Edfd462 Assessment 1 2 2 2

EDFD462 Assessment 1: Integrated Unit Of Work
Situational Analysis
Park Lane Primary School is a State school located in the inner west aiming to achieve educational excellence in a
collaborative and authentic learning environment. Park Lane Primary School caters for a vast range of learners from
Kindergarten through to Year 6.
Our school environment celebrates and respects people from all cultural backgrounds through a welcoming school
community. As a result we provide a supportive, positive, quality learning environment and develop standards of behaviour
so that all members of the school community can live and work together effectively to maximise learning. This is achieved
through adopting various programs to support all students based on their strengths and abilities.
The school encourages a high level of involvement from parents in many significant ways in the life of the school.
Together, we are committed to achieving a place of learning and excellence, a place where all students feel safe and have
a strong sense of belonging.
Recent infrastructure has resulted In a need to expand our school, currently the school is expanding to support the new
influx of students commencing in the new year. Consequently, there has been significant buzz as our school community
comes together to restructure our school and expand the number of classrooms.
The following Unit of Work is aimed at a Stage 2, Year 4 class consisting of 28 students (12 boys and 16 girls) all from a
vast range of multicultural backgrounds. Each student is caring and supportive even in the most challenging
circumstances, which allows them to continually develop their emotional maturity.
Each students strengths are extended and support the learning of others within the classroom. Technology is made
accessible to all students through a range of technologies such as iPads, tablets, Chromebooks, laptops as well as an
Interactive Whiteboard.
The class consists of a varied range of abilities those of whom have been deemed Gifted and Talented are currently
undertaking various programs in order to provide opportunities to be extended. These include the Maths Olympiad for
excelling mathematics students, The Da Vinci Project to support creative students and Museum in Box for the scientific
students . One student has been identified as an EAL/D learner and currently receives support both in and out of the
classroom funded by the government. All learners fall under varied learning styles that are explained in Howard Gardner's
Multiple Intelligences theory, therefore differentiation ensures learning for all students focusing on their strengths and
assists their challenges in the different ways they learn. Additionally, through the support of Blooms Taxonomy, all
students are extended to reach their full potential regardless of where they may currently be at, as they move from lower
order thinking to higher orders of thinking.
The impact of these factors on the learning in the class include the need for interactive learning activities in order to cater
for the diverse range of needs. The teacher will deliver learning in a range of ways in order to attend to the different
learning styles in the classroom e.g. visual, spatial, mathematical and logical learners. As a result of each student's virtual
backpack the classroom will be a place where the school, family and community work alongside one another to form a
strong partnership with all stakeholders.
Unit Overview
Grace Leva 6/10/2015 10:56 AM

Comment [1]: For the purpose of this
assessment a school was created. This
was done as each school is different and
as a result will have its units constructed
to support the need of the students within
the school. It is for this reasons outlined
here that this unit of work was formed.
Collaborative Classroom Constructions

Stage:
2
Year:
4
Time: Term 3
KLAS: Mathematics, Science and Technology, Creative

