UNIT OF WORK OVERVIEW

Aim: The aim of this unit of work is to explore the local community in terms of how significant individuals, groups and events
contributed to changes in the local community over time.
Assessment: Within the first few lessons students will undergo diagnostic assessment through conversation and
discussion whereby the teacher will gain an understanding of prior knowledge students bring to the class. Using this
information, the teacher can adapt and change lesson content accordingly. During the unit, the teacher will observe student
interaction with lesson content as well as view any work completed to gage the learning and understanding of each student.
At the conclusion of the unit a summative assessment occurs; this assessment is altered to suit the needs of each student.
ICT: Throughout this unit of work, ICT is used numerous times. Firstly, students will use the internet (computer or ipad) to
conduct their own research on the local area. Secondly a close focus is placed on the book My Place by Nadia Wheatley
and Donna Rawlins which has a support website for both students and teacher which will be accessed numerous times to
gain a deeper understanding of a particular time period. Technology is also used to develop a presentation as part of the
assessment of this unit of work.
Outcomes addressed:
HT2-2: describes and explains how significant individuals, groups and events contributed to changes in the local community
over time
EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts
on increasingly challenging topics in different media and technologies
VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of
particular techniques.
Week 1: Focus: introducing the unit of work and the concept of how the local community has changed. Students will
brainstorm prior knowledge and begin to explore the idea of what the community was like before. Students are introduced to
John Bossley, a significant figure within their local community. HT2-2
Assessment: Diagnostic assessment. Teacher takes not of what students already know.
Indicator: Students identify that people and groups have made significant changes in the past for their community.
Week 2: Focus: Students are introduced to the book My Place by Nadia Wheatley and Donna Rawlins. Throughout the
week they will read from 1928-1988 and discuss issues such as Vietnamese migrants, family and friendship. EN2-4A
Assessment: students will be assessed on how well they link the idea of migrants to todays society.
Indicator: demonstrate an understanding of how different cultures are being introduced through migration.
Week 3: Focus: Class reads 1918 and discusses the impact the war would have had on communities throughout Australia.
Students look into what the community would have looked like before and after war periods and compare (Venn diagram)
how children lived during this time to how they live now. HT2-2, VAS2.4
Assessment: Venn diagram. Indicator: Students clearly identify differences between then and now.
Week 4: Focus: Students explore gender roles throughout society (at that time) and explore how these would have
changed due to the war. Read 1908 of My Place and discuss transport and how John Bossley would have commuted at
this time. HT2-2, EN2-4A
Assessment: Role play of gender/job roles
Indicator: Students identified the roles of gender during the war and acknowledges that transport is different now.
Week 5: Focus: Students read 1858 of My Place and explore the impact of the Gold Rush, eg. Looking at the types of
people that migrated to Australia for the Gold Rush and how gold was used as a currency. EN2-4A
Assessment: Students prepare an action plan as if they were migrating to Australia for the Gold rush.
Indicator: Students identify how they would arrive and how they would live.
Week 6: Focus: Students will explore the reasons why convicts came to Australia, what they were made to do here and
what this meant to Aboriginal communities. Literary focus will be made on 1808-1798 of My Place. Students research the
first catholic church and priest in Australia after white settlement. HT2-2, EN2-4A
Assessment: Teacher observes students understanding through a character profile of a convict.
Week 7: Focus: Research other significant people in the Bossley Park and Edensor Park area who had an impact on the
built environment of the community, such as Governor Philip, Dr William Bland and Joseph Kenyon. HT2-2
Assessment: In small groups, students construct a PowerPoint of different significant people in the Fairfield region.
Indicators: Students identify how these people impacted the community.
Week 8: Focus: Students research how Indigenous Australians communicated in their time and learn about the methods
that they used to hunt and catch food. HT2-2
Assessment: Students construct their own tools that they could use to hunt for food made from cardboard. VAS2.4
Indicators: Students justify how they would use these tools to hunt for food.
Week 9: Focus: An aboriginal elder from the Dharruk Tribe (local aboriginal community) will talk to students about the
history of the people who lived on the land that the school is built on. Aboriginal artist conducts an art lesson with students.
Assessment: Class constructs a timeline on the significant changes that have occurred in the Edensor Park Area.HT2-2
Indicators: Students understand the significant changes that were made to the community.
Week 10: Focus: Class collaboratively constructs a visual mind map of how they think the community will change in the
future. VAS2.4
Assessment: Students are given a time period (selected from the book and create a presentation (medium of choice) of

what their local community looked like during that time. Assessment: Students create a time line of their life(summative).

Week One Lessons: One Hour Lessons.

No
.
1

Lesson
Title

Indicators of
Learning

Remembering:

HT2-2:
Ss connect their
learning to
everyday
experiences.

What is
change?

Ss communicate
their learning.
2

Remembering:
Environmental
change

Understanding
:
Significant
identities

Understanding
:
Edensor
House

Teaching and Learning Experiences

This lesson will explore students prior knowledge of the term change. The
T will engage Ss in the lesson through open questioning of when Ss have
seen change in their everyday lives.
The T will create a Tagxedo on the board of words associated with change.
This will be placed on a display space for this integrated unit.
The T will introduce change through a PowerPoint of images showing
change in the environment and use open questioning to engage Ss thought
on change.

