Backward Design

Title: Australia is a Country of Immigrants

Year Level: Year Four

Teacher: Mr Harris

Focus Curriculum Area (s): Literacy, HASS, Digital Technologies

Duration: Three weeks

STAGE 1: Curriculum Links

General
Capabilities
(GP)

Crosscurriculum
Priorities
(CCP)

Aboriginal and TSI

Literacy

Ethical Behaviour
Histories and
Culture

Numeracy
Personal and

Social
Asia and
Australias
Engagement
with Asia

ICT
Intercultural

Critical and Creative Thinking

Understanding

Sustainability

HASS

F6/7 HASS Achievement Standard

Questioning:
Pose questions to investigate people, events,
places and issues (ACHASSI073).

Year Level
Content
Descriptors

Researching:
Locate and collect information and data from
different sources, including observations
(ACHASSI074).
Analysing:
Examine information to identify different
points of view and distinguish facts from
opinions (ACHASSI077).
Evaluating and Reflecting:
Interact with others with respect to share
points of view (ACHASSI080).
Reflect on learning to propose actions in
response to an issue or challenge and

Year Level
Achievement
Standards

By the end of Year 4, students recognise the significance of

events in bringing about change and the importance of the
environment. They explain how and why life changed in
the past and identify aspects of the past that have
remained the same. They describe the experiences of an
individual or group in the past.
They describe and compare the diverse characteristics of
different places at local to national scales.
Students identify the interconnections between
components of the environment and between people and
the environment. They identify structures that support
their local community and recognise the importance of
laws in society. They describe factors that shape a persons
identity and sense of belonging. They identify different
views on how to respond to an issue or challenge.
Students develop questions to investigate. They locate and
collect information and data from different sources,
including observations to answer these questions. When
examining information, they distinguish between facts and
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consider possible effects of proposed actions

(ACHASSI081).
History:
Stories of the First Fleet, including reasons for
the journey, who travelled to Australia, and
their experiences following arrival
(ACHASSK085).
Civics and Citizenship:
The different cultural, religious and/or social
groups to which they and others in the
community belong (ACHASSK093).
ENGLISH
Expressing and Developing Ideas:
Incorporate new vocabulary from a range of
sources into students own texts including
vocabulary encountered in research
(ACELA1498).
Literature and Context:
Make connections between the ways different
authors may represent similar storylines,
ideas and relationships (ACELT1602).
Responding to Literature:
Discuss literary experiences with others,
sharing responses and expressing a point of
view (ACELT1603).
Interpreting, Analysing and Evaluating:
Use comprehension strategies to build literal
and inferred meaning to expand content
knowledge, integrating and linking ideas and
analysing and evaluating texts (ACELY1692).
DIGITAL TECHNOLOGOIES

opinions and detect points of view. They interpret data and

information to identify and describe distributions and
simple patterns and draw conclusions. They share their
points of view, respecting the views of others. Students
sequence information about events and the lives of
individuals in chronological order with reference to key
dates. They sort, record and represent data in different
formats, including large-scale maps using basic
cartographic conventions. They reflect on their learning to
propose action in response to an issue or challenge,
and identify the possible effects of their proposed action.
Students present ideas, findings and conclusions using
discipline-specific terms in a range of communication
forms.

English Achievement Standard

Receptive modes (listening, reading and viewing)

By the end of Year 4, students understand that texts have

different text structures depending on purpose and
context. They explain how language features, images and
vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas
in different texts
They fluently read texts that include varied sentence
structures, unfamiliar vocabulary including multisyllabic
words. They express preferences for particular types of
texts, and respond to others viewpoints. They listen for
and share key points in discussions.
Productive modes (speaking, writing and creating)

Students use language features to create coherence and

add detail to their texts. They understand how to express
an opinion based on information in a text. They create
texts that show understanding of how images and detail
can be used to extend key ideas.
Students create structured texts to explain ideas for
Page 2 of 27

different audiences. They make presentations and

contribute actively to class and group discussions, varying
language according to context. They demonstrate
understanding of grammar, select vocabulary from a range
of resources and use accurate spelling and punctuation, rereading and editing their work to improve meaning.

Digital Teachnologies Knowledge and

Understanding:
Identify and explore a range of digital
systems with peripheral devices for different
purposes, and transmit different types
of data (ACTDIK007).

Digital Technologies Achievement Standard

By the end of Year 4, students describe how a range of
digital systems (hardware and software) and their
peripheral devices can be used for different purposes.
They explain how the same data sets can be represented
in different ways.

Digital Technologies Processes and Production

Skills:
Collect, access and present different types
of data using simple software to create
information and solve problems (ACTDIP009).

Students define simple problems, design and implement

digital solutions using algorithms that involve decisionmaking and user input. They explain how the solutions
meet their purposes. They collect and manipulate different
data when creating information and digital solutions. They
safely use and manage information systems for identified
needs using agreed protocols and describe how
information systems are used.

Knowledge

Skills

LITERACY

LITERACY

Make use of new vocabulary encountered in research.

See how different authors can represent the same idea.

Know that the same idea can be portrayed in different ways

by different authors.

Be able to share opinions/points of view developed from a text with

others.

Know that your opinions and points of view may differ from
those of others.

Comprehend and analyse texts.

HASS

HASS

Know the story of the First Fleet.

Know that there are different groups in society.

Create questions which will guide the inquiry process.

