Backward Design - UNIT PLAN TEMPLATE

Title: The importance of money, savings and budgeting.

Year Level: 5

Teacher: Miss Crane

Focus Curriculum Area (s): English, mathematics, humanities, history, visual arts, digital technologies,
art, Aboriginal and TSI histories and culture.

Duration: 3 weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)
General
Capabilities
(GP)

Ethical Behaviour

Personal and Social

ICT
Intercultural

Crosscurriculum
Priorities
(CCP)

Aboriginal and TSI

Asia and Australias

Sustainability

Year Level
Content
Descriptors

English:
- Explain sequences of images in print texts
and compare these to the ways hyperlinked
digital texts are organised, explaining their
effect on viewers
interpretations(ACELA1511)
- Understand how noun groups/phrases and
adjective groups/phrases can be expanded
in a variety of ways to provide a fuller
description of the person, place, thing or
idea(ACELA1508)
- Understand that the pronunciation, spelling
and meanings of words have histories and
change over time (ACELA1500)
- Understand how to move beyond making
bare assertions and take account of
differing perspectives and points of
view (ACELA1502)
- Understand how texts vary in purpose,

Literacy

Histories and
Culture

Numeracy

Engagement with Asia

Critical and Creative Thinking

Understanding

Year Level
Achievement
Standards

English: By the end of Year

5, students explain
how text structures assist in
understanding the text. They
understand how language
features, images and
vocabulary influence
interpretations of characters,
settings and events.
When reading, they
encounter
and decode unfamiliar words
using phonic, grammatical,
semantic and contextual
knowledge. They analyse and
explain literal and implied
information from a variety of
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structure and topic as well as the degree of

formality (ACELA1504)
Plan, rehearse and deliver presentations for
defined audiences and purposes
incorporating accurate and sequenced
content and multimodal
elements(ACELY1700)

Humanities:
- The difference between needs and wants,
and how they may differ between
individuals (ACHEK001)
- The factors that influence purchase
decisions (e.g. age, gender, advertising,
price) and how these decisions affect
resource use (ACHEK003)
History:
- Sequence historical people and
events(ACHHS098)
- Use historical terms and
concepts(ACHHS099)
Mathematics:
-Create simple financial plans (ACMNA106)
Visual Arts:
-

Selection of a range of elements, materials

and techniques to enhance their artworks
(ACAVAM115)

Consideration of how to display artworks to

enhance meaning and audience
engagement (ACAVAM116)

texts. They describe how

events, characters and
settings in texts are depicted
and explain their own
responses to them.
They listen and ask questions
to clarify content.
Students use language
features to show how ideas
can be extended. They
develop and explain a point
of view about a text,
selecting information, ideas
and images from a range of
resources.
Students create imaginative,
informative and persuasive
texts for different purposes
and audiences. They make
presentations which include
multimodal elements for
defined purposes. They
contribute actively to class
and group discussions, taking
into account other
perspectives. When writing,
they demonstrate
understanding
of grammar using a variety of
sentence types. They select
specific vocabulary and use
accurate spelling and
punctuation. They edit their
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The role of art in different times and

cultures, considering how the artist's
perspective is reflected in the artworks
(ACAVAR117)

Digital Technologies:
- Collect, store and present different types of
data for a specific purpose using software
(ACTDIP016)

work for cohesive structure

and meaning.
Humanities: At Standard,
students develop questions
for a specific purpose. They
locate and collect relevant
information and/or data from
primary and/or secondary
sources, using appropriate
methods to organise and
record information. Students
apply ethical protocols when
collecting information. They
use criteria to determine the
relevance of information
and/or data. Students
interpret information
and/or data, sequence
information about events,
identify different
perspectives, and
describe cause and effect.
They use a variety of
appropriate formats to
translate collected
information and draw
conclusions from evidence in
information and/or data.
Students engage in a range
of processes when making
decisions in drawing
conclusions. They consider
audience and purpose when
selecting appropriate
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communication forms.
Students develop a variety of
texts that
incorporate source materials,
using some subject-specific
terminology and concepts.
They reflect on findings to
refine their learning.
Students identify the key
features of
Australias democracy,
describe the electoral
process, and explain
the significance of laws and
how they are enforced. They
describe how participation in
groups can benefit the
community.
Students identify the
imbalance
between wants and resources
, and the impact
of scarcity on
resource allocation. They
identify that, when making
choices, people use
strategies to inform their
purchasing and financial
decisions.
Students identify the location
of North America and South
America and their major
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countries, in relation to
Australia. They describe
the characteristics of places,
and the interconnections
between places, people and
environments. Students
identify the impact of these
interconnections and how
people manage and respond
to a geographical challenge.
Students identify the cause
and effect of change on
Australias colonies, and
describe aspects of the past
that have remained the
same. They describe the
different experiences of
people in the past. Students
recognise the significance of
a group, individual, event or
development in bringing
about change in the Swan
River Colony.
Mamthematics: By the end
of Year 5, students solve
simple problems involving
the four operations using a
range of strategies. They
check the reasonableness of
answers using estimation and
rounding. Students identify
and describe factors and
multiples. They identify and
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explain strategies for finding

