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Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 1

Year 6 unit overview Australian Curriculum: English and History


Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.
School name Unit title Duration of unit: 10 hours
Australian Catholic University Why do people come to Australia? 10 hours explicit teaching + time
allocated for assessment completion.

Unit outline
The focus of this unit is for children to learn new concepts of English and History in a context that they havent learnt about before. The context is that of learning
about immigrants coming to Australia, whether it is in the 1700s to the present time. This unit will give children an insight into this beautiful country and how it has
housed many people in need over hundreds of years. This unit contributes to children achieving in English in Year 6 by covering many different content
descriptors from the Australian Curriculum. In general terms, what they will be learning about in English is: How to write a biography and present on a multimodal
presentation, how to present their biography effectively using the right volume/tone/pitch/pace, how to compare their lives currently to those back in older historical
times, how to write with their feelings/senses and how to edit their work effectively. They will also be covering one of four content descriptors from the Australian
Curriculum: History. They will be learning in depth about different people who were refugees in Australia around war times, researching why people still come to
Australia today and researching a famous Australian immigrant to present on. The main inquiry question that shapes this unit is Why do people come to
Australia?. Students will be researching this in accordance with choosing a famous Australian immigrant, then performing a presentation.


2 | Year 6 unit overview Australian Curriculum: English and History
Identify curriculum
Content descriptions to be taught
General capabilities and
cross-curriculum priorities
Language Literature Literacy
Investigate how vocabulary
choices, including evaluative
language can express shades
of meaning, feeling and
opinion (ACELA1525)
Understand that different
social and geographical
dialects or accents are used
in Australia in addition to
Standard Australian English
(ACELA1515)



















Make connections between
students own experiences
and those of characters and
events represented in texts
drawn from different historical,
social and cultural contexts
(ACELT1613)
Create literary texts that adapt
or combine aspects of texts
students have experienced in
innovative ways (ACELT1618)



















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)
Plan, rehearse and deliver
presentations, selecting and
sequencing appropriate
content and multimodal
elements for defined
audiences and purposes,
making appropriate choices
for modality and emphasis
(ACELY1710)
Use comprehension
strategies to interpret and
analyse information and
ideas, comparing content from
a variety of textual sources
including media and digital
texts (ACELY1713)
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)
Literacy


ICT capability

Critical and creative thinking

Ethical behaviour

Personal and social capability

Intercultural understanding

Asia and Australias
engagement with Asia

Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 3










HISTORY YEAR 6













Historical Knowledge and
Understanding
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)











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 Skills
Identify questions to inform an
historical inquiry (ACHHS119)
Identify and locate a range of
relevant sources (ACHHS120)
Locate information related to
inquiry questions in a range of
sources. (ACHHS121)
Use a range of
communication forms (oral,
graphic, written) and digital
technologies (ACHHS125)
Develop texts, particularly
narratives and descriptions,
which incorporate source
materials (ACHHS124)
4 | Year 6 unit overview Australian Curriculum: English and History


Achievement standard
ENGLISH
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.
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.
HISTORY
By 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.
Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 5
Relevant prior curriculum Curriculum working towards
Year 5 English
Plan, draft and publish imaginative, informative and persuasive print and
multimodal texts, choosing text structures, language features, images
and sound appropriate to purpose and audience (ACELY1704)
Reread and edit student's own and others work using agreed criteria for
text structures and language features (ACELY1705)
Identify aspects of literary texts that convey details or information about
particular social, cultural and historical contexts (ACELT1608)
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)
Plan, rehearse and deliver presentations for defined audiences and
purposes incorporating accurate and sequenced content and multimodal
elements (ACELY1700)
Year 5 History
The reasons people migrated to Australia from Europe and Asia, and
the experiences and contributions of a particular migrant group within a
colony. (ACHHK096)
Identify questions to inform an historical inquiry (ACHHS100)
Identify and locate a range of relevant sources (ACHHS101)
Locate information related to inquiry questions in a range of sources
(ACHHS102)
Identify points of view in the past and present (ACHHS104)
Develop texts, particularly narratives and descriptions, which
incorporate source materials (ACHHS105)
Use a range of communication forms (oral, graphic, written) and digital
technologies (ACHHS106)
Year 7 English
Plan, rehearse and deliver presentations, selecting and sequencing
appropriate content and multimodal elements to promote a point of
view or enable a new way of seeing (ACELY1720)
Analyse and explain the ways text structures and language features
shape meaning and vary according to audience and purpose
(ACELY1721)
Plan, draft and publish imaginative, informative and persuasive texts,
selecting aspects of subject matter and particular language, visual, and
audio features to convey information and ideas (ACELY1725)
Edit for meaning by removing repetition, refining ideas, reordering
sentences and adding or substituting words for impact (ACELY1726)
Use a range of software, including word processing programs, to
confidently create, edit and publish written and multimodal texts
(ACELY1728)
Analyse how point of view is generated in visual texts by means of
choices, for example gaze, angle and social distance (ACELA1764)
Understand how accents, styles of speech and idioms express and
create personal and social identities (ACELA1529)
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)
Identify and explore ideas and viewpoints about events, issues and
characters represented in texts drawn from different historical, social
and cultural contexts (ACELT1619)
Year 7 History
Sequence historical events, developments and periods (ACHHS205)
Identify and locate relevant sources, using ICT and other methods
(ACHHS208)
Identify the origin and purpose of primary and secondary sources
(ACHHS209)
Identify and describe points of view, attitudes and values in primary
and secondary sources (ACHHS212)
6 | Year 6 unit overview Australian Curriculum: English and History
Draw conclusions about the usefulness of sources (ACHHS211)

