Humanitites inquiry development unit of work

Teaching Humanities
Unit of development
Anzac Day
VELSLEVEL
3

Unit Of Development
Anzac Day
Danica Murphy 17473122
Teaching Humanities

Section One:
Introduction
TOPIC: Anzac Day
This unit of work has been designed to create an understanding of Anzac day for students, its importance,
how it started and the effects Anzac day has on the people and the environment we live in. It will explore a
range of activities, guest speakers and excursions to engage and create students interests. The aim of this
unit of work is it to get students to focus on celebrations and commemorations around the world and in
Australia. I have chosen to focus this unit of work on Anzac Day, which is celebrated in Australia on the
25th of April. This unit of work focuses on Australian history and is also integrated with Literature and
Language in English and Arts and Culture level 3.
The unit includes an excursion to a war memorial museum and many activities relating to Anzac day. These
activities range from, puzzles, quiz to posers and presentations. The aim is to get students to further their
prior knowledge of the topic and gain a better understanding as to why this day is so memorable.
This unit of work has been broken down into the eight lesson plans of inquiry developed by Rob Gilbert
and Brian Hoepper. I have created each lesson plan to go for the duration of 60minutes however the lesson
on the excursion may be extended or modified if needed.
Objectives
 Students will be able to become engaged within the topic, by understanding the events held on Anzac
Day and their purpose.
 Students will be able to focus on new experiences.
 Students will be able to ask questions about their interest in the topic, which will help them further,
explain their experiences.
Definition
Anzac day is there as a national remembrance day that commemorates those who served and died in all
wars, conflicts, and peacekeeping operations.
Victorian Essential Learning Standards
The Humanities, English– Level 3
Standards
By the end of Level 3, students understand how content can be organised using different text structures
depending on the purpose of the text. They understand how language features, images and vocabulary
choices are used for different effects. They read texts that contain varied sentence structures, a range of
punctuation conventions, and images that provide additional information. They identify literal and implied
meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that
relate to their own lives and to other texts.

The Humanities, Civics and Citizenship– Level 3
Standards
Students will build on their understanding of Australian society and investigate some of the different cultural
groups, including Aboriginal and Torres Strait Islander (ATSI) communities that make up the Australian
community. They learn about the contributions that people from diverse groups have made to many aspects
of the Australian way of life. Students learn about the different types of groups in the community and their
functions; for example, school groups and local volunteer groups such as charitable and environmental
organisations. From their research, they develop knowledge about their community and environment, and a
sense that individuals’ contributions can care for and improve the environment, their own lives and the lives
of others.
The Humanities, Art and Culture– Level 3
Standards
Students will work towards achieving level 4 in the Arts. They will develop knowledge by exploring arts to
communicate concepts arising from their personal experiences and from the world around them. This will be
achieved through Dance, Drama, Media, Music and Visual Arts.
Integration with other Subjects and Domains
SUBJECT LINKS
The Arts  Before, during and after the war
 Role Playing
 Poster design and construction
 Making puzzle’s
 Creating a letter
English  Presentation about a history timeline
 Forming sentences to create letter
 Researching information for poster and presentation
 Speaking and listening – asking and responding to questions to guest speakers
and tour guides.
 Participating in classroom mind map and daily journal reflections.
 Verbally presenting letters and posters to the class.
Information
communicati
on and
Technology
 YouTube video shown in class
 The use of computers for research, presentation

Section Two:
Introduction
Lesson plans for the eight stages of inquiry, with teacher’s notes and on going
formative evaluation
_______________________________________________________________________________________

