Backward Design - UNIT PLAN TEMPLATE

Title: How can language and imagery communicate a message about the environment and sustainability?
Year Level: 2

Teacher: Georgia Lilley

Focus Curriculum Area (s): Literacy, The Arts (Visual Arts)

Duration: 3 weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)
General
Capabilities
(GP)

Ethical Behaviour

Personal and Social

ICT
Intercultural

Crosscurriculum
Priorities (CCP)

Aboriginal and TSI

Asia and Australias

Sustainability

Year Level
Content
Descriptors

English
Identify, reproduce and experiment with rhythmic,
sound and word patterns in poems, chants, rhymes and
songs (ACELT1592)

Literacy

Histories and Culture

Numeracy

Engagement with Asia

Understand that different types of texts have

identifiable text structures and language features that
help the text serve its purpose (ACELA1463)
Discuss the characters and settings of different texts
and explore how language is used to present these
features in different ways(ACELT1591)
Visual Arts
Presentation and display of original artworks, using
artistic elements and techniques to communicate ideas
and messages to an audience (ACAVAM108)

Critical and Creative Thinking

Understanding

Year Level
Achievement
Standards

Students understand how similar

texts share characteristics by
identifying text structures
and language features used to
describe characters and events, or
to communicate factual information.
They listen for and manipulate
sound combinations and rhythmic
sound patterns.
They create texts that show how
images support the meaning of
the text.
Students create texts, drawing on
their own experiences, their
imagination and information they
have learnt. They use a variety of
strategies to engage in group and
class discussions and make
Page 1 of 21

presentations.
Students are introduced to the
concept of audience as they learn
to present artworks that
communicate messages and ideas
to an audience.

Knowledge

(What are students expected to learn?)

Understand that a poem is a text type that can use different

language features

Define what onomatopoeia and alliteration are and how they

can be used in a poem

Explain why the Australian environment should be protected

Learn how to create a 5 senses poem

Learn how artworks can be used to convey a message to a
given audience

Skills

(What are students expected to be able to do?)

Create a 5 senses poem that describes what they taste, feel, see,
smell and hear in the Australian outback, incorporate onomatopoeia
and alliteration
Create a 5 senses poem that describes what a chosen Australian
animal might taste, feel, see, smell and hear if the environment is being
polluted
Create a poster addressed to their community that demonstrates
the effects pollution has on the environment

LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the
achievement standards.
Students will be able to......
By the end of this unit students will be able to create 5 senses poems that not only discuss their personal opinions but also to put
themselves in someone elses shoes. In doing so children will learn how our beautiful Australian environment (which can be conveyed
through words and picture) can be destroyed by pollution, effecting animals that live there. Children will learn how to convey a
message about sustainability to their wider community through the use of language devises and through imagery.

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description:
You are required to write a poem, written from the point of view of an Australian animal that explains how they feel
about pollution. In addition to this, to help explain the importance of the environment, you will create a poster that
explains to your local community why we need to protect the Australian environment/outback. Your poster will be
displayed in the local library.
What are students expected to do: Create a 5 senses poem using onomatopoeia and alliteration, written from the point of
view of an Australian animal describing how they feel about pollution. Create a poster that communicates these ideas to your
local community.
Product option: Written, graphic
Target Audience: Their local community
Grouping options: Individual
When will this assessment be due: This assessment will be due at the end of the unit of work (summative)
Inclusivity of students with diverse learning needs:
- Two students in the class struggle with literacy and will therefore be given slightly altered material. While they will still be
completing the same tasks, they will receive templates to complete their work on to ensure it is simpler for them.
- Focus will be put on the creation of the poster rather than the writing of the poem
Assessment Criteria: Derived from Achievement Standard or Content Descriptions and Skills or Scope and Sequence
Curriculum Link
Identify, reproduce and
experiment with
rhythmic, sound
and word patterns in
poems, chants, rhymes
and songs (ACELT1592)

Task
- Read focus text
- Students are to create a
poem
- Develop understanding
of alliteration and
onomatopoeia

