Habsa_KhalifMohamed_17084936

Assessment 2: Task 3
Backward Design - UNIT PLAN TEMPLATE
Title: Eureka Stockade
Year Level: Year Five

Teacher: Habsa M Khalif

Focus Curriculum Area (s): History

Duration: Term 4, 2016 (5 weeks)

STAGE 1: Curriculum Links

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

Ethical Behaviour

Crosscurriculum
Priorities
(CCP)

Aboriginal and TSI

Year Level
Content
Descriptors

Literacy

Histories and
Culture

Numeracy

Critical and Creative Thinking

Personal and Social

ICT
Intercultural

Asia and Australias

Sustainability

Literacy: (ACELT1609)

Year Level
Achievement
Standards

By the end of Year 5, students

identify the causes and effects
of change on particular
communities, and describe
aspects of the past that remains
the same. They describe the
different experiences of people
in the past.

Engagement with Asia

The impact of a significant development or event

on a colony; for example, frontier conflict, the gold
rushes, the Eureka Stockade, internal exploration,
the advent of rail, the expansion of farming,
drought. (ACHHK095)
Make connections between the ways different
authors may represent similar storylines, ideas and
relationships (ACELT1602)
Elaborations
Investigating an event or development and
explaining its economic, social and political impact
on a colony (for example the consequences of
frontier conflict events such as the Myall Creek
Massacre, the Pinjarra Massacre; the impact of
South Sea Islanders on sugar farming and the
timber industry; the impact of the Eureka Stockade
on the development of democracy)
Creating what if scenarios by constructing
different outcomes for a key event, for example
What if Peter Lalor had encouraged gold miners to

Understanding

Students sequence events and

people (their lifetime) in
chronological order, using
timelines. When researching,
students develop questions to
frame an historical inquiry. They
identify a range of sources and
locate and record information
related to this inquiry. They
examine sources to identify
points of views. Students
develop organise and present
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Assessment 2: Task 3

pay rather than resist licence fees?

Commenting on how authors have established
setting and period in different cultures and times
and the relevance of characters, actions and
beliefs to their own time

Understanding by Design stage 1: Desired

Results

their texts, particularly

narratives and descriptions,
using historical terms and
concepts.

Historical Knowledge and Understanding

Prior to beginning the task, students read a story (Making a

change and The diggers speak), teacher reviews significant
events, developments mentioned in the story. Discuss the
historical process using the Historical inquiry process as a
resource. Teacher is to support students with text
understanding and development of relevant questions.

Students discuss and engage in the learning experience of the

unit (Eureka Stockade). Students then form their own three

inquiry questions based on the topic. They are to show the

teacher before beginning the search.

Possible questions could be:

What Eureka Stockade is?

The impact of a significant development or event on a colony: for

example, Eureka Stockade, (ACHHK095) (ACARA, 2016).
Students demonstrate their knowledge and understanding of
significant events in Australia history i.e. the Eureka Stockade,
through research and then deliver a multimodal presentation that
explains the significance of the event in Australias democracy.

Historical Skills
Use historical terms and concepts (ACHHS099)
Identify questions to inform an historical inquiry (ACHHS100)
Identify and locate a range of relevant sources (ACHHS101)
Locate information related to inquiry questions in a range of sources
(ACHHS102)

When is its anniversary? Is it celebrated today?

Compare information from a range of sources (ACHHS103)

Where is it located? Name other three nearby locations

Identify points of view in the past and present (ACHHA104)

Who was involved? Name at least five.

Explanation of what happened.

Develop texts, particularly narratives and descriptions, which

incorporate sources materials (ACHHS105)

What happened to Sovereign Hill?

What was mined in Ballarat Victoria in the 1850s?

Use a range of communication forms (oral, graphic, written) and

digital technologies (ACHHS106)

What does the Eureka flag look like? What does it

represent?

Should this character have acted this way? Form own

judgements

TASK: Research about what Eureka Stockade is and some of

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the people involved.
Part 1:
1. Teacher: discusses can tell about changes over time.
Review the difference between primary and secondary
sources. Provide students with access to relevant
selections of sources
2. Analyse at least one primary source and one secondary
source for the inquiry question
3. Reference the sources
4. For each question write at least three dot points and
exchange with a partner for feedback
5. With a partner create a time line of the important dates
involved
6. With a partner choose an inquiry question or hypothesis
about the impact of the Eureka Stockade on the
Australian democracy.

LEARNING OUTCOMES:
Students are to use relevant sources to investigate a significant event (Eureka Stockade), and will construct a multimodal presentation
about the impact of this signifacant event on Australia democracy.

Students are presented with the Australian Curriculum year 5 inquiry question The impact of a significant development or event on a
colony; for example; the Eureka Stockade, (ACHHK095), (ACARA, 2016).
Students are to use the following key inquiry question or form one to research and deliver a multimodal presentation that explains the
impact of this event (Eureka Stockade) on Australias democracy.

How did the Eureka Stockade impact on Australian democracy?