Lesson 1:
One Inquiry development unit
AIM
The purpose of this lesson is to tune in the students to get them motivated. In lesson one my aim is to find
out what students already know, think and feel about a topic, get students with a focus on upcoming
experiences, provide students with opportunities to become engaged in the topic, to ascertain the
students’ questions about and interest in the topic, to allow students to share their personal experience of
the topic and to help plan further experiences and activities.
OBJECTIVE (S)
 Students will be able to become engaged within the topic, by understanding the events held on
Independence Day and their purpose.
 Students will be able to ask questions about their interest in the topic, which will help them further,
explain their experiences
TIMING
LEARNER
ACTIVITIES
TEACHER ACTIVITY RESOURCES
5min
10min
Guessing game- students
had four bags each
containing items that
related to Anzac day. The
students were asked to
have a look in all these
bags and try to figure out
what they think todays
inquiry lesson was going
to be about. Students will
be having discussions
with each other to come
up with ideas of what
they think today’s topic
will be.
I think, I fell, I wonder
Students thought about
what they already knew
about Anzac Day, they
then wrote down how
they felt about Anzac
Day, and they recorded
things down that they
were wondering about.
In todays lesson the
teacher will begin with a
little activity, which is to
get the students tuned
into todays inquiry
lesson, I will begin by
placing four bags around
the classroom. In the
bags there will be items
that all have some
significance to Anzac
Day. The aim of this
activity is to get students
to think about Anzac Day
and have a go at figuring
out what today’s new
inquiry lesson is all
about.
For the next part of the
lesson the teacher will
complete an activity
called I think, I feel, I
wonder this will allow
the teacher to get an
insight on what students
already know about
Anzac Day, what they
think and feel about a
topic, and get students to
focus on upcoming
- An Army Hat
- A picture of
army Badges
- An Australian
Flag
- Poppy flower
- Pen
- Paper

5min
20 min
10min
Students will be sharing
with the whole class what
they recorded in this task,
the teacher will be
writing these on a piece
of paper which will be
displayed in the
classroom.
Students will be
colouring in pictures,
which are all related to
Anzac Day. Once the
students have completed
their colouring I will
have them laminated for
students to them create a
puzzle for other students
to have a go at.
Students will be
experiences of Anzac
Day. This activity will
provide students with
opportunities to become
engaged in the topic, to
ascertain the students’
questions about and
interest in the topic, to
allow students to share
their personal experience
of the topic and to help
plan further experiences
and activities.
lesson I will get students
to share their experiences
with the class on how
they think, how they felt,
and what they wonder.
The teacher will have a
big piece of paper that
they will be writing on
for a classroom display.
Students will learn
throughout this unit the
things they where
wanting to know about
Anzac Day which will be
reflected on in the
concluding lesson.
lesson I will get the
students to colour in
some pictures to do with
Anzac Day, they will
include images of
solders, horses and
medical things etc. after
students have completed
this activity I will
laminate these pictures so
that students can then
turn them into puzzles.
Once these pictures have

10min
completing other
student’s puzzles, which
they have created on
Anzac day.
Students will be
participating in questions
asked about this
mornings learning.
been turned into puzzles
they will allow other
students the opportunity
to try and solve their
puzzle.
In conclusion to this
lesson, students will be
able to tell me the
answers to questions
about this mornings
activities, this will allow
them to recap what
learning has been
achieved.
Reflection.
For this lesson I anticipate that students will be able to come up with several possible solutions to what
todays lesson is going to be about by playing the guessing game. I anticipate that students will be able to
guess that today’s lesson will be on the war, and this history of war. Students will be able to recognize that
Anzac Day is a major day in which we remember those we have lost in battle. Students will be able to share
how Anzac Day makes them think, feel and wonder what it was like to be apart of this history. Students will
be able to share their responses and be able to add to the classroom display being created by the teacher,
students will also be able to experience photographs of images from the war, by colouring them and creating
them into puzzles. Students will get to see and experience several scenes from the war and how history has
evolved from then until know. Students will be able to answer any question asked by the teacher at the end
of the lesson about things they have learnt from todays lesson. Students will be expected to write a journal to
reflect on their Anzac Day experiences.