Arts
Description, Theme and Focus: This unit has been designed based on the current social population changes occurring within the suburb.
This is due to recent property developments in the area. The school, therefore needs to undergo classroom expansion in order to
accommodate the influx of new students commencing in Term One, 2016. As a result, Stage Two and Three have been asked to share their
creative vision for the new classrooms, given that it is these stages that will be undergoing changes. This integrated unit of work combines
the Key Learning Areas of Mathematics, Science and Technology and Visual Arts to make this vision a reality and to enable students to
become involved in the process.
Key outcomes and indicators
Science and Technology:
ST2-14BE: Describes how people interact within built environments and the factors considered in their design and construction.
Mathematics:
MA2-14MG: Makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres,
and describes their features
Creative Arts: Visual Arts:
VAS2.1: Represents the qualities of experiences and things that are interesting or beautiful* by choosing among aspects of subject matter.
ICT/IST: Students will be provided with ample opportunities to engage with and extend themselves through the use of technology. Its use
will adopt a balanced approach where it will be used to enhance the learning experiences of students. Across the unit of work there will be
opportunities to engage with technology to further explore and build understandings about built environments. Such activities will include
classroom architect an online classroom planning resource as well as research with the use of Ipads, laptops and the interactive whiteboard.
Assessment: Throughout the course of this integrated unit Ss will be preparing to collaboratively design their own future classroom. The
purpose of this is to determine the student's ability to apply the understandings which they will gain across the 10 weeks, this task has
elements of the real world within it as the winning classroom design will be built. Throughout the unit there will also be diagnostic
assessment, this will take place in lesson 1 to determine where students are at. Ongoing assessment as learning will take place in lessons 27. This may take the form of observations, participation, engagement, contributions to the blog throughout the 7 weeks. Ss will show their
learning across the unit of work in their project exercise books which will be collected by the teacher to assess students learning.
WEEK
FOCUS
Introducing built environments-Ss will be introduced to the ultimate goal of this unit with an entry to design their own future
classroom, engage in cooperative tasks, elicit prior knowledge and consider their current classroom (aesthetics/feelings). Ss will
be introduced to the class project blog, where Ss will discuss and reflect on their understandings. Additionally, Ss will begin to
investigate the objects found within the classroom and structure used to serve a specific purpose. Parents will be invited into the
classroom, to engage and support Ss altering the dynamics, atmosphere and feelings within the classroom.
Investigating our current classroom- Ss will continue to investigate various environments in the school considering their purpose,
nature and the way in which people interact in them. Ss will begin to consider the mathematical shapes in these environments. Ss
will use classroom architect to construct an initial plan of their future classroom and will be encouraged to add to the class
project blog.
What shapes are our classroom made of?- Ss will begin to move beyond the aesthetics of objects in the classroom to consider the
three- dimensional shapes which they are made up of. Ss will investigate objects representing a cube, pyramid, cylinder and cone
with drawings. Based on these understandings Ss will investigate the reason behind the choices in these three dimensional shapes.
(Eg- Why use a cube for an ottoman and not a triangular pyramid?). Ss will be encouraged to add to the class learning blog.
Our classroom, Their classroom- Ss will research and make comparisons about the aesthetics, interactions and ability to meet the
needs of users for classrooms in other countries (Sweden, Philippines etc) and their own. Ss will investigate the shapes evident
considering the two dimensional shapes. Based on this Ss will create an artwork highlighting an element they would like to see
incorporated into their future classroom. After these considerations Ss will be encouraged to revisit their initial classroom design
on classroom architect and make changes, Ss will be asked to provide reasoning for these changes. Ss will be encouraged to add
to the class project blog.
Our future classroom- Ss will predict, collect, compare, interpret and evaluate data highlighting the key features they will be
including within their own classroom design. Ss will research various articles which highlight important elements within
classrooms and their structure. Ss will achieve this collectively as a class creating their own survey, surveying one another and
then moving to survey the other stage 2 classes. Ss will be encouraged to add to the class project blog.
Refining and Interpreting our results- Ss will discuss the survey results and consider what some issues with the collection of data
may be. Ss will refine their survey questions to survey the parents who came into the classroom in week 1, to consider the ease of
Grace Leva 6/10/2015 10:57 AM