unknown quantities in
number sentences involving
the four operations. They
explain plans for simple
budgets. Students connect
three-dimensional objects
with their two-dimensional
representations. They
describe transformations of
two-dimensional shapes and
identify line and rotational
symmetry.
History: By the end of Year
5, students identify the
causes and effects of change
on particular communities,
and describe aspects of the
past that remained the same.
They describe the different
experiences of people in the
past. They describe the
significance of people and
events in bringing about
change.
Students sequence events
and people (their lifetime) in
chronological order, using
timelines. When researching,
students develop questions
to frame an historical inquiry.
They identify a range of
sources and locate and
Page 6 of 24

record information related to

this inquiry. They examine
sources to identify points of
view. Students develop,
organise and present their
texts, particularly narratives
and descriptions, using
historical terms and
concepts.
Digital technologies: At
Standard, students
identify components of digital
systems and their basic
functions that connect to
form networks which
transmit data. They
represent data using code, as
well as using software to
collect, store and
present data for a specific
purpose. Students create
design solutions for a user
interface and design, follow
and represent
diagrammatically, a simple
sequence of steps
(algorithms),
involving branching (decision
s) and iteration(repetition),
implementing and using
simple programming. They
create and communicate
information for online
collaborative projects, using
agreed social, ethical and
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technical protocols (codes of

conduct).

Knowledge

Skills

(What are students expected to learn?)

(What are students expected to be able to do?)

Make use of new vocabulary encountered in unit of work

Understand that particular words and vocabulary that
enhance products within advertising

Participate in classroom discussions and brainstorms

Create graffiti wall with vocabulary obtained throughout the unit of

work

Identify techniques and target audience used in advertising

Discover the importance of savings through the use of

discounts, specials and promotions used in catalogues

Create a Y chart

Design a shopping basket with the cheapest specials/deals

Identify the difference between needs and wants

Categorise needs VS wants cards

Conduct research on the history behind the Australian

currency and how it has evolved

Participate in incursion

Design Aboriginal currency through the use of Aboriginal

artwork and patterns

Using ICT design an outfit and simple budget

Conduct a research task on Australian currency

Indicate the key components of a simple financial budget

Create a timeline on Australian currency

Identify the importance of money, savings and financial

goals

Create aboriginal artwork

Create a financial budget for your own class party

Create poster promoting your class party

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LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the
achievement standards.
Students will be able to......

By the end of this 3-week inquiry unit students will be able to

- Identify techniques used in advertising to engage the intended target audience

- Apply adverting techniques to promote a product for the school environment

- Become familiar with shopping vocabulary and ways to shop through the use of specials,
deals and promotions
- Identify the difference and meaning between a need and a want
- Create a simple financial budget
- Understand the importance of savings and financial goals
- Research and gain understanding of the history behind the Australian currency
- Design and create Aboriginal currency through the use of aboriginal colours, patterns and
designs
- Demonstrate their learning over the 3 weeks by creating a financial budget and
advertisement poster for a class party.
UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

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Task description: Towards the completion of this unit of work, students will be assessed on concepts they have learnt over the last 3
weeks. Students will be required to individually plan a class party for their end of year celebration. There are three sections to this final
summative assessment to assess students knowledge and understanding of the importance of budgeting, money and advertising.
Students will be required to:

