EDSS428

ConnectingSocietyandEnvironment:CurriculumforLearning

RulesvsLaws

Elise Gleeson S00076188 Jessica Moore S00128834

 Jessica Moore S00128834
Elise Gleeson S00076188

Rationale
Justify the use of Backwards by Design as an effective method for teaching your chosen topic and drawing on examples from your
unit of work to substantiate your argument.

The unit of work entitled, Laws verse Rules has been constructed using the Backwards by Design framework, developed by Wiggins and McTighe (2005), in
partnership with the Inquiry Cycle created by Kath Murdoch. Backward design enables curriculum and learning experiences which are focused on
developing and deepening the understanding of big ideas (Wiggins, & McTighe, 2005). The foundations of the unit of work were built using the goals,
concepts and big ideas encompassed within laws and rules. This then enabled a platform for development of specific topic and content knowledge. Through
the implementation of the Inquiry Cycle, we were able to construct key learning tasks and instruction which not only addressed the goals and concepts of
the unit, but also cultivated curiosity and built on strengthening students understanding of the world they live in (Murdoch, 2006; Reynolds, 2014).

The first stage of backward design involves identifying the desired outcomes with regard to what students will know, understand and be able to do at the
conclusion of the unit (Wiggins, & McTighe, 2005). After establishing the main idea/topic of focus it was important to clarify the curriculum priorities using
the Victorian Curriculum and filter the content to reflect the desired understandings. (Wiggins, & McTighe, 2005; Childre, Sands, & Pope, 2009; Davidovitch,
2013). The Victorian Curriculum structure for Civics and Citizenship - Law & Citizens, focuses on Australias legal system, the creation of laws and the rights
and legal obligations of Australian citizens (Victorian Curriculum, 2017). Through the filtration of content we were able to establish meaning through the
creation of essential question. It was important to review students previous exposure and understanding to concepts such as democracy and government in
order develop and appropriate starting point and to scaffold the learning with respect to knowledge that had already been attained. As well as reviewing
the curriculum from the previous level, developing tuning- in activities such as KWL Charts and Graffiti Gains as a means of attaining students level of
knowledge and understanding was implemented. The essential questions then accurately reflected the Victorian Curriculum structure of laws and citizens
for level four.

The next stage of Backwards by Design establishes the determination of acceptable evidence. Through analysis of the developed essential questions, the
key learning outcomes were established. These then shaped the acquisition of the desired learning outcomes and gave us an indication of what students
 Jessica Moore S00128834
Elise Gleeson S00076188

will know and what they will be skilled at the conclusion of the unit. An example of this was an extension of the curriculum content descriptor distinguish
between rules and laws and discuss why rules and laws are important. The evidence required in order to prove students understanding and proficiency
was a demonstrated ability to distinguish between rules and laws in conjunction with an understanding of why rules and laws are important. Students
needed to be able to demonstrate their understanding in a variety of ways, which then enhanced our ability to assess whether the key ideas and focus of
the overarching ideas were met.

Developing established goals aides in focused planning and it can be characterised as a guide toward the intended result (Wiggins, & McTighe, 2005). After
identifying specific outcomes and appropriate evidence of understandings, the development of meticulously constructed and planned learning experiences
can be implemented to its full potential. Each learning experience was constructed to allow for the progression of knowledge and understanding through
investigation, class discussions and research into multiple perspectives. These experiences also enabled students to bridge gaps and make connections
between their personal knowledge and experiences with newly understood ideas and competencies. Learning and assessment tasks such as Laws around
the world, Aboriginal and Torres Strait Islander Law role play, Writing a formal letter to the school principal, and the personal pledge, were key
summative assessment tasks that required students to intertwine multiple key learning ideas, which addressed and linked all understandings in accordance
with the Victorian Curriculum and the units established goals. The formative assessment tasks such as The persuasive argument, What is a rule? and Law
in Pictures enables a tracking of understandings which are then built upon as the unit progresses.

Backwards by Design is an effective method for teaching inquiry learning, as traditional methods of instruction often lack the ability to engage and motivate
students, in conjunction with catering for individual learning needs (Childre, Sands, & Pope, 2009). Backwards by Design targets deeper levels of
understanding as it allows learning to become meaningful and relevant to students lives (Childre, Sands, & Pope, 2009). This was evident throughout the
Laws verse Rules unit of work, where students were able to explore the purpose and function of rules and laws in society which strengthened their
understanding of how they can be active and informed citizens of today.

