Inclusive Education Assignment 2 1

INCLUSIVE EDUCATION ASSIGNMENT 2 – UNIT PROPOSAL
Context
This unit proposal is designed for a Year 2 classroom which features students with a range of
diverse needs, including one student who is hard of hearing, students who are culturally and
linguistically diverse and two students who are gifted and talented. This Geography unit
focuses on the key question of “How can we better care for places that hold special
significance to members of our community?” which encompasses all four geographical
understanding curriculum links, geographical inquiry skills and several GPs and CCPs (ACARA,
2017). (See Appendix 1 - pg.9 for further details).
Rationale
To cater for diverse student abilities, preferences and strengths the Universal Design for
Learning (UDL) framework will be implemented to enable accessible learning for all students
(Gargiulo, Metcalf, 2015). UDL is a ‘best practice’ framework which incorporates a set of
seven principles to ensure curriculum barriers are reduced, providing students with equitable
learning opportunities (CAST, 2017). The lesson plan incorporates the UDL’s framework of
engaging the three brain networks for learning, recognition, strategic and effective, by
providing multiple means of representation, engagement and representation. Through
engagement of each brain network students gain self-awareness, enthusiasm for learning and
reach equitable goals and learning outcomes with a view to becoming ‘expert learners’
(Meyer, Rose, & Gordon, 2014).
Unit Plan Proposal
Goals
Throughout this unit learning goals are designed with the flexibility and adaptability to ensure
goals are achievable for all students. These goals will be clearly broken down and presented
LCB005 Inclusive Education – Dr Tracey Sempowicz N9457470 Courtney Sinclair

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to students in a variety of ways including visual scaffolds, oral and written explanations (CAST,
2015). The unit goals incorporate understandings of cross-curricular priorities and general
capabilities including critical and creative thinking, personal and social capability and
Aboriginal and Torres Strait Islander histories and cultures.
Unit Goals for • Describe how people in different places within our local community
All Students are connected to each other and identify factors that influence
these connections.
• Identify an issue affecting a place of community significance and
provide a solution to reduce the impact of the issue.
Goal Extensions • Describe how people are connected on broader scales (i.e.
nationally & internationally)
• Identify multiple issues affecting a place of community significance
and provide solutions to reduce the impact of these issues.
Adapted and • Students meet unit goals for all students with additional teacher
Modified Goals assistance and scaffolding tailored to meet needs across the full
range of abilities (i.e. including bilingual support and the specific
adjustments as detailed in method).
Materials and Resources
Low-Tech:
o field trip visit to a significant Aboriginal site (contextualising learning for all students)
o tangible objects including Emery the teddy bear (which students carry around to
different locations, building their understanding of places in a meaningful way)

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o pictures and books including Jeanie Barker’s book the window (communicating
information in a way that is accessible for all students)
o access to bilingual dictionaries (to make information more accessible for culturally and
linguistically diverse students)
High-Tech:
o assistive technologies including text-to-speech software, picture schedules and word
prediction software (to enable navigation and interaction for all students)
o online mapping and satellite tools (to provide a deeper understanding of scale/bird’s eye
view for students)
o video demonstrations
o reading pens (to assist information accessibility for all students)
Method
Representation:
o information is presented in a range of means (orally, written, kinaesthetically) catering
for multiple intelligences and minimising physical, sensory and perceptual learning
barriers (Carrington & MacArthur, 2012).
o each lesson aims to build upon to students’ prior knowledge by connecting new
information to prior ideas through questioning and visual aids including KWL and Y charts
o symbols, language and expressions will be explicitly taught, broken down and presented
on word/picture walls to clarify meaning and maximise student understanding
o explicitly teaching of how to process, generalise, transfer and represent information
using a range of strategies including chunking and mnemonic devices

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Engagement:
o clear understanding of each individual student’s preferences, interests and abilities
(CAST, 2017)
o minimisation of potential threats and distractions
o explicit instruction of how to set goals, self-monitor and self-assess their work (students
as active participants)
o fostered collaboration supporting sustained engagement (group jigsaws/peer
mentoring)
o challenging and motivating goals and resources catering to individual’s Zone of Proximal
Development (Vygotsky, 1978)
Action and Expression:
o flexibility in use of multiple-media including text, speech, designs, visuals and physical
representations to express understanding
o assistive technologies (as mentioned above)
Adjustments for Gifted and Talented Students:
o curriculum compacting to ensure tasks are both challenging and motivating (Renzulli &
Reis, 2008).
o group discussions involving socratic questioning to generate higher-order thinking
o mentoring roles through questioning/assisting their peers (Gargiulo, Metcalf, 2015)
Specific Adjustments:
Students who are Linguistic and Culturally Diverse:
o explicit pre-teaching of vocabulary, creating flow lists which provide synonyms, pictures
& links new vocabulary to prior knowledge/first language