Collect information on the topic from different sources (i.e. web or

library).
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DIGITAL TECHNOLOGIES

Make use of digital technologies to research.

Reflect on and apply learning.

Learn how to collect information from a variety of sources.

Be able to read texts which present different points of view on the

same topic and differentiate between fact and opinion.

Use listening skills to interact with others so that different points of

view can be shared in a respectful environment.

Make use of digital technologies to support debate.

DIGITAL TECHNOLOGIES

Use ICT to find and represent information.

LEARNING OUTCOMES:
By the end of this unit of work:

They will learn the skills necessary for speaking to others about their point of view (supporting it with factual evidence), whilst
also showing respect and using listening skills to hear and understand the points of view of others.
Students will identify that society consists of people of different backgrounds (pertaining to imigration)
They will recognise that majority of Australias population are immigrants dating back to the First Fleet.
Students will be able to reflect on learning and identify how what they have learned has changed their thinking.
Students will be able to source and comprehend a variety of multimedia text sources with an awareness that the producer of
that text has an opinion and point of view which influences the way the information is presented.
Students will be able to diferentiate between fact and opinion, and literal and inferred information.
They will be able to conduct research (using ICT) to help them determine their own point of view and opinion on a given subject
(and in some cases, use ICT to represent this information).

Page 4 of 27

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

There will be two summative assessments in place for this understanding by design program. The first will be in debate form, the second
will be the form of a letter. Both will be assessed using a rubric. Students will have access to the rubric in a simplified checklist form. If
they have satisfied all elements on the checklist in their most basic forms, then they will have satisfied the standards.
Task description:

Students will be placed into ability groups (ability will be gauged by initial diagnostic assessment and ongoing formative
assessment). These groups will have a series of lessons (the skills necessary for this task will be taught during these lessons)
in which they will be guided (they will be provided with a list of content which they are expected to have) to create list of
reasons (with supporting evidence) both for and against a statement provided by the teacher (i.e. Australians arent
immigrants.; or, Immigrants should go back to their own countries.). The statement provided will be gauged in complexity
and sensitivity to the ability level of each group. In the lessons prior to the debate students in each group will be required to
engage in a placemat activity (appendix one) whereby each student in the group will have a different coloured marker. Using
this marker, they will first write their names with it to indicate which student is which colour. They will then use the placemat
which has a guiding overlay/structure to cohesively organise their ideas for the debate (the overlay can have elements
removed or added to manage the degree to which student require scaffolding). The placemat will guide students to list ten
reasons for and ten reasons against their topic and will require students to provide evidence for each reason. Students will
also be required to inform the teacher of what their multimedia requirements are (students know they are expected to have
used the interactive whiteboard to present their evidence). The teacher will explain to the students that any ideas that they
have had, they must write using their own colour. The teacher will collect, give feedback on, copy and return these placemats
to the students. Students will have time to reflect on their feedback in their groups and modify their placemats according to
the feedback.
Once students have finished their placemat they will show it to their teacher. The teacher will then tell them if they are fighting for or
against the topic, when their debate will take place and will provide them each with a template for organising their debate topics and
evidence (appendix three). They will at this point nominate the roles of each member of the group during the debate, whether it be
Page 5 of 27

speaking or producing the evidence (i.e. manipulating ICT). The teacher will organise the debates so that evenly matched groups will be
pitched against one another. The rules of the debate and the system to be followed will be explained by the teacher, students will have
adhered to these rules. One student may be nominated to mediate between debating teams (ensuring that rules are followed, I.e. you
must not interrupt another group when it is their turn to speak). This system will allow the teacher to watch assess/grade (against a
rubric) each group during the debate.
The next task will require each student to write a letter to one of the other debating teams. This letter will detail what the student knows
about immigration in Australia. It will be an opinionative piece and will require the mention of facts (these may be drawn from their
debate evidence). Student will be made aware of what elements the teacher expects to see in these letters (i.e. correct grammar and
spelling; correct letter structure; at least three facts drawn from research; personal voice/opinion (can be from their debate topic,
another teams topic or they can request to use their own topic); mention of at least two peoples who have immigrated to Australia and
why they did so; and, the use of five new words hey have learned during the learning process). The letter will require at least one
paragraph on what they knew before, on what they wanted to know more about and on what they know now about immigration in
Australia. Students will have a checklist for what they are expected to include in the letter. Students will type up and print off this letter.
The students letters will be placed on the community notice board for December the 18 th on International Migrants Day. The ultimate
goal is to promote community awareness of the fact that all who live in Australia were initially immigrants and thusly should not be seen
in the light which many political and media sources show them.
Assessment Criteria:
Upon completion of the following assessment tasks students must have:

Made use of new vocabulary encountered within this topic.

Shown that from different perspectives a topic can be interpreted in different ways.
Expressed points of view held on the topic and the information that they have gathered.
Used comprehension skills to analyse text for literal and inferred meaning.
Thought of questions to guide inquiry about people places and issues.
Used research skills to gather information on a topic.
Examined information differentiating between different points of view.
Identified points of view. Listened to others and shared their own, respectfully.
Reflected on learning and applied new knowledge.
Identified that the First Fleet represents European immigration to Australia.
Identified that some groups of people are different.
Made use of digital technologies in the researching and debating process.

Assessment recording template: Marking rubric for all three tasks

Page 6 of 27

PLACEMAT ACTIVITY
Grade/mark ____/16
Contribution to the
placemat
(arguments for and
against).

