Year 6 unit overview — Australian Curriculum: English and HistorySource: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.

School name Unit title Duration of unit:

Archie Rinn Catholic Primary “My Place” and Australian Immigration 10 hours

Unit outline

This unit provides students with knowledge, understanding and appreciation of the past and the forces that shaped Australian society today and acts to enhances students’ appreciation of Australia. It highlights the development of Australia as a nation, particularly after WW2. Students will investigate why people migrated to Australia and the affects this has on Australia. They will use this knowledge and understanding of Australian history to be active participants in Australia's diverse society.

This unit contributes to children achieving in English in Year 6 as it contains learning opportunities where students compare and analyse information in different texts such as, newspapers, My Place picture book, immigration stories, video clips and understand how the use of text structures can achieve particular effects, such as building character profiles. In addition to this, students also 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 such as ICT, oral presentations and posters.

The students will explicitly focus on: Sequencing people and events Identifying points of view Identifying and posing questions to inform inquiries Identifying, locating and using a range of relevant sources Comparing information from a range of sources Identifying the structure and features of a range of texts.

The inquiry questions that will shape inquiry in this unit are as follows: Why and how did Australia become a nation? How did Australian society change throughout the twentieth century? Who were the people who came to Australia? Why did they come? What contribution have significant individuals and groups made to the development of Australian society?

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Identify curriculum

Content descriptions to be taught General capabilities and cross-curriculum prioritiesLanguage Literature Literacy

Language for interaction Understand the uses of objective and

subjective language and bias (ACELA1517)

Text structure and organisation Understand that cohesive links can be

made in texts by omitting or replacing words (ACELA1520)

Expressing and developing ideas Identify and explain how analytical

images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Literature and context Make connections between

students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

Responding to literature Analyse and evaluate similarities

and differences in texts on similar topics, themes or plots (ACELT1614)

Creating literature Create literary texts that adapt or

combine aspects of texts students have experienced in innovative ways (ACELT1618)

Texts in context Compare texts including media

texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

Interacting with others Participate in and contribute to

discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes (ACELY1710)

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)

Interpreting, analysing, evaluating Select, navigate and read texts for

a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)

Literacy Demonstrate knowledge of real-life

online information Use historical terms and concepts

related to the unit and develop key questions to inform an historical inquiry

Numeracy Understand and interpret associated

maps, tables and graphs, for example, that add meaning to text

ICT capability Use a range of digital technologies to

find material relevant to an inquiry Navigate online sites and produce

simple ICT presentations using either PowerPoint or simple website creators.

Critical and creative thinking Analyse how text structures and

language features work together to meet the purpose of texts.

Explore reasons for migration through a range of sources and discuss experiences of people who migrated

Ethical behaviour Read, view and create texts

responsibly.

Personal and social capability Share information and foster a

collaborative response.

2 | Year 6 unit overview Australian Curriculum: English & History

Identify curriculum

HISTORY – YEAR 6Historical Knowledge and UnderstandingAustralia as a Nation Stories of groups of people who

migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

The contribution of individuals and groups, including Aboriginal

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Creating texts Plan, draft and publish imaginative,

informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Historical SkillsChronology, terms and concepts Use historical terms and concepts

(ACHHS118)Historical questions and research Identify questions to inform an

historical inquiry (ACHHS119) Identify and locate a range of

relevant sources (ACHHS120)Analysis and use of sources Locate information related to

inquiry questions in a range of sources (ACHHS121)

Intercultural understanding Explore texts of people who migrated

to Australia and identify cultural aspects of these groups.

Identify how national and global events impact on personal lives and influences society.

Asia and Australia’s engagement with Asia

Examine cultural practices related to family life, beliefs and customs of newly-arrived migrant groups form Asia.

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people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport (ACHHK116)

Compare information from a range of sources (ACHHS122)

Perspectives and interpretations Identify points of view in the past

and present (ACHHS123)Explanation and communication Develop texts, particularly

narratives and descriptions, which incorporate source materials (ACHHS124)

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Achievement standard

ENGLISHReceptive 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.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.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.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.

HISTORYBy the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group.Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.

Relevant prior curriculum Curriculum working towards

4 | Year 6 unit overview Australian Curriculum: English & History

Identify curriculum

Year 5 Australian Curriculum: HistoryThe Australian Colonies The Year 5 curriculum provides a study of colonial Australia in the 1800s.

Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups of people in the colonial period. They examine significant events and people, political and economic developments, social structures, and settlement patterns.

