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Assignment 4 EDUC 9311

Unit of Work outline and an extended writing task on constructing the Unit of Work

HASS UNIT PLAN OUTLINE

Sub strand: GEOGRAPHY Length: 4 weeks

Year level: 4 Concept focus
Year level theme – How people, places Place
and environments interact, past and Environment
present
Interconnection
Throughout, Year 4 students will explore
how environments, people and other living Sustainability
things are interconnected, and the
importance of environments. Students will
develop and use inquiry skills throughout the
unit to explore the geographical concepts,
place, environment, interconnection and
sustainability.
Knowledge and Understanding Content Inquiry and Skills Content Descriptions
Descriptions covered covered
 The importance of environments,  Questioning
including natural vegetation, to Pose questions to investigate people,
animals and people (ACHASSK088). events, places and
issues (ACHASSI073)
 Researching
Locate and collect information
and data from different sources,
including
observations (ACHASSI074)
 Analysing
Examine information to identify
different points of view and
distinguish facts from opinions
(ACHASSI077)
 Evaluating
Draw simple conclusions based on
analysis of information
and data (ACHASSI079)
 Communicating
Present ideas, findings and
conclusions in texts and modes that
incorporate digital and non-digital
representations and discipline-
specific terms (ACHASSI082)
Knowledge and Understanding Inquiry and Skills Achievement Standards
Achievement Standards aspects aspects assessed
assessed  Students develop geographical
 By the end of Year 4, students questions to investigate and locate,
identify the interconnections between collect and sort information
components of the environment and and data from different sources to
between people and answer these questions.
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the environment.
 Students recognise the importance of
the environment.
Brief description of the unit’s purpose
Students will explore interconnections
between people, places and environments,
focusing on the importance of environments
to people and other living things. Students
will develop and use inquiry skills,
questioning, researching, analysing,
evaluating and communicating throughout
the unit.
Opportunities to incorporate Cross
Curriculum priorities
 Sustainability:
Throughout the unit, why
environments, particularly natural
vegetation is important for the
survival of animals and people.
 Aboriginal and Torres Strait
Islander Histories and Cultures:
Particularly Week 3, Session 2,
students will explore how Aboriginal
and Torres Strait Islander Peoples
used their environments, including
natural vegetation to support their
survival.
2
 They record and represent data and
the location of places and their
characteristics in simple graphic
forms.
 Students interpret geographical data
and draw conclusions.
 They present findings using
geographical terminology in a range
of texts.
Key Inquiry questions to guide unit
thinking
 How does the environment support
the lives of people and other living
things?
Opportunities to incorporate General
Capabilities
 Literacy:
In this unit students will comprehend
texts through analysing and
evaluating research – Looking at
what is important and relevant.
Students will also create their own
texts through tasks including a
reflective writing task (Week 3,
Session 2) and an information poster
(Week 4, Session 2).
 Critical and Creative Thinking:
Throughout the unit, inquiry based
learning will guide students’ learning.
Inquiry based learning encourages
critical and creative thinking. Much of
the unit is student-directed where
students need to ask questions to
find answers or otherwise apply what
they know to new situations such as
different environments.
 Intercultural Understanding:
Particularly in Week 3, Session 2,
students will explore how Aboriginal
and Torres Strait Islander Peoples
used their environments, including
natural vegetation to support their
survival. Students will develop
understanding of why the
environment is so important to
Indigenous Peoples.
 Personal and Social Capability:
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Learning activities/experiences
 Class discussion/brainstorm
 Mind map
 Think-Pair-Share
 Exploration using Google Earth
 Research using atlases, non-fiction
books and the Internet, including
educational YouTube videos
 Compare and contrast using Venn
diagrams
 Written reflection – How plants are
important to their lives
 Exit cards
 Research poster
ICT resources available
 Online videos/apps/websites
including educational videos sourced
from YouTube, Google Earth and
National Geographic.
 Laptops/iPads
 Interactive whiteboard
Lesson outline for the 4 week unit
Week 1
Session 1: Exploring environments
Purpose:
- Students will explore what an
environment is and different types of
environments.
Key understanding/skills:
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Throughout this unit students will
work primarily with partners as they
research environments and their
importance. Students will have to
decide in their pairs who will research
what and how to piece their
information together.
 ICT:
Throughout the unit, students will
investigate concepts with ICT.
Student will be aware of which
Internet sites are appropriate and will
need to locate, select and evaluate
which information is relevant.
Assessment tasks
Formative
 Exit cards
 Sharing box activity
 Written reflection – How plants are
important to their lives
 Research notes
 Observation of students as they work
and their involvement in class
discussions – Showing what they
know.
Summative
 Final research project on a significant
Australian environment
Learning resources available
 Atlases
 Non-fiction books on environments,
plants and animals
120 minutes per week
2 x 60 minute sessions per week
*Unless stated otherwise
Week 2
Session 1: Discovering deserts
Purpose:
- Students will explore hot and cold
deserts and how animals and natural
vegetation survive and support one
another.
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- There are different types of
environments, supporting the lives of
a diverse range of animals and
plants.
- Questioning
- Researching
Learning activities:
- Brainstorm: What is the environment?
Different types of environments?
- Mind map on board.
- In pairs: Google Earth and atlases.
Identify different environments in
Australia and the World. What do
they notice about environments?
(animals, plants, climate)
(TeachStarter, 2018a).
- Students create questions – What
other questions could we ask?
- Students share findings and their
questions.
- Class to develop a definition of what
an environment is.
- FORMATIVE ASSESSMENT:
Review bookwork and make
observations.
Key learning resources:
- Google Earth
- Atlas
- ABC Splash
Session 2: Figuring out forests
Purpose:
- Students will explore different types
of forests and how animals and
natural vegetation survive and
support one another.
Key understanding/skills:
- Different climates can affect which
animals and plants live in a forest.
- Questioning
- Researching
- Communicating
Learning activities:
- Brainstorm – What is a forest?
Animals/plants/climate?
- Watch: David Attenborough|BBC
Planet Earth|Taiga Forest (Bathwal,
2014).
- Reflection: What do they now think a
forest is? Teacher to discuss forests.
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Key understanding/skills:
- The importance of hot or cold deserts
to specific animals and plants, and
what makes a desert.
- Questioning
- Researching
Learning activities:
- Class discussion: What do you know
about deserts?
- Watch: Planet Earth 05 Deserts Part
01 (Planet Earth, 2017).
- Reflection: Why do you think the Gobi
Desert is a desert?
- In pairs: Half of the class will research
hot or cold deserts – Where they can
be found, climate (how much
rainfall/ice/snow) and how
plants/animals survive. Where are
deserts found in Australia?
- Students share their information.
- FORMATIVE ASSESSMENT:
Students to then use the information
to create a Venn diagram.
- Reflection: Using the similarities
students to define what a desert is.
Key learning resources:
- YouTube video
Session 2: Great grasslands
- Purpose: Students will explore