Create a financial budget on the expenses to throw the class party; students will have to determine how many
students/teachers will be attending and how many they have to cater for. Students have the freedom to decide what food,
drink, entertainment, games or decorations they would like to include in their party, however they must show all costs and
calculations on their financial budget. Students will be assessed on their budget template, mathematical calculations, and
realistic estimations of cost of goods. A grand total must be calculated to indicate how much the party will cost. Students will
then create a poster to promote their class party and use advertising techniques to make the poster engaging to the public.
Students will be required to create slogans and catchy titles to excite and engage the target audience. Students will be
assessed on their creative title/slogans, how appealing it is to the target audience and the use of effects. A final student
evaluation will allow the students to assess their learning over the 4-week unit of work and give the teacher an insight as to
how the students felt about the big idea of money. The aim of this final summative assessment is to ensure students have a solid
understanding on the concept of money and how to budget, plan and save. It allows students the opportunity to show strengths in more
than one subject area, maths, art/creativity and English.
Assessment Criteria:
Upon completion of the following assessment tasks students must:
-

Create a financial budget showing the calculations of a class party

Ensure calculations and prices are realistic in todays society
Cater for the right amount of people in the classroom
Create an engaging poster to promote their class party
Poster must have: date, time, location of the party
Poster must use engaging advertising techniques e.g. creative titles, slogans, pictures, colour
Poster must be appropriate for the intended target audience
Complete a self evaluation on the unit of work they have participated in, identifying what they liked, disliked and
could have more time learning on

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Assessment recording template: (what will be recorded and in what format?)

0: Not
demonstrated

1: Poor

2: Average

3: Good

4: Excellent

Create a clear
and concise
budget.

Did not attempt.

Poor attempt of a
budget, lacking key
components.

Basic attempt of a
budget, some key
components
covered.

Good attempt of
budget, most key
components
addressed.

Calculations and
prices are
correct and
realistic.

Did not attempt.

Calculations are not

accurate and prices
are unrealistic.

Some calculations
are correct and
some prices are
realistic.

Most calculations
are correct and
most prices are
realistic.

Budget caters
for the
appropriate
amount of class
members.
Students
demonstrate a
solid
understanding
of the concept
of money and
savings.

Did not attempt.

Budget does not

cater for the
appropriate amount
of class members.

Budget caters for

most class
members.

Budget caters for all

class members.

Solid understanding
of a financial budget
with all key
components
addressed.
All calculations
displayed on
financial budget are
correct and all
prices are deemed
realistic.
Budget caters for all
class members and
includes teaching
staff within the
classroom.

Did not attempt.

Student had
demonstrated a
poor understanding
of the concept of
money and savings.

Student has
demonstrated a
basic understanding
of the concept of
money and savings.

Student has
demonstrated a
well-developed
understanding of
the concept of
money and savings.

Student has
demonstrated an
identified a solid
understanding of
the concept of
money and savings.

Did not attempt.

Poster does not

include all three
elements of date,
time and location

Poster includes 2 of
the 3 elements.

Poster includes 2 or
more elements.

Poster includes all 3

elements with
extensive detail.

Did not attempt.

Poster lacks any

appeal to the
appropriate target

Poster has some

visual appeal to the
appropriate target

Poster is engaging
and has visual
appeal to the target

Poster is very
effective and
engaging to the

Financial Budget

Poster
Poster includes
date, time and
location of the
party.
Poster is
visually
engaging and

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appealing to the
appropriate
target audience.
Advertising
techniques are
present and the
use of slogans,
titles, catch
phrases and
pictures are
demonstrated.
Student has
demonstrated a
solid
understanding
of advertising
and the
techniques used
to promote
products.

audience.

audience.

audience.

appropriate target
audience.

Did not attempt.

Poster lacks the use

of engaging
advertising
techniques.

Student has used

some advertising
techniques to
enhance their
poster.

Student has used

many advertising
techniques to
enhance their
poster.

Student has used a

wide range of
techniques to
enhance and make
their poster
appealing.

Did not attempt.

Student has
demonstrated a
poor understanding
of advertising and
the techniques used
to promote
products.

Student has
demonstrated a
basic understanding
of advertising and
the techniques used
to promote
products.

Student has
demonstrated a
strong
understanding of
advertising and the
techniques used to
promote products.

Student has
demonstrated a
solid understanding
and connection with
advertising and
techniques used to
promote products.

Students show
engagement
within the unit
of work
Students have
revised,
analyzed and
reflected on the
concept of
money, savings
and advertising.

