FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 week YEAR LEVEL: One LEARNING AREA/TOPIC: English and ICT
1

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

Notes about device access in the classroom:

Children need to have an iPad each if they are in the teacher guided activity.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 1
English – Did the student Introduction:
Creating As a result of this lesson
Lesson recreate a scene - Students are seated on the mat. The Cat In The Hat
Literature. students will be able to: trailer:
3 from the book? - Put the trailer for the movie The Cat In The
- Recreate text by https://youtu.be/fTEfS
Recreate texts Hat on.
drawing a scene from Y4tzF8
imaginatively Did the student
- Ask the students to recall what they made last
using drawing, the book read. explain why they
writing lesson, and to tell their partner two plus, and a
- Record and/or type an liked this part
performance minus – about the lesson on English the day
and digital explanation of why the of the book?
before.
forms of section of the book
communication Did the student - Split the class into groups.
was their favourite.
(ACELT 1586).
experiment with
- Use the tools on the Body:
the tools on the
app Draw and Tell. - Ask the students what their favourite part of
app Draw and
Draw and Tell app.
tell? the book was.
iPads
- Explain and show the students a demonstration Seesaw
Teacher will have of how to use the app.
the students
- The other activities:
work exported
o Match rhyming words from the text (for
to their iPad Activity 1:
example they have the word cat, they Pre-made cards that
were they will
then must match sat and hat to the rhyme.
then assess their
Activity 2:
final product. card.)
Paint, paintbrushes,
o Paint their favourite scene or character. butchers paper, easel.
o Design their own hat. Activity 3:
 - The students will draw their favourite part of Access to the crafts
table, paper with an
the book and then either add text or use voice
outline of a hat.
recording to describe the scene and why it is
their favourite.
- Once students have finished they export to
camera roll and air drop to the teacher, once
the teacher has assessed all the students work
she will upload to Seesaw.
- The students will rotate groups once everyone
has finished and completed their draw and tell
activity.

Conclusion:
- Students gather onto the mat.
- The teacher reads The Cat In The Hat, however
the students are the ones who lead the reading
of the story.

Copy this page above as many times as required for each lesson. Usually one (or maybe two) of these per lesson is sufficient to describe your activities.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 week YEAR LEVEL: One LEARNING AREA/TOPIC: English and ICT
1

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

Notes about device access in the classroom:

Children need to have an iPad each if they are in the teacher guided activity. Seesaw, iMovie, camera, wordcloud.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Did the student Introduction:

Week 1
English – create a rhyme/ - Students are gathered on the class mat – read the The Cat In The Hat
Examining As a result of this lesson,
Lesson 1 poem? book The Cat In The Hat by Dr Seuss. book by Dr Seuss
Literature. students will be able to:
- Split the students into their activity groups and
- Video themselves Was the student
Listen to, recite discuss that the students will rotate through
reciting their poem able to recite
and perform activities.
their poem?
poems, chants, that they have
rhymes and Body:
created. Did the student
songs, imitating - Ask students if they can recall what rhyme is.
and inventing - Perform poems, record their poem iPads, paper, pencil .
- Teacher shows/ demonstrates the activity, and/or
sounds, rhymes and song using the iPad on
patterns the app iMovie? shows the final product that the students will make.
whilst using the iMovie
including - Get the students to create a rhyme, with the
alliteration and app on their iPad. teacher aiding each child if needed.
The teacher will
rhyme
be able to assess - The other activities will be aided by a teacher
(ACELT1585). Card, colouring pencils,
this, as they can assistant.
always go back and textas, crayons.
o Children hand draw themselves into their
look at the movie
favourite scene from the book.
the student made Sentences from the
o Sentence sorting – students sort out the book already cut up
on the topic.
cut-up version of the book. and laminated.
o Students brainstorm as many “at” words as
they can (this can be done using a spelling Pre made spelling
flower with the “at”
flower or wordcloud on the iPads).
in the centre. iPads.
- Once students have created their rhyme/poem they
record themselves using the camera app, this allows
iMovie, Camera, Seesaw
the children to stop the video at points to look back
on their rhyme/poem.
 - The students then insert their video clips into iMovie,
adding text, if they choose to.
- Once students have completed this activity, the
students will upload their iMovie onto Seesaw (so
their parents can see what they did in English that
day) they then rotate to another activity. This also
will allow the teacher to access and mark the
students work all on the one app.

