EDSS470

Assessment 3: Differentiated Learning

S00153466 Rian Prestwich

ASSESSMENT THREE: ASSESSING STUDENT LEARNING IN CULTRUAL INSTITUTIONS

Year level: Year 10


Depth Study: The Globalising World: Migration Experiences

Key concepts:
Key knowledge:
Key skills:
Chronology
- Analyse the effects of methods
- Investigate the role of Charles
- Placing in sequence the main events used by civil rights activists to
Perkins in the Freedom Ride of 1965
of the Freedom Rides campaigns in
achieve change for Aboriginal and
and the efficacy of television in
the United States and Australia and
Torres Strait Islander peoples, and
bringing the struggle for rights and
explaining the links between the two the role of one individual or group
freedoms to national attention.
campaigns.
in the struggle.
Continuity and Change
- Describing and explaining change
such as the quality of change, the
types of change, and the impact of
change.
Cause and Effect
- Constructing an explanation using
sources of evidence to support the
analysis of a significant individual,
event and/or cultural achievement.
Use consistent referencing and
historical terms and concepts.
Historical Knowledge
- Evaluating the effects of the
movement of peoples on the
indigenous and immigrant
populations

Assessment (formal/informal and diagnostic/formative/summative):

Summative Assessment Testing the students understanding and ability to explain the historical significance and
work that Charles Perkins undertook with the Freedom Rides in 1965 and how television aided his cause.

Justification of assessment form and purpose (with reference to the development of students higher order
thinking skills):
The purpose of this assessment is to demonstrate the importance of Charles Perkins in the Freedom Ride protests
for Indigenous Rights and the use of television at allowing their message to be spread. It also relates to the earlier
topic of the Freedom Rides in the United States and the subsequent movements of the time. The assessment
promotes students use of technology both in the research, using custom google search engines for information and
pictures, and in the presentation. Each differentiated group will use technology to research and/or present an
assignment. Apps are suggested to students according to The Pedagogy Wheel V4.0 which assists teachers create
an immersive learning environment with applications, allowing students develop a deeper understanding and
motivation (Allan Carrington, 2015). The questions that the students are to answer are all high order as they are
asking students to analyse and evaluate the information, rather than recall facts, which allows for thoughtful
responses (Clarke, Marsh, & Pittaway, 2014, pg 194). The questions are clear and the expected response is easily
understood as the task is an appropriate difficulty for students of year 10. The questions make use of the higher

EDSS470 Assessment 3: Differentiated Learning

S00153466 Rian Prestwich

level thinking skills of Blooms Taxonomy, specifically the Analysis, Synthesis, and Evaluation sections, which sets
students up to achieve a deeper cognitive connection with the work and to develop their cognitive ability (Margetts
& Woolfolk, 2013, pp 436-39). By using the higher ends of Blooms Taxonomy effectively, it allows students to
continue to develop their knowledge and skills which are transferable between subjects. Students who normally
operate at a lower level on Blooms Taxonomy will be exposed to deeper question thinking which will allow them to
progress to more complex understandings, and those students who are functioning at a high level of thinking will
continue to be challenge which will result in further developing their thoughts.

ASSESSMENT TASK SHEET
Year level: Year 10 History

VIC Curriculum Code:
Curriculum Descriptor:
(VCHHK155)
Investigating the role of Charles Perkins in the Freedom

Ride of 1965 and the efficacy of television in bringing

the struggle for rights and freedoms to national

attention.

Activity Objective:
This activity will investigate the students understanding of the struggle for rights and freedoms of groups. It will
assess their ability to recognise a minority groups rights which are being impeded and how they can be represented
and expressed. The mainstream students and gifted students will concentrate on extending their knowledge of the
Freedom Ride in 1965 and the role of Charles Perkins in fighting for indigenous rights during this period. The EAL/D
and dyslexic students will engage in a more visual representation of fighting for freedom, EAL/D have the freedom
to find political protests from their country of birthplace or from their parents birthplace.

Gifted:
EAL/D:
Dyslexic:
Students are to compose a 600-word
Students are to research a political
Students are to find 15 images of
essay, or 5-minute news presentation,
protest which occurred in their
the Freedom Ride and Charles
which analyses the work of Charles
country of birthplace, or that of one Perkins using the following link,
Perkins with the Freedom Ride to that of of their parents, and either draw or http://tinyurl.com/jswfdj5 and
the Freedom Rides in the United States create a digital image of 5 protest
create a narration slideshow
during 1961 and the sit ins which
banners. If the images are created
using the 30hands iPad app or
occurred in 1960. Explain the
online, they must be created
iMovie. Students are to then
significance between the events and
entirely by the students and cannot export the narrated slideshow
how they can be seen as related or
be downloaded from the internet.
and email it to your teacher. You
separate. Additional research is required Websites suitable for this
may use the following template
for this assignment, use the following
assessment include LucidPress,
in Appendix 4 to help you break
custom google search engine link. Use
Canva and Fotor. Students who
down each image.
Appendix 2 as a template for your
chose to hand draw their posters
assignment.
are to use the template in Appendix

3.

Mainstream:
Drawing upon your recent excursion to the Immigration Museum, students are to compose a 5-minute video
representing a television interview which expresses the goals and mission of the Freedom Ride. You are to act as
Charles Perkins in your essay or presentation. You are to explain the circumstances surrounding the Freedom Ride
movement and convince the public that your struggle for Indigenous Rights is important and they should get behind
you. You must use 5 important pictures in your video and expand on their significance. Export your video and email
it to your teacher before the due date. Additional research is suggested for this task, use the following custom
google search engine link: http://tinyurl.com/hncy545. Use Appendix 1 to plan your video as a script and to select
the images youll be using during the presentation.