Bridging content
To bridge the gap between Year 5 and Year 6, these concepts will need to be explicitly taught for English:
Comparing students personal experiences with those from other historical and cultural backgrounds
Discover how vocabulary choices can express meaning, feelings and opinion.
Explore that different families use different dialects other than Standard Australian English
How to create texts that inform and engage the listener
Expand on the childrens presentation skills e.g. tone of voice, volume, pitch and pace.

.
Links to other learning areas
This includes links to Australian Curriculum History.
This unit will link to Australian Curriculum History as we will be discovering and researching people who have emigrated to Australia for various reasons. This
links to content descriptor ACHHK115 Stories of groups of people who migrated to Australia (including ONE from an Asian country) and reasons they migrated,
such as World War II & Australian migration programs since the War. We will be exploring some famous Australians who first started off as immigrants from
Europe, Asia and Africa. They will then (using their English skills) be exploring how to research a particular person and plan a presentation.




Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 7
Assessment Make judgments
Describe the assessment Assessment date English:
Receptive modes: 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: 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.
History:
By 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
Summative assessment:
The formative assessment for this unit is the children are required to research and
present a biography on a famous person who had immigrated to Australia. The
children will select a person from a list, research them and create a biography on
their life. They will then present their biography to their classmates using Prezi.
Resources required: Marking rubric (Appendix One: a), overhead projector, laptop
and access to the internet.
Length: The biography should be 500 words or less.
For children with diverse needs: If a child is unable to deliver a presentation due
to their diverse needs, they are able to just hand in their written final copy of their
biography to me.
Feedback: Children will receive feedback of their presentation by the teacher going
through the marked rubric with them after theyve presented.

Formative assessment:
The children will be given a checklist from the teacher that relates to their research
assignment. They will need to go through a check their assignments for factors
including: Finished a draft, checked by teacher, final copy written up, it contains a
heading, contains basic general information about the person, why they came to
Australia and have finished their Prezi. Once they believe that they have ticked off
all on their checklist, they will then need to conference with the teacher.
Resources required: Checklist (Appendix One: b), access to laptops with internet.
For children with diverse needs: If a child is feeling overwhelmed by the checklist,
they are able to conference with the teacher and they can go through the checklist
with them personally.
Feedback: The child will receive feedback on a regular basis by the teacher
conferencing with them after the checklist is completed and when they hand in a
draft.


Week 9











Given to in Week 7,
expected to be completed
by Week 9 when Formative
Assessment is due.
8 | Year 6 unit overview Australian Curriculum: English and History
Assessment Make judgments
developing these texts and organising and presenting
their information, they use historical terms and concepts
and incorporate relevant sources.






Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 9
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
Lesson 1: Name of Lesson: Why did people come to Australia many years ago?
Estimated Timing: 1.5 hour
Objective/s: For students to understand why people immigrated to Australia when war
was happening.
Classroom Organisation: Children will be sitting in pairs.
Preparing for assessment: Background knowledge of why people immigrated to
Australia.
Learning Experiences:
Write on the whiteboard Why do people come to Australia?. Ask children
what they think.
Promote thoughts of because for a better life, jobs, its a beautiful country,
etc.
Instruct children to go to http://www.nma.gov.au/education-
kids/classroom_learning/multimedia/interactives/new-homes on their laptops.
Write URL on whiteboard.
Demonstrate that the children will be researching either Petronella Wensing
or Lilija Brakmanis on the website and why they came to Australia. In their
pair, they will get one person each and have to research them, then they will
teach each other about their person.
Hand out a worksheet (Appendix 2) they need to complete while learning
about these two women.
Demonstrate to them what they need to do on the website.
Allow 40 minutes for the children to play the interactive game and write down
their answers.
Ask children to discuss to the other person in their pair about who they have
done.
Conclude the lesson by asking two students to tell the class overall what they
had found out about these two ladies.
Have a discussion about what these two ladies had in common e.g. Did they
come to Australia for the same reason? Was it around the same time?
A teacher-aide will be
present in the classroom as
well as the teacher, this
ensures that the children
stay on the right track on the
laptops and can give
additional help if needed.

People needed: Teacher-aide,
teacher.
Resources: Website from
National Museum of Australia,
laptops with access to the
internet, worksheet provided in
Appendix 2.

Risk management strategies:
As children are on the internet,
precautions need to be taken.
Children are aware that if
something inappropriate pops up,
they are to close the lid
immediately and inform the
teacher. They will then be
debriefed.
Lesson 2: Name of Lesson: Comparing our lives to those living a hundred years ago If children are not People needed: Teacher.
10 | Year 6 unit overview Australian Curriculum: English and History
Estimated Timing: 1 hr
Objective/s: For children to compare their lives now to those who lived hundreds of
years ago.
Classroom Organisation: Children will be sitting at their own desks.
Preparing for assessment: Giving background knowledge about life hundreds of years
ago why immigration happened.
Learning Experiences:
Read to the children the book My Place by Nadia Wheatley & Donna
Rawlins.
Discuss with the children if they noticed any patterns within the book e.g. it
goes back 10 years at a time, the map of the area is generally the same but
loses elements as it goes back in time, how the children change.
Explain to the children how to do a Venn diagram. Explain on the left side
they have their life now, on the right they have life back then and then in the
middle some similarities between the both.
Explain to the children that they will be using this diagram to compare their
lives now to that of Sams in 1798.
Give out to the children a copy of the two pages so they are able to re-read it
again.
Allow the children 40 minutes to complete this activity.
After 40 minutes, gather the children for a discussion to conclude. Ask them
how their lives are different, how they might be the same and things that they
have now that they wouldnt have had in 1798.

comfortable sharing their
answers, they can show me
what they have done after
the lesson.
Walk around during the
lesson to see if the children
understand what a Venn
diagram is and if they are
using it properly.
Resources: The book My Place
by Nadia Wheatley & Donna
Rawlins.

Risk management strategies:
N/A
Lesson 3: Name of Lesson: Introduction to some famous Australian immigrants
Estimated Timing: 1hr
Objective/s: For children to learn about famous Australias who immigrated from other
countries, and to pick someone to do their biography assessment on.
Classroom Organisation: Children will be sitting at their own desks in groups of 4.
Preparing for assessment: The children are learning how to do Prezi they are
required to do a Prezi presentation in their summative assessment.
Learning Experiences:
Instruct children to go to prezi.com and to sign up with their student email and
password.
If children need help with
their laptops and registering
to Prezi, there will be a
teacher-aide present and the
teacher available to help.
People needed: Teacher-aide,
teacher.
Resources: Laptops with access
to internet, overhead projector
and prezi.com

Risk management strategies:
As children are on the internet,
precautions need to be taken.
Children are aware that if
something inappropriate pops up,
Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 11
Show children how to create a new Prezi, add a template, add a image, add
text.
Explain that they need to use this properly as they will be using Prezi to do
their biography assessment on later in the term.
Allow children to explore Prezi for majority of the lesson. This allows them to
get a feel for it.



