Queensland Studies Authority January 2012 | 1

Year 5 unit overview — Australian Curriculum:English and History
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10,<www.australiancurriculum.edu.au/English/Curriculum/F-10>.
School name Unit title Duration of unit: 10 hours
Clinton State School Historical Gold Rush Letters to the Future 2 Weeks

Unit outline
During this unit students are introduced to the friendly letter text type in an historical context. Students will read, listen and view multimodal friendly letter texts that
include historical vocabulary and concepts.
Students by the end of Year 5 must have the literacy skills and knowledge to create a variety of sequenced texts for different purposes and audiences,
demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Students by the end of Year 5 should also exhibit historical knowledge and skills of researching, ability to frame an historical inquiry, identify a range of sources
and locate and record information related to this inquiry and identify points of view. Students texts should develop, organise descriptions, using historical terms
and concepts.


2 | Year X unit overview Australian Curriculum: English
Identify curriculum
Content descriptions to be taught
General capabilities and
cross-curriculum priorities
Language Literature Literacy
Language for interaction
Understand that patterns of language interaction vary across social
contexts and types of texts and that they help to signal social roles
and relationships (ACELA1501)
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as
the degree of formality(ACELA1504)
Expressing and developing ideas
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)
















Creating texts
Plan, draft and publish imaginative, informative and persuasive print
and multimodal texts, choosing text structures, language features,
images and sound appropriate to purpose and audience(ACELY1704)



























Literature and context
Identify aspects of literary texts that convey details or information
about particular social, cultural and historical contexts (ACELT1608)

Interpreting, analysing, evaluating
Identify and explain characteristic text structures and language
features used in imaginative, informative and persuasive texts to meet
the purpose of the text (ACELY1701)
Navigate and read texts for specific purposes applying
appropriate text processing strategies, for example predicting and
confirming, monitoring meaning, skimming
and scanning (ACELY1702)
Use comprehension strategies to analyse information, integrating and
linking ideas from a variety of print and digital sources (ACELY1703)
1.
2. Reread and edit student's own and others’ work using agreed criteria
for text structures and language features (ACELY1705)
3.
4. Develop a handwriting style that is becoming legible, fluent and
automatic (ACELY1706)











Literacy

ICTcapability

Critical and creative thinking

Ethical behaviour

Intercultural understanding

Aboriginal and Torres Strait
Islander histories and cultures

Asia and Australia’s
engagement with Asia

Queensland Studies Authority January 2012 | 3
HISTORY – YEAR 5

Historical Knowledge and
Understanding
 The impact of a significant development or event on a
colony; for example, frontier conflict, the gold rushes,
the Eureka Stockade, internal exploration, the advent
of rail, the expansion of farming, drought. (ACHHK095)

Historical Skills
 Use historical terms and concepts (ACHHS099)
 Identify questions to inform an historical
inquiry (ACHHS100)
 Locate information related to inquiry questions in a
range of sources (ACHHS102)
 Identify points of view in the past and
present (ACHHS104)
 Develop texts, particularly narratives and descriptions,
which incorporate source materials (ACHHS105)
 Use a range of communication forms (oral, graphic,
written) and digital technologies (ACHHS106)

Achievement standard
ENGLISH
Receptive modes (listening, reading and viewing)

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.
They analyse and explain literal and implied information from a variety of 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.

Productive modes (speaking, writing and creating)

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 a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group
discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate
spelling and punctuation, editing their work to provide structure and meaning.

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 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.

4 | Year X unit overview Australian Curriculum: English


Queensland Studies Authority January 2012 | 5
Relevant prior curriculum Curriculum working towards
ACARA YEAR 4 ENGLISH
LANGUAGE
 Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the
intended audience(ACELA1490)
 Understand how texts are made cohesive through the use of linking devices including pronoun reference
and text connectives (ACELA1491)
 Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech(ACELA1492)
 Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases
and prepositional phrases (ACELA1493)
 Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an
activity(ACELA1495)
 Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in
research (ACELA1498)
 Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling
generalisations, and letter combinations including double letters (ACELA1779)
LITERATURE
 Discuss literary experiences with others, sharing responses and expressing a point of view(ACELT1603)
 Use metalanguage to describe the effects of ideas ,text structures and language features of literary texts (ACELT1604)
 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various
techniques, for example character development and plot tension(ACELT1605)
 Create literary texts that explore students’ own experiences and imagining (ACELT1607)
 Create literary texts by developing storylines, characters and settings (ACELT1794)

