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ALL AROUND AUSTRALIA UNIT OF WORK

SHARI GILDEN – 17397013

KAREN PITTS – 17404061

KATIA ALOIA – 17169757

SUPPORTING DIVERSE LEARNERS

EDU4SDL

DR ROCHELLE FOGELGARN

12TH JUNE 2015 5PM

All Around Australia Unit of Workby Shari, Karen and Katia

OVERVIEW OF SCHOOL AND GENERAL DEMOGRAPHIC

Within the school environment, we aim to maximise the child’s opportunities to succeed through adapting our teaching to the individual needs of the student. We believe that every child is unique and brings with them, their own personal stories and experiences. We recognise that all students are different; they develop and learn at different rates. Together, with parents and the wider community, we endeavour to create lifelong learners, who are resilient, self-responsible, deep thinkers, numerate, literate, ICT proficient and responsible, and creative. We assist each individual in the acquisition of core social values, such as honesty, respect and integrity, in our endeavour to create future citizens who are caring, compassionate, have global consciousness and are socially responsible. The students come from a range of different cultural and socio economic families. School’s Core Values include: Respect, Fairness, Compassion, Understanding and Honesty.

Year level: Ausvels level 3

PROFILE OF THE CLASSROOM

The unit has been designed for a year three classes of diverse students located in a middle class area in Melbourne’s northern suburbs. In general, students come from middle socio-economic backgrounds. A majority of the students in this grade three class come from Asian, Anglo or eastern European backgrounds. In many cases, English is not the primary language spoken at home and English is an additional language.

Students in this grade 3 class are working towards AusVELS level 3 achievement standards. Due to the differing abilities within the classroom, lessons are adapted to cater to different learning needs. Throughout this unit, the teacher has ensured tasks range and are explicit, clear and inclusive of appropriate visuals but also challenging and stimulating for each learning level. In doing this, students are appropriately challenged in a way that best suits their own personal learning abilities.

LEARNER PROFILES OF 6 DIVERSE LEARNERS

With each diverse learner, parent/guardian contact is vital. Each parent/guardian is notified and contacted before any changes or plans are made. The teacher regularly emails and checks in to update and notify parents of work quality and behaviour. In addition to this, the teacher is able to stay notified about any changes or professional opinions, also, is the student is having any difficulties at home in their personal lives.

Autism (Asperger’s): Caleb

This student has a literal comprehension of most ideas and has difficulty understanding concepts that are abstract. He tends to talk ‘at’ peers and has difficulty making friends and maintaining relationships. Caleb is always finding things to fidget with and his mind tends to wander, leaving him disengaged. Because he often gets distracted, he generally only does minimal work and has very poor handwriting skills. He can sometimes seem overwhelmed with busy group or whole class activities and tends to stress and completely withdraw, making it difficult to engage to the best of his ability and causing his to occasionally act out. Caleb can become quite resistant to certain activities and can become quite firm and assertive, sometimes coming across as hostile.

Caleb’s Learning Goal and Individual Learning Plan

Improving writing: Caleb will be provided with a ‘twist n write’ pencil which will encourage and aid good pencil grip. In conjunction with this, for particular writing activities, he will be required to write on lined paper that has a highlighted area for where the bodies of the letters should go. (See appendix 3)

Engaging Caleb and getting him to complete set work: Caleb is constantly moving around and finding things to fidget with. In order for him to fulfil such a need to move and touch things he will be given an exercise ball to sit on instead of a chair. Using this, he will be able to move freely instead of being forced to still. In the classroom there will be a display of fidget toys when the class sits on the mat altogether. He can use these toys to calm himself down when he is over stimulated. In addition to these methods, Caleb can use little brain breaks to relax his mind and come back to set work with a refreshed mind.

In order to help Caleb complete work, he will be given a personal checklist to have a clear indication about what needs to be completed. For many classes, he will also be allowed to use the laptop as he enjoys touching the keyboard and he can also use convert speech to text tools in order to aid the amount of writing he does and to get ideas down without getting distracted.

Family Violence & English as an Additional Language (EAL): Christian

This student can miss multiple days of school due to court hearings and going back and forth from motels. English is not his primary language at home and is at a work standard in comparison to a majority of the class. In conjunction with this, he often does not complete homework and can fall behind because of this. Christian gets irritated quickly and can become quite violent both verbally and physically. He often plays rough with friends and continues to do so despite disciplinary actions such as discussions and keeping him in at lunchtime.

Christian’s Learning Goal and Individual Learning Plan

Christian, often misses work and important lessons, and finds it difficult to understand lessons as English is not his first language. In order to improve his work standards, he needs extra support and communication to ensure he is comprehending work. Instructions must be

basic and explicit in order for full comprehension from Christian. It is beneficial for Christian to have a visual representation/demonstration of the task. This aids with understanding tasks better and having a clear indication of what is expected of him. Work can be presented using things such as visuals, diagrams and presentations.

It is often a problem when Christian has no food as school as his concentration levels drop. In order to maximise thinking and not left hungry, Christian is able to go to the office to collect fruit and/or vegemite sandwiches. This system is in place for students who might not have lunch for any reasons. Christian is never to feel isolated or left out and always reiterate the notion that violence is never ok.

In order to improve behaviour, Christian needs to feel as though the classroom is a comfortable and safe environment and the teacher is an adult role model who can be trusted. Seating arrangements include never having his back to a doorway/hallway so he knows who is present in the classroom and people aren’t taking him by surprise. It is also vital that he is always spoken to in a calm manner and his good behaviour is commended and reinforced through recognition. Christian will be on a behaviour management plan where after a warning he gets moved and has to work with the teacher.

In this classroom we have a ‘Buddy’ bear for him which is a teddy he can get if he is ever feeling sad, alone, afraid or just wants something to talk to. Christian can always have access to this bear.

Auditory Processing Disorder also known as Central Auditory Processing Disorder: Ebony

This student has particular difficulties in retaining steps of instruction. Throughout the seated instructions Ebony can become distracted and drift off task, this can be due to misunderstanding of verbal communication, especially when the environment is noisy. Ebony is a quiet student and can be lost within the crowd due to her shy personality and limited attention seeking. Ebony has strong friendship groups willing to assist with instruction when necessary.

Ebony’s Learning goal and Individual Learning plan

To keep Ebony engaged she may require shorter cues to instructions and a prompt within the class to engage eyes and ears back to listening, otherwise Ebony benefits from written instructions to assist with learning and interpreting the activity. Ebony learns best in a quiet environment with focus on higher-order skills. It is important for both Ebony and the teacher to use a variety of problem solving techniques to implement active listening, language development, problem-solving, memory, attention, and other cognitive skills, as Ebony needs to recognise responsibility in her own success, this will implement her to be an active participant within the classroom, and improve the degree of interference within her everyday life.

ADHD - ADHD also known as Attention Deficit Hyperactive Disorder: James

This student has portrayed difficulties within the classroom as he finds it difficult to pay attention especially within duration to details, makes careless errors of schoolwork, has difficulty following instructions and organisation, is easily distracted and dislikes tasks that require a lot of mental adaptation. James displays behavioural issues such as controlling impulses as he fidgets and moves around the classroom finding it difficult to sit still or in his chair, talks loudly and in excess and has difficulty waiting his turn and interrupting discussion.

James has found it difficult to make a broad range of strong friendships as occasionally will have outbursts of temper tantrums and stubbornness which can limit who will play with him at playtime or lunchtime.

James’s Learning goal and Individual Learning plan

James could improve his handwriting and reading skills as his distractibility and concentration can sometimes take over his time for tasks. James has just started a trial on Medication and attends therapy sessions with an Occupational Therapist to help improve his handwriting skills.

James benefits from clear and concise instructions, with the environment set up limiting distractions from other students. James responds well repetition and routine, with rewards with appropriate behaviour use a chart to monitor behaviour and place stickers).James loves Sport and is very energetic, this is a great topic to implement into school work in some way as his concentration and length of attention time exceeds

Parents- Avoid distractions for homework- turn off the tv radio computer- limit choices to avoid overstimulation, clear instructions. Try not to yell-use time outs or remove privileges as consequence for inappropriate behaviour.

Dyslexia: Jack

This student has difficulty with most reading and writing tasks despite having the ability to learn. This student has particular difficulty with single word recognition. Jack, often has problem with reading comprehension problems because they need to develop several underlying skills, such as connecting letters to sounds, decoding text, recognizing “sight” words, reading fluently and understanding texts. This poor reading ability has meant that Jack's’ reading achievement is below expected level.

Jack’s Learning goal and Individual Learning plan

Although Jack has a problem decoding, he has the ability to use different strategies in order to help him better understand. Some strategies that he tends to apply in the classroom include, apply insightful thinking, creative thinking, inquiry mind, 3-D construction and using problem solving strategies to better understand texts.

Jack is intellectually bright and does not perform badly, however he can become frustrated quite easily in the classroom as he lacks the confidence and motivation to do well when struggling to read and write. This frustrations result in poor classroom behaviour when faced with demands constantly presented to him. This frustration has also interfered in his ability to plan and be organised, which is why it’s important that all lessons give the opportunity to be changed and altered to better suit his abilities and strengths.

Gifted Students: Hannah

This student learns rapidly and quickly grasps new concepts. Hannah is an independent learner and is extremely creative. She frequently seeks new information and engages in asking in depth questioning to further her knowledge. She has excellent memory and is able demonstrate critical thinking skills and problem solving abilities.

