and communicate
terms, concepts and ideas effectively. Students are then given the opportunity to enhance
their appreciation for Australian history and obtain a greater understanding of Aboriginal and
Torres Strait Islander peoples, their cultures and their history. The chosen three activities
outlined below address the literacy demands of history by providing students with the
opportunity to participate in tasks that become increasingly complex over time. Kids Matter
(2013) determines that language and literacy when intertwined organise childrens thinking
and progressively develops individual capabilities for problem solving and development of
their own ideas and concepts. In the first selected activity students are required to
demonstrate their ability to meet outlined literacy demands through the correct formulation of
PEEL paragraphs. The work of Humphrey, Sharpe and Cullen (2015) outlines that PEEL
paragraph structures should be implemented and utilised in a way that solely focuses on
helping students to expand their communicative repertoires through extended persuasive
responses. As students knowledge grows over time they continue to build upon prior
knowledge and understandings and they search for information that can reinforce their ideas
(Kids Matter, 2013). Therefore, this activity addresses the literacy demands of history as it
provides the opportunity for educators to explicitly model the skills that encourage students
to correctly implement key concepts, ideas and perspectives whilst forming a base for essay
writing through a point, explanation/elaboration, evidence and links to inquiry questions or
topics. At the end of the lesson students are given a pop quiz to determine what they have
learnt and chronologically sequence events provided as they identify gaps in knowledge and
shape future learning experiences (Munn, 2003).
The second learning experience focuses on the literacy capability of historical skills
and research (ACARA, 2016c). The introduction to the lesson uses an in depth classroom
discussion to assist students with successfully interpreting the intended meaning of the
YouTube video in preparation for the lesson activities. Source analysis (Appendix B)
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activities are beneficial to learning as they accommodate various learning styles and multiple
intelligences whilst providing students with a hands-on-approach (National Museum of
American History, n.d.). This specific learning experience forms the basis for all source
analysis activities throughout the unit. Students learn to use source analysis as a way of
investigating people, events and ideas whilst drawing upon the evidence to reach conclusions
and outline that analysis, comprehension and application inextricably link to form the
foundation of student understanding and higher order thinking skills (Armstrong, 2017).
Analysing perspectives and interpretations is the literacy capability focus in learning

experience three (ACARA, 2016c). At the beginning of the lesson the class will participate in
an in depth discussion based on historical perspectives and propaganda whilst identifying
what is required of them throughout the lesson. A Historical Analysis and Interpretation
video will be utilised in a way that explains the necessary components to consider.
Furthermore, a think-pair-share activity will then be implemented as students of mixed ability
groupings are formed. This activity promotes increasing levels of interaction with others,
consolidating information, problem solving and higher order thinking skills (Hemmons,
2017). Students continue to assist one another as they team teach whilst taking into account
the points to consider when interpreting various perspectives (including their own). Finally,
to conclude the lesson, students are given a revision activity sheet (Appendix C) scaffolded
by the teacher to recall information and improve current historical knowledge and
understanding whilst interpreting various perspectives and gain the ability to use language to
successfully communicate ideas, concepts, information and experiences.
The Four Resource Model created by Freebody and Luke in 1996 (Edutopia, 2015)
outlines that in order for one to be literate they must be able to decode written text,
understand and compose meaningful texts, use texts functionally and analyse texts critically.
This specific model was considered and employed in the construction of activity 3 where
questions are provided in a variety of modes to accommodate the diverse learning needs that
have been identified in student profiles. James Gee (1999) identifies that when we write or
read, speak or listen, we coordinate and are coordinated by specific identities, specific ways
of using language, various objects, tools, technologies, sites and institutions, as well as other
people's minds and bodies. Specifically for history teachers this means that one must think
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about the ways in which students are exposed to literacy and numeracy and how they can
utilise them in conjunction with higher order thinking skills to connect to real life
experiences. Furthermore, literacy and numeracy skills are paramount for individual lifelong
well-being as students require these skills to manage personal finances, calculate and measure
time and duration in everyday contexts and correctly construct resumes. In addition, as the
designed activities are utilised, educators continue to promote the need for literacy and
numeracy beyond schooling for lifelong well-being (Adams & Hamm, 2013). This is
specifically addressed through the revision sheet as students require the basic literacy and
numeracy skills of constructing sentences, interpreting data and synthesising information to
identify the direct partnership between skills learnt in the classroom and real life scenarios.
Appendix A
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Topic sentence/point introduces the paragraph, focuses on one particular historical

component.
P
States the main idea of the paragraph
Uses key words from the topic
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Explanation what do you mean by that?

Explains what you mean by the topic sentence
E
Gives more detail about the idea
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Example/Evidence what makes you say that?

Proof/evidence from the text (quotes) and/or sources that support the argument
E
you have chosen to make.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Link Why is all that important?

Explains how the example links to the main idea (incorporate historical terms
L
here)
Closes the argument
May link to the next paragraph
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Appendix B
1. What do these sources say about Australian society during World War One?
2. Compare and contrast the sources above.
3. How would you account for the differences in these sources?
4. Which pair of sources are more reliable? Support your answer with reference to the
sources and your own knowledge.
5. Discuss the above sources in terms of their reliability and accuracy.
6. Do any of the sources contain bias? Discuss your answer.
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Appendix C
1. What other names were given to World War I?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Place the following events into chronological sequence on the timeline outlined below.
Battle of Lone Pine End of WWI Battle of Gallipoli Britain declares Battle of Fromelles
war on Germany
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3. Match the following terms to their corresponding definitions.