Knowledge & Understanding The reason people migrated to Australia from Europe and Asia, and the

experiences and contributions of a particular migrant group within a colony. (ACHHK096)

Year 5 Australian Curriculum: EnglishLiterature Identify aspects of literary texts that convey details or information about

particular social, cultural and historical contexts (ACELT1608). Present a point of view about particular literary texts using

appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced(ACELT1612)

Literacy Show how ideas and points of view in texts are conveyed through the use of

vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698).

Navigate & read texts for specific purposes applying appropriate text processing strategies for eg, predicting & confirming, monitoring meaning, skimming & scanning (ACELY1702).

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700).

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)

Language Understand how texts vary in purpose, structure and topic as well as the degree

Year 7 Australian Curriculum: HistoryThe Ancient World

The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies.

Year 7 Australian Curriculum: English

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts(ACELA1512)

Year 7 Australian Curriculum: EnglishLiterature

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619).

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620).

Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts(ACELT1621).

Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622).

Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)

Literacy Identify and discuss main ideas, concepts and points of view in spoken

texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719).

Plan, rehearse and deliver presentations, selecting and sequencing

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of formality(ACELA1504). Understand how to move beyond making bare assertions and take account of

differing perspectives and points of view (ACELA1502). Understand that patterns of language interaction vary across social contexts

and types of texts and that they help to signal social roles and relationships (ACELA1501).

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts(ACELA1512)

appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720).

Use prior knowledge and text processing strategies to interpret a range of types of texts(ACELY1722)

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)

Analyse and explain the ways text structures andlanguage features shape meaning and vary according to audience and purpose (ACELY1721)

Language Analyse how point of view is generated in visual texts by means of

choices, for example gaze, angle and social distance (ACELA1764). Understand how modality is achieved through discriminating choices in

modal verbs, adverbs, adjectives and nouns (ACELA1536). Understand and explain how the text structures and language features of

texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531).

Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528)

Bridging content

This unit follows on from a previous unit where the students’ studied WW2, world leaders and investigated the novel “Hitler’s Daughter” by Jackie French.During the previous unit, students’ used researching skills and comprehension strategies for their research task on a WW2 leader and these same skills will be again utilised during this unit. Therefore, knowledge and understanding in this area will not be explicitly taught but rather opportunities for further development provided. Also the students’ current knowledge of WW2 from the previous unit will be used to bridge learning experiences related to:

Introducing My Place and the year 1938 (where the effects of WW2 are clearly seen). Immigration push/pull factors and immigration policies implemented as a result of WW2

The focus of this unit is on explicit teaching of: Identifying purpose, structure and metalanguage of informative texts. Identifying purpose, structure and metalanguage of persuasive texts. Building factual character profiles on people and groups of people. Push/Pull factors of Immigration and immigration policies.

6 | Year 6 unit overview Australian Curriculum: English & History

Identify curriculum

Links to other learning areas

Apart from this unit making connections with The Australian Curriculum English and History. This unit also links to other learning areas.

In the Australian Curriculum: Mathematics Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147) Interpret secondary data presented in digital media and elsewhere (ACMSP148)

In the Australian Curriculum: Science Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099) Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital

technologies as appropriate (ACSIS107) Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

In the Australian Curriculum: Geography The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031) The world’s cultural diversity, including that of its indigenous peoples (ACHGK033) Significant events that connect people and places throughout the world(ACHGK034) Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and

digital technologies as appropriate (ACHGS045)

Assessment Make judgments

Describe the assessment Assessment date ENGLISH

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Assessment Make judgments

Teachers gather evidence to make judgements about the following characteristics of student work: Receptive modes*Analysis and comparison of texts to interpret and comprehend meaning and point of view.Productive modes* selection, organisation and synthesis of a variety of texts and information for different purposes.* use of text and language features to achieve particular purposes and effects.

HISTORYTeachers gather evidence to make judgements about the following characteristics of student work:Understanding* explanations of the reasons for immigration and the push/pull affects.*explanations of the immigration policies changes over time.Skills*development of questions to frame historical inquiry.*communication of texts that incorporate relevant sources and use historical terms and concepts. Eg: “Ten Pound Poms”, “White Australia Policy”.*location and comparison of information from a range of sources to answer inquiry questions and explanation of points of view.

The teaching and learning experiences throughout this unit provide opportunities for students to develop the understanding and skills required to complete the final assessment of this unit. As students engage with these learning experiences the teacher can provide feedback to the students from teaching questioning, class discussions and observations (assessment as learning - formative).