Assessment Criteria
Formative
Identify what alliteration Reproduce and
and onomatopoeia is in
experiment with poetic
Lesson 3,4.
devices in Lesson 3,4.
Self reflection (Appendix Self reflection (Appendix
A2)
A2)
Lesson 5 tick chart
Lesson 5 tick chart
(Appendix A3)
(Appendix A3)

Summative
Students assessed on
the extent to which they
utilise onomatopoeia
and alliteration, i.e.
sound and word patterns
in poems
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Understand that different

types of texts have
identifiable text structure
s and language
features that help
the text serve its
purpose (ACELA1463)
Discuss the characters
and settings of different
texts and explore how
language is used to
present these features in
different
ways(ACELT1591)
Presentation and display
of original artworks,
using artistic elements
and techniques to
communicate ideas and
messages to an audience
(ACAVAM108)

- Read focus text

- Students are to create a
poem

Understand that poems use language features that

help to communicate a message
Assessed in lessons 1-5 (Appendix A1, A2, A3)

- Read focus text

- Completion of activities
in Lesson 1

Explore how language is used to present a setting in

a certain way
Assessed in lesson 1 (See A1)

- Create a poster

Students assessed on
the extent to which they
have used language
features to communicate
a message about
sustainability

Present and display work

in local library
The extent to which the
student communicates a
message to their local
community about how
pollution effects an
animal in the
environment

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Assessment recording template:

Use of poetic
language

Student does
not use any
onomatopoeia
and alliteration
in their poem

Engagement with
how pollution
impacts the
chosen animal
(through the use
of language)

Student does
not engage
with reasons
for how
pollution
impact their
chosen animal

Rubric for Summative Assessment

Written (Poem)
Student uses
Student uses
Student uses a
limited
onomatopoeia
wide range
onomatopoeia
and alliteration
onomatopoeia
and alliteration in throughout the
and alliteration
their poem
poem. Poetry
throughout the
devises used
poem. Poetry
help to add
devises are well
meaning to the
linked, cohesive
poem.
and add meaning
to poem.
Student vaguely
Student
Student strongly
engages with
reasonably with
engages with how
how pollution
how pollution
pollution impacts
impacts the
impacts the
the chosen
chosen animal
chosen animal
animal

Notes

Notes

Graphic (Poster)
Neatness

Poster is
untidy,
unorganised or
unfinished

Poster informs
the community

The poster
does not

Poster is slightly
untidy,
information could
be ordered in a
more efficient
manner, poster is
complete
The poster
slightly eludes to

Poster is tidy,
well organised
and complete

Poster is
extremely neat,
clear and
concise, finished
to a high
standard

Notes

The poster
demonstrates to

The poster
clearly outlines,

Notes
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about how the

chosen animal is
effected by
pollution

inform the
community
about how the
chosen animal
is effected by
pollution

how the chosen

animal might be
effected by
pollution

the community
how the chosen
animal is
effected by
pollution

Accurate/realistic
descriptions of
how pollution
might influence
how and what an
animal will taste,
feel, see, smell
and hear

The five senses

described are
unrealistic or
not connected
to the topic

Some of the five

senses described
elude to how
pollution might
effect the chosen
animal

All of the five

senses described
are realistic
descriptions of
how pollution
effects the
chosen animal

to a high
standard, to the
community how
the chosen
animal is
effected by
pollution.
All five senses
described are
accurate and
realistic
descriptions of
how pollution
affects the
chosen animal

Notes

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Feedback: (What sort of feedback will students receive?)

Students will be given written feedback about their assessment relating to how they achieved based on the rubric above. Feedback will
be structured in a positive manner ie: firstly the teacher will explain what they did well, then will explain what they can still work on in
order to improve on next time.
Self-assessment: (How will students reect upon and self-assess their learning?)
In the second last lesson, students will be able to reflect on how they feel they went in their assessment. They will be required to focus
on the following reflection questions:
1) What do you think you did well? (Write one paragraph)
2) What do you think you could improve on? (Write one paragraph)
3) How do you think you would do the task differently next time? (Write one paragraph)
Reporting to Parents
Parents will be reported to in 3 different ways throughout the unit:
1) Parents encouraged to attend the local library to see their childs work displayed
2) Formal summative report (presented with rubric and written comments)
3) Notes from formative assessment: A3 (presented with their childs first poem and comments regarding the extent to which their
child met the desired outcomes, what was done well and what may still need improvement)