Lesson 2:
Two-Inquiry development unit
AIM
The purpose of this lesson is to tune in the students to explore perceptions and decide on directions about
Anzac Day. Students will participate in a range of activities which will allow them to explore and decide
how they would feel if they were apart of the Anzac history.
OBJECTIVE (S)
 Students will be able to listen to music and decode the lyrics to the song. They will understand the
meaning behind the words.
 Students will be able to make informed decisions on what directions they would take when faced
with difficult situations.
 Students will be able to explore perceptions made about Anzac Day and its meaning.
TIMING
LEARNER
ACTIVITIES
5min
10min
15min
Student’s will be
listening and focusing to
the song being played.
Students will re-listen to
the song, as they may not
have been listening the
first time.
Students will be taking
part in the whole class
discussion about the
song. Student’s will be
exploring and making
decisions about the
direction of the song.
Students will be watching
videos on the importance
of why Anzac Day is
celebrated.
To begin todays lesson
the teacher will play the
students a song called
‘Walt sing Matilda’. This
will be to gain and
maintain students interest
in todays second part of
the inquiry unit.
The teacher will then
replay the song for
student to listen to see if
they have learnt more
about the song the second
time.
give the students a hand
out of the lyrics to the
song, students will go
though the lyrics with the
teacher, breaking them
down and decoding the
meaning behind the song.
lesson I will get students
to watch some clips on
the interactive white
board. These clips will
include: the song that is
played when there is a
minute silence, “Walt
sing Matilda” played by
bagpipes, and more
videos about this history
- CD player/ interactive
white board playing
song.

20min
5min
5min
Students listened to the
guest speaker from WW2
talk about his experiences
in the war, and what it
was like fighting for his
country.
Students will be
contributing to questions
about the guest speaker’s
experiences or anything
they want to know about
Anzac Day.
Students contribute to
their journal about
today’s experiences.
of how Anzac Day
became.
At the beginning of the
lesson I informed
students that today we
would be having a special
guest come and visit, for
the last 20mins of the
lesson I had a man come
in and talk about his
experiences in WW2, he
explained what it was
like and how if felt to
fight for his country.
For the next 5 minutes of
the lesson, students were
able to ask any questions
they had about his
experiences and about
Anzac day.
For the last 5minutes of
the lesson students were
asked to write a reflection
to place in their journal
about Anzac day and
what they have learnt
today.
Reflection
Students will be expected to be listening to the lyrics of the song being played to them, it is anticipated that
when students are decoding the lyrics they will have a deeper understanding of the words behind the song. It
is anticipated students will learn a lot from watching the clips shown and from the guest speaker that will be
in today’s lesson. I anticipate that students will learn a lot more new information and will have a lot of
questions they would like answered. Students will also be expected to reflect upon todays learning in their
journals.

Lesson 3:
Three-Inquiry development unit
AIM
The purpose of this lesson is to let students organize themselves. In todays lesson students will be given
the opportunity to reflect on their learning so far in their journals, the will be given the opportunity to use
the computers to explore any questions they or others may have on Anzac Day. Students will be able to
use this information to create a poster or time line on Anzac Day from what they have learnt so far and
from newfound information.
OBJECTIVE (S)
 Students will be able to have time to organize themselves, by updating their journals, and
researching information about Anzac Day
 Students will be able to create a poster on something they have learnt about Anzac Day, or create a
timeline.
 Students will be able to use newfound information to answer any questions they wanted answered
in the beginning lesson.
TIMING
LEARNER
ACTIVITIES
15min
15min
30min
Students will be given the
chance to organize
themselves by adding
information to their
journals.
Students will be able to
research any unanswered
questions they may have
about Anzac Day
Students will be
researching new
information about Anzac
Day to create a timeline.
In todays lesson the
students will be able to
have time to organize
themselves by updating
their journals, they will
also be given time to
research information
about Anzac Day. By
gathering this newfound
information students will
be able to create a
timeline.
Students will be able to
research information to
answer any unanswered
questions they may have
from the first lesson
about Anzac Day.
Students will be using the
computers to gather
information for their time
line; this will be
completed individually
but will be presented in a
group. Students will be
given 30 minutes to
complete their final copy
- Computers
- A4 poster paper
- Pens
- Texter
- Pencils
- Coloured paper

of their poster, if students
run out of time they will
be able to take this home
and completed it as in the
next lesson they will be
presenting their
information to the whole
class.
Reflection
In today’s lesson students will be anticipated to complete their journals and add in new information, which
will help answer questions students had at the beginning of this unit on Anzac Day. Students will be
expected to organize themselves and get all there work completed and up to date. Students will be expected
to utilize their time wisely to benefit themselves when they are creating their timeline poster. Students are
expected to use time effectively to complete their timeline within the 30min allocated.

