Professional Documents
Culture Documents
Year Level: 1
Focus Curriculum Area (s): Humanities and Social Sciences, Drama and Literacy
Duration: 3 weeks
STAGE
1:
Curriculum
Links
(What
do
we
want
students
to
learn?
From
the
Australian/SCASA
Curriculum)
General
Capabilities
(GP)
Cross-curriculum
Priorities
(CCP)
Year
Level
Content
Descriptors
Literacy
Numeracy
ICT
Ethical Behaviour
Intercultural Understanding
Sustainability
N/A
Page 1 of 16
emerging
use
of
appropriate
text
structure,
sentence-level
grammar,
word
choice,
spelling,
punctuation
and
appropriate
multimodal
elements,
for
example
illustrations
and
diagrams
(ACELY1661)
Knowledge
Skills
Use iPads
Family roles
Questioning
Complete illustrations
Explain
how
aspects
of
daily
life
have
changed
over
time
while
others
remained
the
same.
Explain
the
differences
and
similarities
between
students
daily
lives
and
life
during
their
parents
and
grandparents
childhood.
Perform
a
role-play
expressing
these
differences.
UNDERSTANDING
BY
DESIGN
STAGE
2:
ASSESSMENT
EVIDENCE
Page 2 of 16
Task
description:
Summative
Task
At
the
end
of
the
unit
of
work
students
in
groups
of
2
will
present
their
findings
in
the
form
of
a
role-play,
they
will
present
it
to
the
class.
Students
will
perform
a
role-play
of
playing
with
toys
or
performing
a
hobby
that
is
from
a
previous
generation
(or
similar).
The
students
will
present
a
scenario
of
playing
with
the
toy
or
performing
a
hobby
that
is
aimed
at
their
peers.
Students
will
perform
this
task
in
pairs
to
allow
for
all
students
to
be
able
complete
the
assessment
piece.
Assessment
Criteria:
Derived
from
Achievement
Standard
or
Content
Descriptions
and
Skills
or
Scope
and
Sequence
Did
the
students
accurately
describe
and
display
what
childhood
activities
that
pervious
generations
participated
in.
Were
the
students
rehearsed
and
understanding
of
what
was
expected
Did
students
use
their
voice
and
body
language
effectively
Assessment
recording
template:
Students
will
be
marked
on
a
rubric
(appendix
item
one)
with
written
and
oral
feedback.
Feedback:
Students
will
receive
their
rubric
as
well
as
verbal
feedback
from
the
teacher.
Students
will
also
receive
feedback
from
their
peers
at
the
end
of
their
performance.
Teacher
will
pick
one
audience
member
to
provide
their
peers
with
a
recommendation
(something
they
could
do
better)
and
another
student
to
provide
a
commendation
(something
they
did
well).
Self-assessment:
Students
will
complete
a
short
self-evaluation
after
their
performance.
(See
appendix
item
two).
Students
will
discuss
their
self-evaluation
with
the
teacher.
Page
3
of
16
UNDERSTANDING
BY
DESIGN
STAGE
3:
PLAN
LEARNING
EXPERIENCES
AND
INSTRUCTION
What
events
will
help
students:
Experience
and
explore
the
enduring
understandings
and
essential
questions
in
the
unit?
How
will
you
equip
them
with
needed
skills
and
knowledge?
Achieve
the
desired
results
identifies
in
Stage
1?
Equip
students
to
complete
the
assessment
tasks
identified
in
Stage
2?
Learning
Experiences
Assessment
For/As
Learning
(Formative
Assessment)
1
Introduction
to
differences
in
family
structures
Students
are
assessed
on
their
Read
the
book:
Everywhere
Babies
written
by
Susan
Meyers
participation
in
discussion
This
book
celebrates
diversity
Has
rhyming
texts
Illustrations
depict
all
family
types
but
still
leaves
the
readers
to
make
whatever
assumptions
about
the
family
types
Discussion
on
the
book
- Can
you
see
different
family
types
in
this
book?
- Can
you
see
your
family
in
this
book?
- Encourage
students
to
ask
questions
about
the
book
2
Children
create
their
families
Students
will
be
assessed
on
their
ability
to
correctly
create
their
family.
Children
are
given
blank
cut
out
of
people
and
create
their
family
Once
created
students
will
show
their
work
to
the
class,
explaining
who
is
in
their
family.
3
Using
the
students
family
types,
begin
a
discussion
about
different
family
types
Focusing
on
parents
and
grandparents
Encourage
students
to
think
of
family
members
in
older
generations
or
friends
of
the
family.
4
Class
brainstorm
of
activities,
games,
books,
technology
and
toys
that
Students
will
be
assessed
on
their
children
have
now
participation
in
the
discussion
and
Resources
Everywhere
Babies
book
Whiteboard
and
whiteboard
markers
to
write
discussion
points
on
the
board
Childrens
books
to
draw
in
Page
4
of
16
Class
brainstorm
on
the
whiteboard,
writing
words
that
may
not
be
what
they
draw
on
their
page,
if
it
familiar
to
the
students
and
explain
their
spelling
and
construction.
correctly
reflects
the
task
that
was
given
to
them.
