INTEGRATED INQUIRY PLANNING OVERVIEW

ENGLISH

Forward Planning Overview

ECE and PRIMARY
ENGLISH 4 PART A
Unit Title: Australia Adventures, Culture and Diversity and Belonging.

Inquiry question:
1. I wonder how people feel when they first arrive in Australia today?
2. I wonder how I could educate someone who is new to Australia about this beautiful country and welcome them?
3. I wonder what things are similar and different between the new people and me?
 RATIONALE
“Are we there yet” by Alison Lester examines the theme of travelling around Australia, visiting the sites and landmarks around the country and
developing the ideas of travel, cultural diversity, friendship, belonging and time. The contemporary picture book was the winner of the Children’s
Book council book of the year at the 2005 awards. The narrative centres on the character of Grace, a little girl who is about to start a journey
around Australia with her family in a caravan. Grace feels very excited to see all the wonderful things that Australia has to offer through culture,
entertainment, landmarks and celebrations. The narrative explores the power of family, belonging and culture. Grace explores new parts of
Australia that she has never seen before, experiencing a number of new things, tasting Witchetty grubs at a school in Alice Springs, feeding the
Quokkas on Rottnest Island in Western Australia and seeing the Whales at the head of the Great Australian Bite in South Australia, just to name
a few.
The central themes in “Are we there yet” are foundational in both the Western Australian curriculum and the Early Years learning framework
(EYLF) (Department of Education and training 2018). There are many areas that this unit of Inquiry covers, the underpinnings of the knowledge
and understanding within this unit focus on the curriculum areas of general capabilities (social, intercultural and ethical understandings, literacy,
language and literature) and the cross-curricular priorities (Australia’s link to Asia and Aboriginal and Torres Strait Islander culture and histories).
Whilst learning and engaging with people from different and diverse backgrounds and cultures. It is easy to become more aware and understand
the differences and similarities, create connections with others from different family lifestyles and socioeconomic areas of the country, develop
empathy for others and develop tolerance and mutual respect (ACARA, 2018).
The Unit of Inquiry is aimed at a year 2-3 level class. The curriculum links provided in the Unit of Inquiry are from a year 2 level in a Western
Australian classroom, with the links being provided by the School Curriculum and Standards Authority (SCSA, 2018). It is always essential to
plan effectively within the classroom, cater for all students by providing authentic experiences that scaffold learning and provide differentiation for
those students of different abilities, especially those who are of lower ability. Students will be grouped in areas of ability and learning style.
Interest and prior knowledge of the subject or learning area of the week, as well as social factors and common needs. The learning areas in this
unit provide an opportunity for the use and implementation of different pedagogies and provide different strategies for all types of learning areas.
Initially, prior to the unit of work commencing, students were set with the task of interviewing their parents at home. The questions that were
provided, asked parents and family about cultural heritage, customs, foods and celebrations of their country or area of origin.
The Inquiry unit has been developed with the aim of the students being able to create a welcome book for any new friends that enter the country.
The “Welcome Book” will focus on Australian states, territories and all the wonderful things there is to do and see within Australia, helping them
feel like they belong.
The unit will focus on the following Inquiry questions:
1. I wonder how people feel when they first arrive in Australia today?
2. I wonder how I could educate someone who is new to Australia about this beautiful country and welcome them?
3. I wonder what things are similar and different between the new people and me?
The Unit of Inquiry will help students understand that although we are different in many ways and speak different languages we also have many
similarities. Families of students will have further opportunities to engage with the classroom as they will be invited to share their personal stories,
cultural celebrations and typical food from their country of origin. This learning sequence runs for a minimum of 8 weeks depending on the time it
takes to get through the activities. In addition to the 8 week unit of work, the students will create a “Welcome Book”. Students will create the book
with all the knowledge they have gained from the unit of Inquiry. The unit of Inquiry uses a range of assessment tools that will assess through
diagnostic, formative and summative assessment will be guided by SCSA’s principles of assessment and the achievement standards for year 2.
This Inquiry unit of work develops the student understanding in a holistic approach, the literature and theme-based Inquiry unit, embeds activities
and learning from all learning areas and includes all modes of language. The literacy component of this unit of Inquiry will be based on the
gradual release of responsibility model and Cambourne’s seven conditions of learning which were taught in the English 3 Unit. This unit of Inquiry
is based around the constructivist approach to student learning including the phases of tuning in, finding out and sorting out, with further room to
incorporate other areas of going further, synthesising, reflecting and applying.
 INTEGRATED INQUIRY PLANNING OVERVIEW
Year Level: 2 Unit Title: Australia Adventures, Culture, Diversity and Literature text:
Belonging. Are we there yet?
Inquiry question: “Alison Lester”
1. I wonder how people feel when they first arrive in Australia
today?
2. I wonder how I could educate someone who is new to Australia
about this beautiful country and welcome them?
3. I wonder what things are similar and different between the new
people and me?