ESTABLISHED GOALS
Students explores an understanding of
democracy as rule by the people through
learning about decision making within
communities.
Students consider the purpose of creating rules
for groups and how rules and laws affect them.
- Explain how and why people make
rules (VCCCL004)
- Distinguish between rules and laws
and discuss why rules and laws are
important (VCCCL005)
- Identify how and why decisions are
made democratically in
communities (VCCCG002)
- Describe the different cultural,
religious and/or social groups to
which they and others in the
community may belong (VCCCC007)
Jessica Moore S00128834
Elise Gleeson S00076188
Unit Title: Rules vs. Laws
Year Level: 4
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to
understand the purpose and function of rules and laws in society and how they inform active citizenship.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that
- There is a difference between laws and rules What is the difference between laws and rules?
- Rules and laws are established to protect the rights and
Why do we make rules and laws and why are they important?
safety of all citizens.
- Being part of a democratic society allows people to be What does it mean to be part of a democratic society?
active and informed citizens
Why is it important to establish consequences for those who choose not to
- There are consequences for breaking laws and rules and follow laws and rules?
how the ramifications reflect the seriousness of the
offence or action. Who is responsible for creating and establishing rules and laws?
- There are specific groups of people who are responsible
for making rules and laws and enforcing them and there
How do groups that we belong to shape and affect our beliefs about rules and
are multiple factors which determine who the laws?
responsibility lies with.
- Groups to which students belong can shape and affect
beliefs about laws and rules.

Students will know
- The difference between laws (for example
speeding in school zones) and rules (for
example sun safety in the school).
- Examples of laws and why they are important to
students lives.
- The role of groups in our community and
examine the rights and responsibilities of
Australian citizens.
- The obligations that people may have as global
citizens.
- Who has the authority to make rules and
discuss where ideas for new laws can come
from, for example in response to a community
concern.
- Students will be able to identify groups with
which they belong and make connections
between laws and rules associated with those
particular groups.
Jessica Moore S00128834
Elise Gleeson S00076188
Acquisition
Students will be skilled at
Questioning
- Pose questions to investigate people, events, places and issues
(ACHASSI052, ACHASSI073)
Researching
- Locate and collect information and data from different sources,
including observations (ACHASSI053, ACHASSI074)
- Record, sort and represent data and the location of places and their
characteristics in different formats, including simple graphs, tables
and maps, using discipline-appropriate conventions (ACHASSI054,
ACHASSI075)
Analysing
- Examine information to identify different points of view and
distinguish facts from opinions (ACHASSI056, ACHASSI077)
- Interpret data and information displayed in different formats, to
identify and describe distributions and simple patterns (ACHASSI057,
ACHASSI078)
Evaluating and reflecting
- Interact with others with respect to share points of view
(ACHASSI059, ACHASSI080)
- Reflect on learning to propose actions in response to an issue or
challenge and consider possible effects of proposed actions
(ACHASSI060, ACHASSI081)
- Draw simple conclusions based on analysis of information and data
(ACHASSI058, ACHASSI079)
Communicating
- Present ideas, findings and conclusions in texts and modes that
incorporate digital and non-digital representations and discipline
specific terms (ACHASSI061, ACHASSI082)
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Elise Gleeson S00076188

Stage 2 - Evidence
Assessment Evidence Evaluative Criteria

PERFORMANCE TASK(S): What are you assessing them on?

Sorting out:
- Formal letter to school principal - Connections between rules and laws and how they are applied to various cultural, religious, social groups and communities with
which they belong.
- Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts.
- Students understanding of concept and purpose of rules and laws.
- Students ability to develop a cohesive argument which builds on their understandings of how rules and laws are established to
protect the rights and safety of all citizens.

