FLOWCHART
YEAR 4 – Bound for Botany Bay
Key issues to address:
1. Accommodate
the abilities of gifted and talented students.
2. Provide
overseas students and Australian-born locals understanding of why people
migrate to Australia via Australian History and encourage multi-ethnicity
friendship groups.
3. Focus on
literacy and numeracy.
4. Encourage
students to engage with community heritage and preservation activities.
5. Promote use of
technology and school resources.
General Capabilities:
Literacy
Critical and
creative thinking
Numeracy
http://www.richardkant.pianotuition.com/Information
Communication and Technology priorities (ICT)
ersonal
and social capability
ntercultural
Understanding
ross-curriculum Priorities:
Sustainability
Aboriginal and Torres Strait Islander
Histories and Cultures
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HISTORY
ACARA Content Codes
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MATHEMATICS
ACARA Content Codes
|
ENGLISH
ACARA Content Codes
|
CIVICS AND CITIZENSHIP
Victorian Curriculum
|
THE ARTS (MUSIC)
Victorian Curriculum
|
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ACHHK079
ACHHSO87
ACHHSO83
ACHHS216
CHHSO85
ACHHSO86
(Appendix
A)
|
ACMMG290
ACMSPO95
ACMMGO86
(Appendix B)
|
ACELY1688
ACELY1689
ACELY1697
ACELY1607
Appendix
C)
|
Community
Engagement
(Appendix
D)
|
Exploring
and Responding
(Appendix
E)
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LEARNING ACTIVITIES
1.
Listen to recording of “Bound for Botany Bay” and link to Australian History
(Gardner – Musical/ Bloom’s– Evaluating).
2. Using a map scale to estimate the
length of the journey from London to Botany Bay (Gardener –
Mathematical/Bloom’s– Evaluating).
3. Compare the time it took the
First Fleet to arrive at Port Jackson with the time it takes to fly from
London to Australia (Gardener – Mathematical/Bloom – Evaluating) .
4. Investigate and tell story of one
of the First Fleeters (Gardner – Verbal/Bloom Applying).
5. Search for data on the First
Fleet convicts (using technology and school resources)
6. Re-writing about a convict in
first person and present tense in the form a journal (Gardner –
Intrapersonal/Bloom – Knowing).
7. Construct and hold a trial with a
judge, prosecutor, and defence lawyer (Bloom – Applying/Evaluating)
8. Students to express and dramatize
what they are thinking and feeling based scenario of being illiterate, found
guilty and sentenced to transportation to Botany Bay.
9. Investigate life in England
around the late 18th Century – students to use this information to
write their own description of life in England from a convicts perspective
and create own story from the information (Bloom – Understanding /Applying
and Creating).
10. Go to local beach and on the
beach, map out length and width of one of the transport ships (Gardener –
Mathematical).
11. Journal entries and reading of
personal accounts of First Fleeters (Bloom – Evaluating)
12. Comparing journeys of convicts
with other young Australians who have sailed solo around the world
(Enrichment activity for gifted and talented students).
13.
Think-pair-share strategy to discuss First Fleet provisions (Bloom –
Understanding).
14. Viewing of paintings (Bloom –
Analysing).
15. Investigate crime and punishment
(using technology and school resources).
16. News report on First Fleet
departure (Bloom – Applying/Creating)
18. Create a pie graph (Gardner –
Mathematical)
19. Research Botany Bay and Rocky
Beach heritage (use technology and school resources)
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LESSON
ONE: Morning Session (9am-11:30am)
Learning
Areas: The Arts (Music) – History – English - Mathematics
General
Capabilities: Literacy – Critical and creative thinking – Numeracy - ICT
Resources Individual/ Group Activities
Broad
Objectives
|
Lesson
Objectives
|
Key
Learning Opportunities
|
Evaluation/Assessment
|
History
ACHHKO79
(ACARA, 2012)
(Appendix A)
Music
Exploring and Responding
(AusVELS, 2012)
(Appendix E)
Mathematics
ACMMG290
ACMMGO86
ACARA, 2012)
(Appendix B)
English
ACELY1607
ACELY1689
(ACARA, 2012)
(Appendix C)
|
By the end of lesson one, students will be
able to:
1. Recognise by ear (aural skills)
some of the traditional songs that have come from the convict era.
2. Compare the time it took the
First Fleet to arrive at Port Jackson with the time it takes to fly from
London to Australia today.
3. Re-write information about a
convict in the first person and the present tense.
4. Investigate what life was like in
England around the late 18th century and craft their story from
the information.
5. Convert from imperial
measurements of the First Fleet ship to metric measurements and map out the
length and width at the local beach.
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Focus Questions:
1. What was the
‘First Fleet’?
2. What was its
importance in the history of Australia?
3. Who were the
people of the first fleet?
4. What happened to
them?
