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Unit Orientation

Students will be participating in an Incursion within the classroom
environment, to motive and engage students.


Building Knowledge of the

A variety of strategies such as modelling, scaffolding, grand conversation
and whole class brainstorms, have been implemented within the unit to
assist with the building of student background knowledge. Through doing
so, will ensure the development of knowledge and understanding and

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Utilizing the Non-Fiction
Focus Text

Wheatley, N., & Searle, K. (2011). Playground: Listening to stories from
country and from inside the heart. East Melbourne, Vic: Allen and

The focus text will be utilized throughout the majority of unit duration;
both directly and indirectly. Learning Experience Two, Six, Seven, Nine and
Ten are focused on the set text, requiring students to interrelate directly,
while the remaining learning experiences integrate the text through
resources, modeling and examples.

One, Two,
Three, Four,
Six, Seven,
Eight, Nine
and Ten

Responding to Texts

Students will be provided with the opportunity to respond to texts through
a variety of learning experiences. Learning Experience Two for example,
requires students to view the text, responding to particular words utilized
(ACELA1524 and ACELT1613), while Learning Experience Six allows
students to analyze the set text through shared participation (ACELA1523
and ACELA1525). Experience Seven (ACELA1523), Nine (ACELY1713) and
Ten (ACELA1517) also require students to respond to texts, through
scaffolding, modelling and activities.

Two, Six,
Seven and

Exploring Texts

Two learning experiences provide students with the opportunity to explore
a selection of texts. Learning Experience One (ACELY1709 and ACELY1816)
and Learning Experience Three (ACELA1515, ACHHS121 and ACHHS122)
encourage students to discover a selection of texts through comparing and
active participation.

One and

Examining Texts

A variety of learning experiences allow students to examine texts, while
providing opportunities to explore text structure and organization, express
and develop ideas and identify visual and multimodal features of texts.
Learning Experience Two (ACELA1524), Three, Four, Five, Ten, Eleven,
Twelve (ACELA1515, ACELA1516 and ACELA1517), Learning Experience Six,
Seven, Eight (ACELA1521, ACELA1523, ACELA1525 and ACELA1526) and
Learning Experience Nine and Thirteen (ACELY1713), all integrate
components from the above aspects.

Two and

Extending Beyond the
Focus Text

Students are provided with opportunities to extend beyond the focus text
through creating texts and utilizing print and multimodal texts. Learning
Experience Eight and Thirteen (ACELY1713 and ACELY1714) both require
students to research and create texts, utilizing a variety of multimodal

Eight and



Formative Assessment: This includes strategies such as class discussions,
questioning and observations. An instrument (Observation Checklist) will
also be utilized in Learning Experience Five, to assist with the monitoring of
student achievement and the planning of future learning experiences.

Summative Assessment: Students will be provided with a component from
Indigenous and Torres Strait Islander histories and cultures, sourced from
the set text Playground, and required to research, plan, draft and publish
a 500 word informative text. Once students have published their text, they
will be required to orally present their finding to the class. In addition,
students will further be required to demonstrate their knowledge, through
the creation of a visual arts medium (drawing, collage, painting etc.).

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Significant Demonstration
of Learning

The expectations for achieving the desired Achievement Standards for
both Receptive and Productive Modes are prominent throughout Learning
Experiences One to Fifteen. Each learning experience provides students
with opportunities to actively engage within the lesson content. Modelling,
scaffolding and other various teaching strategies merge, in attempt to fulfil
the highest quality of Education and learning capabilities.

Below is a highlighted segment from the Australia curriculum, identifying
the desired Achievement Standards.

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 (ACARA 2014). 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
(ACARA, 2014).
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 (ACAR, 2014). 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 (ACARA, 2014).

The Australian Curriculum v7.1. (2014). Retrieved from

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