Group 04a Lower Primary Etl228 Semester 2 Assignment 32

04A: Lower Primary group: Assignment 3- Work Collaboratively to prepare a Unit Of Work.
Group 04A: Lower Primary ETL228_Semester 2 Assignment 3

Kimberley_Dworjanyn; Vanessa_Gibbett; Rochelle_Hunt; Sophie_Smeeton; Carolyn_Smith; Katherine_Vagg; Linnea_Mead
[Year]
ETL228 04A: Lower Primary group: Assignment 3- Work Collaboratively to prepare a Unit Of Work.

Student names and numbers:
DWORJANYN, Kimberley s
GIBBETT, Vanessa s
HUNT, Rochelle s
SMEETON, Sophie s
SMITH, Carolyn s
VAGG, Katherine s
MEAD, Linnea s237572

Date of submission: 17 Sept 2012

Please note: If you have been granted an extension please note reasons below with date of email correspondence with the lecturer.


[Year]
Unit Title: AUSTRALIA AND THE MEANING OF BEING AUSTRALIAN.
Year Level: Grades 4
Band: Band 2.
Key Learning Areas: SOSE, Technology and Design, English, The Arts, Learning Technology, History.
Duration:
This unit of work is designed for Term 1 of the school year in order to be close to Australia Day. The unit will span over
9 weeks.

Unit Description:
This unit of work -designed for Year 4 students - supports the NTCF curriculum, demonstrating the partnership of teaching, learning and assessment. The
cross-curriculum unit, focusing on the key learning areas of SOSE, Technology and Design, English, The Arts Learning Technology and History. The 9 week
unit will identify;
Scope and Sequence of teaching and learning.
Specific teaching, learning and assessment focuses.
Inquiry stages and questions.
Assessment techniques.
Significant literacy connections.
Modifications for students with additional needs.
Resources and
Unit evaluation.
The Unit was compiled collaboratively for Charles Darwin University unit ETL228, Studies Of Society and Environment by Kimberley Dworjanyn, Vanessa
Gibbett, Rochelle Hunt, Linnea Mead, Sophie Smeeton, Carolyn Smith and Katherine Vagg.
Context:
Students will be given the opportunity and tools to explore their ideas and concepts with various topics relating to Australia both past and present. They
will investigate into what being Australian or living within Australia means to them and others. Critical evaluation will be required by students to assist in
completing their tasks. Students will gain insight into multiculturalism, traditional owners of Australia, the Australian flag and anthem and understanding
the meaning of Australia Day. This unit of work aims to encourage the learning and appreciation of the many facets of Australia.
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Objectives:
Locate Australia and become familiar with its surroundings including its states, territories and cities.
Learn about traditional land owners and their beliefs, cultures and connection to the land.
Develop an understanding of cultural awareness and multiculturalism.
Learn about various Australian icons (flag & anthem).
Understand the controversial meaning of celebrating Australia Day.
Reflect on what we already know about Australia and Australia Day.
Work in groups to gather information about Australia and Australia Day.
Students critically reflect on the significance of Australia Day in relation to their own culture and meaning to ones self.
Knowledge and Information:
History and the meaning of Australia Day
Australias landscape geography and typography
Australian symbols-the Australian flag
Traditional landowners Aboriginal and Torres Strait Islanders
Traditional landowners as a contemporary idea
The invasion vs settlement history
Australia as a multicultural society
Embracing the concept of multiculturalism and how different cultures contribute to Australian culture
Cultural diversity
Australian identity and citizenship
Societies and cultures
Connecting past and present
Time, place and continuity

Curriculum Outcomes:
Activity 1: Historical Skills Analysis and use of sources ACHHS084 Locate relevant information from sources provided - finding historical information
to determine the nature of colonial settlement, the impact of significant events and the role of individuals in shaping a colony.
Activity 2: SOSE; ENGLISH Listening and Speaking, ENGLISH Writing.
Soc 2.1 Time, Continuity and Change. Indicator: listen and respond to significant stories from ancient and modern history.
L/S 2.2 Language Structures and Features. Indicator: speak and listen through discussions, conversations and oral presentations in informal
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[Year]
contexts individually or in a group.
W 2.2 Language Structures and features. Indicator: Attempt to spell unknown words by representing all vowels and consonant sounds in words.
E.g. Sidnee (Sydney).

Activity 3: SOSE; The Arts.
ENV 2.1 Place, Landforms and Features. Indicator: design a model showing key physical features of places and explain changes in land formation
and feature over time.
SkP 2.1 Arts Skills and Processes. Indicator: select and use different textural effects and surfaces when using clay.

Activity 4: Essential Learnings, ENGLISH Listening and Speaking, ENGLISH Writing, SOSE.
In 1 Uses own learning preferences and meta-cognitive processes to optimise learning. Indicator: Use reflective thinking in learning situations.
L/S 2.3 Strategies. Indicator: Consider the information and views presented and phrase questions to gain more understanding from the speaker.
W 2.2 Language Structures and Features. Indicator: Write a transaction in the form of a rap or rhyme.
Soc 2.2 Indigenous Studies. Indicator: explain and consider options for current issues relating to reconciliation.

