EDUC 2056: ASSIGNMENT 2 -UNIT OF WORK
EDUC 2056: ASSIGNMENT 2 -UNIT OF WORK
Year Level
Year 2 Topic
Community Helpers Sub-Strand
History
RATIONALE
Community helpers are of prime importance in the society, they provide services that are necessary for the safety, health and the normal daily routines. Through the instruction of students to young age about these roles, they will be able to grasp the different professions and the crucial tasks they have in keeping the society together. This topic is important for the teaching process because it develops a feeling of respect and appreciation for the good deeds of people in different fields, like health care, law enforcement, education, and waste management. The knowledge of these roles makes children to realize the community functions are related and each of them has an impact on a person's life, thus, they are feelings of security and belonging (Block, 2018). Besides, this educational focus also contributes to the cultivation of empathy since students learn the challenges and benefits of these professions. The main purpose of such class is to make the pupils to think critically about the roles each professional plays and the value he/she adds to the community, which can be a source of inspiration for their future career and civic responsibility. The school subject that is being described here is quite indispensable when it comes to the topic of personal growth, ethics and social responsibility. It is very effective when it comes to the making of a whole educational experience for the students. It is in line with the educational theories that stress the significance of the reality things in learning, thus the curriculum is not only informative but also relevant. The relevance of citizenship education is especially important in the process of creating informed, responsible citizens who are aware of the fact that their actions and the roles of others determine the good of their community (Althof & Berkowitz, 2006). Students grasping the importance of community helpers are more likely to be the ones who are going to be making a difference in society, acknowledging their possible position in the process of community improvement. This familiarity promotes a reactive attitude towards the community participation and it instils the values that the importance of the cooperation and respect for all the professions that are involved in the society is emphasised.
LEARNING FOCUS - (links to Curriculum required)
KNOWLEDGE/UNDERSTANDING SKILLS (choose the appropriate skill descriptor/s for each phase)
Students will identify various community helpers and describe their roles and responsibilities. QUESTIONING & RESEARCHING
Develop questions about different community helpers and gather information.
INTERPRETING, ANALYSING AND EVALUATING
Analyse the information to understand the roles and importance of different community helpers.
CONCLUDING AND DECISION-MAKING
Conclude what they have learned about community helpers and decide how this knowledge impacts their view of the community.
COMMUNICATING
Present their findings about different community helpers.
CROSS CURRICULUM LINKS (links to Curriculum required)
General Capabilities Cross Curriculum Priority Cross Curricular Links
Critical and Creative Thinking, Personal and Social Capability
Aboriginal and Torres Strait Islander Histories and Cultures English (Communication Skills), Science (Understanding of the Human Body and Health)
HASS CONCEPTS -
Significance
Continuity and Change
Roles and Responsibilities
ASSESSMENT
ACHIEVEMENT STANDARDS - The aim of the community helper unit is not only to get the students to know the facts, but to make them also to develop the critical thinking and the communication skills. To begin with, the knowledge of the roles and the services put up by the community helpers is the basic. This standard demands students to learn about different professions in their community and realise the roles each one plays. Thus, students will be able to understand the responsibilities of the fire-fighters, police officers, teachers, and medical professionals and how these people are the main forces that ensure the safety, education, health, and overall wellbeing of the community. This understanding is essential for making students understand the mutual relationship of these roles and the direct influence of these people on their daily lives.
Besides, the facility of asking the appropriate questions and the way of communicating the ideas clearly and precisely is important to the enhancement of the students' comprehension and the involvement in the subject matter. This standard motivates the students to think deeply about what they are learning and to ask more about the details of every role. Through the process of formulating relevant questions students are able to ask questions that are imaginative and investigative which is a skill that is required in all the areas of learning (Miri et al. , 2007). In conclusion, this standard is the validation of the necessity for the precise and comprehensible communication. Students are expected to communicate their thoughts, results, and doubts precisely, either orally or in writing. This skill is implemented through various activities such as the presentation, group discussions and the written assignments, where the students demonstrate what they have learned about community helpers.
FORMATIVE ASSESSMENT TASKS
Formative Assessment 1:
Task: The community helper chart task is the formative assessment task that is carried out during the 'Questioning and Researching' phase of the unit. This activity is regulated by the process of identification and the collection of information on the various community helpers, their roles, tools, skills and the importance of their work in the community. Students will be conducting their research using different resources such as books, educational websites, and also with the help of guest speakers or community visits. The 'Community Helper Chart' is the tool which will help students to the organisation of their research findings, and it has sections for the helper's name, the helper's role, the tools used, and the role of the helper to the community. This activity is not only educational but also interesting, as the students are urged to add pictures or drawings for each community helper.
Phase: The task is carried out in the 'Questioning & Researching' phase which is the most important phase in the unit since it is the basis for the units foundation (Fortus & Krajcik, 2011). During this stage, students ask questions that they use as a guide to their investigation of community helpers. The phase is represented by the students' active involvement in the inquiry and information gathering, where they are supposed to use the different resources to answer their questions. Through the making of the chart, students are able to use their research skills in a systematic way which will help them to both collect and process the information in a way that will increase their understanding.
Assessment: The assessment of the 'Community Helper Chart' focuses on several key criteria:
Completeness: The chart has to be completely filled with all the necessary parts and sections fully provided. The reader will get to know the community helpers in detail, their roles, the tools they use, and the relevance of their work.
Accuracy: The chart should depict the information exactly as it is, and this information has to be accurate, the content has to be well-researched and is given with precision. This criterion examines students' competence in the collection and processing of relevant data.
Clarity and Organisation: The chart should be properly organised and convenient to use. The information should be organised in a manner that follows a clear, logical sequence and thus, making easy the comprehension of the content (Tomlinson & McTighe, 2006).
