Cross-Curricular Unit Of Work With Multicultural Perspective

Objectives

The purpose of this report is to develop a cross cultural unit of work that will include a multicultural perspective. The target student of this course includes EALD students. EAL/D students are referred to those whose first language or dialect is not English. EAL/D students come from diverse multilingual background that is comprised of the following:

Overseas or Australian-born students whose first language is a language other than English
Aboriginal and Torres Strait Islander students whose first language is an Indigenous language, including traditional languages, creoles and related varieties, or Aboriginal English.

The stage of the student for which the lesson plan and assessment has been developed includes Stage 3 students. The year of the students is 6. The age range of the Student includes 11-13 years.

The rationale of this unit includes enhancing the knowledge of the students in the 3 Key Learning Areas that includes English, Mathematics and History. Considering the fact that the mother language of the students is not English, the chief of the educator while teaching the students is to improve both written as well as spoken skills of the student. When it comes to history, the rationale of this unit plan is to develop the knowledge about the Australian colonies along with Australia as a nation. Finally when it comes to mathematics the chief goal of the educator is to add to the calculating capacity of the students. The chief aims and objectives of this report are as follows:

To expand the knowledge of speaking and listening of the student so that they can communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
To extend the knowledge of addition and subtraction of the student.
To enhance the knowledge of the students about the colonization in Australia and impact of the same on the Australian culture

While teaching a multicultural class, the educator must treat every student equally. Along with this, each and every student will be provided with equal opportunities to ask questions associated with the KLAs and share their view points with the class.

Teaching and learning strategies and content

While teaching the students, different teaching and learning strategies as well as the contents has been designed for the three different languages that include English, Mathematics and History which are briefed as follows:-

English

The content this KLA is as follows:

Students will develop and apply contextual knowledge
Understand and apply knowledge of language forms and features
Understand and apply knowledge of vocabulary
Respondto and compose texts

The teaching strategy for this KLA includes listening and speaking strategies videos along with “have you ever” search paper.

Mathematics

The topic that will be taught to the students when it comes to mathematics includes Addition and subtraction. The content of this KLA includes problem sums that includes whole number of any size that involves problems of more than one operation.

The teaching strategy that will be followed by the educator includes describing the situation with the help of digital technologies.

History

The topic that will be taught to the students when it comes to History is the Australian colonies. The content of the KLA includes chapters about the lives of people in Australia’s colonial past and how do we know? Along with that it also includes discussion about why the British government set up colonies in Australia after 1800. The teaching strategy will include demonstrating documentaries about the impact of Australia colonization.

Text books
Videos
Digital technologies like computer
Screen and pointer

Assessment and evaluation criteria

Two examples of Lesson Plan

English

Learning Area: English	Year Level : 6	Class Size: 15
Timing: 8 am to 10 am
Topic: Speaking and Listening
Curriculum Connections: (include standards and progression points, if relevant) The lesson plan will help the students to develop the skill of speaking in English fluently so that they can effectively communicate with the Australian population.
Biblical Context: All the students should always abide by their parents in order to gain success in future.
Intended learning outcomes	What knowledge, skills and values will be the focus of the lesson? To enhance the knowledge of the students in English so that the students can communicate effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features,
Assessment	§ How will I know that my intended learning outcomes have been achieved? The students will be taken theoretical test in order to access their progress. § What evidence will I collect to show students’ learning? (Discussion, responses to questions, samples of work, presentations, written exercises etc.) I will collect the responses to the questions in order to show the learning of the students.
Prep (negotiation)	· What planning can I do with others? The lesson plan has been developed after detailed discussion with all the teachers of the English department. · How can I find out what the students already know? How can I build on their knowledge and experiences? A brief assessment about the previous knowledge of the students will be taken by the educator. · How can I give students some ownership of the lesson by determining content? What choices can I offer students within the lesson? Students will be provided with the choice of selecting whatever topic they wants for the story telling activity they wants to.
Procedure	A set of 15 conversation ideas cards with conversation topic like “my birthday” written on them will be provided to each student. Student can select whichever topic they want to discuss. Then they will be asked to speak about the topic for 5 to 10 minutes.
Resources	§ What resources will I need to support the lesson? Set of topics Relevant books about how to enhance the English speaking skills of the learners § What equipment do I need to check prior to the lesson? Conversation cards Scissors Pen § What materials do I need to prepare? Conversation cards Scissors Pen § What other arrangements are necessary? E.g. booking multimedia, organizing a speaker, notifying other teachers of changes to routine, room layout etc.) A room layout will be needed
Questions	What questions can I plan to support student learning and encourage discussion of big ideas? How will I encourage students to ask questions? Why do you think fluency in English is necessary? I will ask students questions associated with the conversation topic in order to encourage them to speak more about it.
Reflection	How will I get students to reflect on their learning? How can I use assessment information to improve student learning? I will assess the answers of the students and take notes of the mistakes while they will be storytelling about the topic. After their storytelling time will be over, I will discuss about any Grammatical or constructional issues made by them.
Evaluation	Majority of the students were able to demonstrate their spelling through the storytelling activity. However, if I noticed that majority of them are facing construction related issues then I will use the information obtained in the activity as a guide to develop the next activity associated with speaking of the students.