1. Listen to convict song ‘Bound for Botany Bay’.
2. Track the journey of the First Fleet. Ask
students to estimate the length of the journey.
Individual Activity:
How long does it take to fly from London to Australia and compare the time it
took the First Fleet.
3. Students to take on the identity of one
of the First Fleeters.
Individual Activity:
Journal entry - rewrite the information about their convict in the first
person and the present tense.
Group Activities:
1. Construct and
hold a trial with a judge, a prosecutor and defence lawyer.
2. Students to
imagine that they have been found guilty and sentenced to transportation to
Botany Bay. Students are to express and dramatize what they are thinking.
Students are to write their thoughts on thought bubbles and place on the
classroom noticeboard.
5. Share the 1:24 scale model of
HMS Supply ship.
Individual Activity:
Students to complete worksheet on converting imperial
measurements of the ships to metric measurements using iPad application.
4. Read document on
conditions in England around the late 18th century.
Individual: Students write
their own description of conditions in England from their convict’s
perspective. Students to write own story.
|
Formative Assessment
Questioning and
taking note of student responses after listening to convict song.
1. Who is singing
this song?
2. Why are they
singing it?
3. Why are they
singing ‘farewell to Old England
forever’?
4. Where are they
going? Why?
Discussion to check student learning and
understanding.
Teacher to move students in and out of
groups in group activities based on instructional needs.
Summative Assessment
1. Answer to time
taken to fly from London to Australia compared to the time it took the First
Fleet to arrive at Port Jackson.
2. Journal entry:
rewriting
the information about their convict in the first person and the present
tense.
3. Story: life in England from their
convict’s perspective. For more able
students: students might like to take on the persona of Captain Arthur
Phillip or one of the accompanying marines.
4. Worksheet: Converting imperial
measurements to metric measurements.
5. Homework: Journal entry on life on board
one of the ships
OR
For
more able students:
comparing the journeys of convict’s with those of other young Australians who
have sailed solo around the world.
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LESSON
TWO: Morning Session (9am-11:30am)
Learning
Areas: History – English -Mathematics
General
Capabilities: Literacy – Critical and creative thinking – Numeracy - ICT
Cross Curriculum
Priorities: Sustainability
Resources Individual/Group Activities
Broad
Objectives
|
Lesson
Objectives
|
Key
Learning Opportunities
|
Evaluation/Assessment
|
English
ACELY1688.
ACELY1689
ACELY1697
(ACARA, 2012)
(Appendix C)
Mathematics
ACMSP095
(ACARA, 2012)
(Appendix B)
History
ACHHS216
ACHHKO79
(ACARA, 2012)
(Appendix A)
|
By the end of lesson one, students will be
able to:
1. List five or
ten items that would be most important to getting a colony started through
pair speaking and listening activity.
2. Able to make a
decision as to which building was the most important to build in the new
colony.
3. Write a letter
to Governor Phillip putting forth their suggestion and justifications to help
him decide on the most important building to build.
4. To construct a
table that shows convict details for Governor Phillip to select who would be
suitable for helping in food production and distribution.
5. Use word
processing software to create their journal entry on what happens to their
character after they, finally land and settle.
6. Report about
the First Fleet’s Fleet’s departure for the Daily Universal Register.
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1. Display list of provisions that were sent with the First Fleet.
THINK-PAIR-SHARE
– discuss and determine the ten items on the list that would be most
important to getting the colony started.
MORE ABLE STUDENTS ACTIVITY:
Select any five items that they believe to be most important to getting a
colony started. Draw and record reasons in journal.
2. Research about
the conditions and difficulties that faced the new arrivals.
Individual
Activity: Students to use Making Decisions Template to decide
on the most important buildings.
MORE ABLE STUDENTS:
Can write a letter to Governor Phillip putting forth their suggestions and
justifications to help him decide (using word processing software)
3. Discuss with
students the first structure built in Rocky Beach.
How has Rocky Beach changed?
Individual
Activity: Students to investigate what was the first permanent structure
built by the First Fleet and discuss the reasons.
4. Show students paintings of Botany Bay. Discuss how much the town had developed
in such a short time.
Class
Activity: Brainstorm all the changes and developments made in Rocky Beach
local community.
5. Data Set The
First Fleet (Food and Shelter). Identify ten convicts who would be suitable
for helping in food production and distribution.
Individual
Activity: Students to construct a table that show convict details for
Governor Phillip to select from.
|
Formative
Assessment
1. Guide and provide students assistance
during research and discussion.
2. Providing guidance in how to format a
formal letter.
3. Observation of students while completing
decision making activity.
4. Discussion with students on first
permanent structure built by the First Fleeters.
5. Observe individual student input in
brainstorm activity.