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

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What

events will help students:

Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?
Learning Experiences

Whole class:
Read Why I Love Australia by Bronwyn Bancroft
Focus questions:
- What do you think the author is trying to
communicate (tell us)?
- Why do you think this?
- How have the pictures been used to tell us this?
- How has language been used to tell us this?
Activity:
Break up into groups (5 groups of 4-5)
- Each group gets a photocopy of one page of the
book
- Group required to explore in detail how language
and imagery is used to convey meaning. Fill out
table:

WRITE what special

language was used

HOW was it shown

in the pictures?

WHAT did this make

us think or feel?

WALT:
How language
and pictures can
be used to make us think of feel a certain way.
WILF:
- Good team work
- Neatness
- An understanding of how language and pictures can
impact us

Whole class:
Discuss what the story was telling us (the Australian

Assessment For/As Learning

(Formative Assessment)

Resources
Why I Love Australia
by Bronwyn Bancroft

Tick chart assessing:

1) Did students work well as a
group?
2) Is their work neat and legible?
3) Do the students have an
understanding of how language
and imagery impacts them?

Photo copies page of the

book
Printouts of table to fill
out

(See Appendix A1)

Observation during activity.

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environment is special).
Focus question:
- What are some of your experiences of the Australian
environment?
Teacher to write these comments into a sense chart on the
interactive whiteboard eg:
Taste
I had a
BBQ

Feel
(Touch)
I felt the
bark on the
tree

See

Smell

Hear

I saw a
kangaroo

I smelt the
trees

I heard
birds
singing

Activity:
Students are to reflect on their own experiences (or
understanding) of the Australian environment and create a
5 senses table.
WALT:
How the Australian environment impacts our 5 senses
WILF:
- Neatness
- Good explanation
- Several examples for each of the 5 senses
Alliteration
Whole class:
Focus question:
- What do you think alliteration is?
Use interactive whiteboard to:
- Display definition of alliteration (use call back of
definition)
- Show some examples of alliteration
- Write students examples of alliteration
Focus question:
- Why do you think we use alliteration?

Observation criteria:
1) Is work neat?
2) Are explanations clear?
3) Are students creating several
examples for each of the 5
senses?

Interactive whiteboard

Self-assessment
Students are to use the self-assessment
chart
(See appendix A2)

Interactive whiteboard
Slides:
- definition of
alliteration
- examples of
alliteration

Activity:
Students are to use the sentences created in their 5 senses
chart and incorporate alliteration into them (start by doing
on sentence for each sense). Explain to students that they
should be using describing words to add meaning to
their sentences. E.g. Student may have written I felt the
bark on the tree. For this activity the student would need
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to create a sentence such as I felt the bumpy bark on the

tall tree.

WALT: Today we are learning about what alliteration is and

how to use it.
WILT:
- neatness
- 5 sentences (one for each sense) that use
alliteration to add meaning
Onomatopoeia
Whole class:
Focus question:
- What do you think onomatopoeia is?
Use interactive whiteboard to:
- Display definition of onomatopoeia (use call back of
definition)
Using a range of materials, make sounds eg: take a pot into
class and bang it. Ask the question: using words, what
sounds does this make? Write answers on board. Repeat
with other objects and sounds to create a brainstorm of
onomatopoeia words.
Focus question:
- Why do you think we use onomatopoeia?
Activity
Students are to use the sentences they put into the
hearing column of their 5 senses table. They are to rewrite the sentences using onomatopoeia. E.g.: I heard the
birds singing would be I heard the birds going cheep
cheep.
If students have already created sentences using
onomatopoeia (perhaps unintentionally, they are to create
different/more examples)

Self-assessment
Students are to use the self-assessment
chart
(See appendix A2)

Interactive whiteboard
Slides:
- definition of
onomatopoeia
- write examples of
onomatopoeia
Items such as pots,
bells, etc to make
sounds

WALT: Today we are learning about what onomatopoeia is

and how to use it.
WILT:
- neatness
- at least 3 sentences using onomatopoeia to describe
what you might have heard in the Australian outback
Page 10 of 21