grasslands and how animals and
natural vegetation are important in
supporting one another.
Key understanding/skills:
- Animals rely on each other, plants
and their environments to survive
- Researching
- Analysing
- Evaluating
- Communicating
Learning activities:
- Watch: Life on the African Savanna
(Brookes, 2015)
- Students note take throughout video.
Appearance of environment?
Climate? Relationships between
different species of animals and
between animals and plants?
- Research: Where else are there
grasslands? Animals, climate
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- In pairs: Research deciduous forests,
coniferous forests and rainforests –
Where they can be found, climate
and how plants/animals survive.
Where are forests found?
Students to pose other questions.
- Share findings.
- Reflection: Why some animals or
plants are best suited to specific
types of forests.
- FORMATIVE ASSESSMENT:
Review bookwork and make
observations.
Key learning resources:
- YouTube video
- ABC Splash
- National Geographic
Week 3
Session 1: Purposeful plants
Purpose: Students will explore plants and
natural vegetation and begin to understand
how they are important to animals and
people.
Key understanding/skills:
- Plants support life on Earth and are
important to animals and people.
- Questioning
- Researching
- Evaluating
- Communicating
Learning activities:
- Brainstorm: What is plant life and
vegetation?
- Nature walk: Teacher prompted,
observing the differences and
similarities between plants and how
they support the lives of living things.
Students to take notes/draw/reflect
on what they observe. Smell, touch,
sight, sound can help inform
students.
- Class discussion: What students
noticed about plant life, vegetation
and how they think living things are
being supported.
- Watch: Introduction to Plants
(Gregorio, 2013; TeachStarter,
2018b).
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vegetation and relationships between
living things
- Students to share their information
with the class.
- Think-Pair-Share: What would
happen if an animal or plant were
taken out of an environment?
FORMATIVE ASSESSMENT:
Students to write on a slip of paper
and place in the sharing box.
- Teacher to read some out and prompt
further class discussion
- FORMATIVE ASSESSMENT:
Review bookwork and make
observations.
Key learning resources:
- YouTube video
- ABC Splash
- National Geographic
Week 4
Session 1: Meaningful environments
information report
Purpose: Students will continue to develop
research skills as they further explore the
importance of environments to animals and
people.
Key understanding/skills:
- Environments are important to
animals and people and the survival
of environments and living things are
interconnected.
- Questioning
- Researching
- Analysing
- Evaluating
Learning activities:
- Discussion: Why is the Daintree
rainforest important? Students to use
prior knowledge.
- Watch: The Daintree, where
rainforest and reef meet (ABC
Education, 2018)
- Think-Pair-Share: Reflect on initial
question then share.
- In pairs: Students conduct research
project on significant Australian
environment (environment from
another country in consultation with
teacher). Students will create a
poster.
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- Students to review why plants are
important.
- FORMATIVE ASSESSMENT:
Review bookwork and make
observations.
Key learning resources:
- YouTube video
Session 2: Powerful Plants (90 minute
lesson)
Purpose: Students will explore how plants
and vegetation is important, more
specifically, to human beings, supporting our
daily lives.
Key understanding/skills:
- The significance of plants and their
uses (oxygen, food, medicine)
- Questioning
- Researching
Learning activities:
- Brainstorm: In what ways are plants
important to people? How do you
think people, especially Indigenous
Peoples used plants to survive?
- Watch: Greenfingers – Indigenous
plants and their uses (Greenfingers
TV, 2014; TeachStarter, 2018c).
- Reflection: How plants can be used,
and how plants helped Indigenous
Peoples survive.
- Watch: Kew Gardens – The
Breathing Planet Campaign (Royal
Botanic Gardens, Kew, 2013)
- Reflection: How are plants important
to people today? Why do plants need
to be protected? How do plants help
us to survive?
- Students to research how plants help
us to survive and how they are
important to daily life – Medicine,
urban settings (cooling effect), etc.
- Students to create a reflective writing
piece on how plants are important to
their every day lives and their
connections to plants/environments.
- Students to share their reflective
writing pieces.
- FORMATIVE ASSESSMENT:
Review bookwork, reflective writing
pieces and make observations.
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Class to develop questions they wish
to explore about their environment.
Need to research animals, plants,
climate and how this environment is
significance to people.
- Research: Using books, atlases and
the Internet
- Discussion: What has been
successful/unsuccessful regarding
finding information?
- FORMATIVE ASSESSMENT: Exit
card (Appendix) and observations.
Key learning resources:
- ABC Education video
- Non-fiction books about environments
- Atlases
- ABC Splash
- National Geographic
Session 2: Meaningful environments
information report (cont.) (90 minute
lesson)
Purpose: Students will continue to develop
research skills as they further explore the
importance of environments to animals and
people. Students will analyse and evaluate
their data to communicate their information in
poster format.
Key understanding/skills:
- Environments are important to
animals and people and the survival
of environments and living things are
interconnected.
- Researching
- Analysing
- Evaluating
- Communicating
Learning activities:
- Class to review what needs to be
covered in their posters.
- Students to continue researching
their environments and to begin to
piece together their posters.
- Teacher to observe and guide
students where necessary.
- SUMMATIVE ASSESSMENT: Poster
about their environment. Will be
assessed with a rubric.
Key learning resources:
- Non-fiction books about environments
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Key learning resources:
- YouTube videos
Potential HASS sub strand connections
Civics and Citizenship:
Looking at what the government does for
communities and how they can influence
how environments are protected.
Content focus
Topic background resources (for teacher
use only) to support teaching learning for
the unit
 TeachStarter (2018a)
 Planet Earth Series (Fothergill,
Linfield & Lemire, 2006) and Planet
Earth 2 Series (Gunton & Hugh-
Jones, 2016)
 Websites including YouTube,
National Geographic and
Sciencing.com (Redfield, 2017).
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- Atlases
- ABC Splash
- National Geographic
Potential other learning area connections
Science:
This geography unit is connected through
one of the science content descriptors –
Living things depend on each other and the
environment to survive (ACSSU073).
Therefore, the science and geography
curriculums would be taught concurrently
and the teachers would consult with each
other regarding, which will address which
content.
English:
This geography unit is connected through the
following:
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 (ACELY1694).
Students would have already explored
informative texts and their structures and will
review it prior to writing their information
reports.
Students will also review informative texts
throughout their research earlier in the unit
connecting to:
Identify characteristic features used in
imaginative, informative and persuasive texts
to meet the purpose of the text
(ACELY1690). In English students would
break down informative texts more, again
supporting them in creating their information
reports.
Delivery Focus
Pedagogical resources to support the
teaching of the unit
 The South Australian Teaching for
Effective Learning Framework
(DECS, 2010)
 Educational psychology for learning
and teaching (Duchesne, Mcmaugh,
Bochner, & Krause, 2013)
 Where might sand dunes be on
Mars? Engaging students through
inquiry-based learning in geography
(Spronken-Smith, Bullard, Ray,
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Roberts, & Keiffer, 2008)

