Anzacs

ANZACS: Mateship, conflict and remembrance
Stage 3 | Creative Arts, English, Geography,
History, Technology
Summary
Duration
This unit investigates the events leading to and during WW1. Students explore the factors that led to Australia's
involvement in WW1 and the impact of WW1 on Australia and Australians. The will develop a deep understanding
of the significance of Australias British heritage and the relationship between Australia and New Zealand leading
to the formation of the ANZACs. Students learn about the way of life of people both in Australia and on the battle
front during WW1 and their contributions to Australias economic and social development.
Approx 16 weeks
Detail: Two terms
Outcomes
Creative Arts K-6
English K-10
CA-VAS3.2 makes artworks for different audiences assembling materials in a

variety of ways
EN3-1A communicates effectively for a variety of audiences and purposes

using increasingly challenging topics, ideas, issues and language forms and
features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read,
view and comprehend a wide range of texts in different media and
technologies
EN3-4A draws on appropriate strategies to accurately spell familiar and
unfamiliar words when composing texts
CA-VAS3.4 communicates about the ways in which subject matter is

represented in artworks
History K-10
HT3-3 identifies change and continuity and describes the causes and effects
of change on Australian society
HT3-4 describes and explains the struggles for rights and freedoms in
Australia, including Aboriginal and Torres Strait Islander peoples
HT3-5 applies a variety of skills of historical inquiry and communication
EN3-6B uses knowledge of sentence structure, grammar, punctuation and

vocabulary to respond to and compose clear and cohesive texts in different
media and technologies
HT3-1 describes and explains the significance of people, groups, places and
events to the development of Australia
EN3-7C thinks imaginatively, creatively, interpretively and critically about

information and ideas and identifies connections between texts when
responding to and composing texts
HSIE-CCS3.1 explains the significance of particular people, groups, places,

actions and events in the past in developing Australian identities and
heritage
HSIE-ENS3.6 explains how various beliefs and practices influence the ways in
which people interact with, change and value their environment
HSIE K-6
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
1
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards
Key inquiry questions

Why and how did WW1 start?
How/Why did Australia become involved?
Who went to WW1?
Why did they go?
What happened at Gallipolli?
Which countries were involved?
What are the other key events of WW1?
What was life like in Australia at that time?
What was life like at the front?
How and when did China become involved?
Historical skills and concepts

The following historical skills are integrated into the lesson sequences:
Comprehension: chronology, terms and concepts
respond, read and write, to show understanding of historical matters
sequence historic people and events
use historical terms and concepts
Analysis and use of sources
locate relevant information from sources provided
compare information from a range of sources
Perspectives and interpretations
identify different points of view in the past and present
Empathetic understanding
explain why the behaviour and attitudes of people from the past may differ from today
Research
identify and pose questions to inform an historical inquiry
identify and locate a range of relevant sources to support an historical inquiry
Explanation and communication
develop historical texts, particularly descriptions, which incorporate source material
explore historical narratives and develop a deep understanding of how historical narrative can be used
to learn about history.
use a range of communication forms (oral, graphic, written) and digital technologies
The following historical concepts are integrated into the lesson sequences:
Continuity and change: some things change over time and others remain the same
Cause and effect: events, decisions or developments in the past that produce later actions, results or
effects
Perspectives: people from the past will have different views and experiences
Empathetic understanding: an understanding of anothers point of view, way of life and decisions
made in a different time
Significance: the importance of an event, development or individual/group
2
Contestability: historical events or issues may be interpreted differently by historians
3
Curriculum Content
Teaching & Learning Sequence
Resources
Stage 3 - Reading and viewing
Teacher models creating a vocabulary bank from a variety of text sources

including picture books, novels, factual texts and multimedia texts. Students and
teacher jointly locate words to begin creating vocabulary bank. With teacher
assistance students use a variety of techniques including context - reading
on/back; using pictures/illustrations/ diagrams and using dictionaries.
Picture
books/Novels/websites
select, navigate and read texts for a
range of purposes, applying

appropriate text processing
strategies and interpreting structural
features, for example table of
contents, glossary, chapters,
headings and subheadings (ACELY1712)
Stage 3 - Grammar, punctuation and
vocabulary
understand that choices in grammar,
punctuation and vocabulary