Hannah’s Learning goal and Individual Learning plan

In order for Hannah to reach her full potential it is important that she is engaged, lack of engagement could result in disruption and her underachieving. In order to keep Hannah engaged she needs to be challenged daily in specific areas that interest her. It’s important that she engages in learning experiences that reflect a range of learning styles. As Hannah tends to get all her work done quickly, she benefits from having assignments and work that goes above and beyond what is covered in the regular classroom.

CLASSROOM CLIMATE AND TEACHER EXPECTATIONS

The expectations for each lesson are clearly highlighted prior to commencing any work. The teacher details the lesson ideas, themes and intentions. The teacher spends time specifying the type of work students will be completing and also the quality of work. After this is explained, the expectation for each learning group is displayed on the board so students have something to refer to.

Students are reminded to ‘ask three before me’ by which students who need assistance as three others in their group/class before consulting the teacher. This procedure occurs so the teacher has the opportunity to maximise times with focus groups and check up on students who need particular attention including students with diverse learning needs. This process is a way to maximise learning opportunity and optimising time.

The teacher expectations within this class are based on 3 primary ideas:

Anti-Bullying- There is a no bullying policy within our classroom. Negative attitudes and behaviours are not tolerated and we strive together to maintain a positive environment. Ways in which we build these environments is by taking time to write a positive comment or thank you to a peer in the class.

Respect- This classroom revolves around respecting the beliefs, thoughts and words of every individual. We do not put down or ridicule others in any way and throughout each lesson it is expected that students show

Acceptance- Students will embrace differences within the school yard and take turn within listening activities in the classroom. Students will be treated equally with respect to cultural differences and diverse backgrounds.

ROUTINES AND RITUALS

Before each lesson, students will come together as a class in order to discuss, gain ideas and concepts and work together to understand the introduction and the lesson intention. The teacher writes on the board the instructions for the lesson clearly so each student knows what work to complete and what expectations she/he has of the quality of work. Instructions about what work to go on with or any extension activities are also written on the board or displayed on the whiteboard for each lesson.

After each class time is given for students to reflect and review not only their work but their peers. These opportunities are given through class discussions, reviewing their classmates presentations, questioning or writing reflective sentences.

UNIT OVERVIEW/RATIONALE

The unit begins Alison Lester’s ‘Are We There yet?’ which is a mode of introducing a theme of journeys ‘All Around Australia’. This ten week unit of work aims to introduce students to learning about different aspects of Australia and develop an understanding about what kind of characteristics make up our land. Living in Australia, it is vital to understand elements that make up our country such as states, environments and creatures. Throughout this unit, students are encouraged to research and apply knowledge in a broad variety of ways to experience different styles of writing, mapping and presenting.In this ten week unit, students will undertake investigations and research to better understand our Australia on a map, environmental characteristics and plants or animals found in Australia. The pedagogical approach for this unit is to include a variety of multimodal literacies to ensure all learners are targeted and ensures differentiation within the classroom. Using a variety of visuals, activities and instructions where necessary allows for all learners in the class to have the best learning opportunity and to ensure engagement from each individual no matter what their learning needs are. Throughout this unit, learners will develop understandings about vast varieties of text features and Australian characteristics.

10 WEEK OVERVIEW OF UNIT

Week 1 – Students are introduced to unit through the use of the textbook “Are we there yet”. Students will be locating Australia on a map. Key questions: Where are we? Where is Australia? Country comparisons.

Week 2 – This week, students will be introduced to the geography of Australia. Specifically students will be focusing on the different states and capitals. Students will have the opportunity to explore the different landscapes.

Week 3 – Students will this week be developing their understanding of rural and city environments. They will be developing their understanding of the types of things experiences in these environments and characteristics they may have. Students will develop a vast range of vocabulary in this lesson.

Week 4 - During this week students will exploring different famous landmarks around Australia. They will be presenting these finding in the form of a poster presentation. Students will also conduct of self-evaluation of their learning thus far.

Week 5 – Students will be learning about the different types of climates. They will develop their knowledge and look at comparing and contrasting. Students will also learn different methods to display this information.

Week 6 - During this week students will be investigating Australian Animals, Pets, Native animals and Dangerous Animals in Australia to recognise and identify characteristics and present a poster to represent their findings.

Week 7 - Students will follow on last week’s study and further investigate Native Australian animals and the representation of the Australian flag.

Week 8 - At the beginning of this week students will be participating in a day excursion to the Healesville Sanctuary. Students will use the remainder of the week to reflect on their experiences while they were there.

Week 9 - Assessment week: Students will be using this week to focus on creating their travel brochures on Australia. Teacher will provide students will appropriate resources.

Week 10 - Assessment week: Students will continue to create and design their travel brochures. These will need to be completed by week 10 as students will be moving on from this unit.

REFERENCE TO AUSVELS

Physical Personal and Social Learning

Interpersonal Development

- Students work towards the achievement of Level 4 standards in Interpersonal Development, they interact with their peers, older and younger students, and adults in both informal and formal contexts

- Students work towards goals within a set timeframe. With teacher assistance, students develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly.

Personal Learning

- Students begin to build on personal strengths by recognising strategies for learning which help them learn most effectively.

- Students participate in a diverse range of learning activities that allow them to acknowledge their development as learners.

- Students develop strategies for managing their own learning, and identify the need for resource and time management in completing tasks.

Civics and Citizenship

- Students build on their understanding of Australian society and investigate some of the different cultural groups.

- They learn about the contributions that people from diverse groups have made to many aspects of the Australian way of life

Discipline-based Learning

The Arts

- Students create and design poster presentations on Australian landmarks.

English

- Students draw connections between personal experiences and the worlds of texts, and share responses with others.

- Discuss how language is used to describe the settings in texts,- Students listen to and contribute to conversations and discussions to share information

and ideas and negotiate in collaborative situations

Science

- Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Mathematics

- Students create and interpret simple grid maps to show position and pathways (ACMMG065)

Languages

- They make links between knowledge about relevant geography and, or ways of thinking about specific topics/issues.

The Humanities – Geography

- Students distinguish and describe the natural and built features of the environments identifying and explaining changes. They make comparisons between a variety of places and develop their understanding of the geography.

- Early in this stage the geospatial skills of students involve the drawing of simple pictorial maps of where they are in space in relation to other phenomena. Students develop increasingly sophisticated map skills

Interdisciplinary learning

Communication

- Students explore a range of aural, written and visual communication forms such as the Internet, film, texts and music which illustrate a variety of perspectives on a range of topics and ideas.

- They learn how to identify the main message, develop their own interpretation, and provide evidence to support it.

- They explore reasons for other interpretations not being the same as theirs and learn to respect the right of others to express opinions.

Design Creativity and Technology

- Students will develop skills in the use of a variety of simple production techniques, such as cutting, using materials such as paper, cardboard and fabrics.

- They learn to use tools and equipment safely and hygienically, and with some accuracy.

Information and Communications Technology

- Working in all areas of the curriculum, students explore a range of ICT tools (for example, basic editing tools such as word processing) and simple techniques for visualising thinking. They also use simple graphic organisers such as concept maps and sequence charts to provide a framework for visualising thinking

Thinking Processes

- With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop skills in collecting and organising ideas from a range of sources to construct knowledge. They learn to question the validity of sources, communicate and record their questions, responses and thoughts, and give reasons for conclusions.

- Students give reasons for changes that may occur in their thinking. They begin to recognise that others may have different opinions and understand that reasoning can be influenced by strong feelings. They begin to question arguments presented to them; for example, those based on the assertion that ‘everybody knows’ or ‘I just know’.

LIMITATIONS AND REQUIREMENTS Access to technology:

Students are at times required to build on their ability to investigate certain topics, themes or ideas about Australia. Limited access to technology such as laptops, computers or I-pads can hinder any researching processes throughout this unit of work. Without these facilities, students are not able to incorporate modern technologies that can be part of everyday life.In order to have a varied, visual and engaging class introduction it is ideal that Interactive whiteboards, projectors and a strong internet connection is readily available. This is essential for class interaction, targeting visual learners and allowing for students to be able to watch the necessary media. Funds:

In order for students to have the best opportunity possible within the classroom, students might need extra help to develop on understandings or vital skills for the unit such as literacy skills. In some cases, funding is required to ensure students have the necessary aids/helpers who work with students to improve these comprehension and literacy skills that are vital for the unit. Parent/Guardian Support:

Support from all parents/legal guardians is vital for putting individual learning plans into place. Parents/guardians who do not agree with classroom practices that assist their children with comprehension and achieving learning goals limit the ability of the teacher to put these practices into place.

As well as this, communication with parents/guardians is vital. Teachers need to be able to know specific behaviors, influences, limitations and learning that occurs at home so they can use as much information about the student to develop learning goals that are appropriate and detailed. Teachers, in order to make the best learning plan possible, must be aware of any other professional information or suggestion. This communication is in the best interest of the student so that his/her needs are being met by all parties e.g. parents, doctors/professionals and parents.

Some limitations with parents/guardians is if they do not or cannot support their learning at home. This can occur if English is not their native language. Limitations can occur when discussions or concepts about Australia can’t be discussed at home and further learning is not possible.

UNIT FOCUS QUESTIONSMajor Question(s)

1. What places, animals and people might we come across travelling around Australia?

2. What environments makeup Australia?3. How might we document our journeys?

Minor Question(s)

Places1. How might we locate and label a map of Australia?2. What landmarks and attractions are significant to Australia

Animals1. What animals might we find on a trip around Australia? Where would we

find them?2. How might we identify these animals? What are Australian animals? How

do they relate to the Australian flag?3. What environments do these animals live in?

