Section

1: Focus and rationale for planning.

This plan uses My Place, via the website http://www.myplace.edu.au/home.html and the information from Episode 1 | 2008: Laura. Unit focus: English. Year
levels: 3-6. Episode clip: The Apology. Subthemes: Culture; Historical events; Indigenous perspectives; politics; language and scripting; relationships.
This clip was chosen as it depicts the very important apology made my Kevin Rudd in 2008 and encourages the introduction of indigenous people and the
Stolen Generation. This is an appropriate topic for learning information reports as it is to be explored with sensitivity causing a very precise, formal and
objective style of writing to be employed. The topic also incorporates an abundance of facts and requires descriptive language to be used, which are all
language features of an information report. Through the literacy sessions students will learn how to construct a cohesive information report about this specific
topic using the structure and language features of an information report.
Word Count: 110

1|Page

LITERACY / UNIT PLANNER

Topic: Episode 1 | 2008: Laura

GRAMMAR FOCUS: (levels)

1. Whole text structure of a

A general opening statement to introduce the topic

The main body of the report that includes a description of the aspects,
features, characteristics of the subject of the report.
Related information grouped in paragraphs
Topic sentences providing an indication of what is to follow
Paragraph content that elaborated on or supports the content of the
topic sentence
Conclusion information or a summary paragraph
Visual text is often used to support or extend the information in the
printed text.
Headings to signify structure, sections and content of the text
A list of resources and references if appropriate.

Language features for the text-type:
2. Sentence level
Sentences containing one or more facts
Variety of sentence types
Formal and objective style of writing
Wirren in the third person
Definitions of uncommon or subject-specific terms
Timeless present tense usually used
Brackets to explain, clarify or add extra information

3. Word level
Specialized vocabulary that allow for more information to be conveyed
in fewer words
Descriptive language using factual and precise adjectives, and verbs
and adverbs
Economical use of language including verbs to describe actions or to
link characteristics of the subject of the report
Language of comparison.

(Wing Jan, 2009, pp. 122).

Year Level: 5
Text type
and mode
Information
Report: Social
Studies
Report.

Term: 4 Weeks: 3-4

Listened to
x

Spoke
n
x

Read
x

Date: 19/10/15

Written
x

Viewed
x

Produced
x

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)
1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices

Frequently used Literacy Instructional Strategies: Gradual Release of Responsibility Model
Language Experience Approach (R/W) Picture Chat Read to Shared R/W Guided
R/W Modelled writing Interactive writing Independent R/W Literature Circles
Reciprocal Teaching Mini lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart,
Flow chart, Story map, templates for text-types for planning,

2|Page


CONTEXT: Overview of series of lessons and background information
We will begin the unit by being introduced to the topic. We will watch the
episode 1 Myplace clip Apology and will then have a discussion about Kevin
Rudds apology and the indigenous people who were affected. We will then
discuss how the indigenous people from the stolen generation felt and watch a
clip for the film The Rabbit Proof Fence to put it into perspective. We will then
begin researching, learning and sharing information about Kevin Rudds
apology and the Stolen Generation.

Over a series of lessons we will then learn about the text structure and language
features of an information report with particular focus on using descriptive
language and adopting a formal style of writing. This will be done through a
number of oral based activities while we practice the features of an information
and how we will use them in our written piece of work.

We will then work collaboratively to form an information report on Kevin
Rudds apology and the Stolen Generation and eventually construct our own
information report on this same topic through researching, planning, writing
and eventually publishing.

Students have had prior experiences with information reports and have also
learnt about indigenous people however we will be studying both information
reports and the topic to a more sophisticated level.


Pre-assessment of students skills and knowledge:
Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to write a detailed, cohesive
information report that includes the correct structure and language features of
the text type.
Learning behaviours: I need to investigate the language features of an
information report and the type of vocabulary used. I need to listen and watch the
modelled pieces of text so that I understand how to construct my own.
Success criteria: I know Im doing well if I can write about 3 key ideas of the
topic using formal and descriptive language and I can follow the structure of an
information report.

