Our Stories Revised Program 2013-1

Our Stories
Connected Outcomes Group (G) (Revised)
Year 1 Croydon Public School
Term 3 2013
Connection focus: understanding that cultural activities, objects, songs, dances and stories express beliefs, values and a connection to place and people.
Creative Arts
Stories can take many forms, including pictures, dramatisations, song, movement, soundscapes and voice, as well as written narratives. Nicola Will be teaching the students the Performing arts outcomes this year. This term she is implementing the Vocal Ease Program, please see her program for more details. .
HSIE Students will be engaged in:

telling stories through Visual Arts, Music, Drama and Dance creating a book based on a personal experience and artefact interviewing a family or community member about their history and key events in the past. Students develop an understanding of heritage as a sense of change through time and place, by sharing stories, oral histories, photos and artefacts related to their own and other families and their community. Students acquire information on significant people in their own family and local community, through community events such as the local show, grandparents day, and a street parade, that provide important family and community traditions. Students develop values related to social justice and intercultural understanding through participation in a variety of learning activities.
Science and Technology

Our stories provide opportunities for students to design and make a book to tell others their story. A methodical approach to their planning should be taken, using flowcharts and storyboards. A focus on design criteria and the intended audience should be an important factor of initial planning. Set students a design challenge of making an eight page book from two A4 pieces of paper. Have students consider: how is a book made? how is it bound? what are the sections of a book? what is layout? what does an editor do? how do I make my book appeal to my intended audience?
Planned assessment:
observation of a musical composition using artwork as inspiration viewing of a character dramatisation in an imaginative story analysis of detailed drawings of personal artefacts evaluation of the significance of events that have affected their families observation of class discussions on justification and reasoning for making choices evaluation of the process of designing and making a story book.
PDHPE
PDHPE outcomes are addressed in other units within this Stage. There are no PDHPE outcomes linked to this unit. Please note: Chau is teaching PD lessons this year. Term 3 s focus is Personal Relationship Please see her program for details.
State of NSW, Department of Education and Training, Curriculum K12 Directorate (2009) Not part of NEALS Page 1 of 19 COGs unit S1 Our Stories (G) Version published 01/2010 http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Our Stories
Connection description
Stage 1
The following information describes how the KLAs connect and contribute to the connection focus. Outcomes are unpacked and connections with specific content are described. The key concepts and enduring understandings describe skills, knowledge and understandings that can be transferred to new contexts. NB. This information can be adapted by teachers who may wish to incorporate school specific content that still addresses syllabus requirements and the outcomes chosen for this connected outcome group. Literacy connections:
Texts that sequence and recount Talking and listening: listening and responding to told stories Reading: shared reading of tales, dreaming stories, and viewing of oral histories Writing: recounting a key personal event
Numeracy connections:
Time: name and order months and seasons of the year. Share stories related to seasonal changes I went skiing in July which is winter. Patterns and algebra: create, represent and continue a variety of number patterns. Identify patterns in dance composition.
KLA Outcomes
CREAT IVE ARTS See Nicolas Program for dance, Music and drama outcomes. This term she is implementing the Vocal Ease Program . VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things. VAS1.2 Uses the forms to make artworks according to varying requirements. VAS1.3 Realises what artists do, who they are and what they make. VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience.
Connections
Content
Key concepts and enduring understanding
CREATIVE ARTS
Stories can take many forms, including pictures, dramatisations, In Visual Arts, students can: Visual Arts: Students learn to discuss, song, movement, soundscapes and voice, as well as written use their own stories, the stories of other observe and draw personal artefacts, then narratives. students, their families and local develop a visual story based on their object. community as a stimulus for art making Students can use storytelling as a tool to investigate the work of use their imagination to talk about stories artists and as a stimulus for making works. based on artworks make artworks based on subject matter that may include personal, family and local community historical objects, historical figures, oral histories and local myths and legends.