KEY While learning and engaging with the culture of Australia it is also important to include other cultures in the country.
UNDERSTANDINGS Students will go on an adventure around Australia and compare the differences and similarities in the climate,
celebrations, food and activities with other countries. Students will also look at Australian states and territories in
order to compile as much information as they can to make a” Welcome Book” for those who are new to the country.
Overview – see rationale

CURRICULUM CONTENT DESCRIPTIONS (All key learning areas)

Language
LANGUAGE VARIATION AND CHANGE
Understand that spoken, visual and written forms of language are different modes of communication with different features and their use
varies according to the audience, purpose, context and cultural background (ACELA1460)

LANGUAGE FOR INTERACTION

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal
language resources varies depending on context (ACELA1461)
Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)
TEXT STRUCTURE AND ORGANISATION

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464)
Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example
timelines (ACELA1466)

EXPRESSING AND DEVELOPING IDEAS

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a
coordinating conjunction (ACELA1467)
Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper
and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)
Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images
add to or contradict or multiply the meaning of accompanying words (ACELA1469)
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to
suit audience and purpose (ACELA1470)

PHONICS AND WORD KNOWLEDGE

Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and
substitution in combination with use of letters in reading and writing (ACELA1474)
Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some
compound words (ACELA1471)
Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472)
Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from
their sounds (ACELA1823)
Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading
and writing words of one or more syllable (ACELA1824)
Understand that a sound can be represented by various letter combinations (ACELA1825)

Literature

LITERATURE AND CONTEXT

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

RESPONDING TO LITERATURE

Compare opinions about characters, events and settings in and between texts (ACELT1589)
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

EXAMINING LITERATURE

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

CREATING LITERATURE

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)

Literacy
TEXTS IN CONTEXT

Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)

INTERACTING WITH OTHERS

Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking
clearly and varying tone, volume and pace appropriately (ACELY1789)
Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

INTERPRETING, ANALYSING, EVALUATING

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text
processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context,
language and visual features and print and multimodal text structures (ACELY1670)

CREATING TEXTS

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar

and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
Re-read and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)
Construct texts featuring
print, visual and audio elements using software, including word processing programs (ACELY1674)
INTEGRATED UNIT OF INQUIRY TEACHING AND LEARNING OVERVIEW