Learning Area: English	Year Level : 6	Class Size: 15
Timing: 10 am to 12 O’clock
Topic: Listening in English
Curriculum Connections: (include standards and progression points, if relevant) The lesson plan will help the students to develop the skill of speaking in English fluently so that they can effectively communicate with the Australian population.
Biblical Context: All the students should always abide by their parents in order to gain success in future.
Intended learning outcomes	What knowledge, skills and values will be the focus of the lesson? describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions
Assessment	§ How will I know that my intended learning outcomes have been achieved? What evidence will I collect to show students’ learning? (Discussion, responses to questions, samples of work, presentations, written exercises etc.)
Prep (negotiation)	· What planning can I do with others? How can I find out what the students already know? How can I build on their knowledge and experiences? A brief oral assessment of the previous knowledge of the student will be taken in order to deal with the · How can I give students some ownership of the lesson by determining content? What choices can I offer students within the lesson? They can select any of the three records, they want to listen.
Procedure	Three stories will be recorded in Australian English Accent. The student will be asked to choose whichever story they want to listen to. After the students have completed listening to the story, question will be asked to them verbally.
Resources	§ What resources will I need to support the lesson? In order to support the lesson resource used includes: 1. Story books containing simple stories § What equipment do I need to check prior to the lesson? 1. Recorder 2. An individual whose voice will be recorded § What other arrangements are necessary? E.g. booking multimedia, organizing a speaker, notifying other teachers of changes to routine, room layout etc.) Room layout will be needed
Questions	What questions can I plan to support student learning and encourage discussion of big ideas? How will I encourage students to ask questions?
Reflection	How will I get students to reflect on their learning? How can I use assessment information to improve student learning? In order to enhance the assessment information to improve student learning I will assess all the answers of the student and correct it so that the student does not make the same mistake again.
Evaluation	§ What worked well? What would I modify? What would I do differently next time? Majority of the students were able answer all the question by understanding the accent of the recorded audio. However, if some students are found to be unable to understand the accent then, for them I have designed to take a separate class where each and every word will be spoken clearly to them so that they can understand each one of them.

Mathematics

Learning Area: Mathematics	Year Level : 6	Class Size: 15
Timing: 10 am to 12 O’clock
Topic: Addition and subtraction
Curriculum Connections: (include standards and progression points, if relevant) The lesson plan will help the students to develop their calculating skills.
Biblical Context: All the students should always abide by their parents in order to gain success in future.
Intended learning outcomes	What knowledge, skills and values will be the focus of the lesson? describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions
Assessment	§ How will I know that my intended learning outcomes have been achieved? The students will be taken theoretical test in order to access their progress. § What evidence will I collect to show students’ learning? (Discussion, responses to questions, samples of work, presentations, written exercises etc.) Responses to questions will be collected as evidence.
Prep (negotiation)	· What planning can I do with others? The plan will be executed after detailed discussion with the mathematic faculties. · How can I find out what the students already know? How can I build on their knowledge and experiences? In order to find out what my student already know all their previous lessons as well as assessments will be checked by me. · How can I give students some ownership of the lesson by determining content? What choices can I offer students within the lesson? Each and every student possess the choice to select any one set of word problems provided to them.
Procedure	Three sets of questioners each containing 3 questions, one on unitary methods, one on profit and loss and one on decimals will be prepared. Each of the students will be asked to choose one set and solve all the three questions.
Resources	§ What resources will I need to support the lesson? § Effective understanding of what are the current difficulties faced by the students. § Mathematics book § What equipment do I need to check prior to the lesson? § Paper cards § Pens § Copy § What other arrangements are necessary? E.g. booking multimedia, organizing a speaker, notifying other teachers of changes to routine, room layout etc.) Room layout
Questions	What questions can I plan to support student learning and encourage discussion of big ideas? How will I encourage students to ask questions? 1. Students will be asked about what difficulties they have faced while answering the questions?
Reflection	How will I get students to reflect on their learning? How can I use assessment information to improve student learning? In order to enhance the assessment information to improve student learning I will assess all the answers of the student and correct it so that the student does not make the same mistake again.
Evaluation	§ What worked well? What would I modify? What would I do differently next time? Majority of the students were able answer all the question. Through this lesson plan, I understood that decimal is one of the chief problematic area of the students. This experience will help me to develop future learning activities for children