Assessment rubric for the unit
(Attach a brief rubric based on the assessed Achievement Standards identified above)
Above At benchmark Below
benchmark benchmark
Students identify the Student explains Student Student is unsure
interconnections between the understands the about the
components of interconnections interconnections interconnections
the environment and between between a variety between some between
people and the environment. of environments, environments, environments,
animals and animals and animals and
people. people. people.
Students develop geographical Student develops Student develops Student struggles
questions to investigate. a wide range of some questions to to develop
questions to investigate. questions to
investigate. investigate.
Students locate, collect and Student locates Student locates Student needs
sort information and date from and collects data and collects data guidance in
different sources to answer independently from few sources. locating and
these questions. from a wide range collecting data.
of sources.
Students record and Student records Student records Student needs
represent data and the and represents and represents support in
location of places and their data, location of data, location of recording and
characteristics in simple places and places and representing data,
graphic forms. characteristics in characteristics in location of places
a broad range of simple graphic and
graphic forms. forms. characteristics in
simple graphic
forms.
Students interpret Student interprets Student interprets Student struggles
geographical data and draw a broad range of some to interpret
conclusions. geographical data geographical data geographical data
and is able to and is able to and is unable able
draw and draw and explain to draw
elaborately most conclusions. conclusions.
explain their
conclusions.
Students present findings Student presents Student presents Student presents
using geographical their findings their findings their findings
terminology in a range of using a broad using some using a limited
texts. range of geographical geographical
geographical terminology in a terminology in a
terminology in a small range of limited range of
diverse range of texts. texts.
texts.
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ASSIGNMENT 4: E X TE N D E D WR IT IN G . STUDENT NAME: A MY H A W K IN S