Activity 5: History/History Skills/Chronology, terms and concepts. Code: ACHHS081
Placing key events and people of early contact history in chronological order by creating timelines and explaining the sequence.
Activity 6: Essential Learnings, ENGLISH Listening and Speaking; Learning Technology.
In 3- Makes decisions and takes actions based on personal values and principles that reflect empathy and integrity. Indicator: take into account
others feelings and ideas when making a decision.
L/S 2.1 Texts and Contexts. Indicator: Listen to and present a range of recounts and descriptions to convey experiences, feelings, ideas and
thoughts.
LT-R R4 Learners use technological resources that require problem-solving skills, decision-making strategies and questioning techniques.
Indicator: participate in online projects to locate, gather and contribute information.
Capabilities:
General Intercultural Understanding: Students develop intercultural understanding as they learn to value their own cultures, languages and
beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing
nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and
differences, create connections with others and cultivate mutual respect.
o Intercultural Understanding is fostered throughout this unit in multiple ways. As students learn about the history of Australia Day and
examine the different peoples and cultures that have settled in Australia, students will begin to develop an understanding and
appreciation of different cultures in our society.

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Ethical Behaviour: Students learn to behave ethically as they explore ethical issues and interactions with others, discuss ideas, and learn to be
accountable as members of a democratic community. Students also need to be introduced to agreed values and ethical principles such as
human rights, values and principles to assist them in justifying their ethical position and in engaging with the position of others.
o Ethical Behaviour is developed as students consider the effect of the European colonisation of Australia and the impact this had on
traditional owners.
Critical and creative thinking: Students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge.
Through listening to, reading, viewing, creating and presenting texts and interacting with others, students develop their ability to see existing
situations in new ways, and explore the creative possibilities of the English language. In discussion students develop critical thinking as they state
and justify a point of view and respond to the views of others
Students reflect through critical and creative thinking, the value and meaning of Australia Day to themselves and others. Critical thinking occurs
through interactions with other students in group work collaboratively, listening to other points of view and opinions
General:
-Critical reflection on Australian culture/histories;
-Research skills using internet and books;
-Time management;
-Group work collaborative/team building skills/interacting with others;
-Independent work;
-Presentation skills;
-Ability to link theory knowledge to practical skills;
-Communication skills;
-Values;
-Literacy;
-History;
-Creativity;
-Arts;
-Technology
Assessment:
Introduction to the unit Australia and the meaning of being Australian:
PowerPoint Presentation by Teacher to present the unit program. At the conclusion of the first lesson, a visual plan developed and displayed in
the classroom showing the topics that will be covered each week/lesson.
Share prior knowledge of the Australian Flag and understand the composition of the flag.
Australiana Spelling words.
What is the landscape of Australia? Geographical Clay Experience.
Students will be able to reflect on the traditional owners of Australia in both a past and a contemporary manner.
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Students will critically reflect on how different cultures contribute to the makeup of Australia. Using their creativity, research skills, time
management students will create a family tree.
Listen to Jasper and Abby and the Great Australia Day Kerfuffle written by Former Prime Minister Kevin Rudd and Rhys Muldoon and complete
an Australia Day Quiz.

Resources:
Activity Village. (2011). Australia Day and Australia theme. http://www.activityvillage.co.uk/australia_day.htm
Activity Village. (2011). Bookmarks of Australia. http://www.activityvillage.co.uk/pdfs/bookmarks_australia.pdf
Australian National Flag Association. (n.d.) The History of the Australian Flag. (Website): http://www.flagaustnat.asn.au/history.php.
EnchantedLearning.com. (2000-2010) Australian Flag: Australias Flag (template): http://www.proteacher.com/redirect.php?goto=848.
Enchanted Learning (2010). Flags of Australia. http://members.enchantedlearning.com/oceania/australia/flag/Flagbwhuge.shtml.
Northern Territory Government. (2009). Arts. In Northern Territory Government, Northern Territory Curriculum Framework (NTCF). Darwin,
Australia: Department of Education and Training.
Northern Territory Government. (2009). English Listening and Speaking. In Northern Territory Government, Northern Territory Curriculum
Framework (NTCF). Darwin, Australia: Department of Education and Training.
Northern Territory Government. (2009).English Writing. In Northern Territory Government, Northern Territory Curriculum Framework (NTCF).
Darwin, Australia: Department of Education and Training.
Northern Territory Government. (2009).Learning Technology. In Northern Territory Government, Northern Territory Curriculum Framework
(NTCF). Darwin, Australia: Department of Education and Training.
Northern Territory Government. (2009). Studies of Society and Environment Learning Area. In Northern Territory Government, Northern
Territory Curriculum Framework (NTCF). Darwin, Australia: Department of Education and Training.
Rudd, K & Muldoon, R. (2010). Jasper and Abby and the Great Australia Day Kerfuffle. Australia: Allen and Unwin.
Smith, C. (2012) Australia Day Quiz for Year 4. (Worksheet). Darwin, Australia: made for the purposes of Assignment 3 ETL228 Studies of Society
and the Environment, Charles Darwin University.
Victorian Government. (2012). Australia Day Student Resources (Website): http://www.australiaday.vic.gov.au/student-resources.html.
Wong, K. (2011, October 12). Differently Similar. A video short for the UWA Multicultural Society (Video file). Video posted to
http://www.youtube.com/watch?v=R3jpN3Zouko.