**************************************************************************************Students are given an opportunity to demonstrate their knowledge, skills and understanding of the unit after three lessons, through a diagnostic assessment (assessment for learning - checklist) of the students “individual character profiles” designed to identify areas of weakness and strengths for the teacher to make judgements on future teaching and learning for the remainder of the unit.

Assessment: Diagnostic (checklist) (Appendix Assessment A)Task: Students use their knowledge and understanding of Nadia Wheatly’s book “My Place” and her text features as well as the character profiles made in class to complete an A3 size personal character profile on themselves.Purpose: : The purpose of this assessment is to make judgements about students’ abilities to create a text using cohesive language devices, text structures, language features and images appropriate to purpose and audience.

**************************************************************************************At the end of the unit students are given opportunities to demonstrate their knowledge, skills and understanding through an oral presentation (assessment of learning - formative) to document the level of achievement and effectiveness of the unit.

Assessment: Formative (Appendix Assessment B)Task: Students research a real migrant who came to Australia and perform a 3minute oral presentation to the class (in character) using ICT to support them followed by 2mins of Hot Seat.Purpose: The purpose of this assessment is to make judgements about students’ abilities to research, collect, analyse and draw conclusions about historical sources. It also assesses students’ ability to consider point of view and assesses their understanding of immigrations effect on Australia.

Lesson 4

Students are given assessment task sheet at the end of Lesson 5.

Assessment is presented at the conclusion of the unit.

8 | Year 6 unit overview Australian Curriculum: English & History

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

Lesson 1Name of Lesson: Introduction to My PlaceEstimated Timing: 45minsObjective/s: ACELT1614, ACELY1709, ACELY1713, ACELY1717, ACHHS125Classroom Organisation: Whole class teacher lead, whole class activity and individual activity.

Learning Experiences: The teacher introduces the book “My Place” by Nadia Wheatley.

Explain to children how the book was written as a celebration of Australia’s bicentennial and the book represents the stories of children who live in one place over 200 years (1788–1988) and that the illustrations support the narrative which is in the child’s voice: My name’s............and this is my place.

Read selected pages for 1938. As this unit follows on from a WW2 unit, have a discussion with students about what this reminds them of (Jews being evicted during WW2).

In the form of a table on the board, teacher records key ideas surrounding Col and his family through a class discussion.

Read selected pages for 1948. Continue class discussion by adding in main events for Jen and her family, adding to table on board but in a separate column.

Students copy down table form board and then use it to create a Venn diagram (Appendix 1) comparing the two eras (1938 & 1948).

Conclude with a class discussion on how the author and illustrator communicated each characters life to the audience.

Prepare students’ for assessment A and B: Students’ are gaining skills to assist them in forming their character

profile on themselves and information for their oral/research task, where they will investigate and take on the role of a real life Immigrant.

Student who finish Venn diagram early will peer-tutor (Vygotsky) any students who require a little help.

“My Place” by Nadia Wheatley Venn diagram (appendix 1) Whiteboard Whiteboard markers

Lesson 2 This lesson is a whole class “My Place” by Nadia Wheatley

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Teaching strategies and learning experiences Adjustments for needs of learners

Resources

Name of Lesson: Character profile of Jen.Estimated Timing: 45minsObjective/s: ACELT1618, ACELY1709, ACELY1712, ACELY1713, ACELY1717, ACHHS125Classroom Organisation: Whole class teacher lead and whole class activity.

Learning Experiences: Teacher refers to “My Place” by Nadia Wheatley, indicating that

each decade contains a character profile. Teacher directs students to view the table recorded from previous

lesson in regards to Jen (1948) and uses this as a starting point for understanding Jen and her family and life.

Teacher uses WebQuest slides 1 & 2 on interactive whiteboard (Appendix 2) to create a detailed character profile on Jen in the form of a poster. N.B. Teacher is explicitly teaching/demonstrating research skills and note taking skills, and how to spot key ideas to use for character profile.

The poster is then displayed.

Prepare students’ for assessment A and B: Students’ are gaining skills to assist them in forming their character

profile on themselves and information for their oral/research task, where they will investigate and take on the role of a real life Immigrant.

Students’ find information on a My Place character and use information to create a character profile and life story of that person. This is similar to what they have to do in their individual task on an immigrant for assessment B.

lesson, therefore the teacher can scaffold all students learning and ask questions to determine comprehension.