Did not attempt.

Student has shown

lack of engagement
within this unit of
work.

Student has shown

a basic engagement
within this unit of
work.

Student has shown

a strong
engagement within
this unit of work.

Student has shown

a solid engagement
within this unit of
work.

Did not attempt.

Student has limited

revision and
reflection on the
concept of money,
savings and
advertising.

Student has basic

revision and
reflection on he
concept of money,
savings and
advertising.

Student has shown

a strong reflection
and revision on the
concept of money,
savings and
advertising.

Student has shown

a solid reflection
and revision on the
concept of money,
savings and
advertising.

Overall grade
mark:

/70

Self Evaluation

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Grading:
Less than
Letter/grade
30%= E
____
Teacher Comments:

Less than
50%= D

Less than
65%= C

Less than
85%= B

More than
85%= A

Feedback: (What sort of feedback will students receive?)

Each student will be graded against a rubric that will consist of a final grade and evaluative feedback. This feedback will justify students
marks, what areas they succeeded in and areas that require more focus on in future. The teacher will use descriptive language to help
students assess their progress and to understand how to achieve the learning intended for the assessment. The teacher will also focus
on students progress and emphasis areas they have made great achievement in. Students will also receive oral informal feedback as
they are creating their budgets and posters to ensure students are heading towards the intended learning outcomes.
Self-assessment: (How will students reflect upon and self-assess their learning?)
Students are provided with the opportunity to reflect on their work through the use of their self-evaluation. The purpose of this
evaluation is for students to take some time to revise and reflect on their learning over the last 3 weeks. Students will have the
opportunity to express what parts of this unit of work they enjoyed, disliked, struggled with, found interesting or any additional
comments they have on their learning or for the teacher. The self-evaluation will be assessed by the teacher to review what
students thoughts and opinions are on their learning over the last 3 weeks.

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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

What

events will help students:

Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?
Learning Experiences

DETERMINING PRIOR KNOWLEDGE

Introduction:
Students will be informed that over the next 3 weeks they will
be focusing and learning about the importance of money
through the use of budgeting, savings, advertising and financial
goals. The teacher will then advise students the first few
lessons will be based on advertising.
Students will be asked key questions (draw out prior
knowledge):
- What is advertising?

Assessment For/As Learning

(Formative Assessment)
Diagnostic: Students will be
informally questioned in the
class discussion for the teacher
to observe any prior knowledge
they have about advertising.
Graffiti walls will be collected as
evidence for teacher to
informally review and identify
what concepts of advertising
students are familiar with.

Resources
-

Graffiti wall
sheets
Smart board

Page 14 of 24

Where have you seen advertising?

Are there different ways of advertising and promoting
products

Body: Students will then be asked to think about words used in

advertising and words that relate to advertising (e.g. target
audience, promoting, television, cheap, expensive). Students
will then individually create a graffiti word wall that consists of
all of these words. Remind students that in a graffiti word wall,
the words they deem more important are written in larger font
to ensure they stand out.
Conclusion:
The teacher will select students who have created an effective
word wall to share some of the words they selected with the
class. Teacher will collect each graffiti wall.
2
Introduction:
Students will as a class recap what they know about advertising
and discuss some specific examples of adverts they have seen
or heard (e.g. forty winks ad, McDonalds ad). Students will
watch an advertising video that has examples of many adverts
on TV, radio and magazines.
Teacher will inform students while watching the video to look
for the key factors that engage the target audience.
Body:
After students have watched and seen different examples of
advertisements, students will create a Y chart on what
advertising looks like, feels like and sounds like. Students will
then share their Y charts with their desk partner and add any
further information to their charts.

Formative assessment:
Informal over the shoulder
marking whilst students create
their Y charts. Teacher will be
marking if students have
identified what advertising looks
like, feels like and sounds like.

Smart board
Advertising video
Y chart
templates

Teacher will also ask key

questions during the lesson to
identify what students have
learnt from the video.

Conclusion:
As a class, discuss the purpose of advertising and ask students
to start thinking for next lesson about what techniques are
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used to engage the target audience (e.g. slogans, rhyming

words, catch phrases, pictures, colour).