KLA Outcomes
CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities.
Connections
Content
Key concepts and enduring understanding
Students develop an understanding of heritage as a sense of Students will learn about: Students develop an understanding of change through time and place, by sharing stories, oral original stories of other students, their change over time and events that contribute histories, photos and artefacts related to their own and other families, their community and other to our history. families and their community. communities origins of important days and holidays people who are important in the lives of Students show the ways events in the past and present are students in the class measured, recorded and valued. The importance of local technologies, both past and present communities celebrating and preserving their heritage and changes, both past and present, caused traditions are explored. Students acquire information on by changing needs significant people in their own family and local community, school, local, national and global events. through community events such as the local show, grandparents day, a street parade, that provide important family and community traditions. Students develop language to denote change over time and values related to social justice and intercultural understanding through participation in a variety of learning activities.
HSIE DMS1.8 Develops and implements own design ideas in response to an investigation of needs and wants.
SCIENCE AND TECHNOLOGY
Our stories provides opportunities for students to design and make a book to tell others their story. A methodical approach to their planning should be taken, using flowcharts and storyboards. UTS1.9 Selects and uses a range of A focus on design criteria and the intended audience should be equipment, computer-based technology, an important factor of initial planning. materials and other resources to undertake Set students a design challenge of making an eight page book an investigation or design task. from two A4 pieces of paper. Have students consider: How is a book made? ICS1.2 Creates a range of information How is it bound? products and communicates using a variety What are the sections of a book? of media. What is layout? What does an editor do? How do I make my book appeal to my intended audience? etc.
Content is selected from Science and Technology big ideas. Students learn that: information products are created to meet particular needs particular media can be chosen to suit the type of information to be communicated. Students learn to: develop design concepts through drawing and modelling follow established procedures for safety using equipment and resources suggest how products and places could be improved to better meet the needs of users choose appropriate equipment and materials from a limited range of classroom resources to suit investigating tasks and designing and making tasks.
Students follow a guided design process to create an information product. Students communicate messages using a variety of media. Students describe and apply production processes.
PDHPE
This KLA is not connected at this stage
Planning page
Resources needed:
Students will be asked to bring in a personal artefact (something of importance to them), and an artefact from their family Students will be producing a book from stories and drawings based around this artefact. Organise for an older community member to share stories about when they were young. Creative Arts Beyond the frame (DET)# Enter Art (DET) (currently out of print; teachers book is available as a pdf on arts action CD-ROM (DET) # musical instruments Vocal-Ease modules 3 & 4 (DET)# Images for titles from Enter Art can be found at: http://www.artgallery.nsw.gov.au/collection/simple_search HSIE artefacts (personal items of interest, objects from family and community members, Aboriginal artefacts) Caring for Place caring for Country (DET) (available as a pdf at: http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/assets/pdf/caring/caringpl ace.pdf) Spare copies of Caring for Country are also available from regional offices contact your regional curriculum SEO2 or Aboriginal Education consultant. Literary texts Abel's moon, Shirley Hughes Catherine and Laurence Anholt's big book of families When I was young, James Dunbar Isabellas bed, Alison Lester a range of different styles of story books (produced in different ways). #Additional copies of some DET resources are available from DET sales at: https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index.htm Collaborate with your teacher-librarian for teaching and resource support. Links to additional sources for resources: Henry Parkes Equity Resource Centre Library (the Library has a collection of resources to support the COG units, including out of print resources, which can be borrowed a term at a time) https://detwww.det.nsw.edu.au/adminandmanage/infoman/eqreslib.htm School libraries and information literacy http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/k_6/tabl ecogs.htm ISP matrix for COGs TaLe http://www.tale.nsw.edu.au
Literacy links include:

innovates on a spoken narrative started by a teacher works in group to write and perform a musical composition for other students listens to an oral recount from a guest speaker relates events in texts to own experiences describes an object using focus questions discusses how pictures can convey a message or story interviews a family or community member about an artefact, and shares this information with the class creates a story book (literary recount) from own experiences uses questions to gather information and summarises results of a class survey. Links to English programming support: Programming starters: https://detwww.det.nsw.edu.au/curr_support/ english_prog/progstarts1.htm Programming templates: https://detwww.det.nsw.edu.au/curr_support/ english_prog/templates.htm Connections with texts: https://detwww.det.nsw.edu.au/curr_support/ english_prog/conn_texts.htm
Numeracy links include:

uses understanding of vertical, horizontal and parallel lines when drawing gives and follows simple directions, using terms left and right compares and orders events in time. Links to Mathematics programming support: https://detwww.det.nsw.edu.au/curr_sup port/maths_prog/index.html
Term planner (teachers may want to use this to plan the work over a term)
Click here for Assessment task supporting S1 Week Literacy Links Numeracy Links
Where the Forest Meets the Sea Mini Unit (see English Program for details) Where the Forest meets the Sea, cont. Where the Forest meets the Sea, cont.
Click here for Smart Notebook supporting S1 Learning object HSIE Creative Arts
Visual Arts Art Show artworks, Individual and class artworks based on Where the Forest
Internet based activity Science and Technology
What is heritage?
2 3
NAIDOC WEEK Aboriginal Heritage Museum in a Box Aboriginal Perspectives NAIDOC WEEK Aboriginal Heritage Museum in a Box Heritage & Aboriginal Perspectives Personal heritage
Visual Arts Telling a Story
Visual Arts personal heritage
Visual Arts family heritage 5 Family heritage
Making a book - (Weeks 58)
6 7 8 9 10
Our heritage
Our families lives and times Museum in a Box Heritage & Aboriginal Perspectives Our families lives and times (report back) Museum in a Box Heritage & Aboriginal Perspectives
Note: Highlighted lessons are created by teachers, Unlighted are original cogs unit lessons.
Unit of work Outcomes Wk
Learning experience This unit explores the concept of telling stories as part of our history and heritage. Through Creative Arts and HSIE, students learn about the importance of artefacts and the different ways stories can be told. This unit culminates in a Science and Technology task where students design and make a book from their stories.
NB shaded text is background information for teachers.
Planned assessment
Creative Arts: Visual Arts, Drama

VAS1.3 Realises what artists do, who they are and what they make talks about what they see in an artwork. VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience talks about the different meanings an artwork may have. DRAS1.2 Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice creates a story and expresses dramatic meaning through voice.
Telling a story Look at an artwork from the DET image kits Beyond the frame or Enter Art. Suitable examples: - Manly beach Summer is here (image no. 2 Beyond the frame) - Waiting for the mine bus (image no. 6 Beyond the frame) - The meat queue (image no. 8 Beyond the frame) - Big shark in a small ute (image no. 10 Beyond the frame) - Manly beach five girls on long boards (image no. 20 Beyond the frame) - Untitled (fashion queue with masked child) (image no. 10 Enter Art) - The Emperor Jehangir returning from a hunt (image no. 12 Enter Art). Images for titles from Enter Art can be found at: http://www.artgallery.nsw.gov.au/collection/simple_search Discuss the artworks: - what story is the picture telling? - what can you see? Use the artwork as stimulus to tell a story. Stop after a short period and select students to continue the story. Different students continue to build and extend the story. Encourage students to use their imagination and to be as creative as possible. (Literacy link: innovates on a spoken narrative started by a teacher)
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Outcomes Creative Arts: Drama

