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Year X unit overview — Australian Curriculum: English

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S00115909: Taylor Rimmington Kylie Sweeting EDLA369

Year 6 unit overview — Australian Curriculum: English and History

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, .

School name

Unit title

Duration of unit: 10 hours

Migration to Australia - Refugees and Asylum Seekers

2 weeks

Unit outline

The Year 6 curriculum provides a study of migration to Australia from Europe and Asia. Students will learn about what life was like and difficulties refugees and asylum seekers faced when arrived upon Australian shores. Refugees and asylum seekers feature prominently in current media coverage and it is important that students become aware of the role that the media plays in shaping public opinion. Furthermore, this unit allows students to understand the reasons behind why many refugees and asylum seekers risk their lives to journey to Australia. Throughout this unit, students will investigate online media texts, including images, figures, diagrams to understand how they contribute to understanding meaning persuasive texts.

Students will develop an understanding of:

using historical terms

identifying sources and different points of view

make connections between students' own experiences and those people drawn from different historical, social and cultural contexts

the structure and features of a persuasive text

Inquiry questions that will shape inquiry in this unit:

Why do people become refugees?

What role do the media play in shaping public opinion about refugees and asylum seekers?

What difficulties might refugees face when they arrive in Australia?

Identify curriculum

Content descriptions to be taught

General capabilities and crosscurriculum priorities

Language

Literature

Literacy

Language for interactionUnderstand the uses of objective and subjective language and bias (ACELA1517)

Text structure and organisationUnderstand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

HISTORY_ YEAR _6

Literature and contextMake 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)

Historical Knowledge and Understanding

Australia 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)

Texts in context

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

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)

Historical Skills

Perspectives and interpretationsIdentify points of view in the past and present (ACHHS123)

Literacy

Understand how authors innovate on texts and play with language features to achieve persuasive purposes and effects

ICT capability

· Navigate online sites to find appropriate resources.

Critical and creative thinking

Examine sources of evidence to identify similarities and/or differences and describe what they reveal about the past.

Ethical behaviour

Read, view and create persuasive texts responsibly.

Personal and social capability

Exchange information and foster a collaborative response.

Intercultural understanding

Identify how local, national and global events impact on and influence personal life.

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

The Year 6 curriculum moves from colonial Australia to the development of Australia as a nation, particularly after 1900. Students explore the factors that led to Federation and experiences of democracy and citizenship over time. Students understand the significance of Australia’s British heritage, the Westminster system, and other models that influenced the development of Australia’s system of government. Students learn about the way of life of people who migrated to Australia and their contributions to Australia’s economic and social development.

Relevant prior curriculum

Curriculum working towards

Year 5 Australian Curriculum English

Students will have been provided with opportunities to:

construct literary and non-literary texts by planning and developing subject matter

make judgements and justify opinions using information and ideas from texts

Year 5 Australian Curriculum 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)

Year 7 Australian Curriculum English:

Students will have been provided opportunities to:

understand how media texts are influenced by context, purpose and audience.

understand the way language evolves to reflect the changing world, particularly in response to the use of new technology for presenting texts and communicating

understand the increasing complexity of language features in informative and persuasive texts.

Year 7 Australian Curriculum History:

impact of a significant development or event on a colony and the reasons people migrated to Australia

Bridging content

Explicit teaching will include:

identifying purpose, structure and metalanguage of persuasive texts.

migration to Australia - refugees and asylum seekers

Links to other learning areas

The skills, processes and knowledge of text structures and organisation developed in English will be explored across a range of learning areas but include the specific language and structure of the learning area. Students use the skills and knowledge of media from English to research media sources about past events in History.

In the Australian Curriculum: History

· 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)

· Identify points of view in the past and present (ACHHS123)

Assessment

Make judgments

Describe the assessment

Assessment date

Teachers gather evidence to make judgments about the following characteristics of student work:

English:

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

Literacy

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)

History:

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)

Historical Skills

Identify points of view in the past and present (ACHHS123)

Students are given opportunities to demonstrate their knowledge, skills and understanding through both formative and summative pieces of assessment.

The teaching and learning experiences throughout the term provide opportunities for students to develop the understandings and skills required to complete these assessment tasks. The assessment is designed to cater for the varied needs and abilities of all students. To ensure that the assessment caters for the varied needs and abilities of all students, a worksheet with the correct setting out and useful persuasive words will be given to the students. Furthermore, as students engage with these learning experiences, the teacher can provide feedback on specific skills where students can evaluate their own work and identify ways to improve it.

Formative - collection of written work

The purpose of this assessment is to make judgements about students' responses to a series of focused tasks within the learning experiences. The focus of the collection of work is on the reasons why people migrated to Australia and include:

· written explanations

· questions of, and response to, source material

· annotated posters/photographs

· observations

(See appendix A).

