COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES

(provide the number)

Unit Orientation The teacher will begin the unit by engaging
the students in an open discussion about
the Gold Rush and completing a KWL chart,
reading the start of the focus text and in
lesson 2 engaging in an interactive online
game.
1,2

Building knowledge of the
field
Throughout these lessons the teacher will
re cap on the students prior knowledge to
help increase the students development
of knowledge, understanding and skills
relating to the English and History strands.

4, 8

Utilising the non-fiction focus
text
Nicholson, J. (1994). Gold: The fascinating
story of gold in Australia. NSW: A little Ark
Book

This focus text is used throughout the unit.
It engages students in understanding what
the Gold Rush was about, broadens the
students vocabulary knowledge within the
Gold Rush era and is incorporated through
the students learning through
understanding persuasive oral and text
structures.

1, 2, 3, 5, 7, 11, 14, 15

Responding to texts The following curriculum strands are linked
through the lessons in accordance to
allowing the students to respond to text.
Majority of these strands are linked
through peer and whole class discussions.

Present a point of view about particular
literary texts using
appropriate metalanguage, and reflecting
on the viewpoints of others (ACELT1609)

- Clarify understanding of content as it
3, 4, 5, 7, 8, 9, 10, 11,
12, 13
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
unfolds in formal and informal situations,
connecting ideas to students own
experiences and present and justify a point
of view (ACELY1699)

- Present a point of view about particular
literary texts using
appropriate metalanguage, and reflecting
on the viewpoints of others (ACELT1609)

- Use metalanguage to describe the effects
of ideas, text structures and language
features on particular
audiences (ACELT1795)

- Recognise that ideas in literary texts can
be conveyed from different viewpoints,
which can lead to different kinds of
interpretations and responses(ACELT1610)


Exploring texts Exploring texts is a key concept throughout
building students knowledge and
understanding. This has been planned
through the unit to allow students to build
their knowledge in literary texts and oral
and written persuasive text structure and
language.

-Understand how to move beyond making
bare assertions and take account of
differing perspectives and points
of view (ACELA1502)

-Understand how texts vary in purpose,
structure and topic as well as the degree of
formality(ACELA1504)

-Understand how texts vary in purpose,
structure and topic as well as the degree of
formality(ACELA1504)
4, 5, 6, 14, 15
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)

- Plan, rehearse and deliver presentations
for defined audiences and purposes
incorporating accurate and sequenced
content and multimodal
elements (ACELY1700)

- Use comprehension strategies to analyse
information, integrating and linking ideas
from a variety of print and digital
sources (ACELY1703)

- 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)


Examining texts including:
Text structure and
organisation
The structure of text and organisation is
explored throughout the focus text
discussions and throughout the
exploration of persuasive oral and written
texts.

-Understand how texts vary in purpose,
structure and topic as well as the degree of
formality(ACELA1504)

- Use metalanguage to describe the effects
of ideas, text structures and language
features on particular
audiences (ACELT1795)

- Plan, draft and publish imaginative,
informative and persuasive print and
multimodal texts, choosing
text structures, language features, images
1, 4, 5, 6, 9, 10, 11, 12,
13
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
and sound appropriate to purpose
and audience(ACELY1704)

Expressing and
developing ideas
Students are given the opportunity to
express their ideas and develop their
knowledge through class discussions,
group work, oral presentations an
individual written expression.

- 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)

- 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)

- Use comprehension strategies to analyse
information, integrating and linking ideas
from a variety of print and digital
sources (ACELY1703)

1, 2, 3, 4, 5, 6, 14, 15,16
Visual and multimodal
features of texts
Throughout the unit students are shown
numerous visual cues, texts and
multimodal features. This is seen through
the focus text, ICTs, KWL charts, you tube
videos, strategy checklists and structure
maps on how to write texts.

