Australian Curriculum: English Year 4/5 Learning Sequence "Persuasive Discussions"

Have you read the Year Level Descriptions from AC:E?

The Year Level Descriptions contained within the Australian Curriculum: English have three functions. 

1. They emphasise the interrelated nature of the three strands and the expectation that planning an English program will involve integration of content from the strands. 
2. They provide information about the learning contexts that are appropriate at each year for learning across the Language, Literature and Literacy strands. 
3. They provide an overview of the range of texts to be studied and an indication of their complexity and key features. They also describe differences in the texts that students create.

If you view the Year Level Description for your year level you can identify:

1. WHO the students need opportunities to communicate with

2. The range of TEXTS the students need opportunities to engage with

3. The complexity of literary texts students should be able to read

4. The text forms students need to be taught to create

As part of The Woodlands Australian Curriculum Implementation (WACI) Club participants have been engaging in developing learning sequences with a focus on Create.   In the AC:E glossary, Create is described as the ability to “develop and/or produce spoken, written or multimodal texts in print or digital forms."

Participants of WACI Club this term have developed learning sequences which span more than just the written aspect of "Create". 

The Year 4/5 learning sequence contained in this post was developed by teachers Lynette Martin and Julie Ricciardone in our work as a Teacher Development School. The sequence is linked to The Australian Curriculum - English content descriptions. 

You can access The Australian Curriculum by clicking this link:

http://www.australiancurriculum.edu.au/

The learning sequence uses the Year Level Descriptions from Years 4 and 5. At the Year 4 level the sequence addresses Persuasive texts through creating an Exposition. At the Year 5 level the sequence addresses Persuasive texts through creating a Discussion. You can see this is highlighted on the planning sheet below.

Click HERE to download/view the teacher's lesson plan.When you click the link it will open in Google Docs. When that screen opens, click on FILE and then DOWNLOAD. There are three pages to the Learning Sequence.

Our next Woodlands Australian Curriculum Implementation (WACI) Club is on May 30 from 4pm to 5pm at Woodlands PS.  We are focusing on Assessment and Moderation using AC:English.  To register please go to the Institute for Professional Learning Online Calendar which can be accessed by clicking this link: http://www.det.wa.edu.au/professionallearning/detcms/professionallearning/professional-learning-website/pl-register-modules/institutes-online-calendar-and-enrolment-system.en?oid=MultiPartArticle-id-10961534

Or for more details please email Carlene.Thorpe@education.wa.edu.au

We are excited to announce the formation of WACI Club for

 The Collie-Preston and Capes Networks! 

Keep an eye out on the Institute for Professional Learning Online Calendar to register for 

Collie-Preston WACI Club on 21 May from 4:15 - 5:15pm at Tuart Forest Primary School

Copyright notice for use of Australian Curriculum material

In regards to the planning tool in this post:

© Australian Curriculum, Assessment and Reporting Authority 2013.
This is an extract from the Australian Curriculum.
ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that:

• The content descriptions are solely for a particular year and subject;
• All the content descriptions for that year and subject have been used; and
• The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.