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SCOPE AND SEQUENCE OF LEARNING

INQUIRY
PHASE- IDEAS
TEACHING AND LEARNING
EXPERIENCE
KLA
CONNECTIONS

CLASSROOM
MANAGEMENT
ASSESSMENT

RESOURCES
1.
Tuning In-
Orientation
to the Unit.
Australia
and what it
means to be
Australian.
The Land
Down Under
1. Introduction to topic-
PowerPoint presentation
with discussion on what
the unit is covering. i.e.
Australia and Australia
Day (see attachment -
Where are we.pptx)

2. After initial introduction,
small group work will
enable the teacher to
assess prior knowledge of
student understanding of
what it means to them to
be Australian, through
questioning :

3. Questions for group work:
a. Why is Australia
known as the Land
Down Under?
b. Who knows what day
Australia Day is
celebrated?
c. Why do you think we
SOSE.
Creative
thinking and
reasoning.
Visual
interpretation

Group
work/collaborat
ive work

English
Language.

Concepts of
time, place and
continuity

1. Students
initially in one
large group to
view and
discuss the
PowerPoint

2. Class divided
into small
groups

3. Students given
approx. 10-15
minutes to
brainstorm,
discuss and
reflect on the
questions a-k,
listed in the
column
1. General
teacher/student
assessment through
questions while
watching the
PowerPoint
presentation, and
subsequent
questioning.

2. Students given the
opportunity to share
knowledge relating to
the questions

3. Class begin by
reflecting on what it
means to be
Australian

*All available resources
on Australia and its
history, to be displayed
in the classroom prior
to unit commencement.

*Laptop for PowerPoint
presentation

*Internet

*A3 sheets of paper for
each group

*Pens or pencils

* Whiteboard or large
sheet of paper attached
to board

*Whiteboard textas
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[Year]
celebrate Australia
Day?
d. Why do you think
some people dont
celebrate Australia
day?
e. How do people in
Australia, usually
celebrate Australia
Day?
f. Why would it be
called Invasion day?
g. Name some of the
activities people do
on Australia Day.
h. If you celebrate
Australia day, how do
you or your family
usually spend the
day?
i. What does it mean to
you, to be Australian
j. Should we celebrate
Australia Day, or not
celebrate it?
k. What do you like
about living in
Australia?

4. Students from each group
then share ideas from each
question written by
teacher on whiteboard or
large sheet of paper.
Teaching and
Learning
Experience,
and record on
sheets of paper
given to each
group.

4. Group work
required

4. Following
questionnaire
session, students
hand up their work
for marking.
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[Year]

5. Students, use
resources/internet to
complete a questionnaire
to discover a brief history
of Australia and how/why
Australia Day came to be a
day of celebration, and
why it is not a day of
celebration for some (See
sample under Activity
Descriptions Activity 1

6. A sheet of colouring in
containing Australian
bookmarks to be handed
out to each student.

5. Individual work

6. BOOKMARKS:
These can be
held onto, until
the unit
Research
finding out about
the Australian
flag, where
students learn
the colours on
the flag. These
can be used as
filler for if/when
students
complete other
work ahead of
time, throughout
the unit. Once
coloured,
bookmarks can
be laminated

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[Year]

HOMEWORK: Students take home
a questionnaire for parents/carers
to complete.
(See sample under Activity
Descriptions Activity 1a
and used by
students or given
to family
members.
HOMEWORK:
Questionnaires
discussed at a
following lesson.
Students work pinned
up in classroom.
2.
Research-
Finding out
about the
Australian
Flag.

(Reading,
listening,
responding
and
Researching).

Class discussion on the Australian
Flag.
Students are given an
Australian Flag handout.
Students discuss prior
knowledge of the flag.
Teacher directed
conversation of the
components of the flag.
Students take notes at
their desks.
Students colour and
paste worksheet into their
SOSE books.
Teacher writes up 15 to
20 spelling words on the
board.
Students choose 10
spelling words and write
them into their homework
books.
SOSE.

ENGLISH
listening and
speaking.

ENGLISH
Writing.
Class and individual
tasks.

The teacher must
disseminate the
handouts and
organise for the
projection of the
flag onto the board
(white or smart).
During classroom
discussions,
students will raise
their hands. The
teacher will clearly
make notes on the
board utilising
arrows to the
particular areas for
students to copy
on their sheets.
Students will most
likely remain at
their desks for the

Teacher Observations.

Spelling Test.

Australian National Flag
Association. (n.d.) The
History of the Australian
Flag. (Website):
http://www.flagaustnat.
asn.au/history.php.

Australian Flag template
resource:
http://www.proteacher.
com/redirect.php?goto
=848.

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[Year]
duration of this
lesson therefore no
additional
supervision is
required.

3.
Sorting Out-
What is the
landscape of
Australia?
Geography.

Finding out about the landscape
and terrain within Australia.
(Experiential learning.)
Creative. Hands and head.

Students are given a
geographical map of
Australia showing where
the mountains,
waterways, forests and
plains are. (The states and
territories are to be
included on the map also).
Then the children are
each given a ball of clay
and a board and asked to
make the clay into a
round ball at first.
(Seasoning the clay, and
getting familiar with it.)
Then place the clay on the
board and form the shape
of Australia as a clay
sculpture relief. This will
take at least one class if it
is to be done properly.
(Add the Australian
islands also).
SOSE
(Geography)

Individual task.