Alliance A sword-like stabbing blade which may be fixed
to the muzzle of a rifle for use in hand-to-hand
fighting.
ANZAC A formal agreement between two or more
nations, pledging military, logistic or financial
support to each other in the event of war or
aggression
Assassination Information, ideas, or rumours deliberately
spread widely to help or harm a person, group,
movement, institution, nation, etc.
Bayonet Murder of a monarch, political leader or other
significant figure
Censorship Is an acronym for the Australian and New
Zealand Army Corps, a joint force assembled in
early 1915 to participate in the Gallipoli
campaign
Propaganda Government control or restrictions placed on the
media or publishing
4. Label the map below with the location and event/s that occurred here.
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
7. _____________
2
8. _____________ 4
3
1 5
6
7 8
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5. Explain how World War One began?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Explain what were some of the greatest impacts of War on Australian society?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. What does the following image portray?
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
__
8. Is this source primary or secondary?

Explain and justify your answer.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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Appendix D
This particular unit of work has previously been created and utilised in EDSE12021.
Unit Plan
School name Unit title Year level Duration of unit
Kepnock State High School Australias involvement in World War I 9 5 Weeks 3x70 minute
lessons per week
Unit outline
Throughout the five week course of this unit students will be required to research Australias involvement in World War I. During the process of this research
students are to demonstrate that they have successfully obtained an overview of the cause and impacts of World War I, learnt how to chronologically sequence key
events, investigate key terms and concepts related to the war, and select how they wish to present their findings to the class on a weekly basis (power point, prezi,
etc.)
For this selected cohort of year 9 History students they are required to synthesise evidence and information located to develop a persuasive essay under exam
conditions that examines the relationship between places and events and the significant impact that the war had on Australia during that time period. Students are
to demonstrate their literacy skills and their ability to analyse different historical interpretations (including their own).
By the end of Year 9, students are required to know how to refer to the key events and actions that have taken place over time. They are able to explain the
motivations and actions of individuals during this time also. They are to explain the significance of these events whilst also explaining different interpretations of
past events.
Students will demonstrate how to examine a range of sources and compare different points of view. They are to analyse sources in depth with the assistance of
prior knowledge learn with the incorporation of historical terms and concepts.
Identify curriculum
Content descriptions to be taught
General capabilities and cross-curriculum priorities
Historical Knowledge and Understanding Historical Skills
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Identify curriculum
An overview of the causes and course of Use chronological sequencing to demonstrate
World War I (ACDSEH024) the relationship between events and Literacy
developments in different periods and places
The impact of World War 1, with a particular (ACHHS164)
Use historical terms and understand the different
focus on Australias experience during the meanings of particular terms and concepts when
war, the impact on society and the nature and Use historical terms and concepts (ACHHS165) viewed in their historical context
significance of the Anzac legend.
Process and synthesise information from a Numeracy
The impact of World War I, with a particular range of sources for use as evidence in an
emphasis on the Australian home front, historical argument (ACHHS170) Understand and interpret maps, tables and graphs
including the changing roles of women and that add meaning to written text
use of wartime government controls Evaluate the reliability and usefulness of
(conscription, manpower controls, rationing primary and secondary sources (ACHHS171) ICT capability
and censorship) (ACDSEH109) use a range of digital technologies to assist with
Identify and analyse the perspectives of people investigating concepts and designing
from the past (ACHHS172) assessment
Identify and analyse different historical Critical and creative thinking

interpretations (including their own) Investigate the way of life of the Anzacs and
(ACHHS173) discuss significant impacts on Australian
society.
The commemoration of World War I, including
debates about the nature and significance of the Aboriginal and Torres Strait Islander
Anzac legend (ACDSEH097) histories and cultures
Investigate similarities/differences between
Identify and select different kinds of questions Indigenous Australians
about the past to inform historical inquiry
(ACHHS166)
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Identify curriculum
Identify and locate relevant sources, using ICT

and other methods (ACHHS168)
Identify the origin, purpose and context of

primary and secondary sources (ACHHS169)
Historical Understandings
Evidence Continuity and change Cause and effect Perspectives Empathy Significance Contestability
Achievement standard
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time.
They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions
of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different
interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When
researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information
from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different
points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their
own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In
developing these texts and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and
they reference these sources.
Source: The Australian Curriculum v 8.3, retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-

sciences/history/curriculum/f-10?layout=1#level9
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Relevant prior curriculum Curriculum working towards
From the beginning of high school students are taught how to use historical Throughout Year 9, students in the History subject area are striving to
terms and concepts correctly, it is at this stage where their skills are quite achieve an effective demonstration of the relationship between events
limited but with increasing experience in year 8 they have the skills to and their development in throughout a particular period of time. The
expand their learning to successfully achieve a high quality understanding students of this cohort continue to work hard towards a greater
by the time that they reach year 9. expansion of their higher order thinking skills. At this period of time the
By the time that students reach Year 9 History they are required to select students should be continuing to expand their skills on processing and
and use a range of communication forms whether they be in the form of synthesising important information to present in a historical argument or
oral, graphic, written and digital technologies. This begins from students presentation. Students in Year 9 are also given the opportunity to draw
very beginning in a school environment, they are actively encourage to upon skills previously learnt and actively evaluate evidence used from a
participate in a range of communication forms to expand on the learning for range of source that have been referenced. By doing so the students have
future years in a school and higher education. By enabling students to work the opportunity to increase their literacy skills whilst engaging in
with digital technologies they are able to create interactive advances in their creative and critical thinking as well as participating in effective
work. explaining and communicating.
Bridging content
The Australian Curriculum: History, focuses and builds upon the 7 key historical concepts which are then supported by a continuous progression of
learning within the two curriculum strands of Historical Knowledge and Understanding and Historical Skills. The specific content addressed aims to
ensure that all students have an interest in Historical study, that they obtain a Knowledge and Understanding and appreciation for past events whilst
understanding historical concepts and having the capability to undertake a historical inquiry.
The 7 specific historical concepts are listed below:
Evidence
Continuity and change
Cause and effect
Perspectives
Empathy
Significance
Contestability
Although these key concepts are interrelated this particular unit is based on examining and obtaining a greater understanding of World War I which
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focuses on and uses a range of techniques for students to demonstrate their understanding. Throughout the specific years of 7-10 History studies, the
Australian Curriculum draws upon the key skills of questioning, communicating, researching, analysing and evaluating. During these specific years,
students are intellectually challenged in the classroom to critically think about the detrimental effects that this particular event had on the people of this
time period. Students are to uncover not only how this war affected the countries involved but how it also shaped the future of Australia and numerous
other countries still to this day.
Links to other learning areas

