Task Three

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three
Title: Australia is a BIG Place

Year Level: Stage One Year Two
Focus Curriculum Area (s): Geography, Mathematics and English
Teacher: Kyle Wragg

Duration: 10 lessons (2 lessons per week)
STAGE 1: Curriculum Links

General
Capabilities (GP)
Literacy
Numeracy
ICT
Ethical Behaviour
Personal and Social
Intercultural Understanding
Cross-curriculum
Priorities (CCP)
Aboriginal and TSI

Histories and Culture
Asia and Australias

Engagement with Asia
Sustainability
Year Level
Content
Descriptors
Critical and Creative Thinking
A Student:
-
Describes features of places and the connections

people have with places (GE1-1)
Communicates geographical information and uses
geographical tools for enquiry (GE1-3)
Year Level Achievement

Standards
Knowledge
Skills
Students are to learn:
Acquiring geographical information
Where Australia is located in the world

How people are connected to places
Students need to identify where Australia is on a Map
Processing geographical information
What factors affect peoples connections to places

How technology has improved peoples access to places
Recognises the locatation of

their place within Australia
Recognises the location of
Australian Landmarks
Uses geograhical
terminology to convey
information
Students need to interpret maps, graphs and geographical language to

understand location and connections to places
Communicating geographical information
Students need to be able to use geographical language to communicate

their understanding of features of places and the connections people have
with them
Students need to use geographical tools to communicate geographical
information
Page 1 of 17

LEARNING OUTCOMES:
Students will be able to......
develop knowledge and understanding of the features and characteristics of places and environments across a range of scales
develop knowledge and understanding of interactions between people, places and environments
apply geographical tools for geographical inquiry
develop skills to acquire, process and communicate geographical information
UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE
Task description:
Task 1: Pre Test
Task: As a pre-test, ask students to address an envelope to themselves at their street address
Questions:
What is my street address?
Where is my local area?
What state do I live in?
Where is my home on a map of Australia?
Where is my home on a map of the world?
Product: Written and Images
Grouping Options: Individual
Due: To be completed prior to the commencement of the unit
Statement: The pre test is designed to assess students prior knowledge and understanding of their place in Australia and how people are connected to
different places.
Feedback: Verbal immediate feedback, whole class discussion, individual written feedback
Self-assessment: Students reflect on their feedback and identify their strength and a goal they wish to achieve within the unit.
Curriculum Links: Describes features of places and the connections people have with places (GE1-1)
Communicates geographical information and uses geographical tools for enquiry (GE1-3)
Parent/Carer feedback: Assessments are pasted into the students HSIE books and taken home for parent/carer observation and signing.
Page 2 of 17
Page 3 of 17
Task 2: Ongoing Assessment

Task: Ongoing assessment, students are to research and develop a trip to the Northern Territory to visit Uluru.
Our Trip to Alice Springs, Northern Territory
You and your family are going to travel to Uluru (Alice Springs) for a holiday and want to see as much of Australia as they can along the way. You
are to create a photographic diary of your trip to Alice Springs, arranging a series of photographs of towns and landscapes in chronological order
from your home to Alice Springs. You must show the location of each photograph on a map of Australia.
Students must include:
Maps
Images
Information and scales of at least 5 locations/stops
Presentation:
Students to present their trip using Powerpoint or iMovie.
Product: Written, Images, Graphics, Multimodal
Grouping Options: Individual or group
Due: Ongoing assessment. Is to be completed and presented prior to the conclusion of the unit and final assessment.
Statement: The on-going assessment has been designed for students to complete on a weekly basis to apply the knowledge they have learnt throughout
the lessons.
Feedback: Verbal immediate feedback, whole class discussion, peer feedback
Self-assessment: Students will reflect on their responses each week and ensure they are meeting the success criteria. Students will be asked to peer
evaluate presentation using three stars and a wish.
Parent/Carer feedback: Parents are invited into the classroom to view the students presentations of their photographic diary.
Page 4 of 17
THOROUGH
SOUND
AUSTRALIAN PLACES
Students:
Thoroughly investigates and Identifies
many Australian places
AUSTRALIAN PLACES
Students:
Investigates and identifies Australian places
PEOPLES CONNECTIONS TO PLACES

Students:
Explains and compares why people visit
other places
Identifies and analyzes factors influencing
peoples accessibility to places
Examines of how technology has improved
peoples access to places