Environments1. What are the different characteristics of rural and city environments?2. How do we describe climates?

UNDERSTANDINGS:

- Students are able to name and label Australia with the different states, territories and capitals.

- Students are able to describe the landscape of Australia.- Students can identify the different landmarks in Australia can compare them to those

around the world.- There are many diverse and unique animals which are native to Australia.- There are different characteristics that make Australia’s environment distinctive. - Students can take the knowledge learnt and apply to real life situations.

PREPARATION FOR UNIT OF WORK

Students will be engaged in a range of topics within Australia such as mapping, geography, animals and the environment. Student engagement can be identified within the following activities.

- Student participation in classroom discussions

- Effective use of resources provided.- Student understanding of content- Student further develop their knowledge of topic- Student create and present an attractive and appealing poster for assessment..- Effectively work within a team environment.

This unit involves using a range of resources to maintain engagement, encourage various ways to investigate and communicate ideas. To get students involved and engaged, we have included a broad range of class introductions. These range from brainstorming, teacher demonstrations, Powerpoint presentations, books and class activities. The activities and class interactions cater for group work, demonstration and discussion, to allow for engagement with full student involvement, this variety allows for demonstration and better understanding and comprehension.

PREPARING TO FIND OUT

To identify the student’s prior knowledge an initial brainstorming or concept map is appropriate, questions may include:

- Hands up, if you can name a famous Australian landmark? Where is this?- Why is it important to understand climate and the environment?- What is the difference between a city, suburb and rural environment?- What do you know already about Australian animals?- How can we identify animals? What characteristics stand out?- What animals represent the Australian flag?

COMMON EXPERIENCES

Students are able to gather new information regarding landmark places, the environment and animals through everyday events. The inclusion of news and current affairs regarding sustainability, lifestyle and climate would be appropriate to be introduced within lessons or class discussions. Students are also able to relate to learning within their home environment to introduce responsibilities and ways in which they try to conserve pollution, take care of pets, and engage in conversation regarding landmarks, the Australian flag and holidays. This can also occur within the classroom to reinforce sustainable options in everyday life.

MAKING CONNECTIONS

For students to fully understand the concepts of sustainability, the environment, climate change, animals and pollution it is important to make connections as to how it applies in real life situations. Students will use collaborative discussion and opportunities in the classroom to make meaning and importance to extending their knowledge.

Another opportunity including taking an excursion to Healesville Sanctuary, in which students can prepare questions to ask at the complex. Students have the opportunity to challenge their ideas and perspectives on sustainable choices, how to care for and

identify animals and well known landmarks, through incorporating knowledge in how other countries are or aren’t meeting the challenges of a sustainable future, research a broad range of landmarks and how development has evolved overtime and ask questions within developed excursions. Students are encouraged to use the concepts and understandings learnt within class, such as sustainable use of water, energy, compost and recycling at home and in school, identify how to care for animals appropriately and how transportation is required or used to gain accessibility to a range of places.

RESOURCES

School Resources:

- Whiteboard/ Interactive Whiteboard- Computers- Books- Videos- Internet access- Art Supplies

ASSESSMENT

An ongoing informal/summative assessment will be used throughout the unit of All Around Australia. It is important for teachers to take notes on student participation, anecdotal notes, progress and difficulties throughout the unit of work, to measure the level of understanding, learning and knowledge achieved. This is an ongoing informal assessment and can be used to measure the effectiveness of the activities throughout the unit.

1. Reflection of Excursion2. Poster investigations - Australian Landmarks3. Venn Diagram display comparing and contrasting - Climates4. Poster presentation- Australian animals5. Presentation of Flags.6. Brochure, PowerPoint Presentation Booklet- end of unit task

These modes of assessment will measure knowledge in particular learning areas, although the formal assessment will be measured on the degree of complexity they are able to provide in regards to their knowledge and understanding of the activity.

Final Assessment:

At the end of this unit, students will pick ONE state and then they can create one of the following using the information they have learnt. Students will base their findings and

information on:

- What types of landmarks they might come across (One natural and one man made)

- What types of climate they might experience- What animals they have encountered along the way (any facts they can tell about

the animal)- Students can present their information in the following ways:- Written information in the form of a travel brochure- Presentation on PowerPoint based on their state

Our final assessment, making a travel brochure in the form of a booklet, brochure or PowerPoint presentation caters for differentiated learners. Students are given the choice of how they would like to present. Having this choice of medium gives students the opportunity to present their understandings in a way that best suits the individual.

Differentiation will occur in the following ways:

- Any information they need will be blown up and printed off for those who have difficulty seeing or reading

- students will be able to use laptops to write which allows or them to be touching and moving a lot

- students with severe writing difficulties, they can make notes using an audio function on laptops which will convert voice to text

- Students with hearing difficulties will always sit up the front when auditory learning is occurring. For example the whole class reading

- Students will be able to use fidget toys if they need it to help them calm down if they feel over stimulated

- Students can work with a person if they are researching and they need help reading

Rubrics will be used to aid formal assessment. Please see attached rubric.

Rubric

Creativity Shows a high level of creativity and imagination throughout their research, construction and presentations

Shows a medium level of creativity and imagination throughout their research, construction and presentations

Shows a low level of creativity and imagination throughout their research, construction and presentations

Use & Understanding of the Topic All Around Australia concepts

Demonstrates a thorough amount of knowledge of the topic All around Australia elements and concepts learnt throughout the unit.

Demonstrates a moderate level of knowledge of topic All around Australia elements and concepts learnt throughout the unit.

Demonstrates a low level of knowledge of topic All around Australia and concepts learnt throughout the unit.

Teamwork and Organisational Skills

Works exceptionally well in a team environment with peers and shows effective organisational skills

Works well in a team environment with peers and shows effective organisational skills

Could improve skills of working within a team environment with peers and develop organisational skills

Knowledge and Understanding of the places, animals and the environment.

Student conveys excellent knowledge and understanding of places, animals and the environment.

Student shows good knowledge and understanding of places, animals and the environment.

Student shows limited knowledge and understanding of places, animals and the environment.

Clear and confident presentation and performance skills

Student demonstrates a high level of clear and concise presentation, executing confidence and performance skills such as a clear voice, and well-presented research.

Students demonstrate a medium level of clear and concise presentation executing confidence and performance skills such as a clear voice, and well-presented research.

Students demonstrate a low level of clear and concise presentation executing confidence and performance skills such as a clear voice, and well-presented research.

UNIT EVALUATION AND RECOMMENDATIONS OF THIS UNIT OF WORK

The level of understanding to which the students have attained will be gathered from both formal and informal assessments. From this the teacher is able to identify the

students’ strength and weaknesses in their teaching when comparing understood content.

A recommendation may be to narrow down the learning focus from the broad topic of All Around Australia to something such as the Environment and Australian Wildlife. This is due to the content of All Around Australia can portray an extremely broad radius. It would also make resources and processes a stronger focus for the unit of work.

LESSON PLANS

Week 2 Lesson 1: Mapping Australia

Topic: Mapping Australia

Subject: Integrated Studies

Year level: 3Duration: 90 min - double lesson

Learning Purpose:

This lesson introduces students to mapping skills using reference to places and position on a map. This lesson will be used to acquaint the students with the geography of Australia. The students will be using this lesson to name and label the different parts of Australia including states, territories and capitals. The students will get the opportunity to name and describe – using adjectives, at least 4 different geographic features of Australian landscape.

Focus question for the lesson:

- What are the different states and territories and where are they located on a map?- What are the different capitals in each state and where are they located on a map?- What are some of the geographic features of the Australian landscape?

AusVELS Focus:

Humanities – Geography:

At this level students begin to make comparisons between a variety of places and develop their understanding of the geography of Victoria. They begin to develop an understanding of the interconnected nature of the world. Early in this stage the geospatial skills of students involve the drawing of simple pictorial maps of where they are in space in relation to other phenomena. Students develop increasingly sophisticated map skills enabling them to visualise and describe location and direction using grids and compass

points.

English:

- Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

- Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements(ACELY1685)

- Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

- Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Mathematics:

- Students create and interpret simple grid maps to show position and pathways (ACMMG065)

Thinking Processes:

- With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop skills in collecting and organising ideas from a range of sources to construct knowledge.

Communication:

- Students explore a range of aural, written and visual communication forms such as the Internet, film, texts and music which illustrate a variety of perspectives on a range of topics and ideas

Learning outcomes:

- Students will know the landscape of Australia.- Students will be able to accurately name and label an Australian map.- Students will be able to describe the different features of Australia using a map.

Assessment:

Summative and Formative assessment will be used throughout the entire lesson. Students will be assessed based on their input in class discussions and their willingness to share with peers. Anecdotal notes will be taken to keep as record on student participation and engagement. These notes will also be used to take note on what areas students were lacking the knowledge and content and which areas need further improvement. As formal assessment, student’s maps and short paragraphs will be used to demonstrate their knowledge of topic.

Timing Procedure:

5 minutes

5 minutes

Teacher activities:

Engagement:

Remind students about last week’s lesson where they explored Australia on the world map. Brainstorm some of their findings. Some of their comparisons to other countries etc.Teacher will explain to students that they will be learning about the geography of Australia – specifically they will be looking at how to map Australia and label a map. Teacher will begin PowerPoint on the interactive whiteboard, beginning with a map of Australia without any labels or names. Teacher will get students to share what they already know.

Learner activities:

Brainstorming and sharing some of their findings.Listening. Think pair share what they know about labelling Australia.

