FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 4 LEARNING AREA/TOPIC: HASS- Civics and Citizenship

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal an Torres Strait Islander histories and Culture Asia and Australa’s engagement with Asia Sustainability

Notes about device access in the classroom:

Students have 1:1 access to Ipads. It is assumed that students are confident with all apps/technology utilised within the lessons.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

HASS Create a script for a Formative- Introduction: IPads

3 Knowledge and
understanding
CIVICS AND
CITIZENSHIP
Government and society
The differences
between 'rules' and
'laws' (ACHASSK092)
Digital Technologies
Knowledge and
understanding
DIGITAL SYSTEMS
Digital systems
and peripheral
devices are used for
different purposes and
can store and transmit
different types
of data (ACTDIK007)
Creating Solutions by:
debate which provides
reasoning for devised
rule to be established as
a law in Australian
Schools.
Conduct (and film) a
debate to argue for the
implementation of
devised rule to be
implemented as a law.
Kahoot Answer Students are to be sitting at their desks, with their IPads. IWB
Garden, Padlet. Gain attention of the students. Weebly-
Advise students that the focus of today’s lesson is laws. https://rulesandlawsict.
Script and Prompt students to scan QR code which is displayed on the weebly.com
debate- checklist IWB. Inform students that they are to follow along using the QR Code
of criteria. Weebly.
Kahoot-
Activate prior knowledge and stimulate student thinking by
engaging students in a “Kahoot” about rules and laws.
Briefly revise prior learning of rules and laws through active Kahoot-
questioning and prompting students to consider examples of https://kahoot.it
each. Explicitly prompt students to consider the differences
between rules and laws.
Lesson Steps:
Inform students that today they will be considering whether
their devised rule has the potential to become a law in
Australian schools.
THINK-PAIR-SHARE
Advise students that they are to consider-
 Laws they know
 Consequences for breaking the law
 Who implements the law
Producing and Students have 30 seconds to think by themselves and 30
implementing seconds to share with their shoulder partner. Cue students
Select, and safely use, when to swap partners.
appropriate components Inform students that they are to collate 2 ideas in the pear Pear Deck
and equipment to make deck, available through the link on the Weebly site.
solutions (WATPPS24) Discuss students knowledge as collated on Pear Deck.
Reinforce correct answers.
How Parliament
Youtube video- How Parliament makes laws makes laws-
Inform students that a brief clip will be played to explain the https://www.youtube.c
process of making laws. om/watch?v=pSCMpX
At the completion of viewing, have students write one thing 9stW0
they learnt from the clip, into the “Answer Garden” available.
Answer Garden-
Parliamentary Debate- https://answergarden.c
Advise students that they are to conduct a classroom debate. h
Teacher is to select 3 groups to work together. Two groups
will argue for their respective rules to be laws, while one
group will facilitate the debate.
In the debate students must consider-
● What is the purpose of the law?
● Who must follow the law?
● Will the law favour some more than others? Why?
(equality and fairness)
● What would happen if the law is broken?
● Who interprets the law?
● Who administers the law?
● Why their rule would be beneficial to all schools?
iMovie (as available on
When prompted students are to- IPads)
1. Create a script using their desired note taking Powtoon
application. Props and
2. Collate responses to the questions that are to be manipulatives for role
considered. plays.
Once scripts have been written, students are to gain approval QR Code
from the teacher to begin their debate. Seesaw (as available
Debates are to be filmed using the IPad. on IPads)
At the completion of filming, students are to edit within iMovie
and upload finished product to Seesaw using the QR code
available on the Weebly.

Set students to task. Roam the room providing assistance

where necessary.
Conclusion:
Once complete, gain the attention of the class. Advise
students to bring their IPads with them and move promptly to
the mat area. Request for students to volunteer to share their Padlet-
work. Praise students for their efforts. www.padlet.com
Reinforce acquired knowledge using Padlet-
Advise students that they are to write one sentence about
what they have learnt about laws.
Briefly discuss. Cement knowledge through reinforcement
and active questioning.