3
Introduction:
Students will have a class discussion about advertising
techniques used to promote products and engage the target
audience (e.g. slogans, rhyming words, catch phrases, pictures,
colour). Teacher will show the class some example slogans,
catch phrases and engaging advertisements in magazines and
newspapers. Students will be informed their task for the lesson
is to design a poster to promote a product for the school
environment (e.g. canteen, sports, technology)

Formative assessment:
Students posters will be
collected and marked informally
against a checklist to ensure
students have created an
engaging poster using
techniques adapted from
previous lessons.

Formative assessment:
Anecdotal notes: will be created
on students shopping baskets,
calculations and techniques
used for saving money.

Smart board
Examples of
advertisements
A3 cardboard
Materials for
posters

Body:
Students will have access to A3 cardboard and materials to
create their posters. Remind students the poster must be
engaging and appropriate for the target audience.
Conclusion: Students will be assigned into groups of 4, where
they will introduce their product, explain their poster and
techniques used. Teacher will informally observe and visit
groups to view posters.
4

Introduction:
Discuss with students and draw out prior knowledge on
shopping, specials, discounts and catalogues etc. Inform
students they will be using shopping catalogues (provided by
the teacher) to select items and fill their shopping basket
template. Students will be asked for the first 5-10 mins to
browse different catalogues and look at weekly specials.
Body:

Hand signals: ask students to

display a designated hand
signal to indicate if they have

Smart board
Catalogues
Shopping basket
templates
Glue
Anecdotal notes

Page 16 of 24

Once students have reviewed different catalogues, students

will be assigned certain mathematical tasks by the teacher for
example find as many items as you can to put in your basket
for $50, find 6 items that will equal $100. Students must cut
out their items and glue them in their baskets with the price
tag as a collage.

heard of certain shopping

vocabulary e.g. discounts,
specials, catalogues.

Conclusion:
Students will share their shopping baskets with the class and
determine who could find as many items as they can to make
$50. Students will discuss and share what techniques they used
to save money and buy multiple products at a cheaper price.
5

Introduction:
Students will discuss the difference between a need and a
want. Students will watch BTN (behind the news) on the
importance on needs VS wants.

Formative assessment:
Observation: Teacher will
observe students group work
and how they negotiate.

BTN video
Needs VS wants
cards

Body: Students will be place into groups of four to categorise a

set of needs VS wants cards and collaboratively decide in their
group which category the card goes into.
Conclusion:
Students must as a group explain the reasons behind their
needs VS wants groups.
6

INCURSION: COMMONWEALTH BANK

Students will have an incursion workshop held on the school
premises conducted by Start Smart Commonwealth Bank. This
workshop will introduce students to the concept of budgeting,
goal saving and the importance of money. Students will also
have the opportunity to use the Start Smart website to look at
further resources.

Formative assessment:
Observation on students
participation, behaviour and
ideas within the workshop.
Anecdotal notes may be written
if required.

Permission slips

Introduction:
Students will as a class, recap the Start Smart workshop and
what they learnt about money, savings and budgeting.

Formative assessment:
Questioning to draw out what
students learnt in Start Smart

Computer lab

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Teacher will ask key questions to identify what students learnt

in workshop:
What is a budget?
Why are they important?
What is a financial goal?
Students will then be advised they will be using the internet in
the computer lab to design an outfit for the weekend. Students
must identify and label how much each piece of clothing will
cost and calculate the total cost of the outfit.
Body:
Students will go to the computer lab to create outfits. Inform
students once they have created their outfit, identified the cost
of each item and total cost, students must determine how long
it would take them to save for this outfit. They may receive
pocket money, birthday money, complete chores around the
house etc.

workshop.
Quiz: True or False quiz
designed by teacher on smart
about concepts learnt in Star
Smart workshop.
Over the shoulder marking on
computers to ensure students
are on task and being realistic
with designs and prices.

Conclusion: As a class, discuss students outfit, the total cost

and how they would save for it. Teacher will grasp and idea of
students who aimed to deign a cheap outfit and students who
went for expensive items.

Introduction:
The purpose of this lesson is for students to learn about the
history of the Australian currency and how it has evolved over
time. Students will discuss as a class and use the smart board
to navigate around the website:
http://museum.rba.gov.au/timeline/. Students will identify how
the currency has changed since the early 1920s.

Formative assessment: Teacher

will collect timelines to
informally mark against a
checklist to ensure students
have created a timeline that
demonstrates the changes to
the Australian currency
overtime.