To teach effectively, and therefore support students in becoming knowledgeable, skilful

and inquiring students of geography, there needs to be a clear understanding of the reasons

behind each planned activity and of the intended destination (Wiggins & McTighe, 2005).

This paper will explore how this geography unit has been constructed and how it enables

students to develop geographical knowledge and skills. Firstly, Wiggins and McTighe’s

(2005) backward design approach will be discussed in regards to how the unit was effectively

constructed. Next, the South Australian Teaching for Effective Learning (TfEL) Framework

(Department of Education and Children’s Services (DECS), 2010) and its standards will be

explored, delving into how they guided the development of the unit. A constructivism lens

will then be applied to discuss inquiry-based learning and active learning, which will explore

the importance of students developing such skills for lifelong learning through these

methodologies (Preston, Harvie, & Wallace, 2015). Following on from this, the application of

powerful geography knowledge and the importance of developing a sense of global

citizenship will be analysed (Maude, 2010; Maude, 2016). Additionally, the use of

information and communication technologies (ICT) in geography, specifically creating a

sense of curiosity and wonder, and as a means of supporting inquiry-based learning will be

addressed (Duchesne, Mcmaugh, Bochner, & Krause, 2013). Lastly, assessment, particularly

formative assessment, will be discussed in regards to the benefits of its use in improving

learning and teaching practice to support students’ acquisition of knowledge and skills. These

points will then be reviewed in reference to how students will become knowledgeable, skilful

and inquiring students of geography through the use of such frameworks and pedagogical

decisions.
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Design is defined as “to have purpose and intentions; to plan and execute” (Oxford

