Early Australian History

Professional Practice

Early Australian History - Completed Assessment Rubrics

Annotations - Inquiry Model

Description

One unit that I delivered to students was based on early Australian history. The model used for planning was a historical inquiry model with the steps of questioning, locating and analysing sources and using evidence from sources to develop and informed explanation about the past. The unit also included the planning, designing, creation and presenting of a final product in the form of a video. The structure of the unit can be seen in the term planner attached. I each lesson students were asked the question and discussed what they already knew then went off to find out more information, coming back together at the end of the lesson to share their findings.

VIT Standard

3.2 Plan, structure and sequence learning programs, plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
3.3 Use teaching strategies, select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

AusVELS

Humanities and Social Sciences

Level 4

Pose questions to investigate people, events, places and issues (ACHASSI073)
Locate and collect information and data from different sources, including observations (ACHASSI074)
Sequence information about people’s lives and events (ACHASSI076)
Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
Draw simple conclusions based on analysis of information and data (ACHASSI079)

Media Arts

Levels 3 and 4

Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)

PoLT

2.2 uses strategies that build skills of productive collaboration.
3.2 uses a range of strategies that support the different ways of thinking and learning
3.3 builds on students' prior experiences, knowledge and skills
4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas
4.2 promotes substantive discussion of ideas
4.4 uses strategies that challenge and support students to question and reflect
4.5 uses strategies to develop investigating and problem solving skills

Personal Philosophy

Inquiry based learning allow students to question and investigate concepts to develop their understanding. It is important that students be given opportunities to develop their knowledge and skills as natural inquiry learners.

Other Theory

Inquiry learning is one of the most powerful approaches teachers can use and requires teachers to have strong pedagogical content knowledge and cross-curriculum knowledge (Churchill, 2011) The stages of Bloom’s Taxonomy of knowledge, comprehension, application, analysing, evaluating and creating (Bloom, 1956) are incorporated throughout the inquiry process with students questioning and exploring different ideas then creating a final product.

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Annotations - Feedback and assessment

Description

The assessment task for the early Australian history unit was for students to plan, design, film and present a short video on something to do with early Australian history. Some of the topics chosen were Captain Cook’s arrival, the gold rush and Ned Kelly. Students planned their videos through the use of storyboards, scripts and prop lists. Students created their props and filmed their videos around the school environment. As well as being assessed on History and Media Arts, students were also assessed on their ability to work as a team. Looking back on the assessment students spent quite a lot of time creating props and rushing to finish their videos at the end of the time given. In the future students should be given more time to work on the assessment or be given a one lesson limit on creating props for their films.

VIT Standard

5.1 Assess student learning, Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
5.2 Provide feedback to students on their learning, provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.

AusVELS

Humanities and Social Sciences

Level 4

Pose questions to investigate people, events, places and issues (ACHASSI073)
Locate and collect information and data from different sources, including observations (ACHASSI074)
Sequence information about people’s lives and events (ACHASSI076)
Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
Draw simple conclusions based on analysis of information and data (ACHASSI079)

Media Arts

Levels 3 and 4

Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)

PoLT
5.1 designs assessment practices that reflect the full range of learning program objectives
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self assessment

Personal Philosophy

I believe assessment can be an excellent tool for helping students grow and achieve in all areas of learning. By using assessment of, as and for learning I am able to gain a better understanding of my students learning. Formative and summative assessment methods are vital in monitoring and reporting on student progress. In order for students to be able to clearly understand what is expected of them, assessment criteria needs to be explicit and understandable.

Other Theory

Accurate assessment is essential to making informed decisions about student learning (Churchill, 2011) Opportunities should be planned for assessment of learning (summative), assessment for learning (formative) and assessment as learning (Churchill, 2011) Feedback comes in many forms and making feedback positive and constructive is very important because of the impact that it can have on students confidence and enthusiasm (Sangster, 2006).

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Annotations - Engaging Parents/Carers

Description

After assessment had been completed and rubrics had been marked, time was spent revisiting the assessments and discussing with my mentor and other grade 3/4 teacher about the judgments made about the assessments. We found that all our judgments were consistent with each other’s.

VIT Standard

5.3 Make consistent and comparable judgments, Understand and participate in assessment moderation activities to support consistent and comparable judgments of student learning.
5.4 Interpret student data, Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
5.5 Report on student achievement, report clearly, accurately and respectfully to students and parent/carers about student achievement making use of accurate and reliable records.

AusVELS

Humanities and Social Sciences

Level 4

Pose questions to investigate people, events, places and issues (ACHASSI073)
Locate and collect information and data from different sources, including observations (ACHASSI074)
Sequence information about people’s lives and events (ACHASSI076)
Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
Draw simple conclusions based on analysis of information and data (ACHASSI079)

Media Arts

Levels 3 and 4

Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)

PoLT

5.1 designs assessment practices that reflect the full range of learning program objectives

5.2 ensures that students receive frequent constructive feedback that supports further learning

5.3 makes assessment criteria explicit

5.4 uses assessment practices that encourage reflection and self-assessment

Personal Philosophy

As a teacher, I strive to make consistent and comparable judgements on student learning in order to accurately report on student achievements. Keeping accurate records and reporting to parents/carers and the school about student achievements is an essential part of student learning.

Other Theory

“Reports are the main mandated communication between the school and the parent” (Churchill, 2011, p.222) “Assessment and reporting are vital processes which provide information about what students know and can do, and to make recommendations for their future learning” (DET, 2014) One of the responsibilities of a teacher is to keep accurate and reliable records in order to report accurately on student learning. (Churchill, 2011)