LITERACY

 Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of
contemporary texts(ACELY1686)
 Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
 Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing
strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and
analysing and evaluating texts (ACELY1692)
 Creating texts
 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a
widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
 Write using clearly-formed joined letters, and develop increased fluency and automaticity(ACELY1696)
 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place
visual, print and audio elements (ACELY1697)

ACARA YEAR 4 HISTORY

 The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected
to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)
 The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contact s with
other societies and any impacts.(ACHHK078)
 Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following
arrival. (ACHHK079)
 The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the
Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)
Historical Skills
 Sequence historical people and events (ACHHS081)
 Use historical terms (ACHHS082)
 Pose a range of questions about the past (ACHHS083)
 Identify sources (ACHHS216)
 Locate relevant information from sources provided (ACHHS084)
 Identify different points of view (ACHHS085)
 Develop texts, particularly narratives (ACHHS086)
 Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087)

ACARA YEAR 6 ENGLISH
 Make connections between students’ own experiences and those of characters and events represented in texts drawn from
different historical, social and cultural contexts (ACELT1613)
ACARA YEAR 6 HISTORY

 Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated,
such as World War II and Australian migration programs since the war. (ACHHK115)
 The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the
development of Australian society, for example in areas such as the economy, education, science, the arts,
sport.(ACHHK116)
 Use historical terms and concepts (ACHHS118)
 Identify questions to inform an historical inquiry (ACHHS119)
 Identify and locate a range of relevant sources (ACHHS120)
 Locate information related to inquiry questions in a range of sources.(ACHHS121)
 Compare information from a range of sources. (ACHHS122)
 Identify points of view in the past and present (ACHHS123)
 Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)
 Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)
6 | Year X unit overview Australian Curriculum: English
Bridging content
The focus is on explicit teaching of:
 Structure and purpose of a friendly letter text.
 Historical Language/Vocabulary.
 Historical inquiry of the 1850’s with particular focus on
‘Who travelled to Australia during the Gold Rush?’ and ‘Why?’
‘What was the lifestyle like for people during this time?’


.
Links to other learning areas

This Unit has been centred on the book My Place by Nadia Wheatley & Donna Rawlins. The unit has a literacy focus and is embedded with Historical themes
however, it can be applied and adapted to other learning areas such as mathematics looking at mapping as well as science looking at sustainability and cause
and effect.

Queensland Studies Authority January 2012 | 7
Assessment Make judgments
Describe the assessment Assessment date
Students will be Plan, draft and publish
imaginative, informative and persuasive print and
multimodal texts, choosing
text structures, language features, images and
sound appropriate to purpose
and audience(ACELY1704)

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)

Historical Skills
Use historical terms and concepts (ACHHS099)
Develop texts, particularly narratives and
descriptions, which incorporate source
materials (ACHHS105)
Identify points of view in the past and
present (ACHHS104)
Productive modes
Students use language features to show how
ideas can be extended.
They develop and explain a point of view
about a text.
Students create a variety of sequenced texts
for different purposes and audiences. When
writing, they demonstrate understanding of
grammar, select specific vocabulary and use
During this unit the monitoring and assessment of students learning and
understanding will be both formative and summative.

The teacher will use a combination of assessment tools to assist with making
judgements of specific content knowledge and understanding of students throughout
the unit’s planned learning sequence. These include observations, students self
assessment, formative assessment tool- performa checklist and summative
assessment rubric.

Assessment is designed on a 4 point scale to include a diverse range of abilities
ranging from above expected level, expected level and just below expected level
and well below expected level.

Students will participate in one-on-one conferencing with the teacher for constructive
feedback regarding their work. Students will also work in writing groups which
provide them with peer feedback allowing them to evaluate their own work and
identify ways to improve it.


Self Assessment Proofreading Checklist Appendix F
Formative Assessment Performa Checklist Appendix G
Summative Assessment Gold Rush Historical Letter Rubric Appendix H

Formative Assessment will
occur in Lesson 7
Conferencing/ Revising
and Editing.

Summative Assessment
will occur following Lesson
9 Publishing of Gold Rush
Historical Letter to the
future.
8 | Year X unit overview Australian Curriculum: English
Assessment Make judgments
accurate spelling and punctuation, editing
their work to provide structure and meaning.