Lesson 4:
Four-Inquiry development unit
AIM
The purpose of this lesson is to find out issues and explain questions we have about Anzac Day. Todays
lesson will allow students to present their information found in last weeks lesson through their timeline
posters. Students will be given the opportunity to gather into groups who were given the same timeframe
to present their findings to the class. Students will then participate in a word search and interactive quiz
about Anzac Day.
OBJECTIVE (S)
 Students will be able to present their newfound information from last lesson in their timelines they
have created.
 Students will be able to participate in a word search that is related to Anzac Day
 Students will be able to participate in a short interactive quiz about Anzac Day

TIMING
LEARNER
ACTIVITIES
5min
20min
5min
Student’s will be
listening and watching
the short slide of pictures
relating to Anzac day.
Students will find other
people in the class who
were allocated the same
period of time for their
time line, they are to
discuss their findings and
each have information
they will be saying when
they are presenting this to
their class.
Students will be
participating in a word
search with words
relating to Anzac day.
Students will be
participating in a short
interactive quiz about
their knowledge on
Anzac Day
the teacher will start by
tuning the students in by
showing them a short
slide containing pictures
they have already been
shown. This will allow
the student to gain and
maintain focus in the next
task.
The teacher will then get
students to get into
groups with the others in
the class who were
allocated the same period
of time to complete their
timeline on. Students
were to then talk about
the information they have
found and then present it
to the whole class.
Students will then be
given a word search with
words relating to Anzac
day to complete.
Students will then
complete a short
interactive quiz on
everything they have
learnt about Anzac Day,
this allows the teacher to
- Interactive
whiteboard
- Posters they
have created
-Word search
handout
- Quiz

see how far they have
come from the beginning
lesson about Anzac day.
Reflection.
Students will be anticipated to listen and watch a short film on things they have learnt so far about Anzac
Day, students will then be expected to get into small groups and discuss their period of time they were
allocated in their timeline, once they have had a discussion and talked about the information they have
found. They will then be expected to present this information to the whole class as a group. Students are then
expected to complete a word search on words relating to Anzac day. Students are then expected to conclude
todays lesson by completing a quiz, which allows the teacher to assess what learning needs to happen next.

Lesson 5:
Five-Inquiry development unit
AIM
The purpose of this lesson is sort out and analysis data students have found out about Anzac Day. Students
will watch a short film which the teacher has created on everything the students have learnt so far about
Anzac day for them to watch and re-cap their memories. Students will then be focusing on what they had
learnt previously about Anzac Day as today the students will have another guest speaker who will focus on
life as a solder, the aim of having this guest speaker is for students to understand what it was like, and be
able to re-create a letter home as a solder.
OBJECTIVE (S)
 Students will be watch a short film clip the teacher has created on what the students have learnt so
far about Anzac Day.
 Students will be able to re-cap and reflect on their journey so far from the learning done so far.
 Students will listen to the guest speaker, they will think like a solder and become a solder.
TIMING
LEARNER
ACTIVITIES
10min
10min
10min
20min
Students will be watching
a short film on their
learning so far about
Anzac Day, this will
allow students to re-cap
and reflect on their
journey so far.
Students will be re-
organizing their journals
and making sure they are
up to date.
Students will be thinking
about being a solder in
the war, they will be
focusing on how they
would feel, think and act
like a solder reacting to
certain situations.
Students will be listening
carefully to today’s guest
speaker who will be
telling the students
stories about the war and
what is was like to be
away from their families.
Students will be asked to
think about what they
the teacher will start the
lesson with a short film
they have created on the
learning journey so far,
students will be given
time to re-cap and reflect
on the learning journey
so far.
Students will get some
time to fill in and
organize their journal
about Anzac Day.
asked to think, feel, and
act like a solder who was
in the war. What it would
be like and what how
they would react to
situations.
seated quietly, ready to
listen to a guest speaker
who is coming in to talk
about his life as a solder,
how he missed his family
and how he
communicated with his
family. The aim of
- Journals
- Interactive
white board to
show film
- Guest speaker

