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Learning Experience Four

Learning Objective/s

Queensland Curriculum and Assessment Authority

Australian Curriculum


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

LS 6 (vii) - Use learning area vocabulary to specify content and present
opinions.






Understand that different social and geographical dialects or accents are
used in Australia in addition to Standard Australian English (ACELA1515).

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

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

Use historical terms and concepts (ACHHS118).

Identify questions to inform an historical inquiry (ACHHS119).

Locate information related to inquiry questions in a range of sources.
(ACHHS121).

Compare information from a range of sources. (ACHHS122).


Classroom Organisation


Assessment

Differentiation/Adjustments

- Grand conversation.
- Direct Instruction.
- Cooperative learning
groups.
- Whole class
discussion/reflection.

Formative Assessment: Questioning, observations and
class discussions, will assist with the assessment of
understanding, while the responses from the sorting
activity will assess students comprehension on objective
and subjective language and bias.



- Explanations, modelling and visual cues.
- Find a Fact research sheet.
- Body language and hand gestures.
- Cooperative learning groups.
- Interactive learning experiences.
- Additional support and assistance; utilising
caregivers.


Learning Experience Sequence


Learning Experience Duration:
90 Minutes

- 15 Minutes: Educator is to refer back to the previous learning experience (Learning Experience Three), referencing
the information found on the different social and geographical dialects or accents that are used within Australia
and diverse family settings. During this time, educator is initiate grand conversation, allowing students too openly
discuss context.
- 15 Minutes: Once students are engaged, lesson content will be introduced. Educator will explain that students will
be utilising the Find a Fact template, to produce a whole class concept map on the varying dialects within
Australia. Each student will then be required to draft, plan and rehearse a 1 - 3 minute oral presentation on the
researched dialect, prior to placing their contribution on the Gen Board concept map.
- 20 Minutes: Educator is to describe and model a concept map (Resource Four, Section A), while students record
information. Questioning and open discussion will be utilised during this stage, to further scaffold students and
facilitate with understanding of the task.
- 20 Minutes: Once students have an understanding of a concept map (assessed through student responses), class
discussion will commence on the uses of objective and subjective language and bias. During this time, educator
will provide examples, linking to the appropriate use of language choices (Resource Four, Section B).
- 15 Minutes: Cooperative learning groups will then be formed, and students will be provided with a selection of
objective, selective and bias statements/phrases, which will need to be sorted (Resource Four, Section C).
- 5 Minutes: Student responses will then be shared, prompting reflection.