No contribution.

Name written on
placemat.

Name written and

some relevant input.

Name written along

with as many as
three relevant
contributions
(arguments).

Name written with

seven or more
relevant
contributions
(arguments).

Research
(supporting
evidence).

No evidence of
research.

A single source of
evidence has been
sourced/the quality
is questionable.

A single good quality

source has been
provided.

Two good quality

sources have been
provided.

Three or more good

quality sources
provided.

Spelling, grammar,
neatness and
syntax.

No contribution.

Many errors and/or

illegible writing.

Some
common/regular
errors throughout
but legible.

Few errors
throughout, writing
is neat and well
presented.

No errors at all,
writing is neat and
well presented.

Use of topic relevant

new vocabulary.

No contribution.

One new word used.

Two new words

used.

Three new words

used.

Four or more new

words used.

Adherence to debate
rules.

Did not adhere to

rules.

Did not adhere to

some rules, required
teacher
intervention.

Adhered to most
rules, required
teacher
intervention.

Adhered to most
rules, required
mediator
intervention.

Adhered to all rules,

no mediator
intervention
required.

Clear presentation
of arguments.

No argument
presented.

Some argument
presented, though it
may be off
topic/irrelevant.

An argument is
presented, it is on
topic, though may it
be weak.

A number of on
topic arguments are
presented.

A number of strong
on topic arguments
are presented.

Supporting evidence
used.

No evidence
provided.

Evidence is provided
but it is not of good
quality/is not
relevant. Students
provide a website
(e.g. news article,
book or a
Government

Supporting evidence
is provided, however
its quality is
questionable.
Students used one
website (e.g. a news
article on stopping
the boats, a book or

Two forms of
supporting evidence
are provided; the
quality is good.
Students used
websites (e.g. a
news article on
stopping the boats,

Three or more
sources of strong
supporting evidence
are provided.
Students used
websites (e.g. a
news article on
stopping the boats,

DEBATE
Grade/mark _____/24

Page 7 of 27

publication), though
they do not refer to
the content/choose
to use only their
opinions instead.

a Government
publication) to
reinforce their
statement. They
refer to the article
generally, not
drawing on any
specific content.

a book or a
Government
publication) to
reinforce their
statement. They
refer to specific
content within at
least one of them as
supporting
evidence.

a book or a
Government
publication) to
reinforce their
statement. They
refer to specific
content within at
least two of them as
supporting
evidence.

Use of ICT.

No ICT use.

ICT is used but not

in a way relevant to
the debate.

ICT is used with

relevance to the
debate, however its
use is limited.

ICT is used
appropriately
throughout the
debate.

ICT is used with

supporting software
throughout the
debate.

Participation in the
debate.

Did not participate

in any part of the
debate process.

Contributed
minimally to the
planning and
implementation of
the debate process.

Contributed the bare

minimum
(completed the
checklist).

Contributed heavily
in either the debate
or planning for the
debate.

Contributed heavily
in both the debate
and the planning
process.

Rebuttal.

Did not offer a

rebuttal at any point
in the debate.

Rebuttal offered but

was not relevant.

Rebuttal offered,
was relevant but
weak.

A rebuttal was
offered was relevant
and strong.

A number of strong
relevant rebuttals
were offered.

Formatting.

Did not attempt.

No formatting
observed, however
written piece
presented for
assessment.

Some adherence to
letter formatting.

Adherence to letter
formatting with
some errors.

Adherence to letter
formatting with no
errors.

Spelling, grammar
and syntax.

Did not attempt.

Many spelling,
grammar and syntax
errors. Text is
illegible.

Many spelling or
grammar or syntax
errors, though text
is still readable.

Few spelling,
grammar or syntax
errors.

No spelling,
grammar or syntax
errors.

Vocabulary.

Did not attempt.

Use of one new

vocabulary word
from the topic.

Use of two new

vocabulary words
from the topic.

Use of three or four

new vocabulary
words from this
topic.

The use of five or

more new words
learned from whilst
studying this topic.

LETTER
Grade/Mark ____/32

Page 8 of 27

Research facts.

Did not attempt.

Referred to one
immigrant group in
Australias history.
May not have stayed
on topic.

Discussed one group

of people who
immigrated to
Australia and
discussed what life
was like for them as
well as how they
were received at the
time.

Discussed two
groups who
immigrated to
Australia, their
experiences and
what their
immigration
experience was.

Discussed two or
more groups who
have immigrated to
Australia over time,
identified their
experiences and
made comparisons
between them.

Personal Voice.

Did not attempt.

Weak personal
voice, no opinions
stated.

Personal voice
evident with some
opinions/ideas
stated.

Personal voice clear

with opinions clearly
stated.

Strong use of
personal voice.
Opinion is clearly
stated with
supporting facts.

Three paragraphs
covering: What they
knew before, what
they wanted to
know and what they
have learned.

Did not attempt.

Some information is
provided about at
least two of the
required
paragraphs.
Paragraph format is
poor or not evident.

At least two topics

are covered,
paragraph structure
is evident though
poor.

All three topics are

covered. Paragraph
structure is
reasonable.

All three paragraphs

are provided. They
clearly show that the
student has
reflected on the
learning process.

Clear topic.

Did not attempt.

The students topic

is mentioned but not
clear throughout.
Many tangents and
irrelevant
information.

The topic is clear,

though there may
be some tangent or
some irrelevant
information.