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text
Participant/Meaning Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning;
Inferring; Determining important ideas; Summarising; Finding evidence in the text;
Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing;
Recognising cause and effect; Skimming and scanning; Five semiotic systems: linguistics,
visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give
One, Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking
Visible: How to Promote Engagement, Understanding, and Independence for All Learners. eBook
online)

3|Page


Topic-specific vocabulary for the unit of work:
Indigenous, Aboriginal, apologise, foster family, government, orphanage,
insitution, stolen people, stolen generation, assimilation, abuse, neglect, half-caste,
Kevin Rudd, authorities, laws, government, victims, reuniting, reconnect, mental
state, Torres Strait Islander

Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Resources:
Australianscreen,. (2015). Rabbit-Proof Fence. Retrieved from
http://aso.gov.au/titles/features/rabbit-proof-fence/clip1/

Browne, A. (2009). Developing language and literacy 3-8. Sage, 16. Retrieved from:
https://books.google.com.au/books?hl=en&lr=&id=9CK2uJoKfR8C&oi=fnd&pg=P
P2&dq=group+work+encourages+oral+language+in+literacy&ots=kBAYpRB1Z3&
sig=UUdj10ygRETssy_1MQ-
kfdOrmPw#v=onepage&q=group%20work%20encourages%20oral%20language
%20in%20literacy&f=false

Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language
learners in the mainstream classroom, Heinemann, Portsmouth, N.H., p. 65

Hertzberg, M. (2011) Focus on Oracy. In Teaching English language learners in mainstream
classes. Newtown: PETAA. P 68

Myplace.edu.au,. (2015). Kevin Rudd's apology speech, 2008 - item 4 of 6. Retrieved 18
October 2015, from
http://www.myplace.edu.au/TLF_resources/R10335/resource.html

My Place website www.myplace.edu.au Video clip Episode 5; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace

Wing Jan, L. (2009). Write ways: Modelling writing forms. South Melbourne: Oxford
University Press p. 112 131

Stolen Generations Victoria. (2009). Between Two Worlds Understanding the Stolen
Generations: A guide for health and human services. P.12

Reconciliation Australia. (N.D). The Apology to the Stolen Generations. Retrieved from:
https://www.reconciliation.org.au/wp-content/uploads/2013/12/Apology-fact-
sheet.pdf



Performing
Reading
Seeing patterns
Testing
Persuading
Recognising bias
Selecting information
Viewing
Planning
Reflecting
Self-assessing
Visually representing
Predicting
Reporting
Sharing ideas
Working
Presenting
Responding
Summarising
independently
Providing feedback
Restating
Synthesising
Working to a timetable
Questioning
Revising

4|Page






TEACHING &
WHOLE CLASS
MINI LESSON
INDEPENDENT
LEARNING CYCLE
Hook or Tuning In
(Explicitly model the use of
LEARNING
(Identify step in (Identify a strategy or a tool a new strategy or a tool to
(Extended opportunity for
the T & L cycle
to help activate prior
assist with the literacy
students to work in pairs,
and the literacy
knowledge and/or to
learning intention or focus small groups or individually
learning
introduce the topic.)
of the session and to
on a set task. Time for
intention or
prepare students for
teacher to probe students
sessions focus )
successful completion of the
thinking or work with a

set task. Reference to Wing
small group for part of the
We are learning
Jan include page details)
time. Reference to Wing Jan
to ...
include page details)

1.
Building
topic
knowledge

We are learning
about the apology
and formulating
wonderings about
the apology and
stolen
generations.

Brainstorm:
Generate a brainstorm about
Kevin Rudds apology to the
indigenous people and
record it in the IWB using a
sunshine wheel

What do you know/ have
you heard about the
apology
What was the stolen
generation?
Do you think it was
necessary for the
indigenous people to get
an apology? Why?

Watch episode 1 (Laura

2008) The Apology
Shared writing
After viewing the clip, as a
class note down all the
significant events that
occurred.
Ask students to share and
discus
What were the indigenous
people doing? Why?
How do you think they felt
when they were apologized
to?
Do you think this apology
was important to the
indigenous people? How do
you know?
Why is the Apology
significant in Australian
history?

Y-Chart
Following the Myplace clip
watch the clip of Kevin
Rudds apology
(Myplace.edu.au, 2015)

SHARE TIME AND

TEACHER SUMMARY
(Focused teacher questions
and summary to draw out
the knowledge, skills and
processes used in the
session)
Link back to literacy
learning intention and key
points of effective
reading/writing, speaking,
listening and viewing.

ASSESSMENT
STRATEGIES
(should relate to literacy
learning intention or
focus of the session.
Includes how & what you
will use to make a
judgment on students
attempt/work)
Success criteria written
for students to know
what the minimum
expectation is.

Anecdotal notes
When working with the
focus group take notes on
the ideas they suggest to
assess whether or not
they understand the
topic and their
wonderings are
associated with the
apology, stolen
generations and are
extensions of what they
may have learnt.