Students are to
work quietly to
ensure full
concentration.

Teacher to walk
around constantly
to supervise or
assist where
needed. Individual assessment
and viewing of one
anothers models.

-A good lump of clay per
child (about the size of
an ostrich egg.)
-A wooden board.
-Plastic bags to keep the
clay moist in between
the 2 sessions.
-Sculpture tools or
kitchen tools to aid in
the forming of
landscapes.
-Several good maps of
Australias topography,
showing mountains
ranges, rivers, and
desserts which the
children can view easily
and another map with
the states and
territories included.-
-paints, brushes, water
for painting relief.
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[Year]
The children will be
required not to speak
whilst working on their
sculpture and pay
particular attention to the
lands shapes and form.
(The teacher will give a
demonstration and
answer any questions as
they may arise, circulating
the room and pointing out
different aspects of
Australias landscape that
may be incorporated.)
In the next lesson the
children are asked to
include the states and
territories on their relief
and view one anothers
and discuss.
A discussion could be
about the rainfall and how
the water is distributed
over Australia and why?
(Equator, mountains, and
why is there higher
rainfall in the mountain
areas).
Should there be time the
model could be painted.

4.
Going
Further-
Traditional

Discussion about the
Kaurna (Or refer to local
SOCE
History

Involves at tables
or on floor. All
Students participation
and engagement in initial
discussion.

Indigenous Australia
countries map.
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owners and
their culture.

traditional owners) people
and locate country on
Indigenous Australians
countries map.

Brief overview of the
invasion of Australia and
the need for reconciliation.

Discuss the Kaurna
welcome. Create a short
version for the class to
resite each morning (or
each week) to show respect
(refer to why we need to
show respect). Students can
create a short rap or rhyme
for a Kaurna welcome

Invite an Indigenous Elder
to speak to the class.
Indigenous Elder can speak
about a range of topics
including about their
country, the events which
happened on their country,
European invasion, a Dream
time story the Elder may
wish to share in regards to
morals, talk about different
plants and animals and
what they were/ are used
for.

students
participate in
discussion, teacher
ensures all get a
say.

In groups of two
create a short
rhyme or rap. This
to be done at
tables.

If floor space
available, all to sit
on the floor.

All class to
contribute their
ideas and written

Appropriate short rap or
rhyme applicable to a
welcome and could be
used in the mornings.

Understands the idea

Power point with age
appropriate slides to
discuss the invasion of
Australia.

Kaurna welcome speech

An Indigenous Elder,
sourced from local
Aboriginal Cultural
Centre.

Paper and pencil.

Smart board
Whiteboard.
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[Year]
Discuss reconciliation and
the need for reconciliation.

Question time.

Write down three things
you have found out today.

on board about
reconciliation.
behind the need for
reconciliation.

A clear understanding of
what has been covered in
this lesson.
5.
Australia as a
multicultural
society.

(Putting Ideas
into practice).

Family Tree Activity:
This activity will include
homework and run over 3 lessons.
Hook: Teacher presents
YouTube clip Differently
Similar to introduce
concept of
multiculturalism.
Following clip, teacher
directs a class discussion
around the following
points:
o We are individuals
but essentially we
are all the same.
o There are many
cultures in the
world and each
offers something
unique.
o Australia as
multicultural
society. Each
culture as a part
SOSE

English (literacy)

Teacher
preparations:
Ensure that
YouTube clip is set
up on IWB and that
work sheets are
printed for Family
Tree activity.
Have different art
materials available
on a workstation
for students to use
in Family Tree
activity.

Classroom
management will
involve teacher
supervision and
interaction. By
walking around the
class during the
activities, teacher
will ensure
Formative Assessment:
Classroom Discussion:
Contribution to classroom
discussion is the
student critically
reflecting on the concept
of multiculturalism.

Family Tree Activity:
Effective time
management and
completion of
activity.
Effective research
skills
Creativity

Group Research:
Collaborates as a
group
successfully
Collects and
compiles
evidence.
YouTube clip:
http://www.youtube.c
om/watch?v=R3jpN3Zo
uko

Art materials

Computer and Internet
for research
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[Year]
of the whole.
After class discussion
teacher introduces Family
Tree activity.
Each child creates a family
tree (painting, tree
branch, sculpture) and
researches their family as
far back as their great,
great grandparents.
After presentation of
family trees, class will look
at the different countries
the students families
originate from and how
their particular culture is
reflected in Australian
culture today.
Students would then be
divided into groups
according to their
heritage, researching how
their culture influenced
Australia. E.g. Italians and
food. Presentation of
information would
conclude lesson.
students are
keeping on task.

Summative Assessment
Based on completion of
activities and class
discussion, does the
student understand the
concept of
multiculturalism within
Australia?
6.
Conclusion-
The
significance
of Australia
Day.

Story and Research quiz.
Teacher introduces
Australia Day and
discusses why we
celebrate annually.
Students provide personal
experiences and prior
ENGLISH
Listening and
Speaking.

Learning
Technology.

