Indigenous War Service Pt 1 Web view... has just one person’s experience to analyse, with...

MOSSGIEL PARK PRIMARY SCHOOLIndigenous War Service) (even years) – Years 5 & 6

This unit combines compatible content and skills from the Australian History Curriculum and the three Priorities with relevant

interdisciplinary learning from VELS Personal Learning, Interdisciplinary Learning, and Thinking Processes. Some aspects of the AusVELS English are also included.

This unit was derived from Indigenous Service, a Resource for Primary Schools, published by the Shrine of Remembrance, with additional or substitute activities developed by Lisa Hill.

LESSON SEQUENCES................................................................................................................................3Lesson 1.......................................................................................................................................................................................................3Lesson 2.......................................................................................................................................................................................................3Lesson 3.......................................................................................................................................................................................................3Lesson 4.......................................................................................................................................................................................................6Lesson 5.......................................................................................................................................................................................................6Lesson 6.......................................................................................................................................................................................................6Lesson 7.......................................................................................................................................................................................................9Lesson 8.......................................................................................................................................................................................................9Lessons 9-10................................................................................................................................................................................................9Lesson 11...................................................................................................................................................................................................12Substitute or additional Lessons if AWM Memorial Box is available................................................................................................12Substitute or additional Lessons if AWM Memorial Box is available................................................................................................12

Key Understandings for Assessment.......................................................................................................16Focus Questions..........................................................................................................................................16LEARNING FOCUS..........................................................................................................................................................................................17VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS.......................................17

VELS Learning Focus Thinking Processes Level 4.............................................................................................................................17VELS Learning Focus Personal Learning Level 4...............................................................................................................................17VELS Learning Focus Interpersonal Development Level 4...............................................................................................................18

AUSTRALIAN CURRICULUM HISTORY LEVEL DESCRIPTION: Years 5 & 6...............................18

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AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 5 & 6 19Historical Knowledge and Understanding.............................................................................................................................................19Historical Skills...........................................................................................................................................................................................19

AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION years 5 & 6.................................22AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 5 & 6 23

READING AND VIEWING.......................................................................................................................................................................23WRITING....................................................................................................................................................................................................24SPEAKING AND LISTENING.................................................................................................................................................................25

AUSTRALIAN CURRICULUM PRIORITIES...........................................................................................26Aboriginal and Torres Strait Islander histories and cultures...............................................................................................................26

ACHIEVEMENT STANDARDS.......................................................................................................................................................................27VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS......27

VELS Thinking Processes Standards Years 5 & 6..............................................................................................................................27VELS Personal Learning Standards Years 5 & 6................................................................................................................................27VELS Interpersonal Learning Standards Years 5 & 6.........................................................................................................................27

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – HISTORY Years 5 & 6...............28AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH Years 5 & 6...............29PoLT (Principles of Learning and Teaching)...........................................................................................29

PoLT focus to be embedded in this unit................................................................................................................................................29

Figure 1 Investigation 2: page 26, cropped & enlarged to A3.......................................................................................................30Figure 2 Investigation 2 p27, cropped & enlarged: model answers, elicited from students...........................................................31Figure 3: Investigation 3, p34, with historical terms underlined.....................................................................................................32

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LESSON SEQUENCES Lesson 1 Lesson 2 Lesson 3

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Investigation 11: Activity 1 Times of Change: Cue in by reading Why I Love Australia by Bronwyn Bancroft. Elicit her reasons for loving Australia, and that it’s special for her because she is an indigenous Australian. Ask if her reasons are shared by the students. Ask: if Australia was threatened by an enemy, would she – and they – want to help defend it?

Explore reasons why people enlist in the defence forces. In small groups students complete a placemat

What does enlistment in the defence forces mean?

Who can enlist in the ADF today? How would it feel to enlist? How would your life be changed if you

enlisted?

Elicit reasons include wanting to assist in the defence of Australia, to learn new skills and improve their opportunities for employment, to earn money and to have new experiences through travel.

Share time.

Browsing and borrowing.

Complete PLJs

Investigation 12: Activity 1 Times of Change: Completing Activity 1Review reasons why any Australians might want to assist in the defence of Australia, to learn new skills and improve their opportunities for employment, to earn money and to have new experiences through travel. Ask if they can think of any reasons why people might not be allowed to enlist.Distribute Times of Change activity sheets, one question each for groups of 2 or 3 students. Introduce glossary: discuss meanings of key concepts like policy, discrimination, full-blood and half-caste & implications of these terms. Clarify which terms are racist and would not be used today. Brainstorm a brief vocabulary list of feelings vocabulary & list on w/b.Students complete the activity sheet in groups.Share Time: Why did Australia have the 1917 & 1942 policies about enlistment? Who made these policies? Why do you think these policies changed over time?Introduce Source A from p10 of Indigenous Service, a Resource for Primary Schools & discuss how this Aboriginal man not allowed to enlist would feel.Browsing and borrowing.Complete PLJs

Investigation 1 Activity 2: Many Reasons: Review content from Lesson 2. Brainstorm for questions to explore about the reasons why Indigenous people enlisted in the defence forces over the past century. Would it be the same as for non-indigenous people? Record Qs on w/b & retain for future use.

Provide students with access to sources B-E on pages 12-14 of Indigenous Service, a Resource for Primary Schools. Provide EAL glossary of unfamiliar terms for each group.3Show the task sheets in the Indigenous Service book and elicit that they require students only to reproduce information, not to analyse it. Discuss the use of a Venn diagram to contrast elements of the reasons found, and to identify any common elements. Students read the sources and complete a Venn diagram identifying benefits to the individual who enlists and to Australia.

Share Time: summarise reasons why indigenous people enlisted and why it was especially important for them.