Visual Presentation: The table has to have the visual elements like pictures or symbols which are meaningful and also the text to make the user to understand it. This visual component not only makes the chart more interesting but also facilitates the learning process through the visual-textual connections.
Formative Assessment 2:
Task: The task entails students taking part in role-play of different community helpers, thus, they get a chance to experience what it is like to be those important societal figures. The individual student or a group of students will select a community helper to research and then play this person in a role-play activity. This hands-on learning method gives students the opportunity to deeply connect with the everyday duties, difficulties, and consequences of community helpers. They will give a short presentation on their chosen helper, mentioning the main features of their role and its significance to the community, and then a role-play session where they will act out a typical scenario related to their helpers work. The activity not only makes them understand these roles more but also it increases their empathy and respect for them also.
Phase: This is a phase where students are interpreting, analysing, and evaluating an activity. The second phase of this activity is when the students start to combine and review the information they have gained about the community helpers (Pedaste et al., 2015). The analysis of the roles of the students will allow them to study the importance of these professions in the society and hence, they will get to know the valuable services they are giving to the society. The role-play is the way for students to get knowledge about the real-life situation of their research and to interpret the meaning of each role by using the real-life, practical expression.
Assessment: Assessment of the role-play activity is based on two main criteria:
Role Comprehension: Students are the ones being evaluated based on the extent to which they comprehend the duties of the community helper they are modeling. Hence, it is the precision of the information they convey and the level of their understanding of the situation (Schwarz et al., 2009). Students should be able to show that they know their assistants' duties, the skills they need, and the community impact of the job.
Accuracy of the Portrayal: The role-play is designed to be a real thing, which in turn, will enable people to take this real thing into their lives and so, they will be able to get to the real truth.. This entails the way in which students can be seen as community helpers, by demonstrating the right behaviour, language and interactions that are typical of the profession. Their pictures are so realistic and have a lot of detail that shows that they have a thorough understanding of the role.
SUMMATIVE ASSESSMENT TASK
(one needed) include an example in your appendix
Task: The summative task of the assessment task is to make a multimedia presentation about a community helper of their choice. This project urges students to apply their research, technological, and creative skills for the production of a complete and interesting presentation. Students will be provided with a community helper and they will be asked to do a research about the community helper, get the details about their job, the daily tasks, and the impact they have on the community. The presentation should be multimedia which means it should contain images, videos, audio clips, and text, which not only show the research of the students but also make the presentation more engaging. This project is aimed at representing the whole of the student's learning that took place during the unit and at the same time demonstrating their ability of integrating and communicating the complex information in an effective way.
Phase: This mission is realised during the 'Communicating' phase, which is the last phase of the inquiry cycle. In this phase, students have to explain and give the knowledge that they have learned in the course. The stringent feature is on how students deliver their research and opinions in a clear, interesting, and organised way. The 'Communicating' phase stresses the need for the students to acquire the skills of effective communication, as they must express their findings in a manner that is easy to understand and compelling to their audience, which includes the students, teachers, and possibly other members of the school community.
Assessment: The assessment of this multimedia presentation is based on two primary criteria:
Clarity of Communication: This criterion is a measure of the quality of students' information communication. Presentations should be clearing, well-organised, and the audience must be able to comprehend them. Multimedia should be the tool to improve the presentation of the material and thus become more interesting and easy to understand (Abdulrahaman et al., 2020). The clarity also includes the smooth transition of information from one point to another, which helps the audience to follow and understand the main points and the supporting details easily.
Depth of Research: This covers the assessment of the completeness and the relation of the material provided. Students are required to prove that they know the role of their chosen community helper in the community very well (McLaughlin & Talbert, 2001). The presentation must be based on complete research, which includes, in detail, description, factual accuracy, and a clear demonstration of the connection between the findings and the general themes of the unit.
TEACHING SEQUENCE
AC SKILLS LEARNER ACTIVITY CURRICULUM LINKS RESOURCES ASSESSMENT
Questioning & Researching
Students will come up with and write down the possible questions regarding community helpers, e.g. "What tools do fire-fighters use?" or "Why is a doctor important to the community?" This session will help the students to be curious and to start their deeper research. This activity is directly connected to the inquiry skills part of the HaSS curriculum; thus, it promotes the students to the sources materials which have been critically evaluated. Resource packs with books, videos, and contact information of local community helpers can be arranged for talks by arranging them with guest speakers. It will be measured by the relevance and depth of the questions that students ask, thus, revealing their level of engagement and understanding of the topic's scope.
Interpreting, Analysing & Evaluating
Students will be divided into groups and work on the creation of info-graphics or short presentations of their findings concerning different community helpers (Smiciklas, 2012). This activity helps them to create the summary of the information that they have researched and to organize it logically. It is connected to the activity of analytical skills development which is achieved through the students who are supposed to analyse the importance of the roles of the community helpers and how they affect the society (Permana et al., 2019). Exercise of the students to design infographics under the guidance of computers, software like PowerPoint or Canva, and libraries for more research. The clarity, accuracy and creativity of their info-graphics or presentations will be assessed, together with how well they showcase the beneficial effects of community helpers on the community.
Concluding & Decision - making
The students will be involved in class debates or discussion forums where they will be defending the community helper who they think is the most important to their local community. This in turn encourages students to think critically and make decisions according to their research. The improvement of the decision-making skills is another one of the HaSS education curriculum requirements, and it is achieved by the students who are able to apply their knowledge in practical situations. Rules of debate, measures of decision making, and self-reflections journals. Students will be evaluated on their skills of giving valid reasons for their decisions and supporting their ideas with facts and information from their research.
Communicating
The last project will be a multimedia presentation where the community helper being studied will be presented by the students. This last activity combines all the elements they have learned and requires them to express and communicate their whole learning process and findings (Duta et al., 2015). The course content is directly related to the communication strand of the HaSS curriculum, which deals with the clear and effective articulation of the thoughts. Video and audio presentation software, multimedia tools, and the audience of parents or other classes. Students will be graded on the meaning, structure, and the depth of their presentations, and also their ability to captivate the audience.