Interactive whiteboard Projector WebQuest (appendix 2) A3 paper Writing utensils

Lesson 3Name of Lesson: My Place character profilesEstimated Timing: 45minsObjective/s: ACELA1520, ACELA1525, ACELT1613, ACELT1618, ACELY1709, ACELY1710, ACELY1816, ACELY1712, ACELY1713, ACELY1717, ACHHS125, ACHHS121

*Small group activity – groups will be heterogeneous grouping so students’ can scaffold each other’s learning.

“My Place” by Nadia Wheatley Interactive whiteboard Projector WebQuest (appendix 2) Laptop or ipad (1 per group)

10 | Year 6 unit overview Australian Curriculum: English & History

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

Classroom Organisation: Small group activity and whole class discussion.

Learning Experiences: Following on from previous lesson where students built a character

profile on Jen, in small groups students now build a character profile on another character from “My Place” by Nadia Wheatley.

Using WebQuest slides 3 & 4 (Appendix 2) teacher explains activity, divides class into six groups and allocates each group a year from “My Place” (1978, 1958, 1928). N.B. Two groups per

decade. These pages were specifically chosen as they are all families who have migrated to Australia and will allow for connection between these lessons on My Place/character profiles  and the integrated History element of this unit on Immigration.

In their groups, students use WebQuest (Appendix 2) to research their character and decade and uses graphic organiser (Appendix 2, slide 8) to organise information.

Students then create a character profile (poster) on their person, using ICT.

Groups print and share their profile with the class.

Prepare students’ for assessment A and B: Students’ are gaining skills to assist them in forming their character

profile on themselves and information for their oral/research task, where they will investigate and take on the role of a real life Immigrant.

Printer

Lesson 4Name of Lesson: Personal character profile (this will be used for a diagnostic assessment)Estimated Timing: 30minsObjective/s: ACELA1520, ACELA1525, ACELT1613, ACELT1618, ACELY1714, ACELY1715Classroom Organisation: Individual activity and whole class discussion.

Learning Experiences: Teacher discusses the main themes Nadia used for each

Extra time can be given to particular student who require it.

Teacher can give more guidance and direction to students who need the extra help.

A3 paper Task sheet/checklist (appendix Assessment A) “My Place” by Nadia Wheatley Writing utensils

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Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

character in her book “My Place”. (family, culture, neighbourhood, pets, celebrations).

Teacher hands out task sheet (Appendix Assessment A) and students create a character profile of themselves on A3 paper provided by the teacher, including text and illustrations.

N.B. Students are given time to also complete this as homework so they can go through the writing process of prewriting, drafting, revising, editing and publishing, which they are very familiar with from previous units.

Teacher collects character profiles to review against checklist and conference with individual students regarding their feedback.

Students’ character profiles are then displayed around the classroom.

N.B. Students find out where their parent, grandparents and great grandparents were born and give to the teacher before next lesson.

Prepare students’ for assessment B: Students’ are gaining skills to assist them in forming their character

profile/information for their oral/research task, where they will investigate and take on the role of a real life Immigrant.

Lesson 5Name of Lesson: Push / Pull Affects & Reasons for MigrationEstimated Timing: 60minsObjective/s: ACELY1709, ACELY1713, ACELY1717, ACHHK115, ACHHS125Classroom Organisation: Whole class teacher led lesson and working individually.Learning Experiences

Learning Experiences: Teacher refers to “My Place” by Nadia Wheatley and how some of

Whole class section of this lesson - teacher can scaffold all students learning and ask questions to determine comprehension.

Worksheet can be done in pairs for students who require a little extra help.

“My Place” by Nadia Wheatley shows YouTube Clip “A History of Immigration in

Australia” http://www.youtube.com/watch?v=teq__HPNpSI

Migration To Australia PowerPoint(appendix 3) Interactive white board Internet Projector “Skilled, Family, Humanitarian Immigrants” worksheet

(Appendix 4) Students’ writing utensils

12 | Year 6 unit overview Australian Curriculum: English & History

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

the characters families had migrated to Australia. Discuss some of the reasons those characters may have migrated to Australia.

Teacher shows YouTube Clip “A History of Immigration in Australia” http://www.youtube.com/watch?v=teq__HPNpSI which explains history of immigration in Australia and the many reasons people migrate.- This acts to motivate students as well as bridges prior knowledge with content about to be taught.

Teacher uses class survey about where family were born to make connections to students’ lives by showing on graphs the results for immigration of students families and ancestors.