Discuss other ways of representing what they have learned. Make a human timeline to represent the chronology of the people in the sources.Browsing and borrowing.Complete PLJs

1 Adapted from Indigenous War Service, a Resource for Primary Schools, Investigation 1, pp 7-17. It is essential that teachers read the background information and cultural advice on pages 3-5 before teaching this unit. Background information for teachers is on p7.2 Adapted from Indigenous War Service, a Resource for Primary Schools, Investigation 1, pp 7-17. It is essential that teachers read the background information and cultural advice on pages 3-5 before teaching this unit. Background information for teachers is on p7.3 The reason for contrasting the two activities is to make thinking skills and tools explicit i.e. metacognition.

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Lesson 1 Lesson 2 Lesson 3R

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Why I Love Australia by Bronwyn Bancroft (B)A3 Placemats (one between 4)

Indigenous Service, a Resource for Primary Schools, teacher reference p9, and photocopies of page10 and 11 (one Q each for 2-3 students)Teacher-made glossary of unfamiliar terms from pp10-11.Source A on pages 12 of Indigenous Service, a Resource for Primary Schools (photocopies or digital copy at Indigenous War Service pages at the LisaHillSchoolStuff wiki

IPads & laptopsTeacher-made Indigenous Service – Benefits Venn diagram worksheetSources B-E on pages 12-14 of Indigenous Service, a Resource for Primary Schools (photocopies or digital copy at Indigenous War Service pages at the LisaHillSchoolStuff wikiTeacher-made EAL glossary of unfamiliar terms from pp12-14.

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At risk ESL Enrichment

Students will work in mixed ability groups for this activity, with teacher monitoring to ensure inclusion. .

At risk ESL Enrichment

Students will work in mixed ability groups for this activity, with teacher monitoring to ensure inclusion. .

At-risk/EAL: pair students with able readers to read the sources; provide EAL students with glossary and dot-point structures to use as a model, e.g. XY joined because …Enrichment: Put yourself in the place of these people: which reasons would take first priority?

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Interpersonal Development Students participate in a range of classroom activities where they explore the similarities and differences in the values and beliefs of a range of individuals and groups.Students compare their beliefs and values with others, and consider how these influence feelings and behaviour. Through discussion and activities such as role-play, they reflect on inclusion, belonging and tolerance. They consider how it feels to be excluded from a group.

Interpersonal Development Students participate in a range of classroom activities where they explore the similarities and differences in the values and beliefs of a range of individuals and groups.Students compare their beliefs and values with others, and consider how these influence feelings and behaviour. Through discussion and activities such as role-play, they reflect on inclusion, belonging and tolerance. They consider how it feels to be excluded from a group.

Personal Learning: Students explore individual strategies and skills that assist in their learning, such as the use of T charts to develop effective listening skills and concept webs Venn diagrams to link ideas. With support, they consider a range of approaches to learning and reflect on how the approaches they use influence the quality of their learning.

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http://lisahillschoolstuff.wikispaces.com/Indigenous+War+Service


Lesson 1 Lesson 2 Lesson 3A

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6Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, and women. (ACHHK114)The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, e.g. in areas such as defence, the economy, education, science, the arts, sport. (ACHHK116)

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, and women. (ACHHK114)The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, e.g. in areas such as defence, the economy, education, science, the arts, sport. (ACHHK116)


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Use historical terms and concepts (ACHHS099)

Use historical terms and concepts (ACHHS099)Identify points of view in the past and present (ACHHS104)

Identify questions to inform an historical inquiry (ACHHS100)Sequence historical people and events (ACHHS098)Locate information related to inquiry questions in a range of sources (ACHHS102)Identify points of view in the past and present (ACHHS104)

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(ACHHS118)Use historical terms and concepts (ACHHS118)Identify points of view in the past and present (ACHHS123)

Sequence historical people and events. (ACHHS117)Identify questions to inform an historical inquiry (ACHHS119)Locate information related to inquiry questions in a range of sources. (ACHHS121)Identify points of view in the past and present (ACHHS123)

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


Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

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


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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELA1517


http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELT1608



http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHS123














http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHK116






Lesson 1 Lesson 2 Lesson 3D

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Applying ideas & imagination to answer Placemat questions

Evaluating historical racism & fostering empathy:

Evaluating & fostering empathy: identifying priority reasons for enlistment

Lesson 4 Lesson 5 Lesson 6

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Investigation 24 Activity 1: Identity and Country

Review5 Map of Indigenous Country (Source A) and brainstorm for knowledge about this area that the Bunerong/Wurandjeri people would have had before European settlement. Using a Sunshine Wheel on w/b, elicit that they had intimate knowledge of weather & climate patterns, routes across the landscape, edible flora and fauna, water sources and familiarity with landscape. Review the significance of our Acknowledgement of Country at Assembly Discuss what Country means to indigenous people and how their knowledge could be useful in the defence of Australia. Introduce the term reconnaissance & identify the skills it requires, listing these on the w/b as a resource for at-risk/EAL students. .

Provide students with access to sources B-D on pages 22-23.

Students locate the Country of the people in the sources on the Aboriginal Country map.

In pairs, students complete Activity Sheet 1, Identity and Country, listing ways in which indigenous connection to country was useful during war service.

Investigation 26 Activity 2: Getting to Know Each Other

Review reasons for indigenous enlistment & elicit that in many cases war service enabled first contact between soldiers & indigenous people. Elicit that many Australians knew little about indigenous people. How would serving in the defence forces influence how they understood one another?

Provide students with access to sources E-H on pages 25-26 (photocopies or digital copy at Indigenous War Service pages at the LisaHillSchoolStuff wiki .

In groups of 2-3, Students complete modified Activity Sheet 2 (analysing just one photo each): Getting to Know Each Other, exploring how the people in the photos thought and felt about each other.