30 minutes

35 minutes

Procedural steps:

Proceed with remaining PowerPoint presentation. Discuss how Australia’s split into states and territories and that each state has capital.

On the next PowerPoint students will be presented with the names of the states and territories. The class will go over each of these.

Next students will be completing worksheet based on labelling the map. Refer to Appendix 1. Give students a blank map of Australia cut into different pieces.

Teacher will get students to return back to the floor once given time to complete task. PowerPoint will continue – looking at the capitals of each state or territory. Teacher will

Students observe and listen.

Students will be required to take in the names of the states and territories.

Students will be provided with Australia jigsaw. Students will colour and put the pieces back together again to make Australia. Students will then be required to label this map using the knowledge just learnt through PowerPoint.

Students return to the floor.Students think pair share what capitals they know.

15 minutes

get student to think pair share what they think each capital is. After students are given the chance to guess the capitals, the PowerPoint will show them the correct names.

Teacher will then explain to students that they will be using some of the information gathered last week comparing Australia to other countries, but this time students would be focusing on the geographic features. Using the PowerPoint students will be shown different Australian landscapes.

Again, teacher will get students to complete the remainder of activity. After the worksheet has been completed students will be writing a short paragraph describing the geographic landscape.

Conclusion:

Teacher will get students to come back to the floor and share their maps. Teacher will provide students with the PowerPoint where the accurate mapping and labelling has been completed.Teacher will probe students to reflect on their labelling abilities.

- Was your map labelled correctly?

- Were your initial thoughts on the names of the states and capitals correct?

Students will listen to teacher’s instructions. At the same time they should start to think about some of the content learnt from last week’s lesson. Students will observe the different landscapes presented to them via PowerPoint.

In this part of the activity students will be required to label each of the capitals of each of the states. Students will also be referring back to the brainstorm completed at the beginning of the lesson. Writing a short paragraph about the geographic landscape of Australia.

Students will share their maps. They will compare their maps with the one on the PowerPoint. Students will also share their short paragraphs on the geographic landscape.

Students reflect using the questions provided by teacher – they share their responses while sitting together on the floor.

Teacher’s resources:

PowerPoint presentation of the map of Australia – refer to appendix 1, Mapping worksheet - refer to appendix 2, interactive whiteboard, whiteboard markers, pictures of Australian landscapes – refer to appendix 1.

Catering for inclusion:

In order to cater to Jacks learning abilities it’s important that some aspects of the above activities are altered to best suit his learning needs. The tasks are very visual and hands on which is perfectly suited to Jacks learning style. The jigsaw component is perfectly suited to Jack’s problem solving abilities. The task also has quite a bit of “think, pair, share” involved which means that Jack is able to speak to another peer to better comprehend and explain his thinking without needing to write. At the very end of the lesson students are then required to write a small paragraph describing the geographic landscape – for this particular section I would have Jack using the noun, adjective and verb word walls in the classroom to help him with the correct spelling of words. Instead of having Jack writing up a paragraph, Jack would benefit from creating a mind map of just the words he would use to describe the landscapes.

In order to further Hannah’s knowledge of the content being taught in the classroom she can take her understanding further through research and investigation. Instead of Hannah writing up a short paragraph on the geographic landscape she could instead write a postcard. In this postcard, Hannah could pretend she's writing a postcard to a family member or friend, explaining and describing the state and the geographic landscape that is around her. She could be as creative as she likes and draw different pictures on the postcard to represent the geographic landscape of the state.

To assist Ebony with strategies in the classroom, the teacher will be of assistance at the front of the classroom for support with learning within the Powerpoint activity on the Interactive whiteboard to also help with common misconceptions. Ebony will also benefit from peer partnerships within the task of a quiet noise level. The class will have a traffic light system of the voice thermometer to address the level of noise within the classroom. Ebony and the class will have visual stimuli on the board to assist with a step-by-step progress of what is required to be completed within the task of mapping and locations of Australia.

To assist James with strategies for learning in the classroom he will benefit from a task outline on the whiteboard to take a step-by-step instruction based on what information is required to be researched on the computer and what information to include. James will have a stress ball to squeeze on his desk and use the elastic slinky shoelaces to assist with sensory stimuli through his hands for the floor-based activities. James will have a daily chart monitor on his table to assist with timetabling the day. James will be seated closer towards the Teachers desk to monitor voice levels, limit distractions and keep a calm tone of voice whilst avoiding yelling across the classroom for assistance with prompts and concentration. James will use the voice thermometer chart in the class to recognise appropriate noise level, and a star wall to encourage appropriate behaviour, once the chart has a star for each day of the week James will receive 10 house points. James will be allocated movement breaks within class time with the rest of the class such as a movement and stretch break or Simon says activity.

To aid Caleb with this activity he will be seated on an exercise ball so he has the freedom to move around. This helps him concentrate as he gets very agitated, fidgets

and pays little attention to the task when he is sitting still. Caleb likes jigsaw puzzles and things that are easy to mould or move around. Printing out the map on cardboard allows for him to play around with the way it all fits together Caleb, instead of labelling the map and writing the Capitals will have cut outs of the state capital names and match them together. This will ensure the task is straightforward for him and as he can lose track of his thoughts when he is writing. When Caleb gets up to writing about the landscape Caleb will use a computer and be presented with a lot of visuals so it is clear to him. Caleb will have a checklist so to ensure he knows what he is to complete and the quantity of his work improves.

Christian has many behavioural issues in the class and can get very upset and stressed often with activities where they have the freedom to do cut and paste as well as a lot of whole class work he can get over stimulated and begin to act out. In order to prevent this, he will sit close to the teacher when students work as a class and also have the class teddy to hold if he is feeling low at any point. The teacher must always be firm but fair and avoid from constantly singling him out unless necessary. Recognizing his good behaviour is a really good method of encouraging him to work well and he responds. Christian will be seated next to a hard working student who can help him throughout this activity as he may find aspects of reading or writing difficult.

Students’ resources:

PowerPoint presentation – refer to appendix 1, Mapping worksheet – refer to appendix 2, Colouring pencils, Scissors, Glue, Integrated Studies Workbook, Noun word wall, Adjective word wall, Verb word wall, Last week’s research work.

Extension activities:

These classroom activities could be altered or extended. Students who are able to finish the activity quickly have the opportunity to write more about the geographic landscape of Australia. Students can start looking at the different environments and describe these using nouns and adjectives. Student could also further research one of the states or capitals that they have taken an interest in through the knowledge presented to them. They may decide that they like a particular state based on its geographic landscape. They could simply research the population and a bit of history.

Learning space set-up:

The classroom will not be set up any differently to normal. Around the room the students will be provided with access to noun, adjective and verb word walls. Students will be required to sit on the floor. The worksheets that students will be provided with will be completed at student’s desks. Teacher will ensure that there are enough scissors, glue sticks and colouring pencils. Teacher will also have ICT’s such as computers available for use as they may be needed for earlier finishers.

Self-evaluation:At the end of the lesson students will have a chance to reflect on the lesson and what

they felt they done well. The teacher will also use anecdotal notes to record student’s strengths and weaknesses and what areas could be improved in the future.

Week 3: Rural and City Living

Topic: Rural and City environments


Year level: 3Duration: 45 minute - single lesson

Learning Purpose:

The learning intention of this lesson is to introduce city environments to students. The purpose is to familiarise students with their surroundings and language that is associated with descriptions of these environments. Students will grasp knowledge about what the most important aspects of city living are and what types of features are included major cities around Australia. Students will be required to draw, label and describe using their knowledge about major cities.


- What types of characteristics and features do we find in major Australian cities?

AusVELS Focus:

This unit aims to focus on the humanities domain level three. Students will be covering ideas about features and characteristics of cities. They will look at what makes a natural feature and what makes a manmade feature as well as what kinds.

- Students begin to make some simple comparisons between local and other Victorian environments: natural features, climate, land use and types of human activities.

- Students develop awareness and understanding of the effects of people's interactions with their environment and the ways in which these affect their lives.

Civics and Citizenship:

- Students learn about the different types of groups in the community and their functions; for example, school groups and local volunteer groups such as charitable and environmental organisations.

English/Literacy:

- Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

- Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations

Science:

- Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports

Learning outcomes:

- Have a clear indication of what city is and what rural is- Develop their understanding of what these environments and places look/sound like

and relate them to any places they have seen/been- Increase their vocabulary and discussion skills with relation to the ‘All Around

Australia’ unit of work

Assessment:

Assessing prior knowledge: Students will begin by filling out the following on a paper:

- What does city mean?- What does rural mean?

Assess emerging knowledge: Teacher will roam the classroom and visit each group to ensure all group members participate and comprehend the task

Give assessment knowledge back to the student to inform their knowledge. Students will be given informal feedback on their work and behaviour. Teacher is to make judgements about which students to revisit.

Procedure:

Introduction: 15 minutes

Focus Question:

As a class we will look at what is city? VS what is Rural? We begin with watching a city of Melbourne advertisement and discuss

Learner activities:

Students will be engaged in this introduction through use of imagery in the book, whole

https://www.youtube.com/watch?v=T1RFAujSCJA

- What descriptive words can we use to describe the city?

A reading of ‘When I was Little Like You by Mary Malbunka’

- Then we discuss ‘What is rural? And What does rural look like?

- Discussion of the imagery.

Procedural steps: 20 minutes

Students are organized into groups of 3 or 4, however, for those who find it overwhelming to work in large groups can share with a partner in a group of two.