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o breakdown of the relationships and challenges featured within the subject/selected
materials including strategies of role play and story telling
o step-by-step instructions (picture schedules/graphic organisers/think aloud technique)
(Block & Israel, 2004)
o further processing time to read/view concepts
o ensure learning materials are culturally sensitive (Dennis & Giangreco, 1996).
Students who are Hard of Hearing:
o offering alternative modes of representation/engagement and expression including
manipulatives & visual frameworks (mindmaps/diagrams/pictures) to ensure students
can access and engage with the information presented and communicate their
knowledge easily
o providing closed-captions/transcripts for videos
o ensuring the classroom is well-lit to cater for lip-reading (Salend, 2011)
o minimisation of background noise to maximise concentration and engagement
o seat the student to ensure they can see the teacher and other classmates
o clearly repeat any questions asked by students in the class before giving a response
(ADCET, 2017)
o use gestures/visual cues and natural mime to express ideas (Deaf Children Australia,
2012)
Assessment:
Throughout this unit a range of informative assessment practices will be incorporated
including diagnostic, formative, peer/self-assessment and summative assessment. During the
early stages of the unit students’ prior knowledge and skills will be identified and built upon.
Students will be provided opportunities to build self-efficacy through setting, monitoring and

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reflecting upon personal learning goals (Gargiulo, Metcalf, 2015). Formative assessment will
be ongoing through observations, checklists and questioning the provide multiple
opportunities/modes for students to express their understanding. Teacher feedback,
reteaching and further scaffolding will be present throughout the unit. The summative
assessment task will be a portfolio in which students will be able to authentically demonstrate
their geographical understanding with flexibility of the modes in delivery i.e. written, pictures,
labels, diagrams, oral presentations, multimodal slides (Boerum, 2000).
Summative Assessment Task
All Individual portfolio.
Extension Additional research tasks/challenges.
Modifications Flexibility and support in creating and presenting their portfolio.
References
ACARA. (2017). Australian HASS Curriculum. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-
social-sciences/hass/?year=1
ADCET. (2017). Hearing Impairment and Deafness. Retrieved from
https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-
impaired/
Block, C., & Israel, S. (2004). The ABC’s of performing highly affective think-alouds. The
Reading Teacher, 58(2), 154-167.
Boerum., L. (2000). Developing portfolios with learning disabled students. Reading and
Writing Quarterly, 16(3), 211-238.

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Carrington, S. & MacArthur, J. (2012). Teaching in Inclusive School Communities. Milton, QLD:
John Wiley & Sons Australia, Ltd
CAST. (2015). Top 10 UDL Tips for Developing Learning Goals. Retrieved from
http://castprofessionallearning.org/wp-content/uploads/2015/09/CAST-
Professional-Learning-udl_top_10_learning_goals.pdf
CAST. (2017). About Universal Design for Learning. Retrieved from http://www.cast.org/our-
work/about-udl.html
Deaf Children Australia. (2012). Good teaching strategies for deaf and hard of hearing
students. Retrieved from https://deafchildrenaustralia.org.au/wp-
content/uploads/2014/11/Deaf-Child-in-Classroom-2012.pdf
Dennis, R., & Giangreco, M. (1996). Creating conversation: Reflections on cultural sensitivity
in gamily interviewing. Exceptional Children, 63 (1), 103-116.
Gargiulo, R. & Metcalf, D. (2015). Teaching in Today’s Inclusive Classrooms – A Universal
Design for Learning Approach. (3rd Ed). Boston, USA: Centage Learning
Renzulli, J., & Reis, S. (2003). The school-wid enrichment model: Developing creative and
productive giftedness. In N. Colangelo & G. Davis (Eds.), Handbook of gifted
education. (3rd ed., pp.184-203). Boston, MA: Allyn & Bacon
Salend, S. (2011). Creating inclusive classrooms: Effective and reflective practices. (7th ed.)
Upper Saddle River, NJ: Pearson Education
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press

APPENDIX 1 - UNIT PLAN DEVELOPED FOR A PREVIOUS UNIT
Year 2 Unit Plan — Geography

