COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the number)
Unit Orientation As majority of Charles Darwins work
started off with a simple question, a
questionnaire will be given to the students
to see if they can relate to Darwin
1

Building knowledge of the
field
Looking through the history of Charles
Darwin and all his work that is outlined in
the focus text, students will learn who he
was before he created the evolutionary
theory
2,3

Utilising the non-fiction
focus text
Stewart, R. (2005). Charles Darwin's Big
Ideas. Melbourne: Hyland House
Publishing Pty Ltd. This text will be the
central focus of learning this term. Looking
at the different ideas Darwin had and how
we can create our own thoughts.
all

Responding to texts Through reading the set text, students will
also need to research further information
regarding to Charles Darwins work. This
will make students compare what is said in
the book to what is found through
research. ACELT1614
2, 4, 5, 9, 12

Exploring texts Students are using the focus text to create
ideas about what has happened in the life
of Darwin, however as they are
researching there may some conflicting
information and students need to make the
decision on what they think is the best
source to use. ACELT1614


Examining texts including: When students are creating any text in this
unit they are having to examine how the
words are used to convey the image of
what was happening to Darwin at that
certain time ACELT1615
1, 4, 5, 6, 8, 9, 11
Text structure and
organisation
Understanding how the author has used
different types of languages to portray
what Darwin was going through and
feeling ACELA1518
2, 4, 8, 9, 11, 12, 14
Expressing and
developing ideas
Students are creating different texts and
structures in many ways, the use of tables
and maps have been included to record
the information students are learning
about ACELA1524
1, 5, 6, 7, 8, 14
Visual and
multimodal features
of texts
Students have a formative task of creating
a powerpoint presentation within a group,
which is allowing the students to express
themselves. There are also lessons where
1, 5, 6, 7, 8, 14, 15
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
students stray away from conventional
structures of text ACELY1710

Extending beyond the
focus text including:
Students are needing to go beyond the
book and add in their own thoughts about
certain topics when creating texts.

Creating texts
utilising print and
multimodal texts
Students are creating texts in more than
one format which allows for them to gain
deeper knowledge about how to create
different types of texts ACELY1717
1, 4, 5, 6, 8, 9, 10, 11,
12, 14

Assessment
Formative (one
strategy and
instrument)
Having students create, plan and present
an oral piece of work to the class allows
for a checklist to be completed about how
the student is going with presentation
skills.
9, 10
Summative (one
strategy and
instrument)
Students are creating a diary entry as if
they were Darwin on the HMS beagle, and
will marked accordingly to a 5 strand
rubric.
2, 8, 13, 15

Significant demonstration
of learning.
Students ability and knowledge about the
text and how to create a piece of work
from another author will show how much
they have understood this unit. Students
are also expected to be able to understand
the differences in some texts when they
are researching.