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local area, being the first owners Personal and Social Capability,
Key Personal and Social Capability of the land and Literacy
Rich Task
Students to choose a significant
and Intercultural Understanding Literacy and Ethical
Researching on ICT these key world event and create a report
Understanding
Big ideas landmarks to find out about Australia’s involvement
information about them Look at family photos from Intercultural Understanding,
significant events Ethical Understanding Students to compose creative
Question Digital Technologies/HASS) Look in school buildings and writing piece about a place that is Explore world events that
Explore paintings from the past, highlight significant special to them during reflection
Have an Aboriginal/Torres Strait Australia participate in and have
and compare to land now events/traditions that have time (Eng/HASS)
What is special to my family? Islander elder as guest speaker to been affected by (e.g. Olympics,
Integrated lesson (The Arts/HASS) continued (Geo/History)
explain their country Natural disasters)
(English/HASS) (History/Geography)
What are the significant Where is my special place?
landmarks in Perth, Western Significant Landmarks and
HASS Lesson Australia? How is Australia connected to the rest
Events How has our school and school What does it mean to be
of the world?
traditions changed? connected to country?
Skills (incl. Lit/Num Connections to the world
What is significant in our local If you could make your own
community? landmark, what would it be? What factors affect our
What are key world landmarks? connection to the world?
Incursion – Aboriginal and Torres
Are we there yet?
Excursion/incur Strait Islander elders in as guest
Design and illustrate a new speakers
sion Guest speaker who has been a
landmark that has significance Travel time and distance to
long-time member of local Identify and mark landmarks on
to you different destinations
Rich Task community – their P.O.V
(Art/HASS) map of the world Where do my family and I fit in Read the book “Are we there
(Maths/HASS)
(Eng/HASS) (Geography/History) the world? yet?” and discuss key events and
places they went
(English/HASS)
Apply knowledge of landmarks to Explore family history and
ICT, Critical and Creative Thinking,
Investigate and
research local
history/significant
Ethical Understanding
create something significant to
them and form reasons for this cultures, identify on map where I
live, where family members
live/were born & holidays
Map out key areas on the world
Explore concepts of purpose,
distance and accessibility as to
map from the book “Are We
(Geography/History) why people go places
landmarks and events There Yet?”, including where
Rich Task – Students design and create each student has travelled to
Incursion – guest speaker from
a model of their landmark. They must (or wishes to travel to)
local community
also justify and explain choices and Personal and social capability
significance
Connection Excursion – Perth Airport tour to
see where we are connected to
Students to write a checklist
about what makes something
Excursion to Peninsula Farm and
Whiteman Park transport
Critical and creative thinking, Changes
a piece of technology Intercultural Understanding Investigate where it is in the
museum Excursion to local post office to local community and why it Literacy, Numeracy,
(English/HASS) post the letters and find out might be significant in that area Intercultural Understanding and
Students to investigate ‘How Time about process of mail Personal and Social Capability
Compare technology now VS then,
Changes’ interactive website –
A range of different objects are
brought into class for students
what do we use as alternative? T-
chart to compare with images.
(Arts/HASS).
(ICT/HASS)
https://schoolsequella.det.nsw.edu.au/fil
Students to write a letter to
Students to explore a map of Explore map of the world to
to explore and discuss e/1e321aee-682c-467f-a3b6- themselves. This includes explicit
their local community and identify where Australia is
- What are the common 59ad89ad859f/1/14160.zip/index.html teaching of components of a letter
surrounding suburbs situated
elements? (e.g. address) and how to write it
How has technology in the home (Maths/HASS)
(English/HASS)
changed over time? Rich Task –
Where, other than home, do we Students to create their letters
Where do I live? Describe where Australia is in
Technology use technology? independently including all
What is technology? Where is our school? comparison to other continents
components, correct placings of
e.g. north, south, opposite, near,
writing address and stamp
far (Eng/HASS)
What are some traditional tools What would we do without How do you change technology,
technology?
Geographical Divisions
/toys used by Aboriginal and and how might it change again? What makes up the different
Where is Australia?
Torres Strait Islander children to continents?
play and learn? Class spend a day without using Students to write a persuasive What is in between Australia and the What are other main areas of land on the map?
technology. For example, no IWB, Students to investigate the text to a company to invent a other continents?
Explore how big the continents
Students to explore different types no iPad, no phone, no printer etc. methods of how technology new piece of technology they are on the map compared to
of tools used in different subjects Discuss impact of this (HIS/GEO) changes throughout history, have come up with Students to explore a video about
Aus (HASS/Maths) Explore a map of the world using
to learn. These tools are physical and how it might change again (HASS/ENG) the 7 continents and label them on
artefacts Google Maps/Globe, to identify map of the world–
Discussion of how different parts Explore different countries oceans, equator, Poles, tropics https://www.youtube.com/watch?
of technology have evolved over inside the different continents. and hemispheres and create our v=rCYERpZ4Ujc
time What do students know? own map (Maths/HASS) (HASS/ICT)
Reflection
As a teacher, it is important to become a reflective practitioner. This is where you constantly reflect on your practices,
what you have learned and what you can do next time (Whitton, Barker, Nosworthy, Sinclair & Nanlohy, 2010, p.79). At
the end of completing this assessment, I have been able to reflect on the effectiveness of the process and way of
planning. As I reflect on the process of this assessment, I can confidently say that this will be an approach to planning I
will be taking in my teaching career. Although the assessment challenged me, I was provided the opportunity to engage
with and explore a different way of forward planning. I believe the overview was and is an excellent way to map out
ideas and key content that needs to be covered over the year. It allows teachers to break down the curriculum into key
sections, whilst ensuring they are incorporating the requirements of teaching and learning. These include integrating
other key learning areas, general capabilities and cross-curriculum priorities. This was a key standout feature of using
the overview as I could see how easily you can implement these into your curriculum.