The topic is clear

throughout with
minimal irrelevant
information.

The topic of the

letter is clear and
discussed
throughout with no
irrelevant tangents.
Overall grade/mark:
______/72 or _______
%

Less than 30% = E

Less than 50% = D

Less than 65% = C

Less than 85% = B

More than 85% = A

Letter/grade:
________

Teacher comments:

Page 9 of 27

Feedback:
For the placemat students will receive written comments on their placemat as to how they can improve (formal) along with over the
shoulder feedback while they work (informal). This feedback will allow students the opportunity to see where they are missing the
necessary content to successfully continue to the next stage. Students will receive informal oral feedback when transitioning from the
placemat to the template for organising their debate topics. This consultation will ensure that each group has a clear idea of what is
required of them and how they are to go about achieving it. In the debate students will be given feedback immediately after (verbally)
by their teacher (feedback derived from rubric) and three comments from their audience (the rest of the class) (peer assessment based
on a checklist). The comments made by the teacher and where relevant the audience will be typed up and attached to their placemat
planner. The feedback given here will inform that which they are include in their letter. For their letter they will receive feedback in the
form of a one to one discussion about each of their letters both before they type them up (informal) and after (formal). They typed copy
is the final piece for submission. They will also receive this feedback in written form to attach to the back of their letters. Students will
also be provided with a final copy of the rubric used by the teacher and their respective grades (formal, written and oral).
Self-assessment:
Students are provided with the opportunity to reflect on their work during the placemat activity by reading the comments made by the
teacher and adjusting their plan accordingly. During the debate process students confer with the teacher about what they have learned
prior to the debate. They must also use what they have learned in order to argue their point, this requires reflective thinking. Especially
in the case of a rebuttal for which they were not prepared. During the letter writing activity students are encouraged to write a
paragraph reflecting on what they knew at the beginning of the topic compared to now.

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Page 10 of 27

Less
ons

Learning Experiences
DETERMINING PRIOR KNOWLEDGE
Content area:
Students are introduced to terminology (i.e. immigrant) (LITERACY), students
make use of ICT to participate in the Kahoot.it (DIGITAL TECHNOLOGIES) and
students reflect on prior knowledge (HASS)
Introduction:
Students will be informed that in 3 weeks they will be having a debate on the
topic of immigration. They will use the lessons leading up to it to prepare and
learn how to have a debate.
Questioning and discussion. Students will be asked: What is an immigrant? Do
you know an immigrant? What do immigrants look like? What do immigrants
do? Where do immigrants come from?. Students answers will be discussed.
Ideas will be written up on the white board.
Body:
Students prior knowledge about immigrants will be assessed by two means.
The first will be a Kahoot.It quiz whereby the teacher will have questions preprepared to determine what misconceptions that the class may hold. Students
will then draw a picture of what they believe an immigrant looks like.

Assessment For/As
Learning (Formative
Assessment)
Diagnostic (drawing):
What does an immigrant
look like? (appendix two)
This will be indicative of
the schema the students
hold for immigrants.
Diagnostic (quiz):
Kahoot.It
Students will be quizzed
on terminology such as,
immigration, refugee,
emigration, diversity,
multiculturalism, illegal
immigrant, legal
immigrant, asylum
seeker.

Resources
White board.
Kahoot.It quiz.
School tablets
(one for each
child).
Interactive
whiteboard.
What does an
immigrant look
like sheet.

Conclusion:
The teacher will select students who have demonstrated some knowledge
about immigrants to share with the class what they have drawn and what they
believe and immigrant it.
2

DEVELOPING RESEARCH SKILLS

Content area:
Comprehending and analysing texts and make use of new vocabulary
encountered in research (LITERACY)/collect information from a variety of
sources (HASS)/Use ICT to collect information (DIGITAL TECHNOLOGIES).
Introduction:
Students are asked questions such as: If I asked you what the height of Mt

Formative:
Informal over the
shoulder marking
(students will be writing
their dot points in their
HASS workbooks).
This informal method will
indicate which students
are successfully

HASS workbooks.
School laptop
trolley.
Login details for
each child.

Page 11 of 27

Everest was, how would you find out the answer?; If I asked you to define
immigrant for me, how would you find the exact definition?; and If I asked
you to find me a book about immigration, how would you do this?. These
questions are intended to get students thinking about how they would go about
sourcing information on a given topic.
Direct instruction about researching skills using the internet will follow. Along
with instruction on how to take notes from sources of information (looking for
the main idea in text).

converting research into

notes in their books.

Body:
Students will research the following topics: What is an immigrant and
Australias immigration history. Students will make dot points about what they
find from their research.
Conclusion:
Students will have the opportunity to share with the class what they found from
their research. It is expected that one or more students will provide a definition
for the word immigrant. The new definition they have found will be compared to
what they thought an immigrant was previously. Students homework is to ask
their parents about their heritage.
3

THE FIRST FLEET

Content area:
Know the story of the First Fleet (HASS)/ Use ICT to collect information (DIGITAL
TECHNOLOGIES)
Introduction:
Students will share their familys heritage with the class. Where appropriate
students will be asked to identify whether they or a family member were an
immigrant.
Body:
Students will be directed to research the First Fleet and determine whether or
not they were immigrants. They will then be tasked with finding another major
immigration period/group/people in Australias history.
Students will then be split into groups to share what they have learned with
each other. They will nominate one member of the group to write down what

Formative:
The teacher will use
informal assessment of
observation to see that all
students are using their
researching skills
successfully.
The teacher will use this
informal method to see
which students have
completed the required
work in this class.