KWL chart
Share the KWL charts and
The apology and the stolen
create a grid listing
generation
popular wonderings about
In table groups ask the
the topic
students to fill in the KWL
Begin a word-wall of
chart. (Appendix 1)
subject specific terms that
Once this is finished, with a
are that are unfamiliar to
partner they can use books,
the children. And have a
the Internet and other
discussion about some of
resources to begin
these terms
researching what they
want to know.

Teaching group
Shared writing
Go through the Myplace
clip again stopping at
certain points to provide
the students with still
images from the clip to
show how the apology
impacted the indigenous
people.
Have a discussion about
the images and then
complete a KWL as a group

5|Page

 In a y-chart discuss and

record the following
questions
Who is Kevin Rudd?
What was the apology
about?
Why is he apologising?

2.

We are learning to
explore the effects
on the stolen
generation and
the apology.

Re-watch the Myplace episode 1 clip on the Apology.

Ask students to brainstorm ideas on how both Laura and Aunty Bev are affected by the apology.
Student responses can be mapped out on a class poster
Watch a clip from the film The rabbit proof fence (australianscreen, 2015)
Have a class discussion about the clip
Think pair share ask the student to share how they would feel if they were treated like this? How would the apology make them feel? Would they accept
it? Would they react the same as the people in the video?

3,

We are learning to
research about
the apology and
stolen
generations.

Expert/home grouping (Gibbons, 2002, p.61)
Students are put into groups of 6 and together carry out extensive research on a particular topic.
Each student is given a note taking grid where they record the information they have gathered and will then take back to their home groups to share
(appendix 2).
Model how to take effective notes and how to record where they got their information from information cannot be made up.
Students in the home groups then have the opportunity to take notes on what the expert has delivered
Students can use books, the Internet or other classroom resources.
Modelled writing should be carried out teaching children note taking techniques before they begin.

Add unfamiliar terms to the already existing word-wall and discuss unfamiliar words

4.
Brainstorm: Spider
Read Aloud
In pairs students will
As a class go through the
Observation
Building
Diagram
Read and show an
annotate a different
annotated information
Observe the students
text
Write Information
information report to the
information report about
report and allow the
during the sharing time
knowledg
Report on the white
students (Wing Jan, 2009,
the stolen generation
students to share their
to ensure they have
e/Model
board and record the
p.123).
(appendix 3) labelling the
annotations while also
understood the
the genre
students answers to your What do you notice about
structure and features
adding the ideas of other
structure and have

questions in a spider
information reports?
modelled for them at the
students in red pen.
been able to

diagram. (Wing Jan, 2009, Are they like narratives?
start of the lesson.
Discuss the structure and
identify/annotate it.
We are learning
p.29)
Discuss the purpose of an
Ask them to also write
language features that are
and identifying

information report to
what each paragraph is
spoken about.
the structure of an What do you know about
present factual
about and if the topic
information
information reports?
information on a topic
sentence supports this.
report.
What do you think might
(Gibbons, 2002, p.65)
Ask the students to plan an
be in an information

information report about

6|Page

report?
What do you think
information reports might
be used for?

5.
Building
text
knowledg
e/Model
the genre

We are learning
some of the
features of an
information
report and to
write paragraphs
using these
features.

Semantic Web
Create a semantic web
about what the students
have learnt already about
information reports

See, think, Wonder
Show the students the Wing
Jan information report
(2009, p.123) again
What do you notice about
paragraphs in an
information report
Do these two paragraphs
talk about the same thing?
What do you notice about
the way is it written?

Think aloud
Use the information report
to teach the students about
the structure of an
information report
Draw attention to the
organisational structure or
shape of the text and the
functions of each stage (eg:
opening statement,
subheadings, topic
sentences, factual
information, and
conclusion).
Annotate the information
report by clearly showing
the structure of the report.

Think aloud
Revisit the annotated
information report from the
previous lesson (Wing Jan,
2009, p.123)
Add to the annotations
pointing out the paragraph
structure and some of the
language features. (eg: each
sentence containing one or
more facts, generalisations,
subject specific words and
being written in third
person.
Particularly focus on related
information put into the
same paragraphs and facts
in sentences.
Is it informative?

Modelled writing
Using the annotated
information report model to
the students how to write a
paragraph following the

something they are

experts/know a lot of
information about using
the information report
structure.

Small teaching group:
Guided Writing
Perform the same task as
the class however do this
with the aid of the teacher.