Teacher uses PowerPoint on interactive whiteboard (Appendix 3) to explicitly teach students’ the push/pull theory of migration and the reasons people migrate to Australia.

Individually students fill out “Skilled, Family, Humanitarian Immigrants” worksheet (Appendix 4).

Answers are discussed as a whole class for clarification. Teacher starts a word wall displayed on wall of classroom with key

words and unfamiliar words relating to immigration. Starting with the words from this lesson: Immigration, migrant, skilled migrant, family migrant, humanitarian migrant.

Prepare students’ for assessment B: This lesson provides background information about immigration and the

reasons people migrated to Australia. This understanding will be useful to students’ when they are researching their immigrant for Assessment B.

Lesson 6Name of Lesson: Mapping, Post-war Immigration Policies and propagandaEstimated Timing: 45minsObjective/s: ACELA1524, ACELY1712, ACELY1713, ACELY1717, ACHHK115, ACHHS125Classroom Organisation: Whole class teacher led lesson and working individually

Whole class lesson - teacher can scaffold all students learning and ask questions to determine comprehension.

Teacher can walk around and scaffold students’ learning during individual

Video clip of Immigration Minister Arthur Caldwell in 1949. http://dl.nfsa.gov.au/module/174/

Internet Projector Interactive whiteboard Population PowerPoint (appendix 5a) Map (appendix 5b) Comprehension worksheet (Appendix 6)

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Learning Experiences: Teacher introduces lesson with a video clip of Immigration Minister

Arthur Caldwell in 1949. http://dl.nfsa.gov.au/module/174/ Teacher uses Population PowerPoint on interactive whiteboard

(Appendix 5a) to explicitly teach students’ about post-war immigration policies and the propaganda at the time as well as highlighting where immigrants were coming from.

During the PowerPoint, students’ colour in the map provided by teacher (Appendix 5b) as each county arises, showing how patterns of migration to Australia have changed since World War 2.

Working individually, students’ complete Comprehension worksheet (Appendix 6).

Answers are discussed as a whole class for clarification and students discuss their approach for finding key ideas and note taking.

Teacher adds to word wall with key words and unfamiliar words relating to immigration. Example words from this lesson: propaganda, assisted migration, ten pound poms, civil war, census.

Prepare students’ for assessment B: This lesson provides background information about immigration

policies. This understanding will be useful to students’ when they are researching their immigrant for Assessment B.

task. Students’ writing utensils

Lesson 7Name of Lesson: Comparing textsEstimated Timing: 60mins (Part 1 20mins & Part 2 40mins)Objective/s: ACELA1517, ACELA1525, ACELT1614, ACELY1708, ACELY1709, ACELY1712, ACELY1713, ACHHK115, ACHHK116, ACHHS122Classroom Organisation: Whole class teacher led & small group activity

Learning Experiences: Part One: Teacher plays YouTube clip: “Ten pound poms -

Small group activity – homogeneous grouping can be beneficial so teacher can work with the students who require extra help, whilst the capable students work on their own.

Internet Projector YouTube clip: “Ten pound poms - commercial 1”

http://www.youtube.com/watch?v=JoY29Y6Y_lQ YouTube clip: “Ten pound poms - commercial 2”

http://www.youtube.com/watch?v=TA_0B2yXMDU Graphic organiser (Appendix 7) Newspaper articles (Appendix 8) Graphic organiser (Appendix 9)

14 | Year 6 unit overview Australian Curriculum: English & History

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

commercial 1” http://www.youtube.com/watch?v=JoY29Y6Y_lQ Teacher hands out graphic organiser (Appendix 7) and students

individually fill out information for clip they just watched, as a class. Before moving on, teacher discusses students’ answers, reason for answers and reflects on what they missed and what they should look for during next clip.

Teacher plays YouTube clip: “Ten pound poms - commercial 2” http://www.youtube.com/watch?v=TA_0B2yXMDU

Students individually fill out information on Appendix 7 for clip they just watched, as a class.5. As a whole class, discuss the commercial features, differences, messages and key ideas.

Part Two: Teacher divides students into five groups and each group is given a newspaper article (Appendix 8).

Students use the graphic organiser provided (Appendix 9) to record main features and ideas from the text.

Each text is rotated around the groups, to record the information for each text in graphic organiser.

Whole class discussion on text features observed and differences and similarities of features seen in difference articles.

Teacher adds to word wall with key words and unfamiliar words relating to immigration.

Prepare students’ for assessment B: This lesson provides background information about post-war

immigration and policies. This understanding will be useful to students’ when they are researching their immigrant for Assessment B.