Whole class:
Teacher to model how to create a 5 senses poem on the
Australian environment.
Activity:
Students to create their own 5 senses poem on the
Australian environment using the 5 senses table they had
previously create.
WALT:
We are learning how to create a 5 senses poem about the
Australian environment
WILF:
- Neat handwriting
Incorporation of all the 5 senses to describe your
experience of the Australian environment
Sustainability
Whole class:
Discussion about what happens to the environment when
pollution happens.
Focus questions:
- What is pollution? (discuss littering, fumes from our
cars, not recycling)
- What does pollution do to the environment?
- What can we do about it?
Use interactive whiteboard to show pictures of pollution
and write answers to the focus questions in the form of a
brainstorm.

Tick chart assessing:

1) The creation of a 5 senses poem
that describes what they taste,
feel, see, smell and hear in the
Australian outback
(See Appendix A3)

Tick chart assessing:

1) Did students work well as a
team?
2) Did students participate?
3) Did students explain how they
feel about pollution
4) Did students give clear
explanations as to why they felt
this way?

Interactive white board.

Slides:
1) What is pollution?
2) What does
pollution do to the
environment?
3) What can we do?
Include pictures as
visual aids:

(See appendix A4)

Activity:
Working in groups of 4-5, students will be given an A3
piece of paper and will be required to answer the question:
How does this make us feel? Students should write their
answers and draw pictures on the page.
WALT: What pollution does to the environment.
WILF:
- Good team work
- Good explanations of why you feel the way you do
about the environment.
- Participation

(Greenpeace, 2012)

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(The Advertiser, 2011)

Whole class:
Watch the video Lift Off Upwardly mobile frogs
Focus questions:
- What happened in the video?
- What were some of the things that made the frogs
leave their home?
- What could be some other things that might cause
frogs to leave their home that were not in the video?
- Do you think the video had a happy or a sad ending?
Why?
Discussion about some of the tastes, touches, sights,
smells and sounds in the video that the frogs experienced.
Activity:
Students are to create another 5 senses table, this time
from the perspective of an Australian animal that is affects
by pollution e.g. a frog, kangaroo, etc. Students are to
choose which animal.

WALT: How pollution affects the animals that are in the

environment.
WILF:
- neatness
- at least 2-3 different sentences for each of the 5
senses
- incorporation of alliteration and onomatopoeia in the
sentences
Whole class:
Review of how to write a 5 senses poem.
Instruction of how to write the poem from the point of view
of their chosen animal
Activity:
Students are to write a 5 senses poem using their table.

Video: Lift Off

Upwardly mobile frogs

Tick chart assessing:

1) Is the students work neat?
2) Did the child write at least 2-3
quality sentences for each of the
5 senses?
3) Did the child incorporate
alliteration and onomatopoeia
into the poem?
(See appendix A5)

Rubric assessing:
1) The use of poetic language
2) The extent to which the poem
engages with how pollution
impacts the chosen animal
(See summative assessment focusing
on the poem)

WALT: How to create a poem from a different point of view.

WILF:
- neatness
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10
11
12

engagement with how pollution impacts your chosen

animal
- use of alliteration and onomatopoeia
Whole class:
Explain activity: Create a poster that communicates to the
local community how pollution is affecting our
environment.
- Students to draw a picture of their chosen animal
(that they used for the 5 senses poem). Outlines for
their animals will be provided if needed.
- Draw 5 speech or thought bubbles around the
animal. For each bubble write each of the 5 senses
sentences used in the poem
- Colour the animal
- For the background students are to draw (or stick on
cut-outs from magazines) things that are causing
pollution.
Activity:
During this session students are require to draw their
chosen animal.
Students are required to think about how this animal might
be feeling and incorporate this into their drawing, will the
animal be smiling or look sad?
WALT: How to create a poster that will be engaging and
informative
WILF:
- Neatness
- A poster that will inform the community about how
your chosen animal is affected by pollution
- Accurate/realistic descriptions of how pollution might
influence how and what an animal will taste, feel,
see, smell and hear
Activity:
Students are to draw speech bubbles around the animal
and write in their 5 senses.
Activity:
Colour in the animal
Activity:

Rubric assessing:
1) Neatness
2) Extent to which the poster
informs the community about
how the chosen animal is
effected by pollution
3) Extent to which accurate/realistic
descriptions of how pollution
might influence how and what an
animal will taste, feel, see, smell
and hear if pollution occurs
(See summative assessment focusing
on the poster)

Animal outlines
Coloured A3 card
Cut-outs from
magazines, things that
are causing pollution

Included in summative assessment (see

above)
Included in summative assessment (see
above)
Included in summative assessment (see
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13

14

Draw the things that are polluting the environment in the

background of the picture (or stick on cut outs from a
magazine).
Whole class:
Teacher explains the importance of reflecting of our work
Demonstrates how to reflect:
- 1 paragraph on what you did well
- 1 paragraph on what you think you can improve on
- 1 paragraph on how you would do the task
differently next time
Activity:
Class to individually reflect on the assessment as described
above
EXCURSION:
Trip to the local library (where their posters will be
displayed) to see how their work is impacting their local
community.

above)

Reflection task acts as a form of selfassessment as itself.

Teacher to read over and ensure student
included what they did well, what needs
improvement and what would be done
differently.

Note: Parents encouraged to attend

excursion to see their childs work
displayed in the community.
Celebrate with child that work is out for
everyone to see.

Appendix
Page 14 of 21

Formative Assessment Tasks

A1: Formative Assessment 1
What are students expected to do: Working in groups, complete a WRITE, WHAT, HOW table after reading Why I Love Australia by
Bronwyn Bancroft. Explore how language and imagery is used to convey meaning.
Product Option: Written
Grouping options: Group work
When will this assessment be due: Formative assessment due at the end of lesson 1
Assessment recording template: Tick chart
Name
Did students work well as a
group?

Is their work neat and legible?

Do the students have an

understanding of how language
and imagery impact them?

Daniel
Sarah
A2: Formative Assessment 2
What are students expected to do: Develop an understanding of what onomatopoeia and alliteration is and how they can be used to
enhance writing.
Product Option: Written
Grouping options: Individual
When will this assessment be due: Formative assessment due at the end of lesson 3 and 4
Assessment recording template: Self-Assessment - Students are required to put a sticker at the place where they feel they are at on
the chart below.
Assessment recording template
I dont feel like I can explain what
I sort of understand what alliteration is I can explain what alliteration is and
alliteration is. I cannot use it in my
and think I might be able to use it in
can use it in my writing without help.
writing.
my writing but might need some more
help.

Page 15 of 21

I dont feel like I can explain what

onomatopoeia is. I cannot use it in my
writing.

Name

Student
included and
successfully
described
something
they taste (in
the Australian
outback) in
the poem

Student
included and
successfully
described
something
they feel (in
the Australian
outback) in
the poem

I sort of understand what

onomatopoeia is and think I might be
able to use it in my writing but might
need some more help.

Student
included and
successfully
described
something they
see (in the
Australian
outback) in the
poem

Student
included and
successfully
described
something
they smell
(in the
Australian
outback) in
the poem

Student
included and
successfully
described
something
they hear (in
the Australian
outback) in
the poem

Correct
spelling
and
grammar

I can explain what onomatopoeia is

and can use it in my writing without
help.

Uses correct
formatting
(line-by-line)

Student
incorporates
alliteration
an
onomatopoei
a into the
poem

A3:

Annie
Harry
Formative Assessment 3
What are students expected to do: Create a 5 senses poem that describes what they taste, feel, see, smell and hear in the
Australian outback
Product Option: Written
Grouping options: Individual
When will this assessment be due: Formative assessment due end of lesson 5
Assessment recording template: Tick chart

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Feedback: (What sort of feedback will students receive?)

Students will receive written feedback based on the criteria above. Feedback will be given in a positive manner ie: what was done well
and then what could be improved on for next time.
Self-assessment: (How will students reect upon and self-assess their learning?)
When students work is given back to them, they will be required to review the feedback and write two or three sentences about how
they think they went on the assessment, what they think they did well and what they would do better next time.
Students should reflect on their formative assessment and take on feedback to improve for their second 5 senses poem (summative
assessment).
A4: Formative Assessment 4
What are students expected to do: Working in groups of 4-5, students will be given an A3 piece of paper and will be required to
answer the question: How does this (pollution) make us feel? Students should write their answers and draw pictures on the page.
Product Option: Written
Grouping options: Group
When will this assessment be due: Formative assessment due end of lesson 6
Assessment recoding template: Tick chart
Name
Did students work well as
a team?