Students:
Explains why people visit other places
Identifies key factors influencing peoples
accessibility to places
Examines how technology has improved
peoples access to places
BASIC
AUSTRALIAN PLACES
Students:
Investigates and identifies few Australian
places

Students:
Lists why people visit other places
Identifies some key factors influencing
peoples accessibility to places
Names technology that has improved peoples
access to places
LOCAL AND GLOBAL CONNECTIONS

Students:
investigate connections that people, including Aboriginal
and Torres Strait Islander Peoples, have to local and
global places, for example: (ACHGK010, ACHGK011,
ACHGK012) AHC
discussion of Aboriginal and Torres Strait Islander
Peoples connections with land, sea and animals of their
place .
Task 3: End of Unit Assessment

Task: As a post assessment, ask students to answer a set of questions based on what they have learnt throughout the unit.
Questions: Refer to Assessment Worksheet
Product: Written and Visual
Grouping Options: Individual
Due: To be completed at the conclusion of the unit
Statement: The end of unit assessment is designed to establish what students have learnt in the unit. It will provide the teacher with an overall break down
of what each individual child has achieved and learnt throughout the unit.
Feedback: Verbal immediate feedback, whole class discussion, individual written feedback
Page 5 of 17

Self-assessment: Student reflection on three things they enjoyed in the unit and three things they would like to learn more about.
Parent/Carer feedback: Assessments are pasted into the students HSIE books and taken home for parent/carer observation and signing.
Page 6 of 17
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
Learning Experiences
1
Pre Test:
As a pre-test, ask students to address an envelope to themselves at their
street address. See Pre-Test.
Questions:
- What is my street address?
- Where is my local area?
- What state do I live in?
- Where is my home on a map of Australia?
- Where is my home on a map of the world?
After pre-test, create an envelope for the School, label the schools location
on a map and display in the classroom.
Assessment For/As Learning

(Formative Assessment)
-
Learning Intention:
Pose the question: What do you think maps are used for and why are
they important?. Allow students time to discuss with a table partner. As a
class explore the uses of map: I.e it is a tool to help locate places locally,
regionally, nationally and globally. Teacher models how to read and use a
map.
Plenary:
Explain why you think maps are important. Extension: List some of the
uses of maps
Learning Intention:
WALT: Identify and describe your personal location in Australia using
personal and local scales
WILF: Locate familiar places using different views on Google Maps
LISH: local, regional, national, global, maps, street view, satellite view,
Learning Tasks:
Formative assessment:
Questioning will be used to
gauge students understanding
of the topic and what is
required of them
Summative assessment:
Students will complete a pre
test to gauge their current
understanding and knowledge
of the topic
Formative assessment: A
plenary question will be asked
at the end of the lesson to sum
up and consolidate students
learning.
required of them
Resources
-
Pre Test worksheet

Large Envelope
Large map of
Australia
- Ipads
- Map of Australia
Page 7 of 17

-
Print an A3 map of Australia that shows the state and territory

boundaries. Locate NSW, Sydney as the capital city of NSW.
Demonstrate how to use Google Maps, explaining how to zoom in
and out, locate places etc. Relate this to the country address line on
an envelope. Place map on display in the classroom.
- As a class, view the local area in Google maps in both map view
and satellite view to locate the school. Then view students suburb
on Google Maps. Identify the location as the suburb/town. Relate
this to the suburb/town and postcode address line on an envelope.
- Students work with a partner and use Google maps satellite view to
locate their home by typing in their street address. They view their
home and street on Street View and share experiences of living
there, their street and neighbours. Relate this to the person, street
number and street name of an address on an envelope.
Plenary:
Students write a brief explanation of their location in the world referencing
personal location.
WALT: Locate and describe places in Australia
WILF: Identify and locate where places are on a regional and national
scale, using a map.
LISH: local, regional, national, global, maps, street view, satellite view
Learning Tasks:
Display pictures of Great Australian Bite, Bungle Bungles, Sydney

Opera House, 12 Apostles and Uluru. Ask students to first thinkpair-share the names of images displayed. Discuss background
information about each Australian place, why it is unique to
Australia and what they mean.
Students work in pairs and use Google Maps to identify the state
the Australian places are located. And label on a map on the
worksheet.
Students choose one of the Australian Places and write a short

description i.e. Uluru is an enormous red rock located in the Central
Australian Desert, Northern Territory. It is a sacred site to
Indigenous Australians.