Going Further:
- Laws around the world - - Students understanding of concept and purpose of rules and laws.
Presentation - Students are able to explain how rules and laws are established to protect the rights and safety of all citizens in different countries.
- Students are able to identify and explain similarities and differences in laws between Australia and other countries.
- Students are able to articulate how groups to which they belong can shape and affect beliefs about laws and rules.
- Students are able to plan, rehearse and deliver a presentation which connects content knowledge, research and topic questions.
Making Connections:
- Aboriginal and Torres Strait Islander
- Students are able to accurately draw comparison between Aboriginal and Torres Strait Islander Laws and Australian Laws today
Law - Role Play - Students are able to use their knowledge of laws and rules to accurately portray the messages behind the dreamtime stories
through roleplay and how it directly relates to the Aboriginal and Torres Strait Islander responsibility as citizens / members of tribes.
Reflection & Action:
- Newspaper Article/Comic Strip - Students are able to accurately determine and explain the difference between laws and rules
- Students are to demonstrate/articulate how and why people make rules and laws
- Students are able to identify and explain the responsibility they have as a global citizen

- Personal Pledge - Students are able to develop a cohesive and informed pledge that intertwines personal beliefs with an accurate understanding of
laws and rules and their purpose.
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Elise Gleeson S00076188

OTHER EVIDENCE:
.
Tuning- in:
- KWL Chart - Assessing students prior knowledge and understanding of topic through topic questioning
- Graffiti Gains

Finding out:
- Students understanding of concept and purpose of rules and laws.
- What is a rule? - Poster activity
- Connections between rules and laws and how they are applied to various cultural, religious, social groups and
- Law in pictures analysis communities with which they belong.
- Students are able to distinguish between rules and laws and discuss why rules and laws are important.

Sorting out:
- Persuasive Essay - Ordinary
People should have a say in what
the laws are.
Making Connections:
- Decision Making Model Task
Sheet
- Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts.
- Plan and draft persuasive texts containing key information and supporting details.
- Students ability to develop a cohesive argument which builds on their understandings of how rules and laws are
established to protect the rights and safety of all citizens.
- Students are able to explain how and why people makes rules
- Students will be able to distinguish between rules and laws and discuss why rules and laws are important
- Students are able to explain the obligations that people may have as global citizens as well as members of particular
groups
 Jessica Moore S00128834
Elise Gleeson S00076188

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
Inquiry phase Teaching and Learning Activities Curriculum Links & Capabilities Assessment Resources
& Sessions

Tuning in (2) KWHL: Assessing students prior knowledge and

What are rules and laws and how do they affect you? Curriculum Link: understanding of topic through topic
After completing this individually students gather as questioning in order to assist with unit
group to share, discuss and collaborate to develop a Distinguish between rules and laws and outline and design.
class KWHL. discuss why rules and laws are (Formative)
important (VCCCL005)
Graffiti Gains:
Six posters displayed around classroom. Each poster
has a different statement or issue (Appendix 1) to
consider. Students must respond statements/questions Capabilities: Assessing students prior knowledge and Newspaper articles used
in pairs. Students graffiti their paper with words, Questioning understanding of topic through posing to inform statements
phrases or drawings related to their question, issue or (ACHASSI052, ACHASSI073) questions. and topic issues.
statement. (Formative)

Appendix 1

Finding out What is a rule? Curriculum Links: Wheel graphic organiser

(5) - Class is divided into groups of 6. Distinguish between rules and laws and Class posters will be collected and
- Each group is given a place in which rules exist. displayed. As a group students will be
- Students must come up with a set of rules discuss why rules and laws are asked to assess their group posters
applicable to that setting. I.e Schools, home, important (VCCCL005) against a rubric.
library, sporting teams. (Self-assessment & Formative)
- Students must make a list of who has to obey http://www.icebike.org/
these rules and who is responsible for enforcing Explain how and why people make texting-and-driving/
them. rules (VCCCL004) This website and the
- Students present findings to class. images that appear on
Groups will use a wheel graphic the homepage will be
organiser with their provided picture in used as a whole class
Capabilities:
Law in Pictures analysis: the middle to display their findings, example.
Communicating
- Class divided into groups of 6 (use groups from answer the associated questions and
(ACHASSI061, ACHASSI082)
previous activity) pose any questions that have risen
- Students are given an image which depicts the through the image analysis. .
breaking of a law. (Formative)
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Elise Gleeson S00076188

- Students must ascertain: Evaluating and reflecting Image examples:

- What law/s are being broken? (ACHASSI058, ACHASSI079)
- Who does it affect?
- Who is responsible for enforcing the law? Analysing
- What are the consequences of breaking this (ACHASSI056, ACHASSI077)
law/s?
At the end of the class each group will present their
findings through a class discussion.