References
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11). https://doi.org/10.1016/j.heliyon.2020.e05312
Althof, W., & Berkowitz, M. W. (2006). Moral education and character education: their relationship and roles in citizenship education. Journal of Moral Education, 35(4), 495518. https://doi.org/10.1080/03057240601012204
Block, P. (2018).Community: The structure of belonging. Berrett-Koehler Publishers.
Duta, N., Panisoara, G., & Panisoara, I.-O. (2015). The Effective Communication in Teaching. Diagnostic Study Regarding the Academic Learning Motivation to Students. Procedia - Social and Behavioral Sciences, 186(186), 10071012. https://doi.org/10.1016/j.sbspro.2015.04.064
Fortus, D., & Krajcik, J. (2011). Curriculum Coherence and Learning Progressions. Springer EBooks, 783798. https://doi.org/10.1007/978-1-4020-9041-7_52
McLaughlin, M. W., & Talbert, J. E. (2001).Professional communities and the work of high school teaching. University of Chicago Press.
Miri, B., David, B.-C., & Uri, Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Research in Science Education, 37(4), 353369. https://doi.org/10.1007/s11165-006-9029-2
Pedaste, M., Meots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14(14), 4761. https://doi.org/10.1016/j.edurev.2015.02.003
Permana, T. I., Hindun, I., Rofiah, N. L., & Azizah, A. S. N. (2019). Critical thinking skills: The academic ability, mastering concepts and analytical skill of undergraduate students. Jurnal Pendidikan Biologi Indonesia, 5(1). https://doi.org/10.22219/jpbi.v5i1.7626
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achr, A., Fortus, D., Shwartz, Y., Hug, B., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632654. https://doi.org/10.1002/tea.20311
Smiciklas, M. (2012).The power of infographics: Using pictures to communicate and connect with your audiences. Que publishing.
Tomlinson, C. A., & McTighe, J. (2006).Integrating differentiated instruction and understanding by design: Connecting content and kids. Ascd.
Appendices
Appendix 1
Example of Multimedia Presentation on Community Helpers
Presentation Structure & Content
Slide/Section Content Description Media Type
Introduction Slide Brief introduction to the chosen community helper. Text + Image
Role and Responsibilities Detailed description of daily responsibilities. Text + Video Clip
Tools and Equipment List and explanation of tools and equipment used. Text + Images
Training and Skills Required Overview of training and skills necessary. Text + Audio Clip
Community Impact Explanation of the helper's impact on community safety. Text + InfographicConclusion Slide Summary of the importance of the helper's role. Text + Image
Presentation Guidelines
Software Used: PowerPoint or Google Slides.
Duration: Approximately 5-10 minutes.
Narration: Each slide should be accompanied by student narration explaining the content.
HASS EDUCATION ASSIGNMENT 2
SUPPORT DOCUMENT
Background
The purpose of this assignment is to introduce students to structuring learning for a unit of work in Humanities and Social Sciences.
Planning for student learning is one of the key elements of teachers work and as such consumes considerable amounts of teachers out of classroom time. Teachers often plan year and/or term overviews of topics that enable them to sequence topics, connect topics across learning areas or connectto specific events that occur during the year. This ensures a balanced learning focus across all learning area strands of the Curriculum.
From these overviews teachers develop topic plans or unit plans that describe in detail:
the learning students will engage with in each topic
a teaching sequence designed to engage students with the learning
how and when student learning will be assessed
key teacher and student resources
how this topic may connect (if at all) to other learning areas.
Teachers employ a range of strategies to plan at a topic level including stand alone topics, themes, integrated topics andtrans disciplinary topics. Topics may focus on an event, a specific aspect of a learning area, or a resource. Teachers employ a wide range of formats to document their planning, many of which are teacher designed and generic. In the HaSS learning area, students are expected to learn through inquiry, thus teaching and learning is structured around the Skills strand of the HaSS Curriculum.Assignment details
Students are required to plan a unit of work, including a sequence of teaching activities, in Humanities and Social Sciences. You are encouraged to build upon your planning from assignment 1, although this is not mandatory.
The Unit of Work must include a rationale of 250 words explaining the significance of the topic other than the Curriculum requirement to teach it, and a sequence of teaching activities.
You must use the unit plan template found in the Assessment 2 folder in the course Learnonline site.
The plan must:
Be based on the HaSS curriculum for one year level, ie. Year 1 or Year 2
Be structured around a complete Inquiry process as outlined for the relevant year level.
Include a sequence of teaching activities which are resource rich and interactive in nature.
Reflect constructivist characteristics.
Include formative and summative assessment.
Be informed by and refer to teacher resources that provide teacher background knowledge, such as readings, printed teacher resources books, websites and teacher journals (you may want to reference these in the rationale) as well as resources for use directly in the classroom.
It is strongly recommended that you access and become familiar with the marking rubric to ensure you understand the criteria your work will be assessed against. This assignment is worth 60% of the overall course assessment. Please note that to ensure all students have produced original planners and that the Universitys Assessment Policy has been adhered to, copies of planners across all classes will be viewed and compared when moderating grades.
Feedback on this assignment will be provided using a rubric, a copy of which can be accessed via the course site.
Assignments will be returned to you via Learnonline two - three weeks after submission.