learning.
Teacher will take anecdotal
notes on each child.
Immediate teacher feedback
will be given to each student
throughout the lesson.
required of them
learning.
- Images of Australian
Landmarks
- Blank Australian Map
Worksheet
Page 8 of 17
4-5
Gather together and add the Australian places to the Class map.
Plenary:
What other Australian landmarks do you know? If you can, write down their
location as well.
Learning Intention:
WALT: Investigate why people travel around Australia
WILF: identifying and describing landscapes and locations around
Australia
Learning Tasks:
- Watch Travel NT video:
https://www.youtube.com/embed/i1vbi8V7zmM?rel=0&showinfo=0&
autoplay=1&wmode=transparent
- Ask students why they would want to go to Alice Springs
and why people travel and go on holidays, e.g. holidays, visit
relatives, parents/carers work, stop-overs. Think about why
people travel to Alice Springs.
-
Introduce the task that they will begin working on in groups of 2-3:
You and your family are going to travel to Uluru (Alice Springs) for
a holiday and want to see as much of Australia as you can along
the way. Create a photographic diary of your trip to Alice Springs,
arranging a series of photographs of towns and landscapes in
chronological order from your home to Alice Springs. You must
show the location of each photograph on a map of Australia, use
information to describe the town/landscape.
- Each segment of the task will be completed in class.
required of them
learning.
- IWB
- Youtube
- RometoRio website
- HSIE workbooks
- Ipads
- a5 map of Australia
Exploring Different Route Options: Train, Car, Bus and Plane.

Teacher will demonstrate how to use Rome2Rio Website. Teacher
model how to fill in the travel table seen below by using the website
Rome2Rio: Sydney to Alice Springs, NT. Show students how to
navigate between the different travel options. Students then
complete the table below. Use an example of travelling to the Gold
Page 9 of 17
Coast by Plane from Sydney = 1 hour. Flying to Alice Springs would

be the same as 3 plane trips to the Gold Coast.
In groups of 2-3, students will begin the first part of the task by
exploring different modes of transport.
Travel Time
Plane
Non-Stop = 3
hours
Stop over = 5h
54 min
Cost
Stops
$337
Train
Car
Bus
Use the route feature in Google maps to find the location: Uluru,
Alice Springs, NT. Students can explore the route they choose encourage students to choose car and which stops they would
like to make (at least 5) as it meets the task description the best.
On a A5 map of Australia, will use to plot the journey they have

chosen from Sydney to Alice Springs Via Car and Plane. Students
colour code: Green = Plane, Blue = Drive, Purple = Train, Orange =
bus.
Exploring Chosen Route:
Demonstrate how to use Google Maps by typing into the location

search. Sydney to Uluru, Alice Springs. Select the driving route.
Use satellite view and show students how to view areas. Students
then can research the area using Google. Typing in: Family
Page 10 of 17
activities in *insert town/city/area*.

In their groups, students then write a short draft explanation on why
they chose that particular mode of transport. I.e. We chose to drive
as it was cheaper and we were able to choose where we could stop
and which landmarks/locations we wanted to see.
Once students have completed their travel/trip plan on Demonstrate how to

