Introduction
Your mission for today is to decode assessment task 2 by following the clues in the task.
By the end of the journey, you should have a series of answers that will provide the key to understanding what you are expected to produce for your assignment... in particular Part b, Unit of learning based on a local site.
Task
Your task
Follow the weblinks in the Process tab, to reveal the clues for your assessment. A summary of the EMH205 assessment task 2 is outlined below:
TASK
This task consists of three components, to be submitted to Brightspace utilising the template provided:
a. Unit rationale (15%)
b. Unit of learning based on a local site (40%)
c. Teaching resources to support learning (5%)
Part a) Unit rationale (15%) (750 words, reference list additional)
This task includes a hypothetical description of the class and location of the school that the lessons are proposed for, along with a justification for the intended learning and background
to the significance of the site.
i. To establish a context for your unit, write a brief hypothetical class description of the Stage of children’s learning (at least 2-year levels), location of the school, and community resources that would enable placed-based education. (150 words)
ii. The rationale should explain how the proposed unit will address the content, values, and outcomes of the syllabus documents you select (History and Geography). You should also include a brief justification of the pedagogical strategies you intend to use, including:
• inquiry-based learning
• place-based learning
• integration of numeracy
• integration of literacy
• incorporation of Information and Communication Technology (ICT)/ digital literacy (400 words)
iii. The final section of the rationale should discuss the historical and/or geographical significance of the site including Indigenous cultural values, non-Indigenous cultural values, and/or natural heritage values. (200 words)
NB: The rationale should clearly explain links to curriculum and pedagogy with strong reference to literature.
Part b) Unit of learning based on a local site
Your task is to develop an integrated HSIE/Humanities unit of work for a Stage 1 (years 1 and 2), Stage 2 (year level 3 and 4) or Stage 3 (year level 5 and 6) class at a primary school in
your local area.
Use the NSW Human Society and its Environment K–6 Syllabus (2024) (or the equivalent History and Geography syllabuses from your state).
The unit should utilise an inquiry-based learning approach, whereby students are able to develop question and research a site, analyse and evaluate sources of information, draw conclusions and reflect on their learning, and communicate action (ACARA, 2022).
Part c) Teaching resources to support learning (5%)
Students should create an appendix of resources to scaffold the learning experiences for the unit.
Specifically, resources should support the integration of literacy and/or numeracy, and digital technologies. Some examples of resources include worksheets for the site visit, assessment tools, and graphic organisers for research, analysis, and communication.
A maximum of 5 X A4 pages should be included.
Please reference sources that have been created by others and identify your contribution.
Anticipated student responses should be included to demonstrate how graphic organisers may be applied to your context.
Font size and line spacing are variable depending on the template section. Non-table font size should be no less than 12-point.
Process
Your clues:
1. Open the subject outline to discover the requirements for assessment 2.
Answer the following questions:
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2. Download the unit of work template: EMH205 sample unit template - HSIE: Teaching About People, Places and the Past in the Assessment 2 folder in Brightspace and save to your computer.
Notice how the unit has included a space for:
• An overarching key concept/big idea
• Key curriculum content (syllabus)
• Syllabus outcomes
• Specific inquiry question/s for the unit; with sub-questions to guide each section of the inquiry (Questioning, Researching, Analysing, Concluding/Reflecting, Communicating/Action)
• Proposed excursion/real-world focus
• Teacher preparation (e.g., contacting guest speakers/excursion site, safety considerations)
• Placed-based education opportunities
• Integration of cross-curriculum priorities
• Integration of general capabilities; literacy and/or numeracy, and digital literacy
• Assessment opportunities, including a proposed summative assessment, aligned with outcomes
• Key Resources
3. Examine the sample unit: Assessment 2 Example - HSIE: Teaching About People, Places and the Past
Consider relevant information to include in your unit, such as:
- the amount of detail
- concepts
- skills
- key inquiry question (if relevant)
- resources
The Department of Education has developed learning sequences for History and teaching and learning frameworks for Geography, which may also help in developing your inquiry sequence.
