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Queensland Studies Authority January 2012 | 1

Year 6 unit overview Australian Curriculum: English and History


Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.
School name Unit title Duration of unit: 10 hours
St ACU Contributions of Immigrant and Indigenous Australians

Unit outline
This unit of work builds students perceptions of the contribution Indigenous and Immigrant Australians on this country. The unit utilises a number of English based
concepts in order to enrich a students ability to analyse and assess a range of different text types and use this knowledge to create texts in a range of different
forms.
Students at the end of this unit would be more aware of the contributions of Immigrant and Indigenous Australians and the impact they have had. It will also lead
to a greater awareness and acceptance of our fellow Indigenous and Immigrant Australians.

-Who are some significant Indigenous and Immigrant Australians and what contributions have they made?



2 | Year X unit overview Australian Curriculum: English
Identify curriculum
Content descriptions to be taught
General capabilities and
cross-curriculum priorities
Language Literature Literacy
Understand how authors often innovate
on textstructures and play with language
features to achieve particular aesthetic,
humorous and persuasive purposes and
effects (ACELA1518)

Understand how ideas can be expanded
and sharpened through careful choice of
verbs, elaborated tenses and a range
of adverbgroups/phrases (ACELA1523)

Investigate how vocabulary choices,
includingevaluative language can express
shades of meaning, feeling and
opinion (ACELA1525)
















Analyse and evaluate similarities and
differences in texts on similar topics,
themes or plots(ACELT1614)

Identify and explain how choices in
language, for example modality,
emphasis, repetition and metaphor,
influence personal response to different
texts (ACELT1615)

Identify, describe, and discuss similarities
and differences between texts, including
those by the same author or illustrator,
and evaluate characteristics that define
an authors individual style (ACELT1616)

Experiment with text structures
and language features and their effects
in creating literary texts, for example,
using imagery, sentence variation,
metaphor and word choice (ACELT1800)










Compare texts including media texts that
represent ideas and events in different
ways, explaining the effects of the different
approaches (ACELY1708)

Participate in and contribute to
discussions, clarifying and interrogating
ideas, developing and supporting
arguments, sharing and evaluating
information, experiences and
opinions(ACELY1709)

Plan, rehearse and deliver presentations,
selecting and sequencing appropriate
content and multimodal elements for
defined audiences and purposes, making
appropriate choices for modalityand
emphasis (ACELY1710)

Analyse how text structures and language
featureswork together to meet the purpose
of a text(ACELY1711)

Analyse strategies authors use to
influence readers (ACELY1801)

Plan, draft and publish imaginative,
informative and persuasive texts, choosing
and experimenting
withtext structures, language features,
images and digital resources appropriate
to purpose andaudience (ACELY1714)

Literacy


ICT capability

Critical and creative thinking


Intercultural understanding


Aboriginal and Torres Strait
Islander histories and cultures


Asia and Australias
engagement with Asia

Queensland Studies Authority January 2012 | 3
Identify curriculum





HISTORY YEAR 6





Historical Knowledge and
Understanding

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 a range of software, including word
processing programs, learning new
functions as required
to create texts (ACELY1717)


Historical Skills

Identify questions to inform an historical
inquiry (ACHHS119)

Locate information related to inquiry
questions in a range of
sources.(ACHHS121)

Compare information from a range of
sources. (ACHHS122)

Develop texts, particularly narratives and
descriptions, which
incorporate sourcematerials (ACHHS124)

Use a range of communication forms (oral,
graphic, written) and digital
technologies (ACHHS125)
Achievement standard
ENGLISH Year 6
Receptive modes (listening, reading and viewing)
By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary
are used by different authors to represent ideas, characters and events.
Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They
listen to discussions, clarifying content and challenging others ideas.

4 | Year X unit overview Australian Curriculum: English
Identify curriculum
Productive modes (speaking, writing and creating)
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view.
They explain how their choices of language features and images are used.
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions,
using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation
for clarity and make and explain editorial choices.