create their photographic diary using the ipads beginning with Sydney,
Australia. Display how to add photos, how to take a screenshot of their
selected locations on Google Maps and import to i-movie or powerpoint.
6-7
Plenary:
If you were travelling to Alice Springs and you wanted to explore Australia,
which type of transport would you take and why?
Learning Intention:
WALT: investigate peoples connections and access to places
WILF: list and describe choices of stops while travelling
LISH: travel, destination, train, coach, bus, place, drive, driving, car,
experience, tour, adventure, journey, holiday, access, connection,
places,
Learning Tasks:
Display and label photographs of Alice Springs travel destinations. (The
Olgas, Uluru, Kings Canyon). Discuss the indigenous Australians
connection to land through Uluru and the Olgas dreamtime stories.
- How is their access and connection to the land different to ours?
- Write or draw the different connections and access people have to
places i.e. see table below
Indigenous
Australians
-
Born there
Strong
ancestral
connection
Worship the
Myself
-
required of them
learning.
- IWB
- Table
- Class Map
To learn
about
Australias
history
See new
Page 11 of 17
land
Land
provides for
them
Uluru
represents
their
ancestors
Access
Sacred
Aboriginal
Sites that
tourists
cannot,
walking to
places.
Sometimes
by car.
parts of
Australia
See Uluru
and the
Olgas
Access
through
train/bus/plan
e/tour/car
On the class map of Australia, plot the road route from home to Alice
Springs and the main towns along the way. Display and label photographs
of towns that would be potential overnight stops, connected to their location
on the map.
8-9
Plenary:
Which mode of transport you chose and explain why you think it will give
you the best opportunity to see Australia.
Learning Intention:
WALT: Create a photographic diary of your trip to Alice Springs
WILF: Accurate locations described and displayed on a map,
justification on mode of transport and chronological order of events
and places.
LISH: travel, destination, train, coach, bus, place, drive, driving, car,
experience, tour, adventure, journey, holiday, access, connection,
places,
Learning Tasks:
required of them
- Ipads
- H.S.I.E workbooks
- End of Unit Assessment
Page 12 of 17
OUR TRIP TO ALICE SPRINGS, NORTHERN TERRITORY

In pairs, students begin to create a photographic diary of a trip to Alice
Springs, arranging a series of photographs of towns and landscapes in
chronological sequence from their home to Alice Springs. Students indicate
the location of each photograph on a map of Australia. They explain their
mode of transport and why that mode was chosen. Students describe
landscapes and towns viewed along the way. They include a personal
opinion on the imaginary journey and justification for the opinion.

Teacher will provide feedback
to students using the marking
rubric as a guide on the
created presentations.
Answer inquiry questions:

1. Which mode of transport was chosen, why?
2. Describe the type of landscapes you experienced.
3. When would you chose to travel to Alice Springs, why?
4. Why do people travel to Alice Springs?
5. What types of connections do people have with the land in Alice
Springs?
Maps, graphs and images are used as tools - to help students make
informed decisions
10
Learning Intention:
Page 13 of 17

WALT: identify personal connections to places; locally, regionally and
nationally.
WILF: draw and label four places that you have visited in Australia,
list and explain your connections to the place
LISH:
Learning Tasks:
Respond:
- Students identify personal connections to different places
throughout Australia. Using a map of Australia, they draw and label
four illustrations showing themselves visiting a place in Australia
that they have a developed connection with.
- Students explain how they are able to access the places.
- Examine any difficulties people may face accessing these places.

required of them
Students will complete end of
unit assessment to gauge their
learnt understanding and
knowledge of the topic
learning.
Plenary:
Explain why you think people face different difficulties when travelling, give
an example.
Page 14 of 17