English
The Australian Curriculum: History, places an essential emphasis on the need for learner literacy and literacy skills. In the History subject area literacy
skills are a necessity as students required these basic skills for all lessons and activities to effectively analyse and evaluate resources. Throughout the
middle years (7-10) of learning, History students are required to:
Develop prior knowledge learnt
Use language confidently
Communicate with others effectively
Present findings to the class in forms of written, oral, visual or digital texts
Understand how to explore, analyse, question and discuss
Establish content vocabulary
Describe key events in history
Interpret perspectives including their own
Explain concepts to others
Mathematics
The Australian Curriculum: History, places an essential emphasis on the need for learner numeracy and numeracy skills. Throughout the middle years
(7-10) of learning, History students are required to:
Organise and interpret historical events and developments
Analyse numerical data
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Learn to use scaled timelines including BCE and ACE

Interpret calendars and dates
Information and Communication Technologies (ICT)
The Australian Curriculum: History, places an essential emphasis on the need for ICT and ICT skills in classrooms. Throughout the middle years (7-
10) of learning, History students are required to use ICT to:
Allow for students to work collaboratively with others
Have access to endless digital resources
Locate, process, analyse and communicate historical information
Critically analyse historical sources and trends
Assessment Make judgments

Describe the assessment Assessment date
For the first formative task in this unit of work students will be required to Formative assessment
Formative assessment task 1 (ACHHS164),
select a variety of resources to create an online computer generated timeline task one will occur on
(ACHHS169)
of World War I. This particular activity will be conducted to assist students the second day of week
with understanding the key events that occurred throughout the war. The 1.
Formative assessment task 2
students are to place a particular emphasis on the role in which Australia
played during this time period and simultaneously continuing to develop their (ACHSS169), (ACHHS171)
Formative assessment
skills in chronological sequencing (ACHHS164) and the analysis of both task 2 will be conducted
primary and secondary sources (ACHHS169). Students are to complete and Formative assessment task 3 (discussions
on the second day of
present their timeline to their teacher and fellow students in the second lesson and pop quiz)
week 3. (ACDSEH024)
of week 1.This task will require students to utilise their own computers and
create their formative task online.
Students will engage in Summative assessment task
weekly discussions and (ACHHS182), (ACHHS183)
For the second formative task in this unit students will choose 2 of the 4 pop quizzes.
sources provided to analyse. Students will utilise prior knowledge of primary
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Assessment Make judgments

and secondary sources to investigate the origin purpose (ACHHS169) and
content whilst evaluating the reliability and usefulness of primary and Summative assessment
secondary sources (ACHHS171). This specific task will prepare students for task will be completed
the summative assessment task as the students are able to refine their skills in on the final day of this 5
preparation for their summative assessment task. This formative assessment week unit.
task allows for students to reflect upon how Australia was directly affected
during this specific period of time. For this task students are required to use
their computers to evaluate the reliability of two sources chosen by the
teacher.
Students will engage themselves in classroom discussions throughout each

week as well as engaging themselves in a pop quiz once a week, the students
will be asked a number of questions that relate directly to the topic and
establishes an overview of the causes and impact course of World War I
(ACDSEH024).
For the summative assessment task students will be given a total of 70

minutes to complete their exam that will focus on the implications for
Australia during the first world war. This specific exam will occur under
standard exam conditions where students are provided with a number of seen
and unseen sources. During the exam students are also required to use
chronological sequencing for events (ACHHS164) and use a range of
historical terms and concepts (ACHHS165). Students will be set out at their
individual tables around the classroom.
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St udent s have the opportunityt ouse a vari et yofs our ce s tocre at ea compute r- gener at edt imeline of WorldWar I andt ogainanunders tandingoft hemainevents oft hewar. Theywi l plac e part ic ular emphasi sonAust ra lia 's i nvolvementas theydevelopskil ls inchronologic al se quenci ng( ACHHS
182),his tori ca l re se ar ch( ACHHS
186)andt heanal ysis of primaryands ec ondarys ourc es( ACHHS
189). T
his t as kre la te s dire ct lytot hes umm ati veas se s ment ta skas st udents gainunders ta ndingintot heevents thatcaused WorldWar I andhow Austr al ia wasi nvolved.
Supportive learning environment

