EDSS428 Assessment Task 2- Exploring Governments in Australia

Civics and Citizenship | Year 5 | Victorian Curriculum

Rationale

This unit plan was created for a Grade 5 level and explores the workings and purpose of the three different levels of government in Australia. This unit
assumes that students have prior knowledge from previous units of civics and citizenship and that they have a basic understanding of laws and some
knowledge of government. The unit follows the Victorian Curriculum and builds towards students having a thorough knowledge and understanding of
democracy, voting and government in Australia.

This unit was created using the Understanding by Design model, meaning that the final understandings and conclusions we wanted students to come to by
the end of the unit were formed and then we worked backwards to plan lessons and activities that would guide them to success and new found
understandings. The aim of this framework is to help students understand the big ideas and make meaning of their learning (Wiggins, & McTighe, 2011). It is
also believed that trying to cover lots of information with little depth fails to prepare students for future learning experiences and does little to develop their
knowledge. It is clear that we have chosen a depth not breadth approach to the learning and this can be seen by our careful selection and deep exploration
of topics, such as the learning of how laws are made and passed in government. This learning spans over the entire unit, increasing in complexity and depth
as the unit progresses.

Wiggins and McTighe (2011) go on to explain that learning that is experiential has the most chance of engaging students and for them to remember the
experience and therefore store the information in their memory. We have strived to achieve this through our authentic learning experience of holding question
time in the classroom through role play. Giving students the opportunity to take on roles of responsibility and setting up the classroom in an interactive way
encourages a positive learning experience.

Inquiry learning allows students to be both problem posers and problem solvers. It encourages thinking and connecting learning to the world around us. The
following inquiry unit allows students to pose their own questions and then investigate them, demonstrate what they have learnt and apply this knowledge to
role plays in the classroom (Wilson & Jan, 2003). Because of the independence granted to students through opportunities like writing down their own
wonderings to research they are being given the opportunity to expand on what they already know and develop skills and understandings independently.
These are all key factors in the theory of inquiry units (Wilson & Jan, 2003).

By the end of this unit students will have reached their learning goals through scaffolded and engaging lessons which include authentic learning experiences
and in depth exploration of curriculum content descriptors.

Rachel Purcell (S00158831) and Elizabeth Blackwell (S00126377)


ESTABLISHED GOALS
Discuss the values, principles and
institutions that underpin
Australias democratic forms of
government and explain how this
system is influenced by the
Westminster system
(VCCCG008)
Describe the roles and
responsibilities of the three levels
of government, including shared
roles and responsibilities within
Australia's federal
system(VCCCG009)
Identify and discuss the key
features of the Australian electoral
process (VCCCG010)
Identify the roles and
responsibilities of electors and
representatives in Australia's
democracy(VCCCG011)
Evaluative Criteria
Rachel Purcell (S00158831) and Elizabeth Blackwell (S00126377)
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to
Develop an understanding of Australias electoral process, and identify and explain the key values that underpin
our democratic government, thus consolidating their acquired knowledge in regards to the various government
officials, making joint decisions to achieve shared goals.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Various values and principles underpin Australias
democratic government, and the Westminster system has What is the Westminster system and
influence and involvement in ours. how does it shape the way that
What question time is and how it allows for fair and government is run in Australia?
reasonable discussion of policy to hold the government Why arent the three levels of
accountable. government involved in every
Different levels of government are responsible for selected government decision or event.
situations and events. Why do we enforce the voting in of
Being an Australian citizen allows for an opinion to the government officials by the Australian
Australian democratic system. public?
Acquisition
Students will know Students will be skilled at
The Westminster System - what it is, what it does and its
influence on Australia. Researching government roles.
The three levels of Australian government and their roles Documenting data relating to various
and responsibilities. systems that work alongside the
What it means to be an Australian citizen, and how to vote Australian government.
responsibly. Using sources to form an opinion and
solution to a problem.
Stage 2 - Evidence
Assessment Evidence
 Able to deliver a presentation
detailing the roles and
responsibilities of local, state or
federal governments. Success
criteria will be clear and students
will have a rubric to work
towards achieving learning
outcomes.
Students will have input to their
discussion and arguments as a
group.
Able to identify new skills and
knowledge about levels of
government and roles of
individuals in parliament.
Able to draw conclusions about
new findings and ask questions
to further develop understanding
Rachel Purcell (S00158831) and Elizabeth Blackwell (S00126377)
PERFORMANCE TASK(S):
Students will create a presentation detailing the roles of either local, State or Federal government and
present this to the class. They will be assessed on their understanding of roles, accurate information,
research skills and delivery of presentation.
Students will be working towards a class question time that will be held at the conclusion of the unit.
They will take on roles of members of Parliament and have the opportunity to ask questions on rules and
offer solutions to conflicts or issues. Question time is unique to the Westminster system so therefore
students are achieving learning goals of what the Westminster system is. This will also help consolidate
their learning of roles of Parliament and Government through an authentic experience.
OTHER EVIDENCE:
Exit tickets will be used throughout the unit at the conclusion of lessons to gauge student understanding
and progression and rectify any misconceptions or gaps in understanding. Exit tickets will answer
questions specific to the learning in that lesson. Students will be encouraged to write any questions they
may still have or anything they would like clarification on to allow the teacher to address these
wonderings in the next lesson.
Stage 3 Learning Plan
 Summary of Key Learning Events and Instruction