Lesson 1 Lesson Lesson 3 Tuning in Lesson 4: Tuning Lesson 5: Tuning in Evaluation &
Tuning In 2 Tuning In and Finding out: In and finding out and Finding out Assessment
Teacher Focus: Teaching Focus: Teaching Focus: Teaching focus: Teaching Focus: Key
Activating Prior Comprehension- The places I have Persuasive text. Cultural diversity. Understandings /
Knowledge Making connections been. ACELY1671 ACELY1667- over-arching ideas:
Key learning ACELY1670 Geography Key Learning speaking and Students
experience Key Learning ACHASSK050 experience listening communicate
Present an Australian experience General Capability Before commencing Key Learning what they already
“Youtube’ video that • Before commencing Intercultural the lesson the students experience know ad what they
reminds students of the lesson students understanding are shown the video of The teacher explains, would like to know.
states and territories. are shown the front Key Learning Australia again as well we may all be in KWHL charts.
“Australia/Australia cover and back cover experience as the map of Australia Australia now but, we
Geography” of the book. “Are we Teacher and class on the whiteboard weren’t all here, to
https://www.youtube. there yet” by Alison respond to the at- • Think Pair Share begin with. Students identify
com/watch? Lester. home interviews of a Where have students • The teacher begins where they have
v=Utb4gruKItM Read the passage on parent. Questions, been and where they her news telling been
• Commence a KWHL the back of the book. were sent home asking would like to go? modelling session around Australia.
chart about Australia • This book is about a parents where they are • Teacher scribes on • She brings in an
and its features- What family who went on a originally from? Where board all the locations item from home that
we already know, what trip around Australia, have they been in the students suggest has cultural Students identify
we want we want to this shows us some Australia? and what • Alphabet Grid of the significance. where their
know and how we can interesting places, new are some of the typical locations around • The teacher will heritage is,
find out. ways of living and new customs, food and Australia, instruct display the steps where their parents
• Students commence ways of speaking and celebrations of students to use Google taken in the news are from and what
a QR code scavenger listening. Australia that they Maps if needed for telling process. The some foods and
hunt around the year 2 • Questions: have noticed? Grid (FS). topic, reason for the traditions are.
area, they will need to Have you been on a • Create labels naming • Pick a Location on choice of the item, Students begin
follow the clues to find trip around Australia parts of Australia the alphabet grid that then select collecting
the next QR code. QR before? including states and you would like to go to.information that is work samples
codes will have Do you think some of territories. • Imagine someone appropriate for the for the unit of inquiry
questions. the things you have • new was arriving in audience. The booklet, this
• Think, pair, share seen may be in this vocabulary and use Australia. How would teacher will make includes a variety
Questions. book? spelling knowledge for you persuade them to sure to explain any of oral. Written or
• Whole class What other books have the name of Australia go to your favourite terms used and visual.
discussion you read about as well as the states location first? always retain eye
• Commence word wall Australia? and territories- add to Write 1 -2 paragraphs contact with the
with Enquiry • Read aloud to the the word wall. to persuade the new audience, voice Anecdotal notes –
Vocabulary (spelling class “Are we there • Reinforce the use of arrival. control, pacing, key observations
and meaning) yet” by Alison Lester. capital letters for pausing and during lessons are
proper nouns. Differentiation: Model engaging with the students able to
Differentiation: Teacher • Use language to persuasive writing with audience. This also write a persuasive
to model the prediction interact with others, the class on the board- shows students good text.
strategy during guided listen respectfully and focus on spelling, listener attributes.
reading. ask appropriate punctuation and capital • Students will
Using props within the questions. letters. choose their items Exit slips at the
classroom helps to from home that have end of each lesson
encourage student Differentiation: cultural significance -3
conversation, this also Provide students with to them, ie a What are some
helps the students look their own map of photograph, clothing, things
for clues within the Australia so they can ornament or map. I have learnt from
story. Detective hats highlight the places • The News session this lesson?
and magnifying glass they learn about and will be allocated over 2 things I found
are great props to use. take notes of what they 3-4 weeks to interesting.
see and hear. accommodate every 1 thing I am not sure
student telling their about.
news.
• An assessment
rubric must be Personal goal
created and setting framework-
discussed with the writing goals for
class to ensure every the term across
 student is aware of subject areas.
what is required of
them.

Differentiation:
Amount of
information required
from parents, send a
letter home
explaining task and
informing parents of
what they can do to
assist the child with
practising at home.

