Sie sind auf Seite 1von 5

Human Society and Its Environment

Term 1, 2015
The program is nine weeks in duration based on one/two weekly HSIE/HSIE & CAPA lessons.
Students will explore the communities to which they belong and their connections with others in these communities.
They will gain an understanding of the importance of being safe and forming positive relationships in their new
school community. Students will recognise and appreciate their own individuality and the individuality of others.


CUES1 Communicates some common characteristics that all people
share, as well as some of the differences

talks about the characteristics that we all share

identifies and describes their own characteristics
describes the groups that individuals belong to, including the
family group, friendship groups
talks about their own worth as an individual
compares their own characteristics with others
talks about other children in Australia and in other

CCES1 Describes events or retells stories that demonstrate their

own heritage and the heritage of others.

identifies and refers to relatives and people in their

neighbourhood who are relevant to their life and community
recounts events and situations involving themselves and others
refers to current family, school, local, national and global
reflects on events in their life and what their life could be
like in the future
sequences events and stages in their own life and in the
lives of others
talks about then and now
describes changes in their life, in their family and in other
communicates information about change
uses everyday vocabulary associated with understanding time
and change

SSES1- Identifies ways in which their own needs and the needs of
other are met, individually and cooperatively
demonstrates an awareness of the rights of others in the
makes connections between personal and class needs and
people who meet these needs, including peers and adults in
the school
participates in activities that ensure that the classroom is a
happy, healthy and safe place
SLES1.13 demonstrates an emerging awareness of the concepts

of safe and unsafe living

describes safe places to play at school
recalls and uses playground and classroom rules and
demonstrates understanding of the rationale behind these
demonstrates an awareness of safety practices related to
being in the classroom and at school

VAES1.1 Makes simple pictures and other kinds of artworks

about things and experiences
Students investigate relationships in their artmaking eg
the features of the face and how parts are connected
to one another
VAES1.2 Experiments with a range of media in selected forms
Students explores the qualities of different drawing
media eg crayons, inks, pencils, textas
Students recognise how qualities such as colour,
thickness, length and density of lines can assist them to
depict features of the face


Being safe at school environment- both in the classroom and playground
Working cooperatively at school
Understanding the different roles and responsibilities of themselves, their peers and adults at school
Individuality, shared and different characteristics and backgrounds
Children in other parts of Australia and the world
Different beliefs, religions, celebrations and their meanings to different people
Their own and others heritage
Changes in their lives, both physical and emotional
Line and texture through the creation of artworks

All resources marked with ** can be found in the accompanying This is Me and My Community Resource Pack.


Lesson Number
1 (Week 2)

2 (Week 3)

3 (Week 4)

4 (week 5)
Hooray- we are
all unique!

(week 5)
This is me- I
am special!
(week 6)
Even though we
are all different,
we are the same
in some way.
(week 6)
I like You
(week 7)
How I have

Topic / Activities
Classroom Rules and Routines
As a class discuss some of the things we need to remember
Roleplay acceptable and unacceptable behaviour. Create class chart
and photograph class demonstrating appropriate behaviour and display
in classroom to refer to on an ongoing basis.
Watch Bucket Filling video and discuss what it means to fill
someones bucket and the concept that when we fill someone elses
bucket we also fill our own. Reiterate this by watching The
Rainbow Fish
Classroom and Playground Safety
Do a classroom and playground walk around and discuss as a
class safe ways of using equipment. Select students to demonstrate
ways we play on the equipment, and the ways which may not be
safe. Take photos if required.
Our School community
After walking around the school and orientating students to the
different areas and who work where, use photographs of different
people around the school to discuss what they do- display their
faces and jobs. Play Guess Who as a class as a culminating
Optional activity- invite various people in the school to talk about
what they do eg. Yumiko, Andrew, Jeanette etc
Read The Mixed Up Chameleon and talk about what the chameleon
was feeling and why he changed his appearance.
Talk about how everyone is special and very few people look
exactly alike. Also discuss the kinds of things that we are good
at/like doing and identify similarities and differences.
Go around the circle with the sentence I am ____ and I have
______. This makes me special.
Students pick someone in their class and draw that person doing
something that makes them special with the heading .is
special because.., students then share their portrait with the
class and describe what makes their friend special.
Look at collection of portraits and discuss techniques and colours
used then students spend this lesson making portraits of themselves
using different techniques and materials on large sheets of paper,
trace around the students. They then decorate the portrait to make
it look like themselves. Utilise the class mirror for assistance.