Assignment submission requirements1. All assignment submissions are to be made through Learnonline unless otherwise stated in the Course Outline.2. Unless an extension has been requested by the student and granted by the Course Coordinator due to exceptional circumstances*, assignments can be submitted up to three exact days after the due date and time but will be marked from a P2 maximum grade.3. All extension requests must be made to the Course Coordinator using Learnonline.4. Extensions must be requested at least 2 days prior to the submission date. (Exceptional* circumstances will be considered by the CC. Supporting evidence must be provided)*NB: Unexpected or Exceptional circumstances will be considered by the Course Coordinator. Supporting evidence must be provided. Refer to the Assessment Policies and Procedures
ASSIGNMENT 2 -UNIT OF WORK PLANNING
Year Level Topic Sub-Strand
RATIONALE - (links to literature/Curriculum required)
Why is this topic important to teach?
Why do you want students to be aware of/informed about the issue?
LEARNING FOCUS - (links to Curriculum required)
KNOWLEDGE/UNDERSTANDING SKILLS (choose the appropriate skill descriptor/s for each phase)
(1 specific content descriptor)
QUESTIONING & RESEARCHING
INTERPRETING, ANALYSING AND EVALUATING
EYLF Outcomes CONCLUDING AND DECISION-MAKING
COMMUNICATING
General Capabilities Cross Curriculum Priority Cross Curricular Links
HASS CONCEPTS - Which concepts will you focus on?
ASSESSMENT - (links to curriculum required)
ACHIEVEMENT STANDARDS
Which achievement standards correspond with the skills and knowledge & understanding that you have focused on
FORMATIVE ASSESSMENT TASKS
(Two needed)
Formative Assessment 1:
Task: What is the task?
Phase: Which phase will it be completed in?
Assessment: How are you assessing it against the achievement standards?
Formative Assessment 2:
Task: What is the task?
Phase: Which phase will it be completed in?
Assessment: How are you assessing it?
SUMMATIVE ASSESSMENT TASK
(one needed) include an example in your appendix
Task: What is the task?
Phase: Which phase will it be completed in?
Assessment: How are you assessing it against the achievement standards?
TEACHING SEQUENCE
AC Skills LEARNER ACTIVITIES CURRICULUM LINKS RESOURCES ASSESSMENT
Questioning & Researching
Adjust the table to reflect the number of lessons that you require for each phase of the inquiry Interpreting, Analysing & Evaluating
Concluding & Decision - making
Communicating
***Please remove all blue text before submitting***
EDUC 2056 Humanities and Social Science Education
Assignment 2: Unit plan (60% of overall grade)
Student Name:
Criteria High Distinction Distinction Credit Pass 1 Pass 2 Fail 1 Fail 2
Rationale Excellent rationale for the significance and relevance of topic with insightful links to core literature. (Text book)
Use of additional literature
Strong rationale for the significance of topic with meaningful links to core literature. (Text book)
Use of additional literature Sound rationale for the significance of topic with meaningful links to core literature. (Text book) A sound rationale is presented but with limited links to relevant literature. Core literature (Text book)
A rationale is presented but not substantiated through links to relevant literature. Core literature (Text book) not evident. Significance of the topic is not adequately established.
Significance of the topic is not adequately established.
Links to curriculum (ACARA and/or EYLF) Excellent and well-substantiated links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links. Strong and well-substantiated links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links. Sound and substantiated links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links. Links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links but not substantiated. Limited links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links. Irrelevant or inadequate links to content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links. No links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links.
Use of inquiry model The unit structure follows the inquiry process, ensuring that learning at each stage is enhanced.
Shows excellent understanding of how the inquiry process supports learning outcomes through well-developed and appropriate activities at each stage. The unit structure follows the inquiry process, ensuring that learning at each stage is enhanced.
Shows strong understanding of how the inquiry process supports learning outcomes through well-developed and appropriate activities at each stage. The unit structure follows the inquiry process in sufficient depth to support student learning.
Shows sound understanding of how the inquiry process supports learning outcomes through appropriate activities at each stage. The unit structure follows the steps of the inquiry process, but some areas needed to be developed more.
Shows understanding of how the inquiry process supports learning outcomes. The unit structure follows the basic steps of the inquiry process.
Shows limited understanding of how the inquiry process supports learning outcomes. The unit structure attempts to follow the inquiry process, but not in sequence or without relevance.
Shows insufficient understanding of how the inquiry process supports learning outcomes. The unit is not based on the inquiry process.
Does not show understanding of how the inquiry process supports learning outcomes.
Teaching sequence
Demonstrates excellent understanding of constructivist approaches.
Excellent evidence of engagement, originality, creativity, achievability and age-appropriateness of sequence and resources
Demonstrates strong understanding of constructivist approaches.
Strong evidence of engagement, originality, creativity, achievability and age-appropriateness of sequence and resources Demonstrates sound understanding of constructivist approaches.
Sound evidence of engagement, originality, creativity, achievability and age-appropriateness of sequence and resources Demonstrates understanding of constructivist approaches.
Basic evidence of engagement, originality, creativity, achievability and age-appropriateness of sequence and resources
Shows limited understanding of constructivist approaches.
Basic evidence of Planning, engagement, achievability and age-appropriateness of sequence and resources Shows insufficient understanding of constructivist approaches.
Limited planning Does not show understanding of constructivist approaches.
No planning.
Assessment
Excellent alignment between learning activities and Achievement Standards. Excellent evidence of appropriate examples provided. Strong alignment between learning activities and Achievement Standards.
Strong examples of appropriate examples provided. Sound alignment between learning activities and Achievement Standards.
Sound examples of appropriate examples provided. Assessment addressed with some alignment between learning activities and Achievement Standards.
Basic evidence of appropriate examples provided.
Assessment addressed but alignment between learning activities and Achievement Standards are not clear.
No examples provided. Assessment is insufficiently addressed.
Assessment is not addressed.