they are to close the lid
immediately and inform the
teacher. They will then be
debriefed.
Lesson 4: Name of Lesson: Introduction of assessment
Estimated Timing: 1hr
Objective/s: Children will be informed on their assessment for this semester, and
taken through their assessment booklet.
Classroom Organisation: Children will be sitting at their own desks in their groups of
4.
Preparing for assessment: Introducing the assessment preparing the students to
have knowledge about what they are being marked on.
Learning Experiences:
Distribute to the children their assessment booklet and talk them through the
different components formative and summative assessment, rubric,
checklist, questions and a list of famous immigrants.
Explain the rubric in detail to the children. E.g. this is how they will get above
expected, expected and below expected.
Instruct children to pick one of the immigrants from the list given and highlight
it.
Once they have chosen, they are to write the inquiry question: Why did this
person come to Australia? in their history books.
They are then to research on their laptops and provide two dot points in their
book as to why they came to Australia.
Once they have done this, they are to come and show the teacher their book.
If a child has issues with
writing in their book, they are
able to get a teacher-aide to
scribe their research. They
are also able to type this into
a word document if they are
physically unable to write it.
If the child has issues
researching, they are to ask
the teacher.
People needed: Teacher-aide,
teacher.
Resources: Assessment booklet
(Appendix one)

Risk management strategies:
As children are on the internet,
precautions need to be taken.
Children are aware that if
something inappropriate pops up,
they are to close the lid
immediately and inform the
teacher. They will then be
debriefed.
Lesson 5: Name of Lesson: How to be an effective presenter 101
Estimated Timing: 1 hour
Objective/s: In this lesson, the children will learn how to be effective presenters in
preparation for their biography assessment.
Everyone regardless of
diverse needs are
encouraged to participate in
this activity.
People needed: Teacher
Resources: Whiteboard, paper
and pens to write their ideas.

12 | Year 6 unit overview Australian Curriculum: English and History
Classroom Organisation: Children will be working in groups for this activity.
Preparing for assessment: For their summative assessment, they have to do a
presentation. This will give them tips and tricks how to have an effective presentation.
Learning Experiences:
Explain that in this lesson, children will be split into 3 groups. These three
groups will be: An above expected presentation, an expected presentation
and a below expected presentation.
Explain that in their groups, they will be given one of these 3 presentation
types.
They then will have to work out in their group how you would do this type of
presentation e.g. what does it take to be an above expected/expected/below
expected presenter?
Explain that after about 20 minutes of discussion time in groups, they then
will have to demonstrate to the class what they think that their category
means. They will have to act out whatever expectation they are given.
Allow 30 minutes for the students to collate their ideas, and then 10 minutes
for them to demonstrate to the class their interpretation.
Have a whole class discussion for 20 minutes about what they have just been
shown. Draw a table on the board that has Above Expected, Expected and
Below Expected as headings.
Ask the students what goes under each section and engage in discussion as
to why they would put that there.
If students do not feel
comfortable performing their
expectation level, someone
else can be nominated to do
so by the teacher.
Risk management strategies:
N/A
Lesson 6: Name of Lesson: How to write a biography
Estimated Timing: 1hr, plus 30 minutes for assessment
Objective/s: To teach students how to write a biography for their summative
assessment.
Classroom Organisation: Children will be sitting at their own desks in their usual
groups.
Preparing for assessment: Children are required to write a biography for their
summative assessment, and this lesson will give them the fundamentals to know how
to construct a biography.
Learning Experiences:
Start the lesson with a discussion. Ask the students what they think a
biography is. List their examples on the board.
Get them the example of a biography of Mae Jemison to read through. Allow
A teacher-aide can support
students if needed, as well
as the teacher.
People needed: Teacher,
teacher-aide.
Resources: Whiteboard,
Biography of Mae Jemison, the
childrens assessment booklet.

Risk management strategies:
N/A
Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 13
about 10 minutes for them to read it.
Have a discussion with the class about the different elements of a biography
that are included on the worksheet e.g. Heading, explanation of who the
biography is about, information on their childhood, how they worked hard to
achieve their goals, examples of accomplishments and a conclusion.
Write them on the board and go through with the children about what they all
mean.
Ask them to get out their biography template in their booklet (Appendix one).
Go through the biography template. Ask them what they should put in each
section.
Allow for the rest of the 30 minutes in the lesson for the students to work on
their biography template. This will allow for questions to be asked about the
biography and their assessment in general.