Follow-up: visit the section on Indigenous Australians at http://www.anzacday.org.au/history/ww2/homefront/overview.html and discuss the impact of indigenous Australians comparing their situation with African-American troops in Australia.

Investigation 37: Activity 1 Serving Australia.Cue in with discussion about service in the armed forces. In groups, completeWhite Hat: What types of duties are performed in the defence forces?Red Hat: how would a soldier and his/her family & friends feel about enlistment & service?Yellow Hat: What are the positive things about serving one’s country?Black Hat: What are the negatives?Green Hat: What are the challenges?Share time: students present their answers and reflect on the effectiveness of the Hat they used.

NB This lesson was not taken in T2 2014 so it has not been trialled.

4 Indigenous War Service pp20-27 Background information for teachers is on p19.5 MPPS students are very familiar with this map, having used it extensively in the Y3&4 Aboriginal Legends unit.6 Indigenous War Service pp20-27 Background information for teachers is on p19.7 Adapted from Indigenous War Service, a Resource for Primary Schools, Investigation 1, pp 28-37. Background information for teachers is on p29

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http://www.anzacday.org.au/history/ww2/homefront/overview.html



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Poster Map of Indigenous Country (always on display in the library) & A3 photocopies from p66 Indigenous Service, a Resource for Primary Schools, one per table.Activity Worksheet 1 (one b/n two)Sources B-E on pages 22-23 of Indigenous Service, a Resource for Primary Schools (photocopies or digital copy at Indigenous War Service pages at the LisaHillSchoolStuff wiki .

Teacher modified Activity Worksheet 2 (1 b/n 2-3) enlarged and cut so that there is one photo per worksheet.Sources E-H on pages 25-26 (photocopies or digital copy at Indigenous War Service pages at the LisaHillSchoolStuff wikihttp://www.anzacday.org.au/history/ww2/homefront/overview.html

Selected N/F texts about defence forces6 coloured hats (to place on each groups’ table)Teacher made Thinking Hat worksheet, one per group.

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to complete activity sheet 1; monitor & support use of vocab list on w/b.Enrichment: discuss how the photos in the sources might be judged by a racist.

At-risk/EAL: pair students with able writers to complete activity sheet 1; provide EAL students with emotions vocabulary list.Enrichment: Discuss why there are more photos (and more informal photos) from WW2 onwards.

At risk students do the Black Hat Q.EAL students do the Red Hat Q (consolidating emotions vocab from Lesson 4)Enrichment students do Green Hat Q.

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Thinking Processes: Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis and creativity.

Personal Learning: Students learn to apply strategies for managing the completion of both short and extended tasks within timeframes set by the teacher and they reflect on how effectively they were able to use these strategies.

Thinking Processes:Students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking processes.

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Lesson 4 Lesson 5 Lesson 6A

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Use historical terms and concepts (ACHHS099)Compare information from a range of sources (ACHHS103)Identify points of view in the past and present (ACHHS104)


Identify points of view in the past and present (ACHHS104)

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Use historical terms and concepts (ACHHS118)Compare information from a range of sources. (ACHHS122)Identify points of view in the past and present (ACHHS123)



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Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)



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Evaluating actions of indigenous people in the defence forces

Evaluating emotions of indigenous and non-indigenous people in the defence forces

Evaluating: reflecting on the effectiveness of De Bono’s Six Thinking Hats.

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Lesson 7 Lesson 8 Lessons 9-10A

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Investigation 3 Activity 1 Serving Australia (cont.). Review content from Lesson 5.Provide students with access to sources A, B & C on pages 32-35 (photocopies or digital copy at Indigenous War Service pages at the LisaHillSchoolStuff wiki .

In groups of 2-3, Students complete modified Activity Sheet 1: Serving Australia, analysing what service was completed, the soldier’s feelings and the values displayed. (White, Yellow & Red Hat thinking)

Share time: students present their answers and reflect on the effectiveness of the Hats they used. Discuss features of the texts that have been used to present information and/or influence opinion

Preparation for Assessment task (Lesson 9)

Briefly explain assessment task (see next lesson): In pairs, students research the life of either Flight Lieutenant Len Waters (p34) or Captain Reg Saunders (p33), and using the timeline template, make a timeline of their lives. 8

Distribute copies of the model timeline about Pte WJ Punch and provide access to the website on which it is based. Elicit use of historical terms from the model.

Demonstrate finding ‘hidden dates’ e.g. left school at 13 on w/b. Advise students to use pencil & brief notes so data can be adjusted.

When timelines are complete, students highlight the historical terms they have used.

Share time: partner students who researched a different subject. They pretend they are a friend of the subject and tell each other about their friend and what happened to him, including

Use of historical terms 9

Awareness of racism at that time How the indigenous friend feels Any special skills of use to the army.

Preparation for Assessment task (Lesson 9)

Explain assessment task: Students research the life of an indigenous serviceman or woman & imagine they are best friends. They write a letter to their family about that friend, and what happened to him or her.

To score 3, the student must

Use historical terms 10

Show awareness of racism at that time Explain how the indigenous friend feels Explain the special skills he/she has

that are useful to the army Use correct spelling, punctuation &

grammar Use the correct layout for a personal

letter.

Discuss the model letter about Pte W J Punch, & note the use of historical terms. Elicit that the information derives from the model timeline about Punch’s life (see lesson 8).

Students draft their ‘letter’ using their timelines and any relevant digital resources, self-edit and publish final copy. .