contribute to the effectiveness of
texts
Students begin creating a list of questions to ask veterans from the RSL club at
Euston Memorial after visit to Hyde Park.
Students use words from word bank to create sentences. Teacher
modelled/guided/ independent exploring how choices in vocabulary contribute to
effectiveness of text.
Specific grammar focus - noun groups. Deconstruct one of the recruitment
documents with a focus on the noun groups used.
Building sentences up into paragraphs using visuals from texts to create short
historical recounts of Gallipoli.
investigate how vocabulary choices,
including evaluative language can

express shades of meaning, feeling
and opinion (ACELA1525)
experiment with different types of
sentences, eg short sentences to

build tension and complex sentences
to add detail
Stage 3 - Speaking and listening
use interaction skills, varying
conventions of spoken interactions

such as voice volume, tone, pitch
and pace, according to group size,
formality of interaction and needs
and expertise of the audience
(ACELY1816)
participate in and contribute to
discussions, clarifying and

interrogating ideas, developing and
Students develop question list for further independent and joint investigation.
This question bank will include questions for the veterans when they visit school.
Students negotiate to decide appropriate questions for further exploration.
Students use SOLE strategies to investigate some of their questions such as:
mindmap sticky
SOLE resources
War what is it good for?

What came first the army or the conflict?
How does a country choose an ally?
How does a war end?
How do we know who the winner is?
4
notes
question bank
A3 paper,
permanent
markers,
computers, SOLE
strategy cards.
Curriculum Content
supporting arguments, sharing and
evaluating information, experiences
and opinions (ACELY1709)
use appropriate metalanguage to
identify and describe relationships

between and among texts
plan, rehearse and deliver
presentations, selecting and

sequencing appropriate content and
multimodal elements for defined
audiences and purposes, making
appropriate choices for modality and
emphasis (ACELY1700, ACELY1710)
identify and summarise key ideas
and information from guest speakers,

eg note-taking or using digital
technologies
recognise the effect of multimedia
elements, eg film techniques,

animation, voice-overs, sound
effects, framing, close-ups
explain sequences of images in print
texts and compare these to the ways

hyperlinked digital texts are
organised, explaining their effect on
viewers' interpretations (ACELA1511)

Resources
Students listen to Alec Campbell recording.
Laptop computers with

internet access
Alec Campbell recalls the 1915 Anzac landing TFL-ID R4387

http://www.scootle.edu.au/ec/resolve/view/R4387
Alec William Campbell (26 February 1899 16 May 2002). Why did such
young men often lie about their ages in order to enlist? [See also
Bibliography].
Laptops with Audacity

or other audio recording
software.
Photo stimuli
Students discuss recording and develop a KWL Chart about the Gallipolli landing.
Teacher models then during independent work groups students work on
Australian War Memorial "Remember Me" project.
https://remembermesoundscape.appspot.com/
lisa.anne.wright@det.nsw.edu.au
Login:
Students also use laptops to record their experiences/findings/observations. .
Students compare and contrast texts used above classifying them using a variety
of different classification methods ie fiction/non-fiction; picture/chapter
Students select and read a variety of texts including multimodal texts to build
field knowledge about Gallipolli.
Teacher explicitly models how to read a multimodal text. In small groups students
jointly read texts.
http://www.iwm.org.uk/
http://www.greatwar.co.uk/museums/ww1-museums-index.htm
Collection of texts
with theme of
WW1 and focus on
Gallipoli.
IWB
Computers with
access to internet
and websites
listed.
http://www.gallipoli.gov.au/
http://rslnsw.org.au/commemoration/memorials/the-cenotaph
http://europeanhistory.about.com/od/treatyofversailles/p/overtofvers.htm
http://www.sciencemuseum.org.uk/broughttolife/people/trenches.aspx?
keywords=ww1
5
Curriculum Content
navigate and read texts for specific
purposes applying appropriate text

processing strategies, for example
predicting and confirming,
monitoring meaning, skimming and
scanning (ACELY1702)
assess the reliability of resources,
including digital resources, when

researching topics
use a range of software, including
word processing programs, learning

new functions as required to create
texts (ACELY1707, ACELY1717)
Resources
http://www.bbc.co.uk/schools/0/ww1/
The following historical concepts will be taught through the modelled/shared and
independent exploration of a variety of texts and deconstruction/reconstruction
of "voice" in texts:
Cause and effect: events, decisions or developments in the past that produce
later actions, results or effects, eg events and other reasons that led to
migration to Australia; reasons for the struggle for rights and freedoms for
various groups in Australia.
Perspectives: people from the past will have different views and experiences,
eg differing attitudes of various groups to Gallipolli and WW1