Students will be shown a rural or city landscape and they have 5 minutes to write if it look either a) Rural or Teacher’s resources: b) city and then they must write as many descriptive words as they can. Teacher might choose to play Audio as well for students that might signify the bush or hustle bustle.

Conclusion: 5 minutes

In order to tie in the lesson, the teacher is to pick some names out of a hat. Students will review the answers they had for each landscape/environment and the class can discuss.

class reading and questioning and relating themes, ideas and places to what we know and experience.

Students should be listening/reading the visual and writing. Students will be developing vocabulary and understanding some differences and similarities between these environments.

Students will be reviewing what they’ve learnt throughout the lesson. Other tasks include listening and questioning.

Teacher’s Resources:

A wide range of picture and information books about each state in Australia, Interactive whiteboard, laptops/computers/Ipads, Cut outs of the states


Caleb will be allowed to use his exercise ball as a seat to aid concentration. He will use a twist and write pen to aid with pencil grip and handwriting. Caleb finds it over stimulating to work with a large group and loses concentration if he isn’t encouraged to have a lot of input. Working in a smaller group will aid this and ensure he is not fidgeting or losing track of the task. Caleb will be allowed to have access to the fidget toys if he feels as though he needs to move and touch objects. In conjunction with this, Caleb will have brain breaks throughout the activity to ensure he comes back to his work focused.

Christian, who has difficulty with reading and writing will be paired with a student who has a higher understanding of literacy concepts. By working in a small group Christian is able to practice his spelling and have a vast amount of input. Christian needs to work with someone he feels comfortable with as he tends to behave poorly if he clashes with his partner. With any questions he is asked in the introduction, the teacher must give him an appropriate amount of time to think and construct an answer. Christian should be seated near the teacher so his behaviour can be monitored and he should not have his back facing the door as it makes him nervous and agitated. During whole class work he should be up the front near the teacher without students who will be distracting him.

To assist Ebony with strategies in the classroom, the teacher will be of assistance at the front of the classroom for support with learning for spelling and grammar and processes to identify cities and the environment. Ebony will also benefit from peer partnerships within the task of a quiet noise level. The class will have a traffic light system of the voice thermometer to address the level of noise within the classroom. Ebony and the class will have visual stimuli on the board to assist with a step-by-step progress of what is required to be completed within the task. Ebony will be able to use this stimulus of questioning on the whiteboard to assist with identifying what the question is asking to label and identifying the cities, and the features as to where the major cities are located on the map. Ebony will write down the answers in her workbook as she is progressing through the activity to assist with memory and retaining knowledge learnt.

To assist James with strategies of learning in the classroom he will benefit from a task outline on the whiteboard to take a step-by-step instruction base. Within instruction for examples used James can be used as a helper for movement for example demonstration of one city and walking to the other corner of the room for another city, this wiil involve James in engagement and movement activities. James will have a stress ball to squeeze on his desk and use the elastic slinky shoelaces to assist with sensory stimuli through his hands for the floor-based activities. James will have a daily chart monitor on his table to assist with timetabling the day. James will be seated closer towards the Teachers desk to monitor voice levels, limit distractions and keep a calm tone of voice whilst the Teacher will be avoiding yelling across the classroom for assistance with prompts and concentration. James will use the voice thermometer chart in the class to recognise appropriate noise level, and a star wall to encourage appropriate behaviour, once the chart has a star for each day of the week James will receive 10 house points. James will be allocated movement breaks within class time with the rest of the class such as a movement and stretch break or Simon says activity.

Although this activity requires very little writing and reading some areas may be difficult for Jack to complete and you as the teacher you may find him slowly withdrawing from the learning experiences. It’s important that while grouping students that Jack is placed in an appropriate group to his learning ability. Since Jack has difficulty with readings it's a good idea that he placed in a group with students who have higher reading ability but not too much higher than himself. If he is placed with students who have much higher reading ability than himself he will see no reason to do any work himself and will start disrupting other students learning. Another good strategies to implement for Jack in this lesson is giving him access to noun word wall and adjective word wall so that he able to refer to these words in order to spell correctly, with the aid of this wall Jack is able to complete classroom tasks with more confidence. This activity is good as Jack will be able to use his problem solving abilities in order to sort which landscapes are rural and which are city.

In order for Hannah to benefit learning from this lesson the teacher may find he/she needs to alter the task to better suit her learning needs. Hannah thrives when she is given a task that requires in depth thinking. Since this task is quite simple and is group work Hannah will probably find that she will complete it fairly quickly and will lack motivation to do well or try. It is best that Hannah is placed with students either at a similar level to herself or at a lower level - placed with either, Hannah will either take charge of lower level group, so not only will she will be assisting other students learning but she will be making the most of her own learning experience. In a group with students at a similar level students will find that the quality of work will be at a higher standard. To make the lesson more in depth, once Hannah has completed describing the different landscapes she could also write a short paragraph on the different landscapes, looking at the similarities and differences comparing the two.

Week 4 Lesson 1 – Australian Landmarks

Topic: Australian Landmarks


Year level: 3Duration: 90 minute - double lesson

Learning Purpose:

During this lesson students will be exploring different landmarks around Australia. As independent researchers, they will have the opportunity to further their understanding of what a landmark is and which landmarks are important in Australia and why they are considered famous landmarks. Through this task students will develop an appreciation for the history, culture, landscape and environment of the Australian land. Students have the opportunity to participate in a diverse range of learning of learning activities that allow them to acknowledge their development and be creative in the way they create and design their poster presentations. With the teachers assistance they further develop

awareness of the importance of landmarks not only in Australia but around the world and the importance these landmarks make to a country and their identity.


- What is a landmark?- What are the famous landmarks in Australia?

AusVELS Focus:

Humanities –Geography

As students work towards the achievement of Level 4 standards in the Humanities, they consider the features and characteristics of their local area and Victoria. They extend their understanding to the geography of their local area and investigate and describe elements of the natural and human environments – such as landmarks. Students develop a vocabulary to describe their observations and investigations.

English


- Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements(ACELY1685)


- Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Thinking Processes

- As students work towards the achievement of Level 4 standards in Thinking Processes, they explore aspects of their natural, constructed and social world, wondering and developing questions about it

- With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop skills in collecting and organising ideas from a range of sources to construct knowledge.

Communication

- Students explore a range of aural, written and visual communication forms such as the Internet, film, texts and music which illustrate a variety of perspectives on a range of topics and ideas.

http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELY1677



http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELT1596

Learning outcomes:

- Students recognise and show an appreciation for Australian landmarks- Students conduct independent research on Australian landmarks.- Students design and create poster presentations.

Assessment:

Summative and Formative assessment will be used throughout the entire lesson. Students will be assessed based on their input in class discussions and their willingness to share with peers. Anecdotal notes will be taken to keep as record on student participation and engagement. These notes will also be used to take note on what areas students were lacking the knowledge and content and which areas need further improvement. As formal assessment, student’s landmark posters will be used to demonstrate their knowledge of topic. Since this is independent research tasks students will be assessed differently based on their ability to research and create a poster. At this stage the teacher should have some of the idea of what standards they expect from their students; therefore the final products will range in standards. Students will also have the opportunity to complete a self-evaluation form which will help the teacher gage an idea of how the students felt about the task and their performance.

Timing Procedure:

10 mins

Teacher activities:

Engagement:The teacher will begin lesson with students sitting on the floor. The teacher will talk about famous things to see and do in Australia. Teacher will prompt a brainstorm by asking students:

- When people visit, what do they make sure they do while they are here?

- What do people do in Australia?

- What are the famous sights?These responses can be based on knowledge or personal experience.

Learner activities:

Students share their responses. These will be written up on interactive whiteboard. Students should also be listening and taking in information. This should get them thinking about landmarks.

30 minutes

Procedural steps:

Present students with Students listen and observe and

40 minutes

“Famous landmarks in Australia”” Powerpoint presentation – refer to appendix 4.Discuss some of the key elements of landmarks.

- Interesting or important place

- Natural or man made

Brainstorm some of the famous landmarks they know of in Australia. Add a few if students aren’t able to think of many.

- Sydney Opera House- Sydney Harbour Bridge- Ayers Rock- The Great Barrier Reef- Bondi Beach- Kakadu- Port Author-

Explain to students they will be creating a poster for one of these landmarks. They will be required to choose a landmark (either from the brainstorming) or a landmark they find online. They need to research this landmark.Discuss with students what elements they need to include in their posters:

- Name?- Location?- Why is the landmark

famous?- How long has it been

around for?- Interesting facts?-

Model a poster to students so that they know the standards that are required of them. Giving key facts and

teacher goes through presentation. Students discuss key elements of landmarks.

Students share landmarks that they know of where that landmark is located. These will be written on the interactive whiteboard.

Students listen to teacher instructions. These instructions will be left on the board for them to refer to back throughout the allocated research time. They will have the opportunity to ask any questions about the task they will be completing. Anything they are not completely sure about.

Students take in what is required and key information and elements that they should be considering when creating their own posters.

information.

Towards and throughout research time students are reminded of how much time they have left in the lesson. Example. When they should be done researching. When they should be starting to create their posters.

Depending on how much work is completed by students they may require a further lesson to finish off posters.

Conclusion:

Get students back to the floor to discuss their posters and share a few facts of what they found about their famous landmark.

Listening to teacher instructions. They will be reminded of how much time they have left and when they should begin their posters.

Share their posters with their peers. They can choose what information about the landmark they have chosen to research.


PowerPoint presentation of famous landmarks – refer to appendix 4, interactive whiteboard, whiteboard markers, pictures of Australian landscapes.