The stage one, year two unit plan has been developed from the New South Wales Board of
Studies key learning area of Human Society and Its Environment (H.S.I.E), with a key focus
on the Geography strand. The developed unit focuses on students learning a range of
geographical knowledge and developing skills to understand the significance of places and
what they are like (Board of Studies Teaching and Educational Standards NSW [BOSTES],
n.d.). The unit provides students with a rich understanding of their surroundings, examining
and identifying various landmarks and significant destinations throughout Australia. Students
are required to draw on their geographical skills in addition to literacy and numeracy skills to
successfully plot and create a trip from Sydney to Alice Springs. Students will identify
multiple modes of transport and identify key landmarks and destinations along their journey.
The integration of ICT based research within the unit, also allows for students to be provided
with real world authentic learning tasks. The unit plan meets the requirements and assesses
two content descriptors from the Geography strand of the NSW syllabus, GE 1-3
communicates geographical information and uses geographical tools for inquiry and GE 1-1
describes features of places and the connections people have with places (BOSTES, n.d.).
Students are provided with numerous opportunities to utilise geographical tools throughout
the unit. The use of google maps to plot and research their trips and hard copy maps allows
students to develop a concrete understanding of their place within Australia. The use of
inquiry based learning also allows students to independently research various destinations
and points of interest within Australia. The research further allows students to develop
understanding and meaning of why people develop connections with certain places,
including the relationship of Aboriginal and Torres Strait Islanders with certain places and
land throughout Australia.
The unit of work has been created following a backward unit design approach. The learning
experiences and objectives were sourced and identified from the BOSTES NSW Geography
syllabus. Once the content descriptors were selected, the learning experiences and
instructional techniques were designed and established to achieve the selected intended
learning goals (Hidden Curriculum, 2014). Furthermore, the unit was designed to incorporate
a range of learning activities which cater to a vast array of student needs and learning
abilities. The incorporation of inquiry based learning provides students with the opportunity to
participate in authentic learning activities and tasks which encourage students to direct their
own learning towards achieving the outlined outcomes or goals (Readman and Allen, 2013,
p.12). The unit contains ten sequential lessons which builds upon the identified outcomes
and students prior knowledge, ultimately allowing them to further enhance their concrete
understanding of different aspects of the key learning area geography.
In order to gauge and monitor students progression and learning throughout the unit several
assessment tasks have been developed. Assessment tasks have been aligned with the
identified content descriptors in the unit plan, allowing for teachers to track individual student
understanding and development (Readman and Allen, 2013, p. 5). The assessment tasks
created, utilise a range of both formative and summative assessment techniques cater to the
the needs of all students within the classroom. Formative assessment strategies and
techniques such as questioning and anecdotal notes are used throughout all lessons. These
strategies will allow for students to be provided with immediate feedback, ultimately allowing
them to direct their learning towards the identified learning goal. The summative assessment
tasks have been developed and based on the identified outcomes and are completed and
the commencement and conclusion of the unit. Through aligning the assessments with the
identified learning goals and content descriptors enables fair, reliable and valid assessment
(Readman and Allen, 2013, p. 45). The summative assessment tasks, require students to
answer a set amount of questions in a test style situation. In completing a summative
assessment at the commencement and conclusion of the unit, allows for teachers to
accurately record and compare student progression and learning over a set period of time.
Additionally through providing students with a success criteria, the success criteria clearly
outlines and identifies what student need to include to complete the activity. The success
Page 1 of 17

criteria, identifies what students must do (known knowledge, should do (learnt knowledge)
and could do (additional knowledge). Due to the clearly identified levels within the success
criteria students can be aware of what they are expected to include in the assessment, and
ultimately determines the stage of learning the child is working at, is it below, at or above.
Authentic learning tasks and assessments present in the geography unit provide opportunity
for students to develop skills which will not only assist them but foster their participation
within the real world. The use of authentic learning and assessment tasks within the
classroom allows students to see how their learning is applied in a real world context
(Readman and Allen, 2013, p. 15). The exposure to a range of Australian landmarks and
points of interest allows for a connection to be established and provides a basis for their
understanding of their place within Australia. The ongoing assessment task within the unit
requires the use of technology based navigation and transportation options. The work within
the unit builds on students real world knowledge, by allowing them to experiment and apply
research skills that extend beyond the classroom. The learning achieved through authentic
learning tasks which are rich and creative, suitable for the students. When students
complete authentic learning tasks they demonstrate their learning, reflect on their learning
growth, decide on their future learning and describe to peers and teachers what they have
learned and what they need to learn (Sydney Catholic Schools, 2014). Therefore, teachers
are able to use these key points of the authentic assessments to know and understand their
learners to inform their teaching and learning programs. Thus, authentic assessment allows
for a true assessment of every child which informs an ongoing and love of learning.
Another integral component of high quality assessment and learning is feedback. Teachers
usually provide feedback only after assessments have been completed, allowing students to
reflect and use the feedback given to improve their learning (Killen, 2005, p 98). However,
the use of feedback is a critical component which should be implemented throughout all
learning and assessment experiences. Constructive feedback will highlight the students
strengths and weaknesses and identify areas of improvement. Students are able to use this
specific feedback to align it to their personal and intended learning goals on a weekly basis.
Feedback can be given to students in various forms including written and verbal. Written
feedback generally accompanies summative assessment tasks. When providing feedback
teachers are providing students with personalised, constructive and comprehensive
feedback, which will allow students to gain knowledge of their learning and where to go to
continue to progress and improve. The use of verbal feedback is generally provided through
formative and ongoing assessment and is a vital tool to direct students towards the intended
learning outcomes or goals. With teachers equipping students with feedback, both written
and verbal, they are providing opportunities for students to evaluate their learning, and allow
for goal setting. Goal setting is a form of ongoing assessment where students can set
individual goals, small group goals or whole class goals. To allow for feedback to be
effective teachers need to ensure they, provide timely, effective and appropriate feedback to
students about their achievement relative to their learning goals.(AITSL, 2014).
To allow for learning tasks to be successful within any classroom, teachers need to ensure
their teaching and learning activities explicitly reflect and link to achievement standards. The
implementation of WALT (we are learning to), WILF (what Im looking for) and LISH
(language I should hear) in lessons, specifically create a link between the unit, lesson and
the syllabus and its outcomes. Readman and and Allen (2014), suggest that it is a way of
approaching student learning that additionally gives you information about how they are
progessing in relation to the learning goal (2014, p. 81). In utilising WALT, WILF and LISH in
lessons teachers are creating a direct link between the syllabus, its outcomes and its
indicators. Adapting these to suit the needs of each classroom a teacher is able to provide
opportunities where students are manipulating the curriculum itself, they are aware of their
learning intention, understand what the teacher is looking for, and can identify and use the
language to allow them to reach the learning intention. When students are equipped with
Page 2 of 17