HISTORY
By the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the
past. They explain the significance of an individual and group.
Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an
historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describepoints of view.
Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts
and incorporate relevant sources.




Queensland Studies Authority January 2012 | 5
Relevant prior curriculum Curriculum working towards
This unit would follow on from the Year 5 Australian Curriculum English Strand.
The ideas and concepts introduced would build on the concepts introduced in
the previous years of The Australian Curriculum.
Students in this unit are working towards the Year 7 Australian Curriculum
English Strand. The concepts developed in this unit of work would build
students knowledge in order to ensure a smooth progression into Year 7
Bridging content
Students will be introduced to a range of different text types and will discuss and recreate the features which they possess. Students will learn about and follow
the grammatical procedures which support the purpose for which they are writing. Students will learn about the contexts for which texts are created and the
techniques which an author can utilise in order to change or alter the readers perceptions and opinions.
.
Links to other learning areas
This unit focusses on the impact of Indigenous and Immigrant Australians. The activities which will be utilised in this unit are designed to further students
knowledge of the impact that Indigenous and Immigrant Australians have had on this country.




6 | Year X unit overview Australian Curriculum: English
Assessment Make judgments
Describe the assessment Assessment date


(ACELA1518)
(ACELA1525)
(ACELY1714)
(ACHHS124)





(ACELA1518)
(ACELY1710)
(ACELY1711)
(ACELY1717)
(ACHHS125)


Assessment Item 1 Journal Entry Based on Anh Do
Students will construct a journal entry which is based upon the examining of the
texts The Happiest Refugee by Anh Do and The Littlest Refugee by Anh Do and
Suzanne Do.
Students will be required to construct a piece of work which incorporates accurate
historical features from the text whilst using emotive language techniques and
devices to illustrate the emotions and feelings Anh would have been experiencing.
Students will be assessed on their ability to incorporate detail into their response
whilst empathising with the situation the text is situated in. Rubric Appendix 7

Assessment Item 2 This is Your Life Presentation
Students in groups of four will focus on one famous Indigenous or Immigrant
Australian and present an interview style presentation where the students act out an
interview with the selected person. Students will film these presentations for
marking. Students will be assessed on their abilitly to synthesise collected
information into an interview. They would be assessed on the use of appropriate
language and on their oral language skills. Rubric Appendix 8

Lesson 5






Lesson 9






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Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
Outline key learning experiences and teaching strategies that will:
ensure the identified curriculum is explicitly taught
Prepare students for the assessment.
Identify where proficiencies are being targeted.

Explain the specific considerations that
will be given to support individual
learning and assessment.
Explain adjustments that will be made
to the learning experiences to cater for
the varied needs, abilities, interests
and experiences of students.
List the key people, resources
and relationships needed to
ensure the successful delivery of
all key learning experiences and
assessment.
Identify risk assessment
strategies.
Lesson 1: Name of Lesson: Introduction to Anh Do
Estimated Timing: 1hr
Objective/s: (ACELY1709) (ACHHS125)
Classroom Organisation: Whole Class, Teacher led
Learning Experiences:
Introduce new topic. Class discussion about what students already know
about Anh Do
Watch YouTube clip Pictures Of You - Anh Do 16 mins.
Provide students with viewing guide Appendix 1.
Create KWL map with class discussing Anhs life, historical details, concept
of being a refugee and the refugee experience.
Display chart in class for future reference

Class discussion supports all
levels of learning and supports
students who may have
difficulty with written English
Provides opportunities for
students to display both written
and oral language skills
Data Projector
Pictures Of You Anh Do:
Youtube
Viewing sheet Appendix 1
Large poster sheet
Markers