Empathetic understanding: an understanding of another's point of view,
way of life and decisions made in a different time, eg differing attitudes and
experiences Australians at the front and at home
synthesise knowledge gained from
reading more complex non fiction

texts
apply knowledge gained from close
reading and note taking to creating

multimodal texts.
Teach others what has been learnt
from reading a variety of texts

including multimodal texts.
6
Curriculum Content
Teachers to explicitly teach "Close Reading" using a text related to the unit.
Whole class teacher demonstration Close Reading. First read modelled. Second
read with pencil in hand - teacher model then teacher asks for volunteers to
model next part of text. Key points underlined, vocab words circled. In small
groups during literacy rotations teacher completes third read and deconstruction
of text. Teacher models summarising using template. Friday students split into
two groups (grades) each with teacher to develop information charts from
summaries. Whole class to join and compare information gathered through Close
Reading and summarising.
compare texts including media texts
that represent ideas and events in

different ways, explaining the effects
of the different approaches
(ACELY1708)

Resources
books, computers
with internet
access, websites,
pencils, collection
of relevant texts
photocopied for
student
annotation.
Repeat explicit teaching of Close Reading in small groups and introduce explicit
teaching of technology skills (Audacity?) needed to record audio texts. Students
to work in heterogenus groups to develop script and decide how to present their
work ie dramatization, choral reading, readers theatre etc and record as a digital
text.
summarise a text and evaluate the
intended message or theme

Stage 3 - Writing and representing
Engage personally with texts
investigate how complex sentences
can be used in a variety of ways to

elaborate, extend and explain ideas
Teacher and students read, define and discuss Factual recounts - reporting the
particulars of an incident by reconstructing factual information e.g. police
reconstruction of an accident, historical recount, biographical and
autobiographical recounts http://mrcrammond.com/Writing/writingfun.swf Jointly
deconstruct and then reconstruct an example of a factual recount using IWB.
Students use scaffolds/graphic organisers to construct factual recounts.
(ACELA1522)
understand and use the key
elements of planning, composing,

reviewing and publishing in order to
meet the increasing demands of
topic, audience and language
compose increasingly complex print,
visual, multimodal and digital texts,

experimenting with language,
design, layout and graphics
reread and edit students' own and
others' work using agreed criteria

and explaining editing choices
7
Curriculum Content
Resources
(ACELY1705, ACELY1715)
8
Teaching/Learning Activities for reading groups.
**Students work in mixed ability groupings to support all students accessing the
curriculum. The extension students work well as good models and those who have
something to share schouls Look at individual war posters/brochures, one at a time, and
discuss as a whole class the techniques that have been used to get the message across.
Make a list of the techniques used on the board.
Compare war posters and discuss or list the similarities and differences between each
poster.
Discuss how different people (soldiers, elderly, wives, children etc) would respond to each
poster.
Ask students to sort each poster based on the targeted audience and ask them to justify
why they have placed each poster.
Ask students to write a paragraph explaining which poster they find most effective and
why.
Create your own poster to encourage young people to enlist in the armed forces using a
variety of images, text and language features such as puns, repetition or modality
Discuss how the language in the posters influence each persons response to the poster
(soldiers, elderly, wives, children etc)
As a whole class, summarise the techniques used by the writers to influence peoples
points of view and decision
In pairs, students find war posters that were created to influence the point and view of
Australian soldiers in this time.
Compare posters and students identify the differences and similarities in the techniques
that have been used to influence the point of view and decisions of people.
Students identify which posters that may have been written by the same
people/government/group etc and justify their decision.
Look at the posters carefully and ask students to discuss how language and visual
Objective A - EN3-1A, EN3-2A,

EN3-3A,
Communicate through
speaking, listening,
reading, writing, viewing
and representing.
Objective B
Use language to shape
and make meaning
according to purpose,
audience and context.
Objective C
Think in ways that are
imaginative, creative,
interpretive and critical.
Objective D
9
Resources
War
Posters/Promotional
brochures
Focus is Persuasive
Texts!
War
Posters/Promotional
brochures
War
Posters/Promotional
brochures
War Posters
Express themselves and

their relationships with
others and their world.
features depict gender roles of the time.
Discuss whether or not media still portraits such gender roles today.
Objective A
Speaking and Listening
Develop and apply contextual
knowledge
* Understand that different social and
geographical dialects or accents are used
in Australia in addition to Standard
Australian English
Content using Quality Text