Summative
Assessment
1. Making Decisions template
2. Table construction
3. Journal Entries - character
4. Reporter Role
5. Letter to Governor Phillip (more able
students)
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MORE ABLE STUDENTS: In
what ways could the women contribute to the survival and success of the
colony? (Journal)
6. Discuss crime
and punishment with whole class.
Activity:
Journal Entry – imagine what happens to their character after they, finally
land and settle. (Use word processing software)
AND
Take
on the role of a reporter and provide a report about the First Fleet’s
departure for the Daily Universal Register and you accompanied the First
Fleet on its journey. (Incorporate use of technology).
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LESSON
THREE: Morning Session (9am-11:30am)
Learning
Areas: The Arts (Music) – English – History - Mathematics
General
Capabilities: Literacy – Critical and creative thinking – Numeracy - ICT
Cross
Curriculum Priorities: Sustainability
Resources Individual/Group Activities
Broad
Objectives
|
Lesson
Objectives
|
Key
Learning Opportunities
|
Evaluation/Assessment
|
Music
Exploring
and Responding
(AusVELS,
2012)
(Appendix
E)
English
ACELY1688
(ACARA, 2012)
(Appendix C)
Mathematics
ACMSP095
(ACARA, 2012)
(Appendix B)
History
ACHHSO85
(ACARA,
2012)
(Appendix A)
|
By
the end of lesson one, students will be able to:
1.
Recognise by ear (aural skills) some of the traditional songs that have come
from the convict era.
2. Construct and present a point of view on
an issue.
3. Create a pie chart on occupations that
were on each ship.
|
Introduction:
Start lesson by listening to another
traditional ballad such as Moreton Bay and Van Diemen’s Land. Discuss the
lyrics of these songs with students.
CLASS DEBATE: Was
transportation a reasonable solution to the problem of overcrowded prisons?
1. Display the list of
occupations for the official records on the interactive whiteboard.
Divide the class into
groups. Using The First
Fleet Data Set resource, the groups are to determine how many of each
occupation were on each ship, including the numbers for those for whom no
trade was recorded. Combine the results into ten groups and students are to
create a PIE CHART of these using
MS Excel.
2. Discuss as a class:
* What can we learn from this pie chart?
* What is the largest group? Why?
* What would have been the most useful
occupation?
* Are these occupations well represented?
* What conclusions can we draw from this
pie chart?
Students may use any spare lesson time:
1. Revise topics studied in earlier lessons
2. Prepare class talk on debate topic
3. Work on template
|
Formative
Assessment
1. Taking note of student participation in
responding to music and sharing opinions.
2. Teacher to move students in and out of
groups in group activities based on instructional needs.
Summative
Assessment
Students to submit the “Five C’s Template” on class debate topic.
1. Clarify issue and write statement
2. Construct arguments/point of view
3. Connect arguments in sequence
4. Consider
5. Conclude
Student to prepare class talk in lesson
four and/or five on the debate topic.
2. Pie Chart
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LESSON
FOUR: Morning Session (9am-11:30am)
Learning
Areas: The Arts (Music) – English – History – Mathematics - Civics
General
Capabilities: Literacy – Critical and creative thinking – Numeracy – ICT –
Intercultural
Understanding
Cross Curriculum Priorities: Sustainability and Aboriginal and Torres
Strait Islander peoples and cultures
Resources Individual/Group Activities
Broad
Objectives
|
Lesson
Objectives
|
Key
Learning Opportunities
|
Evaluation/Assessment
|
Intercultural
understanding / Level 3 / Recognising culture and developing respect
“Develop
respect for cultural diversity identify and discuss the significance of a
range of cultural events, artefacts or stories recognised in the school,
community or nation.
Example: explaining
the significance of a range of religious and cultural holidays and
celebrations”
(ACARA, 2012).
Intercultural
understanding / Level 3 / Reflecting on intercultural experiences and taking
responsibility
Mediate cultural
difference:
“Identify ways of reaching understanding
between culturally diverse groups” (ACARA, 2012). Examples “Identifying common ground and shared interests, or developing shared projects with others”
Civics & Citizenship
-Community Engagement
(Appendix D)
Mathematics
ACMMGO86
ACMSP095
(ACARA, 2012)
(Appendix B)
|
By the end of lesson one, students will be
able to:
1. List the
heritage items in Botany Bay.
2. List the
heritage items in Rocky Beach and know how Rocky Beach celebrates heritage
week.
3. Work
effectively in a culturally diverse group to calculate the time required to
travel between two locations if travelling by car and aeroplane.
4. Work effectively
in a culturally diverse group to create a pie chart.
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1. Discuss what
is meant by the term heritage.
Individual
Activity: Students to research the current listing of heritage items in
Botany Bay
2. Discuss Rocky
Beach community. Discuss cultural events and how the community celebrates
heritage week.
Individual
Activity: Students to research the heritage items in Rocky Beach, how the
local community celebrates Rocky Beach Heritage Week and how the local
community can engage with organisation and local groups (Journal Entry).
