Rawa Community School Lower Primary Integrated Unit Plan, Term 2, 2013

Rationale The focus areas for this term are Health, History. For our health unit we will continue to focus on introducing protective behaviours this term. This aims to increase positive interaction, emotional understanding, self-esteem and develop the skills required for protection in unsafe emotional/physical situations. Our history unit will focus on drawing correlations between the childrens own lives and how their elders lived when they were children. We will focus on posing questions about the past and using critical thinking strategies to draw correlations between the past and their own lives. This aims to strength links to the past, deepen respect for personal history and strengthen a sense of self. It is important that the school recognises Martu culture and children have opportunities to share their culture in a formal setting. Planning Considerations/student context Explicit teaching combined with open ended tasks empowers all class members to be competent, confident learners. Writing experiences are open ended to allow children to be working on the same task are different levels. Get shell to help children write in language and code switching. Children can competently speak English and Manyjijarra but it is difficult code switching between the two languages. Organsing with the elders to talk to children- check with elders of the community they are happy to talk to children about the past. Identify the similarities and differences between how the old people lived and how the children live today. The importance of country to aboriginal people. What feeling safe means Ways to strength your own emotional well being. Deep knowledge or understandings General capabilities/Cross-curriculum priorities Literacy ICT competence Critical and creative thinking Personal and social capability Intercultural understanding. Aboriginal and Torres Strait Islander histories and cultures Sustainability

Relevant prior curriculum Last term we focused on the book Nyuntu Ninti. This terms history is a continuation from this text study. The students have been exposed to ipads and most children have a good understanding of how to use book creator including inserting text and pictures. Students have prior knowledge about how the old people use to live. Students have been engaged in a morning health routine encompassing brushing teeth, washing hands, face and blowing nose. This routine will be continued and extended in a daily health session focussing on knowledge and understanding, sense of self, emotional awareness and protective behaviours.

Resources Australian curriculum NSW curriculum resources books from library and resource room Ipads book creator, camera, internet Resource books from AISWA Positive relationships PDHPE Teaching Kit stage 2 GDHR Protective Behaviours

Children have looked at confidence, bullying, glaucoma and healthy food preparation last term. Assessment History independent writing about how their lives are different to their grandparents childhood. Health informal assessment of childrens understanding and teacher notes.

Rawa Community School Lower Primary Integrated Unit Plan, Term 2, 2013

Year 1

Curriculum content descriptors Year 2 History Understanding Historical Knowledge and Understanding
The history of a significant person, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Year 3

How the present, past and future are signified by terms indicating time such as a long time ago, then and now, now and then, old and new, tomorrow, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029) Differences and similarities between students' daily lives and life during their parents and grandparents childhoods, including family traditions, leisure time and communications. (ACHHK030)

The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (ACHHK060)

Historical Skills Distinguish between the past, present and future (ACHHS032) Pose questions about the past using sources provided (ACHHS033) Explore a range of sources about the past (ACHHS034) Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038) Distinguish between the past, present and future (ACHHS048) Pose a range of questions about the past (ACHHS067) Pose questions about the past using sources provided (ACHHS049) Identify sources (ACHHS215) Explore a range of sources about the past. (ACHHS050) Locate relevant information from sources provided (ACHHS068) Identify and compare features of objects from the past and present (ACHHS051) Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Health
Recognise what it means to be healthy and the actions that can be taken to optimise personal health (KU 1) Use basic self-management skills in familiar health situations (SMS 1) Knowledge and Understandings Recognise that there are different aspects to personal health and how these contribute to their overall health (KU 2) Self-management Skills Use basic self-management skills and considers short-term consequences to meet personal health needs (KU 2) Interpersonal Skills Describe how relationships with a range of people enhance wellbeing (IRS2.11) Safe Living Outcomes and Indicators Discuss how safe practices promote personal wellbeing (SLS2.13) NA

NA

Identifies the ways in which they communicate, cooperate and care for others (IRS1.11) Recognises that their safety depends on the environment and the behaviour of themselves and others (SLS1.13)

Describes roles and responsibilities in developing and maintaining positive relationships. (IRS3.11) Describe safe practices that are appropriate to a range of situations and environment. (SLS3.13)

Rawa Community School Lower Primary Integrated Unit Plan, Term 2, 2013

Wk

Topic

Warm-up (fluency building)