Students will then present their presentation approximetly for 2-3 minutes

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description: Research the Eureka Stockade, and the significant impact it had on the Australian democracy
Adjustment according to individual learning needs will be maintained in this inquiry.
Students are required to show their understanding by demonstrating their knowledge and understanding of significant events in
Australia history i.e. the Eureka Stockade, through research
Then they will show their skills to deliver a multimodal presentation that explains the significance of the event in Australias
democracy
Students will use and access search engines, library catalogue, videos and stories relevant to this inquiry
Students will use various media and primary source to answer questions about history.
Students will be given the choice to choose (from the list given by teacher) their preferred form of multimodal with their partner
Teacher facilitates a class discussion about the use of the different listed multimodal
Students will present their multimodal presentation to the entire class
Students are to work in pairs for this inquiry
The multimodal presentation will be due end of term four 2016
The ongoing rubric will also be marked weekly
Part 2: (teacher reviews students selections)
1. Students work on their inquiry question with partner
2. Students record inquiry findings, information on the Eureka Stockade booklet provided by the teacher.
3. Students draw justified conclusions
4. Students given the opportunity to create and present their inquiry with the class.
Assessment Criteria:
I want students to show their understanding of the Eureka Stockade (ACHHK095), by demonstrating their skills to create a finished
multimodal presentation. I want students to apply their knowledge to their chosen inquiry question.
Assessment recording template:
This assessment is to have two rubrics:
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1. Feedback:
Peer feedback: after presenting in the class
Rubric
2. Self-assessment:
Rubric
Reflective sentence starters

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

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Learning Experiences
1

Week One
History Lesson 1:
Start class by introducing the following points to identify students
prior knowledge.
Who has heard of Eureka Stockade?
What is it?
Where did it happen at?
What is Eureka Stockade? When did Eureka Stockade occur?
Where was the location? Who was involved?
What was the purpose of forming the Ballarat Reform League?
Discuss all the terminology and important dates involved.

Assessment For/As Learning

(Formative Assessment)
Diagnostic assessment:
Essential questioning:
It stimulates and engages
students in the learning.
Students prior knowledge.
Source selection is reviewed
and determined if its
appropriate
Inquiry question checked by
teacher

Resources

Interactive
whiteboard
Internet
Students workbook
Poster containing all
the terminology used
to assist students
understanding of the
topic
YouTube Clip

(Readman & Allen, 2015).

https://www.youtube.co
m/watch?
v=wSySV9xoHzg

Students view video

Provide students with the Eureka Stockade students
workbook and the story Making a change and The diggers
speak
Students are shown how the booklet is to be completed
Teacher divides students into pairs

With the partner students choose an inquiry question. It is to

be reviewed by the teacher. Students will be encouraged to
modify their research inquiry after it is reviewed by the
teacher if necessary. Their inquiry should be similar to the
chosen one by the teacher (How did the Eureka Stockade
impact on Australian democracy?)

Ensure that all students are aware of the purpose, process and
outcomes of the inquiry.
Week Two
History Lesson 2:
Recap on last weeks lesson to connect to with this weeks lesson.
Who can tell me what we learnt about last week?
Inform students that today they will focus on the map, flag and
timeline of the Eureka Stockade.

Students workbook is to be
collected and marked on the
flag, and map section
Essential questioning
Students time lines will be
collected to be marked

Students workbooks
Internet
Computers or iPads,
Colouring pencils
Ruler
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As a whole class discuss the difference between primary and
secondary sources.
Students will be provided with relevant sources to conduct their
search
Model of how to use the sources will be discussed with the whole
class

Question starter grid

Formative

A4 paper
Question starter grid

Copy of the stories

Students work
booklets

Peer review
Observation of
participation
Observation of
interactions
Observation of
Observation of

Observation of student

Internet

Online safety use will be discussed with the class

To not go on unnecessary websites
In this lesson students are to find the flag of the Eureka. Then
using the correct colours colour it in the workbook. They should
also answer the following questions
Why was the Southern Cross flag so offensive to the
government?
Why was the flags symbol offensive to the diggers?
Also with their partners, students form a time line on an A4 paper
to present the sequence of the important dates involved in Eureka
Stockade
3

At the end student complete a question starter grip

Week Three
History Lesson 3:
Recap on last weeks lesson to connect to with this weeks lesson.
Who can tell me what we did last week?
Students are to continue working on their inquiry search based on
the stories provided
Students are given silent reading time to read the two stories
(Making a change and The diggers speak), and then discuss
why there is two different point of views between authors.
They choose which story they will use to add as source into
their inquiry.
Students discuss with peers their choice.
Week Four
History Lesson 4:

student
group
inquiry skills
computer skills

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Recap on last weeks lesson to connect to with this weeks lesson.
How is everyone doing with the inquiry? (Determine which
students need help to catch up).
Encourage students to draw conclusion about key topics
Ask students to share some of their findings with the class.
5

Week Five
History Lesson 5:
Students informed that they will need to present their
inquiry in a multimodal presentation, then present it to the
class orally.
Present students with a range of multimodal presentation
forms (PowerPoint, poster, pickto-chart, info-graph) on how
their findings can be presented.
Demonstrate how they can all be used
Use the guidelines provided in the students booklets to
help guide with what needs to be in the presentation

participation
Observation of group
interactions
Observation of inquiry skills
Observation of computer skills