Key Concept: Author Study Jackie French
literary techniques
Texts: A Rose for the ANZAC Boys
The Donkey who carried the wounded
A Day to Remember
The Beach They Called Gallipoli
Objective B
Responding and Composing
Understand and apply knowledge of
language forms and features
* Identify the ways in which language use in
imaginative texts, including figurative language,
character development, events and settings,
creates interest for the reader or viewer.
Writing and Representing
Respond to and compose texts

knowledge
* Compose more complex texts using a variety of

forms appropriate to the purpose and audience.
* Identify and appreciate the ways texts

are shaped through exploring a range of
language forms and features and ideas
Grammar, Punctuation and Vocabulary

Understand and apply knowledge of
language forms and features
* Understand how noun groups/phrases and

adjective groups/phrases can be expanded in a
variety of ways to provide a fuller description of
the person, place, thing or idea.
* Compose imaginative and informative

texts that show evidence of developed
ideas
Reading and Viewing
knowledge
* Understand how texts vary in purpose,
structure and topic as well as the degree
of formality
Objective C
Objective D
Objective E
Engage personally with texts
Develop and apply contextual knowledge
10
* Interprets events, situations and

characters in texts
* Think imaginatively when engaging with
texts, using prediction, for example, to
imagine what happens to characters after
the text.
* Make connections between students own experiences

and those of characters and events represented in texts
drawn from different historical, social and cultural
contexts
* Critically reflect on the effectiveness of their

own and others writing, seeking and responding
to feedback
* Discuss and explore moral, ethical and social

dilemmas encountered in texts
Modelled Reading The Gallipoli Story Modelled Reading
Objective A
Communicate through
speaking, listening,
reading, writing,
viewing and
representing.
Teaching/Learning Activities
Resources
* Small group discussion cover stories: Book covers help us to choose a book to
read. Select several books you have not read and try to tell from the cover what you
think they will be about. Which of the books looks the most interesting? Looking at
the front cover of A Day to Remember, discuss what you think this book will be
about. Students jointly brainstorm their predictions. Compare your ideas when you
have finished the book. How useful was the cover in helping you to predict the story?
Jackie French Books Rose for the

Anzacs
* Note making - prediction: Look at the back cover of The Donkey who carried the
wounded: being thrown overboard, horror, stretcher-bearers. Do these things fit
together with your ideas from the front cover? How are they different and how are
they the same? Share the similarities and differences. What do the colours of the
cover suggest about the story? Who are the main characters, do you think? In
groups, write a paragraph about what you think the story will be about.
The Donkey who carried the

wounded
A Day to Remember
The Beach They Called Gallipoli
* Jackie French has now written a number of books about historical events.
Sometimes she plays with possible historical stories like The Donkey that carried
the wounded. Discuss the ways in which facts can be used to make fiction and how
fiction can help us to better understand the way history is written. Explain how using
a real event from history can help in the development of a piece of writing.
Objective B
Use language to shape
and make meaning
Drawing and photography - setting: Compare a description from The Donkey that
carried the wounded with a photograph/painting of a scene from Gallipoli. At the
conclusion of the activity, explain how the author added many incidental
observations of their setting to make a clear picture in the readers mind. Explain
how the use of complex sentences helps when adding extra detail and
11
Internet
Printer
Scanner
according to purpose,
audience and context.
description.
Hitlers Daughter Book
Ask children to download a landscape and use a range of descriptive sentences

to create this scene for another person who hasnt seen the picture.
Internet and Computer Access
* In small groups read a passage allocated by the teacher and attempt to separate
the fact from the fiction. What clues tell you it is fact vs the authors
imagination/poetic license.
Objective C
Think in ways that are
imaginative, creative,
interpretive and
critical.
* Ask students to think about what they have already learnt about WW1. Invite them
to list the ways they could share your knowledge with the class and others be as
creative as you can. Review your list and look at the pros and cons of each method
which is the best ideas and why?
Examine how the characters relate to and communicate with their friends and
family.
Discuss the similarities and differences between how the characters interact and
how students interact with their peers/friends/family.
Take on the role of one of the characters from either A Rose for the ANZACs or
The Donkey who carried the wounded. Write a communication from Gallipoli to
your family. Extension activity: Write an email/text/tweet message from Gallipoli
as one of the characters.
Students work in small groups with a teacher to create a rubric to assess

contributions for the class mural/display. Teacher and Students critically analyse
rubrics and decide on final rubric for peer assessment.
Students reflect on their learning and complete end of term survey to assess
achievement of success criteria to date.
Objective D
Express themselves
and their relationships
with others and their
world.
Objective E
Learn and reflect on
their learning through
their study of the
integrated unit.
12
Visual Arts Diaries