Lesson 6: Tuning Lesson 7: Tuning in and Lesson 8 Lesson 9 Lesson 10 Key Understandings/
in and finding out. finding out Teaching Tuning In Tuning In Finding out over–arching ideas:
Teaching Focus: Focus: Our similarities / Teaching Focus- Teaching focus- Teaching Focus: Global connections,
Personal prediction Writing Recognising Diversity of Coins appreciate
Connections ACELY1669 ACELY1671 important features Mathematics/Geogr diversity as well as
ACHASSK048 Key Learning Key Learning Writing/ Speaking aphy differences
Key Learning experience experience and Listening ACMNA043 and similarities
experience Differences and Students are learning ACELY1671/ Key Learning between myself
Identify places of similarities Grid. Find the about the wonderful ACELY1667 experience: and others.
personal people that… etc. Eg places in the story “Are Key Learning Students understand
connection. On the Emma has black hair the we there yet”. experience that holidays cost Reflective Journal
map of Australia same as you. Quick write Students begin to Western Australia is a money, students are Personal feelings,
identify where her name down in the wonder, what it would beautiful place with learning about outcomes of events.
grandparents/parent box provided! be like to visit the great many things to see Australian Currency
s were born, where Demonstrates that Australian bite and and do. in Mathematics- the Exit slips
the family live, the although we have many watch the whales • In groups, students counting and ordering
location of family differences we also have come in. are to make a of coins. Teacher and student
holidays etc. many similarities. • The teacher brings in pamphlet that shows • Students are conferences.
• Make sure to list if • Read aloud “Mrs White photos of her trip all the wonderful wanting to help
they came from and the red Desert” by across Australia with landmarks and exciting people arriving into Checklists with
abroad, place, name Josie Boyle. there is some of the things to do and visit the country, they can learning criteria
and flag of origin on • Students complete Venn head of the bite. within Western do this by helping
the side of Map. diagram showing • Students use the Australia. them understand the
• Expand similarities and book and the teachers' • Students are to Australian Currency
geographical differences between the photo’s to write a letter include the activities as it is compared to
knowledge – children in the book and home to their that can be done, sites theirs.
Country, State, themselves. Grandparents. to see and the clothes • Students will bring
capital cities and • Student’s will focus and equipment they in any coins they
oceans. solely on the South may need to take. have collected from
• Inside/outside Differentiation: Australian pages of the • Students will also overseas from the
circle- Students Provide a Venn Diagram story and try to talk include the type places they have
share their on the board example to about all the wonderful climate and any Native visited or have
connections with students. Use words things they have seen Australian animals that connections to.
one another. accompanied by visual and done thus far. are local to the area. • The teacher
• Add to the work representations, students • Students will identify • Students are to explains what
wall, names of sort into similarities and the key parts of include pictures or currency is.
Country, states, differences. Graces Journey. drawings. • Students are to
capital cities and • Students will present investigate the
oceans. to the class when Images on the
• Complete Activity Differentiation: finished- presentation Australian coins and
“Where in the world Students list all the will be 3 mins in length the other currency
am I”. areas they will be explaining the they have chosen,
My World writing about prior to pamphlet. comparing them.
My Country writing. Students will • Students will share
My State have help from the their findings on an
My City teacher if required. Differentiation: A4 poster
My Suburb Students are placed in • Students will start
My Street groups of 4, groups will by shading the
My house be of mixed abilities. images onto the
Me. paper and writing
some interesting
Differentiation: facts about the coins.
Map already • The description of
highlighted, provide the coins, currency,
clues and words and country of origin
with visual can be placed on the
representations pre- word wall.
printed (eg)
Grandparent Differentiation:
including picture) to Students describe
adhere to map. EA coin and place paper
to assist students over the top to shade
working in small for replica size and
groups of similar image.
abilities.
Have Where in the
World activity cut up
and ready to go.

Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Key understandings /

Finding out Sorting out Sorting out Sorting out Finding out/ sorting overarching ideas:
Teacher Focus: Teacher Focus: Teacher focus: Teacher Focus out
Celebrate Diversity Feeling and emotions Belonging and Personal Identity- Teacher Focus
in the classroom and Inclusion Inclusion Who am I? Exploring My A variety of
ACLEA1463 Health ACPPS019 Physical education ACHASSK050 Country • Inclusion
(Reading and Key learning ACPMP025 Key Learning Key Learning • Self-Identity
viewing). experiences Key Learning experiences experiences • Belonging and
ACELY1671 Ruth took Grace and her experiences After the family spent ACMMG039 emotions
(Writing). Mum to her school. While Teacher reads their time in Sydney Read aloud “Are we • Empathy
Key learning she was at the school the “Amazing Grace” by and celebrated with there yet”. • Resilience
experiences teacher showed Grace Mary Hoffman, to the fireworks cascading • Talk about the • Diversity
Language and her Mum how to dig students. over the Sydney States and territories
experience for Witchetty Grubs. • Continue from the Harbour bridge, within Australia and
When Ruth took • Ruth’s Teacher made previous lesson on students are to all the exciting
Grace and Mum to them feel very welcome Inclusion. investigate the activities that we can
school they were in the school. • Examine the different celebrations do. (mention a few in Summative:
welcomed and able • Examine Inclusion and multicultural society of all states and the book). Working towards a
to try an indigenous sense of belonging in the within Australia. territories in Australia. • Students are to “Welcome Book”.
delicacy Witchetty classroom, playground • As we live in a • Students will then choose a State or Reflect on learning
Grubs. and in the community. multicultural society, compare them to the Territory within and future
• Celebrate cultural • What are the attributes we are to include celebrations that are Australia. planning.
diversity within the of a friend? (how can we everyone and consider held in their home • Students are to plan
classroom- Invite an be good friends?) their likes and dislikes. country or town. a day out for
indigenous person • Create the key to being • Teacher introduces a • Students will explain themselves and a Rubric for Itinerary
to the classroom to a good friend. game from India called what the celebrations new friend. Rubric for the
provide the students • Students will draw a Kabaddi mean to them, how • Where are we "Welcome Book".
with the opportunity picture of a person with • Practice the game they make them feel. going?
to see a traditional labels as to what makes outside to practice • Students will create a • What are we going
indigenous meal a good friend. locomotive skills. piece of artwork to to do?
being created. • Vocabulary Building- • Review safety rules display, that will show • Students are to
• Procedure writing attributes of a good and inclusive play and the particular create an itinerary for
(recipe lesson) friend. the importance of • The celebration that the day.
using technical • Grammar- adjectives. encouragement. has been chosen. • Include what your
vocabulary – verbs • Return inside where • Students will write a friend will need to
eg, mix, pour, stir. students will illustrate little blurb about what bring,
• Grammar- Differentiation: and write instructions they have created and • Think about
adjectives to Students will be given a for the game. why. transport (Use
describe 5 picture of a person to • Describe the game • Use adjectives to Google Maps)
sentences during label with attributes. The and remember to add describe.
the experience. teacher will provide QR the country the game • Use initiate response
• Language for codes with definitions of is from. and feedback method Differentiation
interaction- turn inclusion • Add any new (First Steps Speaking Teacher Models how
taking, courtesies to vocabulary to the word and Listening to write an itinerary.
the demonstrator wall. resources book pg 54). 1. Wonder questions-
e.g. listening and hmm I wonder where
appreciation. I am going to take my
Differentiation: Differentiation: new friend?
Create mini poster- Students will be able to 2. I wonder what we
Differentiation: illustrations of key scan QR codes to help could do?
Cloze activity for the actions involved and with finding information
recipe. accompanying verbs/ on celebrations around
Pictures should basic sentences. the world and in
accompany verbs- Australia.
instructions to give
greater
understanding.
Introduce
measurement
concepts such as
1/cup or ½ a cup.
Good tactile hands-
on authentic with
hands-on
experiences.
 References

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Boyle, J., & Prewett, M. (2017). Mrs White and the red desert. Broome WA: Magabala Books.

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understanding/learning-continuum/

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cat-id=13601995

School Curriculum and Standards Authority | Home. (2018). Retrieved from https://www.scsa.wa.edu.au
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http://det.wa.edu.au/stepsresources/detcms/education/stepsresources/first-steps-literacy/speaking-and-listening-resource-book.en?cat-

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