Part B: Overview of Unit

Unit
Local Environments:
National Parks

Quality Teaching Focus

Deep Knowledge (TD &TM)
The relationship between concepts. The way of knowing.
How to research. How the student responds to instruction.
How concepts are presented and how the links between
concepts work (Reynolds & McLeod, 2006).
Quality learning environment:
Explicit Quality Criteria
The students understandings about the various tasks that
have been explained and how they present their findings and
meet the targets expected (Reynolds & McLeod, 2006).
Significance:
Cultural Knowledge
Look at the cultural diversity in the class and see that that
matches with Aboriginal cultures and National Park linkage
(Reynolds & McLeod, 2006).
Background Knowledge
Create a framework of what the student already knows about
National Parks and Aboriginal History (Reynolds & McLeod,
2006).
Knowledge Integration
Understand how this unit can be linked with other syllabus
areas (Reynolds & McLeod, 2006)
Connectedness
How will the knowledge obtained be implemented within the
plan for a school park in week three? (Reynolds & McLeod,
2006).
Narrative
How the student discusses the information that they have
learned and how this information is presented verbally
(Reynolds & McLeod, 2006).

Planned Learning Focus

Acquiring information from a
variety of sources through
locating, accessing,
selecting and critically
evaluating information
(Boogaerdt & Golding,
2007).
Using an inquiry process
when participating in
meaningful research related
to important social and
environmental issues. This
involves initiating an
investigation, gathering,
analysing, synthesising,
applying information and
reflecting on their learning
(Boogaerdt et al.2007)
Social and civic participation
that will allow them to accept
and fulfil their social
responsibilities (Boogaerdt
et al.2007)
Activities that utilise group
participation, quiet reading
areas, easy access to
resources (Reynolds &
McLeod, 2006).
As research materials are
found the teacher and
students present their
collected information to the
class. These class research
materials can be collected
and stored on a display table
or displayed around the
room.

Values Focus
Students take responsibility
for their own actions
(Boogaerdt et al.2007).
An awareness of the rules
and laws that have been
developed to protect the
rights, property and person
of others (Boogaerdt et
al.2007).
The ability to identify and
appreciate the culture and
heritage of themself and
others. (Boogaerdt et
al.2007)
Students will gain an
appreciation of the
environment and their
relationship with it
(Boogaerdt et al.2007)
Students will attain a
responsibility for the
environment and its future
and are continuing to
develop a value system that
will ensure responsible
behaviour (Boogaerdt et
al.2007).

Revised Taxonomy
Remembering: Retrieving, recognising, and recalling
relevant knowledge from long-term memory.
Give their opinion of how and why they value features
in their community, through spoken and written
discussion (Boogaerdt et al.2007)
Understanding: Constructing meaning from oral,
written, and graphic messages through interpreting,
exemplifying, classifying, summarizing, inferring,
comparing, and explaining.
Investigate and describe natural, heritage and built
features in their community using direct, indirect
experiences (Boogaerdt et al.2007)
Applying: Carrying out or using a procedure through
executing, or implementing.
Evaluate current uses of their local environment and
consider possible future uses and issues. (Boogaerdt
et al.2007).
Evaluate management plans and examine possible
strategies for alternative plans for key features or sites
in Australia (Boogaerdt et al.2007)
Analysing: Breaking material into constituent parts,
determining how the parts relate to one another and to
an overall structure or purpose through differentiating,
organizing, and attributing.
Compare the features of their own community with
those of other communities by using source materials
such as written and visual texts and bookmarked sites
on the internet (Boogaerdt et al.2007).
Evaluating: Making judgments based on criteria and
standards through checking and critiquing.
Locate and map their local area (with reference to
NSW, Australia and the world) and its features, sites,
places and environments (Boogaerdt et al.2007)
Participate in events and activities to promote
environmental awareness and care of the environment
(Boogaerdt et al.2007).
Creating: Putting elements together to form a
coherent or functional whole; reorganizing elements
into a new pattern or structure through generating,
planning, or producing.
Investigate and evaluate why particular natural and
built features in Australia are significant, considering
different viewpoints (Boogaerdt et al.2007).