Learning Area: Mathematics	Year Level : 6	Class Size: 15
Timing: 10 am to 12 O’clock
Topic: Geometry
Curriculum Connections: (include standards and progression points, if relevant) The lesson plan will help the students to develop the skill of speaking in English fluently so that they can effectively communicate with the Australian population.
Biblical Context: All the students should always abide by their parents in order to gain success in future.
Intended learning outcomes	What knowledge, skills and values will be the focus of the lesson? Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles.
Assessment	§ How will I know that my intended learning outcomes have been achieved? The students will be taken theoretical test in order to access their progress. § What evidence will I collect to show students’ learning? (Discussion, responses to questions, samples of work, presentations, written exercises etc.) Responses to questions will be collected as evidence.
Prep (negotiation)	· What planning can I do with others? The plan will be executed after detailed discussion with the mathematic faculties. · How can I find out what the students already know? How can I build on their knowledge and experiences? In order to find out what my student already know all their previous lessons as well as assessments will be checked by me. · How can I give students some ownership of the lesson by determining content? What choices can I offer students within the lesson? Each and every student possess the choice to select any one set of word problems provided to them.
Procedure	Have students work in partners or groups to trace their hands in different positions. Then have students estimate the size of the angles between their fingers. Have partners/groups exchange their hand with another group and measure the angles between the fingers. Label the fingers with the type of angle (e.g., acute, right, straight, obtuse).
Resources	§ What resources will I need to support the lesson? § Effective understanding of what are the current difficulties faced by the students. § Mathematics book § What equipment do I need to check prior to the lesson? § Large wooden protector § A note book § pen § What other arrangements are necessary? E.g. booking multimedia, organizing a speaker, notifying other teachers of changes to routine, room layout etc.) Room layout
Questions	What questions can I plan to support student learning and encourage discussion of big ideas? How will I encourage students to ask questions? 1. How did your hand/finger angles differ from another group’s? 2. How would the position of your fingers affect the size of the angles?
Reflection	How will I get students to reflect on their learning? How can I use assessment information to improve student learning? In order to enhance the assessment information to improve student learning I will assess all the answers of the student and correct it so that the student does not make the same mistake again.
Evaluation	§ What worked well? What would I modify? What would I do differently next time? Majority of the students were able to make the angle with hands. For student who were unable to perform the activity, I will take additional class in order to enhance their knowledge in angles.

History

Learning Area: History	Year Level : 6	Class Size: 15
Timing: 8 am to 10 am
Topic: THE AUSTRALIAN COLONIES
Curriculum Connections: (include standards and progression points, if relevant) The lesson plan will help the student to develop knowledge about the past of Australia and also develop their respect for the Indigenous Australians
Biblical Context: All the students should abide by their parents in order to obtain success in their life.
Intended learning outcomes	What knowledge, skills and values will be the focus of the lesson? To enhance the knowledge of the students about the miseries faced by the indigenous population and thus enhance their sympathy and respect towards the population
Assessment	§ How will I know that my intended learning outcomes have been achieved? By accessing the discussion of the students. § What evidence will I collect to show students’ learning? (Discussion, responses to questions, samples of work, presentations, written exercises etc.) Through discussion
Prep (negotiation)	· What planning can I do with others? The plan will be executed after detailed discussion with the history faculties. · How can I find out what the students already know? How can I build on their knowledge and experiences? In order to find out what my student already know all their previous lessons as well as assessments will be checked by me. · How can I give students some ownership of the lesson by determining content? What choices can I offer students within the lesson? Each and every student possess the choice to select any one set of word problems provided to them.
Procedure	Students will show a documentary of 30 minutes which is about the impact of colonization in Australia. After the documentary, all the students will be asked to express their view about the documentary.
Resources	§ What resources will I need to support the lesson? Capability to demonstrate the adverse effect of colonization on the Indigenous people of Australia. § What equipment do I need to check prior to the lesson? 1. Video 2. Pen 3. Note pad § What other arrangements are necessary? E.g. booking multimedia, organizing a speaker, notifying other teachers of changes to routine, room layout etc.) Other arrangements that are necessary includes booking multimedia, organizing a speaker.
Questions	What questions can I plan to support student learning and encourage discussion of big ideas? How will I encourage students to ask questions? 1. What do you think is the impact of Colonization on Indigenous Australians?
Reflection	How will I get students to reflect on their learning? How can I use assessment information to improve student learning? I will use the information obtained from the group discussion to access each and every student understanding.
Evaluation	§ What worked well? What would I modify? What would I do differently next time? Majority of the students were able to understand the impact of colonization in Australia. As a result of that a respect has been developed within the student about the indigenous community.