ILO Teaching strategies and learning experiences Adjustments for Resources
needs of
learners
ACHHS164 Week 1 Lesson 1 One particular Computers
ACHHS169 student in this Interactive time line
ACHHS165 Introduction to Lesson class needs Pens/Pencils
- Ask students to enter the classroom in a quiet and calmly manner greater attention
- Students should be instructed to copy the lesson objective from the board Work booklet
with both
into their note book. literacy and White Board
- Educator is to hand out the task sheet to the students in the classroom. numeracy White Board Markers
component. Student Diary
Body of Lesson - They will
- Teacher is to pose questions to the students about what they may require greater
currently know about the topic of World War I attention from
- Educator is to choose numerous students to read aloud different sections the teacher and
of text on the task sheet, this allows for educator to establish an a possible break
understanding of students literacy skills down of the
- The teacher should then instruct students to compile a list of important instructions.
assessment dates in their student diaries. They may also
- During this lesson the educator will educate to the students a step-by-step need a greater
instruction of how to successfully use an online interactive timeline. demonstration
- The students are to then practice using the interactive timeline. They are of how to use
to work collaboratively in groups assisting each other where necessary to the interactive
complete the chosen task. timeline.
Conclusion of Lesson
- To conclude the lesson the students are to take turns in demonstrating to
the educator what they have been able to successfully create throughout
the lesson.
- Students are to be informed that they will be required to complete this
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needs of
learners
task relating to the chronological sequencing of events for World War I
for their formative assessment task in the following lesson.

ACHHS165 student in this
Introduction to Lesson class needs Pens/Pencils
with both literacy Atlas
- Students should be instructed to copy the lesson objective from the board
into their note book. and numeracy
component. They Coloured pencils
- Educator is to introduce to the students that during the lesson they will be
will require
required to examine a range of relationships numerous places and events greater attention White board
during World War I from the teacher
and a possible
Body of Lesson - White board markers
break down of
- Teacher is to pose questions to the students about what they may the instructions.
currently know about the topic of relationships between places and events PEEL
in World War I
- Students are to construct a concept map outlining the key areas of Student work booklet
impacts, battles held and countries involved to build on current
knowledge. This activity will build on students current subject-specific
vocabulary.
- They are to be instructed to use their laptops to research the numerous
countries involved in World War I
- Students are to then detail on the atlas in coloured pencils which
countries were involved and then demonstrate their maps around the
classroom.
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needs of
learners
- As the lesson comes to an end the educator is to pose questions to the
students to identify what they have been able to uncover through their
research
- Students are to tidy up the classroom whilst the educator writes up the
homework on the white board,
- Students should be instructed to write a 150 word paragraph on the
numerous countries involved in World War I and the roles that these
countries played.
ACHHS164 Week 1 Lesson 3 Students in the Computers

