You are on page 1of 4

Teacher: Holly Steele

Term 4, 2017 Learning Plan


A Learning Plan is an action plan that outlines the learning and development activities to be undertaken by an individual or a group.

Major topics for the term:


Depth Study Two: Rights and Freedoms 1945-present
Depth Study Three The Globalising World: Migration Experience (1945-present)

Literacy/Numeracy Achievement Assessment


WK Topic Learning Activities Focus Standards Tasks
Initiatives

At the start of each lesson students will be told the learning outcomes for the lesson and a recap will be given from
Whole
Term

At the end of each lesson there will be a summary of key content covered

Recap: 1. Students process,


Welcome Where did we finish last term (The Holocaust, the end of the war & after the Literacy Focus (based analyse and
war) on the organising synthesise
Back
elements of the Literacy
Outline of Overview of key topics for the term (Rights and Freedoms & Migration information from a
General Capability for
term 2 Experiences) AC). range of primary
and secondary
The The creation of the United Nations: Students read, sources and use it
creation Looking at why the United Nations was created and its role in protecting human comprehend and view as evidence to
of the rights a range of text types answer inquiry
United The significance of the Universal Declaration of Human Rights including, articles, questions.
Understanding human rights and freedoms reports and
Nations
documentaries.
1 Explicit teaching- PowerPoint presentation, class discussion & various 2. Students analyse
clips/documentaries to support student learning, prompt students with a number Students respond the causes and
of questions to gage what they know and to promote student engagement through both verbal effects of events
and written language to and developments
Questions from the text book: demonstrate their and explain their
Students apply what has been learnt by answering 5 questions from the History knowledge and relative
Alive textbook understanding of the importance.
This task allows students to further their understanding of what has been learnt concepts discussed.
through explicit teaching 3. Students explain
Students develop a text
Teacher is able to see what students have taken away from explicit teaching with historical the context for
and see what needs to worked on in future lessons explanations and peoples actions in
As a class we discuss answers the past.

Organising Elements of the Australian Curriculum Literacy Capability

Comprehending Texts Composing Texts Text Knowledge Word Knowledge Grammar Knowledge Visual Knowledge
The US Civil Rights Movement: discussions, using
Racial discrimination in US before the civil rights movement historical concepts and 4. Students explain
1950s leaders emerged to challenge widespread inequality and mistreatment terms. the significance of
Martin Luther King Jrs and Rosa Parks involvement in the civil rights movement events and
Students interpret and
Explicit teaching- PowerPoint presentation, class discussion & various analyse a range of
developments
The US clips/documentaries to support student learning, prompt students with a number primary and secondary from a range of
Civil of questions to gage what they know and to promote student engagement sources. perspectives.
2 Rights
Moveme Research questions: Students use knowledge 5. Students develop
nt Students use the laptops to research 5 question on the Civil Rights Movement of sentence level and justify their
and Martin Luther King structures to develop own
historical arguments.
This task acts as a pre-task for issues and events raised in the film Selma interpretations
By completing this task students are building on their skills, knowledge and Students use knowledge about the past.
understandings needed to completed assessment to create complex
sentence structures 6. Students refer to
3 Watching film - Selma: using subject-specific key events and
Class discussion on what to expect in movie vocabulary. the actions of Film Study - Selma
The US
Civil Encourage students to take notes to help them with assessment individuals and Students answer 5
Students express opinion groups.
Rights Assist students in understanding what they should be looking for when watching questions in relation
and point of view
Moveme film to the film. Students
verbally and in writing.
nt At the end of each viewing sessions discuss key ideas in the movie 7. Students analyse are given explicit
Research Skills the causes and instruction about the
Introduce and work on assessment: (multimodal) supported effects of events process of
Teacher explains that students will be completing 5 questions on the film through explicit and explain their completing this task
Teacher explains assessment, submission expectations for students and setting teaching of appropriate relative (word limit & layout).
out options for assessment ICT use and research importance. Students are
skills
Students are expected to hand up a draft before handing up a good copy encouraged to use
8. Students explain historical terms and
Referencing taught
explicitly using APA the context for concepts in their
Referencing System peoples actions in answers.
the past
4 The struggles of Aboriginal and Torres Strait Inlanders: ICT literacy supported
Oral Presentation-
Background to the struggle of Aboriginal and Torres Srait Islander Peoples for through terminology 9. Students
and word-processed developed a text Civil Rights
rights and freedoms before 1965
activities with explanations Students will deliver a
Specifically looking at the Day of Mourning and the Stolen Generations
spoken presentation
Explicit teaching PowerPoint presentation, class discussion & various and discussions,
Teacher supports about a civil rights
Civil clips/documentaries to support student learning, prompt students with a number literacy through using historical
event that is
Rights of questions to gage what they know and to promote student engagement frequent and detailed concepts and
significant to
Moveme verbal and written terms.
Aboriginal or Torres
nt in Civil Rights Movement: feedback
10. Students evidence Strait Islander
Australia Bringing Them Home Report
Diagnostic Testing (PAT peoples. Students
The Apology is identified and
Rc, PAT G&S and PAT are encouraged to
Working towards reconciliation referenced
Sp) provide data on draw from a range of
Discussing methods used by civil rights activists to achieve change for individual student sources that are
Aboriginal and Torres Strait Islander Peoples literacy levels which aids referenced.