Lesson 2: Name of Lesson: Littlest Refugee Examination
Estimated Timing: 1hr
Objective/s: (ACELY1709) (ACHHS125)
Classroom Organisation: Whole Class and Group Work Activity
Learning Experiences:
Read The Littlest Refugee together as a class.
Initiate class discussion about the themes presented in the text, target
audience, purpose for creating this text, what techniques has the author
used both written and visual
Students work together as a group examining Written and Visual techniques
Discussion provides
opportunities for all students to
participate.
Provides opportunities for
students to learn from their
peers.
More advanced students
would be encouraged to help
support students who may
have difficulty with the activity.
Opportunities to display both
The Littlest Refugee by Anh Do
and Suzanne Do
Written and visual techniques
worksheet Appendix 2

8 | Year X unit overview Australian Curriculum: English
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
worksheet Appendix 2. Students list all the features they can identify from
a set page of the book they have been given
Groups then present their work to the class and describe the features they
discovered.
Debrief as a class on the techniques which were common amongst the
pages. Any which were reoccurring? What effect did these techniques have
on the text?
written and verbal language
skills.
Lesson 3: Name of Lesson: Happiest Refugee Examination
Estimated Timing: 1hr
Objective/s: (ACELA1518) (ACELY1801) (ACHHS125)
Classroom Organisation: Whole Class, Teacher led.
Learning Experiences:
Recap class knowledge on the purposes of creating text. Discuss why
authors create texts and what purposes they serve.
Read together as a class chapter 3 of The Happiest Refugee
Discuss key events in the chapter, the style Anh uses to tell his story, use
first person voice and other literary techniques.
Watch YouTube clip Anh Do wins book of the year
Discuss together as a class what the purpose of the text is, the techniques
Anh uses in his text, the audience he intends for this book, what views he
expresses in the text. Create mind map on whiteboard and have students
copy these down for future reference.


Opportunities to display verbal
language skills through
discussion
Use of ICT makes the lesson
more engaging. More
likelihood of engaging all
ranges of learning types.

Data Projector
The Happiest Refugee by Anh
Do
Whiteboard and markers
Anh Do wins book of the year
YouTube





Lesson 4: Name of Lesson: Littlest Refugee and Happiest Refugee Comparison
Estimated Timing: 1hr
Objective/s: (ACELT1614) (ACELT1616) (ACHHS122)
Classroom Organisation: Whole Class and Individual


Students would be
encouraged to make
an effort on the
worksheet that is
appropriate to their
level.
Discussion provides
The Happiest Refugee by Anh
Do
The Littlest Refugee by Anh Do
and Suzanne Do
Venn Diagram Worksheet
Appendix 3.

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Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
Learning Experiences:
Together as a class recap on both The Littlest Refugee and The
Happiest Refugee. Focus class on examining the differences and
similarities between the texts. Focus on the contexts the texts were
created in and the target audience of each book. Examine the
purposes for each text and the messages and opinions contained
within each
Distribute to students a copy of the Venn Diagram Worksheet
Appendix 3. Each member of the class fills out the features of both
texts and the similarities and differences between them.
Together as a class discuss the similarities, differences and
purposes of the text. Focus on why the fact that they tell the same
story but use different language and techniques to better suit the
intended audience.

opportunities for
students to display
their knowledge if they
struggle with written
language.
Lesson 5: Name of Lesson: Journal Entry Assessment
Estimated Timing: 1hr
Objective/s: (ACELY1714) (ACHHS124)
Classroom Organisation: Whole Class and Individual
Learning Experiences:
Together as a class recap on the previous lessons over the past few days.
Explain to the students that they will be completing a journal entry from the
perspective of Anh, focused on an event from either of the two stories.
Students are two complete this activity as individuals as it will be collected
for assessment. Students are to historically accurate in their journal entry
and include events from the story. Students need to empathise with Anh
and focus on the emotions and feelings he would have been experiencing
in this situation
Once students collect the journal entry for formal marking.