Conclusion:
- When each student has completed the teacher guided
activity the teacher can gather the students back
onto the mat.
- Ask the students what did they like about the
activities (for teacher’s knowledge of what worked and
what didn’t).

Copy this page above as many times as required for each lesson. Usually one (or maybe two) of these per lesson is sufficient to describe your activities.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 week YEAR LEVEL: One LEARNING AREA/TOPIC: English and ICT
1

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

Notes about device access in the classroom: Students need to have an iPad each if they are in the teacher guided activity.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 1 English – As a result of this lesson, Did the student Introduction: The Cat In The Hat by
Lesson 2 Responding to students will be able to: create a book - Students gathered on the mat. Dr Seuss.
Literature. - Recall and discuss within Book - Ask them to recall what they read previous English
characters from the Cat creator? lesson. iPads
Discuss
In The Hat. - Ask the students to recall what they did last lesson.
characters and Was the student
- Create a book to discuss - Then get the students in pairs to show their iMovie
events in a able to add
range of the book, focusing on the that they made in the previous lesson.
pictures into their
literary texts student being able to book? - Read the book The Cat In the Hat, asking the
and share record their voice and students to join in when and if they can.
personal add images into the app Was the student - Separate students back into groups to do rotational
responses to Book Creator. able to answer the
activities.
these texts, questions on each
making page, using the Body:
connections recording device on - Students separate into their groups. Activity 1:
with students book creator? Skewers, crepe paper,
- The group that is teacher supervised and lead will be
own thin paper, crayons,
creating a book.
experiences Did the student sticky tape.
(ACELT 1582). - The other activities:
answer the Activity 2:
questions on each o Design your own kite Craft table access.
page relating it o Create the Cat In the Hat Activity 3:
back to the Cat In o If you had a cat what would you like him/her Pencil, Paper with the
The Hat? to be able to do? Students write a sentence question already
printed out onto it.
answering this question.
The final product
- Students must take photos or retrieve photos from
of the book will Book Creator, Camera,
the book, and add them into their book, to help
be exported to Seesaw.
the teachers iPad answer the question on the page, the students must
and then will be choose a picture that relates to their answer.
assessed by the - Students answer the question through recording their
above points. voice, the students must answer in full sentences.
(This also helps those students who struggle with
spelling, who may struggle to type or even write).
- Questions that are in the book:
o What is your favourite character from The
Cat In The Hat?
o What was your favourite part of the story?
o What part of the book was your least
favourite?
o If you could be in the story what character
would you be?
o What do you do on rainy days?
- Once the students have finished their book, they
export it into their photo library and upload to
Seesaw and airdrop to their teachers iPad.
- The students then rotate to another activity.

Conclusion:
- When students have, all participated and finished their
book the teacher will finish the English class.
- The students will pack up their area, and sit back on
the mat, where the teacher will then instruct the
students to discuss with a partner what they enjoyed
and learnt in English today.
Explanation of each section – just highlight the general capabilities section on the top that will be covered in the lesson sequence. Make sure you list the year
level and learning area.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