School computer
trolley.
Kahoot.it

The Kahoot.it will

evaluate each groups
comprehension of what
they have researched.
This quiz will address not
only specific content on
Page 12 of 27

they have learned in preparation for the Kahoot.It quiz they are about to take.
Conclusion:
Students participate as groups in the Kahoot.it quiz.

WHAT WOULD IT BE LIKE?

Content area:
Making use of new vocabulary and hare opinions and points of view on
information developed from the text (LITERACY)
Introduction:
Students are asked what they think it would be like to be an immigrant. They
are then asked if they know what a refugee is, and are asked what they think it
would be like to be one. Discussion occurs, students ideas are recorded on the
board.
Body:
Students are shown the book The Arrival by Shaun Tan
(http://www.shauntan.net/books/the-arrival.html). As a class the main points of
the story are discovered and written on the board. Students are then to write a
story to match the pictures that they have seen. This story must be told first
person as though they are the immigrant in the story. It is expected that
students will use new vocabulary such as immigrant and refugee.

the First Fleet (major

dates, such as the first
landing and where they
landed) but also on the
concept of the First Fleet
being immigrants. The
quiz will ask questions
which require students to
apply this concept to
themselves and their
family.
Formal formative
assessment will occur
here. The teacher will
mark over the shoulder to
ensure that students are
using the required
vocabulary (refugee and
immigration).
This will give an
indication of whether or
not students are using
their new language
appropriately.

The book The

Arrival by Shaun
Tan
Literacy work
books.
Drawing and
writing utensils.

Conclusion:
The teacher will choose a number of students to share their story with the
class. The students will then be asked if they think it would be hard to be an
immigrant. Why? Why not?
5

DIFFERENT POINTS OF VIEW

Content area:

Formative:
Final product of all
students work is the

Library
computers and
books.
Page 13 of 27

Know that the same idea can be portrayed in different ways by different
authors AND Know that your opinions and points of view may differ from those
of others (LITERACY)/Collect information on the topic from different sources (i.e.
web or library) (HASS)/ Use ICT to collect information (DIGITAL TECHNOLOGIES).
Introduction:
Students receive direct instruction about immigration in Australia and current
the current political climate which has resulted in differing opinions on
immigration. Discussion will follow.

table which the teacher

prints at the end. This is
formative assessment
which will indicate the
degree to which students
are participating in the
researching process.

Interactive smart
board.
HASS books
Writing utensils.
Student login
details.

Body:
Students are required to go to the library and use books or computers to find
resources about immigrants or refugees which portray them from different
perspectives. They will print the relevant website or hire out the book they
have sourced and bring it back to class with them.
Conclusion:
Students will share with the class what they have found. As each student
shares what they have found the teacher will write their findings into a table on
the interactive whiteboard. This table will be printed and a copy given to each
student to glue into their HASS books.
6

YOUR FAMILY IMMIGRATION STORY

Writing books.

Content area:

Writing
materials.

Know that there are different groups in society (HASS)/See how different
authors (each student is an author in this lesson) can represent the same idea
(LITERACY).
Introduction:
Students will be asked to share what they know about their family, if and when
they immigrated and if they know the story. Students instructed that they are
going to write their family immigration story in the form of letter to someone
else in the class (a peer selected by the teacher). Students receive direct
instruction on letter writing format.
Body:
Students write their letters. Once written they will swap with their allocated

Page 14 of 27

peer and they will read and mark each others letters for spelling, grammar,
syntax and letter structure. Once this has been completed they will bring their
peer marked letters to the teacher for scrutiny.
Conclusion:
Students are encouraged to share what they think an immigrant is now
compared to what they thought before (the ideas had in lesson one will be
written up on one side of the board and new ideas on the other).
Cross Curriculum Priorities:
7

YOUR FAMILY IMMIGRATION STORY PT2

HASS books.

Content area:

What does an
immigrant look
like work-sheet.

Reflect on and apply learning (HASS)/Using computers to create a typed copy of

the letter (DIGITAL TECHNOLOGIES)
Introduction:
Students are asked about their letters, if they want to change/improve
anything. Students given opportunity to read letters and reflect.
Body:
Students will type up a good copy of their letters. Once completed they will
return to class. The teacher will select a number of students to read the letters
which their peers have addressed to them.
Conclusion:
Students will glue their letters into their HASS books. Students will then use the
same template as they did in the first lesson to draw what they think an
immigrant looks like now.
8

COULD YOU SUCCESSFULLY IMMIGRATE TO AUSTRALIA?

Citizenship test.

Introduction:
Students are asked if they know how a person can immigrate. Discussion is
generated surrounding how a person can undertake the necessary travel and
what is involved. They are then introduced to the citizenship test.

Writing utensils.

Body:
Page 15 of 27

Students to attempt to complete a citizenship test. Once completed they will

swap work with one another and the teacher will read out the answers, peer
marking will occur.
Conclusion:
The teacher will ask how many students passed the citizenship test and were
able to successfully immigrate. Discussion will occur around what the
ramifications are for either failing or passing this test. Or what could happen if
you passed and your family did not.
9

LOOKING AT DIFFERENT GROUPS OF IMMIGRANTS

Content area:
Know that there are different groups in society AND collect information from a
variety of sources (HASS)/Comprehend and analyse texts (LITERACY)/Use ICT to
find and represent information (DIGITAL TECHNOLOGIES).
Introduction:
Students are asked what countries they know of that people have immigrated
from. Ideas generated are written on the board. Students are then asked what
countries people immigrate from at the moment.