8 If a source becomes available that profiles a female, it could be added here. In the interim, draw students’ attention to the way women are marginalised in military history in the same way that indigenous defence personnel have been.9 Look for references to government policies on indigenous enlistment; factual information from research supporting the narrative i.e. the actions of the soldier, comparing experiences of individuals at the time, presenting the PoV of the individual, consistent with the sources researched; reference to sources used (not in the body of the letter); also look for use of historical terms e.g.AIF, WW2, reconnaissance, enlisted, battalion, killed in action, veteran, Occupation,10 Look for references to government policies on indigenous enlistment; factual information from research supporting the narrative i.e. the actions of the soldier, comparing experiences of individuals at the time, presenting the PoV of the individual, consistent with the sources researched; reference to sources used (not in the body of the letter); also look for use of historical terms e.g.AIF, WW2, reconnaissance, enlisted, battalion, killed in action, veteran, Occupation,

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Lesson 7 Lesson 8 Lessons 9-10R

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Sources A, B & C on pages 32-35 (photocopies or digital copy at Indigenous War Service pages at the LisaHillSchoolStuff wikiTeacher-modified Activity Sheet 1 enlarged and cut so that each worksheet has just one person’s experience to analyse, with questions accompanied by White, Red & Yellow Hat symbols.

http://diggerhistory.info/pages-heroes/saunders.htmhttp://www.aiatsis.gov.au/collections/exhibitions/iaaw/biographys.htmlPhotocopy of Indigenous War Service pp32-34 with historical terms underlinedSticky notesTeacher made timeline templateModel timeline about Pte WJ Punch.

Students’ timelines from the previous lesson.iPads & laptops for additional research and/or digital dictionaries and thesaurusModel letter about a Pte WJ Punch’s history.Model timeline about Pte WJ Punch.

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At risk/EAL students: Prepare a modified version of Source A, with headings and simpler vocab.Enrichment students do Source C (which involves more inferential comprehension)Enrichment: (oral) do you believe that war is good or bad?

At-risk/EAL students: Photocopy of Indigenous War Service pp32-33 with historical terms underlined, all these students research Saunders because there is less to read, and dates are easier to find.Enrichment: Provide access to web pages with extra information but more difficult reading about Saunders & Waters

At-risk/EAL: support students to adapt timeline events into sentences. Monitor use of letter layout.Enrichment: Encourage complex sentences, and use of imagery. When editing, encourage use of thesaurus for enriched vocabulary.

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Thinking Processes:Students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking processes.

Thinking Processes:Students … collect relevant information from a range of sources and make judgments about its worth. They distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using supporting evidence

Thinking Processes:Students … use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using supporting evidence

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http://www.aiatsis.gov.au/collections/exhibitions/iaaw/biographys.html

http://www.aiatsis.gov.au/collections/exhibitions/iaaw/biographys.html

http://diggerhistory.info/pages-heroes/saunders.htm

http://diggerhistory.info/pages-heroes/saunders.htm



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Locate information related to inquiry questions in a range of sources (ACHHS102)Compare information from a range of sources (ACHHS103)Identify points of view in the past and present (ACHHS104)

Sequence historical people and events (ACHHS098)Locate information related to inquiry questions in a range of sources (ACHHS102)Identify points of view in the past and present (ACHHS104)

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)

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Locate information related to inquiry questions in a range of sources. (ACHHS121)Compare information from a range of sources. (ACHHS122)Identify points of view in the past and present (ACHHS123)

Sequence historical people and events. (ACHHS117)Locate information related to inquiry questions in a range of sources. (ACHHS121)Identify points of view in the past and present (ACHHS123)


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Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)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)

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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1704

http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELY1703


























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Analyse strategies authors use to influence readers (ACELY1801)Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

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)

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Evaluating: reflecting on the effectiveness of De Bono’s Six Thinking Hats.

Evaluating: Prioritising (which information is important, which can be omitted?)

Evaluating: Prioritising (which information is important, which can be

omitted?)

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Lesson 11 Substitute or additional Lessons if AWM Memorial Box is available

Substitute or additional Lessons if AWM Memorial Box is available

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Assessment task: In groups of 2-3 students use Pohl’s The Alphabet Thinkers Key to present what they have learned about indigenous service in this unit using phrases and clauses, not single words.

Model expected standard of phrases and clauses, and develop a rubric to guide students towards the expected level.

Share time.

Select the best ones for scanning and inclusion on the MPPS library blog.

If the Memorial Box, Too Dark for the Light Horse is available for loan from the Australian War Memorial, this can be a substitute lesson for Lesson 5. It should be taken before the assessment task so that students can practice letter-writing.

Explain end-of-unit assessment task: students select historical Aboriginal serviceman/woman and, imagine that they are best friends. Students write a letter to their family about that friend and what he did and/or happened to him.

Introduce Memorial Box and the rules for its use. Show the current NORFORCE uniform and equipment. Choose children to find and wear items by name, and encourage speculation about what they are for, but do not explain.

Provide photocopies of p23 of the resource book for reading about the purpose of these items. In Expert groups, students read about one item of equipment, (2 minutes); discuss with their expert group (2 mins) then return to their usual group and explain what the different items are and how they are used.

Show photo of soldier in his WW1 uniform, and his wife, discuss differences (in terms of practicalities) and what their reactions to ‘being in uniform’ might be. Then have students‘ as recruits’ ‘write a letter home’ explaining to their families about ‘their new uniform and equipment’.

Discuss the provenance of the photo and the NORFOCE uniform.

Browsing and borrowing.

Complete PLJs

Memorial Box Week 2:This lesson should be taken before the assessment task.Video: Indigenous Warriors (9 minutes). Viewing task: identify special skills of indigenous people that are valued by the army. Explain terms such as reconnaissance and surveillance.

Observation activity: prior to the lesson remove 5-6 items that are always on display in the library, or move them to a different place e.g. ornaments, table group label, rotary sharpener etc. Students have 2 minutes to list the missing or moved items. Explain that highly developed observation skills, based on familiarity with the landscape, were skills unique to indigenous people along the northern coastline during WW2. It’s harder than it looks!