ACHHS165 classroom may
ACHHS173 Introduction to Lesson need assistance Work Booklets
- Students are to be instructed to copy the lesson goal from the whiteboard with the research
into the work booklets. process. The
educator will Pens/Pencils
- The educator will begin discussing with the students about what will be
assist the
involved in this specific lesson. Students will be required to examine a
students by Internet access
range of developments that occurred throughout the First World War and assisting students
then discuss what effects these developments had. with creating Paragraph structure (PEEL)
possible research
Body of lesson focus questions
- Once the lesson has been explained to the students they should be to use and Pop Quiz questions and
identify websites answers (teacher document)
instructed to collect their laptops from the front of the classroom.
- The students are to develop focus questions (prior knowledge) that they that could
can use to assist with the research process. provide a starting
- They are to work in pairs to critically and creatively research point for
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needs of
learners
developments that occurred throughout World War I. research.
- Once the students have completed this section of the lesson they are to
demonstrate their findings to the teacher. The teacher is to then instruct
students to create a 200 word short response that identifies what the
students have learnt throughout the week.
-
- Students are to be given a pop quiz on aspects of World War I that they
have investigated throughout the week. This will include questions
relating to the chronological sequencing of events, places and events
involved in the war and developments that occurred during this time
period.
ACHHS164 Week 2 Lesson 1 One particular Cardboard
ACHHS170 Introduction to Lesson class needs Paints
- Students should be instructed to copy the lesson objective from the board with both
into their note book. literacy and Pens/Pencils
- Educator is to introduce to the students that during the lesson they will be numeracy
required to learn and understand the historical term of nationalism and component. Coloured Pencils
how it took part in the war as well as investigate the role of women They will
during this time. require greater Computers
attention from
Body of Lesson the teacher and
- Students are required to demonstrate of this work sheet what they believe OHP
a possible break
nationalism related to during World War I. down of the
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needs of
learners
- Students will then be provided with a teaching resource that identifies the instructions. Digital Whiteboard
definition for the historical term of nationalism.
- Students are to expand their knowledge by researching articles relating to Presentation Work Booklets
the key concept of nationalism during this time period. Students are to task caters for a
then identify if the articles are reliable sources and whether they are range of diverse Work sheet
learners as it
classified as primary or secondary.
allows for the
- Once this activity has been completed students are to investigate the roles students to
of women in World War I. They are to create a poster, power point, prezi, choose from
speech or essay outlining the roles of women in the war. visual, written
Conclusion of lesson or oral
presentations
- Students are to present their findings to the class and take notes on any
roles that women played in the war that they did not incorporate into their
own presentations. This allows for students to broaden their knowledge of
the particular topics discussed throughout the lesson.
ACHHS165 Week 2 Lesson 2 Students in the Teachers power point
ACHHS171 classroom with
ACHHS173 Introduction to Lesson low literacy Paragraph structure
- Students are to be instructed to copy the lesson goal from the whiteboard skills may need (PEEL)
into the work booklets. extra assistance
- The educator will begin discussing with the students about what will be from the
involved in this specific lesson. Students will be required to examine the educator to Internet access
meaning and implications for imperialism throughout World War I ensure that they
are able to Pens/Pencils
Body of lesson complete the
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needs of
learners
- Once students have been introduced to the lesson goal they are to collect task to the best White board and markers
their laptops from the front of the classroom. of their ability.
- Students are then to be instructed to quietly sit back down at their places Laptops
before the lesson is to continue.
- The educator is to instruct students to briefly construct a definition for
what they believe the key terminology of imperialism means in relation
to the war.
- Once the students have completed the task the educator is to provide the
students with a power point demonstration, this will include the correct
definition for this term as well as an incorporation of sources and texts
that demonstrate imperialism in the First World War.
- The educator is to then pose questions to the students about what they
believe were the implications during the war. Students are to conduct
further research in order to reflect upon what they have already learnt.
- Once the students have completed this section of the lesson they are to
demonstrate their findings to the teacher. The teacher is to then instruct
students to create a 200 word short response that identifies the meaning
and importance of imperialism throughout the war as well as
demonstrating how this particular element changed the lives of people
involved.
ACHHS183 Week 2 Lesson 3 Students in the Student power points
ACHHS171 classroom with
ACHHS172 Introduction to Lesson low literacy Internet access
- Students are to be instructed to copy the lesson goal from the whiteboard skills may need
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needs of
learners
into the work booklets. extra assistance
- The educator will begin discussing with the students about what will be from the Power point presentations
involved in this specific lesson. Students will be required to examine the educator to /prezi
meaning and implications for propaganda, conscription and ensure that they
commemoration throughout World War I are able to
complete the Pens/Pencils
Body of lesson task to the best
- Once students have been introduced to the lesson goal they are to collect of their ability. Note books
their laptops from the front of the classroom.
- Students are then to be instructed to quietly sit back down at their places By creating a Laptops
before the lesson is to continue. visual task
- The educator is to instruct students to locate definitions for propaganda, students are
conscription and commemoration. able to
- For this lesson the students are required to produce a classroom complete the
presentation that identifies the significance of the three chosen concepts task to the best
and how they affected Australia during the war. of their
- Students are required to examine numerous sources and discuss their role abilities.
in demonstrating the concepts chosen. They are also to identify the Students are
reliability of sources and how numerous historians have interpreted their able to actively
significance. engage
- The educator is to then pose questions to the students about what they themselves in
believe were the implications during the war. This will allow for students critical and
to deepen their thinking processes and allow for the teacher to establish creative
what the students have been able to successfully interpret from the thinking
selected lesson. processes.
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needs of
learners
- To conclude the lesson students are to present their findings in their
chosen digital tool. Students are to take notes about the depth of students
work throughout and collaboratively provide positive feedback.
- The class as a whole are to discuss what aspects the students found most
important throughout this lesson and allow students to identify one piece
of information that they did not know before the beginning of the lesson
that they do now.
ACHHS165 Week 3 Lesson 1 Placing the
ACHHS166 lesson goal on White board
ACHHS172 Introduction to Lesson the white board
- As the students enter the classroom they will be instructed to begin allows for
coping down the lesson goal outlined on the white board. White board markers
students who
- Students are to sit at their desks quietly ready for their pop quiz once they may be Pop quiz questions and
have completed writing the selected lesson goal down. answers
struggling to
Body of Lesson - look back to
- The teacher will begin the lesson with the students pop quiz. This this for Note books
specific quiz will relate to what the students discussed and researched in assistance
the previous week. Questions for this quiz will include: defining key where Pens/Pencils
historical terms such as nationalism, imperialism, womens rights, necessary. This
propaganda, conscription and commemoration. Students will also be helps to assist Laptops
required to provide a brief statement that incorporates the implications with keeping
involved throughout World War I. students on task
- Students are to then construct a range of possible questions that relate to throughout the
the war that they would like to research for their homework task. lesson as it
- Fast paced workers are able to begin this activity in the lesson if they are needs to be
to up to date with all other elements of their course work. achieved before
they can leave
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needs of
learners
Conclusion of Lesson or it shall be set
- To conclude the lesson students are to collaborate in groups of three as to as a home work
why they selected these specific questions for their research homework task to
task. complete.
- Students will learn how to further develop their ICT and literacy skills
when conducting this activity. Students are to present their findings to the Fast learners
class at the beginning of the next lesson. are able to
begin working
on the
homework
research task
within the
lesson when
they have
finished
assigned work
by teacher.
ACHHS165 Week 3 Lesson 2 Students in the Power point/Prezi

