TERM/WEEKS: 2- week 6 YEAR LEVEL: 1 LEARNING AREA/TOPIC: ICT & English

FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM

There will be 1 EA in the classroom, and 2 parents in the classroom throughout the lesson
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 Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

There will be 1 EA in the classroom, and 2 parents in the classroom throughout the lesson. The EA and parents are to assist and aid the students when they are completing the
activities at each rotation.
Week 6- Know that word Students are able to use the Each of the following INTRODUCTORY MAT ACTIVITY:
lesson 1 contractions are a book creator app, in order to assessment points will be The teacher is to invite the students down to the mat, by playing the movement song in
feature of informal
begin creating their own completing as a checklist of order for the students to go down to the mat to begin the lesson.
language and that
apostrophes of digital book. the students learning, with - As an introduction to the lesson, the teacher is to create a mystery bag for
contraction are used to the opportunity for the the students to have a feel for the different objects in the bag. The different
signal missing letters – Students are to produce a teacher to write anecdotal objects in the bag are to relate to the book that is gong to be read as an
ACELA1480 piece of artwork, which notes on the side: introduction to the lesson.
presents the book “We’re Students are able to use the - “Today, we are going to pass my mystery bag around the classroom, i would
Development of
artistic skills through
going on a bear hunt”. book creator app, in order to like everyone to pass the bag around and have a feel of the different objects
experimentation begin creating their own in the bag”
with: Students are to work co- digital book. - “who is able to tell me what they might think is in the bag?”
shape (geometric operatively in pairs - Choose two students to give their response
shapes) using their iPad to complete Students are to produce a - “In relation to the different objects which were in the bag, which is directly
colour (mixing
the bear hunt, collecting piece of artwork, which related to today’s lesson, we are going to be reading the book, ‘We’re going
primary colours to
create secondary word contraction puzzle presents the book “We’re on a bear hunt’, put your hand up if you have read this book before?”
(Oxenbury
colours)
line (broken, jagged,
pieces to form a puzzle. going on a bear hunt”. - “In today’s lesson, we are going to read this book. Once we have read the and
book we are going to complete our own bear hunt, which I have created
dashed)
space (background,
Students are to work co- throughout our classroom”. Rosen,1989)
foreground) operatively in pairs o Allow students the opportunity to answer the question
texture (changes in using their iPad to complete The teacher is to read the book to the students. The students are to engage in the
texture; transfer of the bear hunt, collecting reading of the book, by the teacher having the students read the ending of each page of
texture)
word contraction puzzle the book.
to create artwork
(ACAVAM107 pieces to form a puzzle.
Numeracy - “it is from this book, that is going to form the basis of this lesson.”
Critical and creative - “Today’s lesson will run in four rotations, we are going to spend 15 minutes
thinking doing each of the activities."
- “Activity 1: students are going to begin making the own book on their iPad
Generate and record using the book creator app. Students are to use the different story sequence
design ideas through stones in order to complete this activity”.
describing, drawing, - “Activity 2: The students are going to produce a painting of their favourite
modelling and/or a part of the story from the book ‘We’re Going on a Bear Hunt’.
sequence of written
or spoken steps - Activity 3: students are going to work cooperatively in pairs to complete their
(WATPPS02) own bear word hunt, using their iPad going to each of QR codes around the
indoor and outdoor learning environment and scanning the QR code the
students are o complete the contraction activity.”
- “Activity 4: I have set up small world play within the classroom, where the
small world is based around the book “We’re going on a bear hunt” and
students will play independently at this activity station.