Lesson 7: Name of Lesson: How to create interesting writing with feelings
Estimated Timing: 1 hour
Objective/s: Children will learn to go from boring sentences to great sentences, by
learning to write with their feelings/senses.
Classroom Organisation: Children will be sitting at their own desks in their usual
groups.
Preparing for assessment: This will teach students how to have interesting and
engaging texts, which is essential for a presentation.
Learning Experiences:
Distribute the Details, details, details worksheet to the children.
Ask the children What do we need to do to make our writing interesting?
and write their responses on the board.
Explain that we are going to work on this worksheet to help us write using
our senses and feelings.
Ask the children why we would do this activity. E.g. to make our work more
personal/interesting.
Go through the first question with the class so they get the general idea.
Allow for the rest of the lesson for them to do the worksheet. It is important
that they do this so they can learn to write interesting sentences for their
If children need help, they
can ask a peer or a teacher.
This worksheet isnt asking
for anything academic that
may be detrimental to some
students, so therefore is
less worrying for them.
People needed: Teacher
Resources: Whiteboard, printed
worksheet.

Risk management strategies:
N/A
14 | Year 6 unit overview Australian Curriculum: English and History
biography.
Walk around the classroom to ensure children are fulfilling the worksheet
properly.


Lesson 8: Name of Lesson: How to research properly/cyber safety on the internet.
Estimated Timing: 1hr

Classroom Organisation: At their own desks with a laptop.
Preparing for assessment: Students need to know how to research to complete their
summative assessment successfully.
Learning Experiences:
Explain to the students that today we will be learning how to research
properly on google.
Instruct all to go onto google.
Explain that they need to be specific - they just cant type Ned Kelly and
expect the information they are looking for to pop up.
Give an example that if they were to need information about Ned Kellys
childhood, they would type Ned Kellys childhood. This allows for the search
engine to generate more accurate results according to what they have
described.
Introduce the topic of cyber safety.
Ask the students what they should do if something that isnt related to what
they are researching pops up.
Develop a class action plan according to what the children believe they
should do if something inappropriate arises.
Display the rules up where everybody can see and remind students that if
something happens, think of these rules.
The teacher aide can assist
the teacher in monitoring the
correct usage of the
computers.
People needed: Teacher and
teacher aide
Resources: Laptops with internet

Risk management strategies:
The students will be risk
assessing their internet
themselves in this lesson by
identifying some objectives to do
if they see something
inappropriate on the computers.
Lesson 9: Name of Lesson: How do you edit your work?
Estimated Timing: 1.5 hrs
Objective/s: For students to use the checklist to edit and make sure their work is
correct.
Classroom Organisation: Students are at their own desk.
Preparing for assessment: Students will need to know how to edit their work in order
People needed: Teacher
Resources: Assessment booklet,
prepared worksheet.

Risk management strategies:
Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 15
to present a flowing and effective presentation.
Learning Experiences:
Ask students to get out their assessment booklet and go to the checklist.
Ask the students about each section, one by one. Have a discussion about
what each of these are and what they mean in relation to their assessment.
Write the discussion on the board so all children understand what is going on.
Explain what a bibliography is and why they need it in their work.
Ask the children what do you do to edit your work?
Discuss different grammatical things they will need to do to edit their work
e.g. look for full stops, long sentences.
Give them the prepared worksheet. It is a basic grammar worksheet that they
should be able to fill in. Explain that this will jog their memories with grammar
to prepare them for their assignment writing.

N/A
Lesson 10: Name of Lesson: Time to write assignments.
Estimated Timing: 1hr

Objective/s: For children to work on their draft of their biography assignment.
Classroom Organisation: Students will be at their own desks working independently.
Preparing for assessment: This lesson gives them time to complete their assessment.
Learning Experiences:
Inform the children that this lesson will be dedicated to them beginning their
biography assignment.
Instruct that they fill in the biography table first (APPENDIX one) , and then
they begin writing their biography.
Inform the children that the teacher and the teacher-aide will be available to
help and give feedback.

The teacher-aide can give
support to students who may
need it by taking them to the
learning support room.
People needed: Teacher
Resources: Assessment booklet,
laptops.

Risk management strategies:
N/A
Lesson 11: Name of Lesson: Assignment writing and feedback
Objective/s: Children are able to write their assignments in this lesson and get
feedback from their teacher.
Classroom Organisation: Students will be working independently.
Preparing for assessment: This time gives them an opportunity to prepare
The teacher will be
supporting those in this
lesson to help write their
biography and to give
feedback on their work.
People needed: Teacher
Resources: Assessment booklet,
laptops.