Use of academic writing conventions Excellent Satisfactory Improvement needed Comment
Grammar (spelling, punctuation, sentence and paragraph construction) Expression and vocabulary Referencing (in-text and reference list) Summary comment:
Grade Notation Notational % Grade description Assignment Grade
High distinction HD 85100 An exceptional unit plan in every regard Distinction D 7584 A good unit plan exhibiting high quality work in most areas Credit C 6574 A sound unit plan exhibiting high quality work in some areas Pass level 1 P1 5564 A sound unit plan Pass level 2 P2 5054 Just passable Fail level 1 F1 4049 Not passable - some areas requiring significant improvement The Graduate qualities being assessed by this assignment are: GQ1: operate effectively with and upon a body of knowledge; GQ2: are prepared for lifelong learning; GQ3: are effective problem solvers; GQ4: can work both autonomously and collaboratively; GQ7: demonstrates international perspectives as a professional and as a citizen. This form meets the requirements of UniSAs Assessment Policies and Procedures 2012.
EDUC 2056: ASSIGNMENT 2 -UNIT OF WORK
Year Level
Year 2 Topic
Community Helpers Sub-Strand
History
RATIONALE
Community helpers are of prime importance in the society, they provide services that are necessary for the safety, health and the normal daily routines. Through the instruction of students to young age about these roles, they will be able to grasp the different professions and the crucial tasks they have in keeping the society together. This topic is important for the teaching process because it develops a feeling of respect and appreciation for the good deeds of people in different fields, like health care, law enforcement, education, and waste management. The knowledge of these roles makes children to realize the community functions are related and each of them has an impact on a person's life, thus, they are feelings of security and belonging (Block, 2018). Besides, this educational focus also contributes to the cultivation of empathy since students learn the challenges and benefits of these professions. The main purpose of such class is to make the pupils to think critically about the roles each professional plays and the value he/she adds to the community, which can be a source of inspiration for their future career and civic responsibility. The school subject that is being described here is quite indispensable when it comes to the topic of personal growth, ethics and social responsibility. It is very effective when it comes to the making of a whole educational experience for the students. It is in line with the educational theories that stress the significance of the reality things in learning, thus the curriculum is not only informative but also relevant. The relevance of citizenship education is especially important in the process of creating informed, responsible citizens who are aware of the fact that their actions and the roles of others determine the good of their community (Althof & Berkowitz, 2006). Students grasping the importance of community helpers are more likely to be the ones who are going to be making a difference in society, acknowledging their possible position in the process of community improvement. This familiarity promotes a reactive attitude towards the community participation and it instils the values that the importance of the cooperation and respect for all the professions that are involved in the society is emphasised.
LEARNING FOCUS - (links to Curriculum required)
KNOWLEDGE/UNDERSTANDING SKILLS (choose the appropriate skill descriptor/s for each phase)
Students will identify various community helpers and describe their roles and responsibilities. QUESTIONING & RESEARCHING
Develop questions about different community helpers and gather information.
INTERPRETING, ANALYSING AND EVALUATING
Analyse the information to understand the roles and importance of different community helpers.
CONCLUDING AND DECISION-MAKING
Conclude what they have learned about community helpers and decide how this knowledge impacts their view of the community.
COMMUNICATING
Present their findings about different community helpers.
CROSS CURRICULUM LINKS (links to Curriculum required)
General Capabilities Cross Curriculum Priority Cross Curricular Links
Critical and Creative Thinking, Personal and Social Capability
Aboriginal and Torres Strait Islander Histories and Cultures English (Communication Skills), Science (Understanding of the Human Body and Health)
HASS CONCEPTS -
Significance
Continuity and Change
Roles and Responsibilities
ASSESSMENT
ACHIEVEMENT STANDARDS - The aim of the community helper unit is not only to get the students to know the facts, but to make them also to develop the critical thinking and the communication skills. To begin with, the knowledge of the roles and the services put up by the community helpers is the basic. This standard demands students to learn about different professions in their community and realise the roles each one plays. Thus, students will be able to understand the responsibilities of the fire-fighters, police officers, teachers, and medical professionals and how these people are the main forces that ensure the safety, education, health, and overall wellbeing of the community. This understanding is essential for making students understand the mutual relationship of these roles and the direct influence of these people on their daily lives.
Besides, the facility of asking the appropriate questions and the way of communicating the ideas clearly and precisely is important to the enhancement of the students' comprehension and the involvement in the subject matter. This standard motivates the students to think deeply about what they are learning and to ask more about the details of every role. Through the process of formulating relevant questions students are able to ask questions that are imaginative and investigative which is a skill that is required in all the areas of learning (Miri et al. , 2007). In conclusion, this standard is the validation of the necessity for the precise and comprehensible communication. Students are expected to communicate their thoughts, results, and doubts precisely, either orally or in writing. This skill is implemented through various activities such as the presentation, group discussions and the written assignments, where the students demonstrate what they have learned about community helpers.
FORMATIVE ASSESSMENT TASKS
Formative Assessment 1:
Task: The community helper chart task is the formative assessment task that is carried out during the 'Questioning and Researching' phase of the unit. This activity is regulated by the process of identification and the collection of information on the various community helpers, their roles, tools, skills and the importance of their work in the community. Students will be conducting their research using different resources such as books, educational websites, and also with the help of guest speakers or community visits. The 'Community Helper Chart' is the tool which will help students to the organisation of their research findings, and it has sections for the helper's name, the helper's role, the tools used, and the role of the helper to the community. This activity is not only educational but also interesting, as the students are urged to add pictures or drawings for each community helper.
Phase: The task is carried out in the 'Questioning & Researching' phase which is the most important phase in the unit since it is the basis for the units foundation (Fortus & Krajcik, 2011). During this stage, students ask questions that they use as a guide to their investigation of community helpers. The phase is represented by the students' active involvement in the inquiry and information gathering, where they are supposed to use the different resources to answer their questions. Through the making of the chart, students are able to use their research skills in a systematic way which will help them to both collect and process the information in a way that will increase their understanding.