Democracy & Law Making:

Students are shown The flip side of bike video which
outlines two citizens differing views on bike helmet
laws. This is to ignite students thinking about citizens
having a say in laws. The flip side of bike
helmet laws: (video)
All students given copy of Appendix 2 http://yaba.edu.au/flip-s
ide/flip-side-bike-helmet
'Ordinary people should have a say in what the laws -laws
are'.

Students are to individually establish 3-5

arguments/reasons as to why they agree or disagree
with this statement . Students are to substantiate these
with facts and evidence.

Sorting out Democracy & Law Making: Curriculum links: Persuasive essay
(4) Using the arguments and reasons established Identify how and why decisions are (Formative)
throughout the finding out phase students are to
construct a persuasive piece of writing in response to made democratically in communities
Ordinary people should have a say in what the laws (VCCCG002)
. are.

Developing Laws & Rules Explain how and why people make Formal letter to school Principal.
As a citizen/student of the school, students need to, rules (VCCCL004) (Summative)
develop a rule which should be introduced that
addresses an issue that has arisen in the school.
Students need to individually develop a letter to the Capabilities:
school principal, which will introduce the new rule and Researching
reasons why it should be considered and implemented. (ACHASSI053, (ACHASSI074)
In this letter students are to incorporate how this new
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rule will benefit all students within the school and the Analysing
affects it will have on the students, staff, parents and (ACHASSI056, ACHASSI077)
school community as a whole. Communicating
ACHASSI061, ACHASSI082)
Evaluating and reflecting
(ACHASSI060, ACHASSI081)

Cross- Curriculum Links: English

Plan, draft and publish imaginative,
informative and persuasive texts
containing key information and
supporting details for a widening range
of audiences, demonstrating increasing
control over text structures and language
features (VCELY299)

Going Laws around the World: Curriculum links: Using Easel.ly as a form of ICT, students Teaching resource:
further (4) Describe the different cultural, religious will be required to present their findings http://www.ifitweremyh
In groups of 3 students will be allocated a country and to the class after 4 sessions. ome.com/compare/AU/
asked to research 4 different laws. These laws are to and/or social groups to which they and (Summative) SA
be different from Australias. Students must explain others in the community may belong
(VCCCC007) Resources for students:
how the laws in the country are formed and
established. Strange laws around the
For each law chosen, students must explain; Capabilities: world-
Communicating http://www.nationalgeo
- What the law is? graphic.com.au/people/
- Who the law affects? (ACHASSI061, ACHASSI082)
strange-laws-from-aroun
- Could it be used in Australia? Why? Why d-the-world.aspx
Evaluating and reflecting
not? http://www.cbc.ca/kidsc
(ACHASSI060, ACHASSI081)
- How does the law contribute to protecting (ACHASSI058, ACHASSI079) bc2/the-feed/10-unusua
the community? l-laws-from-around-the-
world
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- What are the consequences associated with

breaking the law? Analysing
(ACHASSI056, ACHASSI077) Easel presentations:
- Are you in favour of this law? Why? Why https://www.easel.ly/
not?
Researching
- What would you change?
ACHASSI053, ACHASSI074)
ACHASSI054, ACHASSI075)

Making Aboriginal & Torres Strait Islander Law: Curriculum links: DreamTime Stories
connection Explain how and why people make rules http://dreamtime.net.au
s (4) Discussion Question: Would the laws be the same or (VCCCL004) /dreaming/story-list/
similar in all societies?
http://www.skwirk.com/
Class discussion about Dreamtime stories, where and Distinguish between rules and laws and p-c_s-56_u-477_t-1301_
how they originated and their purpose. discuss why rules and laws are c-5002/TAS/8/Aboriginal
-law/Australia-before-17
important (VCCCL005) 88/Colonisation-and-con
Understanding Aboriginal & Torres Strait Islander flict-Australia/SOSE-Hist
Law: Appendix 4 Cross- Curriculum Links: History ory

In groups of 3 students are to analyse and investigate a The significance of Country and Place to Decision Making Model Task Sheet - all http://austhrutime.com/
dreamtime story. Aboriginal and Torres Strait Islander students need to complete and submit law_and_order.htm
individual copy.
peoples who belong to a local area
Students are to use the Decision making model (Formative)
resource sheet to assist with answering these (VCHHK072)
questions.