Summative Assessment Task:

The purpose of this assessment task is to make judgements about students' abilities to research, collect, analyse and draw conclusions about historical sources.

Students are required to write a persuasive letter to our Federal members of Parliament asking them to ensure that the Australian Government takes good care of our Asylum seekers and Refugees, that is 400 words in length (see appendix B). Using the knowledge that students have gained from participating in this unit, students are to write a jointly constructed letter.

Resources required for this assessment include:

· Computers

· Writing materials

· Notes taken throughout the unit

Lesson 2-5 (week 1)

Lesson 10 (week 2)

Teaching and learning

Supportive learning environment

Teaching strategies and learning experiences

Adjustments for needs of learners

Resources

Lesson 1: Name of Lesson: Setting the scene for the unit

Estimated Timing: 60 minutes

Objective/s:

· Students will understand the reasons behind why families have migrated to Australia (ACELT1613).

Classroom Organisation:

Whole class teacher led discussion. Students will be required to sit on the carpet and then move back to their desks to complete the required tasks.

Learning Experiences:

Prior to the lesson, ask students to talk to their parents about when their families came to Australia, where from and why. Encourage them to ask about grandparents and great grandparents etc.

Whole class discussion Introduce the topic of migration. Ask students to share what they found out about their own families’ immigration experiences. Discuss why families immigrated to Australia. Emphasise that world events have resulted in significant numbers of people migrating to Australia for more than 200 years.

Watch the YouTube clip Youth Migrants in Asia and the Pacific - http://www.youtube.com/watch?v=KGsw5rgOQ7I

Show students cartoon on migration to Australia. Ask students what is being conveyed in each of the different perspectives (see appendix C).

Spend a moment thinking about what it is like if you are not safe in your home. Then ask students to say what aspect of their home they would miss most. Could they take it with them if they had to settle into a new place?

Prepare a KWL class chart together. This chart will help determine the focus for future work in the unit. Display the chart in the classroom.

Have the students write an exit card and hand it to you as they leave the room: Record one thing you want to learn about refugees (and write it on the W section of your KWL chart).

Within this unit there are many words students will need to be discussed and defined. A word wall will need to be set up in the classroom.

Specific Considerations:

As this lesson is the beginning of the unit, the lesson is teacher directed and students will be listening and discussing.

Adjustments:

As this lesson is based on whole class and small group discussion, the students with varied needs, abilities and experiences will be group in mixed abilities.

The lesson also incorporates a variety of resources within the lesson, to assist all types of learners within the class.

Resources:

· YouTube clip

· Whiteboard

· Whiteboard markers

· Worksheet

Risk Assessment Strategies:

Students will need to be careful moving around the classroom.

Lesson 2: Name of Lesson: Sharing parts of My Place by Nadia Wheatley


Objective/s:

· Students will explore stories of families who have migrated to Australia (ACHHK115)

· Students will be able to make connections between their own experiences to those families represented on historical websites (ACELT1613)


Whole class teacher led discussion and students working in pairs. Students will be required to sit at their desks. Furthermore, students will also need to spread out around the classroom to complete the online activities.


The teacher introduces the book My Place by Nadia Wheatley. Explain to the students how the book was written and its purpose.

Read selected pages (1958, 1928, 1908, 1788).

Promote class discussion on page 1788. Record answers on butcher's paper.

Go to the My Place website - http://www.abc.net.au/abc3/myplace/

From the pages read earlier, assign groups to look at a particular year on the website.

Ask students to observe the site and take notes on their findings

· What does the house look like?

· What items are found in the bedroom? What do the items mean?

· What items are found in the kitchen? What do the items mean?

A worksheet will be given to each student to record their answers (see appendix B).

Students debrief as a class and share findings


The lesson is teacher directed and students will be listening and discussing.

Adjustments:

This lesson is based on whole class and small group discussion, to assist students with varied needs, abilities and experiences, students will be grouped in mixed abilities.

Resources:

· My Place by Nadia Wheatley

· Butcher's paper

· Coloured pencils/makers

· Computers



Lesson 3: Name of Lesson: Who are Refugees and Asylum Seekers?


Objective/s:

· Students will understand the term 'refugee' and 'asylum seeker.' (ACHHS123)

· Students will plan, write and draft a short discussion in relation to a specific question. (ACELY1714)


Whole class teacher led discussion and students working in groups. Students will be required to sit at their desks. Students will be able to move around to complete the set activities.


As a class brainstorm the meaning of the word 'refugee'. Write the word in the centre of the whiteboard and ask the class to tell you what it means and discuss.

Repeat this process, this time with the phrase 'asylum seeker'.

Ask students to look up the meaning of 'refugee' and 'asylum seeker' in a dictionary. As a class, compare the dictionary definitions with the definitions on the whiteboard.

Collect television, newspaper items which mention refugees and asylum seekers (see appendix D).