Assessment: The assessment of the 'Community Helper Chart' focuses on several key criteria:
Completeness: The chart has to be completely filled with all the necessary parts and sections fully provided. The reader will get to know the community helpers in detail, their roles, the tools they use, and the relevance of their work.
Accuracy: The chart should depict the information exactly as it is, and this information has to be accurate, the content has to be well-researched and is given with precision. This criterion examines students' competence in the collection and processing of relevant data.
Clarity and Organisation: The chart should be properly organised and convenient to use. The information should be organised in a manner that follows a clear, logical sequence and thus, making easy the comprehension of the content (Tomlinson & McTighe, 2006).
Visual Presentation: The table has to have the visual elements like pictures or symbols which are meaningful and also the text to make the user to understand it. This visual component not only makes the chart more interesting but also facilitates the learning process through the visual-textual connections.
Formative Assessment 2:
Task: The task entails students taking part in role-play of different community helpers, thus, they get a chance to experience what it is like to be those important societal figures. The individual student or a group of students will select a community helper to research and then play this person in a role-play activity. This hands-on learning method gives students the opportunity to deeply connect with the everyday duties, difficulties, and consequences of community helpers. They will give a short presentation on their chosen helper, mentioning the main features of their role and its significance to the community, and then a role-play session where they will act out a typical scenario related to their helpers work. The activity not only makes them understand these roles more but also it increases their empathy and respect for them also.
Phase: This is a phase where students are interpreting, analysing, and evaluating an activity. The second phase of this activity is when the students start to combine and review the information they have gained about the community helpers (Pedaste et al., 2015). The analysis of the roles of the students will allow them to study the importance of these professions in the society and hence, they will get to know the valuable services they are giving to the society. The role-play is the way for students to get knowledge about the real-life situation of their research and to interpret the meaning of each role by using the real-life, practical expression.
Assessment: Assessment of the role-play activity is based on two main criteria:
Role Comprehension: Students are the ones being evaluated based on the extent to which they comprehend the duties of the community helper they are modeling. Hence, it is the precision of the information they convey and the level of their understanding of the situation (Schwarz et al., 2009). Students should be able to show that they know their assistants' duties, the skills they need, and the community impact of the job.
Accuracy of the Portrayal: The role-play is designed to be a real thing, which in turn, will enable people to take this real thing into their lives and so, they will be able to get to the real truth.. This entails the way in which students can be seen as community helpers, by demonstrating the right behaviour, language and interactions that are typical of the profession. Their pictures are so realistic and have a lot of detail that shows that they have a thorough understanding of the role.
SUMMATIVE ASSESSMENT TASK
(one needed) include an example in your appendix
Task: The summative task of the assessment task is to make a multimedia presentation about a community helper of their choice. This project urges students to apply their research, technological, and creative skills for the production of a complete and interesting presentation. Students will be provided with a community helper and they will be asked to do a research about the community helper, get the details about their job, the daily tasks, and the impact they have on the community. The presentation should be multimedia which means it should contain images, videos, audio clips, and text, which not only show the research of the students but also make the presentation more engaging. This project is aimed at representing the whole of the student's learning that took place during the unit and at the same time demonstrating their ability of integrating and communicating the complex information in an effective way.
Phase: This mission is realised during the 'Communicating' phase, which is the last phase of the inquiry cycle. In this phase, students have to explain and give the knowledge that they have learned in the course. The stringent feature is on how students deliver their research and opinions in a clear, interesting, and organised way. The 'Communicating' phase stresses the need for the students to acquire the skills of effective communication, as they must express their findings in a manner that is easy to understand and compelling to their audience, which includes the students, teachers, and possibly other members of the school community.
Assessment: The assessment of this multimedia presentation is based on two primary criteria:
Clarity of Communication: This criterion is a measure of the quality of students' information communication. Presentations should be clearing, well-organised, and the audience must be able to comprehend them. Multimedia should be the tool to improve the presentation of the material and thus become more interesting and easy to understand (Abdulrahaman et al., 2020). The clarity also includes the smooth transition of information from one point to another, which helps the audience to follow and understand the main points and the supporting details easily.
Depth of Research: This covers the assessment of the completeness and the relation of the material provided. Students are required to prove that they know the role of their chosen community helper in the community very well (McLaughlin & Talbert, 2001). The presentation must be based on complete research, which includes, in detail, description, factual accuracy, and a clear demonstration of the connection between the findings and the general themes of the unit.
TEACHING SEQUENCE
AC SKILLS LEARNER ACTIVITY CURRICULUM LINKS RESOURCES ASSESSMENT
Questioning & Researching
Students will come up with and write down the possible questions regarding community helpers, e.g. "What tools do fire-fighters use?" or "Why is a doctor important to the community?" This session will help the students to be curious and to start their deeper research. This activity is directly connected to the inquiry skills part of the HaSS curriculum; thus, it promotes the students to the sources materials which have been critically evaluated. Resource packs with books, videos, and contact information of local community helpers can be arranged for talks by arranging them with guest speakers. It will be measured by the relevance and depth of the questions that students ask, thus, revealing their level of engagement and understanding of the topic's scope.
Interpreting, Analysing & Evaluating
Students will be divided into groups and work on the creation of info-graphics or short presentations of their findings concerning different community helpers (Smiciklas, 2012). This activity helps them to create the summary of the information that they have researched and to organize it logically. It is connected to the activity of analytical skills development which is achieved through the students who are supposed to analyse the importance of the roles of the community helpers and how they affect the society (Permana et al., 2019). Exercise of the students to design infographics under the guidance of computers, software like PowerPoint or Canva, and libraries for more research. The clarity, accuracy and creativity of their info-graphics or presentations will be assessed, together with how well they showcase the beneficial effects of community helpers on the community.