Comment [2]: This unit of work
integrates 3 key KLAs within the current
primary school curriculum to create a
continuity of learning and understandings
for students. Realistically when out in the
world students will find that many of the
KLAs will not be focused on in isolation
but rather embedded within one another, it
is for this reason that this until has been
constructed to showcase the relevance of
the concepts taught within school.
Grace Leva 6/10/2015 10:57 AM
Comment [3]: Given the world which
children are growing up in, ICT/IST will be
evident and therefore should be used in a
balanced manner to support student
learning. For this unit it has been
embedded in order to organise the content
to be taught effectively.
Grace Leva 6/10/2015 10:57 AM
Comment [4]: Across these 10 weeks
students are able to build there
understandings across a series of KLAs in
a structured manner. This ensures that the
focal points are centered on in an
organised way throughout the teaching
and learning sequence. This is
demonstrated as in week 1 there is an
introductory focus, in weeks 2-4 there is
an exploratory focus where students are
able to examine what they have and what
there is around the world, in weeks 5-7
students begin considering there own
classroom, researching and planning
based on evidence and needs which
become apparent. Lastly, in weeks 8-10
students put it all together consolidating
understandings through a project and then
sharing these.
movement and locating items in the classroom. Ss will graph these results appropriately. Based on these findings Ss will be asked
to consider how the classroom could be changed to best accommodate these findings. Ss will need to demonstrate this through a
detailed drawing. Ss will be encouraged to add to the class learning blog.
7
The dream classroom- Ss will spend time looking at a series of graphs and interpreting these, Ss will as a class take this
information to construct a 3 dimensional graph and then use this to inform their own design. Ss will work towards creating a
painting of their dream classroom, using art techniques to exaggerate features they see as being crucial. Ss will be encouraged to
add to the class project blog.
Collaboratively constructing classrooms: Part 1- Ss will use the understandings gained across weeks 1-7 to inform their own final
classroom design submission. Ss will spend time planning and preparing within collaborative groups of 4 to showcase their
design.
Collaboratively constructing classrooms: Part 2- Ss will continue to work in their groups moving to finish their classroom design.
Ss will be able to choose how this will be shown as a mathematical floorplan, as a sculpture, painting, computer constructed
diagram, detailed drawing etc. Ss will individually be required to discuss the elements of their classroom format, noting their
design choices and their purpose.
10
Our Future Classroom- Ss will create a short presentation, pitching their design to the class, their teacher, a selected parent
representative and a school executive member. Ss will also reflect on what has been learnt, evaluate the unit and provide
constructive feedback. Ss will anonymously vote for their favourite pitch, these will be put in a jar where the T will determine the
most preferred pitch. Ss will be encouraged to add a final contribution to the class project blog.
TWO WEEK TEACHING SEQUENCE: Weeks 1 & 2

Lesson No.
&
Title
Indi
cato
rs of
Lea
rnin
g
Timin
g
Teaching and Learning Experiences

Key: (LM) Logical-Mathematical (SV) Spatial &
Visual (L) Linguistic (BK) Body Kinesthetic (M)
Musical (IE) Interpersonal (IA) Intrapersonal (N)
Naturalistic
1.1
1.2
1.3
Resources/
Organisation
(See further
elaboration in
Appendix 3)
Differentiation Groupings: Modified: ESL & Below

Grade level Extension: Above Grade level G&T
(See
App
endi
x 1)
Assessment
Strategies
2
Hours
Investigatin
g 3D shapes
T will introduce Unit of Work to Ss

through a Newspaper article where Ss will
discover what their final task/project will
be (designing their own future classroom).
T ask Ss to walk around the classroom and
observe the shapes within their learning
environment e.g. sphere bean bag, cube
ottoman etc.
T will engage Ss in a discussion to elicit
understandings of 3 dimensional shapes as
well as built environments.
Ss will use paint to create a landscape
evoking the emotions felt as they moved
around their learning space (Was it
warming, comforting etc).
Ss write one paragraph identifying and
justifying the colours and images depicted
in their painting as to how it makes them
feel
T will introduce the class project blog to Ss.
Blooms Taxonomy: Knowledge and Remembering.
Assessment for
learning:
(Diagnostic)- T will
elicit existing
understandings
through an in depth
class discussion.
Formative: S
individual
contributions to the
project blog will
inform changes to
be made based on S
interests and
understandings.
Newspaper
Article
(Appendix 2)
acrylic paint
brushes
water
newspaper
Computers
paint smocks
pencils
project
exercise book
Multiple Intelligences: SV, L, BK, IE.

Differentiation: Modified- Ss will be expected to
include a limited number of artistic techniques (2)
with their painting. Extension- Ss will be encouraged
to bring a range of artistic techniques (3/4) together
within their artwork, to depict their classroom.
2
Why does
our
classroom
look this
way?
1.1
1.2
1.5
1
Hour
40
mins
Ss will be grouped according to their