•Inquiry learning sequences called Geography K-6 teaching and learning frameworks are available here. Planning, programming and assessing geography K–6 (nsw.gov.au)
•The model of Historical Inquiry and a range of History inquiry learning sequences are available at the NSW Government website
Planning, programming and assessing history K–6 (nsw.gov.au)
4. What are the three key stages of Backward Design? How will you include this in your unit?
5. How will you include an inquiry model into your unit template over the 5 weeks or approximately 7 and a half hours of teaching time?
See Social inquiry strategy (Tudball, 2024, p. 107)
ProQuest Ebook Central - Reader
6. How do you define the following terms:
- Civic participation thorough action
- Placed-based learning
- Digital literacy
- Development of higher order thinking/metacognition
- Integration of Cross-curriculum perspectives: Home | V9 Australian Curriculum
How will you include these in your unit of learning?
7. What types of literacy for History and Geography, or numeracy sources could I include?
8. How will you purposefully incorporate digital technologies https://app.education.nsw.gov.au/digital-learning-selector/ into your unit?
9. What is critical and creative thinking in History and Geography? can you think of some examples for each subject?
10. How will you provide opportunities for students to be engaged in effective social action (civic action / communicating action)?
Evaluation
Return to the description of the assessment task in the subject outline and the rubric below. Is there anything still unclear?
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Marking criteria |
High Distinction 13 - 15 |
Distinction 11.5 - 12.5 |
Credit 10 - 11 |
Pass 7.5 - 9.5 |
Fail < 7.5 |
Mark |
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Part a, Articulates a rationale for teaching a HSIE inquiry unit in primary classrooms, which includes inquiry based and place-based pedagogies (outcome 3) |
Community resources enable place-based education and are specific to the needs of learners. The proposed lessons differentiate syllabus content, values, and outcomes for the students. Pedagogical strategies are justified with strong reference to literature and are premised on the historical and geographical significance of the site. |
Resources to support place-based education are described comprehensively and consider the diversity of learners within the context. The proposed lessons effectively align with the content, values, and outcomes of the syllabus documents. Pedagogical strategies embedded within the lessons are justified in relation to the historical and geographical significance of the site through literature. |
Place-based resources are carefully considered and are relevant to the context. Proposed lessons clearly address the syllabus content, values, and outcomes. Pedagogical strategies align with the historical and geographical significance of the site and are supported by references. |
Includes a basic description of the class and resources that would enable place-based education.
Explains how the proposed unit will address the content, values, and outcomes of the syllabus.
Provides a brief justification of the pedagogical strategies applied for the particular context. Identifies the historical and geographical significance of the site. Within +/- 10% of the word limit |
Description of the context is missing or lacks detail about local resources.
Connections to syllabus content, values, and/or outcomes are incomplete.
Pedagogical strategies are not addressed adequately.
The significance of the site is not adequately explained. Is not within +/- 10% of the word limit. |
/15 |
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High Distinction 8.5 - 10 |
Distinction 7.5 - 8 |
Credit 6.5 - 7 |
Pass 5 - 6 |
Fail < 5 |
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Capacity to plan learning experiences that reflect their knowledge and understanding of the content of the HSIE syllabus (Outcome 1)
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Critical awareness of skills, knowledge, and conceptual understandings expressed through outcomes. Learning experiences are creatively planned to enhance students' understanding of content and outcomes. |
Comprehensive awareness of skills, knowledge, and conceptual understandings expressed through outcomes. Learning experiences are carefully designed to progress students' understanding of content and outcomes. |
Appropriate awareness of skills, knowledge, and conceptual understandings expressed through outcomes that are stage appropriate.
Learning experiences reflect a clear progression of relevant content, related to outcomes. |
Skills, knowledge, and conceptual understandings are expressed through relevant outcomes.
The planning of learning experiences is sequential and stage-appropriate. |
Unsatisfactory understanding of outcomes, skills, and concepts for the nominated year level.