Organising Elements of the Australian Curriculum Literacy Capability

Comprehending Texts Composing Texts Text Knowledge Word Knowledge Grammar Knowledge Visual Knowledge
in differentiation of
Introduce and work on Assessment: written tasks
Teacher explains that students will be completing an oral presentation on a
Development of
significant civil rights event to Aboriginal or Torres Strait Inlander peoples
Inference skills through
Teacher explains assessment, submission expectations for students and setting analysis of language use
out options for assessment in a variety of texts
Students identify and locate relevant sources, using ICT and other methods
5 Civil
Editing Process
Oral Presentations: Students are expected
Rights to self and peer edit
Moveme Students are to negotiate a time slot to present their oral presentation
written work before
nt in asking for teacher
Australia Overview/preparation for test: corrections. This enables
PowerPoint on key content covered in the topic students to identify
Overview Students must take notes and use them to prepare for their test mistakes in written texts.
of topic This offers students time to ask questions
Drafting Procedures
Students are expected Source Analysis
to complete a first and Students examine 3
6 Test Rights and Freedoms 1945 present
final copy of assessment sources, each with a
Test will require a single lesson
tasks in order to develop different focus on
Students who require more time may negotiate with me to complete it after revision and editing skills. migration to Australia
school, lunch or recess
(The White Australian
Assessment Guidelines Policy, Populate or
Migration to Australia after world war II: All assignment sheets will
perish & Refugees
Discuss the waves of post-WWII migration to Australia including the influence of adhere to SPALL
principles and WHS and Asylum Seekers).
significant World events (the Vietnam War)
Post WWII expectations around Students are
The impact of changing government policies on Australias migration policies,
Migration task design. Literacy encouraged to
including the abolition of the White Australia Policy and the introduction of
to component of each consider how
Populate or Perish task will be explicitly
Australia Australias attitude to
Consider the changing attitudes of migration taught and students will migration has
be taken through the changed over time.
Assessment - Source Analysis: entire assessment to
Teacher explains that students will be completing a source analysis on enhance understanding
Australians changing attitude of migration to Australia
Students evaluate the reliability and usefulness of sources
There will be a particular focus on The White Australia Policy, Populate or Perish
and asylum seeker and refugee migration
Students are required to complete this assessment in class, under test conditions
Students should only need a single lesson to complete this task.

Organising Elements of the Australian Curriculum Literacy Capability

Comprehending Texts Composing Texts Text Knowledge Word Knowledge Grammar Knowledge Visual Knowledge
7
Multicultural Australia: Migration Experience
The contribution of migration to Australias changing identity as a nation and to Students complete 3
is international relationships activities on
Students will consider how migration has shaped Australias identity Migration to
Migration Australia. The
changing Introduce and work on Assessment: activities ask students
Australia Teacher explains that students will be completing 3 activities based on to consider migrants
s national experiences of migrants to Australia and events around the world that have experiences of
identity influenced waves of migration to Australia moving to Australia
Teacher explains assessment, submission expectations for students and setting and to investigate
out options for assessment events from around
Students are expected to hand up a draft before handing up a good copy the world that have
influenced waves of
8 Working on assessment: migration to
Students are given time to complete assessment and any other outstanding Australia. This
History work assessment gives
students flexibility
and choices of
presentation and
Migration allows for them to
changing research events that
Australia are of interest to
s national them. Students are
identity encouraged to
make their own
interpretations of the
past.

Organising Elements of the Australian Curriculum Literacy Capability

Comprehending Texts Composing Texts Text Knowledge Word Knowledge Grammar Knowledge Visual Knowledge