The teacher is to seperate the students up into four groups, and dismiss them from the
mat in order to go to each of the four activity stations.
Week 6- Know that word Students are able to use the book Each of the following Activity 1: Students are going to begin creating their own digital book on
lesson 1 contractions are a creator app, in order to begin assessment points will be
feature of informal their iPad using the app ‘Book Creator’. Students are to use the different
creating their own digital book. completing as a checklist of story sequence stones in order to complete this activity. The teacher is to
language and that
apostrophes of the students learning, with
Students are to produce a piece the opportunity for the
produce the story sequence stones of the story “We’re going on a bear
contraction are
used to signal of artwork, which presents the teacher to write anecdotal hunt”, where each character of the story and the different scenes from the
missing letters – book “We’re going on a bear notes on the side: story is on each of the individual garden stones. The students are going to
ACELA1480 hunt”. use the app stop motion on their iPad to film the story of “We’re going on a
Students are able to use the bear hunt” using the different stones. When creating the stop motion using
Development of
artistic skills Students are to work co- book creator app, in order to the story telling stones, the students are to also insert a voice recording over
through operatively in pairs begin creating their own
the top of the stop motion of the story line of “We’re going on a bear hunt”.
experimentation using their iPad to complete the digital book.
with: bear hunt, collecting word
As a result of this activity the students are to create their own stop motion
shape (geometric video using the story telling stones, of the book “We’re going on a bear hunt.
contraction puzzle pieces to form Students are to produce a
shapes)
colour (mixing a puzzle. piece of artwork, which The students are to export their stop motion video into their camera roll. (Oxenbury
primary colours
to create
presents the book “We’re Once the students have transferred their video into their camera roll, they and
going on a bear hunt”. are to then import their video into book creator. The students are to first
secondary
colours) create a cover page for their book, and then they are to insert their stop
Rosen,1989)
line (broken, Students are to work co- motion video onto the second page of their book.
jagged, dashed) operatively in pairs
space using their iPad to complete
(background, the bear hunt, collecting Activity 2: Students are going to create their own painting of their favourite
foreground)
texture (changes word contraction puzzle destination that the character’s visited throughout the story of “We’re going
in texture; pieces to form a puzzle. on a bear hunt”. The teacher is provide the students with either A3 or A2
transfer of pieces of paper to use in order to complete the activity. The teacher is to
texture)
to create artwork also set up the painting station where the students will use the paints in
(ACAVAM107 order to complete their activity. The teacher is to set up the different paints
Numeracy
Critical and
that the students will use in order to complete their painting. The teacher
creative thinking may also like to provide the students with the opportunity to use different
natural materials that have been found throughout the school environment,
Generate and
to become a feature in their painting.
record design
ideas through
describing,
drawing,
modelling and/or
a sequence of
written or spoken
steps (WATPPS02)
Week 6- Know that word Students are able to use the book Each of the following Activity 3:The teacher is to place each of QR codes around both the indoor
lesson 1 contractions are a creator app, in order to begin assessment points will be
feature of informal
and the outdoor learning environment. The students are to complete ‘A bear
creating their own digital book. completing as a checklist of hunt’, where the students are to go and find each of the contractions of
language and that
apostrophes of the students learning, with
Students are to produce a piece the opportunity for the
words within both the outdoor and indoor environment.
contraction are
used to signal of artwork, which presents the teacher to write anecdotal
missing letters – book “We’re going on a bear notes on the side: The teacher is also going to place puzzle pieces spread out on different
ACELA1480 hunt”. tables where the students will be sitting. The teacher is going to make four
Students are able to use the sets of each of the contraction puzzles for the students to use.
Development of
artistic skills Students are to work co- book creator app, in order to
through operatively in pairs begin creating their own The students are to use their iPads to go around and scan the QR codes,
experimentation using their iPad to complete the digital book.
with: bear hunt, collecting word
once the QR code opens a word is going to pop up on the student’s screen.
shape (geometric
contraction puzzle pieces to form Students are to produce a Once the word has popped up on their screen, the students are to go back to (Oxenbury
shapes)
colour (mixing a puzzle. piece of artwork, which their table, and try to find the contractions for each of the words, matching and
primary colours presents the book “We’re each of the puzzle pieces back together.
to create going on a bear hunt”. Rosen,1989)
secondary
colours) The teacher is to make QR codes with each of words that the students will
line (broken, Students are to work co-
use to match the contractions list that they have been given. Once the
jagged, dashed) operatively in pairs
space using their iPad to complete
students scan the QR code part of a word will appear on the iPad, using
(background, the bear hunt, collecting contraction list that the teacher has provided them, the students are to try
foreground)
texture (changes word contraction puzzle and match word that has appeared from scanning the QR code with one of
in texture; pieces to form a puzzle. the other puzzle pieces. The students are to find the puzzle piece of the
transfer of word that they discovered when they scanned the QR code, as well as the
texture)
to create artwork contraction of the word. Once the students have created a word, they are to
(ACAVAM107 take a photo of their puzzle and post it onto the seesaw, for the teacher and
Numeracy
Critical and
parents to see their learning progress.
creative thinking
Activity 4: The teacher is to set up small world play
Generate and
within the classroom. The small world is to be based around the book
record design “We’re going on a bear hunt”. The students who are engaging in this station
ideas through are going to have a free play section, which allows the children the
describing,
drawing, opportunity play with small world play based on the story “We’re going on a
modelling and/or Bear Hunt” independently.
a sequence of
written or spoken
steps (WATPPS02) Conclusion of the lesson: Play the “Were going on a bear hunt” song to get
the students back to the mat.
Ask students the following questions when on the mat:
- “Who can tell me one of the words you made on the word bear
hunt?”
- “Who would like to show their book of the story 'We’re going on a
bear hunt’?”
- “Who can tell what they played with at the small world play
station”.
- “Who would like to show their painting that the made to the rest
of the class?”
The students are already sitting on the mat, ready in order to begin the next
lesson.
 TERM/WEEKS: 2- week 6 YEAR LEVEL: 1 LEARNING AREA/TOPIC: ICT & English
FORWARD PLANNING DOCUMENT