In order to cater to Hannah’s learning ability the task can be altered to better suit her learning needs. Hannah requires activities to be more complex in order to stay engaged throughout the lesson. Since this is an independent research I would expect that Hannah completes the task to high standards therefore may or may not need the task altered. The lesson is very dependent on student input and effort. In order for the lesson to be further beneficial for Hannah, she is able to complete a landmark comparison. In this task she will have an opportunity to further explore a landmark from around the world such as England, America, Italy, France etc. She will then be required to compare it to her Australian landmark. She can demonstrate her understanding of the similarities and differences between the two different landmarks. This can be done as a short powerpoint presentation or simply creating a second poster – seen as though Hannah is quite creative it will be up to her how she would like to present her work.

In order to assist Jack’s learning during this lesson, it is best that the research component in done in pairs. Jack would be better suited to work with another student as he will struggle to find the information necessary on his own. If it is not possible to

partner Jack with another student it is best that Jack is provided with audio files with information that Jack can listen to oppose read. Through the use of audio files Jack is able to complete the set tasks to the best of his ability without being discouraged through the lack of not being able to read competently. Jack is also encouraged to use as many visual aids as possible when creating and designing his poster. This may ultimately mean that Jack will have more pictures on his poster and less content than most students.

To assist Ebony with strategies in the classroom, the teacher will be of assistance at the front of the classroom for support with learning Australian Landmarks. As this task is individually based Ebony will also benefit from low noise level. The class will have a traffic light system of the voice thermometer to address the level of noise within the classroom. Ebony and the class will have visual stimuli on the board to assist with a step-by-step progress of what is required to be completed within the task of what is necessary to include into the famous Australian landmarks poster presentation.

To assist James with strategies for learning in the classroom he will benefit from a task outline on the whiteboard to take a step-by-step instruction base of what is required to be included within research based learning of famous Australian landmarks. James will have a stress ball to squeeze on his desk and use the elastic slinky shoelaces to assist with sensory stimuli through his hands for the floor-based activities. James will have a daily chart monitor on his table to assist with timetabling the day. James will be seated closer towards the Teachers desk to monitor voice levels, limit distractions and keep a calm tone of voice whilst the Teacher will avoid yelling across the classroom. James will use the voice thermometer chart in the class to recognise appropriate noise level, and a star wall to encourage appropriate behaviour, once the chart has a star for each day of the week James will receive 10 house points. James will be allocated movement breaks within class time to break up the activity from extended sitting.

Caleb for this activity will need assistance with writing and researching on the laptop. He will use a voice to text feature to help him get his thoughts down as he can lose track of his thoughts when he thinks about them and tried to convert them onto paper. Caleb will need a checklist of clear concise instructions that will help him keep on track and the teacher is to give Caleb an achievable point that he is supposed to reach at different times of the class.

Christian is to ensure he is working appropriately on any technology he uses. He can often get excited and distracted with his work. The teacher is to have a discussion about this with him prior to any technology use and ensure a plan is in place (e.g. after 2 warnings no laptop). As he struggles with English, the teacher is to prepare a handout of information that is blown up and easy to read so he can also use this to find information on his poster. Instructions on what to do in this class should be short, clear and concise so Christian can understand the steps clearly. Christian can have access to the class teddy bear and have brain breaks if he feels sad/upset/over stimulated.

Students Resources:

PowerPoint presentation – refer to appendix 4, Internet access, Computers, Laptops, iPads, XO machines, poster paper, coloured paper, Colouring pencils, Textas, Scissors, Glue,


Since this lesson is more of an independent research there isn’t too much that can be done to further extend what is already expected of them. The standard of work they will be accepted from the different learning abilities will vary. Students who do finish earlier obviously have not put in 100% effort in their work has this task shouldn’t be rushed and should be completed to the best of their abilities. However, if there are students who are finished and the standard of work is acceptable they can participate in a writing activity. In this writing activity students will be required to write a letter to a family member or pen pal, where they will be explaining which landmark they would like to visit and why they would like to visit that particular landmark.


The classroom will not be set up any differently to normal. Students will be required to sit on the floor when teacher is going through the instructions and what they’re required to do. Teacher will ensure that there are not enough scissors, glue sticks and colouring pencils. Teacher will also have ICT’s such as computers available for use as students will need these in order to research their famous landmarks. Students will not be required to be in the classroom for the entire lesson as they will be free to use the allocated learning space also. This is a very independent task where students will be completing their own posters; however have the opportunities to research with a partner.

Self-evaluation:

At the end of the lesson students will have a chance to reflect on the lesson and what they felt they done well. Seen as though these posters will be used as a form of summative assessment they will be given a self-evaluation form – refer to appendix 6 - that they will be given time to complete either at the end of the lesson depending on how much work has been completed by students or end of the week. The teacher will also use anecdotal notes to record student’s strengths and weaknesses and what areas could be improved in the future.

Week 5: Climate

Topic: ClimateSubject: Integrated studies

Year level: 3Duration: 45 minute single lesson

Learning Purpose:

The purpose of this lesson is to give students the opportunity to further familiarise themselves with climate and apply their knowledge in order to compare and contrast different climates. In this lesson, students will have an introduction on what climate is and how it differs from weather. Students will work towards understanding the differences and similarities of various climates found in Australia and develop an awareness of the effect climate can have on our daily lives.

Focus questions for the lesson:

- What is climate?- How are the different climates similar/different?

AusVELS Focus:

This unit aims to focus on the humanities domain level three. Students will be covering ideas about the climates we experience in Australia and how they differ

- Students begin to make some simple comparisons between local and other Victorian environments: natural features, climate, land use and types of human activities.

- Students develop awareness and understanding of the effects of people's interactions with their environment and the ways in which these affect their lives.

Civics and Citizenship:

- Students learn about the different types of groups in the community and their functions; for example, school groups and local volunteer groups such as charitable and environmental organisations.

English/Literacy:

- Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

- Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations

Science:

- Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports

Learning outcomes:

- By the end of the lesson, students should be competent in knowing the different types of climates and understanding the type of weather experienced in these climates.

Assessment:

Assessing prior knowledge: Teacher will ask students what they already know and have students share and discuss their ideas to understand how much of the content each student know

Assess emerging knowledge: Teacher will roam the classroom and visit each group to ensure all group members participate and comprehend the task

Give assessment knowledge back to the student to inform their knowledge: Students will be given informal feedback on their work and behaviour. Teacher is to make judgements about which students to revisit.

Procedure

Introduction: 10 minutes

Class to go through a PowerPoint presentation to introduce different climates and weather features. (See Appendix 5)

They will look at and discuss-What is climate and how is it different to weather?-What are the different types of climates?

Review what a Venn Diagram is and how we use it. Students might say one similarity between climates and one difference.

Procedural steps: 30 minutes

Part A: Students are to mix and match the description of the climate to the climate name (Refer to Appendix). Students will cut out the jumbled descriptions and the names and stick them in correct order.Part B: Students are to pick two climates and to create their own Venn diagram to state any similarities or differences they might face in different climates. (Students who need assistance whiting etc. may use a laptop to write their similarities/differences and then cut out and stick onto venn diagram)Part C EXTENSION: students are to then draw what one climate might look like. Students can use labels etc. to make their work more detailed

Learner activities:

Students will be engaged through a powerpoint presentation. They will also be involved in a whole class discussion about climates and respond to teacher prompts.

Students should be researching and working with other students in the class who have the same state or territory if they need help (Teacher should arrange the class to they are sitting next to students doing the same state/territory). They should be highlighting important information about landmarks and features of the states.

Conclusion: 5 minutes

In order to tie in the lesson, the teacher is to pick some names out of a hat. Students picked must share any important information they have learnt throughout the lesson.

Students will be reviewing what they’ve learnt throughout the lesson. Other tasks include listening and questioning.

Teacher’s Resources:Mix and match information about climates, Interactive whiteboard, laptops/computers/Ipads,


To aid Christian, information on each climate will be blown up and printed off so it is easier to read and the information is readily available for him. He will be seated in a position where he feels safe and will not be distracted. The teacher is to always be readily available to assist and may have a group on the floor who need assistance reading information and matching up/comprehending information about climates. Alternatively, he can work with a person researching the climate if they need help reading. He will have access to fidget toys and the class teddy bear if he gets stressed or overstimulated.

Caleb will be able to use a laptop to write which allows him to be touching and moving a lot. He will also be able to sit on an exercise ball so he can freely bounce around and rock back and forth as he concentrates better as well as have access to fidget toys. He will have an instructions checklist and have access to the teachers help on a group on the floor if he needs. The teacher will give Caleb certain points that he needs to be at and check throughout the class that he has met his deadlines. Half way through the class, Caleb will be allowed to have a brain break and have a walk around/step outside or get a drink so he gives his brain a chance to relax and come back to working refreshed.

To assist Ebony with strategies in the classroom, the teacher will be of assistance at the front of the classroom for support if necessary within the task of the Australian climate. Ebony will also benefit from peer partnerships within the task for reading and comprehending the process to discovery of the Australian climate within a quiet noise level. The class will have a traffic light system of the voice thermometer to address the level of noise within the classroom. Key words will be labelled on the whiteboard as discussed collaboratively to refer back to within the task..

To assist James with strategies for learning in the classroom he will benefit from keywords within Australian climate as discussed throughout the lesson to be labelled on the whiteboard. James will have a stress ball to squeeze on his desk and use the elastic slinky shoelaces to assist with sensory stimuli through his hands for the floor-based activities. James will have a daily chart monitor on his table to assist with

timetabling the day. James will use the voice thermometer chart in the class to recognise appropriate noise level, and a star wall to encourage appropriate behaviour, once the chart has a star for each day of the week James will receive 10 house points. James and the class will be allocated movement breaks of exercise for 2 minutes to assist with fidgeting.