Unit no. Unit title Duration of unit
1 Our Connections to Places 9 Weeks
Unit outline
This unit is designed for a Year 2 class of 24 students with diverse needs situated in the Sunshine Coast hinterland.
Throughout this unit students utilise Bybees’ 5Es inquiry process wherein students will develop their Geographical knowledge and skills through
engaging, exploring, explaining, elaborating and evaluating concepts and ideas explored. Students will develop their understanding of place and
how places are viewed differently by diverse groups of people. Students will explore the concept of scale and how people connect to places on a
local, regional, national and global scales. Students will discover how factors such as transport and technology affect our accessibility and
connections to places. Students will build on their knowledge of interconnection through investigation of their connections to places across the
world and exploring how Aboriginal and Torres Strait Islander Peoples maintain their connection to Country/Place. Students develop their spatial
knowledge through describing the location, distance and direction of familiar places in relevance to their school or home. Students will participate
in field work exploring their local environment and discuss the ways in which the Aboriginal community connect with the environment. Students
will discuss the negative human impacts that have been occurring in the Glasshouse Mountains and will explore and evaluate measures that can
be taken to minimalize these impacts.
Key Inquiry Question:

• How can we better care for places that hold special significance to members of our community?
Questions explored throughout the unit:
• What is a place?
• How do we connect with places in Australia and the World?
• What factors affect our connections to places?
Identify curriculum
Content descriptions to be taught
General capabilities
Geographical Knowledge and Geographical Inquiry and Skills and cross-curriculum priorities
Understanding
The ways in which Aboriginal and Torres Strait Questioning Intercultural Understanding

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Unit outline
Islander Peoples maintain special connections Pose questions about past and present Identify and explore places across the
to particular Country/Place (ACHASSK049). objects, people, places and events world that students have connections to.
(ACHASSI034).
The idea that places are parts of Earth’s Literacy

surface that have been named by people, and Researching Written descriptions and annotations of
how places can be defined at a variety of Collect data and information from connections to places.
scales (ACHASSK048). observations and identify information and Mathematics
data from sources provided (ACHASSI035). Using directional terms i.e. north and
The influence of purpose, distance and south to describe locations.
accessibility on the frequency with which Sort and record information and data,
ICT Capability
people visit places (ACHASSK051). including location, in tables and on plans
Utilise online mapping tools and satellite
and labelled maps (ACHASSI036).
images to explore the scale of different
The connections of people in Australia to places.
people in other places in Australia and across Analysing
Critical and Creative Thinking
the world (ACHASSK050). Interpret data and information displayed in
Examine why certain places hold more
pictures and texts and on maps
significance to different people.
(ACHASSI040).
Personal and Social Capability
Explore what places in our community
Evaluating and Reflecting people are connected to.
Draw simple conclusions based on
Aboriginal and Torres Strait Islander
discussions, observations and information
Histories and Cultures
displayed in pictures and texts and on maps
(ACHASSI041). Exploring the ways in which Aboriginal
and Torres Strait Islanders view the land
Reflect on learning to propose how to care and make connections to particular
for places and sites that are important or places.
significant (ACHASSI042).
Communicating
Present narratives, information and findings
in oral, graphic and written forms using
simple terms to denote the passing of time

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Unit outline
and to describe direction and location
(ACHASSI043).
Geographical Understandings
Throughout the unit students will engage with and develop their geographical understandings of the concepts:
☒ Place ☒ Space ☒ Environment ☒ Interconnection ☒ Scale
Achievement standard
In completion of year 2 students will be able to identify the features that define places and recognise that places can be described at different
scales. They describe how people in different places are connected to each other and identify factors that influence these connections. Students
recognise that the world can be divided into major geographical divisions. They explain why places are important to people.
Students pose questions about familiar and unfamiliar places and collect information to answer these questions. They represent data and the location of places and their
features in tables, plans and on labelled maps. They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple
geographical terms to describe the direction and location of places. They suggest action in response to the findings of their inquiry.
Links to other learning areas

Australian Curriculum: History
The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past
(ACHASSK044).
Australian Curriculum: Mathematics
Collect, check and classify data (ACMSP049).
Create displays of data using lists, table and picture graphs and interpret them (ACMSP050).
Australian Curriculum: Science
Use a range of methods to sort information, including drawings and provided tables and through discussion (ACSIS040).
Compare observations with those of others (ACSIS041).
Represent and communicate observations and ideas in a variety of ways (ACSIS042).
Australian Curriculum: English
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context,

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language and visual features and print and multimodal text structures (ACELY1670).
Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674).
Assessment Make judgments