Journal entry is an open
ended task, allows students to
make as detailed as response
as possible.
Students who may have
difficulty with written language
could use visual images to
display their concepts.
The Happiest Refugee by Anh
Do
The Littlest Refugee by Anh Do
and Suzanne Do


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
Lesson 6: Name of Lesson: Introduction to Victor Chang
Estimated Timing: 1hr
Objective/s: (ACELY1708) (ACELY1711) (ACHHS121)
Classroom Organisation: Individual Work. Teacher led
Learning Experiences:
Distribute Newspaper article to students Appendix 4. Discuss with
children who the person we might be looking at.
Discuss with children any prior knowledge they may have of Victor Chang
Discuss the impact Victor Chang had on Australia particularly his pioneering
efforts in the development of heart transplant services in Australia.
Direct students to: http://nfsa.gov.au/learning/digital-learning/. Have them
research different newspaper articles on the contribution Dr Chang had on
so many people.
Ask students to select one of their articles and print it out and glue it into
their workbook. Distribute the newspaper feature worksheet Appendix 5
and have students complete it for their selected article.
Debrief with students and discuss the different features of a newspaper and
what the purposes they serve.


The use of ICT supports
students engagement and
incorporates different learning
styles.
Newspaper article Appendix 4
Laptops
Glue
Newspaper features worksheet
Appendix 5


Lesson 7: Name of Lesson: Information Poster Creation
Estimated Timing: 1hr
Objective/s: (ACELY1717) (ACHHS125)
Classroom Organisation: Pairs
Learning Experiences:
Gather class and split into pairs. Instruct students to go go to:
http://www.abc.net.au/schoolstv/australians/chang.htm
Using the information students are to create a poster on:
http://www.postermywall.com/
Students need to create an informative poster that details the life and
contributions of Dr Chang. The poster also needs to utilise a variety of
Students would be paired so
that they would work well
together and students who
may struggle would be
focused on by the teacher to
ensure that they are
contributing.
Laptops
Printer

Queensland Studies Authority January 2012 | 11
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
visual techniques to attract the readers eye.
Once they have completed their poster have students print their posters out
and place around the room.



Lesson 8: Name of Lesson: Famous Person Research
Estimated Timing: 1hr
Objective/s: (ACELY1714) (ACHHS119) (ACHHS121)
Classroom Organisation: Groups of 4
Learning Experiences:
Split class into groups of four. Inform them that each group is to go to:
http://www.aussieeducator.org.au/reference/general/famousaustralians.html
and select a famous Indigenous person to research together as a group.
Provide each group with the Research Sheet template Appendix 6.
Each group has the whole lesson to research their prescribed person and to
fill out their sheet for the next lesson.
Students may use laptops or books to research their chosen person. If they
misuse the laptops instruct them to use books instead.
The use of ICT increases
students interest in the topic
Students are free to choose
their own person so as to
increase their interest.
Students would be grouped
heterogeneously so as to
ensure an even spread of
learning levels.
Laptops
Series of books on famous
Indigenous Australians
Research sheet template-
Appendix 6.

Lesson 9: Name of Lesson: This is Your Life
Estimated Timing: 2hr
Objective/s: (ACELA1518) (ACELA1525) (ACELY1710) (ACHHS125)
Classroom Organisation: Groups of 4
Learning Experiences:
Using the groups from the previous lesson students using the research from
their previous lesson will film a this is your life segment on their chosen
person.
Students must create a short script to use in their segment. Each group will
be provided with a flip camera to film their segment. Students will be
marked on this segment so it is important that they stay on track.
Activity provides many
different roles to support
different strengths and
weaknesses of students.
Use of multimedia and ICT
make the activity more
engaging and encourage all
students to participate.
Flip cameras
Props
Laptops
Research sheet template-
Appendix 6.
Data Projector
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
Students will be provided with a box of props and each student is to play a
role in creating this segment. Teacher would circulate the groups to make
sure each member contributes to the production.
When students have finished filming they would hand their cameras to the
teacher for marking.



Queensland Studies Authority January 2012 | 13
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.
Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to
children/students on their strengths and areas for improvement.
Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple
opportunities for children to experience, practise and improve.
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.

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