Group Writing
Ask the students to get into
their home grouping from
their expert/home grouping
lesson (brief lesson 3)
As a group, ask them to
choose one of the
questions/sections and
write a paragraph following
the appropriate structure
and including language
features discussed
Leave the annotated
information report on the
IWB for them to use as a
guide.

Teacher Group
Shared writing/ Bundling
(wing Jan, 2009, p.131)
Together with the teacher,
the group write down
everything they know about
Kevin Rudds apology and
the stolen generation on

Sharing
Ask 2 groups to present
their paragraphs, while
the other students in the
class provide warm and
cool feedback about their
paragraphs and the
features used.
Was it informative?

Samples
Collect the sample
paragraphs from the
groups and assess
whether they have
provided a paragraph
that has the same focus,
has a fact in each
sentence and includes
some of the language
features, which were
discussed and annotated.

7|Page

appropriate structure
separate cards.
having facts in each
They then bundle these
sentence and including the
cards together and notice
language features discussed. these are the different
paragraphs that can be

included in an information
report.
Using one bundle the group
then formulate a paragraph
ensuring each sentence has
a fact and it follows the
annotated information
report with similar features.
6.
We are learning
to write opening
statements, topic
sentences and
closing statements
for information
reports.
7.
Guided
activities
to
develop
vocabular
y or
specific
language
feature

We are learning to
develop
descriptive
language skills.

Students will learn how to write an introduction, topic sentence and conclusion
Students will participate in an information sort (Wing Jan, 2009, 113) where they will be given cards with the sentences from an information report about
the stolen generation.
They will then sort these cards into their appropriate paragraphs/categories.
They will be given blank cards on which they will write topic sentences providing an indication of what is to follow, a general opening statement to
introduce the topic (introduction) and concluding information or summary paragraph (conclusion) (Wing Jan, 2009, 122)

Read aloud
Cloze exercise
Hot Seat Role Play
Semantic web
Observation
Read the example of an
Cover the descriptive words In groups construct a hot
Share popular descriptive
Throughout the lesson
information report
in the text with a sticky note. seat role-play where
words/language that was
observe whether or not
(appendix 3)
Read the sentences aloud
students take on the role of
used during the role-play
the students understand
What is descriptive
and ask the students to
significant people in the
and celebrity heads.
descriptive language and
language?
suggest some descriptive
apology. Eg: Kevin Rudd, an
have an understanding of
Ask the students to identify
words that could be used
Indigenous person from the Ask one group to re-enact
the descriptive language
the descriptive language in
Discuss what these words
stolen generation describing
their favourite hot seat roll
that can be used for the
the text.
do to the sentence and the
how they felt at the apology
play.
topic.
When do we use descriptive
importance of descriptive
or what it was like when
language? Why? What does
words in an information
they were stolen or theyre
it do?
report.
families)
What are some examples of Focus on precise adjectives, Students stay in role and
words that you can think of
verbs and adverbs (Wing
answer questions from the
that are descriptive?
Jan, 2009, p.122)
class about how they


perceived the apology or

Brainstorm
when they were taken.
As a class watch the Myplace
(Browne, 2009, p.16)
Apology clip again
After the student has
Brainstorm using a spider
finished on the hot seat their
diagram (Wing Jan, 2009,
group provide warm and
p.29) the descriptive
cool feedback about their

8|Page

language that is used in the

clip and other descriptive
language that indigenous
people or Kevin Rudd may
use when describing their
experiences.

use of descriptive language.

Teacher Group
Celebrity heads
Three students at a time sit
at the front of the classroom

and a person, place or thing

placed above their heads.

The must try and guess this

by asking questions that

include descriptive

language.
They can also ask for a clue
whereby the students in the
audience must use
descriptive language to give
them a clue.
If their questions do not use
descriptive language the
class do not answer and
they have another turn.

8.
Read aloud
Shared writing
News Report.
Presentations
Guided Revisit the information
Dictogloss
Have the students work in
A few groups will perform
activities
report from the previous
Read a short formal piece of
groups of 3 4 and together
their news report to the
to
lesson (Appendix 3) and ask
writing about stolen
generate a news report
class
develop
the students what they
generations aloud a few
about Kevin Rudds apology The audience will then
vocabular
notice about the way it is
times (appendix 4)
and the Stolen Generations
discuss if the news report
y or
written.
Have the students jot down
using formal language.
used formal language, if
specific
Draw their attention to the
key topic words
Ensure that few personal
there were any parts that
language
formal and objective style of As a class and with the aid of
pronouns are used and
needed to be more formal
feature
writing used and the fact
the teacher the students
there is a greater use of
and how this could be

that few personal pronouns
reconstruct the text using
relative pronouns (Wing
achieved.
We are learning to
are used and there is a
the key words and ensuring
Jan, 2009, p.122).