Discuss in small groups:

· Is the word refugee always accurately applied? Why or why not?

· How is the protection of refugees presented?

· How are the rights of refugees being protected? (Australian Human Rights Commission, 2013)

· Ask students to write a discussion essay in response to the statement: “The way we treat refugees when they arrive in Australia is the most important influence on how well they settle here.”

· After students have finished writing, ask for volunteers to share their discussion.

Summarise what a refugee is and how someone becomes a refugee


The lesson is teacher directed and students will be discussing and listening as a class.

Adjustments:


Resources:

· Whiteboard


· Dictionaries

· Computers

· Journal



Lesson 4: Name of Lesson: Refugee stories - perspectives/interpretations


Objective/s:

· Students understand the term push-pull migration

· Students will understand reasons why people left their homes (ACELT1613)


· Whole class teacher led discussion and small group work to complete the activities


· Review the terms 'refugees' and 'asylum seekers'.

· Explain the concept of push-pull migration.

· Read to the class a particular story of a migrants journey to Australia. After reading the story identify the following questions:

· What were some of the reasons that people left their homes?

· What attracted them to Australia?

· Split students into groups of 3 or 4. Hand students a different story and ask students to identify the particular push- pull factors that influenced that person to come to Australia.

· Have a recording sheet (see appendix E) for students to record their answers.

· Ask a member from each group to explain their story and identify push-pull factors that made the person leave their country.

· Have students write an exit card and hand it to you as they leave the room: Write one thing you learned about life as a refugee (and write it on the L section of your KWL chart).

Adjustments:


Resources:

· Recording sheet

· Computers

· Whiteboard


· Real-life stories of peoples journey to Australia



Lesson 5: Name of Lesson: Introduction into persuasive writing


Objective/s:

· Students will be able to explain persuasive writing

· Students will be able to identify the type of features that must be included within their piece of persuasive writing (ACELY1714)


· Whole class teacher led discussion and independent work. Students will be required to work individually on the set activity.


· Write the word persuasive writing on the board. Brainstorm ideas and develop a concept map of students responses on the board.

· Show students the YouTube clip Persuasive Writing - https://www.youtube.com/watch?v=jaGJNxCxB-s

· Remind students the structure of a persuasive piece of writing and what it must include, arguments and the aim.

· Brainstorm as a class the type of words that would enhance their writing. Ask the children to identify words or phrases that encourage them to think about the topic in a particular way. Point out that language in persuasive texts is often used to gain attention, respect or to manipulate the reader’s thoughts.

· Show examples of persuasive texts. As a class identify the main ideas within the texts and identify the types of words the author has used to persuade the audience.

· Ask students to write a persuasive text about whether or not Refugees and Asylum Seekers have the right to come to Australia? Remind students to refer back to their notes on persuasive writing and the topics taught thus far.

· After students have finished writing their piece, ask for volunteers to share their ideas as a class.

Adjustments:


For students who are struggling sentence starters will be on the board for students to refer to.

Resources:

· YouTube clip

· Whiteboard


· Journal - English workbook

· Pens/pencils

Lesson 6: Name of Lesson: Comparing and contrasting persuasive texts


Objective/s:

· Students will compare and contrast persuasive texts including media that represent ideas in different ways (ACELY1708)

· Students will plan, draft and create a short persuasive text (ACELY1714)


· Whole class teacher led discussion and small group activities. Students will be able to work in groups to discuss and complete the activities within the lesson.


· Activate students prior knowledge - interactive quiz on refugees and asylum seekers.

· Give students newspaper articles on two different point of views. For example Tony Abbot vs. Kevin Rudd's point of view on the topic.

· Compare and contrast in small groups the two points of view.

· Students create another persuasive text should refugees/asylum seekers be given the same treatment as Australians?

· Remind students the aim and structure of persuasive writing.

· Brainstorm the type of persuasive words that should be evident within your writing. Remind students to carefully plan out their arguments and the importance of backing up your arguments.

· Ask students to share their ideas.

· Hand out students persuasive writing assessment task in class. Go through the assessment task and rubric, to inform students what is required (see appendix B).

Adjustments:


For students who are struggling sentence starters will be on the board for students to refer to.

Resources:

· Interactive quiz

· Whiteboard


· Newspaper articles

· Assessment task

Lesson 7: Name of Lesson: What role do the media play in shaping public opinion about Refugees and Asylum Seekers?


Objective/s:

· Students understand the role media plays in shaping public opinions about Refugees and Asylum Seekers (ACELT1614) (ACELA1517)


Whole class teacher led discussion and students working in groups of 4-5. Students will be given the opportunity to move around when completing the group activities.


· Show students Lego poster: "What's the difference?" (see appendix F). Ask students if they have every heard these words used to describe refugees and/or asylum seekers. Emphasise to students the power of words choices.