There will be 1 EA in the classroom, and 2 parents in the classroom throughout the lesson
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 Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
 Know that word
Week 6- contractions are a
Students are able to Each of the The teacher is to invite the students down to the mat, by playing
Lesson 2 feature of informal use the words that following the “Were Going On a Bear Hunt” song in order for the students https://www.you
language and that
apostrophes of they learnt in the assessment points to go down to the mat to begin the lesson. tube.com/watch?
contraction are
used to signal story of Were Going will be completing v=5_ShP3fiEhU
missing letters – as a checklist of the Introductory activity:
ACELA1480
On a Bear Hunt, in
students learning, The teacher and students are going to act out the story of
Development of
order to create their “We’re Going On a Bear Hunt” together as a class.
artistic skills own word salad, using with the opportunity
through for the teacher to
experimentation the word salad app on The teacher is to choose eight students to be the characters in
with: write anecdotal
shape (geometric their iPad. the story, the characters that the students will be include:
shapes) notes on the side:
colour (mixing • Max
primary colours
Students are able to • The bear
to create Students are able to • Rosie
secondary produce a map of
colours) use the words that • Mum
line (broken, their own Bear Hunt. they learnt in the
jagged, dashed) • Dad
space
(background, story of We’re Going • Gradma
foreground) Students are able to on a Bear Hunt in • Stanley
texture (changes
in texture; produce their own order to create their • Katie (Oxenbury
transfer of
texture) pic-collage using own word salad, and
to create artwork different natural
(ACAVAM107 using the word salad The teacher is going to be the narrator, and the students are Rosen,1989)
Numeracy
Critical and
materials. app on their iPad. going to be the character and act out the story.
creative thinking

Students are able to Once the students have acted out the story, the teacher is to
Generate and
produce their own introduce the rest of the activities in which the students are
record design
ideas through map of their own going to be completing during the lesson.
describing,
drawing, bear hunt. - “Today’s lesson will run in four rotations, we are going to
modelling and/or spend 15 minutes doing each of the activities.”
a sequence of
written or spoken - “Activity 1: The students will be using their iPads to
steps (WATPPS02)
Students are able to
create their own word cloud using the app “Word salad”.
produce their own
Students are to create their own word cloud using the
pic-collage using
different words which they read and learnt when they
different natural
read the story “We’re going on a bear hunt”.
materials. - “Activity 2: The students are to produce a map of their
own Bear Hunt.The teacher is to provide students with
toilet rolls, cotton wool buds and cut out paper trees
which they will use in order to complete the activity.”
- “Activity 3: Students are to produce their own pic-collage
of different natural materials which they think that they
may find whilst they are on a bear hunt”.
- “Activity 4: I have set up small world play within the
classroom, where the small world is based around the
book “We’re going on a bear hunt”.
The teacher is to seperate the students up into four groups, and
dismiss them from the mat in order to go to each of the four
activity stations.
 Know that word
Week 6- contractions are a
Students are able to Each of the
Lesson 2 feature of informal use the words that following
language and that “Activity 1: students will be using their iPads to
apostrophes of they learnt in the assessment points
contraction are
will be completing
create their own word cloud using the app “Word
used to signal story of Were Going
missing letters –
On a Bear Hunt, in as a checklist of the salad”. Students are to create their own word
ACELA1480
order to create their students learning, cloud using the different words which they read
Development of
artistic skills own word salad, using with the opportunity and learnt when they read the story “We’re going
through for the teacher to
experimentation the word salad app on on a bear hunt”. The students are to use words
with: write anecdotal
shape (geometric their iPad. which are found in the story, in order to produce
shapes) notes on the side:
colour (mixing
primary colours
their own word salad.”
to create
Students are able to
secondary
Students are able to
produce a map of use the words that
colours)
line (broken, their own Bear Hunt
“Activity 2: The students are going to produce a
jagged, dashed) they learnt in the map of their own Bear Hunt. The teacher is to (Oxenbury
space
(background, story of We’re Going and
foreground) Students are able to on a Bear Hunt in
provide the students with toilet rolls, cotton wool
texture (changes
produce their own buds and cut out paper trees which they will use in Rosen,1989)
in texture; order to create their
transfer of
texture) pic-collage using own word salad, order to complete the activity. Using a A3 piece of
to create artwork different natural
(ACAVAM107 using the word salad paper the students are to create a map of their
Numeracy
Critical and
materials. app on their iPad. own bear hunt, using the different materials. The
creative thinking