3. Discuss with
students how to calculate time required to-travel between two locations.
Group
Activity: Scenario: Imagine you are going to attend Botany Bay Heritage Week.
1.
Calculate the time required to travel between Rocky Beach and Botany Bay if
you were to fly.
2.
Calculate the time required to travel between Rocky Beach and Botany Bay if
your parents were to drive.
3.
Compare the time taken to travel by car and aeroplane by presenting the data
in a pie chart.
4.
List the places you would like to visit and explain why you would like to
visit these locations (Journal entry).
|
Formative
Assessment
1. Note student’s responses and
contributions to discussions and provide immediate feedback.
2. Note how the different cultures in the
classroom work in group activities and encourage positive behaviour and team.
Provide corrective feedback if necessary.
3. Teacher to move students in and out of
groups in group activities based on instructional needs.
Summative
Assessment
1. Journal Entry (2)
2. Time Calculations
OR
Students (with consultation with the
teacher) can submit an assignment that incorporates all FOUR lesson
objectives.
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LESSON FIVE:
Morning Session (9am-11:30am)
Learning Area:
The Arts (Music) – English – History – Mathematics - Civics
General Capabilities: Literacy – Critical and
creative thinking – Numeracy – ICT Intercultural
Understanding
Cross Curriculum Priorities: Sustainability
Resources Individual/Group Activities
Broad
Objectives
|
Lesson
Objectives
|
Key Learning
Opportunities
|
Evaluation/Assessment
|
History
ACHHSO85 ACHHKO79
(ACARA, 2012)
(Appendix A)
English
ACELY1688
ACELY1697
(ACARA,
2012)
(Appendix
C)
Mathematics
ACMSP095
(ACARA,
2012)
(Appendix
B)
Music
Exploring
and Responding
(AusVELS,
2012)
(Appendix
E)
Civics
& Citizenship
(AusVELS,
2012)
(Appendix
D)
|
By the end of
lesson one, students will be able to:
1. Create a group
poster using interaction skills to demonstrate understanding that Australia
Day is more than just a public holiday.
2. Create a
melody to verse of “A Song, for January 26, 1824” and record the performance
using iPad application, Voice Recorder.
3. Write a journal entry on the role
of Indigenous Australians views on the 150th Anniversary of
settlement and what was different about the First Fleet
Re-enactment on 13th May 1987
4. To construct a table that compare
two survey results on how Australians celebrate Australia Day.
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AUSTRALIA DAY WEBSITE:
1. Australia Day is more than just a public holiday.Discuss with students how Australians celebrate Australia Day and how new citizens are welcomed to Australia.Group Activity: Divide the class into groups and each group is assigned to investigate one of the following:
*How
is Australia Day celebrated by other states?
*How
is Australia Day celebrated in Rocky Beach?
*How
are new citizens welcomed into the country? Why on Australia Day?
*Name
and discuss some of Australia’s best musical talent?
Each
group will present their investigations in the form of a poster. Poster to be
created using MS Word with text and images.
2. A
Song, for January 26, 1824: being the XXXVI anniversary of the colonization
of New South Wales
Discuss with the class the Australia’s
history from 1788-1888. Students to listen to the anniversary song above.
Group Activity:
Students
to create their own melody to song lyrics about Botany Bay. Songs can be
researched on the internet. Students may wish to use the school’s musical
instruments or voice to create melody. Record melody on iPad Voice Recorder
application.
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Formative Assessment
1. Observe
students interaction with others in group activities.
2. Provide
guidance and immediate feedback in using MS Word, Excel and iPad and iPad
applications.
3. Teacher to move
students in and out of groups in group activities based on instructional
needs.
Summative Assessment
1. Group poster
2. Recording of
melody
3. Journal
Entries (2)
4. Comparison of
survey results
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3. 150th
Anniversary of white settlement in 1938.
Discuss briefly Australian
history between1889-1938.
Journal
Entry: Why do you think the Indigenous
Australians were mourning while, White Australia was celebrating the 150th
Anniversary.
4. 13th May 1987 – First Fleet
Re-enactment.
Briefly discuss
Australian history between1839-1988 and in particulate the year 1988 (Year of
the Mourning for Aboriginals and celebration of survival).
Individual
Research – Journal Entry
What
was different about the First Fleet Re-enactment on 13th May
1987?
5. Present facts on the interactive
whiteboard on 2008 survey conducted by the Australia Day Council of NSW.
Individual Activity: Using MS Excel,
students are to present the data (table, column graph, picture graph etc…)
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FLOW CHART AND INTEGRATED PLANNING MATRIX – REFERENCES
Australian Curriculum, and
Assessment Authority (AusVELS).