Coloured pencils
Internet
Writing books
Photocopied passages from the
texts.
Teaching Guide & Illustrators notes from One Minutes Silence

http://www.allenandunwin.com/_uploads/documents/kidsandteens/illustrators
%20commentary_final%20draft.pdf
http://www.allenandunwin.com/_uploads/BookPdf/TeachersNotes/9781743316245.pdf
13
Resources
Scootle resources
Australian recruitment statistics for the First World War, 1919 TFL-ID R11044
Peter Dalton: enlistment and the call to war TFL-ID L369
http://www.scootle.edu.au/ec/resolve/view/L369
Drama in the Dardanelles as the AE2 attacks TFL-ID M015775
http://www.scootle.edu.au/ec/resolve/view/M015775
Enlistment and recruitment in the First World War TFL-ID R11351
First World War recruiting tour, 1916 TFL-ID R4560
'A hero of Dardanelles', 1915 - asset 1 TFL-ID R1553
Attestation form for Herbert Lovett, 1940 TFL-ID R11007
Effects of World War I in Australia TFL-ID R12053
14
Letter concerning Albert Jacka, 1918 TFL-ID R10961
First World War enlistment cartoon TFL-ID R1405
Cooee: a call to war: Teacher idea TFL-ID R10515
Kiwi Shoe Polish - Shine Sir, c1916: 'Boot Boys Wanted' TFL-ID R7609
First World War troops, c1915: Troops head to the docks TFL-ID R7720
First World War troops, c1915: Red Cross charity bazaar TFL-ID R7721
Attestation form for Trooper Frank Fisher, 1917 TFL-ID R10951
Charity bazaar for Gallipoli heroes - asset 4 TFL-ID R2073
Back to being black TFL-ID M012609
15
http://www.scootle.edu.au/ec/resolve/view/M012609
Corporal John Alexander 'Jack' McBean, 1902 TFL-ID R11308
'Honour the Brave' certificate, J Ah Yee, 1918 TFL-ID R3908
Cartoons of the Moment - The Berlin Lokal Anzeiger, 1915: The Hun's Xmas wail TFL-ID R9013
Anticonscription demonstration, Melbourne, c1916 TFL-ID R3028
More Winners - Boy Soldiers, 1990: Boys, lay down your lives for the empire TFL-ID R7255
Cartoons of the Moment - Miss Australasia, c1914: Allied apparel TFL-ID R9016
Troops leaving for the Western Front, c1916-18 - asset 2 TFL-ID R6152
Alec Campbell recalls the 1915 Anzac landing TFL-ID R4387
16
Assessment overview
Evaluation
Assessment overview
Ongoing assessment - student understanding will be assessed through the use of
observational checklists, anecdotal records and analysis of contributions to class

discussions.
Students complete a variety of work samples, including designated assessment activities.
When completing designated assessment activities, students engage in peer-assessment,

based upon jointly derived criteria for activity completion. Students undertake selfassessment of their learning in relation to the assessment criteria in these activities. They
also receive peer and teacher feedback through the use of an evaluation sheet.
Assessment activity 1 - formative assessment beginning of unit
Students create a mindmap of what they know about ANZACs
Assessment activity 2 end of Term 1
Students work in individually or in pairs/groups and create a contribution for the class
mural/display. Students peer assess contributions using a jointly constructed peer assessment
checklist.
Assessment activity 3 week 1 Term 2
Students plan and run a whole school ANZAC Day Assembly commemorating 100 years since
Gallipoli.
Assessment activity 4 Week 5 Term 2
Students use their research about beginning of WW I to create a timeline of the key events,
the location of the war, who took part, how it began and ended and the repercussions for
those who had fought and those who lost their loved ones.
Assessment activity 5 Progress Mark by end of Week 5/Final Mark end of Week 8
Versaille Day Celebration - Students create an artifact to contribute to a digital portfolio of
work which can be used as a reference source for future learning. The artifact must share
knowledge the student has gained about Gallipolli and WW1.
Independent extension research activities
17
Find out about the significance of the rose as a symbol of war.