Formative:
Over the shoulder
marking in HASS books to
see if the students have
gathered the required
information.

School
computers.
Student login
details.
HASS books.
Writing
materials.

Body:
The teacher will provide students with one of a five countries from which
people immigrate (having researched this earlier, the weaker students will be
given easier countries to research). Students will research how a person can
immigrate from one of these countries to Australia. They will also be required to
find two differing opinions in a news article about immigration. Information
found must be recorded in dot points in HASS books.
Of the thirty students in the class, six groups of five will be made. Each group
will consist of one student who researched immigration from each country.
Conclusion:
Students will share the information they have found with the group. All
information gathered will be contributed to a group placemat.
Cross Curriculum Priorities:
Asia and Australias Engagement with Asia Students are researching Asian
Page 16 of 27

cultures.
10

BEGGINNING RESEARCH ON DEBATE TOPICS

Content area:
Reflect on and apply learning AND Create questions which will guide the inquiry
process (HASS)

Formative:
Informal monitoring of
student progress by
means of signing off on
work in HASS books.

School
computers.
Student login
details.
HASS books.

Introduction:
Students are asked to reflect on what they have learned so far about
immigrants. They will share something which they thought was true but ended
up being a misconception.

Writing
materials.

Body:
Students will each be given a debate topic. The two most capable groups will
be given the hardest topic leading down to the easiest topic for the two
weakest groups. The groups will work together to generate research questions
which will help them to gather information on their topic. They will be aware
that they could either be arguing for or against their topic.
Conclusion:
Each group will share the questions that they came up with, with the class.
They will receive feedback and suggestions of information to add.
Cross Curriculum Priorities:
Asia and Australias Engagement with Asia Students are researching Asian
cultures.
11

REFINING RESEARCH ON DEBATE TOPICS

Content area:
Collect information from a variety of sources AND Use listening skills to interact
with others so that different points of view can be shared in a respectful
environment (HASS)/Comprehend and analyse texts (LITERACY)/Use ICT to find
and represent information (DIGITAL TECHNOLOGIES).
Introduction:
Students will be informed that they are going to use the questions that they
have created to find information for their debate. They will at this point be

Formative:
Informal observation of
each childs engagement
with the placemat activity
and the degree to which
they are engaging
(marked on rubric).

School
computers.
Student login
details.
Placemats and
coloured
markers.
Writing
Page 17 of 27

provided with the placemat template which will guide them to find a number of
reasons for and against the statement which they are arguing.

materials.

Body:
Students work in their groups to research arguments for their debate. The
teacher is free to float and offer assistance where necessary. Students are
aware that they must each contribute something to the placemat using the
colour of marker which they have been allocated.
Conclusion:
A small practice debate takes place between the two most prepared groups.
The teacher will facilitate this, ensuring that the importance of respecting and
listening to one another is an important component.
12

REFINING RESEARCH ON DEBATE TOPICS PT2

Content area:
Collect information from a variety of sources AND Use listening skills to interact
with others so that different points of view can be shared in a respectful
environment (HASS)/Comprehend and analyse texts (LITERACY)/Use ICT to find
and represent information (DIGITAL TECHNOLOGIES).
Introduction:
Students are instructed on the next steps in the process.
Body:
As students begin to complete their researching they will bring their placemats
to the teacher. The teacher will give each group immediate feedback and offer
suggestions on ways to improve their placemat (all suggestions offered by the
teacher will be written down to determine later whether or not students have
listened to the teachers recommendations. Once they return with their
amended placemats the teacher will inform them that they are to have a
practice mini debate within their groups.

Formative:
Informal observation of
each childs engagement
with the placemat activity
and the degree to which
they are engaging
(marked on rubric).

Placemats.

Summative:
The placemat activity
receives formal marking
against the rubric.

Writing
materials.

Coloured
markers.
School
computers.

Conclusion:
Within their own groups students are to practice the debating process. Once all
placemats are complete the teacher will inform each group whether they are
arguing for or against and which team they will be up against. Groups must
then nominate roles for the debate, i.e. who will speak when and who will
manage the ICT usage.
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13

DEVELOPING A SCRIPT FOR THE DEBATE

Content area:
Reflect on and apply learning (HASS)/Be able to share opinions/points of view
developed from a text with others (LITERACY).
Introduction:
The teacher explains to students that they are about to convert their placemat
into a script for the debate. Any question about the process so far are answered
and students are offered the opportunity to share something new that they
have found interesting in their research.

The script will be used as

reinforcing evidence of
student engagement in
the planning for debating
process. Marked in
conjunction with the
debate.

Teacher marked
placemat.
Debate
script/structural
organiser.
School
computers.
Presentation
software.

Body:
Students begin the process of filling in the debate script template from their
placemat (each student has their own debate plan template). Once students
have completed the placemat they are to go in their groups to the computers
to create a slideshow or some other means of presenting the evidence which
reinforces their arguments on the day of the debate. Once complete this will be
save to their USBs.