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Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for
needs of learners
Resources
Lesson 1: Name of Lesson: Introduction to
Historical Gold Rush Letter Assessment
Estimated Timing: 1 hr
Objective/s: Students will discuss reasons for
correspondence and explore the text structure of
a letter that is used for personal correspondence.
(ACELA1504) (ACELA1501)
Classroom Organisation: Whole class
Learning Experiences:
 Reflection of learning so far regarding the
Gold Rush focusing on 1850’s.
 Students will be informed and provided
rubrics for the assessment expectations
in writing their historical Gold Rush
letters.
 Discuss reasons for correspondence.
 Assess student’s prior knowledge by
asking what correspondence style they
have used.
 Link this information to correspondence in
the past with comparison to the present
including discussions on different styles
such as email, facebook, twitter and
comparatively to the historical form of
letter writing.
 Look at different and discuss different
styles of letter writing with a focus on
friendly letter writing.
 Provide example of a personal letter on
interactive whiteboard and discuss its
features.
 Assistance
would be
provided to
students with
additional
needs in
accessing and
establishing a
pen pal
account.
Assessment Task Outline (Appendix A).
Sample of a friendly letter.
 http://www.wikihow.com/Sample/Friendly-Letter
Epals website
 http://www.epals.com/
10 | Year X unit overview Australian Curriculum: English
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for
needs of learners
Resources
 Explain that students will begin practicing
their correspondence skills using epals
global communication pen pal website.
 Provide students time to access the
website and join with school email. Find
pen pal to start corresponding with. This
will be discussed throughout this unit.

Lesson 2: Name of Lesson: An Introduction to a
Historical Friendly Letter
Estimated Timing: 1 hr
Objective/s: Students will view and discuss the
features including language used within a
historical friendly letter.
(ACHHS099) (ACHHS104) (ACELA1508)
(ACELT1608)
Classroom Organisation: Whole Class
Learning Experiences:
 Reflect on features of a friendly letter
looked at in the previous lesson.
 Open and introduce the historical friendly
letter written by Alma in 1855 on the
interactive whiteboard.
 Read the letter aloud for students
discussing language used e.g Colonial
fever, Dockers, Nuggets and link to
student’s prior historical research about
the Gold Rush and get students to add
new historical words to the classrooms
Gold Rush word wall.
 Discuss with students the language the
Include students with
additional needs into
the classroom
discussion and allow
them to add new
vocabulary to the word
wall practicing the
pronunciation and
meaning with them
before doing so.
Information regarding structure of friendly letter (Please note only adapt Heading,
Greeting, Body, Closing and Signature as this is an American format).
http://www.pkwy.k12.mo.us/homepage/jotey/File/Parts_of_a_Friendly_Letter.pdf

Historical Friendly Letter written by Alma 1855 (Appendix B).
http://www.ballaratgenealogy.org.au/art/brain_letter.htm

Interactive Whiteboard.

Printed and laminated historical words for the classroom word wall.

A3 poster of letter structure to add into the classroom as a reference text. (Appendix
C).

Laptops to access epals.
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Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for
needs of learners
Resources
writer has used to describe his lifestyle
and environment. Focus on linking it into
the students learning about noun
groups/phrases.
 Discuss the paragraph structure including
syntax.
 Reflect with students the description
given of what life was like in 1855 during
the Gold Rush as described in the letter.
 Present the A3 copy of the letter including
formatting to the class as a reference text
and place in a very visible place within
the classroom.
 Allow students to check their pen pal
correspondence and reply in the last 15
minutes of the lesson.

Lesson 3: Name of Lesson: Reconstructing
Letter /Research Begins
Estimated Timing: 1hr
Objective/s: Students will work in groups to
reconstruct a letter text. Students will access the
internet and begin research for their historical
Gold Rush Letter.
(ACELA1508) (ACELY1702) (ACHHS104)
(ACELY1701)
Classroom Organisation: Whole class/Individual/
Pairs
Learning Experiences:
 As a whole class students will assist the
Students with
additional needs will
be supported during
whole group
instruction. They will
be provided with
enveloped texts that
are cut into larger
chunks for
reconstruction and will
be assisted with this.
Research will be
assisted as well as
information on topics
printed and provided
for more support.
Deconstructed Text:
Background information and letter written by James Davis.
http://www.ballaratgenealogy.org.au/art/davies.htm
Large cardboard cut outs to be reconstructed on the board using blue tac.

Enveloped individual copies of cut out letter for students to reconstruct and glue into
literacy books.

Gold Fever Graphic Organiser (Appendix D).

