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PLANNING DOCUMENT

TERM/WEEKS: Term 1 Week 7 YEAR LEVEL: Year 3 LEARNING AREA/TOPIC: HASS

EYLF Responsiveness to Learning through play Intentional teaching Learning environments Assessment for Cultural competence Continuity of learning Holistic approaches
PRACTICES children learning & transitions
PRINCIPLES 1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice
relationships
OUTCOMES 1.Children have a strong sense of 2.Children are connected with and 3.Children have a strong sense of 4.Children are confident and 5.Children are effective communicators
identity contribute to their world wellbeing involved learners

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

WEEK/ EYLF AUSTRALIAN SPECIFIC ASSESSM TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C CURRICULUM LESSON ENT EXPERIENCES QUESTIONS
LINKS OBJECTIVE (what & (include learner diversity)
how)
Special Needs:

2 x Autism with TA
What do you think this table
is about?




1 x Obsessive defiance
3x Behaviour management plans
Can you describe to me the
items you see?
Pose questions to

Introduction Do any of these items make a
Smart Board
investigate memory for you?
As a group activity open a new Padlet dash board with the KWL Padlet
people, events, How does it make you feel?
subheadings to promote motivation. https://padlet.com/
places and
issues (ACHASSI05 Read text Why I love Australia Why I love Australia

2) Introduce new HASS topic of Australia and discuss the new by Bronwyn Bancroft
1 1 1 Australia table display. Australian Table
Football, thongs,
Term 4 2 2

1 5 6 4 Body books, booklets


Week 6 5

Activity One
Can we add any other facts
7 KWL Chart Continue as a whole class, use the program coggle to create a
Locate and collect List something about Australia onto our smart board and
information about Australia
new brain storming page. Titled What we know about Australia? KWL Chart? marker.

and data from Allow students to add new bubbles to write their prior Coggle
different sources,
knowledge, memory and experiences of Australia.
What do we want to about
Australia? https://coggle.it/
including
observations (ACH



ASSI053)
Activity Two-
Present ideas,

findings and - Using the IPads direct students to work in their group
Ipad
conclusions in tables to open and interact with the ibook Australia by
texts and modes
Melissa Myles.

that incorporate
digital and non- - Individually students are to open up their blog page on Ibook- Australia By

digital Recall what they Rubric Kidblog (app) and add a new entry on what they knew Melissa Myles
representations have read from Kidblog
about Australia and what they would like to know more
and discipline- Australia and https://kidblog.org
specific type a blog about.
/home/
terms (ACHASSI06 entry
1) While students write their blogs. The educator will post the Teachers
The representatio Coggle dashboard onto the Padlet page under the head what we computer, access
n of Australia as
states and know. to the smart board

territories and as
Countries/Places

Activity Three-
of Aboriginal and
- From the students blogs. Children are to create chatter
Torres Strait
Islander Peoples; boxes. Filling in the blank spaces with different questions Instructions for
and major places they may have and facts they have found whilst viewing chatterbox
in Australia, both the IBook about Australia.
natural and chatter box template
- Students will follow instructions to create a chatter box. and instructions
human (ACHASSK
- Turning to the person next to them they will play with
066)
the chatterboxes and discuss their findings. Use the time
bomb app to give children a time frame.

Conclusion
At the end of rotation activities the teacher will revisit the KWL
chart and proceed with the What we have learnt column Timer
http://www.online-
stopwatch.com/dyn
By Courtney Payne amite-timer/

Smart board

 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, Week 8 YEAR LEVEL: Year 3 LEARNING AREA/TOPIC: HASS

EYLF 1) Responsiveness 2) Learning 3) Intentional 4) Learning 5) Assessment for 6) Cultural 7) Continuity of 8) Holistic approaches
PRACTICES to children through play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice
relationships
OUTCOMES 1.Children have a strong sense of 2.Children are connected with and 3.Children have a strong sense of 4.Children are confident and 5.Children are effective communicators
identity contribute to their world wellbeing involved learners

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

WEEK/ EYLF AUSTRALIAN SPECIFIC ASSESSME TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C CURRICULUM LESSON NT EXPERIENCES QUESTIONS
LINKS OBJECTIVE (what & (include learner diversity)
how)
Term Special Needs: Australian resource

2 x Autism with TA & items
1 The representation of Who might want to
Wk Australia as states and 1 x Obsessive defiance
3x Behaviour management plans have a guess at what Judy Moody by
Megan Mcdonald
8 territories and as
Countries/Places of
we have set up for you

here today?

Aboriginal and Torres Strait Introduction Courtney Payne Lanyard and
Islander Peoples; and Introduce the Australian table and our roles today Who knows what a passports
1 2 1 major places in Australia, Read the Judy Moody- Girl Detective detective is? And what
both natural and
3 2
human (ACHASSK066)
Move the focus to what detectives are and what they do. do they do?
5 And explain for this afternoon we are becoming

8
Australian detectives. Instruct what the students have to

do with the Australian passports



Body Do you know what
Metal detectors
state or territory this
Students are to break up into rotational groups IPad

is? Laminated states

Activity One Sand pit explorers- Courtney Payne Do you know where and territories of

Use the turn - Students are required to work in team to find this state or territory is Australia
Checklist
taking strategy hidden pieces of Australia in the sand pit using goes on the Australian Sand pit
metal detectors. map?

