Level:4

Year/s: 7

Date: Term 2, 2016

Unit Title: Disabilities & Disea

KVC Social Studies Unit

Focus: Research, experience and understand using different tools, ways in which people are included an
Plan

Opportunity and Success for

AllaboutFocus:
Integration of Mori and/or Pasifika Dimension: state the ways in which you will integrate the
teaching and learning
the bicultural
nature ofPriority
NZ
Identified
Learners
SWPB4L/PRIDE
Curriculum links
English,
Drama,correctly.
Science, History
Place
names pronounced
Maori/PasifikaUse reading resources with a Maori or Pasifika theme.
Greetings and praise in te reo

Strands (Highlight one)

Continuity and Change
Place and Environment
Identity, Culture and Organisation
The Economic World

Participation
Respect
Inquiry
Diversity
Environment

Gifted&Talented Extension

Achievement Objectives
Learning
Support Understand how the ways in which leadership of groups is acquired and exercised have consequences for communities
and societies.
Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
Understand how exploration and innovation create opportunities and challenges for people, places, and environments.
Understand that events have causes and effects.
Understand how producers and consumers exercise their rights and meet their responsibilities.
Understand how formal and informal groups make decisions that impact on communities.
Understand how people participate individually and collectively in response to community challenges.

NZC Principles:

Specific Learning Outcomes:

Participate in disability day
Share prior knowledge about disabilities
Produce a .. about the disability you have researched.

High Expectations
Treaty of Waitangi
Cultural diversity
Inclusion
Assessment Overview: OTJs, informal interactions, their opinions and stating how inclusive our society is.
Learning to learn
Formal Writing Piece-Children will write a letter to either the DCC or a Business explaining the need to make it more inclusive.
Community engageme
Coherence
Future Focus
KVC: Opportunity & Success for All NZC Vision:Confident Connected Actively InvolvedLifelong Learners
Our Values: Participation Respect Inquiry Diversity

Environment

Key Competencies Focus: highlight

NZC Values Focus: highlight
Managing Self self-motivation, personal goals, appropriate behaviour, resourcefulness,
Excellence aiming high, persevering
sense of self, importance of heritage
Innovation, Inquiry and curiosity critical, creative & reflective thinking
Relating to others active listening, recognise different POV, negotiate, share ideas
Diversity culture, language, heritage
Participating and contributing balancing rights, roles & responsibilities, responding to others
Equity fairness and social justice
Using language, symbols and text interpreting language and symbols, using ICT,
Community and Participation as actively involved members of society
recognising how language symbol choice affect peoples understanding
Respect for themselves, others, and human rights
Thinking using creative, critical and metacognitive (learning to learn) reflection, drawing on personal
Ecological sustainability care for the environment
knowledge
Integrity accountability, honesty, acting ethically

Evaluation and Next Steps: Teacher Reflection:

What impact did my teaching have on student learning?
What evidence do I have?
What worked well?
How could I improve this unit for next time?

Next steps for students -

This is your opportunity to think about what happened and why (see Teaching Inquiry on page 35 of the Curriculum) and to make comments about what needs to be covered in your next unit of work. You should be
aware of individual students (or groups), as it is rare that a whole class with need the exact same next steps. Your comments should be a reflection of the feed forward you give students.

Learning Intention/
WALT
Share prior
knowledge
about the art
of learning

Intro

Share our
prior
knowledge
about
disability

Ask respectful
and inquisitive
questions to a
disabled child
and their
family

Identify the
historic
perspectives
of disabled

Teaching & Learning Activities

The wall of knowledge
Discuss with the class the enormity of knowledge.
Imagine the front wall is all the knowledge in the world that has ever been
learnt.
Go through examples of what knowledge would be up there, e.g. healthcare,
politics, religion, science, arts, history, astrology universe, biology microworld, ocean, animals, countries, sports, languages, trades,
entertainment/media, teaching, human mind.
Question-How much do you know?
What would you like to know?
Explain the focus and vision of the term and where we are going.
Get the children to rank their interest in each of the topics. Group the people
who have the same number ones, see if they have the similar lists. Discuss
their choices.
Brainstorm and discuss
Spark conversations about disability in the community and our
experiences/knowledge
https://www.youtube.com/watch?v=Qja4z1HGDQo
What do you know about disabilities? What has been your experiences? Who
do you know in your world?
Quick Stats to spark Interest and purpose of the unit.
Most common disabilities and diseases. Amount of people jn NZ with a
disability.
http://www.stats.govt.nz/browse_for_stats/health/disabilities/DisabilitySurvey_
HOTP2013.aspx
Q & A with Carolyn and Brooke
Get Mum and Brooke in to start the lesson by introducing herself.
Share on the how the struggles of having a disabled child, what mum has
been through, what Ive been through. How it has been for Brooke. The
supports in place, what has been there, what has been missing. What can
Brooke do? What cant she do? Describe her personality. People looking at us
as we walk down the street, share about Dallas if you feel led too.
Timeline
Draw a time line from Ancient Rome (140 BC) to now (21st Century) showing
how disabled people have been treated over the years.
https://attitudes2disability.wordpress.com/category/uncategorized/historicaloutline/
https://www.youtube.com/watch?v=CyENheI2vEQ

Resources
#worksheet
#Labels to put on
the wall

#S.S Books
# Get Brooke in
with Mum
#NZ & World Stats.

# Get the children

prepared with Qs

# S.S Studies book

#Videos
#Timeline
PowerPoint with
pictures