- Plan, rehearse and deliver presentations
1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12, 13, 14, 15, 16
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
for defined audiences and purposes
incorporating accurate and sequenced
content and multimodal
elements (ACELY1700)

- Use comprehension strategies to analyse
information, integrating and linking ideas
from a variety of print and digital
sources (ACELY1703)

- 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)


Extending beyond the focus
text including:

Creating texts utilising
print and multimodal
texts
Students create both oral and written texts
individually and in groups. Students engage
in the use of other literary texts and ICTs
through research.

- Plan, rehearse and deliver presentations
for defined audiences and purposes
incorporating accurate and sequenced
content and multimodal
elements (ACELY1700)

- 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)

5, 6, 14, 15

Assessment
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
Formative (one
strategy and
instrument)
The goal of formative assessment is
to monitor student learning to provide
ongoing feedback that can be used by
instructors to improve their teaching and
by students to improve their learning
The formative assessment that the
students will complete is a persuasive oral
debate. Throughout the unit, the students
will be in groups of 5-6, there will be five
groups in total. The aim of this assessment
piece is to allow the students and teacher
to monitor their (the students) progress
and knowledge on the gold rush and how
to persuade an audience. Although this
piece of assessment is not linking to the
writing process, it still allows students to
show their knowledge of what they have
learnt about the Gold Rush and persuasive
language.

14, 15
Summative (one
strategy and
instrument)
The goal of summative assessment is
to evaluate student learning at the end of
an instructional unit by comparing it
against some standard or benchmark.
The summative assessment that the
students will be assessed on is a persuasive
essay on the gold rush. Throughout this
assessment piece, students will gain
knowledge from the lessons that have
been taught. This includes information on
the gold rush, the writing process (linking
to a persuasive text) and the students
reflection from the persuasive debate from
the formative piece of assessment. The
students will be assessed through a rubric
format

6

Significant demonstration of
learning.
Throughout this unit students will build
upon the three English Strands- Language,
Literature and Literacy. Through this it
allows students to build their knowledge,

COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
understanding and skills in listening,
reading, viewing, speaking, writing and
creating. Learning English builds on the
concepts, skills and processes developed in
earlier years. This unit outline also links to
the History context. The year 5 curriculum
provides a study of colonial Australia in the
1800s. Throughout this unit, the students
will also build knowledge and
understanding on the Gold Rush. Through
this the students will learn the oral and
written process of persuasive text, how to
work collaboratively in groups and
research, gather and collect information.
By the end of the unit all students will
build significant knowledge and
understanding of the people, social
structures and economic developments
of the Gold Rush and build upon their
knowledge and understanding of
persuasive language, text structures and
writing processes.
ENGLISH
Receptive modes (listening, reading and
viewing)
By the end of Year 5, students explain how
text structures assist in understanding the
text. They understand how language
features, images and vocabulary influence
interpretations of characters, settings and
events.
They analyse and explain literal and
implied information from a variety of texts.
They describe how events, characters and
settings in texts are depicted
and explain their own responses to them.
They listen and ask questions to clarify
content.
Productive modes (speaking, writing and
creating)
Students use language features to show
how ideas can be extended.
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
They develop and explain a point of view
about a text, selecting information, ideas
and images from a range of resources.
Students create a variety of sequenced
texts for different purposes and audiences.
They make presentations and contribute
actively to class and group discussions,
taking into account other perspectives.
When writing,
they demonstrate understanding of
grammar, select specific vocabulary and
use accurate spelling and punctuation,
editing their work to provide structure and
meaning.

HISTORY

By the end of Year 5, students identify the
causes and effects of change on particular
communities, and describe aspects of the
past that remained the same. They
describe the different experiences of
people in the past. They describe the
significance of people and events in
bringing about change.
Students sequence events and people
(their lifetime) in chronological order,
using timelines. When researching,
students develop questions to frame an
historical inquiry. They identify a range of
sources and locate and record information
related to this inquiry. They examine
sources to identify points of view.
Students develop, organise and present
their texts, particularly narratives and
descriptions, using historical terms and
concepts.