Core Syllabus Outcomes

English
TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics
across the curriculum.(appendix: Wk 1 Les 1, Wk 2 Les 1 Wk 3 Les 1, Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2, Wk 5 Les 3)
TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different
situations.(appendix: Wk 1 Les 1, Wk 2 Les 1, Wk 3 Les 1, Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2, Wk 5 Les 3)
TS2.3 Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English.(appendix: Wk 1 Les 1, Wk 2 Les
1, Wk 3 Les 1, Wk 4 Les 1, Wk 5 Les , Wk 5 Les 2, Wk 5 Les 3)
TS2.4 Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts.(appendix: Wk 1 Les 1,
Wk 2 Les 1, Wk 3 Les 1, Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2, Wk 5 Les 3)
RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events
(appendix: Wk 3 Les 1, wk 5 Les1, Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2, Wk 5 Les 3)
RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. (appendix Wk 2 Les 1, Wk 5 Les 3 )
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to
achieve a wide range of purposes (appendix: Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 3).
RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types(appendix: Wk 4 Les 1, Wk
5 Les 3).
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
(appendix Wk 1 Les 1, Wk 2 Les 1, Wk 5 Les 3)
WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of
purposes. (appendix Wk 1 Les 1, Wk 2 Les 1, Wk 5 Les 3)

Core Syllabus Indicators

English

Interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics (appendix wk 5 Les 1, Wk 3 Les 1, Wk 5 Les 1, Wk 5
Les 2, 3)
listens to demanding explanations (sequential and causal) with supporting graphics and can note key ideas and information(appendix: Wk 1 Les1 , Wk
2 Les1, Wk 3 Les 1, Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2, 3)
gives explanations with accompanying graphics(appendix: Wk 1 Les 1, Wk 2 Les 1, Wk 3 Les 1, Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2)
explains familiar phenomena with more technical terminology and complex ideas(appendix: Wk 1 Les 1, Wk 2 Les 1, Wk 3 Les 1, Wk 4 Les , Wk 5
Les 1, Wk 5 Les 2,3).
Audience Distinguishes between fact and opinion(appendix: Wk 1 Les 1, Wk 2 Les 1, Wk 3 Les 1, Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2).
Subject Matter Selects texts relevant to topic under discussion.(appendix: Wk 1 Les 1, Wk 2 Les 1, Wk 3 Les 1, Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les
2, 3)

Integrated Syllabus Outcomes

HSIE
ENS2.6 Describes peoples interactions with environments and identifies responsible ways of interacting with environments(appendix: Wk 2 Les1).
Creative Arts
VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques. (appendix Wk1 Les
1,Wk 2 Les 1, Wk 3 Les 1, Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2)
PDHPE
COS2.1 Uses a variety of ways to communicate with and within groups.(appendix Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2)
SciTech
BES2.1 Creates models and evaluates built environments, reflecting consideration of functional and aesthetic factors(appendix : Wk 4 Les 1).
IC S2.2 Creates and evaluates information products demonstrating an understanding of the needs of particular audiences. (appendix:Wk 5 Les 3)
UT S2.9 Selects and uses a range of equipment, computerbased technology, materials and other resources with developing skill to enhance investigation
and design tasks (appendix:Wk 5 Les 3).

Integrated Syllabus Indicators

HSIE
Examines the effects of regulations, laws and practices associated with the management and care of natural and built features and sites.(appendix: Wk 2
Les1)
Creative Arts
Talks and writes about the meaning of artworks in terms of how subject matter realistically represents things in the world.(appendix Wk1 Les 1,Wk 2 Les 1,
Wk 3Les 1, Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2)

PDHPE
Shares ideas, feelings and opinions with others (appendix Wk 4 Les 1, Wk 5 Les 1, Wk 5 Les 2).
SciTech
Uses a range of print sources, when comparing ways different groups and cultures design buildings to suit climatic conditions(appendix Wk 4 Les 1.
VA4 Gains satisfaction from their efforts to investigate, to design, to make, and to use technology (appendix:Wk 5 Les 3)

Core Values and Global Education Focus

Values
Responsibility
Understanding
Participation
Cooperation
Democracy
Excellence
Respect
Care
Integrity
Fairness
Global Education
Focus
Interdependence
and globalisation
Sustainable future

Week

Lesson
1, 2, 3
1
2
3

One

Week

Week

Week

1
2
3
3
3
1
Lesson

Week

Lesson

Week

1,3
Three

2,3
1
1
2

Week

Lesson

1,3
2,3

Five

Week

Lesson

1
2
3
3

1
Week

Lesson
1

Four
1

Lesson
2

2,3

1
Three

Four

1,2

1
Two

Lesson
1,3

1
One

Week

2
Two

Lesson

Lesson

Five
1

Reference

Boogaerdt, W., & Golding, A. (2007). Tacoma Public Schools. Retrieved May 30, 2009, from tacoma-p.schools: http://www.tacoma-p.schools.nsw.edu.au/hsie/parks.doc
Reynolds, R., & McLeod, J. H. (2006). Quality teaching for quality learning : planning through reflection. South Melbourne: Thomson Social Science Press.