Local Action Plan

Overview

In this final lesson of the unit, students plan and communicate an action plan or project connected to the Turon River. They practise sharing information clearly with others, reflecting on how local history shapes community and belonging.

Learning intentions

Students will:

• plan an action plan or project based on their Turon River inquiry
• communicate their learning using clear sentences, key details and appropriate oral or visual features
• choose a safe, realistic community sharing/involvement idea
• reflect on how their communication supports community understanding and connection to place

Success criteria

Students can:

• explain what they learned about the Turon River using 2–3 key facts or ideas
• describe their action plan step-by-step (what, who, where, when)
• share their project orally to a partner or small group with an opening, main point(s) and closing
• identify one way their action/project helps the community

Curriculum links

• Aboriginal Languages K–10: Students use modelled target language to share information in familiar contexts (interacting)
• Aboriginal Languages K–10: Students recognise relationships between languages and cultures (communication and identity)
• English: Students plan, create and revise texts written for different purposes, including paragraphs, using knowledge of vocabulary and text features (creating written texts)
• English: Students communicate effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions (oral language and communication)
• Creative Arts: Students make and perform drama to embody and enact characters, ideas and stories, and describe ways drama communicate ideas

Lesson structure (90 minutes)

1. 0–5 min · Welcome and goal. Teacher reviews unit title and says today is about communicating an action plan connected to the Turon River; students share one word that describes “community” with a partner.

2. 5–15 min · Model & unpack. Teacher shows an example “action plan” on a chart (teacher-made template) with headings: What we learned, Our action/project, Who helps, Where/when, How we share; students chorally read the headings and turn-and-talk to predict what belongs in each box.

3. 15–30 min · Planning time (small groups). Teacher releases groups of 3–4 with a planning sheet and checks understanding of their inquiry question; students complete their action plan with sentence frames:

• “We learned that…”
• “Our action/project is…”
• “We will do it by…”
• “We will share it with…”

4. 30–45 min · Create materials (first draft). Teacher provides options: a poster, a mini book, a speech outline card, or a short performance script; students create using their planning sheet, aiming for: a clear title, 2–3 key facts, and a step-by-step action plan.

5. 45–55 min · Language for sharing practice. Teacher introduces interpersonal speaking moves for Year 2: greeting, turn-taking, asking a question, and responding politely (e.g., “I agree because…”, “Can you tell me more about…?”); students practise in pairs using their draft, then swap partners once.

6. 55–70 min · Rehearsal + feedback. Teacher sets up a “feedback station” using a simple checklist:

• Does the audience learn something new?
• Are the steps clear?
• Is the sharing plan realistic and safe? Students rehearse for a partner, then improve one part based on feedback (add a detail, clarify a step, or strengthen an ending).

7. 70–85 min · Community communication showcase. Teacher conducts short student presentations to either another group or the whole class depending on time; students present for about 1 minute each group member/segment, then answer one audience question.

8. 85–90 min · Exit reflection. Teacher asks students to complete a quick reflection card: “One thing I communicated clearly was… One thing I would improve next time is…” Students submit before packing up.

Resources

• Teacher-made action plan template (chart and student sheets)
• Planning sheets with headings and sentence starters
• Art materials: paper, crayons/markers, sticky notes, scissors, glue
• Presentation options: speech outline cards, poster template, mini-book template
• Feedback checklist (audience-friendly)
• Timer and speaker cards (optional)
• Reflection exit cards

Assessment

• Formative: teacher observation during group planning (checks for clear key facts and realistic action steps)
• Formative: partner feedback using the checklist during rehearsal
• Summative (in lesson): group/oral presentation assessed using a simple rubric or teacher notes (clarity, key details, action plan steps, audience engagement)
• Exit reflection card to gauge next-step communication improvement

Differentiation

• Support: provide a completed example sentence frame strip and highlight optional must-include ideas on planning sheets (e.g., “Our action/project is…”); allow students to choose poster + speaking notes if writing is a barrier.
• Support: pre-teach vocabulary on the Turon River context (e.g., river, community, protect, learn, share) using pictures; permit pointing to visuals while speaking.
• Extension: challenge students to include “why it matters” (one reason linked to local heritage) and add one audience question they will ask another presenter.
• EAL/SEN considerations: offer audio recording option for rehearsing, and allow short, rehearsed sentences; use visuals for sequencing (first/next/then).

Extension (optional)

Skip this section.