Curriculum Geography
Topic Australian Settlements
Learning Intention:
(WALT) We are learning to locate and classify settlement types within Australia
Success criteria:
(WILF) What I am looking for is a demonstrated ability to geographically locate and
classify settlements within Australia
Time Teaching strategies
Introduction
Teacher opens an interactive
15 mins discussion with students to gauge
knowledge, experience and
understanding of settlement types.
Under Teacher guidance and
prompts, Students read “Australia’s
Places” (displayed on IWB) aloud,
discussing the differences and
similarities each settlement type.
Body
Using mapping technology,
15 mins Teacher and Students explore
different settlements types (City,
Metropolitan Areas, large and
small towns and isolated
settlements). Teacher monitors and
gauges student comprehension.
AFL
Closure
Using mapping technology,
30 mins students navigate and explore
settlements of Australia to
complete “Settlement Types”
worksheet. Teacher moves around
room to monitor and assess.
AOL
Year: Stage 2, Year 3 Teacher’s Signature:
Date: 22/10/2018 Time: Afternoon (60 mins)
Outcome(s) Prior knowledge
GE2-1 Examines features and characteristics of places and
environments - Group work/ Collaboration
GE2-4 Acquires and communicates geographical information
using geographical tools for inquiry
Learning strategies Grouping Space Resources
Teacher and students interactively
discuss and explore the different Whole class Students sitting on floor Interactive Whiteboard (1)
characteristics of settlements within in front of teacher
Australia Book: Discovering Geography by John
Butler (pages 8, 9 and 11)
Under Teacher guidance, students Interactive Whiteboard (1)
take turns piloting mapping Whole class Students sitting on floor
technology to locate, discuss and in front of teacher Google Earth
classify settlement types within
Australia.
Ipads/laptops (1 per student pair)
Students utilise mapping Student pairs Students sitting at their
technology to locate and classify desks Google Earth
settlement types within Australia.
Settlement Types worksheet:
Discovering Geography by John
Butler
Differentiation: Summative Evaluation

Emergent: Emergent learners to collaborate with more able learners/technology users for
further guidance and understanding

Advanced: Advanced learners to consider life in a different settlement type and compare
the similarities and differences to their own life

Teaching notes Follow up

AAL: Assessment as Learning
AOL: Assessment of Learning
AFL: Assessment for Learning
AOL: Assessment of Learning
Curriculum Mathematics Year: Stage 2, Year 3 Teacher’s Signature:

Topic Parallelograms Date: 23/10/2018 Time: Afternoon (45 mins)

Learning Intention: Outcome(s) Prior knowledge

MA2-15MG Manipulates, identifies and sketches two-
(WALT) We are learning to identify and classify two-dimensional shapes dimensional shapes, including special quadrilaterals, and - Two-dimensional shapes
describes their features - Group work/ Collaboration

Success criteria:
MA2-1WM Uses appropriate terminology to describe, and
(WILF) What I am looking for is a demonstrated ability to identify and describe the symbols to represent, mathematical ideas
properties of parallelograms

Time Teaching strategies Learning strategies Grouping Space Resources

Introduction
Teacher introduces the lesson focus
5 mins of parallelograms, and recapitulates
student knowledge of two-
dimensional shapes and their
features.
Teacher and students interactively
discuss and explore (through Whole class Students sitting on floor Whiteboard (1)
whiteboard sketches) two- in front of teacher
dimensional shapes and their
features.

Body
Teacher introduces game of Through an interactive, touch-
“Matching Shapes” to students. screen interface, student groups Students grouped by Students sitting at their Interactive Whiteboard (1)
20 mins Students draw from prior compete to memorise and pair two- tables (as per classroom desks
knowledge to identify, compare dimensional shapes to the correct seating arrangement) “Matching Shapes” game, available at
and match two-dimensional shapes mathematical name/s www.mathplayground.com
(by name).Teacher to monitor and
gauge student understanding.
AFL
 Closure
Students complete Students identify, sketch and N/A – Individually Students sitting at their Student Workbook: Maths Plus –
“Parallelograms” unit in their categorise two-dimensional shapes engaged desks Australian Curriculum Edition: Year 3
20 mins workbooks. Teacher moves around (parallelograms) in their (Page 122).
room to monitor and assess workbooks.
comprehension. Workbooks are
marked and revised as a class
(Teacher facilitated).
AOL

Differentiation: Summative Evaluation

Emergent: Emergent learners to focus on the features of two-dimensional shapes (name

shape and number of sides).

Advanced: In progression from two-dimensional shapes, advanced learners could

explore three-dimensional shapes and space, for example, cubes and prisms.