Did students participate?

Did students explain how

they feel about pollution?

Did students give clear

explanations as to why
they felt this way?

Abigail
Monica
A5: Formative Assessment 5
What are students expected to do: Students are to create another 5 senses table, this time from the perspective of an Australian
animal that is affects by pollution e.g. a frog, kangaroo, etc.
Product Option: Written
Grouping options: Individual
When will this assessment be due: Formative assessment due end of lesson 7
Page 17 of 21

Assessment recoding template: tick chart

Name

Is the students work neat?

Did the child write at least 2-3

quality sentences for each of
the 5 senses?

Did the child incorporate

alliteration and onomatopoeia
into the poem?

Emily
Josh

Explanation of Teaching Plan

The central focus of this unit of work is to develop students understanding of how language and images can be used to convey
messages, specifically in this case regarding sustainability and the effects of pollution on the Australian environment. The main aspects
of the content descriptors being focused on are:
1) Identification, reproduction and experimentation of sound and word patterns in poems, specifically pertaining to alliteration and
onomatopoeia (ACELT1592)
2) Understanding that different types of texts have language features that help to serve its purpose (ACELA1463)
3) Discuss how a setting in a text is established through the use of language (ACELT1591)
4) Present and display artwork that communicate ideas and messages to an audience (ACAVAM108)
(Adapted from SCSA to demonstrate focus of content descriptors)
Understanding by Design is an approach to planning that essentially puts the outcomes and the assessment first. Once this is
established learning experiences that enable these outcomes to be met are planned. For this unit of work, Understanding by Design
proved to be incredibly helpful, not only in the planning of the outcomes and assessment but also in planning the individual learning
activities. This is primarily because when I was planning the individual learning experiences, I always had the end goal in mind and was
constantly asking myself how can this contribute to reaching the outcome.
Both formative and summative assessments were used in this unit of work. Formative assessment was used to ensure students are
given opportunities to reflect on learning hence utilising assessment as learning. This enables students to reflect on what aspects of a
task they performed well and what they still need to improve on. Furthermore this form of assessment allows children to develop
metacognitive skills and become conscious of how they learn. A range of assessment types was implemented in this plan as it caters for
all different students and allows different students to process their learning in different ways (Readman & Allen, 2013).
For the formative assessments implemented in this unit of work a range of recording formats was used. The main type of formative
assessment recording format used in this unit is a tick chart. All of the assessments above were recorded using a tick chart. This type
Page 18 of 21