preferred learning styles and asked to move
around various stage 2/3 classrooms to
consider the ways in which various
classroom designs meet the needs of their
users. E.g. accessibility to resources,
seating structure, arts area, place of the
IWB/ ICT.
Ss discuss and synthesise their findings
firstly in small groups and then progressing
to the class, with questions providing
scaffolding on the IWB.
Ss record responses in a format which
represents their learning style, in their
project exercise books.
Blooms Taxonomy: Analyse
Multiple Intelligences: SV, L, BK, IE
Differentiation: Modified: Ss can use the questions
written on the IWB as a guide. They may also be
asked to focus on in depth a particular aspect/element
of the questions. Extension Ss can form three of their
own questions to review.
Assessment as
learning:
Observation: T
will observe Ss
appropriate
participation in
discussions.
Formative: S
individual
contributions to the
project blog will
inform changes to
be made based on S
interests and
understandings.
Project
exercise book will
also be monitored.
T will review S
contribution to the
blog.
classrooms to
visit
IWB
project exercise
books
pencils/pens/tex
tas
Probe questions:
What is
important to
4B?
How would
you improve
the classroom
design to
better suit your
needs?
Predict what
putting 1 very
big round
table in the
middle of the
classroom
would mean?
Grace Leva 6/10/2015 11:03 AM

Comment [5]: Throughout the 2 week
teaching sequence noted below, students
are supported as the content is organised
in a structured and gradual progression of
knowledge and understanding. Each
commences with the lower order thinking
of blooms taxonomy and moves to
applying and synthesising which are seen
as higher order thinking skills. In addition
there is an opportunity for all students to
showcase their strengths as well as
support their friends in challenges. As a
result of these choices there is
differentiation in content, process and
product supporting all students to grow.
3
3D Shapes
All Around
Us.
1.1
1.2
1.4
1.5
1
Hour
40
mins
T discusses with Ss the feature of threedimensional objects and what makes them a 3D
shape. E.g. what makes a prism, pyramid,
cylinder, cone and sphere, and describes their
features
Ss will explore and identify three-dimensional
shapes around the classroom. Ss will compare
these shapes by sketching and naming the 3D
shapes represented in classroom objects.
Various parents will be invited to engage and
explore with Ss. Parents will assist Ss with
taking photographs and engaging in a
conversation of what shapes are present in the
space. (This experience for parents will be
further explored during week 6 see overview)
Ss can use Ipads to photograph the shapes they
find.
Ss will discuss the different types of shapes and
objects that were found within the classroom
within the class project blog.
Blooms Taxonomy: Applying
Assessment as
learning:
Observation: T
will observe S
interactions with
parents and within
the group.T will
also observe Ss
discussion
participation.
Display images
of 3D shapes on
IWB.
HB pencil for
sketching.
class Ipads
Physical
examples of the
3D shapes.
computers
Formative: T will
review S
contribution to the
blog.
Multiple Intelligences: LM, SV, L, BK, IA

Differentiation: Modified- Ss requiring extra support
will be paired with a parent. Parents will be given a
series of starting points in order to assist EAL/D Ss
to stay on track. Extension-Ss encouraged to explore
3D shapes outside the classroom as well as research
and further explore the three-dimensional shapes
which they have not yet learnt about.
4
Shape Hunt
1.1
1.2
2.1
2.2
2.4
2.6
1
Hour
Ss will get into groups of 4 where they will

engage in a scavenger hunt around the school
T will give each group a name of a particular
3D shape which Ss will need to represent.
Once Ss have completed their representation
they will conduct a scavenger hunt to locate
real-life representations of their particular
shape.
Interacting in different spaces - allocate each
group of students a place within the school e.g
classroom, canteen, hall, assembly area
T will distribute 3D shape cards which Ss may
use as hints to guide them.
Ss will be encouraged to document there gained
understandings within the class project blog.
Blooms Taxonomy: Analysing

Multiple Intelligences: SV, BK, LM, IE, N
Differentiation: Modified- Ss will receive 2 cards to
complete task on . Extension- Ss draw a visual
representation of how the shapes in a space of their
choice create the space.
5
Classrooms
Around the
World.
1.1
1.2
2.2
2.3
2.4
2.5
2.7
1
Hour
40
mins
T provides Ss with a variety of photographs of

