COMPONENTS EXPLANATION/DETAILS LEARNING

EXPERIENCES
(provide the number)
Unit Orientation Jump straight into the first learning
experience. Begin with a discussion to find
out what the students’ know about
Australia’s Federation.

1

Building knowledge of the
field
The teacher will help students increase
their background knowledge on Australia’s
Federation to ensure the development of
knowledge, understanding and skills
relating to selected curriculum content
descriptions are achieved. The teacher will
do this by explicitly focusing on the focus
text as well as the other two texts
throughout the learning experiences. In
particular learning experiences one to
eight.


1-8

Utilising the non-fiction
focus text
The text ‘The Constitution’ will be used
within the unit by reading sections,
drawing out parts on particular events or
people to gain background information.

Brodie, S. (2004). Shaping Australia: The
constitution. Alexandria, Australia: Watts
Publishing Australia & New Zealand

2, 3, 4, 7, 8, 10 and 11

Responding to texts  Observe how information can be
represented visually through maps
 Understanding verbal information –
creating an iMovie
 Analysing information using graphs
 Analytical images contribute to our
understanding of verbal information
 Similarities and differences
between texts (focus text and other
two texts)
 Creating a timeline
 Informative text multimodal
presentation

2, 3, 4, 7, 8, 10, 11 and
12

Exploring texts  Various sections of the focus text
are utilised by modelled and
independent reading


2, 3, 4 and 8

Examining texts including:
 Text structure and
organisation
 View text structures in the focus
text including the table of contents,
headings and subheadings.

7
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
 Expressing and
developing ideas
(ACELA1524)
 Comparing maps
 Understanding verbal information
 Analysing information using graphs
 Information poster
 Create a flag

2, 3, 4, 7 and 9
 Visual and
multimodal features
of texts
Students view the various elements of the
focus text. The focus text has a contents
page, heading, subheading, drawings,
photographs, websites, definitions, the full
text of the Constitution and an index.

2, 3, 4, 8, 10, 11 and 12

Extending beyond the
focus text including:

 Creating texts
utilising print and
multimodal texts
(ACELY1714)
 Notes for persuasive text
 Creating a persuasive text
 Informative text multimodal
presentation

5, 6, 11 and 12

Assessment
 Formative (one
strategy and
instrument)
 Students are to create their own
iMovie using the iMovie app on the
ipads
 iMovie is easy to use and there is a
step-by-step video to show
students how to use it
 Technology was selected to cater
for students with diverse learning
needs (ESL and EAL/D students)
 Students can incorporate hands on
materials, visuals and texts into
their iMovie
 The assessment is based ‘a sense
of the past’. Students are to
compare and contrast the early
twentieth century to the twenty-first
century (today).
 Students can choose their own
topics, such as schools, lifestyle or
colonial politics
 The focus text will be used to draw
out information to support their
iMovie plot.
 The students will be marked on a
rubric

3
 Summative (one
strategy and
instrument)
 Each group has 10 minutes to
present their presentation
 Students are distributed into
heterogeneous groups in order to

11 and 12
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
peer scaffold their learning
 PowerPoint was chosen for the
students to have prompts there for
the presentation as well as an
engaging presentation for the
audience
 Students are to use reliable
sources, engaging multimodal
materials, language choices to
enhance their presentation
 The students will be marked
individually on a rubric

Significant demonstration
of learning.
 Compare and analyse texts
 Select and use evidence from the
focus text to explain their response
 Listen to discussions
 Explain how their choices of
language feature and images are
used
 Create detailed texts
 Make presentations and contribute
actively to class discussions

1-12