Explicit Learning Focus

Term Teaching Sequence Student Activities

Differentiated Learning

Language/ Vocabulary

Assessment

Reflection

History 1 2 3
Ask the old critical thinking skills to compare own life to the past Reading Nyuntu Ninti Read our writing on back wall in English and language. Re- introduce Nyuntu Niniti work from last term Look at Bob Randals life. Compare students own life to Bobs Use Venn diagram to form questions to ask elders in the community. Record answers To understand that some things are different and some are the same. Show an understandin g and respect for the past. Waiting for elders to be back in camp Waiting for elders to be back in camp Use hoola hoops to create a large venn diagram. Brain storm with students things about Bobs life (listened to stories told by the old people, lived on the land, no cloths, no houses, respect for land.) Record childrens ideas on board. Children can then choose one each to put on to a flash card with pictures. Place cards in Venn diagram to show either the same as their life or different. - leave writing on the board to help less confident writers Past present same different similar Informal teacher observations

4
Ask the old people about the past ,form questions and find answers

Read through venn diagram together as a class

Form a list of questions the children can ask the elders about the past. Visit the community and ask questions. Children can record answer on ipad video. Add a third hoop to venn diagram. Write answers from the elders on to pieces of card to add to venn diagram. Place cards in correct place. Discuss things that are the same and things that are different. Discuss what is the same and what is different. Orally take turns saying the things that are the same and the things that are different. Assessment Complete a piece of art work on something that is still the same and one on something that is different. Write a sentence to display under to add to their understanding. Write independently to answer How is your life different to the elders? What is the same and what is different?

Children can re listen to video to check their answer.

Past present same different similar

Informal teacher observations

5
comparing

Reflect on what we have found

To modes of assessment to incorporate different ability and learning styles.

Past present same different similar

Rawa Community School Lower Primary Integrated Unit Plan, Term 2, 2013
6
extension if we have timefuture Look at venn diagram and childrens art work. What will it be like in the future Look at how much things have changed in some ways and not in others. Think about the future and what it could be like for their grand children. Brain storm ideas. Choose their favorite to write about do a drawing. Informal teacher observations

7 8

Health 1
Classroom agreement RS1.11, RS2.11, Rs3.11, SlS.13, SLS2.13 SLS3.13 Confidence What does an agreement mean class brainstorm Read class rules Recap class rules and routine Read through class rules developed last term to refresh childrens memories and introduce new students to them. Class discussion about why we chose these rules/ do we still want these rules. Read through emotions card on door and put under the headings good feeling bad feeling. Look at confidence posters made last term. Make sure all children have an opportunity to speak. Agreement, respect, rules NA

Support children to become more confident at their own

Confident

Informal

Rawa Community School Lower Primary Integrated Unit Plan, Term 2, 2013
Practice being confident in all areas of learning especially when speaking in front of the class and working independently. Brain storm- Look at what makes us happy- family friends games. Look at what makes us sad- left out, alone inside, getting in trouble. Discuss what being happy/sad looks like? What can you do when you are sad to feel better? Make an information mini book or poster bout being happy and sad. Include information and diagrams. Paintings of things we can do when we are sad to feel better. Complete an oral Dianna Rigg re-tell about it and then write re-tell. level.

Thing that make us happy / sad If you are feeling sad things you can de to feel better

Read diging-est dog. Whist reading focus o the things that make him happy/sad and the different words they use to describe that feeling. Brain storm synonyms and antonyms for happy and sad.

Make an information poster or mini book on what being happy/sad looks like feels like

Open ended activity Opportunities for oral and visual learners

Informal assessment of poster/mini book

Bullying -Being left out Reflect on what an information poster/mini book needs

Including everyone. Perseverance

Perseverance

Pg 23 focus- being left out. Discuss what should have the other dog done? Use critical thinking skills to brainstorm other ways the dogs could have solved the problem. Think about how sometimes people might feel left out and what we can do to stop it. Write sentences about it. And perseverance. Brain storm What is it? When do we need perseverance? What does it look like? Make a mini book/poster about it using report headings Choose favorite example of perseverance to do artwork on. Complete Dianna Rigg re-tell.

Open ended activity. Assist children with writing if needed.

Bullying Left out Perseverance

Making mistakes

Reflect on prior lessons Read pag e 59 focus- how does he make up for being bad?

Think before acting. Think with your head and heart before acting Making mistakes and learning from them. .

Discuss - When we make mistakes what should we do to fix them? Brain storm - things that that can be bad if you do them too much or in the wrong place. Examples Using sling shots in camp, listening to music too loud at night, eating lots of junk food, drinking too much, taking things that dont belong to you, teasing if the other person doesnt like it. Students can choose a time they have made a mistake to focus on. (if they are reluctant they can make one up) Using the Dianna Rigg re-tell news format children can tell the class about the mistake orally. Students can then use the same format to write about the mistake and how they fixed it.

Can use pictures and writing, more able students will be encouraged to write more.

Informal assessment Teacher notes

Rawa Community School Lower Primary Integrated Unit Plan, Term 2, 2013
Students can then complete a piece of artwork about the same event.

Foundation Year

Term evaluation against the Achievement Standards Year 1

Year 2