use a formal and
greater use of relative
it remains a formal piece.

objective language
pronouns (Wing Jan, 2009, Compare the original text
Teacher group
style of writing.
p.122).
and reconstructed text
Shared writing

focusing on formal and
Make up sentences that use
Think pair share
informal writing styles.
an informal style and ask the
What is formal language?

students to change these
What is objective language? (Hertzberg, 2011, p.68)
into a formal style of
Why do we use formal and

writing.
objective language in

Then ask each student to

Anecdotal notes
The teacher will take
anecdotal notes of the
suggestions the children
make in the mini group
She will also take notes
on if the presentations
adopt a formal and
objective style of writing.

9|Page

information reports?
Do you think informal
language would be as
effective?
What are relative and
personal pronouns?
Why do we use relative
pronouns and not personal
pronouns?
Can you find these in the
text.

9.
Discuss the importance of
Joint
facts in an information
constructi
report
on of text Shared reading

Read an information
We are learning to
report to the students and
construct a
highlight the facts in the
coherent
report. (Appendix 3)
information
Discuss where the facts
report in teams.
are found, the purpose of
an information report,
why there are facts in an
information report, how
we know the facts are
indeed facts, what type of
language is used and if it is
unique to information
reports, why opinions
cant be used and if they
think the piece is
informative.

Fact Tree
Teacher will draw a fact
tree on the IWB
(Appendix 5)
Ask students what they
think the 4 most
important ideas would be
if they were writing an
information report about
Kevin Rudds Apology and
the stolen generation
Teacher adds these to the
big branches of the fact
tree and explains that
these would act
subheadings for different
paragraphs.
Ask the students what
they could add in the mini
branches (facts associated
to these subheadings).
Teacher asks about/ adds
relevant information if
they feel it is missing.

Shared writing
Students will then choose
one idea and with the
teacher construct an
opening statement and a
coherent paragraph

make up an informal
sentence and have the rest
of the group formulate it
into a formal sentence.

Divide the class into 3, 6 or Authors Circle

Work samples
9 small groups depending
One team will share their
Read the information
on the class number (3-4 in
information report with
reports submitted to
each group)
the class on the IWB.
Google docs and assess
Assign each group one of
The class will discuss the
whether or not the
the ideas brainstormed
coherency of the
groups have formulated a
from the fact tree.
information report and
coherent information
Ask each group to find 2
whether all the necessary
report containing the
other groups with different
facts have been addressed. features they have learnt
ideas to make a team.
They will then make
about and followed the
The students will formulate
suggestions on what may
correct structure.
an information report
need to be altered or
using a Google doc
added to the information
They will decide on the
report.
structure of their
The class will decide what
information report and in
needs to be changed and
what order the
tell the teacher who is
ideas/paragraphs will be
altering the Google doc on
written.
the IWB (Wing Jan, 2009,
Firstly, they will work on
p.118)
their introduction as a

team and put this on the
Google doc.
They will then separate
into their smaller groups
and together construct a
paragraph about their
chosen idea including a
topic sentence and a body
of factual information (only
facts no opinions)

10 | P a g e

9.

Discuss the importance of

facts in an information
report
Shared reading

Read an information
We are learning to
report to the students and
construct a
highlight the facts in the
coherent
report. (Appendix 3)
information
Discuss where the facts
report in teams.
are found, the purpose of
an information report,
why there are facts in an
information report, how
we know the facts are
indeed facts, what type of
language is used and if it is
unique to information
reports, why opinions
cant be used and if they
think the piece is
informative.


Joint
constructi
on of text

Fact Tree
Teacher will draw a fact
tree on the IWB
(Appendix 5)
Ask students what they
think the 4 most
important ideas would be
if they were writing an
information report about
Kevin Rudds Apology and
the stolen generation
Teacher adds these to the
big branches of the fact
tree and explains that
these would act
subheadings for different
paragraphs.
Ask the students what
they could add in the mini
branches (facts associated
to these subheadings).
Teacher asks about/ adds
relevant information if
they feel it is missing.

Shared writing
Students will then choose
one idea and with the
teacher construct an
opening statement and a
coherent paragraph
including a topic
sentence, the facts and
the language features that
have been spoken about
in previous lessons while
the teacher writes it on
the IWB.
Ensure that each sentence
has 1-2 facts.