DRAS1.1 Takes on roles in drama to explore familiar and imagined situations. creates a role and situation using an artwork as stimulus. DRAS1.3 Interacts collaboratively to communicate the action of the drama with others interacts in role to communicate meaning to an audience. DRAS1.4 Appreciates dramatic work during the making of their own drama and the drama of others responds to their own drama and that of others by describing their ideas and feelings.
Learning experience
Planned assessment
Focus: Developing a story Setting from an artwork/ picture book Picture book Form: Artworks, storytelling Elements of drama: contrast, symbol, focus, mood Resources: Where the Forest Meets the Sea big book.
Please note this was originally a drama lesson and has been adapted to use Jeanie Bakers collages. http://childrens-literature.wikispaces.com/RESOURCES Teacher discusses how other picture books can be a stimulus for the personal writing. Discuss Jennie Bakers artworks as illustrations in relation to setting. Focus on one page. - What can you see in this page / artwork? - If you were to step into this artwork, who or what could you be? Could you be the boy, the tree, river, old man, boat? Go through 5 senses. A setting can be real or not real - What was the artist trying to say? - Where is this located? Which country? Which world? Real or unreal? Is it a long time ago or in present time? - If you were to be a colour in this painting, how would you do that? For example how can you be yellow? - How would yellow move? Class discussion Appreciating Artworks Teacher leads a discussion about the work. Questions could be - What did we see in each page? What kinds of moods did we see or feel? What extends outside the pages? Who could give a title to one of these artworks? EXTN: Discuss the elements of Visual Literacy in each page / Setting. How would this change the writing. Responding to an object or artefact Provide stimulus objects such as historical or Aboriginal artefacts for students to look at. Objects that are functional such as tools and utensils and which have personal significance are ideal. Students sit in a circle and the objects are passed around, one at a time. Discuss what the objects may be, how they could be used, who might have used them and how old they might be. One student at a time takes an object and develops some action using the object as the stimulus, e.g. showing the rest of the class how the object might be used. The students may: - improvise actions by stepping into role to enact a situation that tells a story about the object. The teacher may assist by taking on a role in the drama with the student to help build belief in the action, or by asking questions to facilitate the student in decision making, e.g. how heavy is it to carry? Can you mime the movement to dig with it? Would you like to give this away? Who would you give it to? Show us. - tell a story about the object by using mime actions. Ensure that students understand that mime is a silent Assessment strategy
The teacher: observes student participation in improvisation and mime activities analyses student responses to their own drama and the drama of others.
SEE English
Creative arts: Drama