Students
then
draw
on
their
page
what
has
been
discussed
an
Introduction
to
drama
by
playing
drama
games
with
the
students
to
develop
their
skills,
fine
and
large
motor
and
to
get
used
to
participating
in
drama
activities
such
as:
Up
down
freeze
Wink
murder
Spy
game
Move
to
the
beat
Class
reads
My
Grandmothers
Toy
Box
written
by
Joanne
Clyne
and
Liz
Suda
Discussion
on
the
book
What
toys
were
in
the
book?
Who
are
the
characters
in
the
book?
Ask
students
if
they
have
seen
any
of
the
toys
in
their
house,
grandparents
or
family
friends
houses.
Activity
on
My
Grandmothers
Toy
Box.
Students
will
pick
a
toy
(listed
below)
of
their
choosing
and
complete
the
following
questions:
what
do
you
think
this
toy
is
made
of?
How
do
you
think
that
this
toy
was
played
with?
How
is
this
toy
different
to
a
similar
toy
you
might
have?
Computer
game
Paper
dolls
Camera
Barbie
doll
Box
brownie
Toy
soldiers
Lower
level
achieving
students
will
get
strong
teacher
guidance
as
well
as
have
the
opportunity
to
work
in
pairs.
This
task
is
not
based
on
facts
but
allowing
the
students
to
explore
each
aspect,
highlighting
that
there
is
no
correct
or
incorrect
answers
as
long
as
My
Grandmothers
Toy
Box
book
Whiteboard
for
discussion
Page 5 of 16
10
11
the
answers
are
realistic
and
the
student
can
explain
what
they
mean.
Poster
activity
on
the
then
and
now
Divide
the
page
in
half
and
title
one
then
(grandparents
toys)
and
one
now
(childrens
toys)
Children
draw
the
toys
in
the
correct
area
On
the
back
of
their
poster
students
write
the
differences
in
the
toys
End
of
this
lesson
students
are
asked
to
go
home
and
ask
their
parents
and
grandparents
what
toys
they
used
to
play
with
or
what
hobbies
they
used
to
participate
in
and
if
they
had
any
toys
handed
down
through
their
family.
Children
are
also
encouraged
to
ask
any
questions
about
childhood
from
their
parents
and
or
grandparents
including
their
schooling
life.
Classroom
discussion
had
on
the
toys
that
the
students
talked
to
their
parents/grandparents
about.
Then
discuss
if
students
were
to
leave
a
toy
behind
what
one
they
would.
Students
brainstorm
on
their
page
(what
toy,
why
they
would
leave
it
and
who
they
would
leave
it
to).
Students
can
think
of
other
questions
that
they
might
like
to
answer
through
their
brainstorm.
Students
construct
a
piece
of
writing
on
the
toy
they
would
leave.
This
lesson
is
used
for
drafting
this
piece
of
writing
based
on
their
brainstorm
Students
write
their
final
copy
of
their
piece
of
writing.
Before
students
write
their
final
pieces
of
writing
they
will
have
their
spelling
and
grammar
checked.
When
students
are
writing
out
their
final
copy
a
focus
will
be
on
the
neatness
of
the
work
as
well
as
correctly
spelt
words
and
correctly
formed
sentences.
A3
poster
paper
Pencils
and
Textas
Students
previous
drafts
Page 6 of 16
12
iPads
Blank
writing
paper
Rubric
to
breakdown
iPads
Research
questions
Page 7 of 16
19
20
Students
perform
their
role
play
Highlight
to
students
how
to
be
respectful
audience
members.
Feedback
on
performances
Students
complete
self
evaluations
Receive
their
rubrics
back
Discussion
to
each
group
on
how
they
went
Feedback sheets
Page 8 of 16
Appendix
Item
One
Student:
You
represented
a
toy
or
hobby
that
has
been
used
by
a
previous
generation
to
a
below
satisfactory
level.
You
were
able
to
use
your
voice,
body
language,
facial
expressions
and
space
to
a
below
satisfactory
level.
You
did
not
seem
well
rehearsed
and
have
not
used
most
of
your
time
wisely
to
complete
the
task.
Other
Comments:
You
accurately
represented
a
toy
or
hobby
that
has
been
used
by
previous
generations
to
a
very
high
standard.
You
were
able
to
use
your
voice,
body
language,
facial
expressions
and
space
to
a
high
standard.
Page
9
of
16
Item
Two
Name:
How
did
you
feel
that
you
completed
the
task?
Why
did
you
circle
that
face?
Are
there
any
other
thoughts
that
you
would
like
to
share?
(Circle)
Page 10 of 16