USBs

Conclusion:
Each group of students will come to the teacher and explain the debate process
to ensure that they know exactly what they are doing.
14

THE DEBATE
Content area:
Make use of digital technologies to support debate (DIGITAL TECHNOLOGIES)/
Use listening skills to interact with others so that different points of view can be
shared in a respectful environment (HASS)
Introduction:
The teacher explains that today is the day on which the debate will take place
and covers who will be debating when. Any questions or comments students
may have will be answered here.

The debate is marked

according the rubric in
conjunction with the
script.

USBs
Smart Board
Debate script
Pre prepared
supporting
evidence in
digital form.
Page 19 of 27

Body:
The debate will occur as per outlined in stage two. Students receive immediate
feedback and are told what mark they will receive for their debate.
Conclusion:
The teacher will gather all relevant resources and copy them. These will be
returned to students the following day with feedback. Debate winners will be
announced.
Cross Curriculum Priorities:
Asia and Australias Engagement with Asia
15

WHAT HAVE YOU LEARNED

Writing books.

Content area:

Writing utensils.

Reflect on and apply learning (HASS).

Introduction:
Students receive their debate planner and placemat activity back with written
feedback.
To finish this unit of work students are to use the letter writing format to show
what they have learned over the last three weeks. They will have a checklist of
all the things that they are expected to include in this letter. The teacher will
generate discussion about what they need to include in the letter to ensure
that all students are aware of what they need to include and understand the
checklist.
Body:
Students will work independently to create write their letters in draft form.
Weaker students may receive scaffolding in the form of a template. Students
will complete the letter as per outlined in stage two.
Conclusion:
Three students will have the opportunity to share what they have written so far.

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16

WHAT HAVE YOU LEARNED PT2

Content area:
Use ICT to find and represent information (DIGITAL TECHNOLOGIES)/ Reflect on
and apply learning (HASS).

Students letters are

assessed using the rubric
in stage two.

Writing books.
Writing utensils.
School
computers.

Introduction:
The teacher will quiz students with a Kahoot.it, the same one that they did at
the beginning of the unit of work to establish how much they have improved.
Body:
Students finish writing their letters. They give it to the teacher for suggestions
as to where it can be improved. They take their final draft to the teacher and
are then instructed to type up their letter. The teacher collects the typed copies
for marking.
Conclusion:
Students who wish to share their letter may read it to the class. Following this
the teacher will ask students what some of the main things that they have
learned over the last three weeks were. These will be written on the board.
Students will receive their marked letters back the following day with feedback
and will be allocated an overall grade for the completed unit of work.

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Explanation of Plan
The central focus of this plan battle common misconceptions about immigrants by developing students in the
awareness that Australias population all immigrated her at some point in time. It aims to teach that, despite the
recent political climate, immigrants are not something to be feared and that refugees can be people/children just
like them. This unit of work aims to achieve these goals whilst also promoting the idea that different people have
differing points of view and it is important to hear and respect these views. The unit of work also teaches students
research skills which will allow them to disseminate between fact and opinion when interpreting text. As this is a
unit of work which integrates Humanities and Social Sciences (HASS) with Literacy classes are able to run as
many as six times in a week for three weeks.
The learning areas which this unit of work endeavours to cover include English, HASS and Digital Technologies.
Within the English curriculum students develop their receptive modes by fluently read a range of text and learn
how to differentiate between literal and inferred meaning in texts. They also practice listening to others
viewpoints and identifying the key points in discussion and in text. Within the productive modes of the English
curriculum students develop the capacity to understand how to express and opinion based on text. They are also
expected to use specific structured texts to explain ideas, make presentations and contribute to discussions. They
will be expected to learn and use new vocabulary with accurate spelling and punctuation. Where necessary
students will amend their own work in order to improve meaning. Within the HASS curriculum students are
expected to be able to describe the experiences of an individual or group in the past, describe the factors that
shape an individuals identity and identify a number of different views about how to respond to an issue. Students
will also develop and make use of their researching skills (including questioning to guide the inquiry process),
distinguishing between different types of information (i.e. fact versus opinion). They will establish and share their
points of view whilst also hearing and respecting the conflicting views of others. They will be introduced to the
story of the First Fleet and they will identify that society consists of people from many different groups. Finally,
they will reflect on what they have learned and apply their learning towards a goal. With regard to the Digital
Technologies learning area students will learn how to use digital technologies to find and represent information
for audiences.
The understanding by design (UBD) approach to developing units of work is best described as a framework for
planning the curriculum content (Mctighe & Wiggins, 2011). It places emphasis on providing students with the
opportunity to not only learn new skills and knowledge, but also to implement what they have learned in a
practical manner (Mctighe & Wiggins, 2011). Mctighe and Wiggins (2011) state that this approach is reflective of
current research on learning. The UBD approach highlights the interdependence of teaching and assessment for
understanding. It incorporates a big idea or concept. This is used to frame the knowledge and skills which the
students are to develop. This is achieved by splitting the planning of the unit into three stages. The first stage
being identifying what learning will occur. The second stage involves the planning of a summative assessment to
establish whether or not learning goals have been met. The third and final stage of planning is to decide on what
learning experiences the students should have to best prepare them to meet the learning objectives. Ultimately
UBD aims to provide learning experiences which provide students with the skills and knowledge necessary to
achieve the learning objectives (successfully complete the summative assessment). The UBD (or backwards
planning) approach is one of three major approaches to producing a unit of work and is recognised by Allen and
Readman (2013) as strongly promoting constructive alignment. The other two approaches are inquiry (Reynolds,
2014) style planning and Learning by Design (LBD) (Cope & Kalantzis, 2012). While these two approaches
share the common big idea and conceptual understanding goal, they differ in that the assessments are planned
last. Understanding by Design is often referred to as backwards planning (Westwood, 2013) due to the fact that
the summative assessment is planned immediately after the learning content has been decided upon. This
approach strongly encourages a constructive alignment. That is, the assessment matches the learning objectives,
the learning experiences match the learning objectives and the students are aware of and can see the common
theme.