Research the practice of letter censoring during the war.
In Chapter 3 of A Rose for the ANZACs the use of dog hair to make pyjamas for the soldiers is mentioned. Research other inventive ways that those supporting
the war effort used to assist the soldiers.
Write a diary entry from the point of view of someone involved in WW1. It could be Midge (A Rose for the ANZACs) from the first day the wounded arrived at
their canteen in France, a character from Gallipoli or research conditions for someone here in Australia such as a mother or girlfriend. Describe both what
he/she saw and how they felt both practically and emotionally.
Research and write a description of the war injuries caused by gases in WW1.
Surprisingly, during periods of extreme hardship, people often find strength within themselves beyond their imagination and the capacity to do things they
have never done before. Research and write a case study about a person in history who has overcome adversity to achieve great things personally or for others.
Find out about nerve cases and be prepared to share your findings with the class.
Choose a quote from one of the books we are using in the Gallipoli unit and use it as the starting point for a piece of creative writing.
During WW1, letter writing was the most common form of correspondence available. Consider the wartime conditions and great distances mail needed to
travel and the other associated problems with message being delayed or being lost altogether. Now compare this with the many forms of correspondence
available today and outline their advantages and disadvantages as well as giving a comparison with the practice of traditional letter writing.
Find out the meaning of Armistice and explain when this situation may occur during a war.
Find out if you have any family members who have been soldiers or supported a war. Share your findings with the class.
Study the roles available to women in the armed forces today and compare them with those in WW1.
Knit and think of the women who were often knitting each day during the war, while battling a thousand other physical and emotional demands. Find out about
some of the womens committees on the home front and how they contributed to the war effort.
Gather information about the makeshift hospitals set up near the battlefields and describe the conditions that the sick and those who cared for them had to
endure.
Women on the home front often made fruit cakes or ANZAC biscuits to send to the soldiers. Many food items were in short supply during wartime. Research
18
some of the items that were in short supply and the inventive ways recipes were adapted.
19

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ANZACS: Mateship, conflict and remembrance

Stage 3 | Creative Arts, English, Geography,

Creative Arts K-6

CA-VAS3.2 makes artworks for different audiences assembling materials in a

EN3-1A communicates effectively for a variety of audiences and purposes

CA-VAS3.4 communicates about the ways in which subject matter is

EN3-6B uses knowledge of sentence structure, grammar, punctuation and

EN3-7C thinks imaginatively, creatively, interpretively and critically about

HSIE-CCS3.1 explains the significance of particular people, groups, places,

Key inquiry questions

Historical skills and concepts

Contestability: historical events or issues may be interpreted differently by historians

Teaching & Learning Sequence

Stage 3 - Reading and viewing

Teacher models creating a vocabulary bank from a variety of text sources

select, navigate and read texts for a

range of purposes, applying

punctuation and vocabulary

investigate how vocabulary choices,

including evaluative language can

sentences, eg short sentences to

conventions of spoken interactions

participate in and contribute to

discussions, clarifying and

War what is it good for?

identify and describe relationships

presentations, selecting and

and information from guest speakers,

elements, eg film techniques,

texts and compare these to the ways

range of purposes, applying

Teaching & Learning Sequence

Students listen to Alec Campbell recording.

Laptop computers with

Alec Campbell recalls the 1915 Anzac landing TFL-ID R4387

Laptops with Audacity

Students also use laptops to record their experiences/findings/observations. .

purposes applying appropriate text

including digital resources, when

word processing programs, learning

Teaching & Learning Sequence

eg differing attitudes of various groups to Gallipolli and WW1

synthesise knowledge gained from

reading more complex non fiction

reading and note taking to creating

from reading a variety of texts

Teaching & Learning Sequence

Stage 3 - Reading and viewing

compare texts including media texts

that represent ideas and events in

select, navigate and read texts for a

range of purposes, applying

summarise a text and evaluate the

intended message or theme

can be used in a variety of ways to

understand and use the key

elements of planning, composing,

visual, multimodal and digital texts,

others' work using agreed criteria

Teaching & Learning Sequence

Teaching/Learning Activities for reading groups.

Objective A - EN3-1A, EN3-2A,