Rationale

There are two learning areas that are the focus for this design, this being English and Math.
They are both taught individually although are brought together for the final summative
assessment to demonstrate learning. There is a cross curriculum with Asian culture as the
students have been linking quite a few learning areas to this cross curriculum.

Volume, capacity and mass are fundamental measurement skills beginning at year one then
their skills is scaffolded throughout further years. Measurement is a key concept as it is
required and links closely to students lives (Reys et al., 2012). Comprehension of being
able to manipulate and critically focus on volume, capacity and mass is essential as it uses
knowledge that will be useful in their life and possible future careers (Reys et al., 2012). It
also links closely to other learning areas such as science and geography assisting in
learning in those areas. The overall goal of these learning experiences is to teach students
and ensure that they will be entering high school with a conceptual understanding of these
measurements and skills, which allow them to manipulate and identify metric units
throughout everyday tasks. The focus for the maths section was to ensure a conceptual
understanding about the appropriate metric units for volume, capacity and mass, converting
between metric units such as centimetres cubed, millimetres cubed, litres, kilograms and
grams and ensure they are able to clearly describe and give examples of the difference
between volume and capacity (SCSA, 2017). Critical problem solving is focused on in all
assessments to help students understand and create reasoning behind their answer (SCSA,
2017).

Procedural writing is explained and developed from middle years onwards as students start
to make meaning using a range of resources and skills developed from early years to
develop different text types (Hill, 2015; Kalantzis et al., 2016). Students use this information
to be able to comprehend text and build the skills to communicate effectively by learning to
explain, describe, argue and write a range of stories (Hill, 2015; Kalantzis., 2016). Creating
and interpreting text types is essential in the later years of teaching as students use their
skills of types of language and text structure (Hill, 2015). Procedural writing is an informative
text types helping students to with communication strategies improving social and personal
capabilities.

Students will be focusing on two main areas being maths and English although there are a
variety of learning areas used for this design. The content descriptors for this include:
 Connect volume and capacity and their units of measurement (ACMMG138)

Convert between common metric units of length, mass and capacity (ACMMG136)
Understand how authors often innovate on text structures and play with language
features to achieve particular aesthetic, humorous and persuasive purposes and
effects (ACELA1518)
(SCSA, 2017)

Students will also be focusing on achievement strands:

Stududents use appropriate metric units for for measurement and to perform a calculation.
Students are able to distinguish the difference and connections between capacity and volume
Students are able to name all the parts of a procedure and write out a effective procedure. They
understand how the text structure achieves the effects.
They analyse and use appropriate language in their procedure.
Students create a detailed texts that elaborate on key ideas for a range of purposes and audiences

Backwards design is technique used for teachers to integrate their assessment for learning
(Readman & Allen, 2015). This approach was chosen for my design as it helps to make the
lessons more meaningful and connect closer to the desired outcomes, as the assessments
are planned before the lessons (Readman & Allen, 2015). A summative assessment is
designed from the teacher to ensure it will demonstrate learning of chosen outcomes
followed by the lesson plans which are used to build the concepts and skills required for the
assessment, reflecting assessment for learning (Readman & Allen, 2015). By doing this the
lesson plans can target key knowledge and abilities helping to scaffold understandings.
Using backwards design allows for more formative assessments. Formative assessments
assist in inquiry learning such as using the 5E models
(https://primaryconnections.org.au/about/teaching). This approach uses the same template
as it focuses on the summative assessment, then uses 5 different lessons to get the student
there. Backwards design is a very effective method which has allowed me to provide the
students with relevant and realistic inquiry based lessons.

Diagnostic assessments such as KWL chart, quizzes and observations allow the teacher to
assess the students level of understandings and helps with strategies and content for the
lessons. Diagnostic assessment was used at the begging and throughout this learning
experience as I want to continually evaluate level of understandings from each student so I
am able to adjust my lessons accordingly. This aligns with Assessment principle 1 (SCSA,
2017c) ensuring assessment is integrated through learning as it helps with ongoing learning.
These lesson have been designed for explicit teaching although they are easily adapted if it
is required by any individuals. KWL chart is also a very useful tool as it allows the teacher to
view what the students are interested in learning. This has been used multiple times
throughout to ensure that students are engaged, for example in lesson 5 I have used the
chart to reflect from the previous lesson as it was quite complex ensuring that students
understand what is taught and are engaged in the teaching styles used. Diagnostic
assessments allow teachers to view individuals understanding which helps teachers with
understanding their students further.