Risk management strategies:
16 | Year 6 unit overview Australian Curriculum: English and History
themselves for their summative assessment.
Learning Experiences:
Children have the opportunity to work on their biography assessment. By this
lesson, they should have most of their checklist completed and ready to get
feedback from the teacher.
The teacher will be walking around helping students with their biographies.

N/A
Lesson 12: Name of Lesson: Assignment writing and feedback
Objective/s: Children are able to write their assignments in this lesson and get
feedback from their teacher.
Classroom Organisation: Students will be working independently.
Preparing for assessment: This time gives them an opportunity to prepare themselves
for their summative assessment.
Learning Experiences:
Children have the opportunity to work on their biography assessment. By this
lesson, they should have most of their checklist completed and ready to get
feedback from the teacher.
The teacher will be walking around helping students with their biographies.

The teacher will be
supporting those in this
lesson to help write their
biography and to give
feedback on their work.
People needed: Teacher
Resources: Assessment booklet,
laptops.

Risk management strategies:
N/A
Lesson 13: Name of Lesson: Editing their biography 1
Estimated Timing: 1hr
Objective/s: Children will spend this lesson editing their biography or keep writing it.
Classroom Organisation: Students at their own individual desks.
Preparing for assessment: This time gives them an opportunity to prepare
themselves for their summative assessment.
Learning Experiences:
In this lesson, students will be able to edit and proofread their work.
They will also be allowed to swap with another student so they are able to
edit each others work.
They will then need to write their good copy after a conference with the
teacher.
The teacher will be
supporting those in this
lesson to help write their
biography and to give
feedback on their work.
People needed: Teacher
Resources: Assessment booklet,
laptops.

Risk management strategies:
N/A
Lesson 14: Name of Lesson: Editing their biography 2
Estimated Timing: 1.5 hours
The teacher will be
supporting those in this
People needed: Teacher
Resources: Assessment booklet,
Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 17


Objective/s: Children will spend this lesson editing their biography or keep writing it.
Classroom Organisation: Students at their own individual desks.
Preparing for assessment: This time gives them an opportunity to prepare themselves
for their summative assessment.
Learning Experiences:
After students have had a conference with the teacher, they are then able to
go write their good copy and create their Prezi.
They then need to finish their checklist rehearsing, correcting Prezi.

lesson to help write their
biography and to give
feedback on their work.
laptops.

Risk management strategies:
N/A
Lesson 15: Name of Lesson: Finalising assessment
Estimated Timing: 2hrs
Objective/s: This last lesson to work on assessment is where they need to meet with
the teacher, finish their Prezis and begin rehearsing.
Classroom Organisation: Students sit at their own desks and work independently.
Preparing for assessment: Completing the final stages of their assessment by
rehearsing and finishing Prezis.
Learning Experiences:
Inform the students that this is the last lesson they have before
presentations.
They need to finish their checklist have a conference with the teacher,
finish their Prezi.
The students will be able to rehearse their presentation in this time.

The teacher will be
supporting those in this
lesson to help write their
biography and to give
feedback on their work.
People needed: Teacher
Resources: Assessment booklet,
laptops.

Risk management strategies:
N/A
Lesson 16: Name of Lesson: Presentations of biography
Estimated Timing: 2hrs
Objective/s: For students to present their biography to their peers.
Classroom Organisation: Children sitting on the carpet, student presenting the the
front of the class.
Preparing for assessment: N/A as they are now presenting their assessment.
Learning Experiences:
Students will present their biography in this lesson.
If a student cant present for
whatever reason, they can
just give their Prezi on a
USB with their final copy.
People needed: Teacher
Resources: Overhead projector,
students completed assessment,
rubric for marking summative
assessment.

Risk management strategies:
N/A
18 | Year 6 unit overview Australian Curriculum: English and History


The teacher will mark them according to the rubric and will be given feedback
straight after the presentation.
Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 19
Use feedback
Ways to monitor learning
and assessment
Throughout this unit, the teachers will meet together to ensure they are covering all aspects of the unit plan in their lessons.
Teachers will be able to monitor learning every week by looking at the students progress in their biography, how they are
participating in class and whether they are applying what they have learnt in the lessons to their work.
Feedback to students The teacher will constantly be giving children feedback in this unit plan. The most significant way children will receive feedback is
by their assessment checklist, that has to be given to the teacher and then the student and teacher have a conference together.
This is where the teacher tells the student where they need to improve, what they are doing well in and a general comment on
their progress. The teacher would give this feedback verbally, but also will write it down for future reference.