INQUIRY CURRICULUM TEACHING & LEARNING ACTIVITIES ASSESSME RESOURCES

PHASE LINKS (INC. CCP NT
& GC)

TUNING IN Discuss the KWL Chart Assessment YouTube clip

values, principles Class will view a YouTube clip will be
What is and institutions Democracy - A short introduction conducted Democracy - A short introduction
democracy? that underpin https://m.youtube.com/watch? through https://m.youtube.com/watch?v=u6jgWxkbR7A
Australias v=u6jgWxkbR7A observation
What are the democratic forms of student
levels of of government Students will complete three KWL led
government? and explain how chart in their work books. discussions,
this system is Three topics will be used for these and class
What makes influenced by the charts; discussion
the Australian Westminster Democracy at
government system Levels of government and their completion
unique? roles and responsibilities of activity.
discussing the Westminster system
meaning and
importance of Students will be given 10 minutes to
the values and complete their chart, following a 5
principles of minute discussion with this table
Australian groups.
democracy
such as This will continue until all three charts
freedom, are complete.
representation
, majority rule, Classroom discussion will be held at
equality, the end.
fairness and
justice Before and After activity Assessment Before and after Worksheet
Students will be given a printed out will be
version of this table, as these will be conducted
collected for assessment. through the
Statements already previously devised collection of
by classroom teacher. before and
(See appendix one) after
worksheet,
Rachel Purcell (S00158831) and Elizabeth Blackwell (S00126377)
References:
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units (2nd ed., pp. 3-12). Alexandria, VA: ASCD.

Wilson, J., & Jan, L. (2003). Focus on Inquiry. Curriculum Corporation Victoria.

Appendices
Appendix One: Before and After worksheet
BEFORE (agree or STATEMENT AFTER (agree or
disagree) disagree)

The Westminster system works closely with the Australian government and is a
policy created by Asia.

There are 3 levels of government all of which are responsible for different
situations.

The three levels of government never work together for the same issue.

Voting by the public is voluntary.

Appendix Two: Rubric

Level of government identified
and aspects of this included.
CLEARLY SHOWN SHOWN NOT SHOWN
Government identified (local, state, Government identified (local, Government not clearly
federal) state, federal) identified.
Various aspects about this level Some aspects about this level Little to no explanation.
included and explained in detail. included, more explanation
needed.

Roles of this level of Roles of responsibilities of Some roles and responsibilities Roles and responsibilities of
government and their government clearly identified and are identified, needed more government are not outlined.
responsibilities explained in detail. detail.

Rachel Purcell (S00158831) and Elizabeth Blackwell (S00126377)

Eye contact and projection of Eye contact made at all times. Eye contact made at times. No eye contact made.
speech Speech clear and loud. Slightly mumbled speech. Misunderstood speech

Interactive and vibrant Presentation is eye catching and Presentation could use some Presentation unsatisfactory
presentation within time limit. within time limit. more detail and within/outside
time limit

Appendix three: Three-Two-One-Reflect

3 recalls: Three facts you can recall from the video

2 so whats: Two bits of information that are relevant to you/the school/the community

1 question: One question or something you are still wondering

Appendix four: roles and responsibilities

Students will draw one of the following roles and responsibilities out of a hat and answer questions (listed above) about their
chosen role.
1. Federal governments are responsible for making laws
2. Governments are responsible for building news roads and making sure existing roads are safe
3. Governments are responsible for providing healthcare to citizens
4. Governments are responsible for providing education
5. Governments are responsible for protecting the environment

Rachel Purcell (S00158831) and Elizabeth Blackwell (S00126377)