DRAS1.1 Takes on roles in drama to explore familiar and imagined situations creates a range of roles and situations using an object as stimulus. DRAS1.2 Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice expresses dramatic meaning through
Assessment criteria
The student: interacts in role to communicate meaning to an audience. responds to their own drama and that of others by
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Outcomes
movement and voice. DRAS1.3 Interacts collaboratively to communicate the action of the drama with others interacts in role to communicate meaning to an audience. DRAS1.4 Appreciates dramatic work during the making of their own drama and the drama of others responds to their own drama and that of others by describing their ideas and feelings in class discussion. .
Learning experience enactment involving visual communication through gesture and action - tell a story about the object, relating it to a previous experience. Students discuss their own drama and that of others: - how did you feel when you were performing? - what was it like to be someone else? - what did you enjoy? Why? - what grabbed your attention? (Literacy link: uses props to innovate as a character and tell stories; uses verbal and non-verbal communication)
Planned assessment
describing their ideas and feelings in class discussion. These criteria address outcomes DRAS1.3 and DRAS1.4
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Outcomes HSIE
CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities identifies past events and explains their significance to self and others retells original stories associated with traditions of own family and community, reflects on the oral history of the guest speaker and compares to own experiences compares artefacts from different times and evaluates their significance and purpose explains how different generations of people lived in the local area communicates the value of the contributions made by past generations to the community.
Learning experience What is heritage? Tell students a story about when you were young (real or made up) or use the texts listed below. Convey in the story a sense of change over time and cultural heritage that reflects family and community at the time, e.g. a family holiday, a significant incident, a particular family tradition, something special you did with grandparents. Texts could include: Abel's moon, Shirley Hughes Catherine and Laurence Anholt's big book of families, Catherine & Laurence Anholt Discuss what has changed from then to the present and relate to students own experiences, for example: - were events in your life like those in the story? - what is one big event that you remember from the past? e.g. the arrival of a baby sister or brother, family holiday, Australia Day picnic, family outing to the local fair. What is one big event we have had this year in our class? e.g. Education Week or cross country. Have students: - describe the event and record as a class what is said - read out what has been written about the class event - explain to students that they gave an oral recount of a past event and that this is a useful way of gaining information about the past. Invite a guest speaker, preferably a grandparent or older member of the community, to visit the class and share some stories of what life was like when they were young using some artefacts to illustrate. If these artefacts were used in the previous Drama lesson, ask students to recount their predictions to the guest speaker. Were they correct? Explore artists works that show family or community events from the past, e.g. the images in the Discovering Democracy, Australian Readers, Middle Primary collection pp. 26, 27 and 29. Shearing the rams by Tom Roberts (1890), Australian beach by Charles Meere (1940), The bathers by Anne Zahalka (1989). Also view the Upper Primary collection p. 15, Down on his luck by Frederick McCubbin (1889). Discuss, using questions to highlight the changes over time in lifestyle and culture represented in the images. Assessment: Place students into small groups. Give each group images to classify into then and now. Students will take one set of images to their desk (e.g. Horse and cart + car) and paste onto assessment sheet under headings Then and Now. Invite students to continue the activity by drawing more then and now images. If possible students can label drawings and write a statement on why things have changed. http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L675/object/index.html (This website depicts a Cobb and Co coach. It is interactive and discusses comparisons between then and now transport.) (Literacy link: listens to and identifies with stories read; recounts key events; listens to an oral recount from a guest speaker) Personal heritage HSIE Bring in a personal artefact of significance to show the class. Explain the story behind the artefact, its significance, why you have kept it and what it reminds you of. Identify something that is important to the class that cannot be represented by an artefact. Students discuss what is very important in their lives and identify both tangible and intangible items:
Planned assessment
Assessment strategy
The teacher: observes student contribution to group discussion. observes student work samples
Assessment criteria
The student: participates in group discussion. classifies images appropriately. provides drawings to demonstrate understanding of concept. clarifies concept knowledge through labelling and written statement. These criteria address outcome CCS1.1 This assessment task focuses on the QT element/s of: Deep Understanding Higher Order Thinking Connectedness Cultural Knowledge Inclusivity
HSIE
CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and
Assessment strategy
The teacher: analyses student drawings of objects.
Assessment criteria
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Outcomes
community members and in other communities communicates an understanding of the importance of the past events in peoples lives examines artefacts in relation to peoples lives in the past.
Creative Arts: Visual Arts

VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things investigates details of objects through drawing. VAS1.2 Uses the forms to make artworks according to varying requirements. explores the qualities of different drawing media to make a drawing from observation.
Learning experience - tangible e.g. a special toy, something that is important to their family, such as a painting or an old memento, perhaps from another country - intangible e.g. love and friendship, a special relationship with grandparents or cousins, the significance of rituals and celebrations. Encourage students to bring in a personal artefact. A class letter sent home could include the questions below to help students prepare. Ensure items are securely stored. Students then share their artefacts with the class, using questions to focus their presentation: - what is your personal artefact? - how did you get it? (Where, when and who from?) - why is the artefact special to you? Read books about personal artefacts e.g.: - When I was young, James Dunbar and Martin Remphry - Isabellas bed Alison Lester - identify what was important to the major characters in the story, why they kept the items and why they were treasured. - compare students artefacts with those in the story, discuss similiarities, differences and significance of artefacts. (Literacy link: relates events in texts to own experiences; describes an object using focus questions)
Planned assessment
The student: makes a detailed drawing of an object from observation explores the qualities of different drawing media to make a drawing from observation. discusses how pictures can convey a message or story sequences ideas in a visual literary recount. These criteria address outcomes VAS1.1 VAS1.2, TS1.3
English
TS1.3 Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations.
Personal heritage Visual Arts The artwork produced will be used later to make a book. Students draw their artefact from observation using a variety of media e.g. coloured pencil and chalk on coloured paper, crayon and pen. Encourage close observation of details, noting relationships between shapes and lines. Drawing from observation develops the students ability to look carefully, to analyse, describe, explain, interpret and present information. Discuss with students: how can your object become part of a story? Have students draw a short (three picture) story that includes their object. Sketch possible stages of the story for the students e.g.
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Outcomes
Learning experience Finding/receiving the object
Planned assessment Things I do with the object (Why it is important to me) Losing or passing the object onto someone else
(Literacy link: sequences ideas in a literary recount; discusses how pictures can convey a message or story) (Numeracy link: uses understanding of vertical, horizontal and parallel lines when drawing)
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Outcomes HSIE
CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities identifies and talks about the lives of people in their family and community retells original stories associated with traditions of their family explains why a personal, family or community event is important.
Creative Arts: Visual Arts

VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things investigates details of objects through drawing. VAS1.2 Uses the forms to make artworks according to varying requirements explores the qualities of different drawing media to make a drawing from observation.
Learning experience Family heritage - HSIE Refer to Topic 3, page 31, from Caring for place caring for country (DET) http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/assets/pdf/caring/caringplace.pdf Students briefly describe a special tradition, activity or place that is of special significance to their family. Students may use artefacts and photos. Other students may ask interesting questions. Introduce The river is big by Connie Ah See, included in Caring for Place caring for Country.. Explain that the book is about Connies place and the special stories she shares with her family. Talk about the games that Connie and her cousins played rounders, rolly polly, marbles (jacks). Consider making some of the toys and playing these games. Identify some other Aboriginal toys found in museums. (PDHPE link) Compare to the games children play now. Read the story with the class, recall special people, places and activities that Connie refers to. Connies nan told special stories about the old people and the old times gone, The Dreaming. Assessment (Literacy)-Students identify special people, places and activities that are important to their families. They identify one special thing to write about.Students will complete a writing plan before the task, including a labelled diagram of their topic, to assist their writing. In their writing they should; identify the person, place or activity, describe it and identify why or how it is special to them. Assessment (Numeracy) Discuss The River is Big with reference to time frames throughout the day. Link time frames back to the daily life of the student. Students will be asked to discuss and draw activities that happen in the morning, at lunch, in the afternoon and at night. They will be provided with clock images marked with appropriate hour and half hour markings to match their time frames. Students will mark each time onto the appropriate clock. Invite students to include supplementary time frames (e.g .45 minutes after bedtime, 15 minutes before lunch) Support website: http://www.harcourtschool.com/activity/willy/willy.html (Literacy link: Develop description writing strategies. Refer to student worksheets in Caring for Place caring for Country (DET).) Explain the significance of some important days (ongoing as they occur) that we now celebrate or remember in Australia e.g. Australia Day, ANZAC Day, Christmas and Easter. Students explain the way these important days are acknowledged either in their own family or in the community. (Literacy link: interviews a family or community member about an artefact using prompt questions; shares this information with the class) (Numeracy link: identifies special days and dates on a calendar) Family heritage Visual Arts Students draw their artefact using the same techniques used in Personal heritage. Encourage students to use different media from their first drawing. Students describe why they chose their media e.g. charcoal and the difference between this drawing and
Planned assessment Assessment strategy

The teacher: analyses student work samples.
Assessment criteria
The student: conveys appropriate idea or message in writing sample uses appropriate punctuation uses nouns and adjectives self-edits work. These criteria address outcomes WS1.9, WS1.10 This assessment task focuses on the QT element/s of: Connectedness Narrative
Assessment strategy
The teacher: analyses student work samples
Assessment criteria
The student: creates images appropriate to a time frame reads time on hour and half hour labels time on hour and half hour. understands quarter hour time frames These criteria address outcome MS1.5 This assessment task focuses on the QT element/s of: Metalanguage Explicit Quality Criteria
English
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type.
Mathematics
MS1.5 Compares the
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Outcomes
duration of events using informal methods and reads clocks on the half-hour.
Learning experience their previous drawing. (Literacy link: discusses how pictures can convey a message or story)
Planned assessment
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Outcomes Creative Arts: Dance