HT2-2

T will review Ss learning in prior lesson. T will engage discussion with group
about the local Edensor Park and its features.
Ss use their
The T will divide the class into small groups and the groups will create a
imagination to
poster (mixed ability groupings). On this poster the Ss will need to document
create ideas
about the past. ways they think Edensor Park has changed over the last 100 years? (This
can be images, words and descriptions).
VAS2.2
Note: The T will engage with open discussion about ideas.
Each group will present their ideas and reflect on their learning in their
Ss explore the
use of collage to reflective journals (Differentiation: Journals may include images, words and
paragraphs).
express
As a class, ss will look at historical photos of Edensor park from the council
understanding
of a time period website.

HT2-5
Ss investigate
significant
identities

HT2-2
Ss investigate
Edensor house
and its uses.

Ss review their creations from the prior lesson that are on display.
T will prompt students about significant people in their local community that
had an impact on Edensor Park. I.e. Fairfield such as John Bossley.
The T will create a list of significant figures in the local community.
Ss will individually Investigate one of the significant identities that had an
early impact on Edensor Park with the use of IPads and laptops.
The Ss will individually create an information report on their significant figure
This report will adhere to a rubric that is placed on display. This includes;
background of the person/ place, dates and the how the individual has
impacted Edensor park (4 main points).
Note: teacher will work in a small group with struggling students.

Ss review significant figures from the prior lesson through open questioning.
Ss will discuss Edensor house and its possible uses which will be placed into
a mind map on the smart board.
Ss will then in pairs complete a research task focused on the question: what
it is Edensor house and what it is used for now?
Ss will present their research in any form they choose, creativity is
encouraged (mixed ability groupings).

Understanding
:
My place

EN1-4A &
HT2-2
Ss engage in
literature.

The T will introduce the text My Place By Nadia Wheatley and Donna
Rawlins and engage Ss in open questioning about the cover (Ss predict the
content of the text).
T will read the text and prompt Ss with questions throughout the text.
Ss will complete a reflection on the book and its connection to change.

Week Two Lesson Sequence:

No.

Lesson
Title

Understand:
My Local
History

Understand:
Immigration
within
Community

Apply:
Who am I?

Apply:
Linking then
and Now

Apply:
Cultural
acceptance

Indicators of
Learning

EN2-4A
Ss creatively
engage in
writing task
which reflects
their
comprehension
skills

Teaching and Learning Experiences

Ss are to briefly discuss what they think the Myplace story is about (discussed in
previous lessons).
Shared Reading: Ss and T are to read 1988 (Laura) and 1978 (Mike).
As a class collaboratively write a summary of what they think life would have been
like in those years.
Extension: ss can write assumptions of other characteristics of living during 1988
and 1978.
Differentiation: Gifted and talented students complete work individually.

HT2-2: Ss are
able to describe
and explain how
groups of
people and
events
contribute to
community.

As a group, recap the idea that change has occurred not only in the local community
but throughout Australia.
As a class read Vietnamese migrants 1982
(http://www.myplace.edu.au/TLF_resources/R2664/description.html ). Ss are given
the opportunity to unpack and ask questions about the information.
The students are asked to work in teams of 3 students, and devise ways to promote
inclusion within the school community, with an emphasis of cultural identity.
The inclusion and promotion of the Buddy Bench within the school grounds, is an
example to include with the explanation of Vietnamese migrants and how it links to
the book My Place, by Nadia Wheatley.
The Ss are to submit their plans to the School Principal for assessment.

HT2-5

The Ss are to create a Who am I page in their books.

On the who am I page ss answer questions about themselves currently as well as
who lived here before? and ask to draw* a picture of what their house/land might
have looked like 20-50 years ago.
Extension: Gifted and talented students are to complete the who am I about
themselves and on a character of the book.
Differentiation: ss may focus on another area of the local community that they are
familiar with. *ss can choose how they would like to present their ideas.
At the conclusion of the lesson, the Ss are to share with a partner and they are to
assess and work out the time period that was focused on.

Ss investigate
significant
identities

EN2-1A
Ss are able to
communicate
the similarities
and differences
between
communities in
1978/88 and
now.
EN2-1A

Ss are to view Mike and Laura episodes on Myplace Website (LINK).

Inpairs ss ar to compare the house, local community and the way of living during
these episodes to how they live now.
Ss are to present their findings in a Venn diagram.
Extensions: ss can read the following year and continue to contribute to the Venn
diagram

Recap how not only people change but places and ways of living change.
Collaboratively read 1968-1928 (Myplace). T is to emphasise that the maps are
Ss demonstrate important to look at on each page.
an
Ss are to each find an example of how friends and neighbours have helped each
understanding
other throughout the story.
of the different
Discuss how you can help your friends and neighbours now.
roles in a
In groups of 3 or 4, students are to create a role play of how they can help someone
community
in the local community.