Students are able to

bear hunt can either be at the children’s homes or
Generate and
produce their own around the school environment.”’
record design
ideas through map of their own
describing,
drawing, bear hunt. “Activity 3:The students are to use the camera app
modelling and/or
a sequence of
written or spoken
on their iPad in order to complete this activity. The
steps (WATPPS02)
Students are able to
produce their own
students are to go into both the indoor and the
pic-collage using outdoor learning environment within year 1
different natural classroom area, and take photos of different
materials. materials and items which they think that they
might find when if they were to ever go on their
own bear hunt with their family and friends. The
students are to take photos of different natural
materials that they found in the indoor and
outdoor learning environment. Once the students
have taken photos of the different materials in the
indoor and outdoor learning environment they are
to create their own Pic-collage of the natural
materials.
 Know that word
Week 6- contractions are a
Students are able to Each of the
Lesson 2 feature of informal use the words that following “Activity 4: The teacher is to set up small world
language and that
apostrophes of they learnt in the assessment points play within the classroom, where the small world is
contraction are
story of Were Going will be completing
used to signal
missing letters – as a checklist of the
based around the book “We’re going on a bear
On a Bear Hunt, in
ACELA1480
students learning, hunt”. The students who are engaging in this
Development of
order to create their
artistic skills own word salad, using with the opportunity station are going to have a free play section, which
through for the teacher to
experimentation the word salad app on allows the children the opportunity play with small
with: write anecdotal world play based on the story “We’re going on a
shape (geometric their iPad.
shapes) notes on the side:
colour (mixing Bear Hunt”.
primary colours
to create
Students are able to
secondary
Students are able to
colours)
produce a map of use the words that Conclusion of the lesson: Play the “Were going on
line (broken, their own Bear Hunt they learnt in the
jagged, dashed) a bear hunt” song to get the students back to the (Oxenbury
space
(background, story of We’re Going mat. and
foreground) Students are able to on a Bear Hunt in
texture (changes
produce their own Ask students the following questions when on the Rosen,1989)
in texture; order to create their
transfer of
texture) pic-collage using own word salad, mat:
to create artwork
(ACAVAM107
different natural using the word salad - “Who would like to show their book of the
Numeracy
Critical and
materials. app on their iPad. story 'We’re going on a bear hunt’?”
creative thinking
- “Who can tell what they played with at the
Students are able to
Generate and
produce their own
small world play station?”.
record design
ideas through map of their own - “Who is able to show the rest of the class,
describing,
drawing, bear hunt. the map of “We’re Going On a Bear Hunt?”.
modelling and/or
a sequence of - “Who is able to show me their pic-collage of
written or spoken
steps (WATPPS02)
Students are able to the different natural materials that they
produce their own
pic-collage using
found in the indoor and outdoor learning
different natural environment?”.
materials.
The students are already sitting on the mat, ready
in order to begin the next lesson.
 TERM/WEEKS: 2- week 6 YEAR LEVEL: 1 LEARNING AREA/TOPIC: ICT & English
FORWARD PLANNING DOCUMENT