Stimulus photos: photocopy photos 1-11 (so that students can handle them without damaging them, not to be kept afterwards for copyright reasons), and provide students with information from pages 26-27 of the teacher’s resource book.

Round Robin: groups rotate in sequence to explain about their photos to each other.

Wrap-up: Six Thinking Hats – Green: imagination, possibilities: what’s missing from these photos? (women)

Form timeline teams, composed of students summarising ATSI contributions to defence forces in different time periods.

Supplementary task if needed: Complete match-the-definitions worksheet explaining equipment from last week’s activity.

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http://www.instructables.com/id/How-to-tie-a-Shemagh/AWM Memorial Box 4: Too Dark for the Light Horse & photocopies of resource book p23*11

Photograph of WW1 soldier in uniform and his wife (KIT 994 ANZ)

AWM Memorial Box 4: Too Dark for the Light Horse: photocopy photos 1-11 (so that students can handle them without damaging them, not to be kept afterwards for copyright reasons), and provide students with information from pages 26-27 of the teacher’s resource book.

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At risk/EAL students: monitor and provide additional assistance as necessaryEnrichment: encourage imagery (e.g. metaphors, similes) in answers

At-risk/EAL: reduce the reading and vocabulary load by using the shorter paragraphs on p23 and provide additional assistance with vocabulary.Enrichment: Assign the more complex reading tasks.See notes below about how to set up the Expert groups to meet special needs.

At-risk/EAL: distribute the photos and accompanying info so that these students have a reduced reading load.Enrichment: Assign the more complex reading tasks

Lear

ning

Fo

cus

Leve

l 4

Personal Learning: Students review their work for accuracy before presenting it for assessment.

Civic knowledge and understandingAt Level 4, students …They explain the concept of multiculturalism and describe the contribution of various cultural groups, including Aboriginal and Torres Strait Islander communities, to Australian identity.

Civic knowledge and understandingAt Level 4, students …They explain the concept of multiculturalism and describe the contribution of various cultural groups, including Aboriginal and Torres Strait Islander communities, to Australian identity.

Aus

VELS

C

onte

nt Y

5


11 Depending on the number of groups in the class, set up 4 or 5 Expert groups. The Enrichment group reads the longer, more complex paragraphs about the Disruptive Camouflage Pattern uniform; At risk students read the easiest one about the Shemagh, supplemented by the teacher showing them visuals of how it is folded and worn (from the website, see resources). EAL students read the paragraph with the least vocabulary load about the Keppi hat, and remaining mixed ability groups do the Webbing, belt, pouches paragraph. If there are five groups, split the enrichment groups reading (4 paragraphs into two, and assign the easier two paragraphs to the other mixed ability group. Highlight the readings in different colours so that it is clear which part should be read.

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http://www.instructables.com/id/How-to-tie-a-Shemagh/

http://www.instructables.com/id/How-to-tie-a-Shemagh/



Aus

VELS

Con

tent

Y6




curr

icul

um

hist

ory

skill

s Ye

ar 5

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)

See Y6 for knowledge to be demonstrated.



Aus

tral

ian

curr

icul

um h

isto

ry s

kills

Ye

a 6


Demonstrate knowledge of: Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, and women. (ACHHK114)The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, e.g. in areas such as defence, the economy, education, science, the arts, sport. (ACHHK116)



curr

icul

um

Engl

ish

Year

5

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

See Y5 See Y5

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curr

icul

um

Engl

ish

Year

6Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

See Y5 See Y5

Dee

p Th

inki

ng

Assessment. Blooms’ Evaluating : how to evaluate the reliability of sources

Six Thinking Hats – Green: imagination, possibilities: what’s missing from these

photos? (women)

Key Understandings for Assessment Focus QuestionsAboriginal and/or Torres Strait Islander people enlisted in the defence forces for similar reasons to other Australians: to assist in the defence of Australia, to learn new skills and improve their opportunities for employment and to have new experiences through travel.Both men and women amongst Aboriginal and/or Torres Strait Islander people assisted in the defence of Australia on the home front during wartime.In the past there was discrimination against Aboriginal and/or Torres Strait Islander people who wanted to enlist, within the defence forces, and after active service ceased, and this discrimination was lawful at the time.Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and/or Torres Strait Islander people in the defence forces.What have been the experiences of Aboriginal and/or Torres Strait Islander people in the defence forces during and after active service?

Why have Aboriginal and Torres Strait Islander people enlisted at different times?How has service by Aboriginal and Torres Strait Islander people shaped the way Australians see themselves?What have been the experiences of Aboriginal and Torres Strait Islander people in Australia’s defence forces?

NB These additional questions will be covered in Part 2 of this unit, covered in Odd Years.How have Aboriginal and Torres Strait Islander people contributed on the Australian home front during times of war?What have been the experiences of Aboriginal and Torres Strait Islander people returning from active service?In what ways can the service of Aboriginal and Torres Strait Islander people be commemorated?

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LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

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VELS Learning

Focus Thinking

Processes Level 4

As students work towards the achievement of Level 4 standards in Thinking Processes, they make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them.Using these questions as a basis, students undertake investigations independently and with others. Their investigations include time for sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students develop strategies to find suitable sources of information and they learn to distinguish between fact and opinion. They develop an understanding of how our views are socially constructed and not always based on evidence.Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis and creativity.Students participate in activities in which they identify problems that need to be solved. They use a range of techniques to represent the problem and, working individually and with others, develop a range of creative solutions and explore the advantages of generating unconventional rather than conventional solutions. They begin to develop criteria to select and prioritise possible solutions.They learn to make links between ideas and use portfolios and/or journals to reflect on how their ideas and beliefs change over time. In structured activities, they practise transferring their knowledge to new contexts.

