1. Health and Physical Education
1.1. Skills to establish and manage positive relationships, such as: showing respect and empathy being cooperative actively listening being trustworthy accepting differences (ACPPS055)
1.1.1. Activity: Class Brainstorm
1.1.1.1. Activity steps
1.1.1.1.1. 1. Teacher needs to make the link between the text and theme of inclusion.Explain the skills Anh Do used to build and maintain a friendship with Angus in the text.
1.1.1.1.2. 2. Students use ICT tool padlet to write up a réponse to: "what can we do to have good relationships with people around us?"Teacher should prompt using key questions before students write their answer.
1.1.1.1.3. 3. Have a class discussion drawing upon student answers.
1.1.1.2. Link to text
1.1.1.2.1. Anh Do included the new student in the class, demonstrating skills that are required to build and maintain a friendship
1.1.1.3. Literacy
1.1.1.3.1. Writing
1.2. Ways that personal identities change over time (ACPPS051)
1.2.1. Activity: Who Am I?
1.2.1.1. Activity steps
1.2.1.1.1. 1. Teacher to facilitate a class discussion about what makes up a person's identity.
1.2.1.1.2. 2. Shared writing task. Students in groups of 3 need to use the information they gathered when researching Anh Do and the class text to complete a mind map of Anh Do. Half the groups will complete the identity task using Anh Do as a child and the other half will complete it using Anh Do as an adult.
1.2.1.1.3. 3. Groups will then join (one group with a mind map of Anh as a child and one group with Anh Do as an adult). Students will discuss the similarities and diferences between their mind map. Discussing the question "How did Anh Do's identity changed over time"
1.2.1.1.4. 4. Students then need to use the ICT tool popplet to create an interactive mind map. Student's should be encouraged to include pictures and comments to give more context. e.g. I am a netballer - I currently play on the Year 6 netball team. My favourite position is GD.
1.2.1.1.5. 5. Students will then present their mind maps during their allocated new time throughout Term 1. Timelines will be displayed around the classroom. This is a good activity to complete in the first few weeks as a 'get to know you task'. Teacher should also make and present a mind map to the class.
1.2.1.2. Literacy
1.2.1.2.1. Reading
1.2.1.2.2. Writing
1.2.1.2.3. Speaking and listening
1.2.1.3. Links to text
1.2.1.3.1. Anh Do is the main character and his identity is a theme in the book.
1.2.1.3.2. Theme of overcoming adversity is explored in the book
1.2.2. Activity: Letters
1.2.2.1. Activity steps
1.2.2.1.1. 1. Teacher to discuss the theme of hope in the book. In the discussion the teacher should also address how people change over time (their identity can change)
1.2.2.1.2. 2. Activate prior knowledge -text features of a letter.
1.2.2.1.3. 3. Students need to write themselves a letter to the teacher that they will receive back at the end of the year. The letter should include what they hoped to achieve and make predictions of how they might have changed over time.
1.2.2.1.4. 4. The teacher will then read the student;s letters and they will be sealed and opened at the end of the year for students to use in a reflection activity.
1.2.2.2. Literacy
1.2.2.2.1. Writing
1.2.2.2.2. Speaking and listening
1.2.2.3. Link to text
1.2.2.3.1. Theme of hope
1.2.2.3.2. Theme of identity
2. Mathematics
2.1. Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)
2.1.1. Activity Idea: Making Money Investigation
2.1.1.1. 1. Think, pair, share: Can you list all the times in the class text that money is talked about?
2.1.1.1.1. Students have a copy of the class text
2.1.1.1.2. e.g."My mum and dad were very poor" "Uniforms were expensive and my parents could not afford the right one"
2.1.1.1.3. Develop a deeper understanding of how money impacts people - poverty
2.1.1.2. 2. Teacher will give students an appropriate extract of an interview with Anh Do (please see link) . This is part of the shared context for the maths lesson.
2.1.1.3. 3. Teacher will then hand out investigation worksheet. That is based on the article
2.1.1.3.1. Examples
2.1.1.4. 4. Teacher will activate prior knowledge that students have on percentages and money based problem solving questions. All students will have access to concrete materials to make activity concrete not abstract.