There will be 1 EA in the classroom, and 2 parents in the classroom throughout the lesson
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 Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
 Know that word Each of the following
Week contractions are a Students are to able to The teacher is to invite the students down to the mat, by https://www.you
feature of informal assessment points will be
6- language and that use the green screen completing as a checklist of playing the “Were Going On a Bear Hunt” song in order for tube.com/watch?
lesson 3 apostrophes of
contraction are used to
application on their iPad the students learning, with the students to go down to the mat to begin the lesson. v=5_ShP3fiEhU
signal missing letters – to produce their own the opportunity for the
ACELA1480 teacher to write anecdotal
Development of
version of the story notes on the side: Introudctory activity:
artistic skills through
experimentation
We’re Going On a Bear Students are to able to use
The teacher is to invite the students down to mat, in order to https://www.you
the green screen application
with:
shape (geometric
Hunt. introduce the topic for todays lesson. As the introductory tube.com/watch?
on their iPad to produce their
shapes)
colour (mixing own version of the story activity for the lesson the students will be watching a video v=BAJc6sLTOPw
primary colours to Students are able to sort We’re Going On a Bear Hunt.
create secondary clip of a group of children acting out the story of we’re going
colours) 5 images living and non-
line (broken, jagged, Students are able to sort 5 on a bear hunt. Once the video has finished play the teacher
dashed) living items and create a images living and non-living
space (background,
is to draw the students attend back to the front on the class.
foreground)
texture (changes in
pic-collage. items and create a pic-
texture; transfer of
collage.
texture)
to create artwork Students are able to Students are able to
The teacher is explain to the students, the group rotations
(ACAVAM107
Numeracy Play co-operatively with Play co-operatively with for today’s lesson:
Critical and creative other children when
thinking other children when “Today’s lesson will run in four rotations, we are going to
participating the Socia-
participating the Socia- Dramatic play corner in the spend 15 minutes doing each of the activities.”
Generate and record
design ideas through Dramatic play corner in classroom. • “Activity 1: The students are going to participate in a green
describing, drawing,
modelling and/or a the classroom. screen activity station. The students at this activity station
sequence of written
or spoken steps
(WATPPS02)
will be creating their own green screen animation. Once the
students have created their green screen animation they
are then going to export it into book creator”.
Week 6- Know that word Students are to able to Each of the following • “Activity 2: living and non-living sorting activity. Based on the
contractions are assessment points will be
lesson 3 a feature of use the green screen completing as a checklist of book “We’re Going on a Bear Hunt” the students are going to
informal application on their iPad the students learning, with engage in a sorting activity where the students are to sort
language and to produce their own the opportunity for the different materials that the teacher has found within the the
that teacher to write anecdotal
apostrophes of version of the story notes on the side: indoor and outdoor classroom environment which relate to the
contraction are We’re Going On a Bear Students are to able to use book.
used to signal the green screen application
Hunt. • “Activity 3: The students are going to participate in a socio-
missing letters – on their iPad to produce their
ACELA1480 own version of the story dramatic play. The teacher is to up a section within the home
Students are able to sort We’re Going On a Bear Hunt. corner of the classroom, where the students are able to
Development
of artistic skills 5 images living and non- Students are able to sort 5
participate in the acting out the the story, “We’re Going on a
through living items and create a images living and non-living Bear Hunt”.
experimentatio pic-collage. items and create a pic- • “Activity 4: I have set up small world play within the
n with: collage.
shape classroom, where the small world is based around the book
(geometric Students are able to Students are able to “We’re going on a bear hunt”
shapes) Play co-operatively with
colour (mixing Play co-operatively with
other children when
primary other children when "Activity 1: The students are going to be creating their own
participating the Socia-
colours to
create
participating the Socia- Dramatic play corner in the green screen animation, on their iPad. The students are to use
secondary Dramatic play corner in classroom. the stop motion app on their iPad in order to complete this
colours) the classroom. activity. The students are going re-create their own version of
line (broken,
jagged, the book “We’re going on a bear hunt”, the teacher is provide
dashed) the students with the different characters of the story which will
space
(background, be made out of cardboard. The teacher is to also provide the
foreground) students with different materials which they can use in order to
texture
(changes in
create the setting of the story. Some materials that the students
texture; may use to create the setting include; brown Crete paper for
transfer of the ground and green Crete paper for the forest. Fake trees for
texture)