The Day a Monster Came to
School story
The Rainbow Fish
How Full is Your Bucket?


Photos of students playing safely


**Faces of people in the school,

butchers paper, markers


Eric Carles The Mixed Up



**Famous Portraits
Large sheets of paper
Coloured paper, paint, glue, wool,


Students talk about similarities between themselves and others,

regarding appearance.
Students share a quality that they have, that one or both of their
parents also have.
Create a picto- graph of physical characteristics of everyone in the
class such hair/eye colour-display and refer to this when discussing
Go around the circle and students have to say a thing that they
like, and also what the previous person liked, e.g. My name is
Hannah and I like chips, but Hugo likes pasta.
Students complete an artwork depicting their favourite colour, food,
animal, activity and toy.
If time substitute My Favourite Things (Sound of Music) lyrics
with class favourites. Sing as a class.
Pre-prepare: students bring in photos of themselves from previous
ages. These are scanned in and put into an IWB presentation
When a childs photos come up, they sit on the teachers chair
and students identify changes that have occurred.
Teachers photos can be the last photos, and students identify the

**Photocopy of large eye (for

students to colour)
Squares of orange/black/yellow/brown
card to represent hair colour


**Enlarged My Favourite template

**My Favourite Things lyrics


Photos of students when younger



(week 8)
Changes in abilities
and knowledge

(week 9)
My Family, Your

(week 10)

changes and think about further changes that will happen to them
Students write sentences about their changes. Now I am older I...
Students think about things they couldnt do when they were little,
and can do now (using photos as stimulus)
Go around the circle and share something they have learnt to do
Again, go around the circle and share something they would like to
learn how to do, and when/how they will learn this
Create a list of Things We Did as Babies, Things We Do
Now, Things We Might Do in the Future from students
Divide class into groups of three to discuss who is in their family
and what each person does in their family. They then share
features of one anothers families. Then complete a glyph activity
representing their family. Complete a class analysis of each persons
family. Display on wall.
Read texts about different families
Day 1: Bring up a world map and talk about countries of birth,
noting down where each child was born.
Talk about different religions, languages, foods.
Make a table of differences and discuss.
Day 2: Students bring in a dish from their cultural heritage:
something special that is particular to them. Alternatively, students
can research and make/buy a dish from another culture
Students share the history of the dish and which culture it is
from, and then we taste each dish in turn.
Students write a sentence: I tried ______ from ________.
Different things are great!

Photos from younger ages


Black cardboard for houses** and

small coloured squares- each colour
representing mothers, fathers,
brothers, sisters, pets extended
family etc
Glyph Activity:
World map** either IWB or large
print out
Pre-organised foods from different




Participates in discussions regarding the roles and responsibilities of people in the community
Identifies and discusses different facilities and aspects of the school
Identifies different workers and their roles and responsibilities at school
Acknowledges the support they receive from different people at school
Discusses difference between home and school
Identifies the need to behave considerately and cooperatively at school through communicating and discussing
Able to demonstrate understanding of being safe in both the classroom and playground
Identifies and locates classroom resources and is able to utilise resources safely
Able to make connections (identify differences and similarities) between themselves and others in their class
Identifies and describes different family members and their roles in own life
Identifies the tasks family members undertake to meet needs and wants of family members
Is able to articulate and represent aspects of growth in their own life
Represents understandings of the content through illustrations and writing