S00153466 Rian Prestwich EDSS470 Assessment 3

Marking Rubric

Figure 1. RubiStar custom created rubric. (4Teachers.org, n.d.)

S00153466 Rian Prestwich EDSS470 Assessment 3

Bibliography

4Teachers.org. (n.d.) RubiStar: Create Rubrics for your Project-Based Learning Activities.
Retrieved May 23, 2016, from http://rubistar.4teachers.org/index.php

Carrington, A. (2015). In Support of Excellence. Retrieved May 22, 2016, from
http://designingoutcomes.com/allansportfolio/edublog/?p=1525

Clarke, M., C. Marsh., & Pittaway, S. (2014). Marshs Becoming a Teacher (6th ed.). New
South Wales, Australia: Pearson.

Margetts, K. & Woolfolk, A. (2013). Educational Psychology (3rd ed.) New South Wales,
Australia: Pearson.

Southgate, Beverley. (2001). History: What and Why? Ancient, Modern, and Postmodern
Perspectives (2nd ed.). New York, United States: Routledge.

Victorian Curriculum and Assessment Authority. (n.d.) The Humanities History Overview.
Retrieved May 3, 2016, from http://ausvels.vcaa.vic.edu.au/The-HumanitiesHistory/Overview/History-across-Foundation-to-Level-10

Victorian Curriculum and Assessment Authority. (2015). Victorian Curriculum: The
Humanities History Level 8. Retrieved May 6, 2016, from
http://ausvels.vcaa.vic.edu.au/The-Humanities-History/Curriculum/F-10#level=8

S00153466 Rian Prestwich EDSS470 Assessment 3

Appendix 1
Drawing upon your recent excursion to the Immigration Museum, students are to compose a
4-minute video representing a television interview which expresses the goals and mission of
the Freedom Ride. You are to act as Charles Perkins in your essay or presentation. You are to
explain the circumstances surrounding the Freedom Ride movement and convince the public
that your struggle for Indigenous Rights is important and they should support your cause.
Use the following section to plan your main points, either as a script or in full sentences. You
can find further research using the following custom google search engine:
http://tinyurl.com/hncy545

S00153466 Rian Prestwich EDSS470 Assessment 3

Use the following template to identify five images which help persuade the audience of your
cause and explain their significance to the Freedom Ride. Ensure you reference the images
using APA correctly.
Image 1

Image 2

Image 3

Image 4

Image 5

S00153466 Rian Prestwich EDSS470 Assessment 3

Appendix 2
You are to complete ONE of the tasks below:

Task 1) Drawing upon your recent excursion to the Immigration Museum, compose a 600-

word interview which analyses the work of Charles Perkins with the Freedom Ride to that of
the Freedom Rides in the United States during 1961 and the sit ins which occurred in 1960.
Explain the significance between the events and how they can be seen as related or separate.
Additional research is required for this assignment, use the following custom google search
engine to help research your information: http://tinyurl.com/hncy545

S00153466 Rian Prestwich EDSS470 Assessment 3

Task 2) Drawing upon your recent excursion to the Immigration Museum, you are to create
a 5-minute video news report which analyses the work of Charles Perkins with the Freedom
Ride to that of the Freedom Rides in the United States during 1961 and the sit ins which
occurred in 1960. Explain the significance between the events and how they can be seen as
related or separate. Additional research is required for this assignment, use the following
custom google search engine link. The following apps will be useful for this assignment:
iMovie, VideoStar, Splice, Magisto, Movie360. Video is to be exported as MPEG or AVI and
emailed to your teacher for marking.

S00153466 Rian Prestwich EDSS470 Assessment 3

Appendix 3
Drawing upon your recent excursion to the Immigration Museum, students are to research a
political protest which occurred in their birthplace country, or that of one of their parents,
and either draw or create a digital image of 5 protest banners. If the images are created
online, they must be created entirely by the students and cannot be downloaded from the
internet. Websites suitable for this assessment include LucidPress, Canva and Fotor. Students
who chose to hand draw their posters are to use the template below.

Poster 1)

What does this poster represent?

S00153466 Rian Prestwich EDSS470 Assessment 3

Poster 2

What does this poster represent?

S00153466 Rian Prestwich EDSS470 Assessment 3

Poster 3


























What does this poster represent?

S00153466 Rian Prestwich EDSS470 Assessment 3

Appendix 4
Drawing upon your recent excursion to the Immigration Museum, students are to create a narrated slideshow using the 30hands app (or iMovie) of 15
images of the Freedom Ride and Charles Perkins. You are to put a voiceover into the slideshow explaining each image and clarifying what the image
represents for 15 20 seconds seconds per image. The total slideshow should go for roughly 3 to 4 minutes. Students are to export the video and email it to
their teacher for marking. You are to hand up this sheet to your teacher once your slideshow is complete.

Why is this image important?

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Why is this image important?

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Why is this image important?

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S00153466 Rian Prestwich EDSS470 Assessment 3

Why is this image important?

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Why is this image important?

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Why is this image important?

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S00153466 Rian Prestwich EDSS470 Assessment 3

Why is this image important?

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Why is this image important?

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Why is this image important?

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S00153466 Rian Prestwich EDSS470 Assessment 3

Why is this image important?

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Why is this image important?

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Why is this image important?

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S00153466 Rian Prestwich EDSS470 Assessment 3

Why is this image important?

_______________________________
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Why is this image important?

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Why is this image important?

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