English Dictionary as cited in Wiggins & McTighe, 2005). This unit of work was constructed

using backward design through identifying the desired results, the sought after learning goals

of the unit (Wiggins & McTighe, 2005). In designing the unit, what students should know,

understand and be able to do needed to be considered to create an effective learning program

(Wiggins & McTighe, 2005). In order to do this, the geography Year 4 geography

achievement standard (Australian, Curriculum, Assessment and Reporting Authority

(ACARA), 2017a) needed to be broken down, pulling out what was relevant to this unit of

work, and therefore, determining the key concept that would be focused on. Next,

determining what acceptable evidence, what students’ learning would look like needed to be

addressed (Wiggins & McTighe, 2005). It is all well and good to have the most fun, exciting

and creative lessons, however, evidence of student learning needs to be considered in order to

support the learning outcomes and clarifying the focus of the unit (Wiggins & McTighe,

2005). In order to determine appropriate evidence, progression and levels of learning needed

to be considered and evaluated (Hoodless, 2008). For example, students would not begin with

a summative research and inquiry task, but rather, formative questioning and researching

activities as they develop their content knowledge and skills. As students further build on

their knowledge, they would then work on progressively more complex tasks, which continue

to challenge their thinking (Hoodless, 2008). Lastly, learning experiences and instruction

were considered in correlation to the learning outcomes of the unit (Wiggins & McTighe,

2005). This relates to the knowledge and skills students will need to meet the learning

outcomes and how the unit will be taught (Wiggins & McTighe, 2005). In considering this,

progression was once more considered and the desired results and evidence of student

learning guided the scope and sequencing of each lesson (Hoodless, 2008; Wiggins &

McTighe, 2005). In having worked from a backward design approach the learning activities
Amy Hawkins – 2186538 11

and aims of the lessons were constantly reviewed against the clear aims of the unit (Wiggins

& McTighe, 2005). This ensured that the lessons were working towards the end goal and a

focused approach in achieving the desired results was maintained (Wiggins & McTighe,

2005).

DECS (2010) states, “the quality of teaching makes a difference” (p. 3). The South

Australian TfEL Framework (DECS, 2010) was used to guide this unit in order to develop a

program that could support student engagement and learning using, recommended teaching

standards. Domains 2-4 will now be discussed in regards to how they were used throughout

the unit to create an effective teaching program. Domain 2 – Create safe conditions for

rigorous learning, explores building a community of learners (DECS, 2010). In considering

school and classroom communities, the social aspect of learning was evident and therefore

much of the unit uses collaborative learning approaches to support students’ learning (DECS,

2010). Furthermore, in doing this, opportunities to build support, respect and responsibility

would be created, further promoting a sense of commnity (DECS, 2010). Domain 3 –

Develop expert learners, explores concepts around teaching students how to learn, building

deep understandings and dialogue as a means of learning (DECS, 2010). Through this

domain, it was identified that active participation and inquiry approaches would be a key

component of teaching students how they learn and that they are in fact, in charge of their

own learning (DECS, 2010). Through this methodology, students have the capacity to build

deeper understandings and insights compared to the teacher simply delivering information.

Students would also have opportunities to reflect on strategies that they used and how this

supported their learning, or how they might alter their approaches. Additionally, students will

be encouraged to share their learning in pairs, larger groups and the class as a means to learn

from each other. Domain 4 – Personalise and connect learning, explores building on learners’

understandings and communicating learning in multiple modes (DECS, 2010). Through

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exploring this domain it was clear that the teacher needs to be aware of what students already

know and therefore many of the lessons would begin with questioning to assess this.

Additionally, providing students with opportunities to communicate their learning in various

ways was essential as this can allow students to explore a variety of ways to show learning

(DECS, 2010). Allowing this also promotes a community, which challenges and promotes

risk tasking and trying new things in regards to learning (DECS, 2010). In reviewing the

TfEL Framework throughout the development of the unit, teaching practice and strategies

could be reviewed and reflected upon ensuring effective teaching practice was maintained

and therefore supporting students in their acquisition of knowledge and skills.

