1

UNIT OVERVIEW: COMPONENTS, EXPLANATION/DETAILS AND LEARNING

EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Unit Orientation This unit will be started with the teacher
sitting with the students, where they will
acknowledge and discuss Australian
wartime heroes. The teacher will
encourage the students to go home and
talk to their parents/grandparents about
the familys participation in war. Book will
be introduced.
Greenwood, M., & Lessac, F. (2008).
Simpson and His Donkey
Australia: Walker Books

1-3

Building knowledge of the
field
The teacher will touch on what the
students learnt in year four, to help
increase the background knowledge of the
class. By touching on past knowledge,
teachers are building the foundation of
childrens learning for this particular unit.
1,2,3

Utilising the non-fiction
focus text
List the Focus Text in APA referencing
format.
This text will be used to gain interest on
the topic of war time heroes, and will be
referred back to when creating their soldier
stories.
1, 2, 3

Responding to texts This unit students were able to explore
and respond to texts that they had found,
this was linked with ACARA to create
beneficial learning.


2,3, 6, 7, 8, 9, 10

Exploring texts This is planned by allowing students to
find appropriate texts, whether from the
internet or books that provide accurate
information.

3, 9, 10, 15

Examining texts including: Each lesson is carefully aligned with the
Australian curriculum

Text structure and
organisation
Through this unit students will create a
mock letter written by a soldier to be sent
home to his family, text structure and
organization will be a key factor in the
childrens learning.
14, 13, 12, 10, 7
Expressing and
developing ideas
Relevant curriculum strands will be chosen
so students can express and develop
ideologies about the participation of
7, 8, 5
2
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(provide the number)
Australian citizens in war.
Visual and
multimodal features
of texts
Through the curriculum students will be
allowed to represent their learning through
visual and multimodal features of text that
is linked to assessment.
6, 4.

Extending beyond the
focus text including:
researching war time heroes, reasons
behind going to war etc, impact of war on
families and soldiers lives before the war.
Using online informative texts, library texts
etc
7, 4, 5
Creating texts
utilising print and
multimodal texts
Students are to create a book review and
use multimedia to present it.
7

Assessment
Formative (one
strategy and
instrument)
Presenting a book review in pairs, strong
use of multimedia. Instrument attached
below
7
Summative (one
strategy and
instrument)
Through the unit, students learnt about
letters and the text structure used to make
coherent letters. The students in prior
lessons had created a soldier, so with that
model they wrote a letter back home.
Instrument attached below
Not included in the
lesson hours.

Significant demonstration
of learning.
Describe the expectations for achieving
the desired Achievement Standards for
Receptive and/or Productive Modes.
Students to have an appropriate level of
sound knowledge on ww1/2. Students
should be able to investigate and create
their own letters written by a soldier
1-15.