10min
would write home to
loved ones as part of next
weeks class they will be
creating a letter.
Students will write a
reflection in their
journals about today’s
guest speaker.
having this guest speaker
is for students to
understand how much
they missed their families
and how little they got to
talk to their families. This
will all tie in together for
next weeks activity were
students will be writing
letters home as solders
from the war.
Students will write in
their journals a reflection
about today’s guest
speaker, which will help
them in next weeks
writing task.
Reflection.
Students will be anticipated to listen and watch a short film on things they have learnt so far about Anzac
Day, students will then be expected to re-cap and reflect on their learning achieved so far, they will be
expected to finish off and get their journals up to date. Students will be expected to think, feel and act like a
solder who was apart of the war. They will be expected to participate and listen quietly to today’s guest
speaker with respect. They will then be expected to write a reflection in their journals on today’s
experiences, as it will help students with their writing piece in the next lesson.

Lesson 6:
Six-Inquiry development units
AIM
The purpose of this lesson is to draw on conclusions about Anzac Day, in today’s lesson students will be
writing a letter home pretending they are a solder at war. Students will draw on previous experiences from
what they have learnt so far and what the guest speakers have told students during their talks. While
students are writing I will play some music, which will help students get a sense of how they would have
felt during the war.
OBJECTIVE (S)
 Students will be able to become engaged within the topic, by understanding the events held on
Anzac Day and their purpose.
 Students will be able to reflect on their experiences from the guest speaker and will be able to
create a letter they would send home, pretending to be a solder in war.
TIMING
LEARNER
ACTIVITIES
10min
10min
30min
10min
Students will be focusing
on why the teacher has
come into class dressed
as a solder. The will
begin to ask questions
and become interested in
today’s lesson. Students
will be discussing what
they have learnt so far.
to the teacher, as they
will be explaining todays
writing task, the task is
writing a letter home to
loved ones. You are a
solder in the war, think
about how you would be
feeling and what your
family would like to hear
from you.
Student will be planning
and creating their piece
of writing.
Students will share their
piece of writing with
their fellow classmates.
the teacher will come into
the classroom dressed as
a solder. This will initial
inspire the students and
get them to think about
Anzac Day.
explain today’s writing
task to the students.
Students will be writing a
letter home, students will
be a solder at war. The
students will need to
think about were they
are, how they feel and
what they think their
family might like to hear.
model how this task is to
be done.
Students will be given the
time to create a letter
home to their families.
In conclusion, Students
will be asked to share
their writing with the
students at their table, the
- Journals
- Pen
- Paper
- Teacher will
create the olden
time look for
the letters with
a tea bag

read some of the
student’s letters out to the
class and will then put
them on display around
the classroom.
teacher will then read
some of these letters out
to the class and will then
have them on display
around the classroom.
Students will be given
permission for to attend
an excursion to a war
memorial museum.
Reflection.
Students will be expected to participate in classroom discussions on their learning achieved so far about
Anzac Day. Students will be expected to listen to the set writing task, which will be modeled by the teacher.
Students are to create a letter home to their families, as a solder during war. Students will then share their
work with fellow classmates and will then hand them into the teacher, the teacher will then read some of
their letter out to the class. The teacher will then give the letters an olden day look using an old tea bag to
create this affect; they will then be displayed around the classroom.

Lesson 7:
Seven-Inquiry development units
AIM
The purpose of this lesson is to consider social action. In today’s lesson students will be going on an
excursion to a war memorial museum. The aim of this excursion is to get the students to experience the
war by surrounding themselves in it.
OBJECTIVE (S)
 Students will be able to become engaged within the topic, by going on an excursion to a war
memorial.
 Students will be able to write a reflection about this experience and create a poster and present it
to the class in the final lesson concluding Anzac Day.