different classrooms around the world, Ss pick
their favourite photo of a classroom, within the
photograph and identify the 3D shapes, name
classroom features and consider what purpose
they serve. Record this information in project
exercise books.
Ss draw a floor plan of the classroom
photograph they chose. Ss choose one aspect
they would like to include in their own
classroom, sketch, draw or paint a detailed 3D
image of it.
Assessment as
learning:
Observation: T
will observe
mathematical
working of Ss and
ability to use
mathematical
terminology.
Formative: T will
collect and analyse
the representation of
3D shapes. T will
observe matching of
shapes and will take
photos of each S
matching shapes. T
will also review S
contribution to the
blog.
hint cards
computers
Questions to
guide Ss visit to
various spaces
how does
that space
change?
what
things do
you see
differently
?
how does
change
the way
people
interact
with each
other?
Work samples:
Photographs of
matching shapes.
Assessment as
learning:
Observation: T
will observe student
engagement,
participation and
use of appropriate
language throughout
the lesson.
Formative: T will
Classrooms
from around
the world
pictures.
http://blog.tim
pany.com/unus
ualclassrooms.ht
ml
project
exercise book
lead pencils

Blooms Taxonomy: Evaluate
Multiple Intelligences: LM, SV, L
Differentiation: Modified- T provides Ss with
photographs of different classrooms in a variety of ways
alongside a series of cards containing initial thought
starters (e.g. is it ...opened, closed, inside, outside).
Extension-Ask Ss to choose two photographs and
compare and contrast their features.
6
Science
Beyond the
Classroom
1.1
1.2
2.1
2.2
2.4
2.6
1
Hour
40
mins
T asks Ss to research buildings outside the

school context that have varied surfaces such as
curved, flat, cylinders, cones and spheres,
pyramids specifically considering their faces,
edges and vertices.
Divide the class into mixed ability groups. T
will give each group a different 3-dimensional
focus (cylinder, cone and sphere/ prisms or
pyramids) Ss will be asked to find real life
buildings containing these shapes, one example
per shape. Ask the group to describe the faces,
edges and vertices of the building. Ss will
select the format to record their findings.
Groups describe their finding back to the class
and collaboratively discuss differences
recorded
Blooms Taxonomy: Applying
Multiple Intelligences: LM, IE, SV, M
review S project
learning books to
determine S
understandings. T
will review Ss floor
plans and provide
feedback to Ss. T &
S will also review S
contribution to the
blog.
Assessment as
learning:
Observation: T
will discern S
understandings and
ability to work
cooperatively in
their groups.
paper
grid paper.
Ipads
paper/cardbaor
ds etc
various
coloured
pencils, texas
lead pencils.
IWB
Formative: T will
listen and provide
feedback to Ss
based on their
sharing and
recording of results
back to the class. T
will also review S
contribution to the
blog.
Differentiation: Modified- Ss will be supported by

their peers within the mixed ability groups.
Extension-Ss are encouraged to write a jingle/ poem/
rap elaborating on their knowledge and understanding
on three-dimensional shapes.
7
Classroom
Architect.
1.1
2.2
2.4
1
Hour
40
mins
T introduces the resource Classroom Architect,

that allows the students to create their
classroom.
Ss are encouraged to apply the understandings
gained in previous lessons to create their own
ideal classroom.
Ss will download and print out their classroom
and upload to the class Project Blog as well as
paste into the project exercise book.
Ss will be encouraged to document their gained
Blooms Taxonomy: Synthesis
Multiple Intelligences: LM, SV, L, IA
Differentiation: Modified- Ss will receive a planning
sheet in order for them to consider and plan before
moving to the online resource. Extension-once Ss
complete their ideal classroom using the online
resource they may move onto focusing on one section
of their design to create a three- dimensional model
using Minecraft.
Assessment as
learning:
Observation: T
observes Ss ability
to use online
resources
independently to
create their own
ideal classroom.
Formative: T will
review each S
classroom floor plan
to determine S
understandings and
provide feedback. T
& Ss will also
review S
contribution to the
blog.
Classroom
Architect:
http://classroo
m.4teachers.o
rg Project blog
Project
exercise
book.
Evaluation Questions
Questions to be answered by the teacher:
1.
2.
3.
Has this unit of work effectively met the learning outcomes for all students?
Identify the strategies and experiences that were least effective. Explain how you can improve on these in future teaching?
After completion of this unit of work where would you aim to direct students learning?
Questions to be answered by the students:

1.
2.
3.
Across these unit of work which resources made learning most enjoyable? Explain why?
What aspects of the unit of work over the 7 weeks motivated and engaged you the most in the learning?
If you had do this unit again what would be something what you would modify?
Grace Leva 6/10/2015 11:03 AM

Comment [6]: No one is perfect and no
unit of work will be perfect, naturally there
will be changes made throughout its
implementation, through these decisions
there is an opportunity to organise the
content for an effective teaching and
learning sequence. At the conclusion of
this unit there are questions for both
teachers and students to consider
ensuring for modifications and identifying
the further changes which may be
required in order to ensure the teaching
sequence is as effective as it can be.
References
Board of Studies Teaching and Educational Standards NSW. (2012). Australian Professional Standards for Teachers.
Retrieved http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-professionalstandards-for-teachers/
Board of Studies NSW. (2014). NSW Syllabus for the Australian Curriculum. Sydney. Retrieved from
http://syllabus.bos.nsw.edu.au/science/
Board of Studies NSW. (2012). NSW Syllabus for the Australian Curriculum. Sydney. Retrieved from
http://k6.boardofstudies.nsw.edu.au/files/maths/k6_maths_syl.pdf
Board of Studies NSW. (2006). K-6 Creative Arts Syllabus. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/portal/go/creative-arts
Department of Education and Training [DET]. (2003). Quality Teaching in NSW Public Schools. Sydney.
The Australian Government Department of Education, Employment and Workplace Relations. (2011). Family-School
Partnerships Framework: A guide for schools and families. Carlton South, Victoria: Ministerial Council on Education,
Early Childhood Development and Youth Affairs. Retrieved from
http://www.familyschool.org.au/files/3013/8451/8364/Family-school_partnerships_framework.pdf
The Australian Government Department of Education, Employment and Workplace Relations. (2011). The National Safe
Schools Framework. Carlton South, Victoria: Ministerial Council on Education, Early Childhood Development and
Youth Affairs.
Appendices
Appendix 1: Breakdown of 10 week unit of work outcomes and indicators.

Appendix 2: Resources which can be used to support the implementation of this unit of work.
Appendix 3: Newspaper to launch the unit of work (Week 1, Lesson 1)
Appendix 1: Breakdown of 10 week unit of work outcomes and indicators.

Week
KLA
Mathematics
Science
Outcomes
MA2-14MG: Makes, compares, sketches and names

three-dimensional objects, including prisms, pyramids,
cylinders, cones and spheres, and describes their
features
MA2-1WM: Uses appropriate terminology to describe,
and symbols to represent, mathematical ideas
ST2-14BE: describes how people interact within built
environments and the factors considered in their design
Creative arts
and construction
Indicators
Ss will
1.1 - contribute appropriately to class discussions
1.2 - observe the 3D shapes within their
environment referring to these with the appropriate
terminology.
1.3 - effectively use artistic techniques to capture
the emotions felt within their classroom.
1.4 - accurately identify various prisms and their
features within a range of environments and
describe them.
1.5 - consider and discuss the reasoning for design
choices within differing environments.
VAS2.1: Represents the qualities of experiences and

things that are interesting or beautiful* by choosing
among aspects of subject matter.
Mathematics
Science

features
Creative
Arts
Mathematics
Science
and construction

features
Ss will
1.2 - observe the 3D shapes within their
environment referring to these with the appropriate
terminology.
2.1 - accurately represent 3D shapes in real life
situations based on the clues provided.
2.2 - make relevant contributions and engage in
adequate conversations in the class project blog
2.3 - explore and conduct research of classrooms
around the world.
2.4 - apply previously gained understandings to
new contexts.
2.5 - create accurate classroom floorplans
incorporating gained understandings.
2.6 - share and reflect on understandings with the
class.
2.7 - experiment with techniques to demonstrate
focal points within their classroom.
Ss will
3.1 - consider in depth the 3D shapes found within
objects in the classroom
3.2 - accurately represent and provide reasoning for
the use of cubes,pyramids, cylinders and cones
within classroom objects.