The reading and writing component make this task difficult for Jack to complete on his own. Jack will benefit working in pairs as his partner will be able to help him read the different names and climates. Jack enjoys problem solving meaning he will thoroughly enjoy sorting and working out the different climates. If Jack is not able to work with another student in this task he may also find it helpful to use a computer or laptop where the reading and spelling won’t be too much of an issue for him. Jack is also able to create and complete a Venn diagram on the computer but may prefer the hands on experience.

In order to keep Hannah engaged throughout the lesson the teacher will find that the task may need to be extended to further her knowledge and understanding. Hannah will complete the Venn diagram much faster than most of the students in her classroom and might find herself becoming bored if she is just simply required to complete more than one. Therefore once she has completed one Venn diagram is beneficial that Hannah is able to go on and further research one of the climates that interests her. This could be a climate that was either discussed in the lesson or one that she knows of that she has been previously exposed too. Hannah can present this information in a simple concept map with words and illustrations.

Week 6: Australian Animals

Topic: Australian Animals

Subject: Integrated studies

Year level: 3Duration: 90 min (double lesson)

Learning Purpose:

Students will investigate and explore a range of Australian animals, looking at home friendly animals including pets, and dangerous animals. Students will gain knowledge through an interactive experience of learning about the relationship between animals, and Australia. Students will gain understanding of the concept between pets, dangerous animals and native animals.

This lesson is produced to further educate students of a range of animals found in Australia as this is important to learn for an expansion of knowledge and visual value for preparation towards the unit of work, and follow on topics in later education.

Key knowledge:

1. To identify a variety of Australian animals.2. Understand concepts of habitats and the environment.3. Broaden knowledge of Australian animals, and their environment.

Learning and teaching strategies are being used for this class at this time:

1. Students will work individually, in partnership with fellow students, and respect the role of the parents, teachers and educators.

2. Students will use computers for research.

AusVELS Focus:

Science UnderstandingBiological sciences

- Living things can be grouped on the basis ofobservable features and can be distinguished from non-living things (ACSSU044)

EnglishLiteracy


- Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Literature


Communication

- Students explore a range of aural, written and visual communication forms such as the Internet, film, texts and music which illustrate a variety of perspectives on a range of topics and ideas. They learn how to identify the main message, develop their own interpretation, and provide evidence to support it. They explore reasons for other interpretations not being the same as theirs and learn to respect the right of others to express opinions.

Information and Communication

- Working in all areas of the curriculum, students explore a range of ICT tools (for example, basic editing tools such as word processing) and simple techniques for

http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELT1596



http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACSSU044

visualising thinking. They also use simple graphic organisers such as concept maps and sequence charts to provide a framework for visualising thinking

Learning outcomes:

- Students will be able to identify Australian animals, and what animals are representative of Australia.

- Students will develop confidence in collaborative communication of the differences between Australian Pets and dangerous animals.

- Students will demonstrate understanding of Australian animals through presentation of an Australian animal of choice.

Assessment:

Students will be assessed for prior knowledge through classroom interaction and discussion. Students will display their emerging knowledge and learning through answering key questions set out by the Teacher. Students will be assessed through presentation of completed poster to the class and formally marked.

Timing Procedure:

5 Min

10 Min

50 Min

Introduction

Students will sing an Australian themed song of Home among the gumtrees found on Youtube

Discussion

Students will sit on the floor to collaboratively discuss characteristics of Australian pets ,and dangerous animals to gain information of prior knowledge.

As student sit at their desk and load up their computer the Teacher is to then write instructions on the Whiteboard with what questions the students are required to answer for their poster.

Students will then use the computers to research an Australian animal of choice, students will identify their habitat, where they live, what they do and how they survive.Students will gain as much information as possible on a rough draft.

Students will then type up their results with

Sitting on the floor sing to the song

Collaborative discussion on the floor.

Students get out their scrapbook, pencils and computer.

Students will work through the questions as outlined.

5Min each student

appropriate pictures, then decorate a poster for assessment.

Conclusion:

Students will present their poster to the class and engage in answering questions from students or positive feedback..

Students will sit quietly on the floor with attention to the presenter.


Whiteboard/Marker, Computer, Youtube music for introduction, Poster paper

Students’ Resources:

Computer; Scrap Book. Pencil

Catering for inclusion

To assist Ebony with strategies in the classroom, the teacher will be of assistance at the front of the classroom for support with comprehension of key words and how to use ICT for investigation. Ebony will also benefit from peer partnerships within the task of a quiet noise level. The class will have a traffic light system of the voice thermometer to address the level of noise within the classroom. Ebony and the class will have visual stimuli on the board and around the room for ideas and to assist with a step-by-step progress of what is required to be completed within the task of exploring Australian animals and presentation of a Poster to represent the finding on an Australian animal of choice.

To assist James with strategies for learning in the classroom he will benefit from a task outline on the whiteboard and jot down the key points and characteristics of the research produced within the class activity as students convey their results. James will have a stress ball to squeeze on his desk and use the elastic slinky shoelaces to assist with sensory stimuli through his hands for the floor-based activities. James will have a daily chart monitor on his table to assist with timetabling the day. James will be seated closer towards the Teachers desk to monitor voice levels, limit distractions and keep a calm tone of voice whilst the Teacher will avoid yelling in the classroom. James will use the voice thermometer chart in the class to recognise appropriate noise level, and a star wall to encourage appropriate behaviour, once the chart has a star for each day of the week James will receive 10 house points or a sticker of choice. James will be allocated movement breaks within class time with the rest of the class such as a movement and stretch break or Simon says activity.

Christian will be able to work with a partner for this activity to aid him with reading. The teacher can print off a fact sheet that is easy to comprehend to aid him and other students who are having trouble researching or reading all their information. As well as

following the class behavioural management plan, Christian will have his own as he can sometimes get rowdy, two warnings and then he is separated, after this he is not allowed to work on the laptop. Instructions will be written on the board in clear language that he will understand and he will have his own copy to go by (Same as Caleb’s). Christian can work with a partner to assist him with reading on the laptop and comprehending information. Towards the end of the class, if Christian is struggling he can join the teacher support group with any students who are having difficulty so he is not singled out and he is getting extra support.

Caleb will have full access to the fidget toys and be able to sit on his exercise ball. He really enjoys using technology and can jot down his ideas using voice to text features. Caleb will be able to bring fidget toys to the mat to help him calm down while the whole class is singing (this can be over stimulating for him). Caleb will have access to a list of instructions for himself so he can follow on with the activities and ensure he is finishing work. Caleb will have access to a twist n’ write pen so he can learn proper pencil grip and improve his writing. Caleb will have brain breaks to allow him appropriate time to move, think and refresh his mind.

During this task the teacher may find Jack withdrawing from the lesson as he will find reading information on the computer difficult to comprehend and decode. Jack will need to be provided with access to audio files where he able to hear the information opposed to reading it himself. While Jack is listening to information he can then record his information onto a word document. Once this information has been collected he is then able to print out the document and cut and paste the information onto a poster.

Since this is an independent research task Hannah will find herself being able to take control of her research and the quality information she finds. This lesson allows Hannah to be engaged and creative as she wishes - perfectly suited to her learning abilities. Hannah will benefit from having more complex questions that require further research. Hannah could also benefit from creating her own questions that she would like to find out more about. Other questions could include: History of the animal? Where else in the world could this animal be found? Is this animal endangered, if so why?


Students have the choice as to write up a speech for their poster presentation otherwise students are able to sit quietly in the side of the classroom to


The students will be of an open floor area with tables surrounding the outside of the classroom to allow for interactive attention towards the front of the room.

Week 7- Native Animals and the Australian Flag

Topic: Native animals and the Australian Flag

Subject: Integrated studies

Year level: 3Duration: 90 min (double lesson)

Learning Purpose:

Students will investigate and research the meaning behind the Australian flag. Students will gain knowledge through an interactive experience of learning about the relationship between animals, and Australia. Students will gain understanding of native animals.This lesson is produced to further educate students on Australia, as this is important to learn about history and the place we live, this will allow students to understand the background of Australia to allow knowledge to broaden for future topics in later education.

Key knowledge:

- to identify native animals of Australia.- understand the concept of the Australian flag and representative animals.- broaden knowledge of Australian animals, and their environment.

Learning and teaching strategies are being used for this class at this time:

- Students will work individually, in partnership with fellow students, and respect the role of the parents, teachers and educators.

- Students will use computers for research.- Students will explore a range of ways to present an creative investigative piece.

AusVELS Focus:

Science UnderstandingBiological sciences

- Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Civics and Citizenship

- They explore symbols and celebrations of Australia’s and Victoria’s past and present; for example, the Australian national flag, the ATSI flags, the Victorian flag, coats of arms, floral emblems, colours, flower, animal and bird emblems, the national anthem, Australia Day and the Queen’s Birthday.

http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACSSU044

EnglishLiteracy


- Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Design Creativity and Technology

- Students develop skills in the use of a variety of simple production techniques, such as cutting, using materials such as paper, cardboard and fabrics. They learn to use tools and equipment safely and hygienically, and with some accuracy.

Information and Communication Technology

- Working in all areas of the curriculum, students explore a range of ICT tools (for example, basic editing tools such as word processing) and simple techniques for visualising thinking. They also use simple graphic organisers such as concept maps and sequence charts to provide a framework for visualising thinking.