Concluding & Decision - making
The students will be involved in class debates or discussion forums where they will be defending the community helper who they think is the most important to their local community. This in turn encourages students to think critically and make decisions according to their research. The improvement of the decision-making skills is another one of the HaSS education curriculum requirements, and it is achieved by the students who are able to apply their knowledge in practical situations. Rules of debate, measures of decision making, and self-reflections journals. Students will be evaluated on their skills of giving valid reasons for their decisions and supporting their ideas with facts and information from their research.
Communicating
The last project will be a multimedia presentation where the community helper being studied will be presented by the students. This last activity combines all the elements they have learned and requires them to express and communicate their whole learning process and findings (Duta et al., 2015). The course content is directly related to the communication strand of the HaSS curriculum, which deals with the clear and effective articulation of the thoughts. Video and audio presentation software, multimedia tools, and the audience of parents or other classes. Students will be graded on the meaning, structure, and the depth of their presentations, and also their ability to captivate the audience.
References
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11). https://doi.org/10.1016/j.heliyon.2020.e05312
Althof, W., & Berkowitz, M. W. (2006). Moral education and character education: their relationship and roles in citizenship education. Journal of Moral Education, 35(4), 495518. https://doi.org/10.1080/03057240601012204
Block, P. (2018).Community: The structure of belonging. Berrett-Koehler Publishers.
Duta, N., Panisoara, G., & Panisoara, I.-O. (2015). The Effective Communication in Teaching. Diagnostic Study Regarding the Academic Learning Motivation to Students. Procedia - Social and Behavioral Sciences, 186(186), 10071012. https://doi.org/10.1016/j.sbspro.2015.04.064
Fortus, D., & Krajcik, J. (2011). Curriculum Coherence and Learning Progressions. Springer EBooks, 783798. https://doi.org/10.1007/978-1-4020-9041-7_52
McLaughlin, M. W., & Talbert, J. E. (2001).Professional communities and the work of high school teaching. University of Chicago Press.
Miri, B., David, B.-C., & Uri, Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Research in Science Education, 37(4), 353369. https://doi.org/10.1007/s11165-006-9029-2
Pedaste, M., Meots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14(14), 4761. https://doi.org/10.1016/j.edurev.2015.02.003
Permana, T. I., Hindun, I., Rofiah, N. L., & Azizah, A. S. N. (2019). Critical thinking skills: The academic ability, mastering concepts and analytical skill of undergraduate students. Jurnal Pendidikan Biologi Indonesia, 5(1). https://doi.org/10.22219/jpbi.v5i1.7626
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achr, A., Fortus, D., Shwartz, Y., Hug, B., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632654. https://doi.org/10.1002/tea.20311
Smiciklas, M. (2012).The power of infographics: Using pictures to communicate and connect with your audiences. Que publishing.
Tomlinson, C. A., & McTighe, J. (2006).Integrating differentiated instruction and understanding by design: Connecting content and kids. Ascd.
Appendices
Appendix 1
Example of Multimedia Presentation on Community Helpers
Presentation Structure & Content
Slide/Section Content Description Media Type
Introduction Slide Brief introduction to the chosen community helper. Text + Image
Role and Responsibilities Detailed description of daily responsibilities. Text + Video Clip
Tools and Equipment List and explanation of tools and equipment used. Text + Images
Training and Skills Required Overview of training and skills necessary. Text + Audio Clip
Community Impact Explanation of the helper's impact on community safety. Text + Infographic
Conclusion Slide Summary of the importance of the helper's role. Text + Image
Presentation Guidelines
Software Used: PowerPoint or Google Slides.
Duration: Approximately 5-10 minutes.
Narration: Each slide should be accompanied by student narration explaining the content.
EDUC 2056 Humanities and Social Science Education
Assignment 2: Unit plan (60% of overall grade)
Student Name:
Criteria High Distinction Distinction Credit Pass 1 Pass 2 Fail 1 Fail 2
Rationale Excellent rationale for the significance and relevance of topic with insightful links to core literature. (Text book)
Use of additional literature
Strong rationale for the significance of topic with meaningful links to core literature. (Text book)
Use of additional literature Sound rationale for the significance of topic with meaningful links to core literature. (Text book) A sound rationale is presented but with limited links to relevant literature. Core literature (Text book)
A rationale is presented but not substantiated through links to relevant literature. Core literature (Text book) not evident. Significance of the topic is not adequately established.
Significance of the topic is not adequately established.
Links to curriculum (ACARA and/or EYLF) Excellent and well-substantiated links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links. Strong and well-substantiated links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links. Sound and substantiated links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links. Links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links but not substantiated. Limited links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links. Irrelevant or inadequate links to content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links. No links to relevant content and skill descriptors, concepts, cross-curriculum priorities, general capabilities and cross-curricular links.
Use of inquiry model The unit structure follows the inquiry process, ensuring that learning at each stage is enhanced.
Shows excellent understanding of how the inquiry process supports learning outcomes through well-developed and appropriate activities at each stage. The unit structure follows the inquiry process, ensuring that learning at each stage is enhanced.
Shows strong understanding of how the inquiry process supports learning outcomes through well-developed and appropriate activities at each stage. The unit structure follows the inquiry process in sufficient depth to support student learning.
Shows sound understanding of how the inquiry process supports learning outcomes through appropriate activities at each stage. The unit structure follows the steps of the inquiry process, but some areas needed to be developed more.
Shows understanding of how the inquiry process supports learning outcomes. The unit structure follows the basic steps of the inquiry process.
Shows limited understanding of how the inquiry process supports learning outcomes. The unit structure attempts to follow the inquiry process, but not in sequence or without relevance.
Shows insufficient understanding of how the inquiry process supports learning outcomes. The unit is not based on the inquiry process.
Does not show understanding of how the inquiry process supports learning outcomes.
Teaching sequence
Demonstrates excellent understanding of constructivist approaches.