This lesson is based
on whole class
discussions and
then small group
work. Teacher will
ask the students to
join her on the mat
Teacher makes individual
observations of student
participation during the
discussion and research
elements of the lesson.

Partner worksheets are
Information gathered
from the Victorian
Government Australia
Day Website;
http://www.australiada
y.vic.gov.au/student-
resources.html.
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[Year]
knowledge.
Teacher reads the book
Jasper and Abby and the
Great Australia Day
Kerfuffle.
After reading the book,
students break up into
partners and recount their
personal thoughts,
feelings or ideas about the
story.
Teacher then selectively
chooses groups to share
their ideas with everyone.
Students then are given a
Quiz worksheet (Attached
Below) to complete with a
partner.
Teacher asks the class to
come together on the
floor and discuss the
answers one group at a
time.
Students are then asked
to hand the worksheets to
the teacher who will use
them for assessment.
to convey an
informal and social
atmosphere.
Teacher will allow
students to choose
their own partners
for small group
discussion of the
text however, the
students will be
selectively chosen
for computer
research to ensure
positive
productivity from
all students during
this time. To make
accurate
assessment for all
students, teacher
will ensure that
each child has an
opportunity to
share their
experiences,
thoughts, feelings
and ideas by either
choosing them
whilst on the mat
or by going around
individually while
they are searching
for the Quiz
answers.
marked and assessed for
student understanding.

Australia Day Quiz For
Year 4. (Worksheet).

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[Year]
ACTIVITY DESCRIPTIONS:
ACTIVITY 1 - Australia and what it means to be Australian. The Land Down Under.

Details- Lesson introduction using the PowerPoint presentation Where are we.pptx. Students view and discuss with each slide, associated with the
places they think they are viewing. This will create critical thinking and learning. This is used to illustrate the unit topic Australia and Australia Day,
before leading into group discussions; group work and questioning about Australia/Australia Day.
Initial questioning and viewing of PowerPoint presentation, will also enable the teacher to assess students prior knowledge and understanding
of what it means to them, to be Australian.
Students will then be divided into small groups using a numbering system.
Each group will be issued with a large sheet of paper, or A3 size sheet and pens/pencils to write single words, or sentences as required.
Questions will include:
a. Why is Australia known as The Land Down Under?
b. Who knows what day Australia Day is celebrated?
c. Why do you think we celebrate Australia Day?
d. Why do you think some people dont celebrate Australia day?
e. How do people in Australia, usually celebrate Australia Day?
f. Why would it be called Invasion day?
g. Name some of the activities people do on Australia Day.
h. If you celebrate Australia day, how do you or your family usually spend the day?
i. What does it mean to you, to be Australian
j. Should we celebrate Australia Day, or not celebrate Australia Day?
k. What do you like about living in Australia?

Students from each group then share ideas from each question written by teacher on whiteboard or large sheet of paper. Any questions that
cannot be answered from the above list by students, should be incorporated in to Activity 1 listed below.

Students use resources/internet to complete a questionnaire to discover a brief history of Australia and how/why Australia Day came to be a
day of celebration
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[Year]
ACTIVITY 1a.
QUESTIONS ANSWERS
1. Each year, Australia Day is celebrated where flying the
Australian National Flag is a tradition. What date, month
and year is this day celebrated?

2. There are 3 specific pictures shown on the Australian Flag.
What are they? Fill in the blank letters.
The _ n _ _ _ J _ _ _ (The Union Jack)
The _ _ _ t _ _ _ _ _ _ _ s _ (The Southern Cross)
The C _ _ _ _ _ _ e _ _ _ _ t _ _ (The Commonwealth Star)
3. Australias National Floral emblem is the G _ _ _ _ _ _ a _ _ _ _
4. Name the Captain of the fleet of ships who came to Port
Jackson in Sydney, during 1788.

5. Name three foods that are uniquely Australian. _______________________________________________________
_______________________________________________________
_______________________________________________________

6. What is the capital city of Australia?
7. What is the Australian currency known as?
8. How many states and territories does Australia have?
Name them:

ACTIVITY 1b. A sheet of colouring in containing Australian bookmarks to be handed out to each student. These can be used as filler for students who
complete tasks quicker than other students, and need a task to keep them on task. Once coloured in, bookmarks can be laminated and given to
students to use, or give to parents/carers. The link to this site is: http://www.activityvillage.co.uk/pdfs/bookmarks_australia.pdf

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[Year]
ACTIVITY 1c: Students take home questionnaire to ask parents/grandparents/caregivers, and bring back to next lesson for discussion/displaying
around the classroom.
QUESTIONNAIRE FOR HOMEWORK:

Please write the answers in the cloud
Number that matches the question number

Q 1 Were you born in Australia? Yes or No?
Q 2 Have you always lived in Australia? Yes
or No?
Q 3 If you answered YES to Q 2, why have
you stayed in Australia?
If you answered NO to Q 2, why did you
come to Australia?
Q 4 Do you celebrate Australia Day? Yes or
No?
Q 5 How do you spend Australia Day? At the
beach? Barbecue? Work?
Q 6 What do you consider to be the best
thing about living in Australia?
Q 7 Would you consider living anywhere
else in the world?
If YES, where and why?
Q 8 Have you seen other places in Australia
other than where you live now? Where
and why did you go there?
Why I like
living in Australia
1.
2.
3.
4.
5.
8.
7.
6.
Worksheet designed by Mead. Linnea (2012)
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[Year]
ACTIVITY 2 The Australian Flag
Students will be given the opportunity to become familiar with the current Australian flag, where it originated and why it looks the way it does.
Details The handout of the Australian flag (Attachment (B)) will be given to the class as well as a larger version projected onto a whiteboard on the
smart board (whichever is applicable). Students may be given the opportunity to express what they already know about the flag and where they usually
see it, etc. through classroom discussion. The teacher will then explain the various aspects of the flag inclusive of the Union Jack, the Southern Cross and
the Commonwealth Star and use arrows to point to the subjects as they are discussed. On the board the teacher will write notes next to the arrows for
students to copy onto their worksheets.
Information and facts regarding the Australian flag can be found at website:
http://www.flagaustnat.asn.au/history.php
If time permits, students may also colour their copies of their flag and paste them into their exercise book.
Spelling words will also be given to students this lesson for homework and tests. They can be given weekly and recorded in student spelling books. This
lesson, all words will be associated with Australia and the flag. Teachers are to create their own lists; however an example may be;
Australia Commonwealth Union Jack Southern Cross Sydney
Canberra Northern Territory Federation National Flag Parliament
Materials Required The Australia flag handout (Attachment (B)), exercise book, spelling book, lead pencil, coloured pencils, glue, whiteboard/smart
board, projector (if applicable).
Duration Time required should approximately be up to 1 hour in total excluding spelling words for homework and tests which can take approximately
10 to 15 minutes a day/a few times a week.
Classroom discussion (15 - 20 mins) Note taking (20 to 25 mins) Spelling test (10 - 15 mins)
Classroom Management The teacher must disseminate the handouts and organise for the projection of the flag onto the board (white or smart).
During classroom discussions, students will raise their hands. The teacher will clearly make notes on the board utilising arrows to the particular areas for
students to copy on their sheets. Students will most likely remain at their desks for the duration of this lesson therefore no additional supervision is
required.
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[Year]
Activity Three- The landscape of Australia.
The Students will become familiar with the Australian landscape, mountains, forests, rivers, desserts etc.
Details- Students are given a geographical map of Australia showing where the mountains, waterways, forests and plains are. The states and territories
are to be included on the map also. Teacher discusses prior knowledge with the class for example. Who has visited which states, if they have any
experience with maps etc...
Afterwards the children are given each a ball of clay and a board and asked to make the clay into a round ball at first. (Seasoning the clay, and getting
familiar with it.) Then place the clay on the board and form the shape of Australia as a clay sculpture relief. This will take at least one class if it is to be
done properly. (Add the Australian islands also). The children will work quietly on their sculpture and pay particular attention to the lands shapes and
form. The teacher will give a demonstration and answer any questions as they may arise, circulating the room and pointing out different aspects of
Australias landscape that may be incorporated.
A follow on lesson would consist of the children adding the states and territories on their model and view each others work and discuss. A discussion
could be about the rainfall and how the water is distributed over Australia and why? (Equator, mountains, and why is there higher rainfall in the
mountain areas). If time permits the models could be painted.
Please Note: In the classroom discussion I would get the children to think about why different regions within Australia have little or high rainfall. We
could talk about Australias proximity to the equator, talk about rainfall in the mountainous areas, altitude, rainfall in relation to the coastlines and the
impact of droughts within Australia. We could look at the rainfall within our own town also and the concept of global warming. It is a very expansive
topic!
Materials- Clay, enough for each child, wooden boards, plastic bags to store the clay in, sculpture tools, maps of Australia showing mountains, rivers and
deserts and painting materials.
Duration- 2x 1 hour lessons.
General capabilities- Spatial awareness would be enhanced. An increased development of the childrens environmental understanding through the
study of landforms and weather. An artistic based activity, requiring the children to learn about Australias geography and explore its vastness and
differences.
Within the Victorian curriculum, from foundation to level 4, Geography takes place through the general Humanities domain. Through doing the clay
relief of Australia the students investigate the physical characteristics and can draw some conclusions about the variety of landscapes in Australia and
Page 20

[Year]
begin to develop an understanding of the interconnected nature of the world in which they live. As the childs knowledge of our land becomes
broadened, this will form a basis for evaluating strategies for the sustainable use and management of our resources.
Classroom Management- Students individually create models while working quietly. The Teacher will walk around room constantly to supervise and
assist if needed. The teacher can also inform the students about different geographical features on the continent, such as rainforests, rivers, vegetation,
mountains, deserts, and the locations of our natural resources. Noise and chatter should be kept to a minimum so that the students can really focus on
their project and gain a real feeling for the land.
References.
www.australiancurriculum.edu.au
http//:ausvels.vcaa.vic/edu/au/The-Humanities-Geography/Overview/Stages-of-learning

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[Year]
Activity Four- Traditional owners and their Country
Discussion about the Kaurna (Or refer to local traditional owners) people and locate country on Indigenous Australians countries map.
Details- Provide students with a brief overview of the invasion of Australia and the need for reconciliation. Discuss the Kaurna welcome and
collaboratively create a short version for the class to resite each morning (or each week) to show respect (refer to why we need to show respect). To
encourage critical and creative thinking skills, students could create a short rap or rhyme for a Kaurna welcome.