Active learning is a key component of constructivism and inquiry-based learning

promotes this level of involvement from students. Therefore, inquiry-based learning, which

also underpins the HASS curriculum, as is stated in its aims, was used to guide this

geography unit (ACARA, 2017b). “Inquiry and skills” is also a sub-strand in the F-7 HASS

Curriculum, which is based around the five stages of inquiry; questioning, researching,

analysing, evaluating and communicating, and are used throughout this unit (ACARA,

2017a). Inquiry-based learning is considered to be question driven and research focused,

which are two of the main inquiry skills that will be developed during this unit (Spronken-

Smith, Bullard, Ray, Roberts, & Keiffer, 2008). In promoting questioning, students will have

opportunities to develop their own questions, encouraging a greater sense of engagement

through a student-directed approach (Spronken-Smith et al., 2008). This will then lead

students into researching, analysing and evaluating the information they gather before

responding in various ways (Preston et al., 2015). Through, promoting a more student-

directed or learner-centred approach, the teacher is not giving students all of the answers, but

is rather encouraging students to drive the learning process and in turn building motivation

(Duchesne et al., 2013; Preston et al., 2015; Spronken-Smith et al., 2008). When students are
Amy Hawkins – 2186538 13

involved in asking the questions they want to find out about, this creates more active and

engaged learners, encouraging and creating greater relevance to students’ own personal

experiences of learning (Spronken-Smith et al., 2008). This is not to say that students have

unlimited options. Students will be guided throughout the inquiry process, supporting them to

develop inquiry skills (preston et al., 2015). Towards the end of the unit students will be

provided with opportunities to use their inquiry skills with less scaffolding and a more open

approach (Preston et al., 2015). However, in considering the age of students, an information-

oriented approach, exploring existing information will be used (Preston et al., 2015). This

will allow students to focus on developing confidence with their inquiry skills before using

inquiry to develop new knowledge (Preston et al., 2015). As has been explored, inquiry is

central to the HASS curriculum, particularly geography, and is considered to be a vessel,

which develops skills for life-long learning (Preston et al., 2015). Therefore, using an

inquiry-based approach is essential in building students’ knowledge and understandings

around key concepts in the curriculum.

This unit of work was created in looking at the diverse range of environments in the

world and their importance to people and all living things (ACARA, 2017b; Maude, 2016).

This links to Maude’s (2016) concepts of powerful geographical knowledge and reinforces

the essentiality of such learning (Maude, 2010). Maude’s (2016) fifth concept of powerful

knowledge, “knowledge of the world” (p. 6), specifically looks at the diversity of the world

including environments, encouraging curiosity and wonder in students. In exploring

relationships between environments and living organisms students will begin to understand

how life is supported and why such environments are important to the survival of all living

things (Maude, 2010). In exploring knowledge of the world, students’ knowledge is pushed

beyond their own backyards and experiences, and when this occurs students’ understandings

of the world are deepened (Maude, 2016). When students develop a deeper understanding of
Amy Hawkins – 2186538 14

the world and the interconnections within, a greater sense of global citizenship can be

developed (Maude, 2016). Building a greater sense of global citizenship is crucial in today’s

teaching as this encourages students to take responsibility for their actions and respect the

world and its environments more so (Maude, 2010; Maude, 2016). Therefore, when powerful

geographical knowledge is central to geography teaching, students are equipped with the

knowledge and skills to become “informed citizens of the future” (Maude, 2010, p. 19;

Maude, 2016).