Excellent evidence of engagement, originality, creativity, achievability and age-appropriateness of sequence and resources
Demonstrates strong understanding of constructivist approaches.
Strong evidence of engagement, originality, creativity, achievability and age-appropriateness of sequence and resources Demonstrates sound understanding of constructivist approaches.
Sound evidence of engagement, originality, creativity, achievability and age-appropriateness of sequence and resources Demonstrates understanding of constructivist approaches.
Basic evidence of engagement, originality, creativity, achievability and age-appropriateness of sequence and resources
Shows limited understanding of constructivist approaches.
Basic evidence of Planning, engagement, achievability and age-appropriateness of sequence and resources Shows insufficient understanding of constructivist approaches.
Limited planning Does not show understanding of constructivist approaches.
No planning.
Assessment
Excellent alignment between learning activities and Achievement Standards. Excellent evidence of appropriate examples provided. Strong alignment between learning activities and Achievement Standards.
Strong examples of appropriate examples provided. Sound alignment between learning activities and Achievement Standards.
Sound examples of appropriate examples provided. Assessment addressed with some alignment between learning activities and Achievement Standards.
Basic evidence of appropriate examples provided.
Assessment addressed but alignment between learning activities and Achievement Standards are not clear.
No examples provided. Assessment is insufficiently addressed.
Assessment is not addressed.
Use of academic writing conventions Excellent Satisfactory Improvement needed Comment
Grammar (spelling, punctuation, sentence and paragraph construction) Expression and vocabulary Referencing (in-text and reference list) Summary comment:
Mary, I appreciate your time and effort, however, there is not enough evidence here to demonstrate a cohesive understanding of the HaSS curriculum and how to use it in a unit plan.
Your unit plan is based around content descriptors that are made up and not taken from ACARA. You need to make sure you have outcomes from the curriculum. Your planning is limited and the tasks that you want students to achieve are not clear. You need to make sure that all your activities are working towards one goal the outcome of CDs.
The assessment provided is unclear, and you do not have a rubric or checklist with links to the achievement standard to assess students against for their summative task.
Please read through the comments made on your unit plan thoroughly and let me know if you have any further questions. I strongly encourage you to go back and watch the zoom recordings from weeks 8 and 9 especially, as well as the Q&A session. You need to revisit all requirements of the assignment before you consider resubmitting.
Following marking and moderation processes, your Educ 2056 HASS Assignment 2: Unit of work has been assessed as a Fail 1 (F1).
To support your understanding of the learning area, I am offering you the opportunity to resubmit your assignment to a maximum Pass 2 grade. You may progress your current submission, should you feel it achievable to meet the assessment task. Should you wish to resubmit your assignment, you will have 5 working days to amend your submission and return it to me via the learnonline resubmission portal by Wednesday the 26th June 9am. Please carefully read the attached feedback and revisit the assessment task, criteria, and rubric
To support your future learning, I recommend that you access the UniSA support services to help develop your academic skills:https://i.unisa.edu.au/students/student-support-services/study-support/see-a-learning-adviser/
Please let me know whether you wish to resubmit your assignment. Please highlight or use a different colour text so changes made are clear.
Grade Notation Notational % Grade description Assignment Grade
High distinction HD 85100 An exceptional unit plan in every regard F1
Distinction D 7584 A good unit plan exhibiting high quality work in most areas Credit C 6574 A sound unit plan exhibiting high quality work in some areas Pass level 1 P1 5564 A sound unit plan Pass level 2 P2 5054 Just passable Fail level 1 F1 4049 Not passable - some areas requiring significant improvement The Graduate qualities being assessed by this assignment are: GQ1: operate effectively with and upon a body of knowledge; GQ2: are prepared for lifelong learning; GQ3: are effective problem solvers; GQ4: can work both autonomously and collaboratively; GQ7: demonstrates international perspectives as a professional and as a citizen. This form meets the requirements of UniSAs Assessment Policies and Procedures 2012.
EDUC 2056: ASSIGNMENT 2 -UNIT OF WORK
Year Level Topic Sub-Strand
RATIONALE - (links to literature/Curriculum required)
Why is this topic important to teach?
Why do you want students to be aware of/informed about the issue?
LEARNING FOCUS - (links to Curriculum required)
KNOWLEDGE/UNDERSTANDING SKILLS (choose the appropriate skill descriptor/s for each phase)
(1 specific content descriptor) QUESTIONING & RESEARCHING
INTERPRETING, ANALYSING AND EVALUATING
CONCLUDING AND DECISION-MAKING
COMMUNICATING
CROSS CURRICULUM LINKS (links to Curriculum required)
General Capabilities Cross Curriculum Priority Cross Curricular Links
HASS CONCEPTS - Which concepts will you focus on?
ASSESSMENT - (links to curriculum required)
ACHIEVEMENT STANDARDS - Which achievement standards correspond with the skills and knowledge & understanding that you have focused on
FORMATIVE ASSESSMENT TASKS
(Two needed)
Formative Assessment 1:
Task: What is the task?
Phase: Which phase will it be completed in?
Assessment: How are you assessing it against the achievement standards?
Formative Assessment 2:
Task: What is the task?
Phase: Which phase will it be completed in?
Assessment: How are you assessing it?
SUMMATIVE ASSESSMENT TASK
(one needed) include an example in your appendix
Task: What is the task?
Phase: Which phase will it be completed in?
Assessment: How are you assessing it against the achievement standards?
TEACHING SEQUENCE
AC SKILLS LEARNER ACTIVITY CURRICULUM LINKS RESOURCES ASSESSMENT
Questioning & Researching
Adjust the table to reflect the number of lessons that you require for each phase of the inquiry Interpreting, Analysing & Evaluating
Concluding & Decision - making
Communicating
***Please remove all blue text before submitting***