· Explain that information in the media can be biased: some voices may be amplified while others may be silenced. Critically evaluate how the media represents refugees and asylum seekers (SBS, 2013).

· Divide the class into groups of 3 or 4. Hand each group a printed media report about refugees/asylum seekers.

· Explore how the media positions readers and influences opinions regarding refugee and asylum seekers.

· Ask students to analyse the media report that they have been given using the following questions as guidance:

· Does this report encourage positive or negative attitudes to refugees/asylum seekers?

· Do you think this report is accurate and/or fair? (Does it present both sides of the debate?)

· What words have been used to describe refugees/asylum seekers in this report?

· As a class, construct a list of different words used in media reports to describe refugees/asylum seekers.

· Record the words on the board in two categories: positive words and negative words. Facilitate a class discussion using the following questions as guidance:

How do these words make you feel?

· Given what you’ve learnt about refugees and asylum seekers, do you think it is fair to use these words to describe refugees and asylum seekers? Why/why not?

Adjustments:


Resources:

· Lego Poster

· Whiteboard


· Positive/negative worksheet

Lesson 8: Name of Lesson: What difficulties might refugees face when they arrive in Australia?


Objective/s:

· Students identify the difficulties refugees face when they arrive in Australia (ACHHK115)


· Whole class teacher led discussion and students working in large groups.


Prior to conducting this lesson, learn how to ask the question ‘What difficulties might refugees face when they arrive in Australia?’ in another, foreign language. Introduce the lesson in this foreign language in order to stimulate student thought about the ‘language challenge’ that non-English speaking refugees face.

Ask students, in pairs, to brainstorm with their partner the types of challenges that they would face if they had to move to a new country.

Divide class in half. Give half of the class copies of the story of Najeeba and the other half copies of the story of Isaiah (See appendix G).

After students have read these stories, ask them to identify the difficulties that Najeeba and Isaiah face upon arriving in Australia.

Facilitate a whole-class discussion about the difficulties that refugees and asylum seekers may face.

Record difficulties on paper and display this list in the classroom.

Encourage students to make connections to their own experiences. Use the following questions as prompts:

· How easy or difficult would it be to start at a new school in Australia? · What difficulties might you face? · Who has experienced moving to a new school? How did you feel on your first day?· Who has experienced moving to a new house? · How easy or difficult was it to get to know your new neighbours? · To conclude lesson, watch Behind the News clip, 'Refugee Kids' - http://www.abc.net.au/btn/story/s3230871.htm

Adjustments:


Resources:

· Real-life Refugee stories

· Whiteboard


· Behind the News clip

Lesson 9: Name of Lesson: The Role of the Government in migration to Australia


Objective/s

· Students understand the role of the government in migration to Australia (ACELY1708) (ACELT1614)


· Whole class teacher led discussion and small group and individual work to complete the activities.


· Explain to the students that the Federal Government is responsible for developing laws and policies that decide who can and can't come into Australia (Australian Government, 2013).

· Write a list of policies and government roles that play an important role

· The White Australian Policy

· Minister for Immigration and Citizenship

· Prime Minister's Department

· Governor-General

· Attorney-General's Department

· Assign groups of 4-5 students to research one topic from the above list.

· Ask students to take notes in their journals about the policies their group is researching. A note taking sheet will be provided to the students.

· Discuss in your groups whether the government has helped refugees and asylum seekers or not.

· Provide stimulus about the role of the government and ask students to work individually to complete the Role of the Government worksheet.

· Share ideas about certain policies/government roles and debrief as a class.

· In this lesson students will be given time to work on their summative assessment piece.

Adjustments:


Resources:

· Whiteboard


· Note taking sheet

· Pens/pencils

Lesson 10: Name of Lesson: What is our role?


Objective/s:

· Students understand ways in which we can help refugees and asylum seekers within our community


· Whole class teacher led discussion and small group work to complete the activities.


· Conduct a whole-class discussion to conclude the unit of work and to encourage students to think about their role in the refugee/asylum seeker debate. Questions to stimulate discussion:· Why do people seek asylum in Australia?· Does Australia have a responsibility to accept refugees?· How can we apply what we have learned? What can we do to help refugees and asylum seekers? Encourage students to see that they can:· Use the knowledge that they have gained to inform friends and family about the difficulties that refugees and asylum seekers experience, to encourage understanding and empathy· Be friendly and welcoming to newly-settled refugees in their local community· Complete the reflection sheet in response to the issue of migration. · In this lesson students will be given time to work on their summative assessment piece.

Adjustments:


Resources:

· Whiteboard


· Worksheet

· Reflection sheet

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.

18|Year 6 unit overview Australian Curriculum: English

Queensland Studies Authority January 2012|17

year x unit overview — australian curriculum: english€¦ · web views00115909: taylor...

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