these tools and are explicitly taught how to use their WALT, WILF and LISH to improve their
learning and set their own goals based on what they are achieving and what they are
working towards. The WALT, WILF and LISH are clearly articulated in the geography
program, at the start of each lesson. The learning intention directly reflects what the students
will be learning, doing and saying in each specific lesson throughout the program, all of
which are direct linked back to the achievement standards. It is important to note, these
learning intentions should link to the assessment to allow for consistency.
As identified in the Australian Institute for Teaching and School Leadership [AITSL]
standards for teachers, Teachers are to demonstrate understanding of a range of strategies
for reporting to students and parents/carers (AITSL, 2014). The assessment process within
the unit is designed carefully to ensure all learning is documented and can be easily
reported. Therefore, it is critical for teachers to use a variety of collected data to inform their
teaching. Teachers should be gathering and analysing data to determine student strengths,
weaknesses and overall their growth. In the geography unit, there are various forms of data
collection. One of the data collecting tools mentioned is teacher anecdotal notes. The use of
anecdotal notes allows for the learning and understanding of each child to be documented
and relayed to parents or carers. There is also the inclusion of summative and formative
assessments. In the summative assessment tasks students are marked based on their
understanding presented in the success criteria. Ultimately it is the combination of all forms
of data collection, which are necessary in the successful implementation of the program,
utilising the data for student feedback and providing and informing parents and carers on
their children's growth and development within the unit. Parents need to be informed,
teachers are to provide the data in possible graphs, summaries or individual goals that are
specific to each child.
Page 3 of 17

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Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Title: Australia is a BIG Place

Teacher: Kyle Wragg

STAGE 1: Curriculum Links

Personal and Social

Aboriginal and TSI

Asia and Australias

Critical and Creative Thinking

Describes features of places and the connections

Year Level Achievement

Students are to learn:

Acquiring geographical information

Where Australia is located in the world

Students need to identify where Australia is on a Map

Processing geographical information

What factors affect peoples connections to places

Recognises the locatation of

Students need to interpret maps, graphs and geographical language to

Communicating geographical information

Students need to be able to use geographical language to communicate

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Task 2: Ongoing Assessment

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

PEOPLES CONNECTIONS TO PLACES

PEOPLES CONNECTIONS TO PLACES

PEOPLES CONNECTIONS TO PLACES

LOCAL AND GLOBAL CONNECTIONS

Task 3: End of Unit Assessment

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Assessment For/As Learning

Pre Test worksheet

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Print an A3 map of Australia that shows the state and territory

Display pictures of Great Australian Bite, Bungle Bungles, Sydney

Students choose one of the Australian Places and write a short

up and consolidate students

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Exploring Different Route Options: Train, Car, Bus and Plane.

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Coast by Plane from Sydney = 1 hour. Flying to Alice Springs would

On a A5 map of Australia, will use to plot the journey they have

Exploring Chosen Route:

Demonstrate how to use Google Maps by typing into the location

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

activities in *insert town/city/area*.

Once students have completed their travel/trip plan on Demonstrate how to

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

OUR TRIP TO ALICE SPRINGS, NORTHERN TERRITORY

will be given to each student

Answer inquiry questions:

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Questioning will be used to

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

Kyle Wragg 16017423 EDP 323 Assessment Two Task Three

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activities in insert town/city/area.