(2012). Civics and Citizenship. Retrieved from
http://ausvels.vcaa.vic.edu.au/Civics-and-Citizenship/Overview/Introduction
Australian Curriculum, and
Assessment Authority (ACARA). (2012). English / Year 4 / Literacy / Creating
texts. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACELY1697
Australian Curriculum, and
Assessment Authority (ACARA). (2012). English / Year 4 / Literacy /
Interacting with others. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACELY1688
Australian Curriculum, and
Assessment Authority (ACARA). (2012). English / Year 4 / Literacy /
Interacting with others. Retrieved from http://www.australiancurriculum.edu.au/Elements/ACELY1689
Australian Curriculum, and
Assessment Authority (ACARA). (2012). English / Year 4 / Literature / Creating
literature. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACELT1607
Australian Curriculum, and
Assessment Authority (ACARA). (2012). History / Year 4 / Historical Skills /
Explanation and communication. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACHHS087
Australian Curriculum, and
Assessment Authority (ACARA). (2012). History / Year 4 / Historical Skills /
Explanation and communication. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACHHS086
Australian Curriculum, and
Assessment Authority (ACARA). (2012). History / Year 4 / Historical Skills /
Explanation and communication. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACHHS087
Australian Curriculum, and
Assessment Authority (ACARA). (2012). History / Year 4 / Historical Skills /
Historical questions and research. Retrieved from http://www.australiancurriculum.edu.au/Elements/ACHHS083
Australian Curriculum, and
Assessment Authority (ACARA). (2012). History / Year 4 / Historical Skills /
Historical questions and research. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACHHS216
Australian Curriculum, and
Assessment Authority (ACARA). (2012). Mathematics / Year 4 / Measurement and
Geometry / Using units of measurement. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACMMG086
Australian Curriculum, and
Assessment Authority (ACARA). (2012). Mathematics / Year 4 / Measurement and
Geometry / Using units of measurement. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACHHS085
Australian Curriculum, and
Assessment Authority (ACARA). (2012). Mathematics / Year 4 / Measurement and
Geometry / Using units of measurement. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACMMG290
Australian Curriculum, and
Assessment Authority (ACARA). (2012). Mathematics / Year 4 / Statistics and
Probability / Data representation and interpretation. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACMSP096
Australian Curriculum, and
Assessment Authority (ACARA). (2012). History / Year 4 / Historical Knowledge
and Understanding / First Contacts. Retrieved from
http://www.australiancurriculum.edu.au/Elements/ACHHK079
Australian
Curriculum, and Assessment Authority (ACARA). (2011). The Arts.
Retrieved from http://www.acara.edu.au/curriculum_1/learning_areas/arts.html
APPENDIX A (HISTORY)
Historical
Knowledge and Understanding: “Stories of the First Fleet, including
reasons for the journey, who travelled to Australia, and their experiences
following arrival” (ACARA, 2012
[ACHHKO79]).
Elaborations:
“Discussing reasons for the First Fleet
journey, including an examination of the wide range of crimes punishable by
transportation, and looking at the groups who were transported.
“Discussing
the treatment of prisoners at that time, and past and present views on the
colonisation of Australia; investigating the daily lives and social standing of
those who travelled to Australia on the First Fleet, including families,
children and convict guards”.
Historical
Skills – Explanation and communication: “Use a range of communication forms (oral,
graphic, written) and digital technologies” (ACARA, 2012 [ACHHSO87]).
Elaborations:
“Creating charts, pictorial stories,
maps, digital and oral presentations to explain the past”.
Historical
Skills – Explanation and communication: “Pose a range of questions about the past” (ACARA, 2012 [ACHHSO83]).
Elaborations: “Posing questions about the First
Fleet (for example 'Why did the First Fleet travel to Australia?' 'Who was on
it?' 'What were their stories?' 'What was the journey like?')”.
Historical
Skills – Historical questions and research “Identify sources” (ACARA, 2012 [ACHHS216]).
Elaboration:
“identifying sources
to investigate the story of the First Fleet and its arrival, such as paintings,
maps, written records/accounts”.
Historical
Skills – Perspectives and interpretation: “Identify different points of view” (ACARA, 2012
[ACHHSO85]).
Elaborations:
“exploring different stories about contact experiences and early penal
life to discover the thoughts or feelings of the people at that time (for
example convicts, Aboriginal and Torres Strait Islander people, convict guards,
free settlers)”.
APPENDIX
B (MATHEMATICS)
Measurement and
Geometry – Using units of measurement: “Compare
objects using familiar metric units of area and volume” (ACARA, 2012
[ACMMG290]).
Elaborations: “Recognising that metric units are not the only units used throughout
the world, for example measuring the area of floor space using
Statistics and
Probability – data representation and interpretation: “Construct suitable data displays, with and without the
use of digital technologies, from given or collected data. Include tables,
column graphs and picture graphs where one picture can represent many data
values”
(ACARA, 2012 [ACMSP095]).
