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Learning Experience Ten

Learning Objective/s

Queensland Curriculum and Assessment Authority

Australian Curriculum


LS 6 (I) - Identify different purposes for listening and speaking, select and
modify text structures and language features for the chosen content and
context.

LS 6 (iii) - Communicate to: interpret and evaluate information relevant to
opinions, clarify, question and extend ideas, develop arguments, interrogate
ideas and information, interpret and analyse learning area language and
identify subjective (exemplifying speakers thinking), objective (information
and ideas based on fact), evaluative language and bias.

LS 6 (iv) - Compose and contribute in different groups and settings by choosing
and responding to spoken language features and non-verbal cues, including
selecting vocabulary to create detailed and accurate descriptions.

LS 6 (v) - Use interaction and communication skills to contribute to informal
debates and discussions by: interrogating and analysing ideas, evaluating
information and comparing solutions, repairing breakdowns in discussion and
offering explanations and describing processes.



Understand that strategies for interaction become more complex and
demanding as levels of formality and social distance increase (ACELA1516).

Understand the uses of objective and subjective language and bias
(ACELA1517).

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

Use interaction skills, varying conventions of spoken interactions such as
voice volume, tone, pitch and pace, according to group size, formality of
interaction and needs and expertise of the audience (ACELY1816).



Classroom Organisation


Assessment

Differentiation/Adjustments

- Direct instruction.
- Grand conversation.
- Whole class discussion.
- Reflection.

Formative Assessment: Questioning, class discussion and
whole class reflection will assist with the assessment of
understanding.


- Guided with explanations and modelling.
- Visual representations.
- Grand conversation.
- Whole class activity.
- Body language and hand gestures.


Learning Experience Sequence


Learning Experience Duration:
60 Minutes

- 10 Minutes: Educator is to introduce lesson content; explaining that students will be preparing for the final
assessment piece by exploring a component from Aboriginal and Torres Strait Islander histories and cultures.
Students will then be provided with five minutes to select a chapter from the text Playground, to base their
research.
- 20 Minutes: When students have selected a chapter to explore, grand conversation will commence, focusing on
students prior knowledge on the topic and ways in which students plan to commence the assessment research.
- 10 Minutes: Students will then be required to participate in whole class discussion, focusing on expectations,
marking criteria and the assessment rubric (refer to the Assessment section of the unit plan overview).
- 15 Minutes: Once students have an understanding of the task (which will be assessed through questioning and
student responses), Educator is to explain that an Indigenous Elder will be joining the class to answer questions
that students may have in relation to their topic. During this time, Educator is to guide discussion focusing on
appropriate ways to address, providing examples (Resource Ten, Section A).
- 5 Minutes: After students have a thorough understanding of the assessment task, students questions will be
answered which in turn will prompt reflection.