VELS Learning

Focus Personal Learning Level 4

As students work towards the achievement of Level 4 standards in Personal Learning, they explore individual strategies and skills that assist in their learning, such as the use of T charts to develop effective listening skills and concept webs Venn diagrams to link ideas. With support, they consider a range of approaches to learning and reflect on how the approaches they use influence the quality of their learning. They explore learning styles which may not be their preferred style and consider why such experimentation is an important aspect of their learning.Students seek and use teacher feedback to develop their content knowledge and understanding and reflect on how their prior knowledge has changed. They explore how personal values, perspectives and attitudes contribute to the development of content knowledge and understanding.They identify the many contexts in which learning occurs both within school (such as learning activities in the classroom, and developing physical skills in the playground or through extracurricular sporting activities) and beyond school (such as reading a book at home, visiting an aquarium or exploring physical features of local environments).In selected reflective activities, students explore the impact of various emotions on their learning and they learn to maintain a positive attitude. They consider the impact of impulsive behaviour in themselves and others on their learning and implement strategies for managing their own impulsive behaviour; for example, ensuring they understand directions fully, and developing a plan or strategy for addressing issues that arise. They discuss the value of persistence and effort, and reflect on how these qualities affect their learning. As a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task.Through participation in a variety of group and whole-class activities, students begin to articulate the advantages of learning effectively with, and from, their peers. They seek feedback from peers and consider the validity of the feedback they receive. They identify the values that underpin the creation of a classroom environment that will support the learning of all students such as respect, equity and inclusion.Students develop, justify and monitor their own learning goals. They learn to apply strategies for managing the completion of both short and extended tasks within timeframes set by the teacher and they reflect on how effectively they were able to use these strategies. They are provided with opportunities to manage and monitor progress of some tasks independently, and they compare how they undertake independent tasks and teacher-directed tasks. They review their work for accuracy before presenting it for assessment.As students prepare for the transition to secondary school, they reflect on the progress they have made with their learning and set goals for the future focusing on their attitudes towards and management of their learning.

VELS As students work towards the achievement of Level 4 standards in Interpersonal Development, they develop skills and behaviours for

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Learning Focus

Interpersonal

Development Level 4

connecting with a variety of groups, including peer and community groups. Students participate in a range of classroom activities where they explore the similarities and differences in the values and beliefs of a range of individuals and groups. They begin to reflect on what this may mean for themselves when building and maintaining relationships with a diverse range of people. They explore and discuss behaviours which demonstrate sensitivity to cultural differences in their interactions with others.Students compare their beliefs and values with others, and consider how these influence feelings and behaviour. Through discussion and activities such as role-play, they reflect on inclusion, belonging and tolerance. They consider how it feels to be excluded from a group. They identify examples of bullying in a range of contexts. They explore the impact of bullying on people’s sense of self-worth and are assisted to identify, discuss and use different strategies to reduce, avoid and resolve bullying.Students begin to recognise and discuss the influence that peers can have on their behaviour and consider response options.Students explore a range of contexts, both within and beyond school, in which individuals are required to work effectively as part of a team. They discuss appropriate knowledge, skills and behaviours in these contexts and the importance of developing these.Working in different teams, students are provided with opportunities to complete tasks of varying length and complexity. In doing so, they learn to identify the characteristics of members in effective teams and to develop descriptions for particular roles such as leader, recorder and participant. Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work.

AUSTRALIAN CURRICULUM HISTORY LEVEL DESCRIPTION: Years 5 & 6The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance.These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. The history content at this level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.Australian Curriculum History Level Description Year 5 Australian Curriculum History Level Description Year 6

The Australian ColoniesThe Level 5 curriculum provides a study of colonial Australia in the 1800s. Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups of people in the colonial period. They examine significant events and people, political and economic developments, social structures, and settlement patterns.

Australia as a nationThe Level 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.

Key inquiry questions Key inquiry questionsA framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this level are: What do we know about the lives of people in Australia’s colonial past and how do

we know? How did an Australian colony develop over time and why?

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this level are: Why and how did Australia become a nation? How did Australian society change throughout the twentieth

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How did colonial settlement change the environment? What were the significant events and who were the significant people that shaped

Australian colonies?

century? Who were the people who came to Australia? Why did they

come? What contribution have significant individuals and groups

made to the development of Australian society?

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 5 & 6

Historical Knowledge and UnderstandingYear 6 Content: Australia as a nation ElaborationsExperiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, and women. (ACHHK114)

investigating the experiences of democracy and citizenship of Aboriginal and Torres Strait Islander people (e.g. policies and laws such as protection, the removal of children from families, pay and working conditions)

investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia (e.g. Jack Patten or the Aborigines Progressive Association)

The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, e.g. in areas such as defence, the economy, education, science, the arts, sport. (ACHHK116)

investigating the role of specific cultural groups in Australia’s economic and social development (e.g. the cattle industry, the Snowy Mountains Scheme, the pearling industry)

considering notable individuals in Australian public life across a range of fields (e.g defence, . the arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and social groups, and women and men drawn from the Australian Living Treasures list or from the Australian Dictionary of Biography)

Historical SkillsYear 5 Skills Year 6 SkillsChronology, terms and concepts Elaborations Chronology, terms and concepts ElaborationsSequence historical people and events (ACHHS098)

compiling an annotated timeline showing key stages in the development of colonial Australia including the date of European settlement in each state, the date the colony was established, the date of self-government

see Y6 elaboration

Sequence historical people and events. (ACHHS117)

placing key events, ideas, movements and people of the twentieth century in chronological sequence

using timelines to describe past events and changes

Use historical terms and concepts using historical terms (such as Use historical terms and concepts using historical terms (such as