ICT has been used throughout this unit primarily as a means to investigate different types

of environments. Initially, ICT will be used as a means to build engagement, participation

and motivation in students (Duchesne et al., 2013). The beginning of the unit will see

students use programs such as Google Earth to view the different types of environments on

the Earth’s surface, noticing the different colours present. In using this approach, students

have the ability to zoom in on which environments specifically interest them, whether it is

areas lush with vegetation, icier continents or drier parts of the world. In giving students the

freedom to explore using a student-directed approach, the teacher is merely there to facilitate

learning and to encourage a sense of curiosity and wonder for continual learning about

environments throughout the unit (McInerney, n.d.). Another purpose of using ICT in this

unit is to further develop information literacy, which supports the development of inquiry

skills (Duchesne et al., 2013). Information literacy is defined as “the ability to locate,

evaluate and use information” and that is exactly what is intended in this unit (Duchesne et

al., 2013, p. 435). Through students posing questions and then conducting research, students

will develop skills to effectively and efficiently find information (Australian and New

Zealand Institute for Information Literacy, 2004). Students will do this by analysing what

questions they can ask and modifying their search strategies (Australian School Librarians

Association (ASLA), 2006). On going from this, students will also develop their analysis and
Amy Hawkins – 2186538 15

evaluating skills through sorting through various sources of information, determining which

information is credible (ASLA, 2006). With bearing this in mind, the technology is not

necessarily being learnt in geography but merely being reviewed to support students’ content

learning throughout the unit (McInerney, n.d.). Through using ICT in the classroom, student

learning can be enhanced through building motivation and intrinsic interest through students’

active participation (Duchesne et al., 2013). The use of ICT can support students in their

acquisition of geographical knowledge and inquiry skills, further supporting lifelong learning

(Duchesne et al., 2013).

Lastly, assessment is integral to the teaching and learning process (Black and Wiliam,

2003). As has been previously touched on, student learning needs to be shown through

appropriate evidence (Wiggins & McTighe, 2005). Not only can assessment measure

students’ current learning but it can also support and inform future learning and cause

teachers to reflect on their own teaching practice (Black & Wiliam, 1998; Black & Wiliam,

2003; Taylor & Kriewaldt as cited in McInerney, 2017). Therefore, assessment needs to be

considered throughout the planning process to be fully integrated into classroom practice, as

is explored by Wiggins and McTighe (2005) and Lambert and Wheedon (as cited in

McInerney, 2017). In considering this, a variety of formative assessments have been used

throughout the unit to enable to the teacher to monitor students’ progress as they develop

inquiry skills and understandings of the concepts being explored (Hoodless, 2008). These

formative assessments have included think-pair-share activities, exit cards, reviewing

students’ work and observing students throughout the lessons, tracking what concepts

students are grasping or are otherwise having difficulties with. In using these strategies, the

teacher is able to reflect on what measures need to be taken to further support students in

meeting the learning outcomes (Lambert & Wheedon as cited in McInerney, 2017). A crucial

component of improving students’ outcomes in regards to formative assessment is feedback

Amy Hawkins – 2186538 16

(Lambert & Wheedon as cited in McInerney, 2017). Feedback allows students to reflect on

how they can make improvements to their work, so it can be implemented in future tasks

(Wiliam as cited in McInerney, 2017). Without feedback, assessment gives students no

opportunity to adjust or improve their work and learning can become stagnant. Therefore “for

assessment to function formatively”, teaching and learning needs to be altered and monitored

for students to continue to progress and develop their geographical knowledge and skills

(Black & Wiliam, 1998).

This paper has explored how students will develop knowledge and skills to become

inquiring students of geography. In using Wiggins and McTighe’s (2005) backwards design

approach and South Australia’s TfEL Framework (DECS, 2010) clear learning outcomes

were created and guiding principles were used to ensure that effective teaching practice was

implemented to meet these aims. A constructivism approach, particularly inquiry-based

learning was used to support students in developing these skills supporting their learning in

geography, and in the future. Moreover, having a focus on powerful geography knowledge

that relates to students’ world supports students to build their knowledge as they move

through the geography curriculum and become informed citizens of the world. Additionally,

ICT was used to build motivation to learn in students, and further support their development

of inquiry skills. Furthermore, assessment was used as a means to support students in

showing their learning but also to show how they can improve and for them to drive their

own learning. Ultimately, in teaching geography effectively, using the aforementioned

frameworks and pedagogical choices supported the design of a unit of work which will

support students in becoming knowledgeable, skilful and inquiring students of geography

(Wiggins & McTighe, 2005).

Amy Hawkins – 2186538 17

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Appendix
Exit card.
3 interesting facts I 2 questions you How is your project
have found out: have? going?
What have you found out What questions do you have Good, bad, struggling? What
about your environment so about your environment? could you do differently?
far?
1.

2.

3.