1 Put in the Write 2-4 objectives that are clear, Explain the type of Introduction
learning area and measurable and specific about the assessments you  Have something that keys students into the topic. Make it Put in links and titles.
Clearly code – include teaching and learning. Start with will use in the motivating and interesting. If using an online tool
state the entire strong verbs and focus on the lesson. Be clear  If it is lesson two or three then you can also have a review of include a few words as a
the outcome if content and on the ICT focus. about the reason summary so when you
‘what we did last lesson’. Examples could be a video, games,
week possible. and the collection or others look at it, they
and A content area Eg 1: method. quiz, picture study, discussion, book, or hands-on experiment. will know why the tool is
lesson should be the Create an interactive poster, using being used.
numbr focus – e.g. our CARP design principles, Eg
er in Science, Health, showcasing 3 different types of 1.Formative Eg:
the English etc. ICT is volcanoes and some geographical assessment at the Body Intro: Youtube video on

sequen the tool. locations for each type. beginning using  Create a set of dot points that list the things the teacher and volcano formation:
https://www.youtube.com/wa
ce Kahoot to check the students will complete. tch?v=WgktM2luLok
Eg 2: understanding of  Include scaffolds and teacher guides, e.g. If you list ‘research
Picture discussion CARP design
1. Research the impact of Volcanoes volcanoes’ then also list the main things you have asked them principles:
volcanoes on surrounding 2. Summative to find. https://wayfaringpath.coetail.c
landscapes. assessment - Rubric om/2014/10/08/carp-design-
for the poster – key
 2. Create a film, demonstrating
simple picture slideshow
techniques, showcasing the
positive and negatives effects
of living in an area affected by
volcanoes.
points are 3  Write in the third person e.g. the students will…. principles-for-elementary-
students/
different volcanoes,
locations and the Interactive volcano information
CARP design Conclusion http://pbs.panda-
principles.  Write how you will wrap up the lesson. Be sure to include a prod.cdn.s3.amazonaws.com/
media/assets/wgbh/ess05/ess
review of the content covered or possibly a demonstration by 05_int_volcanintro/01_What.h
various individuals of how the product creation is coming tm#
along.

Possible planning process…

Decide on a final Find ICT tools

Decide what you
Choose a product that will that will enhance
want the Create a series of
be produced by the student’s
content area students to know
the students e.g. experiences.
steps that will
Plan how to
from the and/or do by the build the
a movie, book, Tools can be for assess and
end of the lesson knowledge and
SCSA website sequence. Create
poster, website, use by the
skills required to
evaluate the
presentation, teacher but the student learning.
links to the complete the
mindmap, majority should
https://www.scsa.wa.edu.a relevant content final product.
u interactive quiz, be used by the
areas.
document, etc. students.
Device considerations
K-year 4 – Use iPad as your device. Assume either shared devices or each child has a device. Do not assume there is a lab at the
school. They are disappearing from most schools.
Year 4-6 – Use either an iPad or a laptop as your main device. Many schools have 1-1 devices but not all. Again, there are not likely
to be labs in schools – you will have shared devices or can borrow from other classrooms if you want to do individual activities.
Year 7-12 - Plan for one device per student – e.g. assume everyone will have iPad, or Mac or Windows machine.

Notes: Make sure the tools and sites you choose can cater for the device you nominate. Some popular apps are only available on
iPad and some websites don’t work on the iPad but may have an app instead. Do your research to ensure it will all work on the
nominated devices.

Website creation guidelines

Create the following tabs

 Home
 Lesson 1
 Lesson 2
 Lesson 3
 Teacher Planning page
 ICT tools

Explanation of the tabs:

Home Lesson pages Teacher page ICT tools

Explain your website. Assessment 3. Assessment 1 Assessment 1
Be clear about your target The lesson pages should be You will include your planning This is where you will put the
audience. clear and aimed at the age documents, your explanation details of the ICT tools we will
group of the students. These of the learning theory and your be covering in the unit.
Make it interesting and visual
and ensure it contains links to
the other sections of your site.
pages are not designed for
adults. It is designed for
students to use within a guided
classroom environment.
Use appropriate web design
principles to ensure the site is
easy to use and navigate.
clarification of the 4 chosen
ICT focus tools.
You will also put a link on this
page to the section where you
will be detailing all of your ICT
tools.
Include the link to the tool, a
description, a screen shot or
example and an explanation
of how it could be used in a
classroom.