Evaluation questions:
1. Was the program effective in meeting the diverse needs of students and identifies curriculum
adjustments?
2. Have the students demonstrated the outcomes through the unit.
3. Were students able to relate to the content easily?
4. Was the program structured to suit available times? Were there too many interruptions?
5. Were students engaging with the resources? Where the recourse relevant and appropriate for the
content?
6. Was Myplace useful in supporting the unit of work.

References:
2011 Census QuickStats: Bossley Park (NSW). (n.d.). Retrieved August 28th, 2015.

ABC3. My Place Website Students. Retrieved on: 12/9/15. Retrieved from: http://www.abc.net.au/abc3/myplace/
Bossley Park Employment status. (n.d.). Retrieved August 28th, 2015.

BOSTES (2009). Differentiated programming. Retrieved September 1, 2015, from http://syllabus.bos.nsw.edu.au/s

programming/

BOSTES. (2012). English Syllabus. Retrieved on: 12/9/15. Retrieved from: http://syllabus.bos.nsw.edu.au/english/

BOSTES. (2012). History Syllabus. Retrieved on: 12/9/15. Retrieved from: http://syllabus.bos.nsw.edu.au/hsie/hist
Morgan,S. (1987). My Place. Published: Fremantle Arts Centre
NSW Board of Studies (2001). Creative Arts K-6 Syllabus. BOS: Sydney

Prosser, B. (2008). ADHD in schools. Retrieved August 20, 2015, from http://www.speldnsw.org.au/images/upload

Appendix

Outcomes and indicators:

Outcomes addressed:
HT2-2: describes and explains how significant individuals, groups and events contributed to changes in the local
community over time

Ss are able to describe and explain how groups of people and events contribute to community.
able to describe and explain how groups of people and events contribute to community.

HT2-5: applies skills of historical inquiry and communication

Ss use their imagination to create ideas about the past.

Ss investigate significant identities

EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom,
school and community contexts

Ss are able to communicate the similarities and differences between communities in 1918- 1988.

EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of
texts on increasingly challenging topics in different media and technologies

Ss uses a range of skills to comprehend and understand Migration using Information Communication
Technology.

VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of
particular techniques.

Ss make connections between aboriginal artwork and what they mean for that particular trib

VAS2.2- uses the forms to suggest qualities of subject matter

Ss explore the methods used by aboriginal tribes to express how the local community is now

Weekly timetable

Monday

Tuesday

Wednesday

Thursday

English

English

Religion

English

English

English

Daily fitness:
10:40-11am

Daily fitness:
10:40-11am

Middle session
11.20-12.20pm

Mathematics

Religion

Mathematics

Mathematics

Middle session
12.20-1.20pm

Integrated Unit

Music

Integrated Unit

Library (RFF

Dance/Drama

Integrated Unit

Sport

Science

Morning Session
9-10am

Morning session
10-11am

Integrated Un
Whole School
assembly

Daily fitness:
10:40-11am

Recess

Lunch
Afternoon
session
2-3pm

Follow up lesson/unit information:

The following lessons are suggested lessons for the remaining weeks of the unit.
Week 3 and 4:
1. Class reads 1918 and discuss the impact the war would have had on communities. Eg most men
would have gone to war therefore women had to run the community. HT2-2
2. In groups class constructs sculptures of what the community would have looked like during the war
and after the war (2 hours) HT2-2, VAS2.4
3. Class constructs venn diagram comparing how children lived during the time of war to how they live
now. HT2-2
4. Role play - gender roles that would have changed during the war and discuss (2 hours).
5. Read 1908 of My Place and discuss transport and how John Bossley would have commuted at
this time. EN2-4A
6. Read 1868 of MY Place discuss the different countries the characters have come from. EN2-4A
7. Read 1858 of My Place explore the impact of the Gold Rush (Gold Fever). EN2-4A
8. Students explore how gold was used as a currency. HT2-2
Week 7 and 8:
1. Students research how Indigenous Australians communicated before settlement. Eg message
sticks. HT2-5
2. Students explore the methods of hunting and catching food as well as materials used to make
things such as housing (2 hours) (http://www.myplace.edu.au/teaching_activities/1878__before_time/beforetime01bunda/episode_landing_25.html) HT2-5
3. Students construct their own tools that they would use to catch food made of cardboard to display in
the classroom (2 hours) VAS2.4
Week 9 and 10:
1. Class construct a timeline of Edensor park and significant changes are noted. HT2-2
2. An aboriginal elder from the Dharruk Tribe (local aboriginal community) will talk to students about
the history of the people who lived on the land that the school is built on. HT2-2
4. Aboriginal artist come in and conducts an art lesson with students. (2 hours)
5. Class collaboratively constructs a visual timeline of how they think the community will change in the
future (2 hours) HT2-2
6. Assessment students are given a time period (selected from the book and create a presentation
(medium of choice) of what their local community looked like during that time. (2 hours) HT2-2
7. Assessment students create a time line of their life.