ACHHS170 classroom may
ACHHS171 Introduction to Lesson need for their Computers
- Students are to be instructed to copy the lesson goal from the whiteboard tasks to be
ACHHS172 into the work booklets. modified due to
- The educator is to instruct the students that the first activity for todays their learning White board
lesson is the students will be presenting their completed homework needs. By
research to the class to demonstrate their understanding of the unit topic establishing an Markers
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needs of
learners
and how specific aspects effected numerous people and places throughout activity that
the war. allows for Pens/Pencils
- The educator will then introduce to the students by the end of the lesson students to
they are to present to the class their findings for the following activity. work with
Internet access
ICTs the
Body of lesson students have
- The teacher should begin the body of the lesson by informing students equal Relevant information
that for this lesson they are required to examine a number of relevant opportunities to
primary and secondary sources that relate to their chosen research learn. Sources
questions established in the previous lesson.
- Demonstrate how to correctly analyse sources use YouTube video to Source Analysis Activity
assist here. Sheet
- Students are to place these resources and their analysis in a visual
presentation for the class. This element allows for visual learners to work
YouTube -
effectively and efficiently in the classroom and specifically for this
https://www.youtube.com
activity.
/ watch?v=rLZboWB617o
- Students are to demonstrate their display their selected research
questions, resources and analysis to fellow class members in the form of a
visual educational tool. Students may select to do this in the form of Prezi
or a power point creation.
- Students are to pose questions to their fellow class members about what
they understood from the presentation, what their personal interpretations
were and whether there were varied perspectives based on numerous
resources.
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needs of
learners
ACHHS164 Week 3 Lesson 3 Students in the
ACHHS165 classroom may Instruct sheet on short
ACHHS166 Introduction to Lesson need for their response essays
- Students are to be instructed to copy the lesson goal from the whiteboard tasks to be
into the work booklets. modified due to
- The educator is to instruct the students that the focus for todays lesson is White board and markers
their learning
to construct a short response to the questions that the students established needs.
on their own in the following lesson. Pens/Pencils
Students may
Body of lesson have their tasks Writing paper
- The teacher is to identify to the students that they are to reflect upon the
re-organised in
questions and research that they have conducted previously whilst a way that Chosen short response
considering the elements of reliability (date, primary or secondary allows for question and relevant
source), varying perspectives (consider if it consists of more than one students to resources
individual and the relevance of information located. complete the
- During this lesson students are to be situated in exam conditions and are same task but in
unable to talk unless asking a specific question to the teacher. This a way that is
specific element is to allow for students to practice exam conditions and best suited to
creating a short response to a selected question. their needs
- Students are to utilise the given handout to practice their essay structures
in preparation for their assessment. This specific formative assessment
allows for an educator to understand where their students may require
extra assistance.
- Students are to complete this task in 30 minutes.
- At the end of the lesson students are to create and submit a 250 word
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needs of
learners
summary of what they have learnt throughout the week, they are to
consider their own expansion of knowledge when creating research
questions, whether they found difficulties in the tasks, ability to locate
relevant sources and how they were able to overcome any challenges
throughout the week.
- Students are to share their summary with a fellow class member and
identify possible changes that they could make in preparation for their
assessment task.
ACHHS164 Week 4 Lesson 1 One particular Note book

- Students should be instructed to copy the lesson objective from the board with both Computers
into their note book. literacy and
- Educator is to introduce to the students that during the lesson they will numeracy Internet
obtain an understanding on how to effectively process and synthesise component.
information. They will Work booklets
- The educator is to introduce to the students that during the lesson they require greater
will obtain an understanding on how to effectively process and synthesise attention from
the teacher and
Body of Lesson - a possible break
- Teacher is to pose questions to the students about what they may down of the
currently know about how to process and synthesise information. instructions.
- Students are to be instructed to open their work booklets and locate a
number of primary and secondary sources. The students should begin the This particular
lesson with processing and synthesising data and information associated reflection
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needs of
learners
with the resources selected. allows for the
- Students are to complete this activity for a total of 4 resources. educator to
- For the rest of the lesson students are to work back through their work greatly
booklets to ensure that they are up to date with their work. If they have understand the
already done so the students are to be directed to the fun activity page needs of their
(cross words, find a words) students and
provide
Conclusion of Lesson additional
- At the end of the lesson students are require to construct a PEEL support or
structured paragraph that outlines what they believe they have greater
successfully learnt throughout the past weeks and how effectively they explanations
have been able to complete tasks. where
necessary.
ACHHS173 Introduction to Lesson class needs Pens/Pencils
- Students should be instructed to copy the lesson objective from the board Atlas
with both
into their note book. literacy and
- Educator is to advise students that they will continue on from the topic of numeracy Coloured pencils
the previous lesson. component.
They will White board
require greater
Body of Lesson - attention from White board markers
- Educator is to begin the lesson with a pop quiz; students are to be posed the teacher and
questions that relate to the definitions of process and synthesising, a possible break
implications for Australia during the war, specific countries involved and down of the Work booklets
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needs of
learners
the duration of the war. Students are to present their answers to the instructions.
teacher in written form to allow for the educator to observe developing Note books
literacy and numeracy skills.
- Throughout this lesson students will hold a number of discussions about
how they are able to effectively process and synthesise information from
a number of source (written, oral or digital). This allows for students to
broaden their knowledge of higher order thinking skills and allows for
students to think with a historical mind frame when analysing resources.
- Students are to locate a total of 3 sources of their choice that are directly
relevant to the topic of World War I.
- Students are to utelise their skills learnt in the previous lesson to process
information present and synthesise data.
- At the end of the lesson students are to compile a list own their own of
what they believe has been their greatest struggle throughout the World
War I unit and why this is the case. Students are to present this to the
teacher at the end of the lesson.
ACHHS173 - Ask students to enter the classroom in a quiet and calmly manner greater attention
- Students should be instructed to copy the lesson objective from the board with both
into their note book. literacy and Coloured pencils
- Educator is to advise students that throughout todays lesson they will be numeracy
required to complete a short response essay in preparation for their component. White board
assessment in the following week. They will
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needs of
learners
require greater White board markers
Body of Lesson - attention from
- During this lesson students are to be situated in exam conditions and are the teacher and Work booklets
unable to talk unless asking a specific question to the teacher. This a possible break
specific element is to allow for students to practice exam conditions and down of the
creating a short response to a selected question. instructions. Note books
- Students are to utilise the given handout to practice their essay structures
in preparation for their assessment. Students are to also consider their
previous short response/essay structure completed in week 3.
- Students are to complete this task in 30 minutes.
- At the end of the lesson students are to create and submit a 250 word
summary of what they have learnt throughout the week, they are to
consider their own expansion of knowledge when creating research
questions, whether they found difficulties in the tasks, ability to locate
relevant sources and how they were able to overcome any challenges
throughout the week.
- Students are to reflect on how successful they believe they were in

completing their second short response task.
- Students are to share their summary with a fellow class member and
identify possible changes that they could make in preparation for their
assessment task.
ACHHS165 Week 5 Lesson 1 Students who Computers
ACHHS171 may have been
Introduction to Lesson away sick or for
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needs of
learners
ACHHS173 - Ask students to enter the classroom in a quiet and calmly manner other reasons Pens/Pencils
- Students should be instructed to copy the lesson objective from the board will require
into their note book. greater attention White board
- Educator is to identify to the students that throughout this lesson they will from the
be required to investigate and analyse numerous resources with various teacher and a
possible break White board markers
historical interpretations of the causes of the war including propaganda
and its impacts. down of the
- Open lesson with YouTube video. instructions. Revision sheet
Body of Lesson - Form students YouTube Historical