Creative arts
and construction
Mathematics

features
Ss will
4.1 - make comparisons with their own classroom
and various classrooms around the world.
4.2 - investigate the 2D shapes that make up the
Science

Creative
Arts
and construction
Mathematics
Science
MA2-18SP: Selects appropriate methods to collect

data, and constructs, compares, interprets and evaluates
data displays, including tables, picture graphs and
column graphs.
Creative arts
and construction
Mathematics
Science

column graphs.
Creative arts
and construction
Mathematics
Science

column graphs.
Creative arts
faces of the 3D shapes that they have been

researching.
4.3 - creatively showcase an element of these
classrooms they would like to see in their own
future classroom.
4.4 - apply the understandings gained throughout
this lesson, analyse what they have previously
designed and make appropriate adaptations as a
result.
Ss will
5.1 - work together to construct a survey which
adequately elicits the intended information which
will be relevant to their final classroom design
project.
5.2 - interpret graphs appropriately, eliciting
important trends found within them.
5.3 - use their understandings to make appropriate
research choices and share meaningful information.
5.4 - identify the ways in which data can be
collected.
Ss will
6.1 - interpret and discuss the findings of their
survey.
6.2 - appropriately make adaptations to the survey
and then use these to survey the parents who visited
the class during week 1.
6.3 - draw comparisons between the survey results
made with other students and those with the
parents.
6.4 - express these differences through a creative
medium.
6.5 - communicate their findings from 1 of these
surveys in the form of a graph.
Ss will
7.1 - interpret graphs appropriately, eliciting
important trends found within them.
7.2 - apply the understandings gained through the
graphs and within their own design.
7.3 - use artistic techniques to creatively depict
their ideal classroom and exaggerating key elements
within it.
and construction
Mathematics
Ss will

column graphs.
Science

features

8.1 - use understandings gained across the explicit
teaching weeks to inform their design
8.2 - work collaboratively in their groups, sharing
the workload and supporting one another.
8.3 - create a plan to demonstrate the gradual
progression from step to step.

Creative arts
and construction
Mathematics

column graphs.
Science

features
Ss will
teaching weeks to inform their design
9.1 - use the plan created previously to aid the
implementation of their ideas, making changes
along the way and justifying these in written form
in their project exercise book.
9.2 - selecting an appropriate form to present their
design

and construction
Creative arts

10
Mathematics

column graphs.
Science

features
Creative arts
and construction
Ss will
teaching weeks to inform their feedback to one
another
10.2 - pitch their design to the class, teacher,
parents and executive member demonstrating their
understandings in depth.
10.3 - reflect, apply and analyse previously gained
understandings to their own and the projects of
other students.
Appendix 2: Resources which can be used to support the implementation of this unit of work.
Resource
Use
Within this unit, the best

place to incorporate it is
http://classroom.4teachers.org
This resource, is an interactive classroom designer, it

enables Ss to place key pieces of furniture into the
classroom organising these along the way.
Week 2, Lesson 7
Very similar in its focus to the above resource, this

online website also enables Ss to place key pieces of
furniture in the classroom, designing its interior. In
addition to this, the resource offers Ss with the choice
of classroom shape, desks with student names on them,
paint colours etc.
Week 2, Lesson 7
This website provides ideas for further lessons. This

particular lesson is great to engage Ss in considering the
purpose key features contained within the classroom.
Week 2/3
The project exercise book, has been incorporated for Ss

to note down their gradual progression of
understandings. It is a place where all thoughts will be
maintained for easy identification and reflection.
Throughout the course of

the unit.
The project blog, has been incorporated within this unit

for many reasons. Primarily it is an opportunity to
reflect on understandings with discussions being
promoted between Ss. In addition to this, it enables Ss
to take their learning beyond the school and discuss
where they may be applying these understandings
outside of the classroom.

the unit.
This website showcases a range of diverse classrooms,

places in schools around the world.
Week 2, Lesson 5
This box, contains endless general resources to inspire

the creativity of Ss and will be made easily accessible at
all times.

the unit.
http://teacher.scholastic.com/tools/class_setup/
http://www.teachingideas.co.uk/dt/objectotd.htm
http://blog.timpany.com/unusual-classrooms.html
Box of Creativity
Appendix 3: Newspaper to launch the unit of work (Week 1, Lesson 1)
Renovations Galore!
October 26th 2015
Special Free School Edition
Expansion = New Classrooms