TIMING
LEARNER
ACTIVITIES
5min
5min
1hr
20min
Students will be waiting
for the roll and handing
in any permission forms
to attend today’s
excursion.
to their teacher and will
get on the bus.
Students will be
encouraged to ask
questions and listen to
their guide.
Students will be writing a
reflection on todays visit
to the museum. They will
then be informed about
next week’s poster on
Anzac Day, which they
are able to start at home
and bring in information
researched.
In todays lesson students
will be going on an
excursion to a war
memorial museum. The
teacher will be making
sure the students have
handed in their
permission forms.
Students will get on the
bus and will travel to the
local museum.
Students will be taken on
a guided tour around the
museum, they will be
able to ask questions and
see all the displays of
things they had in the
war.
Students get back to
school and are asked to
write a reflection on
todays visit to the
museum. They are then
told in next weeks lesson
they will be creating a
poster, which they will be
presenting to the class
about Anzac Day.
- Army memorial
museum.
- Pen
- Paper

Reflection.
Students will be anticipated to learn about the war and its history in more depth at the memorial museum.
Students will be encouraged to ask their guide questions they may have in regard to what they are learning
about at the museum. The aim of this lesson is to get students to maintain a good understanding of Anzac
Day and its importance to Australians.

Lesson 8:
Eight-Inquiry development units
AIM
The purpose of this lesson is to reflect on the student’s experiences and learning achieved throughout this
unit of work on Anzac Day. In lesson one my aimis to find out what students now know about Anzac Day,
what they now think and feel about a topic after they have experienced 7 weeks of learning about Anzac
Day. During this lesson students will be given time to finish their posters about Anzac day before they
present them to their class. The aimof this poster is to assess students on their prior knowledge and their
newfound knowledge.
OBJECTIVE (S)
 Students will be able to discuss what they now know about Anzac day. We will cover the any
unanswered questions students had in the beginning of this unit.
 Students will be able to have a whole class discussion on Anzac day were they will be able to create
a mind map which will be displayed in the classroom.
 Students will draw on experiences and present their posters on Anzac Day.
TIMING
LEARNER
ACTIVITIES
Students will be
participating to classroom
discussion on everything
they have learnt about
Anzac Day over the past
eight weeks. The teacher
will be writing these
down and creating a
classroom mind map.
Students will be given
time to complete their
posters about Anzac Day,
which by the end of the
lesson they will be
presenting these to the
whole class.
Students will be working
on their posters.
to the teacher’s summary
of the unit of work and
the teacher will hold a
whole class discussion on
the learning achieved in
the past 7 lessons. The
teacher will create a mind
map, which will be
displayed around the
classroom. The aim of
this is to draw
conclusions and make
links to understandings
and links to real world
experiences.
lesson the teacher will
allow students the time
they need to complete
their posters that they
will be presenting to the
class.
Students will be working
on these posters
individually and they will
be presented individually
to the whole class.
To conclude the lesson
and the unit, the teacher
will do there own
- Posters
- Paper
- Pens
- Texters
- Interactive
whiteboard
- Journals

for this lesson. Students
are expected to be quiet
and watch their learning
throughout the past eight
weeks.
summary of all events
completed over the eight
weeks of the unit. By
showing class
photographs taken
throughout the whole
unit, showing students
work, students
participation and a
concluding paragraph on
Anzac Day.
Reflection.
Students will be anticipated to show the achieved learning from the past eight weeks through their posters
and their presentations. Students will be expected to hand in their journals all up to date and complete, which
allows the teacher to assess their learning achieved. Students will be expected to respect one another when
the presentations are being shown to the class and also show the teacher respect when they are showing their
concluding presentation.