In addition to the above, invite an Indigenous Elder to speak to the class about a range of topics including about their country, the events which
happened on their country, European invasion, a Dream time story the Elder may wish to share in regards to morals, talk about different plants and
animals and what they were/ are used for. Students will discuss reconciliation and the need for reconciliation in a conversation led by the guest speaker.
To close the lesson, students will be involved in question time and then they will write down three things that they have learnt from the lesson that has
made a significant impact on them.

Materials Needed-
Indigenous Australia countries map.
PowerPoint with age appropriate slides to discuss the invasion of Australia.
Kaurna welcome speech.
An Indigenous Elder (as a guest speaker) sourced from local Aboriginal Cultural Centre.
Paper and pencils.
Smart board or Whiteboard.

Classroom Management- Students sit at their desks and participate in class discussion, the teacher will ensures all students get a say.
Students work collaboratively in table groups to create a short rhyme or rap. Teacher and guest speaker will supervise the groups by moving amongst
them. Then all students move to the floor to listen to the guest speaker and contribute their ideas about reconciliation.

Duration- 1.5 hours.
Assessment- Teacher will assess students participation and engagement in initial discussion. The appropriateness or each group short rap or rhyme
applicable to a welcome that could be used in the mornings. Teacher will listen to student questions and assess whether the student understands the
idea behind the need for reconciliation. Through the end of lesson student reflection- teacher can gain a clear understanding of what each student has
taken out of the lesson.

Page 22

[Year]
Activity Five- Australia as a Multicultural Society.
Family Tree Activity.
Details- Teacher presents YouTube clip Differently Similar to introduce concept of multiculturalism. Following the clip, teacher directs a class discussion
around the following points:
o We are individuals but essentially we are all the same.
o There are many cultures in the world and each offers something unique.
o Australia as multicultural society. Each culture as a part of the whole.
After class discussion teacher introduces Family Tree activity. Each child will create a family tree (painting, tree branch, sculpture) and research their
family as far back as their great, great grandparents. When all family trees are completed, students will present them to the class and share their
knowledge. After presentation of family trees, class will look at the different countries the students families originate from and how their particular
culture is reflected in Australian culture today. Students would then be divided into groups according to their heritage, researching how their culture
influenced Australia. E.g. Italians and food. Presentation of information would conclude lesson.

Materials Needed- YouTube clip: http://www.youtube.com/watch?v=R3jpN3Zouko.
Art materials including paint, textas, glue and collage crafts.
Computer and Internet for research.

Duration- Teacher allows three 40-60 minute lessons.

Classroom Management- Teacher preparations: Ensure that YouTube clip is set up on white board and that work sheets are printed for Family Tree
activity. Classroom management will involve teacher supervision and interaction. By walking around the class during the activities, teacher will ensure
students are keeping on task.

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[Year]
Activity Six- The Significance of Australia Day.
Listen to the story Jasper and Abby and the Great Australia Day Kerfuffle written by Former Prime Minister Kevin Rudd and Rhys Muldoon and ask
children to give a verbal recount in pairs conveying their personal experiences of Australia Day Celebrations or thoughts, feelings and ideas regarding the
text. Then complete an Australia Day Quiz using the Website http://www.australiaday.vic.gov.au/student-resources.html to source their information.

Details Teacher will provide a brief introduction about why we celebrate Australia Day and ask individual students for their personal experiences. Then
the teacher will introduce the book Jasper and Abby and the Great Australia Day Kerfuffle written by Former Prime Minister Kevin Rudd and Rhys
Muldoon. After reading the book, students will break up into partners and recount their personal thought, feelings or ideas about the story. Teacher will
allow 5 minutes for this task and then selectively choose groups to share their ideas with everyone. Following on from this, students will receive a Quiz
worksheet (Attached Below) and work in partners to locate the answers using the Victorian Government Website listed above. The time allocated for
this part of the lesson is 30 minutes. To conclude the lesson, teacher will ask the class to come together on the floor and discuss the answers one group
at a time. Students are then asked to hand the worksheets to the teacher who will use them for assessment.
Materials Required Jasper and Abby and the Great Australia Day Kerfuffle book by Rudd, K & Muldoon, R. (2010). Lap tops, Australia Day Quiz for Year
4, Worksheet, pens.
Duration Time required should approximately be 1 hour in total. Suggested time frame is as follows;
Introduction (5 minutes) Book and discussion (15 minutes) Computer research (30 minutes) Conclusion to lesson (10 minutes)
Classroom Management This lesson is based on whole class discussions and then small group work. Teacher will ask the students to join her on the
mat to convey an informal and social atmosphere. Teacher will allow students to choose their own partners for small group discussion of the text
however, the students will be selectively chosen for computer research to ensure positive productivity from all students during this time. To make
accurate assessment for all students, teacher will ensure that each child has an opportunity to share their experiences, thoughts, feelings and ideas by
either choosing them whilst on the mat or by going around individually while they are searching for the Quiz answers.