By Maria, Jessica and Grace.
Does your ideal classroom look something like this?
Yesterday, the inner west

community of NSW, received
information regarding new
apartment developments with
an additional 70 students
expected to enrol at Park Lane
Primary School, as well as the
returning 453 students
currently enrolled.
The recent redevelopments
have meant that Park Lane
Primary is its full capacity with
no where else for students to
go, the school will receive a
fresh coat of paint, many new
layers of bricks and newly
opened furniture to create a
series of new modern and
revolutionary classrooms.
The principal Mrs Leva has made

a statement identifying that she
has no idea of how to create
these new classrooms. I need
help Park Lane Primary!
A challenge has been set to each
and every stage two and three
student currently enrolled at
Park Lane Primary school. The
challenge is to create their own
ideal classroom with knowledge
of mathematics, science and
creative arts.
As a result this will become the
focus of the term three
curriculum for all stage two and
three students. Lets create
collaborative classroom
constructions said Mrs Leva.
Are you up for the challenge?

Can you help design the most
ultimate, creative,
contemporary, resourceful,
accurate and appropriate
learning space.
STAGE TWO AND THREE!!
GET YOUR THINKING CAPS
ON
START RESEARCHING
BECAUSE THESE NEW
CLASSROOMS ARE FOR
YOUR LEARNING.
WE WANT TO MAKE THEM
PART OF YOU!!!!
THE COMPETITION STARTS
NOW!
Will your design be built???

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EDFD462 Assessment 1: Integrated Unit Of Work

Grace Leva 6/10/2015 10:56 AM

Collaborative Classroom Constructions

KLAS: Mathematics, Science and Technology, Creative

Grace Leva 6/10/2015 10:57 AM

TWO WEEK TEACHING SEQUENCE: Weeks 1 & 2

Teaching and Learning Experiences

Differentiation Groupings: Modified: ESL & Below

T will introduce Unit of Work to Ss

Multiple Intelligences: SV, L, BK, IE.

Ss will be grouped according to their

Grace Leva 6/10/2015 11:03 AM

Multiple Intelligences: LM, SV, L, BK, IA

Ss will get into groups of 4 where they will

Blooms Taxonomy: Analysing

T provides Ss with a variety of photographs of

Ss will be encouraged to document there gained

T asks Ss to research buildings outside the

Differentiation: Modified- Ss will be supported by

T introduces the resource Classroom Architect,

Questions to be answered by the students:

Grace Leva 6/10/2015 11:03 AM

Appendix 1: Breakdown of 10 week unit of work outcomes and indicators.

Appendix 1: Breakdown of 10 week unit of work outcomes and indicators.

MA2-14MG: Makes, compares, sketches and names

VAS2.1: Represents the qualities of experiences and

MA2-14MG: Makes, compares, sketches and names

MA2-14MG: Makes, compares, sketches and names

environments and the factors considered in their design

MA2-14MG: Makes, compares, sketches and names

and symbols to represent, mathematical ideas

MA2-18SP: Selects appropriate methods to collect

MA2-18SP: Selects appropriate methods to collect

MA2-18SP: Selects appropriate methods to collect

faces of the 3D shapes that they have been

MA2-18SP: Selects appropriate methods to collect

data, and constructs, compares, interprets and evaluates

MA2-14MG: Makes, compares, sketches and names

adequate conversations in the class project blog

ST2-14BE: describes how people interact within built

MA2-18SP: Selects appropriate methods to collect

MA2-14MG: Makes, compares, sketches and names

ST2-14BE: describes how people interact within built

VAS2.1: Represents the qualities of experiences and

MA2-18SP: Selects appropriate methods to collect

MA2-14MG: Makes, compares, sketches and names

among aspects of subject matter.

Within this unit, the best

This resource, is an interactive classroom designer, it

Very similar in its focus to the above resource, this

This website provides ideas for further lessons. This

The project exercise book, has been incorporated for Ss

Throughout the course of

The project blog, has been incorporated within this unit

Throughout the course of

This website showcases a range of diverse classrooms,

This box, contains endless general resources to inspire

Throughout the course of

Appendix 3: Newspaper to launch the unit of work (Week 1, Lesson 1)

October 26th 2015

Special Free School Edition

Expansion = New Classrooms

Does your ideal classroom look something like this?