Discipline+Knowledge

For this unit it was important that the teacher developed discipline knowledge. Through investigation:
 * of ACARA syllabus documents which provided discipline knowledge for English and HISTORY. The CTJ (Consistency of Teacher Judgement) kit provides teacher professional learning particularly in the area of Inquiry Processes.
 * of key community resources that could be used to assist in the unit- establishing contacts that could help really added to the unit.

With this unit the teacher continually re-assessed the direction of the inquiry depending on the children’s needs and interests. It was also influence by students background knowledge and the events that were occurr ing within the media. Personal experiences from family members of students really enhanced the learning. Meeting fortnightly to re-evaluate learning experiences was important as the children were negotiating continually different ways of inquiring, creating and communicating. The teacher provided scaffolding for students, promoting reflection and inquiry. It also allowed the teacher to ascertain where the children were at, aiding future direction.

TEACHING GENRES Once the text type has been selected, teaching occurs following the four interrelated stages illustrated below. This cycle is used throughout the years of schooling to support students to systematically develop control of increasingly complex genre patterns.

Background Information/ Notes for unit
Immigration to Australia During the 20 th Century – Historical Impacts on Immigration Intake, Population Size and Population Composition – A Timeline [|http://www.immi.gov.au/media/publications/statistics/federation/]