Smart board
Ipads
Timeline
template

Body:
Students will use class ipads to expand on their research of the
Australian currency and how it has evolved. Students will be
asked to create a timeline on significant events on Australias
currency. Students will create their timeline on the template
assigned by the teacher.
Page 18 of 24

Conclusion:
Teacher will select students who have demonstrated a solid
understanding of the currency timeline to share with the class
significant events and changes since the 1920s.
9

Introduction:
Students will recap and discuss what was discovered in the
previous lesson on Australian currency. A class discussion will
identify the way the Australian currency looks today through
the use of shapes, pictures and colour. Students will be
informed they will be creating their own currency in the lesson
and will be required to create a note and coin design. Students
will be advised their task will be to create an Aboriginal
currency using aboriginal artwork, patterns and designs. As a
class students will view examples of Aboriginal artwork to gain
ideas for their own artwork.

Formative assessment:
Students Aboriginal currency
designs will be collected as
evidence and displayed around
to classroom to demonstrate
their understanding of
Aboriginal artwork. Digital
images will be taken of students
holding their designs and will be
uploaded to the classroom
webpage for teacher, students
and parents to view.

Formative assessment:
Observation on students
planning for budget and key
questioning to ensure students
are being realistic with pricing.

Smart board
Aboriginal
artwork
examples
Materials
Paint
Cardboard

Body:
Students will have access to coloured card, materials and paint
if they would like to use dot painting or aboriginal colours for
their currency.
Conclusion:
Selected students will have the opportunity to share and
explain their currency and what Aboriginal artwork techniques
they used to create their design. Currency will be displayed
around the classroom as a visual representation of the current
topic of money and the use of Aboriginal artwork and design.
10
Introduction:
Students will recap and revise in a class discussion what they
have been learning about over the last 3 weeks. Students will
be advised that they will be using their knowledge and skills
obtained over the unit of work to plan an end of year class
party. Students will be required to create a financial budget
with the cost of the party, a poster to promote the party and a
self-reflection on their learning over the last 3 weeks. This
lesson will focus on recapping the key components of a budget.
As a class revise what students learnt in the Start Smart

Smart board
Draft budget
planners

Page 19 of 24

workshop about budgets.

Body:
Inform students their budget has to show the calculations for
catering for the right amount of people within their class.
Students have the freedom to budget for food, entertainment,
games, decorations etc. Ensure students are realistic with their
prices and calculations and all students must show planning
and working out. Students will have half a lesson to decide
what sort of costs they will have for their party.
Conclusion:
Discuss with students some of the things they plan to budget
for and include in their class party.
11
Introduction:
Recap the previous lesson and the final assessment piece
students will be creating. Review budget ideas and key
components of a budget. Inform students this lesson they must
create their budget and ensure all calculations are correct.

Formative assessment:
Anecdotal notes on students
budgets and calculations for
their class party, these notes
will be used to assist with
marking budget against the
rubric. (Budget will be marked
against rubric)

Budget
templates

Formative assessment: Informal

observation of each childs
engagement with their creative
posters, observe and question
techniques they are using to
make their poster appealing to

Poster cardboard
Materials for
posters

Body:
Students will spend the entire lesson creating their budget from
the previous lessons budget ideas and rough calculations.
Remind students this is an assessment piece.
Conclusion:
Allow students to share their total cost of their budgets and
how much they wish to spend on the class party. Inform
students to put their budget in a plastic sleeve and away safely
until time to hand in.
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Introduction:
Students will be asked to think about the theme for their party
and what sort of items they budgeted for. Students task today
is to create a poster to promote their party. Students will be
required to use advertising techniques they have learnt like

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slogans, catch phrases, pictures etc. to promote their party.

Inform students they must have the time, date and location of
the party and students can create their own information as to
when the party will take place.

the target audience (posters will

be marked against rubric)

Body:
Students will have the entire lesson to create their posters.
Remind students their poster will be included with their budget
as an assessment piece and they will be marked on their
creativity and adverting techniques used.
Conclusion:
Discuss as a class some of the techniques students used to
create an engaging class party poster.
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Body: Students will present and then hand their budget and
poster in to the teacher for marking against the rubric.