- Once the pieces have been found teams are
Identify Australia
anecdotal again working together to put the puzzle piece
in states
notes of Australia together correctly


- The use of IPads to research and check the

correct answer












1, 2, 1,
Choose
Activity Two Sinead Flynn

2, 4, 2, - Pose questions to Checklist - A number of bags are placed in the middle of
investigate people, descriptive words
5. 5, 5 when describing the table each numbered 1 10. Each bag will
events, places and
8, the object
issues (ACHASSI052) have a number of objects inside the bag, - What does eat? - iPad
- Interact with others ranging from Australian animals, Australian - Can you tell me what - Magnified
with respect to share Locate Australian states, Australian themed items state of Australia this glasses
points of view States and - Numbered,
- Students are to pick a bag, place their hands is?
(ACHASSI059)
Territories inside the bag, feel the item, and in their - Can you tell me if that clothed bags
- Present ideas,
findings and detective book they are to describe what they state is on the East or - Australian
conclusions in texts animals
feel. West side of Australia?
and modes that - Objects about
- Next they are to use the long magnified glass - What animal is
incorporate digital Australia
and non-digital and view the item in the bag for no more than nocturnal? - Laminated
representations and 10 seconds, once they have had a look at the States and
discipline-specific item they are to again write in their detective Territories of
terms (ACHASSI061)
books of what they see (for states students are Australia

to draw and label their state) - Students
- After students have looked in each bag, they are detective book
to pull the items out of the bag and see if their - Pencils

description was correct. Then in the final square

What am I? students are to describe what the

object is, where it can be found, if its an object
what it can be used for, if an animal, what do I
eat.

Activity Three - Imogen

Conclusion Courtney Payne
Smart Board
Students will recollect on the floor to reflect on todays
Padlet Page
activities and add to the class KWL chart that was
https://padlet.com/
created in lesson one.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, YEAR LEVEL: Year 3 LEARNING AREA/TOPIC: HASS
Week 8

EYLF 9) Responsiveness 10) Learning 11) Intentional 12) Learning 13) Assessment 14) Cultural 15) Continuity of 16) Holistic
PRACTICES to children through play teaching environments for learning competence learning & approaches
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of identity with and contribute to their sense of wellbeing involved learners communicators
world
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
Term - Interpret data and Students are able to: The educator Special Needs: - Who would like to guess - Smartboard
information will be sitting at 2 x Autism to work with the E.A - Class iPads
1 what we are learning
1 x Obsessive defiance
Wk displayed in - Illustrate a the activity 3
3x Behaviour management plans about today? - Aboriginal
different formats, picture of an desk, and is to items, including
10 Students on plans make sure that if they dont follow their plan - Who knows what this
to identify and Australian take that a follow through takes place. dot paintings
instrument is called?
describe animal using annotations - Red, yellow and
- What colours are used in
distributions and Aboriginal dot from one white paint
Introduction traditional Aboriginal dot
simple patterns painting as the student from enough for all
Using the Smartboard, a dreamtime story Tiddalick The painting?
(ACHASSI057)
form design each group. This students to use
Frog will be played on YouTube. Introduce the Aboriginal
- Interpret data and is done to check - What Noongar words - Black
information
- Create a page in
students
Australian table, the table will have a number of items
cardboard,
the class book,
have you learnt today?
from Aboriginals, students are encouraged to come up to
displayed in understandings - What Aboriginal Country enough for
using Book the table and explore the items. Once they have played
different formats, from their is this region in? each student
Creator with a around and looked at the items, students are to sit back on
to identify and research. This is
story behind the the mat, educator is to pull out the two dot paintings of
describe to be recorded
illustration, the emu and kangaroo, talk about the colours that are
distributions and as a running
including the used in traditional Aboriginal dot paintings, then discuss
simple patterns record
Noongar word that as we are based in the Noongar Country for the
(ACHASSI057)
for the chosen Aboriginal people, that they also speak a different
- Interact with
animal language, inform the students that the Noongar word for
others with respect
emu is Wejt Baal and the Noongar word for Kangaroo is
to share points of
Yongka Baal. Explain to the students of what the lessons
view (ACHASSI059)
tasks will entail.
- The importance of
Country/Place to

Aboriginal and/or
-
Torres Strait Activity One
Islander Peoples - Students are each given an iPad with access
who belong to a to the internet
local area - Every student is to research Australian
(ACHASSK062)
animals,
- The
representation of - Using the iPads students are to explore a
Australia as states range of different Aboriginal dot paintings
and territories and - Once they have chosen their animal they are to
as Countries/Places use this website to find the Noongar word of -
of Aboriginal and their chosen animal and write it down
Torres Strait http://engtonoon.byethost10.com/?i=1
Islander Peoples;
and major places in
Australia, both Activity Two
natural and human - E.A is to assist at this table
(ACHASSK066) - Students are all given a black piece of

cardboard
- They are to create their illustration of their
chosen animal, using dot painting as the
form of technique
- The students are to use their fingers to
create the dots and are given the traditional
Aboriginal dot painting colours (red desert
sand, white and yellow)

Activity Three
- Students are to create a story using Book
Creator with their illustration that they
have painted making sure they include the
Noongar word for that animal
- Students have the choice of creating with
text, or audio, adding different sounds and
beats to the clip

Conclusion
- Students are to gather back on the mat
- Plug the iPads that were used to create the
books into the Smartboard, and play them to
all of the students
- Reflect on the days learning, and ask students
what they have learnt today, and update it on
the KWL chart

By Sinead Flynn