(Wing Jan, 2009, p.130)

Divide the class into 3, 6 or Authors Circle

Work samples
9 small groups depending
One team will share their
Read the information
on the class number (3-4 in
information report with
reports submitted to
each group)
the class on the IWB.
Google docs and assess
Assign each group one of
The class will discuss the
whether or not the
the ideas brainstormed
coherency of the
groups have formulated a
from the fact tree.
information report and
coherent information
Ask each group to find 2
whether all the necessary
report containing the
other groups with different
facts have been addressed. features they have learnt
ideas to make a team.
They will then make
about and followed the
The students will formulate
suggestions on what may
correct structure.
an information report
need to be altered or
using a Google doc
added to the information
They will decide on the
report.
structure of their
The class will decide what
information report and in
needs to be changed and
what order the
tell the teacher who is
ideas/paragraphs will be
altering the Google doc on
written.
the IWB (Wing Jan, 2009,
Firstly, they will work on
p.118)
their introduction as a

team and put this on the
Google doc.
They will then separate
into their smaller groups
and together construct a
paragraph about their
chosen idea including a
topic sentence and a body
of factual information (only
facts no opinions)
The team will then come
together and put their
information report
together through the
Google doc.
They will go through the
report and discuss any
changes that need to be
made.
As a team they will then
write the conclusion.

Small teaching group
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Shared writing
Together with the teacher
this group will choose 2

12.
We are learning to
construct out
information
report
13
Reflecting
on
language
choices

Students are to use their plan from the previous lesson to construct their information report using the template (see appendix 8)
Once they have finished their draft, students will partner up and give cool and warm feedback also helping each other to edit their drafts.
The teacher will then read the draft and work with the student to perfect the draft until it is ready for publishing.
The student will then type out their information report.

Students will review their work

They will continue editing and publishing
The teacher will conduct roving conferences with those who require them
Published pieces will be shared with the class and the class will discuss the language features that have been used.
The teacher will use the assessment of information report writing template to assess the students Information reports. (Wing Jan, 2009, p.135)

Standard 3: Plan for an implement effective teaching and learning

3.1 Establish challenging learning goals
Edfd smart goals
Edla assessment 1
3.2 Plan, structure and sequence learning programs
3.3 use teaching strategies
3.4 select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
Standard 4: create and maintain supportive and safe learning environments
4.1 support student participation
4.2 manage classroom activities
4.3 manage challenging behaviour
4.4 maintain student safety
4.5 use ICT safely, responsively and ethically
Standard 5: Assess, provide feedback and report on student learning
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements

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APPENDIX 1

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Appendix 2

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Appendix 3

Stolen Generations
In 2008 Kevin Rudd, the Australian Prime Minister made a public apology to the Aboriginal and Torres Straight Islander people for their mistreatment
during the times of the Stolen Generations.

Who was taken?
Up until 1969 Aboriginal and Torres Straight Islander children were forcibly removed from their families and homes through government policy. The
Law enabled these children to be removed without having to establish that they were in any way being neglected or mistreated and many of the
removals occurred as a result of official laws and policies aimed at assimilating the Aboriginal and Torres Strait Islander population into the wider
community so that they could fit in to a white society.

What happened to them when they were taken?
When Aboriginal and Torres Strait Islander children were taken from their families they were placed in institutional care with non-indigenous foster
families and lost contact with their own families. For many of the children, removal meant that they lost all connection to family, traditional land,
culture and language and were taken to homes and institutions where they were often abused, neglected and unloved which has negative effects on
the mental health of these children and their devastated families and they still hold these traumatic memories.

Why did Kevin Rudd Apologies?
Kevin Rudds apology aimed to improve the relationships between Indigenous Australians and non-Indigenous Australians. The apology was
important, as it was a healing and acknowledgment of the truth of the stolen generations. The forced removal of the Aboriginal and Torres Strait
Islander children from their families and communities has had life-long, damaging and profoundly disabling consequences for those taken and has
negatively affected the entire Aboriginal and Torres strait Islander community.

The aboriginal and Torres Strait Islander children have experiences much distress through their unfair and inhumane treatment and it was important
for an apology to be made from the Australian Government.

(Stolen generations Victoria, 2009)
(Reconciliation Australia)

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Appendix 4

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(Stolen Generations Victoria, 2009, p.12)

Appendix 5

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Appendix 6

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Appendix 7

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Appendix 8

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