This lesson has students using a graphic organiser which would be great to use when they are researching for Assessment B.

Students’ writing utensils

Lesson 8Name of Lesson: Migrants to Australia Hot seatEstimated Timing: 45mins

Small group activity – heterogeneous grouping may work

Immigrant profiles (Appendix 10a) Graphic organiser (Appendix 10b)

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Teaching strategies and learning experiences Adjustments for needs of learners

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Objective/s: ACHHS123, ACELY1709, ACELY1710, ACELY1816, ACELA1525, ACHHS125, ACELT1613, ACELY1713, ACHHK115, ACHHK116, ACHHS119Classroom Organisation: Whole class teacher lead, small group activity and whole class activity.

Learning Experiences: Teacher starts lesson by directing students’ attention to the

posters made by the class and reiterates the reasons for people or groups of people to migrate to Australia.

Students work in groups of 3, using the immigrant profile provided (Appendix 10a) to research a designated immigrant. The teacher provides a graphic organiser (Appendix 10b) to record down the key points to form a character profile of their immigrant. Each group member has a specific role (scribe, speaker & key questions, plus all members are “researchers”).

Students share findings as a whole class in the form of a Hot seat. For this task, the “speaker” member of each group sits in front of the class and has 1-2mins to tell their story, being in character of their immigrant. The teacher then chooses 2 other groups to ask one of their nominated questions to the person in the hot seat.

Teacher adds to word wall with key words and unfamiliar words relating to immigration.

Prepare students’ for assessment B: This lesson demonstrates how to utilise key ideas in a text, how to

use a graphic organiser and will benefits the students’ researching skills in preparation for assessment B.

This lesson familiarises the students with “Hot Seat” as this is included in assessment B.

best with this activity so students can scaffold their learning and take on the roles best suited to them. If similar students were to be placed in the one group, they may all want to same role.

Students’ writing utensils

Lesson 9Name of Lesson: The JourneyEstimated Timing: 60minsObjective/s: ACELA1520, ACELA1525, ACELT1613, ACELT1618, ACELY1709, ACELY1712, ACELY1713, ACELY1714, ACELY1715,

Small group activity – homogeneous grouping can be beneficial for this activity so teacher can work with the students

‘The Journey’ diagram (Appendix 11a) ACMI website links (Appendix 12) Phong Nguyen’s story (Appendix 11b) Projector Students’ writing utensils

16 | Year 6 unit overview Australian Curriculum: English & History

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

ACELY1717, ACHHK115, ACHHK116, ACHHS125, ACHHS124, ACHHS119Classroom Organisation: Whole class, small group and individual

Learning Experiences: As a whole class examine ‘The Journey’ diagram (Appendix 11a)

on projector. Identify the four main stages. Using laptops/computers, students view in groups some or all of

the migration stories from the ACMI website (Appendix 12) Students choose one of the stories and individually create a

mindmap of the journey, trying to identify the four stages. As a class, read Phong Nguyen’s story (Appendix 11b) and take

notes in table under the four headings (Leaving home, On the road, Seeking refuge & Resettlement).

Students use the journey diagram, Phong Nguyen’s story and the stories they have seen/read to write the story of an imaginary family. Students must take the story through the four stages. Think about the challenges that they might face along the way. How would they feel through different stages of the journey?

Teacher adds to word wall with key words and unfamiliar words relating to immigration.

Prepare students’ for assessment B: This lesson demonstrates how to utilise key ideas in a text, how to

use a graphic organiser and will benefits the students’ researching skills in preparation for assessment B.

who require extra help, whilst the capable students work on their own.

Length of story can be dependent on students’ abilities. Not same requirement for all students’.

Lesson 10Name of Lesson: Selecting supporting quotesEstimated Timing: 45minsObjective/s: ACELA1525, ACELY1709, ACELY1712, ACELY1713, ACHHK115Classroom Organisation: Whole class and individual.

Learning Experiences: Teacher reads a passage from John Pilger’s book “A Secret

Student who finish Appendix 13 early will peer-tutor (Vygotsky) any students who require a little help.

John Pilger’s book “A Secret Country” (Appendix 13) Students’ writing utensils

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Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

Country” (Appendix 13) to whole class. Individually, students’ complete task (Appendix 13), selecting

quotes from the text that best support the given statements on their activity sheet.

Class discussion on students’ answers, scaffolded by teacher. Teacher adds to word wall with key words and unfamiliar words

relating to immigration.