to create the forest, the characters of the story which will be made out of
artwork toilet rolls, and the water scenes from the book are going to be
(ACAVAM107
Numeracy made out of cellophane. Once the students have finished
Critical and creating their green screen animation their are to export their
creative
thinking
video out of the stop motion app, the students are to the import
their video into book creator, by creating another page on their
book creation.
Generate and
record design
ideas through “Activity 2: The students are to going to participate in a living
describing,
drawing,
and non-living sorting activity, where the students are going to
modelling sort different materials that the teacher has found within the
and/or a indoor and outdoor classroom environment. The different
sequence of
written or materials that the students will be sorting, will directly relate to
spoken steps the different materials that can be found in the book “We’re
(WATPPS02)
Going on a Bear Hunt”. Once the students have sorted the
materials into living and non-living categories the students are
to then use the camera app on their iPad’s in order to take
photos of the different living and no living materials n-living pic
collage.
Week Know that word Students are to able to Each of the following Using the pictures that the students have taken of the living and https://www.you
contractions are assessment points will be
6- a feature of use the green screen completing as a checklist of non-living materials the students are to then create their own tube.com/watch?
lesson 3 informal application on their iPad the students learning, with pic-collage on their iPad. The students are to take photos of the v=5_ShP3fiEhU
language and to produce their own the opportunity for the natural materials they found within their indoor and outdoor
that teacher to write anecdotal
apostrophes of version of the story notes on the side: learning environment.The students are to create two pic-
contraction are We’re Going On a Bear Students are to able to use collages, a living pic-pic-collage and a non living pic collage.
used to signal the green screen application
Hunt.
missing letters – on their iPad to produce their
ACELA1480 own version of the story
Students are able to sort We’re Going On a Bear Hunt. “Activity 3: Within the home corner of the classroom, the
Development
of artistic skills 5 images living and non- Students are able to sort 5 teacher is to transform that area into a bear hunt for the
through living items and create a images living and non-living children. The children will participate in a child-led activity
experimentatio pic-collage. items and create a pic-
n with: collage.
where they will play independently with each other within
shape the the home corner. The teacher is to provide students with
(geometric Students are able to Students are able to
shapes) costumes they that can put on whilst participating in the
Play co-operatively with Play co-operatively with
colour (mixing dramatic play of acting out going on a bear hunt.
other children when
primary other children when participating the Socia-
colours to
create
participating the Socia- Dramatic play corner in the
classroom. “Activity 4:The teacher is to set up small world play
secondary Dramatic play corner in
colours) within the classroom, where the small world is based around
the classroom.
line (broken, the book “We’re going on a bear hunt”. The students who
jagged,
dashed) are engaging in this station are going to have a free play
space section, which allows the children the opportunity play with
(background,
foreground) small world play based on the story “We’re going on a Bear
texture Hunt”.
(changes in
texture;
transfer of Conclusion of lesson: Play the “Were going on a bear hunt”
texture)
to create song to get the students back to the mat.
artwork Ask students the following questions when on the mat:
(ACAVAM107
Numeracy -
Critical and - “Who would like to show their green screen creation
creative
thinking of the story 'We’re going on a bear hunt’?”
- “Who can tell what they played with at the small
Generate and world play station”.
record design - “Who can tell me what they pretended to play, whilst
ideas through
describing, in the socio-dramatic space in the classroom?’
drawing, - Who is able to tell me what living and non-living
modelling
and/or a materials they found in the indoor and outdoor
sequence of learning environment."
written or
spoken steps The students are already sitting on the mat, ready in order to
(WATPPS02) begin the next lesson.
Bibliography:

Lin, W. (2017). Film-Aided Foreign Language Teaching Under the Constructivism Theory. Education Journal, 6(2), p.84.

Menzer, M. and Winsler, A. (2018). Preface: The arts & early childhood. Early Childhood Research Quarterly, 45, pp.193-196.

Rosen, M., & Oxenbury, H. (1989). We’re going on a bear hunt. London, United Kingdom: Walker books Ltd.

School, Curriculum and Standards Authority, (2014). Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/codes/english/year-1/acela1480

School, Curriculum and Standards Authority, (2014). Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/visual-arts2

School, Curriculum and Standards Authority, (2014). Retrieved from

https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

YouTube. (2019). We're Going on a Bear Hunt. [online] Available at: https://www.youtube.com/watch?v=BAJc6sLTOPw [Accessed 13 Mar.
2019].

YouTube. (2019). We're Going on a Bear Hunt | Popular Song for Preschoolers | The Kiboomers. [online] Available at:
https://www.youtube.com/
watch?v=5_ShP3fiEhU [Accessed 13 Mar. 2019].