DAS1.1 Performs dances demonstrating expressive qualities and control over a range of locomotor and nonlocomotor movement presents a simple movement sequence with a partner. DAS1.2 Explores and selects movement, using the elements of dance to express ideas, feelings or moods uses the elements of dance to explore movement ideas to tell a story. DAS1.3 Gives personal opinions about the dances and their purpose that they view and/or experience participates as an audience member and responds to questions about the dance performances.
PDHPE
DAS1.7 Performs simple dance sequences incorporating basic movement skills and patterns performs a simple dance sequence shows movements with different parts of the body.
Learning experience Telling a story through movements Digital photographs of dance performances may be used for the design task: Making a book Select five or six artefacts that have been brought in by the students (personal and/or family artefacts). Using one object as a stimulus, students individually develop a series of shapes based on the object itself or how the object is used. Working collaboratively with a partner students design a sequence of movements, exploring movements and shapes associated with the object. Each pair should interact and show a connection between their individual shapes and movements. Discuss ideas and ask students to demonstrate examples: - what body shapes they will use? (curved, stretched, angular, narrow) - will they be walking, jumping, rolling, running? (locomotor action) - will they be bending, stretching, tilting, twisting? (non-locomotor) - what parts of the body will be moving? (head, torso, legs, arms) - how will they move? (dynamics smooth, jerky, light, heavy) - will they move slowly or fast? (time - tempo, pace, speed, rhythm) - where will they move? (personal space and pathways as they move within the performance space) - what levels will be used? (high, medium, low) - how will they interact with their partner? (mirroring, canons, call and respond). Assessment - Each pair should develop a simple movement sequence to tell a story about the object or through using the object. Encourage imaginative and creative responses. Note: the students stories do not have to be logical or realistic. Pairs perform their story (movement sequence) for the rest of the class. If possible, take digital photos of the performances for future use. Discuss: - which dances did you like best? Why? - which movements were the most interesting? - which shapes were the most interesting? - which story did you like best? Why? - if you were going to design a costume for your dance (story), what would it look like? (Numeracy link: gives and follows simple directions, using terms left and right)
Planned assessment Assessment strategy

The teacher: observes student participation in movement sequence
Assessment criteria
The student: interacts with partner to develop a dance sequence performs a simple dance sequence shows movements with different parts of the body These criteria address outcome DAS1.7 This assessment task focuses on the QT element/s of: Engagement Connectedness Narrative
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Outcomes HSIE
CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities examines a pictorial history of different eras to develop an understanding of change over time develops questions to establish lifestyle and events depicted discusses the changes to the way we live develops an understanding of history and heritage
Learning experience Our heritage Use a junior pictorial history book to explore the past. Deconstruct an era, relative to Australia, and depicted in a history book, and explain things such as the transport used, whether there was electricity, TV, clothing, type of food eaten. Relate to students experiences. Discuss the images presented in the pictorial history, and describe the events, life and time represented by the images. Consider: - the activities occurring on the page - who is performing the activities - the types of occupations depicted - the types of play and games depicted - where these events may be happening. Work in groups to read and explain an allocated section of the book, presenting information in chronological order to reinforce the changes that have occurred over time. (Literacy link: with support, locates information in factual texts using subheadings and focus questions)
Planned assessment
HSIE
CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities develops questions to identify significant events and people in own family in the last ten years participates in undertaking some family discussions about significant events and people of their lives participates in developing a display depicting events of the last ten years.
Our families lives and times Create a display depicting the life and times of students in the class. Use a 10 year period e.g. 19952005. Use the junior pictorial history book as a model of examples that could be included in the display. 1998 1999 2000 2001 2002 2003 2004 2005
Assessment strategy
The teacher: analyses the students questions to evaluate understanding of the significance of important events in their family.
English
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers.
Develop and list the important things that have affected students families in the last 10 years e.g. births, deaths and marriages. Identify some important community events that their family, or family members, have participated in or been involved with. Consider: - who was important or significant to us? - when did particular events happen? - what events do you think are important? Why? - who was involved in these events? - how did the life of your family change? Assessment: students prepare questions to ask family members to identify and explain the significance of important events for their own family. Use students questions to assess understanding of the importance of people, days and events in the past and the way these have affected their lives. (Family responses are not assessed due to personal and family privacy). Students: - interview family members using the questions they have developed. Students may share some suitable responses. - collect some images; photos or drawings illustrating some significant events in their family and community.
Assessment criteria
The student: prepares questions about important family events prepares questions to identify some important community events prepares questions to identify people in their family and their significance in the lives of other family members identifies the impact of events on own family members. These outcomes address outcomes CCS1.1, WS1.9, WS1.10.
Wk
Outcomes
WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type.
Learning experience Write captions to include in the class display. - compare and collate events named during family interviews. - collate images and events into chronological order according to year - review information displayed and relate to the stories an old person tells about when they were young. (Literacy link: writes questions for an interview; records and evaluates responses) (Numeracy link: compares and orders events in time)
Planned assessment
Wk
Outcomes Science and Technology