Formative Assessment:
Students will evaluate their
learning on a self evaluation
sheet (also to be handed in and
marked against rubric)
Collect budget, poster and selfevaluation for marking against
rubric; use anecdotal notes and
observation to assist with
grading.

Conclusion:
Students will be asked to reflect on their learning over the last
3 weeks. Students will receive a short evaluation sheet to
review and reflect on heir learning, what they enjoyed, disliked,
found interesting, what they would like to learn more about and
any additional comments for the teacher. The self-evaluation
will also be collected for marking.

Summative assessment: with

the three assessment pieces,
budget, poster and selfevaluation, students will be
marked against a rubric to
determine they have met the
criteria of this unit of work.

Introduction:
Explain to students they will be presenting their class party
budget and poster to the class and they will each have 1.5
minutes to introduce the theme of their class party, total cost
of their party and promote their party with advertising
techniques and their poster.

Rubrics
Posters
Budgets
Self evaluation

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Explanation of Plan
Central Focus
The inquiry learning that is imbedded in this 3-week program is intended to enhance students knowledge and understanding of the
importance of money. Students will begin to investigate how products are promoted by exploring a range of gimmicks and techniques
used in the advertising industry. This will allow students the opportunity to discover the purpose of advertising and introduce them to
shopping catalogues, specials and discounts. Students will get a feel for the importance of savings and how this can be applied in a real
world experience like shopping. The central focus of this program is for students to identify the importance and value of money and how
it is promoted in society. Students will then expand on their knowledge by learning about simple financial budgets, setting goals and the
concept of saving. In the twenty first century, allowing students to have a solid foundation about the importance of money is crucial for
their own personal development. Students will also have the opportunity to discover the history behind Australias currency and how it
has evolved overtime. By the end of this unit of work students will have developed a solid understanding on the importance of money
within todays society.
Learning Areas
This unit of work includes multiple subject learning areas and skills for students to enrich their learning experience. The learning areas
that this unit of work endeavours to cover include English, mathematics, humanities, history, visual arts, digital technologies, art,
Aboriginal and TSI histories and culture (SCASA, 2014). In the English subject area students will identify how different text structures
vary through different conventions and features, understand the vocabulary related to advertising, shopping and money and make clear
presentations when presenting or sharing work and ideas. The mathematical component focuses on budgeting, savings, calculations and
strategies to buy the cheapest deal. These mathematical strategies can be applied to real world situations. Students will also have the
opportunity to look at the history behind the Australian currency through a research task and timeline. The learning are of art and
aboriginal artwork are also included in this unit of work to allow students to develop a deeper understanding of aboriginal colours,
designs and patterns and apply it to their own Aboriginal currency. Overall this three-week inquiry unit presents many opportunities over
multiple subject areas.
Understanding by Design
The understanding by design (UBD) approach to developing units of work is best described as a framework for planning the curriculum
content (Mctighe & Wiggins, 2011). It provides students with the opportunity to not only learn new skills and knowledge, but also to
implement what they have learned in a practical manner. The UBD approach highlights the interdependence of teaching and assessment
for understanding by incorporating the big idea or concept. The big idea is the main focus of UBD and it allows teachers to create an
authentic assessment piece that highlights the big idea and effective curriculum development. Planning is best achieved backwards
from the desired results and split into three stages of planning. The first stage identifies what learning will occur and focus on the
learning goals. This was achieved in this unit of work by establishing the big idea and what learning goals would develop from this idea.
The second stage involves planning the summative assessment and ensuring you have valid evidence of student learning. This was
obtained in the unit of work when the idea of budgeting and use of promoting a product for the class sparked to be evidence of the big
idea. The third and final stage of planning is to determine what learning experiences and events will address and identify the intended
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learning goals. This is prominent in the three-week inquiry-learning unit as students are provided with numerous opportunities to
address the intended learning goals by many learning experiences and activities.
Summative assessment:
A summative assessment is to determine the level of accomplishment attained at the end of a learning concept and provides a summary
of learning to the teacher ( Wolfolk & Margetts, 2012).The summative assessment for this inquiry unit will assess the students on
concepts they have learnt over the last 3 weeks about the importance of money. The purpose of this final rich assessment is for the
teacher to gauge and identify students progression over the unit of work, concepts they grasped and concepts that may require further
learning. This rich assessment consists of three parts to ensure differentiation has been applied and students have the opportunity to be
assessed on different strengths and weaknesses through the use of multiple assessment tasks and subject areas addressed. The three
components to the final summative assessment will assess and identify students knowledge and understanding of the importance of
budgeting, money and advertising. Students will also have the opportunity to self reflect on their learning over the inquiry unit and this
will be incorporated within the final assessment piece. The topic of the importance of money demonstrates real world application and is
relevant within todays society. It is essential students have a solid understanding of money to apply in real world situations.
Why and how was assessment data recorded
The summative assessment data was recorded in multiple ways and conducted over 4 lessons. The final grade for this assessment is
established on a rubric, however observation and anecdotal notes will be used as a foundation for the teacher to take notes and make
comments that can assist when grading on the final rubric. A rubric consists of statements that explicitly describe typical levels of
performance allocated to an assessment piece (Gillis & Griffin, 2004). The use of observation will allow the teacher to observe how
students are making use of time, working collaboratively and ideas they may have for their assessment. Anecdotal notes are used to
write comments or points of interest that the teacher may observe when watching the students using particular techniques, materials or
ideas to enhance or create their assessment piece. The final rubric is designed to ensure all three-assessment pieces can be graded on
the single rubric. The rubric was created to allow the teacher to mark each student between 0-4 marks for each sub strand of the rubric.
A total of 70 marks can be allocated for the entire assessment piece and the rubric is divided into 4 sections: not demonstrated, poor,
average, good and excellent. Each sub strand consists of the explicit learning students must have obtained with their final assessment
pieces. Through the use of anecdotal notes, observation and the final rubric, the teacher will have a clear understanding as to where
each student is with their learning.
Feedback:
Feedback is equally vital in schools and performs a variety of functions including recognising, correcting, encouraging, challenging and
improving students performance. To be effective, feedback must translate into a clear message that students can connect and reflect on
(Brookhart, 2007). Powerful feedback occurs when the learner understands the gap between their current level of performance and their
desired performance. In the three-week unit, students are provided with written feedback on their rubrics to connect students with their
own learning and enables them to identify what they know, what they understand, where they made errors and any misconceptions they
may have. This feedback will clearly articulate a purpose and goal for the student to work towards. Students will also receive informal
oral feedback over the three weeks to ensure they are working towards the intended learning goals.
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Constructive alignment:
Lev Vygotskys believed that learning occurs in specific cultural contexts and involves social interaction and activities. This is Vygotskys
constructivist theory of learning. According to constructivist theories, learning is a social advancement that involves language, real
world situations, and interaction and collaboration among learners. The learners are considered to be central in the learning process.
This 3-week inquiry unit is based around the real world concept of money and how students will apply this knowledge to everyday life.
Students also have the opportunity to collaboratively engage and work within groups and pairs for research tasks and to share ideas.