Elaborations: “Exploring ways of presenting data and showing the results of
investigations”
Measurement and
Geometry – Using units of time: “Use am and pm notation and solve simple time
problems” (ACARA, 2012 [ACMMGO86]).
Elaborations: “Calculating the time required to travel between two locations”
APPENDIX C (ENGLISH)
Literacy
– Interacting with others: “Use
interaction skills such as acknowledging another’s point of view and linking
students’ response to the topic, using familiar and new vocabulary and a range
of vocal effects such as tone, pace, pitch and volume to speak clearly and
coherently” (ACARA, 2012 [ACELY1688]).
Elaborations:
“participating in pair, group, class and
school speaking and listening situations, including informal conversations,
class discussions and presentations”.
Literacy
– Interacting with others: “Plan, rehearse and deliver
presentations incorporating learned content and taking into account the
particular purposes and audiences” (ACARA,
2012 [ACELY1689]).
Elaborations:
“Reporting on a topic in an organised
manner, providing relevant facts and descriptive detail to enhance audience
understanding, and beginning to refer to reliable sources to support claims”.
Literacy
– Creating texts: “Use a range of software including word
processing programs to construct, edit and publish written text, and select,
edit and place visual, print and audio elements”
(ACARA, 2012 [ACELY1697]).
Elaborations: “Identifying and selecting appropriate software programs
for constructing text”.
Literature
– Creating literature: “Create literary texts that explore
students’ own experiences and imagining” (ACARA,
2012 [ACELY1607]).
Elaborations: “Drawing upon literary texts students
have encountered and experimenting with changing particular aspects, for
example the time or place of the setting, adding characters or changing their
personalities, or offering an alternative point of view on key ideas”.
APPENDIX D (CIVICS AND CITIZENSHIP)
Students
investigate the roles and contributions of various individuals and groups in
the community and nation, and the ways that they can participate in a
community. They reflect and act on appropriate issues, such as recycling in the
school, to practise citizenship” (AusVELS, 2012).
APPENDIX E (THE ARTS-MUSIC)
“Students will use
their developing aural skills and musical terminology in composing, performing
and responding to their own and others’ performances. They will build on their
knowledge, as they use and select elements of music to structure simple musical
compositions, which they will record using invented and conventional notations.
They will sing, play instruments and move to music, demonstrating an understanding
of musical concepts. They will
use a range of
technologies to record and communicate their musical ideas, and access those of
others. Through performing, listening and composing, students will identify the
use of musical elements in performances and share opinions about the ways these
create meaning and musical effect in their own and others’ music” (ACARA, 2011).
OVERVIEW
Scenario
Rocky
Beach Primary School has operated for many decades, and currently has
approximately 600 students attending the school. This government school is located 1 km from
the local foreshore where the community has access to swimming, sailing and
beach activities. Although many of the students are Australian born locals,
there are also many students that have recently come to Australia with their
families from a variety of overseas countries representing many cultures. The
culture and ethos of the school is based around the concept of a ‘village’ and
aims to work closely with the community to provide outstanding educational
experiences for all students and as such actively encourages community
participation. Students participate actively in collaboration with the
preservation and heritage council to ensure local areas of significance are
cared for. The school also has a strong focus on Literacy and Numeracy, with
over ninety per cent of students in Years 3, 5 and 7 achieving National minimum
standards or above. The school is well resourced, promoting extensive use of
technology in classrooms, and there is also a gifted and talented program.
Topic and year level of students
The
topic selected to address the key issues was the journey of the First Fleet
(Botany Bay). The topic aligned with the Australian Curriculum grade four
History content descriptions and a series of lessons was outlined that was
respectful of the students’ age. Throughout the integrated planning matrix,
age-equivalent curriculum adjustments were made to cater to the diversity of
students in Rocky Beach Primary School.
Aim of the lesson series
Aim is
defined as “a general statement of
intention at the system, school or grade level, derived from an interpretation
of the goals” (Kennedy and Brady, 2010, p. 139). The aim of the lesson
series was elaborated from the goals outlined in the Melbourne Declaration on
Educational Goals for Young Australians (December, 2008). Firstly, it aims to
promote equity and excellence by integrating students of all diversities and
having high expectations. Secondly, it aims to produce successful learners
through, use of school/community resources, use of technology and multiple
assignments. Thirdly, it aims to promote confident and creative individuals by
using a variety of teaching and learning strategies. Lastly, it aims to create
active and informed citizens by providing content to students to help them
become aware of Australian History, heritage, and how to participate in their
local community. Content codes and elaborations were matched to the goals and
aims to create the individual lesson objectives that related to formative and
summative assessments.