Prepare students’ for assessment B: This lesson demonstrates how to use quotes or information to

support ideas and meaning. This skill would be beneficial when reaching their migrant.

Lesson 11Name of Lesson: Interview context analysisEstimated Timing: 60minsObjective/s: ACELY1709, ACELY1712, ACELY1713Classroom Organisation: Small group work and whole class discussion.

Learning Experiences: In groups of 4 or 5, students look at 3 out of a possible 9 interviews

(Appendix 14, pg 2-30) from immigrants about their experiences in Australia.

In their groups, students decide whether the text supports the perspectives listed on their activity sheet (Appendix 14, pg 1) indicating with either a tick or cross in the corresponding box in the table provided. Students need to find at least 1 quote from the text to support their view.

Students regroup and share responses. Teacher adds to word wall with key words and unfamiliar words

relating to immigration.

Prepare students’ for assessment B: Through assessment B, students will investigate the perspective

on the migrant and Australia’s perspective. This activity opens the

Small group activity – heterogeneous grouping may work best with this activity so students can scaffold their learning

Students’ writing utensils (Appendix 14)

18 | Year 6 unit overview Australian Curriculum: English & History

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

students to think about different perspectives, preparing them for assessment B.

Lesson 12Name of Lesson: Different viewpointsEstimated Timing: 45minsObjective/s: ACELA1517, ACELA1520, ACELA1525, ACELT1613, ACELY1708, ACELY1709, ACELY1713, ACELY1714, ACELY1715, ACHHK115, ACHHS124, ACHHS123Classroom Organisation: Whole class teacher lead and individual task.

Learning Experiences: Teacher explains that issues relating to refugees and migrants

have received some prominence in the Australian media for several decades.

Class watches a “Behind the News” clip about possible migration cuts to Australia. http://www.abc.net.au/btn/story/s2523683.htm

Teacher instigates a class discussion about what someone in Australia might think about this and what someone wanting to come to Australia might think about this.

Teacher hands out a copy of a recent article on the projector about “stopping the boats” (Appendix 15).

As a class, scaffolded by teacher, students’ analyse the purpose and meaning of the article and complete the questions on “Worksheet 1: Media monitor” (Appendix 16).

Teacher explains that many Australians will read an article and have a different level of experience and understanding about migrants and refugees in Australia, and this will influence their reaction to the article.

Individual task: Students’ take on the roles of three different people: A person who came to Australia as a refugee ten years ago, A person who believes Australia should not be accepting so many refugees and A recent refugee who is still trying to start a new life in Australia and use “Worksheet 2: A matter of perspective” (Appendix 17) to write the first paragraph of each person's response. These paragraphs should establish clearly

Whole class section of this lesson - teacher can scaffold all students learning and ask questions to determine comprehension.

With individual task - Length of paragraph can be dependent on students’ abilities. Not same requirement for all students’.

Students’ writing utensils Projector Internet BTN http://www.abc.net.au/btn/story/s2523683.htm Article (appendix 15) “Worksheet 1: Media monitor” (Appendix 16). “Worksheet 2: A matter of perspective” (Appendix 17)

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Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

whether each person agrees or disagrees with the views in the article.

Students discuss their responses to the questions with the rest of the class.

Teacher adds to word wall with key words and unfamiliar words relating to immigration.

Prepare students’ for assessment B: Through assessment B, students will investigate the point of view

of the migrant and Australia’s point of view. This activity opens the students to think about different point of views, preparing them for assessment B.

Use feedback

Ways to monitor learning and assessment

Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency.

Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to children/students on their strengths and areas for improvement.Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve.Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for children to experience, practise and improve.

Reflection on the unit plan

Identify what worked well during and at the end of the unit, including: activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified.

References

20 | Year 6 unit overview Australian Curriculum: English & History

Australian Curriculum, Assessment & Reporting Authority. (2012). The Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/

Department of Immigration and Citizenship. (2012). Lesson plan: Kofi's story. Retrieved from http://www.harmony.gov.au/schools/teachers/lesson-plans/kofi-story.htm

Procedures Place, (2013). Venn diagram. Retrieved from http://sites.berwickfieldsps.vic.edu.au/procedures/venn-diagram/

QLD Studies Authority. (2012a). Year 6 unit overview History. Retrieved from www.qsa.qld.edu.au/downloads/aust.../ac_history_yr6_unit_overview.doc

QLD Studies Authority. (2012a). Year 6 unit overview English. Retrieved from www.qsa.qld.edu.au/downloads/p.../ac_english_yr6_unit_overview.doc