Planning of learning experiences lacks relevance to outcomes and content. |
/10 |
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High Distinction 4.5 - 5 |
Distinction 4 |
Credit 3.5 |
Pass 2.5 - 3 |
Fail < 2.5 |
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| Incorporates a range of strategies (including literacy and numeracy) and digital literacy resources for teaching history and geography (Outcome 2) |
A critical synthesis of literacy and numeracy curriculum with the HSIE syllabus and specific to individual learners within the classroom context. Digital literacy resources are embedded within the unit to enhance differentiation for students and the usability of the unit plan. |
A comprehensive integration of literacy and numeracy strategies within the HSIE unit, differentiated for the learners within the context. Current and engaging digital literacy resources are embedded throughout the unit plan. |
A sound capacity to include literacy or numeracy strategies aligned with the HSIE syllabus and student diversity within the context identified. Relevant digital literacy resources are referenced throughout the unit plan. |
Demonstrates a capacity to include literacy and numeracy strategies with HSIE learning activities, relevant to the classroom context. Digital literacy resources are clearly referenced throughout the unit plan. |
Lack of authentic literacy or numeracy integration within the unit of learning. Little evidence of digital literacy resources linked to learning activities. |
/5 |
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High Distinction 4.5 - 5 |
Distinction 4 |
Credit 3.5 |
Pass 2.5 - 3 |
Fail < 2.5 |
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Demonstrates how to plan, structure and sequence learning programs for HSIE using an inquiry process (Outcome 2)
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The inquiry process shows evidence of originality. An accomplished understanding of the inquiry process is evident. A considered inquiry question frames the unit & sequences. Quality opportunities are provided for students to frame the inquiry, collect & analyse data, and engage in effective action. |
The inquiry process is creatively applied. A comprehensive understanding of the inquiry process is evident. A considered inquiry question frames the unit and sequences.
Quality opportunities are provided for students to frame the inquiry, collect & analyse data, and engage in effective action. |
The inquiry process is effectively outlined. A sound understanding of the inquiry process is evident. An inquiry question frames the unit and sequences.
Opportunities are provided for students to frame the inquiry, collect & analyse data, and engage in effective action. |
The inquiry process is sufficiently outlined. The inquiry sequence provides a satisfactory structure for the unit.
Satisfactory teaching strategies are included that promote social responsibility. |
The inquiry process is not evident or incomplete. Inquiry questions are not included throughout the unit.
Little or no evidence of opportunities for students to take action. |
/5 |
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High Distinction 4.5 - 5 |
Distinction 4 |
Credit 3.5 |
Pass 2.5 - 3 |
Fail < 2.5 |
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Demonstrates the ability to incorporate assessment that is authentic and allows all students to demonstrate their learning (Outcome 2) |
Assessment is authentic, shows creativity, and caters to diversity. There is clear sequencing of formative and summative assessment opportunities that are explicitly linked to outcomes and inquiry sequences. |
There is clear sequencing in the assessment process. Formative and summative assessment opportunities are authentic, explicitly linked to outcomes and inquiry sequences, and cater to a wide range of learners. |
There is clear sequencing in the assessment process. Formative and summative assessment opportunities are planned for and are explicitly linked to outcomes and inquiry sequences. | Formative and summative assessment opportunities are planned for and are explicitly linked to outcomes and inquiry sequences. |
Assessment details are unclear or insufficient. Assessment is not adequately linked to outcomes and/or the inquiry sequence. |
/5 |
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High Distinction 4.5 - 5 |
Distinction 4 |
Credit 3.5 |
Pass 2.5 - 3 |
Fail < 2.5 |
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Designs place-based learning experiences that reflect their knowledge and understanding of the learning and teaching context (Outcome 4) |
A sophisticated capacity to relate local issues to the syllabus and classroom practice. Sustained and embedded opportunities for place-based learning are included in learning opportunities. |
A sound capacity to relate local issues to the syllabus. Multiple opportunities are provided for students to undertake learning outside the classroom and ‘in place’ to enhance understanding of content. |
Clearly relates local issues to the syllabus and classroom practice. Some links are evident between content and the local area. |
Place-based learning experiences are included to relate local issues to the syllabus and classroom practice.