Key issues from scenario
Students come
from “different backgrounds, with
different needs, with different aspirations and with different cultural
understandings” (Brady and Kennedy, 2010, pp.28). A preliminary step known
as situational analysis was necessary in order to cater to the diversity of
students in Rocky Beach Primary School. Five issues were identified and
addressed in the lesson series.
The first key
issue addressed included accommodating the abilities of gifted and talented
students. Gifted and talented students are identified as above-average general
ability, highly motivated to achieve in certain learning areas and have a high
level of creativity however, can become bored and frustrated if the teacher
does not incorporate creative and flexible strategies (Marsh, 2010). The gifted
and talented students in Rocky Beach Primary School may become bored and
frustrated due to difference and diversity in the classroom.
The second issue
addressed included integration of overseas students with Australian-born
locals. “The benefits of
mixing with people from different backgrounds are obvious. In today's job
market, students have to prove that they are culturally agile and aware of
global issues” (Ngow, 2013). Since Rocky Beach Primary School has students who
have recently
come to Australia, it was important that the lesson series were designed so
that all cultures in the classroom would
mix and that students do not just have friendship groups defined by
nationality.
The third key
issue addressed included focus on literacy and numeracy. The Gillard government
aims to raise literacy and numeracy outcomes since students across Australia
are failing to meet minimum standard (Marsh, 2010). However, over ninety
percentages of students in Rocky Beach Primary School, are reaching National
minimum standards and therefore, a focus on literacy and numeracy has been
incorporated into the lesson series to maintain this benchmark.
The fourth
key issue addressed included encouraging students to engage with community
heritage and preservation activities. Since the school has an ethos based
around the concept of a “village”, it was highly appropriate to teach students
about local and national heritage. This was achieved through History and Civics
and Citizenship.
The final key
issue addressed included promoting use of school resources and technology. The
use of information and communication technologies (ICT) has been rapidly
developing and young people of the 21st century rely on some form of
ICT to facilitate modern living (Brady and Kennedy, 2010). Rocky Beach Primary School is well resourced
and promotes use of technology, therefore it was addressed in the lesson series
to enhance learning.
How the five key issues are addressed through the curriculum (matrix)
“Gifted and talented students are entitled to rigorous, relevant and
engaging learning opportunities drawn from the Australian Curriculum and
aligned with their individual learning needs, strengths, interests and goals” (ACARA, 2013, pp.19). The issue of accommodating the needs and
abilities of gifted and talented students in Rocky Beach Primary School has
been addressed by providing a curriculum that incorporates Bloom’s Taxonomy and
Gardener’s multiple intelligences. According to Brady and Kennedy (2010), this
is one strategy the curriculum can be differentiated to meet the needs of
gifted and talented students. The learning activities in the flow chart show
which activity relates to Bloom’s six cognitive domain categories and Gardener’s
seven multiple intelligences. The series of lessons have a flexible design as
it allows students to develop higher order cognitive skills of Critical and
creative thinking through a series of history lessons on the First Fleet.
Providing
overseas students and Australian-born locals understanding of why people
migrate to Australia was achieved in the lesson series through History. Each
lesson focusses on some aspect of the First Fleet. There are opportunities in
all lessons for students to have group discussions on reasons for migrating to
Australia. To encourage effective friendship groups, the teacher would ensure
that each group consisted of students of all different ethnic backgrounds.
According to Marsh (2010), a teacher could prepare a socio-gram to show working
partners. Preparing a socio-gram to encourage effective multi-ethnicity
friendships would address this issue.
To maintain Rocky Beach Primary School’s high benchmark in literacy and
numeracy, all lessons incorporate Maths and/or English. Content codes were
selected from the Mathematics (Appendix B) and English (Appendix C) learning
areas to address the issue of maintaining the school’s literacy and numeracy
standards. These content codes and elaborations were integrated with other
learning areas as shown in the curriculum matrix.
Engaging students with community heritage and
preservation activities is encouraged in lesson five in the curriculum matrix by
focussing on Australia Day. In lesson five, the groups investigate how
Australia Day is celebrated in other states and Rocky Beach. This provides
students with an introduction in one way of participating in community heritage
and preservation activities/events.
“ICT should not be taught in a
decontextualized way, but rather as part of the mainstream curriculum”
(Brady and Kennedy, 2010, pp.64). The use of technology has been incorporated
in all lessons in the curriculum matrix. ICT is not taught separately but
rather part of each lesson. Use of technology is demonstrated in lesson two.
After a class discussion on crime and punishment, students use technology to
demonstrate understanding. An emphasis on ICT has been integrated across the
curriculum matrix.
• Curriculum integration:
The First
Fleet lesson series is the unification of the learning areas of History,
English, Mathematics, Music and Civics and Citizenship. Multidisciplinary
integration is an approach that focusses primarily on the disciplines around a
common theme (Burns and Drake, n.d). The common theme used in the lesson series
was the First Fleet and each learning area shows the relationship to this
theme.