2.1.1.5. 5. Teacher will model first questions and then allow students to complete the work independenelty
2.1.1.5.1. During this time the teacher can demonstrate more examples to students who require more support
2.1.1.5.2. Students who complete the investigation need to pair up and go through the answers - discussing answers and providing reasoning
2.1.2. Literacy
2.1.2.1. Reading and viewing
2.1.2.1.1. Reading article extract independentlyapplying relevant reading strategies to construct meaning
2.1.2.2. Speaking and listening
2.1.2.2.1. Class discussion
2.1.2.2.2. Demonstrating math reasoning through communication skills
3. Arts
3.1. Drama
3.1.1. Experimentation and refinement of ten (10) elements of drama when creating improvised, devised or scripted drama (ACADRM036)
3.1.1.1. Activity idea: Script and Perform
3.1.1.1.1. Activity steps
3.1.1.1.2. Assessment
3.1.1.1.3. Link to text
3.1.1.1.4. Literacy
3.2. Visual Arts
3.2.1. Development and application of artistic techniques and processes (ACAVAM11) Personal responses, using visual art terminology, about how visual art elements, techniques and symbolic meaning communicate ideas and messages; and identifying factors that influence artwork from different social, cultural and historical times (ACAVAR117)
3.2.1.1. Activity idea: Comparison
3.2.1.1.1. 1. Students have prior knowledge about the visual art elements
3.2.1.1.2. 2. Teacher hands out two photocopied pages from the class text - one from the beginning of the story and one from the end
3.2.1.1.3. 3. Students are to complete a venn diagram comparing the visual elements used in the images. Students should be prompted to think about how these elements were used to make them as viewers feel.
3.2.1.1.4. 4. At the bottom of their Venn diagram students need to write a short paragraph outlining how they interpreted the picture because of how an element was used
3.2.1.1.5. Link to text
3.2.1.1.6. Literacy
3.2.1.2. Activity Idea: Create a self potrait
3.2.1.2.1. 1.. Students watch video to give them background information about Anh Do as a painter
3.2.1.2.2. 2. Students have completed their Who am I? mind maps in health. Mapping out their identity. They will use these as inspiration to their self potraits.
3.2.1.2.3. 3. Facilitate a discussion about how artists use elements to potray person's identity
3.2.1.2.4. 4. Students need to plan using a graphic organizer of their choice. Planning should include at least 3 elements of art and how they are going to use it to portray their identity in their self portrait. Their planning must be handed into the teacher.
3.2.1.2.5. 5. Students will then be given time in art over the term to complete their potraits
3.2.1.2.6. 6. Students completed artwork will be displayed in the whole school art show. Students need to write a formal description that will be placed next to their potrait.
3.2.1.2.7. 7. Students will then proof read a partners description using the class criteria for proof reading. Students will then hand in final copies to the teacher for marking and printing.
3.2.1.2.8. Links to text
3.2.1.2.9. Literacy
4. Humanities and Social Sciences
4.1. GEOGRAPHY: A Diverse and Connected world
4.1.1. Differences in the economic characteristics (e.g. per capita income, energy consumption), demographic characteristics (e.g. population size, density) and social characteristics (e.g. life expectancy, education) of a selection of countries across the world (ACHASSK139)
4.1.1.1. Activity: Research Inquiry (final product over the unit of work)
4.1.1.1.1. Activity steps
4.1.1.1.2. Assessment
4.1.1.1.3. Literacy
4.1.1.1.4. Links to text
4.1.2. Australia's connections with countries (e.g. trade, migration, tourism, aid, education, defence, sport) and how these connections change people and places (ACHASSK141)
4.1.2.1. Activity: KWL chart (to be completed prior to reading the text as a class)
4.1.2.1.1. Literacy
4.1.2.1.2. Skills: Identify current understandings, consider possible misconceptions and identify personal views on a topic
4.1.2.1.3. Activity steps
4.1.2.1.4. Assessment
4.1.2.1.5. Link to text
4.1.3. The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHASSK138)
4.1.3.1. Activity: Map exploration
4.1.3.1.1. 1. Students have previously used the app Google Earth
4.1.3.1.2. 2. Student should be put in groups of 4 by the teacher (each group should have a student with a different county for their research inquiry)
4.1.3.1.3. 3. Students will discuss will use their iPads to show where there country is in Asia and where Vietnam is. This will prompt small group discussion with key questions and a worksheet with a table to keep a record of what students find on Google Earth.
4.1.3.1.4. 4. Teacher needs to teach students about the cartographic conventions of border, source, scale, legend, title and north point using practical exercises
4.1.3.1.5. 5. Students will then construct a small scale map of Asia and Australia.
4.1.3.1.6. 6. Teacher will display the student's maps around the classroom.
4.1.3.1.7. Links to text
4.1.3.2. Literacy
4.1.3.2.1. Writing
4.1.3.2.2. Reading and Viewing
4.1.3.2.3. Listening and speaking
4.2. HISTORY: Australia as a Nation
4.2.1. Stories of groups of people who migrated to Australia (including from one Asian country), the reasons they migrated (e.g. push–pull factors) and their contributions to society (ACHASSK136)(ACHASSK137)
4.2.1.1. Activity: Timeline
4.2.1.1.1. Activity Steps
4.2.1.1.2. Link to text
4.2.1.1.3. Assessment
4.2.1.1.4. Literacy
4.2.1.2. Activity: Interviews
4.2.1.2.1. Activity Steps
4.2.1.2.2. Literacy
4.2.1.2.3. Link to texts