Describe the assessment Evidence is obtained throughout the portfolio to make judgments
about the following characteristics of the students work:
Collection of work (Portfolio) (Summative):
Throughout the unit evidence of individual student work will be collected and
added to their portfolio. In this portfolio students will demonstrate their Understanding
understanding of people’s connection to places and the factors that affect • Describe how people in different places are connected to
these connections. Students will collect, interpret and share data to support each other
their understanding. Students will investigate an issue about a place of • Identify factors that influence these connections
significance in their community and will provide suggested courses of action • Identify issues affecting a place of community significance
in reducing the issue.
• Provide solutions to reduce the impact of these issues
Each portfolio will include:
Skills
• outline maps (at a local/global scale) of places and student connections
to places • Pose questions about familiar and unfamiliar places
• labelled diagrams or tables • Collect information to answer these questions
• short written explanations • Represent data and the location of places and their features in
tables and on labelled maps
• annotated visual records
• Interpret geographical information to draw conclusions
• records of evidence gathered on a field trip
• Present findings in a range of modes and use simple
• oral, electronic or multimodal presentations geographical terms to describe the direction and location of
places
Fieldwork Preparation:
Build students understanding of places and how Aboriginal and Torres Strait Islander people hold special connections to their Country/Place prior to fieldwork. Organise
Aboriginal guide and transport. Explore workplace health and safety details and prepare forms. Inform students of fieldwork expectations.
Use feedback

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Feedback to Teachers communicate ongoing feedback (both written and informal) and provide encouragement to students on their
students strengths and identify areas for improvement.
Students are given opportunities to reflect on their learning and make self-assessments.
Teachers reflect and review learning activities and ensure multiple opportunities for students to experience, practice and
improve are provided.
Teaching and Learning
Time Teaching strategies and learning experiences Differentiation Assessment Resources
Inquiry Phase Strategies Strategies
Geography
Skills
Key Question
Activity 1 Throughout the Semester students have taken turns at looking after Information and Diagnostic Letter from
35 minutes their class teddy bear Emery. During each student’s turn they have instructions are Class Emery the
taken pictures of Emery at the different locations he has interacted clear and simple. discussion bear.
What is a Place? with and have written a small description of each place. about place to (Appendix 1)
Map is of the gauge student
Place/Scale The teacher compiles these experiences and creates a letter (from local town (which understanding. Simplified
the perspective of the bear) of the places he has been and the most students town map.
Engage/Explore/ experiences he has had. have past Formative
Explain experiences Questioning and Highlighters
Letter is read to the class and the following questions are discussed: with). mapping and writing
exercise aims to materials.
What is a place?
Extension show student
What places did Emery visit? (Have you been to this place before?) Students can understanding Interactive
How did Emery get to these places? order (put of places and whiteboard.
Are these places near or far away from us? numbers on) the where to find
What places do you think were Emery’s favourite? Why? places Emery them on a map. Places I visit
Do you think Emery did not like some of the places he visited? visits. Students table
Why? can identify which Evidence template.
parts of the map Highlighted map (Appendix 2)
A simplified map of the local town is then given to students. The Emery didn’t visit
map is presented on the interactive whiteboard and the following and discuss
reasons why.

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questions are discussed:
What type of view do you get of the places in this map? (Prompt –
a bird flying overtop birds-eye view).
What different places can we see on this map? (Library, grocery

store, school).
What is the scale of this map? (discuss the difference between

personal/local/national and global scales)
The letter is reread and students are to highlight the different places
on the town map that Emery visits throughout the letter.
Artefact 1. Students are to record the places they visit over the
week, providing a short explanation of why they visited that place,
what transportation they used and to tally the number of times they
visit each place using a provided graphic organiser.
Activity 2 Students share their findings with the class and a table is created to Heterogeneous Formative IPads (one
35 minutes show the places the whole class visits and how many times each grouping to cater Observation per group)
place is visited. for peer and questioning
What places do mentoring. to assess Writing
our class Class explores table trends and discusses the following: student implements
connect to and What places did our class visit the most/least? (school, parks, Let students understanding
how do we get shops) share their own of how transport Graphic
there? Why do we/don’t we go to these places frequently? experiences of helps us to get organiser
(recreation/leisure/education) places and to places. (Appendix 3)
Place/Space modes of
What transportation was the most frequently used? How does
transport used to Evidence Checklist
transport help us get to these places?
Explore/Explain get to them. Individual
written work.
Teacher models how to find locations and directions of how to get to
these frequently visited places from the school using Google maps. Allow Self-
Teacher shows students how to describe where the desired location opportunities for Assessment
is in relevance to the school using directional language (this is student to display

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north/south of the school is close/far away) and shows students how their Artefact 2
to find and compare travel time via mode of transport. understandings in Checklist
a variety of
Students work in groups to identify and describe places in relevance modes i.e. verbal
to the school and discover the distance taken to get to desired and written
places from the school. Comparing the time it takes depending on communication.
which mode of transport used.
Artefact 2: Students individually record their findings, describe