QLD Studies Authority. (2013a). Year 6 History Australian Curriculum in Queensland. Retrieved from http://www.qsa.qld.edu.au/downloads/p_10/ac_history_yr6.pdf

QLD Studies Authority. (2013b). Year 6 English Australian Curriculum in Queensland. Retrieved from http://www.qsa.qld.edu.au/downloads/p_10/ac_english_yr6.pdf

Quia. (2012). Post-War migration. Retrieved from http://www.quia.com/files/quia/users/sueangelo/year10/im_postwar.pdf

The Conversation Media Group. (2013). From White Australia to stopping the boats: attitudes to asylum seekers. Retrieved from http://theconversation.com/from-white-australia-to-stopping-the-boats-attitudes-to-asylum-seekers-15244

The Daily News Perth. (1948a). Calwell: Populate or perish. Retrieved from Trove http://trove.nla.gov.au/ndp/del/article/83752535?searchTerm=%20(populate%20or%20perish)%20date:[1944%20TO%201966]&searchLimits=q-field0|||q-type0=all|||q-term0=populate+or+perish|||q-field1=title%3A|||q-type1=all|||q-term1|||q-field2=creator%3A|||q-type2=all|||q-term2|||q-field3=subject%3A|||q-type3=all|||q-term3|||q-year1-date=1944|||q-year2-date=1966|||l-language=English

The Daily News Perth. (1948b).We must populate or perish. Retrieved from Trove http://trove.nla.gov.au/ndp/del/article/80806326?searchTerm=%20(populate%20or%20perish)%20date:[1944%20TO%201966]&searchLimits=q-field0|||q-type0=all|||q-term0=populate+or+perish|||q-field1=title%3A|||q-type1=all|||q-term1|||q-field2=creator%3A|||q-type2=all|||q-term2|||q-field3=subject%3A|||q-type3=all|||q-term3|||q-year1-date=1944|||q-year2-date=1966|||l-language=English

The Mercury. (1947). Polish troops as migrants to Australia. Retrieved from Trove http://trove.nla.gov.au/ndp/del/article/26391279?searchTerm=%20(assimilate%20australia)%20date:[1944%20TO%201966]&searchLimits=q-field0|||q-type0=all|||q-term0=assimilate+australia|||q-field1=title%3A|||q-type1=all|||q-term1|||q-field2=creator%3A|||q-type2=all|||q-term2|||q-field3=subject%3A|||q-type3=all|||q-term3|||q-year1-date=1944|||q-year2-date=1966|||l-language=English

The Mercury. (1953). 20,000 Dutch immigrants anted next year. Retrieved from Trove http://trove.nla.gov.au/ndp/del/page/1927231?zoomLevel=2&&searchTerm=%20(assimilate%20australia)%20date:[1944%20TO%201966]&searchLimits=q-field0|||q-type0=all|||q-term0=assimilate+australia|||q-field1=title%3A|||q-type1=all|||q-term1|||q-field2=creator%3A|||q-type2=all|||q-term2|||q-field3=subject%3A|||q-type3=all|||q-term3|||q-year1-date=1944|||q-year2-date=1966|||l-language=English

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The Sunday Times. (1950). Says we need only useful migrants. Retrieved from Trove http://trove.nla.gov.au/ndp/del/article/59595934?searchTerm=%20(assimilate%20australia)%20date:[1944%20TO%201966]&searchLimits=q-field0|||q-type0=all|||q-term0=assimilate+australia|||q-field1=title%3A|||q-type1=all|||q-term1|||q-field2=creator%3A|||q-type2=all|||q-term2|||q-field3=subject%3A|||q-type3=all|||q-term3|||q-year1-date=1944|||q-year2-date=1966|||l-language=English

Tompkins, G., & Campbell, D. (2012). Literacy for the 21st century: A balanced approach. Frenchs Forest, NSW: Pearson Australia.

World Vision Australia. (2012b). The journey. Retrieved from http://www.worldvision.com.au/Libraries/School_Resources/The_refugee_journey.pdf

World Vision. (2010). Get connected. Retrieved from http://www.worldvision.com.au/Libraries/School_Resources/Types_of_migration_p_8-9.pdf

World Vision Australia. (2012a). The migrant experience. Retrieved from http://www.worldvision.com.au/Libraries/School_Resources/Get_Connected_Migration_Lesson_Plan.pdf

22 | Year 6 unit overview Australian Curriculum: English & History