Page 24

[Year]

Australia Day Quiz for Year 4
What percentage of Australias
Population has one or both
parents who are born
overseas?
How big was the
first Australian Flag
to be flown?
What does the name
Australia mean?
Name the first and
second Prime
Ministers of
Australia.
Why do we
celebrate
Australia Day?
Who was born on
Australia Day in
1958?
Who was the first
recorded person to
circumnavigate
Australia?
What was the
Australian Friendly
Societys motto?
When was the
Australian
Aboriginal flag
first hoisted?
Who was
Australias first
Woman Premier?
What date did the
British claim
Australia to be
theirs?
Who were the
first people to
inhabit
Australia?
What year did all of
the States and
Territories first
celebrate Australia
Day?
List the three
elements to the
Australian Flag?
All answers can be found at: http://www.australiaday.vic.gov.au/student-resources.html. Worksheet made by Smith, C. (2012).
Page 25

[Year]

Page 26

[Year]
MODIFICATIONS TO MEET THE NEEDS OF ALL LEARNERS
Knowledge Situational Interactions Success
Individual teacher support. Quiet area allocated. Repeated giving of instructions. Computer support.
Individual learning goals. Peer support needed. Roll modeling- Prompting, Praising
and Feedback.
Additional time given to complete
tasks.
Visual supports- word lists, pictures
etc
Visual list of tasks required to
complete.
Scaffold written or oral instructions. Modified assessment.
Task recollection with teacher. Working with a buddy.
Teacher aide assisted work.

TEACHER EVALUATION AND REFLECTION
How effective was this unit?
Students

low
Level of Engagement

high

low
Challenge for students

high

low
Achievement/progress towards goals
high

no
All learners catered for

yes
Future teaching suggestions:
Page 27

[Year]
What information did this unit provide about the future teaching/learning needs of these students?

Teacher Professional Goals

low
Achievement/progress towards goals

high
What have you done so far that has been effective?
What kind of help would be useful to you?
What might your next steps be?

Unit

difficult
Ease of use (plan)

easy
Duration/Session times
too long/short appropriate length
too many appropriate amount
Page 28

[Year]
Activities
unrelated to outcomes addressed the outcomes
Resources
difficult to find easily found
difficult to use easy to use
difficult for students to
use

appropriate for students
Assessment
difficult to carry out easy to carry out
unrelated to outcomes allowed for range of student responses

Page 29

[Year]
Australia and the Meaning of Being Australian: Rationale: For the purpose of this assignment a fictional school/class of students has been created
This Unit of Work is designed for a Year four-class at a public school in a middle socio economic area. Students are mainly Caucasian Australians, with
two students from India, one from China and one with Indigenous Australian background. There is nothing of note that influences the teaching of this
Unit of Work. All students are performing at varying abilities. The cultural backgrounds of students should be considered and their culture purposely
included when analyzing how different cultures contribute to the Australian culture.
Reasoning-This Unit of Work explores what it means to be Australian. Australia Day is the catalyst for further activities to deepen and extend students
understanding of Australia and being Australian. The topic supports students in acquiring knowledge and skills by following the year four History syllabus
as stated in The Australian Curriculum, exploring the movement of peoples and the analysis of the European exploration and colonization and
Australia (Australian Curriculum, Assessment and Reporting Agency, 2012). Further information regarding this knowledge and skills is located in the
attached lesson plan above, under headings Curriculum outcomes, Knowledge and Information, and Capabilities.
Pedagogical Approach- This includes teacher directed lessons, inquiry based and resource based learning; whole class, group and individual work,
according to each lesson or part. Social constructivism is used during class discussions; while students are at their desks; or talking to each other on
excursion. Students listen to what others know and believe and able to contribute their knowledge. Teacher scaffolds and fosters correct ideas while
students give their own ideas and knowledge enabling students to construct a better understanding in their minds of the topic. Students must be
engaged and involved in research and learning in the Studies of Society and Environment, as with schooling in general, to develop knowledge through
critical thinking and sharing ideas between students and teacher. Appropriate wait time assists in generating critical thinking throughout the class to
slowly form conclusive answers. One technique involves asking the question, waiting for three to four seconds, and then randomly drawing out a
students name. This approach encourages all students to come to an answer, and also avoids the hands up and avoidant students.
General Capabilities- A variety of skills and knowledge are utilized throughout this unit obtained from each of the seven general capabilities from the
Australian Curriculum (ACARA 2011). The teaching and learning of these skills are recognized by MCEETYA, (2008) as a fundamental learning
requirement, and are included to meet these requirements. Further information can be found under General Capabilities in the lesson plan attached.
Page 30

[Year]
References:
ACARA See Australian Curriculum, Assessment and Reporting Agency
Australian Curriculum, Assessment and Reporting Agency. (2012). The Australian Curriculum: Year 4. Sydney: ACARA. Retrieved from
http://www.australiancurriculum.edu.au/Year4
Eggen, P., & Kauchak, D., 2010, Educational Psychology, Pearson Education: USA
Marsh, C., 2008., Becoming a Teacher, Fourth Edition, Pearson Education: Australia
MCEECDYA See Ministerial Council on Education, Employment, Training and Youth Affairs
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Education Goals for Young Australians.
Melbourne: MCEECDYA. Retrieved from
http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

Page 31

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04A: Lower Primary group: Assignment 3- Work Collaboratively to prepare a Unit Of Work.

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