The aim of curriculum integration is to
provide opportunities for students to see or identify the ‘big picture’ (Warnod,
2002). This was achieved throughout the lesson series by teaching students
knowledge that could transfer across other curriculum areas. For example, the class debate on
transportation, in lesson three, not only provides student’s knowledge on problem
solving, but also provides opportunities to develop skills in interacting with
each other.
Curriculum
integration caters for different learning styles, divergent thinking and
encouraging students to take control of their learning (Warnod, 2002). The lesson
series caters for different learning styles and divergent thinking by including
a framework of Gardener’s Multiple Intelligences and Bloom’s Taxonomy. To
promote metacognition and provide students different methods of learning,
Bloom’s Taxonomy and Gardner’s Multiple Intelligences were considered as shown
in the flowchart. Once all the areas were considered, a multidisciplinary
integrated curriculum was combined in the matrix.
• Catering for diversity of
students:
Rocky Beach
Primary School grade four has a diverse range of mixed-gender students. These
diversities include gifted and talented students, Australian-born locals, and
students who have recently migrated to Australia from a variety of overseas
countries. According to NSW DET (2004), permitting students to demonstrate what
they already know and progress at their own rate through new material is an
example of differentiated programming. Rocky Beach Primary School has gifted
and talented students who may already know about the First Fleet. To allow
these students to progress through the lesson at their own rate, the lesson
series were created to allow for this. For example, lesson one starts off with
focus questions and students who demonstrate prior knowledge of the topic may
move forward to other lesson activities.
Providing
different avenues to acquire content, processing and developing products is an effective
way of differentiating a program (NSW DET, 2004). The lesson series provides
various ways to acquire content, making sense of ideas and developing products.
For example, students acquire content by listening, researching, investigating,
discussing, sharing, brainstorming, and debating. In lesson one, some students
make sense of ideas by constructing and holding a trial while later in the same
lesson students construct one of the transport ships on the beach sand.
Multiple
assignments within each unit or lesson, is another example of differentiated
programming (NSW DET, 2004). In each lesson in the planning matrix, students
have a variety of assessment tasks. The
tasks in each lesson, is of different achievement levels, however all students
are expected to complete the core assessments.
In lessons one and four, more able students (gifted and talented
students) are given a choice to complete assignments that have been modified to
provide more challenge.
Allowing
students to choose a way to learn (process) and how to demonstrate what they
have learned with the guidance of the teacher (NSW DET, 2004), has been
incorporated in the lesson series. This method of differentiated programming
was implied in the lesson series. A variety of learning strategies were
incorporated for example, learning through music, inquiry based-learning, and
research. Students also have the opportunity to demonstrate their learning (product)
in various methods in each lesson, for example, journal writing and class
talks.
Finally,
differentiated programming was incorporated into the lesson series by the
teacher, allowing students to move in and out of group activities (NSW DET,
2004). In lessons one, three, four and five, the teacher is able to move
students in and out of group activities. For example, a gifted student might be
in a group that is not providing him/her with a challenge. This student could
be moved to another group where he/she is required to use deep thinking skills
therefore being provided with a challenge. Based on the student instructional
needs, it may be necessary for this adjustment to be made.
References
Australian
Curriculum, Assessment and Reporting Authority (ACARA). (2013). Student
Diversity and the Australian Curriculum. Retrieved from www.acara.edu.au
Barr, A., Gillard, J., Firth, V., Scrymgour, M., Welford, R.,
Lornax-Smith, J., . . . Constable, E. (2008). Melbourne Declaration on
Educational Goals for Young Australians. Ministerial Council on
Education, Employment, Training and Youth Affairs (MCEETYA). Retrieved from
http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf
Brady, L., & Kennedy, K. (2010). Curriculum Construction.
Frenchs Forest NSW: Pearson Australia.
Burns, R. C., & Drake, S. M. (n.d). Meeting Standards Through
Integrated Curriculum. Retrieved from http://www.ascd.org/publications/books/103011/chapters/what-is-integrated-curriculum%C2%A2.aspx
Marsh, C. (2010). Becoming a teacher: knowledge skills and issues
(5th ed.). Australia: Pearson Education.
Ngow, V. (2013, April). Why don't UK students make friends with those
from overseas? Retrieved from Blogging Students:
http://www.guardian.co.uk/education/mortarboard/2013/apr/11/why-arent-brits-making-friends-with-overseas-students
New South Wales Department of Education and Training (NSW DET). (2004). Policy
and implementation strategies for the education of gifted and talanted
students. NSW: NSW Department of Education and Training. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/polsuppcd.pdf
Warnod, H. (2002). Integrated Curriculum: Designing Curriculum in the
Immersion Classroom. Victoria. Retrieved from
http://www.carla.umn.edu/immersion/acie/vol5/May2002.pdf
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