where the location of the desired place in relevance to the school
and draw conclusions of possible factors that affect your ability to
connect with places. Information is recorded on the graphic
organiser provided.
Activity 3 Teacher discusses the places s/he’s connected to and points them All students have Formative Interactive
out on a world map featured on the interactive whiteboard (i.e. the opportunity to Observation whiteboard.
35 minutes school, home, work, overseas) and identifies at what scale each share their and questioning
place she connects to is, why she’s connected to these places. personal to assess Writing
What are my experiences with student materials.
Connections to Teacher asks students to consider: places. understanding
Places? What do you think makes you connected to a place? of place, the World Map
Extension different ways (for digital
What places do you think you are connected to? Why?
Place/Scale Students explore we can be display and
Where are these places located (regional/national/global)? different places connected to printed
Explore/Explain Do the reasons why we’re connected to places change? across Australia places and that copies for
and explore the places can be students).
Students work in groups to explore a list of places, and use Google population and found across
Maps to identify each place and describe the scale of place and the most popular use the world. IPads
type of transport you would need to get there. of transport used
in each area. Evidence Traffic Light
Students each take a world map home and are to find out how a Written Cones
member of their family is connected to places and mark them on the explanation of
map and making annotations of how they are connected to each connection to
place (i.e. place of birth, connection to family/friends etc). places.
Self-

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Assessment
Students use
traffic light
cones to show
their level of
understanding.
Activity 4 Students share their findings with the class and teacher reiterates Heterogeneous Formative World Map
the difference between scales of places (using world students maps grouping. Questioning and (digital
35 minutes to show whether their connections to places were on a observation. version) and
local/regional/national/global scale) and discusses how we are Extension physical
What places are connected to places in different ways, how these connections may Students explore Evidence copies for
we connected to change depending if the place is close or far away. the ways in which Group students
in the world? we connect to categorisation
Small groups work together to categorise places to show whether places overseas of places. Checklist
Place/Scale/Spa their family’s connections to places were on a local, regional, by investigating (Appendix 6 –
ce/Interconnecti national or global scale. where the goods Self- Example)
on we purchase Assessment
Class discussion is based upon the following questions: come from (i.e. Artefact 3
Explain/Elaborat where is our Checklist
Do you think transportation affects our connections to places?
e food/clothes
Do you think they are ways we can stay connected to faraway produced).
places? (i.e. through the use of ICTS (videocalling family/friends
etc).
Do you think our connections to places change overtime?
Artefact 3: Students are then to individually to explore at least five

different places they are connected to and explain why they are
connected to them. (Students are to use Google Maps to assist them
in finding the locations of these places and record their connections
to places on an Australian Map and a World Map). Students also
identify the scale of each of their connections to places.

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Activity 5 Introduce the text Window (ask students to discuss the changes in the view from
Provide Formative Exit Pass
the window throughout the book). opportunities for Questioning and (Appendix 4)
35 minutes students to share observation.
Explore and discuss using photographs of familiar places over time how places their own Jeanie
How do people’s change. (Identify natural vs man made features). experiences with Evidence Barkers Book
connections to places changing Individual exit Window
places change Discuss how changes over time can be both positive and negative. over time. pass.
over time? Interactive
Discuss what changes have affected our ability to connect with places over time Interactive Whiteboard
Place/Space/ (i.e. transport, technology/destruction of natural places). learning
Environment/ activities, Pictures of
Interconnection Students complete exit pass (based on their understandings of how places change exploring local places
overtime and how these changes affect how we connect to places). information in a over time
Explore/Explain variety of modes
i.e. imagery,
verbal and
written.
Connecting ideas
to prior
knowledge and
local places
students are
familiar with.
Activity 6 Display and explore the Aboriginal groups and Torres Strait Islander Provide Formative ABC,
groups map of Australia. Discuss how each Indigenous language additional support Observation Indigenous
35 minutes group has a defined area of land or country that they are connected and scaffolding and Language
to geographically and spiritually. where needed. questioning. Map,
How are www.abc.net.
Aboriginal and Watch video Connection to Country and explore the different ways Extension Evidence au/indigenou
Torres Strait in which Aboriginal and Torres Strait Islander people are connected Students identify Individual s/map
Islander people to many countries/places (i.e. marriage, birth, residence) and the and explore recording of
connected to areas of Interactive