Summative assessments are created by teachers, for students to be able to demonstrate

their understanding of the content that has been taught (Readman & Allen, 2015). The
summative assessment that has been designed for this learning experience was created
before the lessons plans and has multiple sections to it which allows the student to
demonstrate a variety of skills and understandings that was focused on. The students are to
solve math problems relating between volume and capacity as well as converting between
metric units which will show conceptual understanding about each element and the process
of working it out as they are asked to attach their draft solutions. The students are asked to
create a model which demonstrates their conceptual understanding of measurement and
volume and then lastly they are asked to create a recipe displaying their understanding of
procedures. The summative assessment designed is educative linking to principle 2 as it
requires in-depth and critical thinking skills as well as the teacher will be providing feedback
afterwards to help with further learning, linking closely with principle 5 (SCSA, 2017c). It
also aligns with principle 4 as it connects directly to the SCSA outcomes required from the
students. Summative assessments are fair and allow for differentiation it is easily adapted for
different learning abilities, by adjusting the expectations slightly. It is fair as all students have
been taught the same information and will be marked against the exact same marking key.
Some students may struggle with particular areas of this assessment as it is multi-
dimensional which is why student are allowed to ask for help, as the teacher will record on
anecdotal notes for future references.

Formative assessments align strongly with Principle 1 (SCSA, 2017c) as it involves both
formal and informal assessments that are integrated throughout the students learning
experiences. Formative assessments are similar to diagnostic assessment as it focuses on
the assessment as learning and assessment for learning (Readman & Allen, 2015).
Throughout this design I have used KWL charts, anecdotal notes and checklists. These
types of assessments will mainly be recorded after individual lessons, although they will be
observed by the teacher throughout the lessons. Observations is an important skill required
for effective formative assessments as it allows for efficient feedback and adaptions of the
lesson to cater for the students needs. These formative assessment ensure that students
are on the right path and teaching strategies are keeping the students engaged (Readman &
Allen, 2015; Skinner & Belmont, 1993). Formative assessments also include self-reflections
and efficient feedback from the teacher which assists in greater self-monitoring and self-
correcting, improving autonomy (Readman & Allen, 2015). This is demonstrated as students
are asked to reflect in their journals through multiple point as well as use KWL charts.

The following activities, resources and lesson plans have been designed to ensure students
are using problem solving skills that are authentic (SCSA, 2017). Students are asked to
connect to their real world experiences through each lesson, with the final summative
assessment using a situation with a company that is common to all students allowing for
authenticity. Aligning with SCSAs (2017) level descriptor, the lesson plans ensure that
students look at secondary data such as recipes, procedures and use the skills to find
information. They are using materials such as popcorn for math problems that is used to
help engage students and to think outside of the box. The student will be practicing their
skills to students by making playdough which helps build on their collaborative skills.
Students are also making food that originated from Asia which extends from their previous
work on their cultures, helping to scaffold their knowledge. When focusing on volume and
capacity, students are constantly asked to relate and link these problems to real life
situations as well as working cooperatively to solve real life situations which focus on the
learning outcomes.

Australian Institute for Teaching and School Leadership (AITSL, 2011) align with my
philosophy and practice describing that feedback should be timely and appropriate. Verbal
feedback is the most efficient and effective feedback, as it allows for students to engaged or
self-regulate their learning accordingly (Readman & Allen, 2015). Verbal feedback is not
mentioned in the backwards design as it is not planned, although I will be using verbal
feedback for whole class, groups and individual when suits for examples. He appendix I,
which links to lesson 6 will have verbal feedback when students need to work their way
through the math problems, I will be observing and helping any students that seem to be
struggling. The diagnostic and formative assessment that will require individual verbal
feedback will be in appendices A,B,C,G,I,L,. Written feedback will be given to the students
throughout a range of formative assessments (appendices D,F,J,K,). All the appendices
listed all require a comments section which allows the students to identify what they did not
demonstrate and what they demonstrated well which leads to self-regulation and autonomy
as they are able to identify their abilities. Feedback for these formative assessment will be
given back to students within 24hrs. Activities such as (Appendix J) will involve direct
feedback to see if the student has submitted all elements before they hand it in. This
ensures that students are completing the work before they hand it in for assessment.
Appendices M and N will take a few day for feedback although I will be sitting down with
students individually to go through their feedback, as it is a very complex multidimensional
task.

Once the students have completed their unit of work and have received feedback there will
be an email sent out to their parents discussing the inquiry, what were the outcomes and the
types of lesson the students participated in to achieve these outcomes. Attached to the letter
each individual student will receive a copy of the marking rubric, photos of their work and
any other work samples that they exceeded in. If students did not pass the project or I
believe that they were at risk there will also be a short description as to my reasons why and
maybe a note to set up a meeting. At the end of the semester students will also be taking
home a portfolio that will record their results and copies of the marking rubrics. Teaching
standards 5.5 (AITSL, 2011) is demonstrated through this as demonstrates a range of
different techniques used to report to students and parents in different forms.