Teaching notes Follow up

AAL: Assessment as Learning
AFL: Assessment for Learning
AOL: Assessment of Learning
Curriculum Creative Arts: Music
Topic Rhythm – Note values and duration
Learning Intention:
(WALT) We are learning to identify and perform whole, half, quarter, eighth and
sixteenth note valued rhythms
Success criteria:
(WILF) What I am looking for is a demonstrated ability to perform rhythmic variations
using specified note values
Time Teaching strategies
Introduction
Teacher introduces the lesson of
10 mins music, gauging student
comprehension and guiding student
knowledge of rhythm and note
values (whole, half, quarter, eighth
and sixteenth notes)
Body
Using percussion instrument (or
hand-clapping), teacher
20 mins demonstrates rhythmic
progressions of note values (from
whole, half, quarter, eighth and
sixteenth notes) in common (4/4)
time. Teacher to monitor and assess
student comprehension. AFL
Closure
Using audio samples or songs as
15 mins backing tracks, students perform
rhythmic variations using specified
note values (whole, half, quarter,
eighth and sixteenth) with
percussion instruments. Teacher to
assess. AOL
Year: Stage 2, Year 3 Teacher’s Signature:
Date: 19/10/2018 Time: Morning (45 mins)
Outcome(s) Prior knowledge
MUS2.1 Sings, plays and moves to a range of music
demonstrating a basic knowledge of musical concepts - N/A
MA2-7NA Represents, models and compares commonly used
fractions and decimals
Learning strategies Grouping Space Resources
Teacher and students interactively
discuss and explore note values Whole class Students sitting on floor Whiteboard (1)
in front of teacher
Teacher distributes percussion
instruments to students who are Whole class Students sitting on floor Whiteboard (1)
encouraged to individually observe in front of teacher
and participate in teacher Percussion Instruments (One per
demonstrations student)
Through teacher prompts, students
are encouraged to perform along Whole class Students sitting on floor Interactive whiteboard (1)
with audio backing tracks to in front of teacher www.youtube.com
demonstrate their understanding of
note values and their durations Percussion Instruments (One per
student)
Differentiation: Summative Evaluation

Emergent: Limit note-values to simplify rhythmic patterns

Advanced: Introduce shorter note values (thirty-second and sixty-forth) to allow for
more complex rhythmic patterns.

Teaching notes Follow up

AAL: Assessment as Learning
AFL: Assessment for Learning
AOL: Assessment of Learning
Curriculum Geography
Topic Australia’s neighbours (continuation)
Learning Intention:
(WALT) We are learning to locate and identify Australia and it’s neighbouring
countries using a map
Success criteria:
(WILF) What I am looking for is a demonstrated ability to geographically locate, and
compare the features of, Australia and it’s neighbouring countries
Time Teaching strategies
Introduction
Teacher introduces the concept of
15 mins mapping (direction, scale,
legend/key). Teacher and students
then look at a real map (through
technology) to explore Australia
and it’s neighbouring countries.
Body
Using a map and navigation
15 mins worksheet (provided by teacher),
students explore the locations of
Australia and it’s neighbours.
Closure
Using a map of Australia and it’s
15 mins neighbours (displayed on
whiteboard), Students complete
“Australia’s Neighbours” unit in
their workbooks. Teacher moves
around room to monitor and assess.
AOL
Differentiation:
Teaching notes
Year: Stage 2, Year 3
Learning strategies
Teacher and students interactively
pilot mapping technology to locate
and explore Australia and it’s
neighbouring countries.
Students utilise compass rose on
maps to record the directions of
Australia’s neighbours from
Australia.
Students utilise concepts of
mapping to locate and identify
regions of Australia and it’s
neighbours in workbooks.
Teacher’s Signature:
Date: 12/09/2018 Time: Afternoon (45 mins)
Outcome(s) Prior knowledge
GE2-1 Examines features and characteristics of places and - Previously learnt
environments unit/content knowledge
(Australia and it’s
GE2-4 Acquires and communicates geographical information neighbours)
using geographical tools for inquiry - Group work/ Collaboration
Grouping Space Resources
Students sitting on floor Interactive Whiteboard (1)
Whole class in front of teacher Google Earth
N/A – Individually Students sitting at their “Australia’s Neighbours” map and
engaged desks worksheet activity
Interactive Whiteboard (1)
N/A – Individually Students sitting at their
engaged desks Student Workbook: Humanities and
Social Sciences – Geography Now:
Year 3 (Page 99).
Summative Evaluation
Follow up
AAL: Assessment as Learning
AOL: Assessment of Learning