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places? ways in which they view the land/water/sky and animals in that significance to places on Whiteboard
place. the Torres Strait Australian Map.
Place/Environme Islander and Connection
nt/Interconnecti Questions discussed: Aboriginal to Country
on communities. Video
https://www.y
How do Aboriginals and Torres Strait Islanders view the land?
Explore/Explain outube.com/
How are the ways in which Aboriginal and Torres Strait Islander’s watch?v=dH
connect similar/different to the ways we connect with places? BQhqvFaN4
Do you think changes over time have affected the ways in which
Aboriginal and Torres Strait Islanders can connect with places? IPads
How?
Students work in groups (using IPads) to explore well known Creative
Aboriginals found on Creative Spirits webpage (Cathy Freeman, Spirits
David Unaipon, Adam Goodes) and identify which nation they Aboriginal
identify with and record it individually on an Australian Map. Role Models
https://www.c
reativespirits.
info/aborigin
alculture/peo
ple/famous-
aboriginal-
people-role-
models#toc1
Map of
Australia
Activity 7 Students participate in a field experience in the Glasshouse Students can Formative Graphic
(Field Mountains. record Observation. Organiser
Experience) information in a with Prompt
Throughout this experience students will be led by an Aboriginal variety of Evidence Questions
Are they any elder of the Gubbi Gubbi people to: different ways Individual (Appendix 5)
places of (i.e. written work.
Aboriginal pictures/drawings Video reflection. Writing
Discuss the geological forces that formed the Glasshouse
spiritual /annotations and Materials

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significance in Mountains 25 million (plus) years ago and explore the Aboriginal written notes).
our community? names given to the mountains. Camera
Ensure students
How can we Discover the Dream Time legends about the Glasshouse Mountains are actively
protect and care and explore the reasons why this is a place of special significance participating
for these special to the Aboriginal community. (It is a place that provides food/water, during the
places? holds spiritual history and is where cultural practices were enacted). experience.
Explore
Discuss the Aboriginal community’s perspective on climbing the
mountains (they don’t as they are sacred places).
Identify natural and manmade features of places visited.
Explore how the rise in public interest in hiking and viewing these
mountains affects the environment. (Litter, graffiti and human
caused erosion on the mountains). Identify how accessible the area
is to tourists i.e. is there public transport/ample parking spaces?
Brainstorm ways in which we can minimise the negative effects of

human interaction with this place.
Students utilise their graphic organiser provided to record notes,

draw pictures/maps, observations and information discovered
throughout the experience.
Students record a short reflection of their field trip experience

identifying what they discovered about how Aboriginals in their
community hold special connections to places and how we can
assist in caring for these places.

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Activity 8-9 Artefact 4. Additional Summative Cameras

Students use their findings from their field experience to create a scaffolding where Produced video.
60 minutes short video justifying what action should be taken in order to protect required. Computers
the Glasshouse Mountains from negative human impact. Self-
What mode of Flexibility in the Assessment Checklist
action should be In their video students must: way the video is Artefact 4
taken to protect presented i.e. the Checklist
Identify where the Glasshouse Mountains is on a regional scale
these special video can be a
map.
places? PowerPoint with
Discuss the Gubbi Gubbi’s special connection to this place. music/a
Place/Interconne Identify significant environmental features of the place. performance etc.
ction/Environme Identify the accessibility of the area (is there public transport/car
nt/Scale parking).
Show evidence of negative human impact.
Explain/Elaborat Explore and justify at least one method of action that should be taken
e/Evaluate to minimise this impact (more rubbish bins, reducing the accessibility
of the mountains, increasing awareness of the spiritual significance
of the place etc).

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Summative Assessment Task Sheet
Throughout this unit you will be exploring places and deepening your understanding of how we connect with different places across the world.
You will identify the features that define places and recognise that places can be described at different scales. You will represent location, features
of places, and use geographical information to draw conclusions. You will summit your work throughout the semester into your portfolio to be
assessed. The items for submission will include:
Artefact 1: Places I Visit.

You are to collect and record data of the places you visit throughout the week (creating tallies of the times you visited each place). You are also
to explain the reasoning of your visit to each place and identify the mode of transport you used to get to each place.
Artefact 2: How we get to places.

You are to explore local places using Google Maps and describe the location of places in reference to the school, record the distance and time it
takes to get to places using different modes of transport. You are to draw conclusions on how transport affects our ability to connect to places.
Artefact 3: Mapping – How I connect to places in Australia and the World.

In this section you are to annotate an Australian map and a map of the world to identify the places you connect with and describe how you connect
to these places. You are to identify the scale of the places you identify with (i.e. personal, regional, national or global).
Artefact 4: Field Trip Investigation Video.

In this section you are to use your findings from the field experience to create a short video justifying what action should be taken in order to
protect the Glasshouse Mountains from negative human impact. In your video you will:
• Identify where the Glasshouse Mountains is on a regional scale map.
• Explain the Gubbi Gubbi’s special connection to this place.
• Show significant environmental features of the place.
• Identify the accessibility of the area (is there public transport/car parking).
Show evidence of negative human impact/suggest future impacts if no action is taken.
• Explore and justify at least one method of action that should be taken to minimise this impact (more rubbish bins, reducing the
accessibility of the mountains, increasing awareness of the spiritual significance of the place etc).