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(ACHHS099) World War 1 and 2, Australian Imperial Force (AIF), of European origin, half-caste & full blood (and understanding that these racist terms are not used today)

(ACHHS118) World War 1 and 2, Australian Imperial Force (AIF), of European origin, half-caste & full blood (and understanding that these racist terms are not used today)

Historical questions and research Elaborations Historical questions and research ElaborationsIdentify questions to inform an historical inquiry (ACHHS100)

See Y6 Identify questions to inform an historical inquiry (ACHHS119)

developing key questions about the birth of Australian democracy and the experiences of citizenship for women, migrants and Aboriginal and Torres Strait Islander people

Identify and locate a range of relevant sources (ACHHS101)

using internet search engines, museums, library catalogues and indexes to find material relevant to an inquiry (for example primary sources such as stories, songs, diaries, official documents, artworks)

understanding the internet domain names ‘com’, ‘edu’, ‘gov’ as indicators of the provenance of a source

visiting a local cemetery and surveying the graves to find clues about the patterns of settlement, ages and causes of death in the local area

Identify and locate a range of relevant sources (ACHHS120)

using internet search engines, museums, library catalogues and indexes to find material relevant to an inquiry

identifying community or family members who migrated to Australia and conducting an interview to learn about their experiences; understanding that different questions elicit different kinds of answers (for example the difference between a closed and open question – ‘Did you like Australia when you first arrived?’ compared with ‘How did you feel about Australia when you first arrived?’)

retrieving census data to construct arguments for and against migration

Analysis and use of sources Elaborations Analysis and use of sources ElaborationsLocate information related to inquiry questions in a range of sources (ACHHS102)

using proformas and datasheets to develop questions, and record information and sources/references

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

finding relevant historical information in primary and secondary sources (for example related to the rights and status of women as well as Aboriginal and Torres Strait Islander peoples and the experiences of migrants)

Compare information from a range examining two sources of Compare information from a range examining a range of sources of

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of sources (ACHHS103) evidence to identify similarities and/or differences, and describing what they reveal about the past

checking publication dates to put information contained in a text in historical context (for example a 1965 Australian history book may provide a different perspective to one published in 2010)

of sources. (ACHHS122) evidence to identify similarities and/or differences and describing what they reveal about the past (for example comparing information in sources to determine views on the effects of migration on the development of Australian society)

checking publication dates to put in historical context the information contained in the text (for example comparing a 1965 Australian history book and a 2010 refugee website to identify different perspectives)

Perspectives and interpretations Elaborations Perspectives and interpretations ElaborationsIdentify points of view in the past and present (ACHHS104)

identifying the different motives and experiences of individuals and groups in the past (for example the reasons people migrated to Australia and their diverse experiences)


analysing the language used in sources to identify values and attitudes (for example ‘new Australians’, ‘boat people’)

analysing sources to identify persuasive techniques such as modality (for example ‘would’, ‘could’, ‘may’, ‘might’) and the use of the passive voice to cover a lack of sources (for example ‘it is claimed that’ rather than the active voice ‘Tim Flannery claims that...’)

Explanation and communication Elaborations Explanation and communication ElaborationsDevelop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)

using sources to develop narratives (for example reasons for the establishment of colonies, effects of key developments and events on colonies, the impact of significant groups or individuals on development)

using some of the language devices of narratives, evocative vocabulary, and literary sentence structures but using


developing narratives based on information identified from a range of sources (using some of the language devices of narratives, evocative vocabulary, and literary sentence structures but using real characters and events to tell their story)

combining literary and informational language (for example ‘Standing on a cold windy pier in Kythera, Dimitri

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real characters and events to tell their story

creating visual, oral or written journals reflecting the daily life experiences of different inhabitants of a convict or colonial settlement

waved goodbye to his crying mother.’); evocative language and complex narrative structures and factual vocabulary and simple and compound sentence structures (for example ‘It was 1956 and Greece was recovering from a long civil war.’)

composing historical texts (for example information reports, expository texts, persuasive texts, recounts, biographies)


using ICT to create presentations which are suitable for the target audience and include text, images and/or audio-visuals.

using communication technologies to exchange information and to foster a collaborative response (e.g. a wiki)


developing charts, graphs, tables, digital presentations, written and oral presentations to explain the past using ICTs.

creating a digital story, using text, images and audio/visual material, to record migrant experiences

AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION years 5 & 6

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit and strengthen these as needed.In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.Literary texts that support and extend students in Levels 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics. Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions.

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Australian Curriculum English Level Description Year 5 Australian Curriculum English Level Description Year 6

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction, and dramatic performances.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 5 & 6

READING AND VIEWING

Year 5 Content Year 6 ContentLiterature Elaborations Literature ElaborationsIdentify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs

identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)

exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books

Literacy Elaborations Literacy ElaborationsIdentify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of the text

Analyse strategies authors use to influence readers (ACELY1801)

identify how authors use language to position the reader and give reasons

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Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)

bringing subject and technical vocabulary and concept knowledge to new reading tasks

using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)

bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information

using word identification, self-monitoring and self-correcting strategies

using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information

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

using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

making connections between the text and students’ own experience or other texts

making connections between information in print and images

finding specific literal information using prior knowledge and

textual information to make inferences and predictions

asking and answering questions finding the main idea of a text summarising a text or part of a

text

WRITING

Year 5 Content Year 6 ContentLanguage Elaborations Language ElaborationsUnderstand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

moving from general, ‘all-purpose’ words, for example ‘cut’ to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question

