COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES

(provide the number)

Unit Orientation The class will look at the features of
Macquarie Island through the maps resources,
watch a short informative video on Macquarie
Island and read One Small Island by Alison
Lester and Coral Tulloch. This will spark a
curiosity to know why the island is degrading
and how it can be saved.
1-2

Building knowledge of the field The teacher will help students to increase
their background knowledge to ensure the
development of knowledge, understanding
and skills by providing the students with
various learning opportunities in which they
can learn why the topic is important through
the history of what has happened and also
providing opportunities for students to
research concepts they find interesting so
they are more motivated to learn.
1-2, 4-5, 8

Utilising the non-fiction focus
text
Tulloch, C., & Lester, A. (2011). One small
island: The story of Macquarie Island.
Australia: Penguin Group.
This text is the focus text of the unit and every
activity in the unit directly relates to
expanding on the concepts in the book. This
book is a hybrid text so it will first be read as a
narrative, then the class will look deeper into
the other more advanced information
provided in the text.
1-4, 8, 11-12, 16

Responding to texts Students will be responding to the units focus
text as it conveys information about particular
social, cultural and historical contexts
important to Australia.
3, 8-9, 12-15

Exploring texts Students will be exploring texts including the
units focus text, a news story, and a journal
article. Students will use comprehension
strategies to analyse information, integrate
and link ideas from a variety of sources.

1-4, 7, 12

Examining texts including:
Text structure and
organisation
Students will examine this through looking at
the structure and organisation of texts
including the focus text, journal entries, and
news stories. They will gain a greater
understanding of this when they participate in
creating their own texts throughout the unit.
3, 7, 11
COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES
(provide the number)
Expressing and
developing ideas
This is done throughout the unit when
students examine the focus text, read through
the journal entries and also participate in the
rehabilitation of Macquarie Island activity.

1-2, 8-9
Visual and multimodal
features of texts
Students can do this through exploring the
pictures in the focus text, watching the
informative video on Macquarie Island and
also when they create their own video piece
they are extending knowledge on this.

1, 9

Extending beyond the focus
text including:

Creating texts utilising
print and multimodal
texts
Students create their own texts based off the
concepts explored throughout the unit. They
plan, draft and publish these texts which are
in a range of different styles (creative,
informative, persuasive).

4-5, 8-9, 12-15

Assessment
Formative (one
strategy and
instrument)
Formative assessment will take place
throughout a range of learning experiences in
the unit. It will be mostly made from
observations about how the students work
collaboratively together and their
participation in the unit.

1-3, 6, 9, 10, 16
Summative (one
strategy and
instrument)
Students will write a journal entry pretending
to be Douglas Mawson.
Assessment instrument can be found under
the Assessment section on website.
12-15
15 is the final learning
experience where they
hand in their finished
journal entry

Significant demonstration of
learning.
Identify aspects of literary texts that convey
details or information about particular social,
cultural and historical
contexts

Plan, draft and publish imaginative,
informative and persuasive print and
multimodal texts, choosing text structures,
language features, images and sound
appropriate to purpose and audience

Throughout whole unit