Another highlight and key aspect of completing the Overview was the ease of putting my chosen topic onto the Unit
Plan. The overview highlighted all the key aspects that should be included in a unit of working – key driving questions,
lessons, skills, incursions/excursions and assessments. Completing the unit plan was simply expanding and elaborating
these to create six lessons, all in which could be extended to cover a whole term. In the elaboration of these lessons, I
could include key teaching and learning strategies, allowing me to see how I can use them in different contexts. From
engagement with this assessment, I now see HASS as a topic that I can easily integrate into a range of other learning
areas, to teach students knowledge and skills required for active participation in the twenty first century.
Tiana Versace 18354795
References
Readman, K., & Allen, B. (2013). Practical Planning and Assessment. Retrieved from https://curtin-
a.alma.exlibrisgroup.com/leganto/readinglist/citation/6217966360001951?institute=61CUR_IN
ST&auth=LOCAL
Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd Ed.)
Victoria: Oxford University Press.
School Curriculum and Standards Authority. (n.d.a). Digital Technologies (Version 8.1), Year 2,
Processes and production skills: Collecting, managing and analysing data (ACTDIP003).
Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-
browser/technologies/digital-technologies2
School Curriculum and Standards Authority. (n.d.b). Humanities and Social Science (Version 8.1),
Year 2, Knowledge and Understanding, History: The past in the present (ACHASSK044)
(ACHASSK045). Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/humanities-and-social-sciences
School Curriculum and Standards Authority. (n.d.c). Humanities and Social Science (Version 8.1),
Year 2, Knowledge and Understanding, Geography: People are connected to many places
(ACHASSK048). Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/humanities-and-social-sciences
School Curriculum and Standards Authority. (n.d.d). English (Version 8.1), Year 2, Literacy:
Interacting with Others (ACELY1666) (ACELY1667). Retrieved from
https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/english-v8
School Curriculum and Standards Authority. (n.d.e). Visual Arts (Version 8.1), Year 2, Responding
(ACAVAR109). Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/the-arts/visual-arts2
School Curriculum and Standards Authority. (n.d.f). Mathematics (Version 8.1), Year 2, Measurement
and Geometry: Location and Transformation (ACMMG044). Retrieved from
https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/mathematics-v8
Tiana Versace 18354795
School Curriculum and Standards Authority. (n.d.g). Visual Arts (Version 8.1), Year 2, Making
(ACVAM107). Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/the-arts/visual-arts2
Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010). Learning for teaching:
teaching for learning (2nd Ed.) South Melbourne, Victoria: Cengage Learning
Woolfolk, A., & Margetts, K. (2013). Educational Psychology (3rd Ed.) Frenchs Forest, NSW:
Pearson Australia.
Tiana Versace 18354795
Appendices
Outcomes used in unit plan:
Lesson 1 –
Digital Technologies – Present data using a variety of digital tools (ACTDIP003) (SCSA, n.d.a)
HASS – History – The history of a significant person, building, site or part of the natural environment in
the local community and what it reveals about the past (ACHASSK044) (SCSA, n.d.b)
Lesson 2 –
HASS – Geography – Local features and places are given names, which have meaning to people, and
these places can be defined on a variety of scales, including personal (e.g. home), local (e.g. street,
suburb or town), regional (e.g. state) and national (e.g. country) (ACHASSK048) (SCSA, n.d.c)
HASS – History – The history of a significant person, building, site or part of the natural environment in
the local community and what it reveals about the past (ACHASSK044) (SCSA, n.d.b)
Lesson 3 –
HASS – History – The history of a significant person, building, site or part of the natural environment in
the local community and what it reveals about the past (ACHASSK044) (SCSA, n.d.b)
English – Literacy – Listen for specific purposes and information, including instructions, and extend
students’ own and others' ideas in discussions (ACELY1666) (SCSA, n.d.d)
Lesson 4
Visual Arts – Responding – Personal responses, identifying elements of shape, line, colour, space and
texture in artwork they view and make (ACAVAR109) (SCSA, n.d.e)
HASS – History – The importance today of an historical site (e.g. community building, landmark, war
memorial, rock painting, engraving) and why it has heritage significance and cultural value for present
generations (e.g. a record of a significant historical event, aesthetic value, reflects
the community's identity) (ACHASSK045) (n.d.b)
Lesson 5 –
HASS – Geography – Local features and places are given names, which have meaning to people, and
these places can be defined on a variety of scales, including personal (e.g. home), local (e.g. street,
suburb or town), regional (e.g. state) and national (e.g. country) (ACHASSK048) (SCSA, n.d.c)
Maths – Interpret simple maps of familiar locations and identify the relative positions of key
features (ACMMG044) (n.d.f)
Lesson 6 –
Visual Arts – Making – Use of a variety of techniques, to create 2D and 3D artwork inspired by personal
experiences, ready for display (ACAVAM108) (n.d.g)
HASS – Geography – Local features and places are given names, which have meaning to people, and
these places can be defined on a variety of scales, including personal (e.g. home), local (e.g. street,
suburb or town), regional (e.g. state) and national (e.g. country) (ACHASSK048) (SCSA, n.d.c)
English – Literacy – Interacting with others – Rehearse and deliver short presentations on familiar and
new topics (ACELY1667)