Computers or iPads

Summative assessments

Students:
Each pair is to choose one multimodal form (e.g. power
point) to present their work

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Plan Explanation
This unit is aimed for year five students and the central focus of this unit is that students will discover the significance of the Eureka
Stockade, which is mentioned in the Australian Curriculum, under the content descriptor of (ACHHK096), (ACARA, 2016). Students are to
form and conduct their own inquiry question to investigate the significant event how the Eureka Stockade impacted on the Australian
democracy. Students are to work understand the Eureka Stockade in depth by analysing its impact, people involved, map, flag and a
sequenced time line of the important dates involved. Students are to choose a multimodal form to present their findings and it is to be
shared with the class.
Students are to meet the year 5 achievement standards in the Australian Curriculum and Assessment Reporting Authority (2016), which
stated that by the end of year level students are to identifies the causes and effects of change on particular communities, describe the
different experiences of people in the past, sequence events and people (their lifetime) in chronological order, using timelines (ACARA,
2016). And during research students are to develop questions to frame an historical inquiry and then examine sources to identify
points of views (ACARA, 2016). After completing the research students are required to students develop organise and present their
texts, particularly narratives and descriptions, using historical terms and concepts (ACARA, 2016).
The Backward Design, also known as backward planning or mapping, is an approach used by teachers or educators to design learning
experiences and instructional techniques to achieve specific learning goals. It focuses on helping teachers focus on the learning goals
rather than the teaching process (Readman & Allen, 2015). The learning goals to be achieved by the end of a certain course are
established first, then the assessments, projects and activities that will specifically enable the students to achieve those goals will be
established. The backward design has a sequence consisting of three stages; the first stage is known as Identifying desired results, the
second stage is known as determine acceptable evidence and the final stage is known as plan learning experiences and instruction
(Readman & Allen, 2015). The Eureka Stockade inquiry unit was used to be designed by this approach.
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There are different types of assessments; diagnostic assessment, formative and summative assessment (McMillan, 2011). Diagnostic
assessment is undertaken at the beginning of a unit, in order to assess students prior skills, knowledge, experience and achievement.
Formative assessments are the practice of building a cumulative record of students achievement. It usually takes place during lessons
each day, through on going informal observations to monitor students progress. Immediate and meaningful feedback is given to the
students. Summative assessment is used to measure students level of achievement in a learning outcomes. Summative assessment
could be in different forms including; assignment, projects, tests, presentations (McMillan, 2011). Diagnostic assessment was used at
first to gather students prior knowledge and experiences (students where asked if they have heard of Eureka Stockade?). Throughout
the unit course students were assessed formatively, through observations and work samples of their completed in class work. Formal
formative assessment was used when the students where asked to form the timeline and feedback would be obtained by the students
to further improvement. Summative assessment is incorporated into this inquiry unit, as students present their research findings in a
written multimodal form. At the end of the course students were to present their inquiry understanding and research findings in a
multimodal presentation. This will determine their level of understanding and whether or not they have met the learning objectives.
Feedback is essential in teaching as it enhances learning (Reedman & Allen, 2015). It informs the learner about their progress, in order
to make changes in areas that need modification to progress learning. Factors that contribute to effective feedback include: timely,
specific, understandable to the receiver and allow self-adjustment for student (Readman & Allen, 2015).
Areas in which students would be given feedback in this inquiry unit
on their inquiry topic: modification suggested and to be applied
peer feedback
feedback on the timelines
feedback on the presentation
In this unit, deep learning was facilitated when the student where asked to conduct the inquiry of how the Eureka Stockade shaped the
Australian democracy. Rather than just answering questions, students where to show a higher level of understanding through research.
Students are to develop understanding of the event, then make sense of what they have learned in order to create their own inquiry
using what they understood.
Reporting is the process in which students achievement and progress is communicated (Readman & Allen). Reporting should be timely,
include meaningful and comprehensive information about students achieving and progress, that would be delivered to the students and
parents. For effective reporting, it is important to consider the following
alignment with the curriculum
students ownership of their learning
meeting the needs of the parents and community
In this inquiry students achievement would be recorded and produced as a written form for the parents and students

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Reference
Australian Curriculum and Assessment Reporting authority. (2016). Foundation to year 10 curriculum: Meeting diverse learning needs.
Retrieved from http://www.australiancurriculum.edu.au/studentdiversity/meeting-diverse-learning-needs
Australian Curriculum and Assessment Reporting authority. (2016). Foundation to year 10 curriculum: Historical Knowledge and
Understanding (ACHHK095). Retrieved from http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/
Australian Curriculum and Assessment Reporting authority. (2016). Foundation to year 10 curriculum: Literature and context
(ACELT1602). Retrieved from http://www.australiancurriculum.edu.au/studentdiversity/meeting-diverse-learning-needs
McMillan, J. (2011). Principles and practices for effective standards-based instruction. Role of Assessment in Teaching: Classroom
Assessment, 1(1), 1-27
Readman, K. & Allen, B. (2015). Practical planning and assessment. Oxford.

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