Learning Area: History	Year Level : 6	Class Size: 15
Timing: 8 am to 10 am
Topic: THE AUSTRALIAN COLONIES
Curriculum Connections: (include standards and progression points, if relevant) The lesson plan will help the student to develop knowledge about the past of Australia and also develop their respect for the Indigenous Australians
Biblical Context:
Intended learning outcomes	What knowledge, skills and values will be the focus of the lesson? describes and explains the significance of people, groups, places and events to the development of Australia.
Assessment	§ How will I know that my intended learning outcomes have been achieved? By accessing the answers provided by the students. § What evidence will I collect to show students’ learning? (Discussion, responses to questions, samples of work, presentations, written exercises etc.) Through discussion
Prep (negotiation)	· What planning can I do with others? The plan will be executed after detailed discussion with the history faculties. · How can I find out what the students already know? How can I build on their knowledge and experiences? In order to find out what my student already know all their previous lessons as well as assessments will be checked by me. · How can I give students some ownership of the lesson by determining content? What choices can I offer students within the lesson? Each and every student possess the choice to select any one set of word problems provided to them.
Procedure	Students will be provided with reports about the healthcare issues faced by the Indigenous people after colonization. Each student will go through the report and then answer each question provided by the educator.
Resources	§ What resources will I need to support the lesson? Capability to demonstrate the adverse effect of colonization on the health of Indigenous people of Australia. § What equipment do I need to check prior to the lesson? 4. Pen 5. Note pad § What other arrangements are necessary? E.g. booking multimedia, organizing a speaker, notifying other teachers of changes to routine, room layout etc.) Other arrangements that are necessary includes booking multimedia, organizing a speaker.
Questions	What questions can I plan to support student learning and encourage discussion of big ideas? How will I encourage students to ask questions? 2. What do you think is the impact of Colonization on Indigenous Australians?
Reflection	How will I get students to reflect on their learning? How can I use assessment information to improve student learning? · What do we know about the lives of people in Australia’s colonial past and how do we know? · How did an Australian colony develop over time and why? · How did colonial settlement change the environment? · What were the significant events and who were the significant people that shaped Australian colonies?
Evaluation	§ What worked well? What would I modify? What would I do differently next time? Majority of the students were able to understand the impact of colonization in Australia. As a result of that a respect has been developed within the student about the indigenous community.

Two examples of Assessments

English

Semester	Unit	Conditions	Criteria Assessed	Formative or Summative
			K&U	EP	R&C

1	Speaking in English	Oral discussion with the student 30 mins				F

Semester	Unit	Conditions	Criteria Assessed	Formative or Summative
			K&U	EP	R&C
1	Listening in English	Supervised Examination Conditions 90 minutes				F

Mathematics

Semester	Unit	Conditions	Criteria Assessed	Formative or Summative
			K&U	EP	R&C
1	Word problems	Supervised Examination Conditions 90 minutes				S

Semester	Unit	Conditions	Criteria Assessed	Formative or Summative
			K&U	EP	R&C
1	Geometry	Supervised Examination Conditions 90 minutes				F

History

Semester

Unit

Conditions

Criteria Assessed

Formative or Summative

K&U

R&C

Australian colonies

Detailed dissuasion

30 mins

Semester	Unit	Conditions	Criteria Assessed	Formative or Summative
			K&U	EP	R&C
1	Australian colonies	Supervised Examination Conditions 90 minutes				F

Banks, S. R. (2012). Classroom Assessment: Issues and Practices, Second Edition. Waveland Press.

Bruder, P. (2014). Gadgets Go to School. The Education Digest, 80.3, 15–18.

Luke, A. (2018). Critical literacy in Australia: A matter of context and standpoint. In Critical Literacy, Schooling, and Social Justice (pp. 168-188). Routledge.

Moloney, R., & Xu, H. L. (2015). Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language. Springer.

Weldon, P. R. (2015). The teacher workforce in Australia: Supply, demand and data issues.

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