UNIT PLANNER

Pre-service Teacher name: Lucy Henderson Highlight planning process: Date:

Planned collaboratively with ST
Year level/ age range & number of students:
Planned collaboratively with peer
Year 4/5
Planned independently based on ST
Students aged 9-11
lessons
28 students (11 ESL Students).
Planned Independently
Unit title: HASS/ Geography
Learning area and outcomes: (E.g. English, Mathematics, Science, Health & Physical Education,
Humanities & Social Sciences, The Arts, Technologies and Languages & Australian Curriculum links)
- Pose questions to investigate people, events, places and issues (ACHASSI073)
- Locate and collect information and data from different sources, including observations
(ACHASSI074)
- Sequence information about people’s lives and events (ACHASSI076)
- Interact with others with respect to share points of view (ACHASSI080)
- Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital
representations and discipline-specific terms (ACHASSI082)
- Develop appropriate questions to guide an inquiry about people, events, developments, places,
systems and challenges (ACHASSI094)

General capabilities consideration: literacy, numeracy, ICT, critical & creative thinking, ethical
understandings, intercultural understandings, personal & social capabilities (ALL RELEVANT)
Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability
Student diversity consideration: students with disability, gifted and talented students, students for whom
EAL/D
Learning intentions: Success criteria for students:
- Students gain insight into the history of -
Australia and its settlements and the
significance of Reconciliation week in
Australia’s history.
- Students research Aboriginal cultures and
histories within Australia.
- Students research an Australian tourist region
and create a tourist brochure highlighting
important information retaining to their
chosen region.
- Students gain a broader understanding of
Sustainability and sustainable practices

Formative assessment: Summative assessment:

Storm Boy location Task
South Australian region Task
Reconciliation Week Posters
Range of teaching strategies: preparation/ organisation/ resources:
Wide range of resources used:
-ICT lessons
- brochures and different written materials
- informative class discussions
- Videos
- Interactive whiteboard lessons

Offers differentiated learning experiences and pairs students will peer that can guide their learning.
- Offers visual, spoken and written learning opportunities (ICT, videos and texts)
- Provides hands-on learning opportunities (South Australia tourist regions brochures)
- Teacher-selected groups that support inclusivity, positive collaboration and equal opportunity for
contribution

Differentiation: (Are there any students that I need to personalise the activity for)
Success criteria and lesson outcome adapted for one student.
Students struggling with literacy are paired with a higher-level peer for support, or supported to work in a
small floor group with a MKO.

Specific student needs: learning/ behaviour Adjustment and considerations

Consistent noise level reminders – at the start of each Disruptive students are asked to work at the front of
lesson set a noise level to work at (e.g. 1, 2, 3, 4 etc.) the room.
as the students are familiar with these. End each lesson with a debrief on the learning.
 UNIT TIMETABLE
(Lesson overview – brief detail only – use to determine time-frame etc)
LESSON L1 L2 L3 L4
LEARNING Reconciliation Week Storm Boy Reconciliation Week activity Regions of South
EXPERIENCES Focus – What is it all Geography Task continued- Australia
about? Aboriginal presentations/posters
Geography
Culture

Interesting Facts
Continued L6: Sustainability – L7: L8: L9:
REDUCE REUSE
Natural Resources Sustainable Tourism Mind Map Earth’s Natural
RECYCLE
slides and questions Resources

Most Worrying to
Least Worrying
Statements
(analysing data).

In computing time, students research What is RECONCILIATION week all about. Computers

KEY QUESTIONS: Headphon

- What are some important aspects of Aboriginal culture? Recording

- Interesting Facts etc.
materials
- What are some traditional foods in Aboriginal Communities?
- What are some examples of traditional Aboriginal music?
Students can research independently with peer discussion (noise level 2). Below are
some helpful guiding links if they are stuck on where to find information.

Useful websites:
Reconciliation
https://www.natgeokids.com/au/discover/history/general-history/aboriginal-arts-and-
Week Task
culture/

https://kids.kiddle.co/Indigenous_Australians

https://www.naidoc.org.au/about/naidoc-week

https://www.youtube.com/watch?v=jWDHsg054YA

Record information found in HASS books or on a word document.

Remind students to use “for kids” at the end of every internet search.

Introduce and discuss the idea of plagiarism and using your own words. DO NOT
COPY AND PASTE UNLESS YOU ARE ABLE TO EXPLAIN THE WHOLE
PARAGRAPH TO A PEER!
 EVALUATION & REFLECTION: How effective was this unit?

Students
Level of Engagement
low high
Challenge for students
low high
Achievement/progress towards goals
low high
All learners catered for
no yes
Future teaching suggestions: What information did this unit provide about the future teaching/learning nee

Assessment
difficult to carry
out easy to carry out
unrelated to
outcomes allowed for range of student respons

Student feedback:

Supervising Teacher feedback:

Pre-service teacher evaluation: If you were to use this unit again, what changes would you make?