12 | Year X unit overview Australian Curriculum: English
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for
needs of learners
Resources
teacher in reconstructing the letter written
by James Davis.
 The letter is sectioned off in paragraphs.
 Students are to work with the teacher to
reconstruct the text ensuring that it is
cohesive, syntactically and semantically
correct.
 Language features including how the
noun groups/phrases and the adjectival
groups/phrases provide a richer
description for the reader.
 Teacher to observe individual student
participation including their application of
knowledge learnt so far regarding letter
structure.
 Once the class have finished they will
read letter out loud to hear the success of
their reconstruction, making changes
where needed.
 Students will then be given envelopes
with a letter cut into paragraphs and
instructed to reconstruct and glue this into
their literacy books.

During quick write the
teacher will ask these
students to provide a
verbal response.
Lesson 4: Name of Lesson: Gold Rush Research
Estimated Timing: 1hr
Objectives: Students will use the laptops to
research relevant information to include in their
historical letters. Web links are provided to guide
student’s investigations.
(ACELY1704) (ACHHS102) (ACHHS106)
Students who require
additional support will
be provided with a
graphic organiser and
assisted in planning
their writing ideas.
Writing Graphic Organiser (Appendix E).

Chinese Gold Rush
http://www.sbs.com.au/gold/story.php?storyid=49
Californian Gold Rush
Queensland Studies Authority January 2012 | 13
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for
needs of learners
Resources

 Students will then be given the Gold
Fever graphic organiser. Split students
into pairs and allocate laptops for
research of the Gold Rush and the
lifestyle during the 1850’s. Provide the
websites that can be accessed.
 Students will use the organiser to
categorise the information they discover.
 Allow students to correspond to their
epals in the last 15mintues of the lesson.

http://en.wikipedia.org/wiki/California_Gold_Rush
The Australian Gold Rush
http://australia.gov.au/about-australia/australian-story/austn-gold-rush
Bathurst
http://www.mininghistory.asn.au/mining-history/
Thinglink
http://www.thinglink.com/scene/358414174876860416
My place
http://www.abc.net.au/abc3/myplace/
Family
http://www.myplace.edu.au/themes/theme_landing.html?tabRank=1
Lifestyles
http://www.myplace.edu.au/themes/theme_landing.html?tabRank=2
Technologies
http://www.myplace.edu.au/themes/theme_landing.html?tabRank=3
Epals website
http://www.epals.com/
Lesson 5: Name of Lesson: Gold Rush Research
continued and Pre writing phase begins.
Estimated Timing: 1 hr
Objective/s: Students will finalise research and
decide on character. They will use the writing
graphic organiser to assist them in structuring
Students who require
additional support will
be provided with a
graphic organiser and
assisted in planning
their writing ideas.
Student Literacy Books.
My Place
http://www.abc.net.au/abc3/myplace/

Gold Rush Interactive Game (Fast Finishers).
14 | Year X unit overview Australian Curriculum: English
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for
needs of learners
Resources
their ideas.
(ACELY1704) (ACHHS102) (ACHHS106)
Classroom Organisation: Pairs and Individual
Learning Experiences:
 Students will be asked to do a quick write
about what they have learnt so far about
letter writing and the Gold Rush.
 Students will read out their responses to
the teacher.
 Students will then be provided with writing
graphic organisers to assist in structuring
their ideas or they can create their own
within their literacy books.
 More time is allocated for final research
about the Gold Rush.
 Students are to select their character and
start planning and sequencing their ideas
to start drafting in the following lesson.

http://www.nma.gov.au/interactives/tlf/gold_rush_5-6/index.html

Lesson 6: Name of Lesson: Drafting
Estimated Timing: 1 hr
Objective/s: Students begin drafting their letters
based on their prewriting ideas.
(ACHHS106) (ACELY1704) (ACELY1706)
Classroom Organisation: Individual
Learning Experiences:
 Teacher explains to students that this is
only a draft of their letter writing so they
should not be too concerned with
Students with
additional needs would
be provided support in
this period of drafting.
If necessary the
teacher can scribe for
the student.
Student Literacy Books.
Assessment Task Outline (Appendix A).

My Place
http://www.abc.net.au/abc3/myplace/

Gold Rush Interactive Game (Fast Finishers).
http://www.nma.gov.au/interactives/tlf/gold_rush_5-6/index.html
Queensland Studies Authority January 2012 | 15
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for
needs of learners
Resources
spelling. However, they are to set their
writing out in correct structure of a friendly
letter.
 They can refer to our examples around
the classroom. Remind students of the
Heading, Greeting, Body, Closing and
Signature.
 Students are encouraged to use historical
language and can refer to the classroom
word wall for prompting.
 Students are also encouraged to
incorporate the use of noun/groups and
phrases and adjectival groups/phrases to
make their descriptions more explicit for
the reader. Paint word pictures in the
reader’s mind of the environment, the
people and the lifestyle that existed
approximately 160 years ago.
 Advise students that if they finish their
draft early there is an interactive game for
them to play or they can access My
Place. However, students must take their
time drafting their letter and structuring
their writing.

