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EED307 Unit of Learning Overview: Diversity Stage 1 - Coggle Diagram
EED307 Unit of Learning Overview: Diversity Stage 1
KLA 1 - History
Outcome 2
HT1-2: Identifies and describes significant people, events, places and sites in the local community over time
Outcome 3
HT1-4: Demonstrates skills of historical inquiry and communication
Outcome 1
HT1-1: Communicates an understanding of change and continuity in family life using appropriate historical terms
KLA 2 - English
Outcome 3
EN1-9B: Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Outcome 4
EN1-10C: Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
Outcome 1
EN1-1A: Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
Outcome 2
EN1-4A: Draws on and increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
Learning Activity 1 (History)
Students read and explore the picture book "I'm Australian Too" By Mem Fox.
Using this book as a guide students will discuss diversity in Australian and in their school
Students will work as a group and create a mind map on the interactive whiteboard. The question in the middle will be; "What is diversity and where do you see it?"
Teacher and students explore the term diversity and what it means
Learning Activity 2 (History)
Based around the picture book already explored; "I'm Australian Too", students use their historical inquiry skills and ask their parents about their own family history
Using this students will use the Family Tree resource and create their own family tree
Learning Activity 3 (English)
Students explore how life is different now compared to the past
Students are shown the Family Life of Australians of all different diversities
The teacher will use old photos and videos to effectively utilise ICT resources and develop further understanding
Think-Pair-Share; Students will share how these are different to their lives now
Learning Activity 4 (English)
As their final project, students will choose an older family member or friend to study
Students will work collaboratively in class to form questions to ask the subject of their project
Students will need to collect photos and information to present their findings on a poster
Students will use their writing and creativity skills to create an appealing poster that is also insightful and gives information about their chosen family member and their life
To be included; family name, family member name, where they were born, what life was like when little, include photos
Learning Intention - Aims/Objectives
Students use their own family history to understand the change and continuity of family life in Australia (
HT1-1
) (
EN1-1A
)
Students acknowledge the significance of diversity in Australia and use "I'm Australian Too" to explore this diversity (
HT1-2
) (
EN1-4A)
Students use historical inquiry and communication to explore their own history and the history of Australian Life (
HT1-4
) (
EN1-9B
)
Students use this history and present their family in a creative manner. Students will communicate with their own family and explore diversity deeper (
EN1-10C
)
Assessment Task
Think-Pair-Share activity
Family Poster
Family Tree
Class Discussion and Collaborative Mind Map
General Capabilities
Literacy
Information and Communication Technology (ICT)
Personal and Social Capability
Intercultural Understanding
Critical and Creative Thinking
Resources
I'm Australian Too - Mem Fox
Family Tree Resource
https://www.youtube.com/watch?v=ZT7RnA5musQ
https://www.nfsa.gov.au/latest/life-australia
https://www.youtube.com/watch?v=LbYKE3lKzWI
https://www.pinterest.com.au/zedna/australian-historical-photos/
Teaching Strategies/Considerations for EAL/D and Gifted Learners
Acknowledgement of EAL/D and gifted students
Engage with the diversity of the EAL/D students and integrate it into the lessons about Diversity
Create an inclusive learning environment that caters for all students and enables them to contribute (Taylor and Sidhu, 2012).
Support teachers
Variety of learning strategies
Engage with student on an individual level