Literacy Elaborations Literacy ElaborationsPlan, draft and publish imaginative, informative and persuasive print and

using research from print and digital resources to gather and

Plan, draft and publish imaginative, informative and persuasive texts,

creating informative texts for two different audiences, such as a

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multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

organise information for writing selecting an appropriate text

structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement

using vocabulary, including technical vocabulary, appropriate to purpose and context

using paragraphs to present and sequence a text

using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions

choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

visiting academic and a Year 3 class, that explore an aspect of biodiversity

using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities

SPEAKING AND LISTENING

Year 5 Content Year 6 ContentLanguage Elaborations Language ElaborationsUnderstand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

recognising that a bare assertion (for example 'It's the best film this level') often needs to be tempered by: using the 'impersonal it' to distance oneself (for example 'It could be that it is the best film this level'); recruiting anonymous support (for example 'It is generally agreed that it is the best film this level.'); indicating a general source of the opinion (for example 'Most critics agree that it is the best film this level.'); specifying the source of the


understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)

differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial

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opinion (for example 'David and Margaret both agree that it is the best film this level') and reflecting on the effect of these different choices

AUSTRALIAN CURRICULUM PRIORITIES

Aboriginal and Torres

Strait Islander histories

and cultures

Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait I slander communities, deep knowledge traditions and holistic world view.A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of Identity is approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements enhances all areas of the curriculum.The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.The Australian Curriculum: mathematics values Aboriginal and Torres Strait Islander histories and cultures. It provides opportunities for students to appreciate that Aboriginal and Torres Strait Islander societies have sophisticated applications of mathematical concepts.Students will explore connections between representations of number and pattern and how they relate to aspects of Aboriginal and Torres Strait Islander cultures. They will investigate time, place, relationships and measurement concepts in Aboriginal and Torres Strait Islander contexts. Students will deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples through the application and evaluation of statistical data.

This unit explores the history of indigenous contributions to defence since the beginning of the 20 th century.See http://www.ww2australia.gov.au/allin/indigenous.html

At least 400 indigenous Australians served in WW1, and hundreds of Indigenous Australians served in the Australian armed forces during World War Two – including with the Torres Strait Light Infantry Battalion and The Northern Territory Special Reconnaissance Unit, which were established to guard Australia's North against the threat of Japanese invasion.[44] http://en.wikipedia.org/wiki/Indigenous_Australians

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http://en.wikipedia.org/wiki/Indigenous_Australians

http://en.wikipedia.org/wiki/Northern_Australia

http://en.wikipedia.org/w/index.php?title=Northern_Territory_Special_Reconnaissance_Unit&action=edit&redlink=1

http://en.wikipedia.org/w/index.php?title=Northern_Territory_Special_Reconnaissance_Unit&action=edit&redlink=1

http://en.wikipedia.org/wiki/Torres_Strait_Light_Infantry_Battalion

http://www.ww2australia.gov.au/allin/indigenous.html

ACHIEVEMENT STANDARDS

VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS VELS Thinking Processes Standards Years 5 & 6

Reasoning, processing and inquiryAt Level 4, students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth. They distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using supporting evidence.CreativityAt Level 4, students use creative thinking strategies to generate imaginative solutions when solving problems. They demonstrate creativity in their thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others.Reflection, evaluation and metacognitionAt Level 4, students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking processes. They document changes in their ideas and beliefs over time.

VELS Personal Learning Standards Years 5 & 6

The individual learnerAt Level 4, students identify, with support, their preferred learning styles and use strategies that promote learning. They monitor and describe progress in their learning and demonstrate learning habits that address their individual needs. They seek and respond to teacher feedback to develop their content knowledge and understanding. They identify and explain how different perspectives and attitudes can affect learning. They negotiate learning improvement goals and justify the choices they make about their own learning. Students actively develop, monitor and refine protocols that create a positive learning environment in the classroom.Managing personal learningAt Level 4, students develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate resources. They undertake some set tasks independently, identifying stages for completion. They describe task progress and achievements, suggesting how outcomes may have been improved. They persist when experiencing difficulty with learning tasks. They seek and use learning support when needed from peers, teachers and other adults. They practise positive self talk. They demonstrate a positive attitude to learning within and outside the classroom.

VELS Interpersonal Learning Standards Years 5 & 6Building social relationshipsAt Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. Students describe the impact of bullying. They accept and display empathy for the points of view and feelings of their peers and others. They identify and use a variety of strategies to manage and resolve conflict.Working in teamsAt Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a team. They provide feedback to others and evaluate their own and the team’s performance.

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AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – HISTORY Years 5 & 6Year 5 History achievement standardBy the end of Level 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.

Year 6 History achievement standardBy the end of Level 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group.

Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.

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AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH Years 5 & 6Year 5 Reading and Viewing achievement standardBy the end of Level 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.

Year 6 Reading and Viewing achievement standardBy the end of Level 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. They 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.

Year 5 Writing achievement standardStudents use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Year 6 Writing achievement standardStudents 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. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. 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.

Year 5 Speaking and listening achievement standardStudents listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They 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.

Year 6 Writing achievement standardStudents listen to discussions, clarifying content and challenging others’ ideas. They 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. They 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.

PoLT (Principles of Learning and Teaching)

PoLT focus to be

embedded in this unit.

Students are challenged and supported to develop deep levels of thinking and application.In learning environments that reflect this principle the teacher:4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas4.2 promotes substantive discussion of ideas4.3 emphasises the quality of learning with high expectations of achievement4.4 uses strategies that challenge and support students to question and reflect4.5 uses strategies to develop investigating and problem solving skills4.6 uses strategies to foster imagination and creativity.

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Figure 1 Investigation 2: page 26, cropped & enlarged to A3

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Figure 2 Investigation 2 p27, cropped & enlarged: model answers, elicited from students

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Figure 3: Investigation 3, p34, with historical terms underlined

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Indigenous War Service Pt 1 Web view... has just one person’s experience to analyse, with...

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