Lesson 7: Name of Lesson:
Conferencing/Revising/Editing
Estimated Timing: 1 hr
Objective/s: Students will be provided with the
opportunity to participate in writing groups for
revision stage of writing. Following this students
will conference with the teacher.
Students with
additional needs can
participate in writing
group with teachers
support.
Self – assessment Proofreading Checklist (Appendix F).
Formative Assessment Tool – Performa Checklist (Appendix G).
16 | Year X unit overview Australian Curriculum: English
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for
needs of learners
Resources
(ACELY1705) (ACELY1704)
FORMATIVE ASSESSMENT during
conference.
Classroom Organisation: Groups/Individual
Learning Experiences:
 Group form writing groups to share their
rough drafts.
 Group members are to provide
constructive feedback regarding writing
including content, vocabulary, character
development, sequence, ideas and
descriptions.
 Following this, students can edit their
writing before conferencing with the
teacher.

Lesson 8: Name of Lesson:
Revising/Editing/Conferencing #2
Estimated Timing: 1 hr
Objective/s: Students will revise and edit their
second draft in preparation for publishing.
Classroom Organisation: Individual and Group
(ACELY1705) (ACELY1704)
Learning Experiences:
 Group form writing groups to share their
rough drafts.
 Group members are to provide
constructive feedback regarding writing
including content, vocabulary, character
development, sequence, ideas and
descriptions.
Students with
additional needs can
participate in writing
group with teachers/
aide support.
Assessment Task Outline (Appendix A).

Self – assessment Proofreading Checklist (Appendix F).
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Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for
needs of learners
Resources
 Following this, students can edit their
writing before final conference with the
teacher.

Lesson 9: Name of Lesson: Publishing
Estimated Timing: 1 hr
Objective/s: Students are given time to publish
their Gold Rush historical letters.
(ACELY1704) (ACHHK095) (ACHHS099)
(ACELA1508)(ACHHS105) (ACELT1608)
(ACELY1706) (ACELA1504)
Classroom Organisation:
Learning Experiences:
 Students are reminded this task is an
assessment piece.
 Students are provided with some tea
stained paper to publish their Gold Rush
historical letters.
 Teacher is available to assist students
who require extra support.
 Students are to hand their letters to the
teacher upon completion.
Teacher assists
students with
additional needs in
writing their published
copy if necessary the
use of laptop can be
adapted to suit.
Assessment Task Outline (Appendix A).
Assessment Rubric (Appendix H).
Tea stained paper.
Pens.

Lesson 10: Name of Lesson: Sharing/ Reflection
of Learning
Estimated Timing: 1 hr
Objective/s: The student marked assessments will
be returned to them. Students can discuss any
concerns with the teacher at the end of the
session. Students will share their letters with the

Marked assessment.

18 | Year X unit overview Australian Curriculum: English
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for
needs of learners
Resources
class in an informal way. Students will reflect on
learning and life in the 1850’s. Teacher will
provide an introduction to their next topic of
learning.
(ACHHK095) (ACHHS099)
Classroom Organisation: Whole class
Learning Experiences:
 Teacher hands back assessment.
 Students are provided opportunity to
share their letter writing with the class in
an informal way.
 Feedback can be provided to students by
their peers.
 Class reflection on learning. Discussions
perhaps based on what students found
most interesting. Their Epal experiences
and friendships formed. Anything
interesting they have found out about
another country.
 Teacher informs students that work will
be displayed in the classroom.
 Teacher introducing the next topic of
investigation.

Use feedback
Ways to monitor learning
and assessment
Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.
Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross
mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster
level to reach consensus and consistency.
Queensland Studies Authority January 2012 | 19
Feedback to students Teacher will provide ongoing feedback to students regarding their progression of learning throughout the unit in multiple ways
including informal feedback based on observations, one-on-one conferencing with students and mediation of students peer
feedback.
Reflection on the unit plan Identify what worked well during and at the end of the unit,including:
 activities that worked well and why
 activities that could be improved and how
 assessment that worked well and why
 assessment that could be improved and how
 common student misconceptions that need, or needed, to be clarified.