This teaching and learning sequence could be used in conjunction with the DVD ‘Making Language and Learning Work 3’. Available from Down the Back of the Chair – Item number 113358
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
| Writer: | Kristy Jones |
| Year level: | Years 5-6 |
| Duration | 7 learning tasks over 3 - 5 weeks |
| Who are my students? | WHO ARE MY STUDENTS? We are a large multicultural school and in my class of 30 alone I have 10 different cultural groups represented and 10 children who speak a language other than English at home. Another 3 students mainly speak English at home, but have bilingual grandparents or relatives around them. This class consists of many multi-cultural backgrounds including Chinese, Korean, Indian, Iranian, Ukrainian and more. When considering the oral language matrix from the English Language Learning Progressions, I established that I had 4 students working at Foundation Stage, a large group of students at Stage 1 and some students at Stage 2. This sequence of lessons enables teachers to draw on knowledge and expertise of all students and their families. For English language learners it is valuable to remember the principles of effective teaching. These are:
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| What do they already know? | WHAT DO THEY KNOW?
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Learning Outcomes(What do my students need to learn?) |
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| Learning area(s) | Social Science, English and Literacy |
| Social Science Big Idea (this is the enduring understanding children will learn by the end of the unit) |
We are learning to share our cultural practices so we have understanding of differences between me and others, which leads to empathy and tolerance of all people in our world. |
| Social Science Overview of Big Idea |
Students learn about society and communities and how they function. They also learn about the diverse cultures and identities of people within those communities and about the effects of these on the participation of groups and individuals. |
| Process – Social Inquiry | Through the process of Social Inquiry students ask questions and examine the background to important societal ideas, explore and analyse values relating to these ideas in order to understand issues and ways that people (themselves and others) make decisions and participate in social action. |
| Process Skills focus | Ask questions/ explore and analyse people’s values and perspectives/reflect on and evaluate the understandings that have developed |
| Curriculum achievement objectives for: | |
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Level 2
Level 3
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Speaking Writing Presenting Productive Level 2
Level 3
Listening Reading Viewing Receptive Level 2
Level 3
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We are learning to…
Topic specific vocabulary:
Language features:
Note: Ask children to source the key vocabulary in their home languages. |
Teaching and Learning(What do I need to know and do to meet the range of identified learning needs of my students?) |
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| 1-2 related professional readings or relevant research | On meeting the range of identified learning needs of my students: When directing the learning towards English language learners the whole group benefits – so it’s ‘win:win’ for all students. The teaching tools in this unit benefit students who are foundation level English learners through to fluent speakers/readers of English. For Literacy learning support and assessment:
Multicultural Education: Students benefit from the different cultural backgrounds present and being shared, as well as sharing their own background knowledge. See ‘ Our Cultural Village’ on TKI. For more on multiculturalism in the classroom: A Synthesis of Scholarship in Multicultural Education Teaching about ‘empathy’ and ‘cultural diversity & inclusion’ also supports the Big Idea. See:
Social Science exemplars:
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| Learning task 1 | |
| Learning task 2 | |
| Learning task 3 | |
| Learning task 4 | |
| Learning task 5 | |
| Learning task 6 | |
| Learning task 7 | |
Assessment and Evaluation(What is the impact of my teaching and learning?) |
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Assessment is ongoing and the potential for assessment is embedded in each of the tasks. There are multiple opportunities for new knowledge and reinforcement of conceptual understandings to be shared across the class based on students’ experiences. An expectation is that students can use topic specific vocabulary in the correct context by explaining their ideas and understandings in oral and written form. Opportunities for assessment include:
Writing : self/peer/teacher reflection about quality of treasure descriptions
Identifying next learning steps: Teachers adapt and modify content based on key questions from the Teaching as Inquiry Model. |
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Oral Peer and Self Assessment opportunities in relation to the Learning Intentions and learning tasks eg:
Students’ ability to use topic specific vocabulary when sharing ideas with others in the class Integrated topic links:
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MOE teacher resources
If you are not able to access the zipped files, please download the following individual files.
Published on: 09 Jan 2018