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The results from this unit of works summative assessment were recorded against a rubric. This was the medium
chosen for recording assessment results as it creates a specific criterion for level of achievement in each area
being assessed. Rubrics also have strength in their capacity to be reworded in such a way that students can read
and understand them. In this way the assessment process is transparent, thusly providing a sense of intrinsic
motivation in students (Cope & Kalantzis, 2016). The formative assessments are more often than not marked as a
checklist simply identifying whether or not students are using the skills intended. The summative assessments
chosen provide all students the opportunity to show their learning through a variety of mediums, whether it be
group work, debating or writing of their letter to the community. Additionally, these assessments manage to cover
the broad range of content descriptors. Their activities require the students to demonstrate that they have a
specific skill set in order to successfully complete the assessment tasks. For example, within the debate, students
capacity to listen to and respect the points of views of others, then represent their own point of view, is
demonstrated. However, they must have also use their researching skills to find knowledge to source the
knowledge to support their arguments/opinions. In order to have this resource they must have completed their
research and placemat activity. This process is ongoing throughout the lessons. Effectively the skills and
knowledge from the lessons prior to the summative assessment are culminate in students having the capacity to
debate their topic. This assessment finds its creative basis in that students are responsible for finding information
to inform their own opinions and arguments.
This assessment finds its real world application in the formation of an opinion/view and use of personal voice
talking about this view in the letter to the community. Students aim to share their learning with their community
in hopes of promoting awareness of the way in which popular culture is inspired by media to fear and dislike
immigration. The letters written will be pinned up on the community notice board on December 18th,
International Migrants Day.
Once students begin plan for and work on their placemat activity in their groups will receive both written
feedback (on their placemats) and engage in discussion with the teacher (as a group) when they think that they
have finished the activity. That is, students will work in their groups to complete the placemat activity. Once they
perceive that they have finished they will bring their placemat to the teacher. The teacher will identify and
annotate on the elements of placemat where students can improve or add information. The teacher may also make
guiding suggestions. At this point the students will take their placemat back and make the recommended changes.
They will then bring it to the teacher a second time to see if they are ready to move to the next activity. A similar
process is involved in the writing of the script for the essay. During the debate the class will offer feedback as to
the level of volume at which debaters are speaking (this is achieved by indicating that the speaker is too quiet by
the raising of the hands to behind the ears). At the conclusion of the debate students will be given direct oral
feedback on how they went and will be provided with a marked rubric with comments. This is something which
they can use to see where they had strength and weaknesses in their debate. This feedback will inform the letter
which they are to write. In writing the letter students use their drawings of an immigrant at the beginning, their
feedback from the placemat, their research (from when they were developing their researching skills) and their
feedback from the debate to form the content of their letter.
Three approaches for reporting to parents/carers have been chosen for this unit of work. The first is parent teacher
meetings. These may be used early on and throughout the unit of work. This form of reporting involves parents
booking a time to come and speak with the teacher about the work their child has completed, areas of strength
and areas of deficit. It is a good opportunity to learn more about the child (i.e. what they are like at home/what
their interests are) and to get the parents involved in the childs learning (extending the content into the childs
home life). While these meetings are beneficial they can be difficult to organise due to parent/carer working
hours. Further to this, it may not be feasible to see each students parents on a regular basis. The second form of
reporting use will be portfolio style (Allen & Readman, 2013). This can either be in digital or hardcopy form. The
hardcopy involves students taking home artefacts/workbooks (with teacher feedback and comments) for their
parents to view (a communication book may be used here where necessary). The disadvantage of this is that in
some cases students may forget to bring their work back home or lose it. It may also be difficult for some parents
to find a time when they are home to go through their childs work with them. In these situations, (assuming
students and their parents/carers have access to internet by means of digital technology) a digital portfolio using a
Page 23 of 27

service such as Edmodo (https://www.edmodo.com/?simplified_landing_page=1&go2url=

%2Fhome%23%2Fgroup%3Fid%3D20907711)may be more appropriate. The advantage of this
approach it that parents can access their childs work at any point in time and can communicate directly with the
teacher via comments on students work posted. The third and final method by which reporting will occur is with
a rubric sent home with students at the conclusion of the unit of work. This rubric will detail exactly where each
student was allocated marks and the criteria by which they were marked. The use of a rubric in reporting reduces
the chance of potential disputes over the allocation of grades. A possible deficit of this approach lays in the
assumption that the parents/carers of students are able to read.

Page 24 of 27

Page 25 of 27

APPENDIX TWO
WHAT DOES AN IMMIGRANT LOOK LIKE?

Page 26 of 27

APPENDIX THREE
DEBATE PLANNER
TOPIC:
ARGUMENT
S

EXPLAINATION OF ARGUMENT

EVIDENCE/
RESOURCES

ONE

TWO

THREE

FOUR

FIVE

SIX

Page 27 of 27