- Once the students have begun analysing their chosen resources they are to into mixed Analysis and
create a list of possible questions that they could discuss in their ability Interpretation
assessment task in the final lesson for the unit. groupings.
- Once the students have completed this task they are to be given their
revision sheet for the unit.
- Students are to conclude the lesson by beginning their revision activities.
What they have not been able to complete during the lesson with then be
provided as homework.
ACHHS165 Week 5 Lesson 2 Computers
ACHHS171 Allowing for
ACHHS172 Introduction to Lesson students to Pens/Pencils
- Students are to line up quietly outside of the classroom before being select their own
ACHHS173 asked to enter. presentation
ACHHS175 - Upon entering the students will be instructed to copy the lesson objective White board
style allows for
from the board into their note book. students to
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needs of
learners
- Educator is to identify to the students that throughout this lesson they will work to the best White board markers
be required discuss the implications for all throughout the First World of their
War. abilities. Revision sheet answers
Body of Lesson -
- Once the students have finished copying down the lesson objective the Internet access
teacher will form the students into groups of three
- The students are given the task of identify at least 10 implications for the
people of Australia during this time as well as provide a number of key
elements relating to the change of womens roles in society throughout
this time.
- Students are to then locate sources relevant to this selected activity and
present their findings to the class in their chosen format.
- Students are to conclude the lesson by presenting their final work to the
class in the chosen format. When complete the educator will provide
students with the correct answers for the revision sheet. Educator is to
remind students that their exam will take place in the following lesson.
ACHHS165 Week 5 Lesson 3 Educator is not Computers

ACHHS171 to assist
ACHHS172 Introduction to Lesson students with Stop watch
- Students are to line up quietly outside of the classroom before being completing
ACHHS173 asked to enter. their Desks organised in exam
ACHHS175 - Students are instructed to enter the classroom and take their seats at their assessment. layout
assigned desks ready to begin the exam.
40
S0257771

needs of
learners
- Students are instructed to neatly write their name on the assessment task
and the teacher is to advise students that they have a total of 70 minutes White board and markers
to complete the test.
Exam paper
Body of Lesson -
- Throughout the lesson the educator is to ensure that students do not Pens
communicate with others
- Each 15 minutes the educator will demonstrate on the white board how Highlighters
much remaining time the students have to complete their test.
- The educator is to walk around the classroom throughout the lesson to
ensure that the students are on task and answer any questions where
possible.
- Throughout the exam students are to complete a multiple choice activity,
short response questions and definitions learnt throughout the past 5
weeks.
- Once the exam time has come to an end the educator is to instruct
students to close their work and place it on the front of their desk with
their name clearly written.
- The teacher will then collect the assessment tasks for marking and the
students are to quickly and quietly place desks back to the normal
classroom set up.
- Students are then dismissed from the classroom.
41
S0257771
Use feedback
Ways to monitor learning Throughout this unit of work the teacher is to create a range of opportunities for students to discuss their levels of
and assessment understanding. During this unit questioning techniques will be used to actively encourage students to become creative
and critical thinkers as well as deepen self-regulated thinking skills. This specific element enables the opportunity for
students to continuously prepare themselves for further history studies. During this unit of work the educator is to
continuously ensure that they are aware of students participation in classroom discussions, classroom activities and
group work as various students may require alternative needs in the classroom. For instance the student may require
their assessment task to be modified to spoken rather than completing a written component.
Feedback to students During this unit of work the educator is required to provide feedback to students wherever possible, they are to also
strategy or tool/How will it utilise the importance of peer feedback in the classroom to identify where students may be excelling or lacking in their
be used on the learning studies and skills, The educator is to construct feedback in a way where they are able to write positive feedback on
journey? students work once it has been submitted and share with peers in the classroom. Allow for students to discuss their
feedback to encourage higher levels of thinking processes.
Reflection on the unit plan By incorporating a vast range of activities students have the continuous opportunity to strive in the classroom and
engage themselves in critical and creative thinking. The educator is to encourage students to become active participants
in providing responses to posed classroom questions. The educator should monitor students behave around the
classroom and pose questions to comments and feedback to ensure that the students are engaging themselves in higher
order thinking. By creating activities that allow for this to occur students will instantly become greatly engage in
History tasks. By placing the lesson objective on the white board at the beginning of the lesson students able to see
what they will be able to achieve and they will continue to work to the best of their ability to reach this goal. If this unit
was to be changed in any way it would be to incorporate a number of fun activities that the students could relate to the
chosen topic of the lesson. One of the greatest misconceptions in the classroom is that all students learn at a variety of
paces. As an educator one must ensure that they assist all students in the classroom equally but do so under numerous
time and staff availability constraints.
42
Appendix E
Reference List
Australian Curriculum Assessment and Reporting Authority -ACARA. (2015a). 7-10 History
Foundation to Year 10 Curriculum by Rows v8.3. Retrieved from
http://www.australiancurriculum.edu.au/humanities-and-social-
sciences/history/curriculum/f-10?layout=1#level9
Australian Curriculum Assessment and Reporting Authority -ACARA. (2015b). Literacy - In the
Learning Areas The Australian Curriculum v8.3. Retrieved
from http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/in-the-
learning-areas
Australian Curriculum Assessment and Reporting Authority -ACARA. (2016a). Aboriginal and
Torres Strait Islander Histories and Cultures. Retrieved from
http://v7- 5.australiancurriculum.edu.au/crosscurriculumpriorities/Aboriginal-and-
Torres-Strait- Islander-histories-and-cultures
Australian Curriculum Assessment and Reporting Authority -ACARA. (2016b). Literacy Across the
Curriculum. Retrieved from http://v7-
5.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/literacy-across-the-
curriculum
Australian Curriculum Assessment and Reporting Authority -ACARA. (2016c). General Capabilities
Overview. Retrieved from http://v7-
5.australiancurriculum.edu.au/humanities-and-social-sciences/history/general-capabilities
Adams, D., & Hamm, M. (2013). Tomorrows Innovators: Essential Skills for a Changing World.
Plymouth, United Kingdom: Rowman & Littlefield Education
Armstrong, P. (2017). Blooms Taxonomy. Retrieved from https://cft.vanderbilt.edu/guides-sub-