Students are to establish; The diversity and longevity of Australias

- The purpose of the dreamtime story.
- What law/rule the dreamtime story is trying
to explain
- Is this law implemented in Australia today? If
so, how can it be linked directly with
Australian laws? If not, how could it be
introduced?
- What were the consequences for breaking
the law in Aboriginal and Torres Strait
Islander tribes?
first peoples and the significant ways
Aboriginal and Torres Strait Islander
peoples are connected to Country and
Place (land, sea, waterways and skies)
and the effects on their daily lives
(VCHHK078)
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Role Play:
Using the information from that students have
gathered from the previous activity, students are to
develop a role play to present to the class which
demonstrates the Aboriginal Law in practice. Students
may decide to either reenact the Dreamtime story or
apply the rule investigated to a story of their own.
Cross- Curriculum Links: Drama
Explore ideas and narrative structures
through roles and situations and use
empathy in their own improvisations
and devised drama (VCADRE025)
Students are to present a role play to the
class which will summarise their findings
and explore ideas and narrative
structures through roles and situations
and use empathy in their own
improvisations and devised drama
(VCADRE025).

Shape and perform dramatic action

using narrative structures and tension
in devised and scripted
drama(VCADRP027) Students will be able to demonstrate
how laws have been established for the
good of society.
Researching
(Summative)
(ACHASSI053, (ACHASSI074)

Evaluating and reflecting

(ACHASSI060, ACHASSI081)
(ACHASSI058, ACHASSI079)

Analysing
(ACHASSI056, ACHASSI077)
Communicating
(ACHASSI061, ACHASSI082)

Reflection Read all about it: Students work in pairs to create a Curriculum links: Students will publish their newspaper
and action Distinguish between rules and laws and article or comic strip to be displayed in
short newspaper article or comic strip that discusses
(2) discuss why rules and laws are important the classroom.
why rules and laws are so important and how breaking
(VCCCL005) (Summative)
laws or rules can have consequences.
Capabilities:
Personal pledge students consider one thing they will
Evaluating and reflecting
do in their own life as a result of what they have
(ACHASSI060, ACHASSI081) Each personal pledge will be displayed in
learned about rules and laws.
(ACHASSI058, ACHASSI079) the classroom for children to always
This could be how they will ensure that they are
Communicating refer to when needed.
informed and active citizens who follow rules and laws.
(ACHASSI061, ACHASSI082) (Summative)
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Appendix 1: Statements or topic issues

1. Rules and laws are the same thing.

2. Rules are made to be broken.
3. The legal driving age in Victoria should be 21 years of age.
4. Students shouldnt be allowed to finish school at 16 years of age.
5. Students shouldnt have to wear a hat during recess and lunch if they dont want to.
6. Car should not have to drive at 40km/h in school zones.

Appendix 2: Law Making in Australia

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References:

Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward design: Targeting depth of understanding for all learners. Teaching Exceptional Children,
41(5), 6-14.

Davidovitch, N. (2013). Learning-centered teaching and backward course design - from transferring knowledge to teaching skills. Journal of
International Education Research, 9(4), 329. Retrieved from https://search.proquest.com/docview/1442472283?accountid=8194

Murdoch, K. (2006). Inquiry learning: journeys through the thinking processes. Teacher Learning Network, 13(2), 32-34.

Reynolds, R. (2014) (3rd Edition). Teaching Humanities and Social Sciences in the Primary School. Oxford: Sydney.

Victorian Curriculum. (2017). Foundation to Year 10 Curriculum: Civics and Citizenship. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/civics-and-citizenship/curriculum/f-10

Wiggins, G., & McTighe, J. (2005). Understanding by design (1st ed.). Alexandria, VA: Association for Supervision and Curriculum Development.