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Lack of place-based education through either authentic experiential learning or the inclusion of local issues. |
/5 |
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High Distinction 4.5 - 5 |
Distinction 4 |
Credit 3.5 |
Pass 2.5 - 3 |
Fail < 2.5 |
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| Embeds Cross-Curriculum Priorities in HSIE learning sequences (Outcome 6) |
At least two Cross-Curriculum Priorities are creatively embedded within the unit of learning and explicitly identified throughout the unit. |
One or more Cross-Curriculum Priorities are authentically embedded throughout the unit of learning and explicitly identified within the unit of learning. |
Integration of one or more Cross-Curriculum Priorities is sustained throughout a sequence of lessons throughout the unit.
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Integration of Sustainability, Asia, and Australia's Engagement with Asia OR Aboriginal perspectives is evident in learning sequences. |
Little or no evidence of Cross-Curriculum Priorities linked with learning sequences. |
/5 |
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High Distinction 4.5 - 5 |
Distinction 4 |
Credit 3.5 |
Pass 2.5 - 3 |
Fail < 2.5 |
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Demonstrate how to plan, structure, and sequence learning programs for HSIE (Outcome 1) |
Ideas are seamlessly presented with an exceptional level of detail from which to teach. All work is correctly edited and presented to a standard that reflects professionalism. |
Ideas are coherent and clearly presented. Learning sequences effectively build upon prior knowledge and skills.
All work is correctly edited and presented to a standard that reflects professionalism. |
Ideas are coherent and clearly presented. A sound level of detail from which to teach.
Work is edited. Few spelling, typing, grammar, and punctuation errors throughout. |
Ideas are coherent. A satisfactory level of detail from which to teach.
Work is edited. Spelling, typing, grammar, and punctuation are of an academic standard. |
Unit of work is difficult to follow and/or lacks detail from which to teach.
Punctuation, spelling, or grammar mistakes demonstrate a lack of professionalism. Does not comply with presentation requirements. |
/5 |
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High Distinction 4.5 - 5 |
Distinction 4 |
Credit 3.5 |
Pass 2.5 - 3 |
Fail < 2.5 |
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Part C, Creates an appendix of resources to support the integration of literacy and numeracy, and digital literacy, relevant to the teaching of HSIE (Outcome 5) |
Resources provided are of excellent quality and provide literacy and numeracy differentiation for students. Digital literacy resources are engaging, relevant, and show evidence of originality. |
Resources provided are of high quality and consider the diversity of students for literacy and numeracy. Digital literacy resources are current, appropriate and some are original. |
Literacy and Numeracy resources are of relevance to engage learners in local HSIE issues. Digital literacy resources identified are current, connected to HSIE lessons, and well-referenced. |
Resources identified are of a satisfactory quality to promote literacy and numeracy learning within HSIE lessons. Digital literacy resources contribute to learning about local issues and are referenced. |
Resources are not referenced for future use and/or lack of consideration of numeracy or literacy and digital literacy relevant to HSIE. Does not meet page requirements. |
/5 |
Conclusion
Do you have any questions? There will be opportunities to research the following topics further over the next few weeks.
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11 11/May |
Assessment of and for learning in HSIE:
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Tudball et al. (2024), chapter 6
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12 18/May |
Developing a unit of learning:
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Tudball et al. (2024), chapters 3 & 9 |
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13 25/May |
Developing a unit of learning: Putting it all together
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Tudball et al. (2024) chapters 8 & 14
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14 01/Jun/ |
Revision for exam period |
Assessment Task 2: Unit of Learning (Value 60%) Due 5 June 5/Jun/2026: Classes end |
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Exams 08/June |
Examination Period |
08/Jun/2026: King’s Birthday public holiday |
19/Jun/2026: End of Session |
Credits
Teacher Page
https://www.createwebquest.com/webquest/emh205-assessment-2-webquest
https://www.createwebquest.com/webquest/social-studies-geography-webquest
https://www.createwebquest.com/webquest/australian-government
https://www.createwebquest.com/webquest/aboriginal-and-torres-strait-islander-culture
https://www.createwebquest.com/webquest/aboriginal-heroes