P a g e | 21
Marking Criteria
Applying Making connections (MC) Working with Exploring Becoming aware

(AP) (WW) (EX) (BA)
The folio of a child’s work has the following characteristics:
identification and informed identification and description of identification of the features guided identification of the directed identification of the
description of the features that the features that define places that define places and features that define places and features that define places and
define places and recognition and recognition that places can recognition that places can be recognition that places can be recognition that places can be
that places can be described be described at different scales described at different scales described at different scales described at different scales
at different scales
clear and informed description informed description of how description of how people in guided description of how directed description of how
of how people in different people in different places are different places are people in different places are people in different places are
places are connected to each connected to each other and connected to each other and connected to each other and connected to each other and
other and identification of identification of factors that identification of factors that guided identification of factors directed identification of factors
factors that influence these influence these connections influence these connections that influence these that influence these
connections connections connections
clear and informed explanation informed explanation of why explanation of why places are guided explanation of why directed explanation of why
of why places are important to places are important to people important to people places are important to people places are important to people
people
posing of questions about posing of questions about posing of questions about guided posing of questions use of given questions about
familiar and unfamiliar places familiar and unfamiliar places familiar and unfamiliar places about familiar and unfamiliar familiar places and directed
and considered collection of and collection of relevant and collection of information places and guided collection of collection of information to
relevant information to answer information to answer these to answer these questions information to answer aspects answer aspects of these
these questions questions of these questions questions
interpretation of geographical interpretation of geographical interpretation of geographical guided interpretation of directed interpretation of
information to draw reasoned information to draw informed information to draw geographical information to geographical information to
conclusions conclusions conclusions make statements about make statements about
outcomes outcomes

P a g e | 22
Applying Making connections (MC) Working with Exploring Becoming aware

(AP) (WW) (EX) (BA)
The folio of a child’s work has the following characteristics:
reasoned suggestion of actions informed suggestion of actions suggestion of actions in guided suggestion of actions in directed suggestion of actions in
in response to findings of an in response to findings of an response to findings of an response to findings of an response to findings of an
inquiry inquiry inquiry inquiry inquiry
clear and effective presentation effective presentation of findings presentation of findings in a guided presentation of findings directed presentation of findings
of findings in a range of texts in a range of texts that use range of texts that use simple in texts that use everyday in texts that use everyday
that use relevant geographical relevant geographical terms to geographical terms to language to identify direction language
terms to clearly describe describe direction and location describe direction and location and location
direction and location
accurate and detailed detailed representation of representation of data and guided representation of data directed representation of data
representation of data and the data and the location of the location of places and and the location of places and and the location of familiar
location of places and their places and their features in their features in tables, their features in tables, plans places and their features in
features in tables, plans and tables, plans and on plans and on labelled and on labelled maps. tables, plans and on labelled
on labelled maps. labelled maps. maps. maps.
Bibliography:
ABC. (2017). Indigenous Language Map. Retrieved on May, 14, 2017, from www.abc.net.au/indigenous/map
ACARA. (2016). F-6/7 HASS Curriculum. Retrieved May, 15, 2017, from http://www.australiancurriculum.edu.au/humanities-and-social-
sciences/hass/curriculum/f-10?layout=1
Baker, J. (2002). Window. London, UK: Walker Books Ltd
Creative Spirits. (2017). Aboriginal Role Models. Retrieved on May, 14, 2017, from https://www.creativespirits.info/aboriginalculture/people/famous-aboriginal-
people-role-models#toc1Primary Connections. (2016). Five E’s Teaching and Learning Model. Retrieved on May, 14, 2017, from
https://primaryconnections.org.au/about/teaching

P a g e | 23
Galambila. (May 9, 2017). Connection to Country [Video]. Retrieved on May, 14, 2017, from https://www.youtube.com/watch?v=dHBQhqvFaN4
Appendix:
Appendix 1: Emery’s Letter
Dear Year 2,
Thank you for all looking after me so well and taking me to lots of cool places! I loved visiting your classroom, especially when the room was clean
and tidy. I got to go in a car to Woolworths, and I was very excited to see there was lots of honey to buy! Lily took me on her bike to visit the
local park, sliding down the slippery dip was my favourite part. I walked to the train station, but I was sad to see how much litter there was, it’s
not a very nice place to visit. I almost got lost in the town library, so many shelves of books to read. I went fishing in the lake, but the bank was
really muddy, I didn’t like getting my paws all dirty. I had fun watching people play all sorts of sports at the local sports field. I am packing my
bags and heading off on my next adventure, there are so many more places to explore.
Thanks again,
Emery the Bear
Appendix 2: Places I Visit - Graphic Organiser
Places I Visit
Place Name Why I Visited this Place Transport Used to Get There Tally of Times I Visited this Place

P a g e | 24
Appendix 3: Getting to Places - Graphic Organiser
Getting to Places
Place Name Distance from our school. Time taken to travel to this place by:
(Location in relation to our
school) North/South, Close/Far Car Public Transport Walking Riding a Bike
Away
How does transport affect my ability to connect with places?