of a format was chosen due to the fact in enables the educator to promptly assess whether or not a student is meeting criteria or not.
However this criterion is not based on an extent to which a student is demonstrating a skill. For the formative assessments in which a
tick chart was used for were:
Assessment 1: In groups create a table that demonstrates how language and images are used to convey meaning.
This assessment was developed to be a group assessment as it allows children learn from each other. Children who struggle (with
literacy or the concepts being assessed) were supported by their peers.
Assessment 3: Individually students create a 5 senses poem that describes what they taste, feel, see, smell and hear in the
Australian outback.
This assessment was developed to act as a formative assessment for students to reflect upon before undertaking the summative
assessment in which they are required to complete a similar task.
Assessment 4: In groups, students answer the question: How does this (pollution) make us feel? Students should write their
answers and draw pictures on the
page.
This assessment was devised as a group activity as it allows children who struggle to be supported by their peers. Furthermore the
option to write their
answers or draw pictures allows for differentiation.
Assessment 5: Students are to create another 5 senses table, this time from the perspective of an Australian animal that is
affects by pollution e.g. a frog, kangaroo, etc.
This assessment was designed as it allows the students to develop their ideas for their poem in a manner that is structure. Through
assessing this
piece of work the educator can see if the student is on the right track or if they need to be redirected.
Self-assessment was also used during this unit of work for assessment 2.
Assessment 2: Develop an understanding of what onomatopoeia and alliteration is and how they can be used to enhance writing.
Students are required to self - assess on their understanding of this.
Self-assessment was chosen to evaluate this assessments criterion as it enables students to think about their own learning and explicitly
reflect on their understanding. Furthermore this form of assessment enables the teacher to see what the students feel they know.
The final type of recording format that was used to formatively assess the unit is observation on a set of criteria. This was chosen as it
enables the educator to make a quick judgement of how students are going and immediately correct the student if correction is needed.
A summative assessment was implemented during this plan. This artistic assessment, which also includes a written element was
chosen as it allows children who may struggle with literacy are given the opportunity to demonstrate their learning thorough art.
Furthermore the literacy element enables children who are not artistic to demonstrate their learning thorough language. For this
assessment the recording format of a rubric was used. A rubric was chosen as it allows the educator to assess the extent to which a
student demonstrates their understanding.
The summative assessment developed for this unit of work was a rich and creative assessment that allows students to connect and
apply this understanding to the real world. The task required students to communicate to their local community how pollution effects
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the environment. This connection to the local community alone engages students with the real world. The fact that students end
product will be displayed in the local library for the community to see also allows students to connect their learning to the real world in
an authentic manner.
Written feedback will be given at the end of assessment 3, which was the initial 5 senses poem. This feedback will enable students to
know what they did well in this assessment and what they can improve on for next time. Focusing on what can be improved is
extremely helpful for this particular unit of work as students will be producing another 5 senses poem and therefore will be able to fix
what they needed to improve on in their formative assessment.
The learning experiences in this unit of work are designed so that they can build on each other. Starting with the main text, Why I Love
Australia by Bronwyn Bancroft and the task to write what they (students) like about Australia acts as a foundation of a conceptual
understanding about the importance of the environment. Learning how to write a 5 senses poem was deliberately staggered so that as
students understanding of language as outlined in the achievement standards is increased and deepened, they will be required to
increase the complexity of their sentences. The concept of using a 5 senses table to record ideas from the beginning was deliberate as
it allows students to transfer these thoughts into a poem later on. This constant building of understanding and refining of skills and
knowledge is seen throughout the entire plan including the repetition of the creation of the 5 senses poem. By repeating this activity
with a slight change in point of view, students are able to reflect on their first poem and then make necessary changes in their second
one.
As well as an alignment between the learning tasks and the outcomes of language, the learning tasks and the outcomes of
understanding sustainability was also met. This was also a concept that was seen from the beginning of the unit of work. For the first
few learning experiences, students were required to focus on the ideal Australian environment however were then faced with the
reality of pollution, requiring students to think critically about the issue and then act upon it.
During this unit of work parents will be reported to in 3 different ways throughout the unit. During the unit of work, parents will be
presented with their childs first poem and comment regarding the extent to which their child met the desired outcomes, what was done
well and what may still need improvement. This is based on the criteria of assessment 3. This formative report demonstrates to parents
that ongoing assessment is occurring and demonstrates what areas their child is succeeding in and what areas their child needs
assistance with and how the help may be provided.
The major form of reporting that will occur for this unit of work is the display of the childs work in the local library. Parents will be
encouraged to attend the local library to see their childs work displayed. This display of the childs work demonstrates that their childs
work has a direct impact on the local community, is relevant and based in the real world and that the work has been completed to a
high standard.
In addition to this visual representation of their childs work, parents will be presented with the rubric designed for the summative
assessment and written comment regarding their childs achievement. This information demonstrates to parents exactly what has been
assessed and the extent to which their child met these goals and why.

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References
Greenpeace. (2011). Stop Trashing Australia [Image]. Retrieved from http://www.greenpeace.org/australia/en/what-we-do/oceans/StopTrashing-Australia/
Readman, K. & Allen, B. (2013). Practical Planning and Assessment. South Melbourne, VIC: Oxford University Press.
SCSA. (2016). Western Australian Curriculum. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculumbrowser
The Advertiser. Car Pollution Crack Down [Image]. Retrieved from http://www.adelaidenow.com.au/news/car-pollution-crackdown-tosave-lives/story-e6frea6u-1226073324449

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