pages/blooms-taxonomy/
Brocklehurst, S. (2015). Assessment Task 2 EDSE12021
Edutopia. (2015). How to use the Four Resources Model for Effective Literacy Instruction. Retrieved
from https://www.edutopia.org/discussion/how-use-four-resources-model-effective-literacy-
instruction
Gee, J. (1999). An Introduction to Discourse Analysis Theory and Method. London: Routledge
Hemmons, E. (2017). Mixed-Ability Grouping: Advantages & Disadvantages. Retrieved from

http://study.com/academy/lesson/mixed-ability-grouping-advantages-disadvantages.html
Humphrey, S., Sharpe, T. & Cullen, T. (2015). Peeling the PEEL: Integrating language and literacy
in the middle years (Vol. 23, No. 2). Retrieved from CQUniversity e-courses, EDSE14003 L
iteracy and Numeracy Across the Curriculum, http://moodle.cqu.edu.au
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Kids Matter. (2013). About Thinking and Learning. Retrieved from

https://www.kidsmatter.edu.au/sites/default/files/public/KMP_C3_CDTL_AboutThinkingAn
dLearning.pdf
Munn, M. (2003). Design PSS Learning Activities, Exercises and Pop Quizzes. Retrieved from
http://www.tannershomeinn.com/pss/des_design_le_pops.htm
National Museum of American History. (n.d.). Engaging Students with Primary Sources. Retrieved
from https://historyexplorer.si.edu/sites/default/files/PrimarySources.pd
NSW Government. (n.d.). What is T.E.E.L. Retrieved from http://www.galston-

h.schools.nsw.edu.au/student-learning/what-is-t-e-e-l
44

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CENTRAL QUEENSLAND UNIVERSITY

Literacy and Numeracy

Student: Stephanie Brocklehurst

Student Number: S0257771

Unit Coordinator: Corey Bloomfield

Due Date: June 2, 2017

PART A: OVERVIEW OF UNIT

PART B: AUSTRALIAN CURRICULUM LITERACY DEMANDS

The Australian Curriculum (ACARA, 2015b) outlines a number of literacy

In addition, this task requires students to effectively comprehend and compose

Literacy Capabilities Learning Demands in the Unit

PART C: OVERVIEW OF LITERACY CAPABILITIES WITHIN THE UNIT

Specifically in Week 1, students are to begin practicing their chronological

Lesson number Literacy Learning demands to be focused on in lesson

PART D: LEARNING EXPERIENCES ADDRESSING LITERACY CAPABILITIES

Learning experience 1: Week One Lesson 3

Learning Experience 2: Week Three Lesson Two

Learning Experience 3: Week 5 Lesson 1

Analysing perspectives and interpretations is the literacy capability focus in learning

Topic sentence/point introduces the paragraph, focuses on one particular historical

Explanation what do you mean by that?

Example/Evidence what makes you say that?

Link Why is all that important?

1. What other names were given to World War I?

3. Match the following terms to their corresponding definitions.

5. Explain how World War One began?

7. What does the following image portray?

8. Is this source primary or secondary?

Identify and analyse different historical Critical and creative thinking

Identify and locate relevant sources, using ICT

Identify the origin, purpose and context of

Source: The Australian Curriculum v 8.3, retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-

Links to other learning areas

Learn to use scaled timelines including BCE and ACE

Information and Communication Technologies (ICT)

Assessment Make judgments

Assessment Make judgments

Students will engage themselves in classroom discussions throughout each

For the summative assessment task students will be given a total of 70

Supportive learning environment

Supportive learning environment

ACHHS164 Week 1 Lesson 2 One particular Computers

Supportive learning environment

ACHHS164 Week 1 Lesson 3 Students in the Computers

Supportive learning environment

Supportive learning environment

Supportive learning environment

Supportive learning environment

Supportive learning environment

Supportive learning environment

ACHHS165 Week 3 Lesson 2 Students in the Power point/Prezi

Supportive learning environment

Supportive learning environment

Supportive learning environment

ACHHS164 Week 4 Lesson 1 One particular Note book

Supportive learning environment

Supportive learning environment

Supportive learning environment

- Students are to reflect on how successful they believe they were in

Supportive learning environment

Body of Lesson - Form students YouTube Historical

Supportive learning environment