Learning outcomes:

- Students will be able to identify native Australian animals.- Students will confidently use ICT for research activities.- Students will use a creative technique to presenting findings.- Students will work collaboratively with others.

Assessment:

Students will be assessed for prior knowledge through classroom interaction and discussion. Students will display their emerging knowledge and learning through answering key questions set out by the Teacher. Students will have both a formative and summative assessment through presentation of completed poster to the class and formally marked.

Timing Procedure:

2 min Students will begin by sitting on the floor and The Teacher will have



5 min

3 min instruction

20 min task

8 min

20 min

2 min

will sing Waltzing Matilda.

Students will continue sitting on the floor reflecting on prior knowledge from investigation of Australian animals.

The Teacher will then explain the next task for students to research native animals on the computer and discover why they are represented on the Australian flag. Students will be working in pairs to complete this task.

Students will remain seated with partner to answer questions and reflect on their findings within the classroom.

Students will then work individually and handed 2 blank pieces of paper. Students will firstly draw the Australian flag, then students will create their own flag with representation to what they believe represents themselves.

Conclusion:

Students will complete a tour around the classroom to observe other student’s ideas, positive or encouraging feedback is allowed throughout the tour.

opened up Youtube on the computer with the song Waltzing Matilda.

Students will sit on the floor with eyes up towards to whiteboard and teacher.

The Teacher will write down student response on the whiteboard to allow for visual engagement.

Students will remain quiet whilst others are speaking and reflecting, students will be turn taking their ideas.

Students will hand in their completed flags for display around the classroom once a walk around tour has been completed!


Whiteboard/Marker, Youtube, Computer, Paper

Student’s Resources:

Computers, Pencils, Textas


To assist Ebony with strategies in the classroom, the teacher will hand out words to the introduction song. Ebony will also be able to communicate with other peers to

comprehend the task at hand. The class will have a traffic light system of the voice thermometer to address the level of noise within the classroom. Ebony and the class will have visual stimuli on the board to assist with a step-by-step progress of what is required to be completed within the task of investigation of Native Animals and the Australian flag.

To assist James with strategies for learning in the classroom he will benefit from a task outline on the whiteboard to convey number labelling instructions. James will have a stress ball to squeeze on his desk and use the elastic slinky shoelaces to assist with sensory stimuli through his hands for the floor-based activities. James will have a daily chart monitor on his table. James will be seated closer towards the Teachers desk to monitor voice levels, limit distractions and keep a calm tone of voice for assistance with prompts and concentration. James will use the voice thermometer chart in the class to recognise appropriate noise level, and a star wall to encourage appropriate behaviour, once the chart has a star for each day of the week James will receive 10 house points. James will be allocated movement breaks within class time with the rest of the class for an instructional stretch break.

Christian will be given ample time and prompting in discussion time because being an EAL student, he may have trouble relating concepts and ideas as well as wording them. As his literacy skills are low, the teacher should place him with someone who has a solid understanding and high literacy skills. He will be seated in an appropriate position next to the teacher but not with his back to the door so he doesn’t get jumpy. He will have full access to fidget toys and the ‘buddy’ teddy bear to improve his behaviour and attitude. The teacher should always ensure he is included and never single him out. A calm voice should always be used so he is not shaken up in any way.

Caleb may needs some assistance from a partner during this task. There is a lot of information to take in and a few tasks to complete so a full layout of the lesson will be given to him so he can follow on with tasks, check it off when he completes and activity and know what he is to do next. Caleb will have access to fidget toys and his exercise ball to assist with this. Caleb will be given some images/information so he is not overwhelmed with researching. He will be able to concentrate on the most important information and images that he is supposed to include in his work this way.

While students are partnered up during this lesson it's important that Jack is partnered up with a student that is at a higher reading and comprehension abilities than himself. This strategy will help Jack with his understanding of the text and information. This lesson will also benefit Jack as it will allow him to use 3D construction in creating his own flag that best represents himself. The teacher should provide Jack with as many images as possible, the less the text the better as he will continue to struggle with the decoding of written texts and words.

In order to make the task more complex for Hannah, once her flag representation has been completed she will be given the opportunity to write up a short explanation on what her representation is and what it means. This explanation will be a good way of Hannah expressing her knowledge through written form and giving further detail on why she chose the specific animal/animals she did, when creating and designing a flag. Both

these pieces of work - flag and explanation can be used to assess Hannah's understanding of content and unit.


Once students have completed their findings an extension activity will involve students using the computer to listen to Australian songs.


Student’s desks will remain in an open feel with the seating area in the middle of the classroom floor and the tables around the outside to allow for visual engagement towards the front of the classroom.

APPENDICES

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Self- Assessment Rubric

Name: Unit of work:

Complete the following statement rating your performance on a scale from 3-0.

3 – very happy with my performance2 – happy with my performance.1 – could have improved in some areas0 – didn’t work very hard in this area

During this unit of work:

1. I followed instructions and listened to my teacher.

2. I understood what was expected of me.

3. I used ICT resources appropriately to investigate and research famous landmarks

4. My design was my own ideas and I did not copy

5. I collected enough information in order to create my poster presentation.

6. I produced and created my own poster by myself without any help.

7. I used stationary materials correctly.

8. I have further gained knowledge on famous landmarks around Australia.

9. I used time wisely – completed project

10. I analysed and evaluated my work thoroughly

Total score: / 30 Comments:

REFERENCE LIST

Arthur-Kelly. M., Foreman, P.,(2014) Inclusion in Action, Cengage Learning Australia, Melbourne, Australia

Australian Victorian Learning Standards, AUSVELS (2013) The Australian Curriculum in Victoria, Retrieved from http://ausvels.vcaa.vic.edu.au

Davidson Institute for Talent Development. (2015). Tips for Teachers: Successful strategies for teaching gifted learners. Retrieved from http://www.davidsongifted.org/db/Articles_id_10075.aspx

Davis Dyslexia Association International. (2015). A Dyslexic Child in the Classroom. Retrieved from http://www.dyslexia.com/library/classroom.htm

First Signs (2014) Other Developmental and Behavioural Disorders, Retrieved from http://www.firstsigns.org/delays_disorders/other_disorders.htm

Lang-Gould, S., Supporting Students Exposed to Domestic Violence- A Guide for Teachers, retrieved from http://www.bcsth.ca/sites/default/files/Supporting%20Students%20Exposed%20to%20Domestic%20Violence.pdf

Learning RX. (2015). Dyslexia Symptoms Poor Behaviour. Retrieved from http://www.learningrx.com/dyslexia-symptoms-poor-behavior-faq.htm

NSW Government. (2015). Characteristics of Gifted and Talented Children. Retrieved from http://www.schools.nsw.edu.au/learning/k-6assessments/oc_character.php

Organization for Autism Research (2010) Steps to Success for Asperger’s Syndrome, Retrieved from http://www.researchautism.org/educators/aspergersteps/index.asp

Sage Pub. (2015). Differentiated Instruction for Students with Learning Disabilities. Retrieved from http://www.sagepub.com/upm-data/6797_bender_ch_1.pdf

SPELD Inc. (2015). Dyslexia Friendly Schools: Improving Outcomes for Dyslexic Students in Schools. Retrieved from http://www.speld-sa.org.au/index.php? option=com_content&task=view&id=142&Itemid=230

Teacher First. (2015). Meeting the Need of Gifted Students in the Regular Classroom. Retrieved from http://www.teachersfirst.com/gifted_strategies.cfm

Teaching Tolerance. (2015). Differentiated Instruction. Retrieved from http://www.tolerance.org/differentiated-instruction.

The Music Specialist (2015) The Music Specialist, Retrieved from http://www.musicspecialistspeaks.com

Tucker, C. (2011). Differentiated Instruction: What Is It? Why Is It Important? How Can Technology help?. Retrieved from http://catlintucker.com/2011/01/differentiated-instruction-what-is-it-why-is-it-important-how-can-technology-help/

http://catlintucker.com/2011/01/differentiated-instruction-what-is-it-why-is-it-important-how-can-technology-help/

http://catlintucker.com/2011/01/differentiated-instruction-what-is-it-why-is-it-important-how-can-technology-help/

http://www.musicspecialistspeaks.com/

http://www.tolerance.org/differentiated-instruction

http://www.teachersfirst.com/gifted_strategies.cfm

http://www.speld-sa.org.au/index.php?option=com_content&task=view&id=142&Itemid=230

http://www.speld-sa.org.au/index.php?option=com_content&task=view&id=142&Itemid=230

http://www.sagepub.com/upm-data/6797_bender_ch_1.pdf

http://www.researchautism.org/educators/aspergersteps/index.asp

http://www.schools.nsw.edu.au/learning/k-6assessments/oc_character.php

http://www.learningrx.com/dyslexia-symptoms-poor-behavior-faq.htm

http://www.bcsth.ca/sites/default/files/Supporting%20Students%20Exposed%20to%20Domestic%20Violence.pdf

http://www.bcsth.ca/sites/default/files/Supporting%20Students%20Exposed%20to%20Domestic%20Violence.pdf

http://www.dyslexia.com/library/classroom.htm

http://www.davidsongifted.org/db/Articles_id_10075.aspx

http://www.google.com/url?q=http%3A%2F%2Fausvels.vcaa.vic.edu.au%2F&sa=D&sntz=1&usg=AFQjCNGv6Ky76P8ThfhgBAQVWlkubSQ4pg

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