__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

P a g e | 25
Appendix 4: How Places Change Over Time – Exit Pass
Question Answer
How has this place
changed over
time?
What are some other ways in which places change over time?
How do these changes affect how we connect to places?

P a g e | 26
Appendix 5: Field Trip - Graphic Organiser
Visiting the Glasshouse Mountains

What is the name for the Aboriginal group who lived in this area? Why is this place special to the Aboriginal people?
What is the Aboriginal view on climbing these mountains?
What is your view about climbing the mountains?
Map of Mt Beerwah Picnic Area: What were the natural features?
What were the built features?
Were there any signs of negative human impact?
What can we do to care for this place? How can we minimise negative human impacts?

P a g e | 27
Appendix 6 – Student Self-Assessment Checklist Example

(Questioning change depending on the Artefact requirements (Example: Artefact 2))
What I Need to Do Have I Completed This?

I am still working on this I have shown this in my work This is clearly shown in my work
Located places I connect to on a map.
Described the ways in which I connect
to each place.
Identified factors that affect my
connections to places.
Communicate what modes of
transport I used to get to places

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INCLUSIVE EDUCATION ASSIGNMENT 2 – UNIT PROPOSAL

significance to members of our community?” which encompasses all four geographical

2017). (See Appendix 1 - pg.9 for further details).

providing multiple means of representation, engagement and representation. Through

(Meyer, Rose, & Gordon, 2014).

Unit Plan Proposal

LCB005 Inclusive Education – Dr Tracey Sempowicz N9457470 Courtney Sinclair

Aboriginal and Torres Strait Islander histories and cultures.

• Identify an issue affecting a place of community significance and

provide a solution to reduce the impact of the issue.

nationally & internationally)

• Identify multiple issues affecting a place of community significance

and provide solutions to reduce the impact of these issues.

range of abilities (i.e. including bilingual support and the specific

adjustments as detailed in method).

Materials and Resources

different locations, building their understanding of places in a meaningful way)

LCB005 Inclusive Education – Dr Tracey Sempowicz N9457470 Courtney Sinclair

information in a way that is accessible for all students)

linguistically diverse students)

o assistive technologies including text-to-speech software, picture schedules and word

view for students)

o reading pens (to assist information accessibility for all students)

o information is presented in a range of means (orally, written, kinaesthetically) catering

barriers (Carrington & MacArthur, 2012).

on word/picture walls to clarify meaning and maximise student understanding

o explicitly teaching of how to process, generalise, transfer and represent information

using a range of strategies including chunking and mnemonic devices

LCB005 Inclusive Education – Dr Tracey Sempowicz N9457470 Courtney Sinclair

o clear understanding of each individual student’s preferences, interests and abilities

o minimisation of potential threats and distractions

o fostered collaboration supporting sustained engagement (group jigsaws/peer

Development (Vygotsky, 1978)

Action and Expression:

representations to express understanding

o assistive technologies (as mentioned above)

Adjustments for Gifted and Talented Students:

o group discussions involving socratic questioning to generate higher-order thinking

o mentoring roles through questioning/assisting their peers (Gargiulo, Metcalf, 2015)

Students who are Linguistic and Culturally Diverse:

& links new vocabulary to prior knowledge/first language

LCB005 Inclusive Education – Dr Tracey Sempowicz N9457470 Courtney Sinclair

o breakdown of the relationships and challenges featured within the subject/selected

materials including strategies of role play and story telling

o step-by-step instructions (picture schedules/graphic organisers/think aloud technique)

(Block & Israel, 2004)

o further processing time to read/view concepts

Students who are Hard of Hearing:

o offering alternative modes of representation/engagement and expression including

manipulatives & visual frameworks (mindmaps/diagrams/pictures) to ensure students

o providing closed-captions/transcripts for videos

o ensuring the classroom is well-lit to cater for lip-reading (Salend, 2011)

o minimisation of background noise to maximise concentration and engagement

Throughout this unit a range of informative assessment practices will be incorporated

including diagnostic, formative, peer/self-assessment and summative assessment. During the

LCB005 Inclusive Education – Dr Tracey Sempowicz N9457470 Courtney Sinclair

be ongoing through observations, checklists and questioning the provide multiple

opportunities/modes for students to express their understanding. Teacher feedback,

labels, diagrams, oral presentations, multimodal slides (Boerum, 2000).

Summative Assessment Task

All Individual portfolio.

Extension Additional research tasks/challenges.

Modifications Flexibility and support in creating and presenting their portfolio.