Section Three:
Assessment & Evaluation
Assessment and evaluation- on going, formative evaluation and final/summative
Lesson One:
 Formative Assessment – Questioning about prior knowledge about Anzac Day, how the students
think, feel and wonder.
 Summative Assessment – Students have to predict as well as reflect on what the unit of inquiry will
be about using the Army equipment brought into class. Getting the students to colour in pictures and
create them into puzzles allows them to reflect on their learning experience.
Lesson Two:
 Formative Assessment – Ability to research relevant information about Anzac Day in order to
create their history timeline.
 recap of what was learnt it previous lessons.
 Reflect in their journal about learning experiences.
 Summative Assessment - Ability to gather relevant and useful information about their time period
given.
 Ability to listen to the song and find the meaning behind it.
Lesson Three:
 Formative assessment – allowing students to get up to date with their journals and organize
themselves.
 Use their relevant information researched to answer their questions about Anzac Day.
 Summative assessment – presentation of students timelines to the whole class
 Recap on learning so far and reflect upon it in journals.
Lesson Four:
 Formative assessment – Recap on their learning experience through pictures presented at the
beginning of the lesson.
 Summative assessment – The students are to complete a word search with new words they have
learnt in relation to Anzac Day.
 Students are to complete a short quiz about Anzac Day to show how they have progressed their
knowledge.
Lesson 5:
 Formative Assessment- Reflecting on the students learning through their journals.
 Recapping on the learning achieved through a short film, which displays photographs and images of
students work.
 Summative Assessment- Reflection in their journal about today’s guest speaker, who talked about
how it felt to be there during the war.
 Got students to think like a solder.
Lesson 6:
 Summative Assessment- Using their reflection in their journal about the guest speaker, who talked
about how it felt to be there during the war.
 Got students to think like a solder and create a letter to send home to their loved ones.

 Presented these letters to the whole class.
Lesson 7:
 Formative assessment – Going on the excursion to the war memorial museum helping students gain
newfound knowledge.
 Summative assessment – Students recapping on experience and writing reflection in their journals.
Lesson Eight:
 Formative assessment - Analyzing the students throughout their work when presenting their posters
on Anzac Day.
 Summative assessment - Finishing the lesson with the teacher’s own conclusion to the unit of work.

Section Four:
Resource/References
Resources/references with comments as to how useful these were
References
Education Services Australia. (2013). Victorian Curriculum and Assessment Authority. Retrieved
from http://ausvels.vcaa.vic.edu.au
I found Ausvels really useful as it explained the domains I needed to meet throughout this unit of work.
Wikipedia. (2013). Anzac Day. Retrieved from
http://en.wikipedia.org/wiki/Anzac_Day
I found this was the best definition on Anzac Day with a lot of credible references used.
Inquiry learning. (2007). Presentation came from a two-day workshop presented by Kath Murdoch in.
Retrieved from
http://www.slideshare.net/aimeegale/tuning-in
I found this PowerPoint presentation very useful as it explained how to create a whole inquiry lesson
sequence for a unit of work.
Northern Territory Escape. (2013). Anzac Kids. Retrieved from
http://www.anzackids.com
I found this resource amazing as everything was related specifically to Anzac Day, it provided a range of
activities and games relating to Anzac Day.
Education Queensland. (2013). Anzac Day. Retrieved from
https://www.learningplace.com.au/deliver/content.asp?pid=39195
I found this resource great as they related it to the curriculum.
michelleb78. (2009, April 24). Collingwood vs Essendon ANZAC Day 2009 pre-match banner run through,
last post and minute silence. Retrieved from
http://www.youtube.com/watch?v=M_4Wih0cNK8
I found this a great resource to show students what the minute silence is.
RicSFL. (2011, April 24). Waltzing Matilda Bagpipes (Anzac Day 2011). Retrieved from
https://www.youtube.com/watch?v=vE0kyySqMmc
I found this was really useful as students got to see the song played in a different way. Through the
bagpipes.
Dubbo city images. (2010). Anzac Day. Retrieved from
http://www.dubbotourism.com.au/events-calendar/anzac-day
I used this images at the beginning of the unit, I chose this images as I think it best relates to Anzac
Day.
Gilbert, Rob, and Hoepper, Brian, (eds.) 2011, Teaching Society and Environment 4th Edition, South
Melbourne, Cengage.

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