Reporting justification to parents:

Reporting on student leaning and involving parents with their childs learning allows parents to have an insight of what their child has
been working towards and an opportunity for students to show off their work.
How will I report on student learning?:
Early in the unit of work:
Parent teacher meetings will be conducted after the first week of the inquiry unit as an opportunity for parents to directly speak to the
teacher to gain an insight of the unit of work that is taking place. The teacher will use any anecdotal notes, comments and work samples
taken from the initial prior knowledge stage of the learning and inform parents what students are familiar with and what they will be
working towards over the next three weeks. The parent teacher meeting also caters for parents to express their opinion and ask any
questions in regards to the unit of work or their child learning.

Ongoing throughout the unit of work:

A parent night will be held before the final rich assessment as an opportunity for students to show their parents artefacts and work
samples that they have created over the last 2 weeks of work. All students work samples and artefacts will be displayed around the
room with an explanation near each showcase of work describing the authentic learning task their child has participated in. It is also
another opportunity for parents to ask any questions to the teacher about the inquiry learning unit or their childs progress.
At the end of the unit of work:
Parents will be given a copy of the student assessment checklist to have an insight as to what there child is being assessed on. After the
completion of the final rich assessment task and grading, parents will be provided with a copy of the marked rubric to identify and
understand what concepts students were assessed on and how they were assessed. Allowing parents to have a copy of the rubric is
beneficial as it clearly explains and identifies why each mark has been awarded in each section. This ensures there is no dispute over
misallocation of marks or incorrect grading.

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