ICS1.2 Creates a range of information products and communicates using a variety of media information products are created to meet particular needs people work in teams to create information products information products can take many forms and use different media. DMS1.8 Develops and implements own design ideas in response to an investigation of needs and wants explores common products and environments (places) and suggests how the features of their design meets the needs of users.
Learning experience Design task: making a book These books will be made using drawings of artefacts, information gathered from interviews, and questions from exploring personal heritage. This task is an opportunity to have students work with an older class member or family member to create their books. Introduce the design brief: design and publish a story book for an audience of fellow students. Exploring the task The teacher reviews stages of a design process that students will work through: exploring why and how we make storybooks (need); working out ideas for our own storybook; making our own storybook; evaluating what we have done. Students consider the purpose (need) for stories and story books. Ask: Why do we tell stories? Also see Pop Up Books: http://www.abc.net.au/tv/collectors/segments/s2522231.htm Book crafts: http://home.howstuffworks.com/book-crafts.htm and
Planned assessment
Ensure that students explore a wide range of purposes e.g. to entertain, to learn about things (pass on knowledge), to tell people about something that has happened, to help people understand our ideas and our feelings about things. Have students brainstorm: - the different ways we tell stories - the different media we use to record stories.
Science and Technology

ICS1.2 Creates a range of information products and communicates using a variety of media people work in teams to create information products information products can take many forms and use different media technology can change the ways in which we communicate particular media can be chosen to suit the type of information to be communicated. DMS1.8 Develops and implements own design ideas in response to an
Revisit the design brief: design and publish a story book for an audience of fellow students Exploring and defining the task Review earlier learning about the purpose of telling stories. Bring a range of different styles of story books into the class. Have students explore different ways we produce story books. Ask students what is similar and what is different about how these books are produced? e.g. pop-up, spine at the top, spine on the left, big book, spine on the right, stapled at the spine, spiral bound, cloth bound. Ask students to look at the way the books are produced. Ask: - what do you like about these books? - what dont you like about these books? As a class, create a list of criteria e.g. a good story book - is interesting - can be understood by other class members - tells a story (has a sequence) - can be read many times without falling apart. Generating ideas and producing solutions Have students interview a book expert (teacher-librarian) to find out how books are produced. In preparation have students prepare some questions:
Assessment strategy
The teacher: observes student contribution to class and group discussions asks students to give reasons for their choice of production technologies i.e. handwriting, computer generated texts, clip art observes student use of equipment and materials talks to students about their self -evaluation against the class criteria for success.
Assessment criteria
The student: shares design ideas with others and responds to feedback works cooperatively and safely
Wk
Outcomes
investigation of needs and wants shares design ideas with others and responds to feedback uses a range of equipment, including some specialist equipment, to produce or model products and places. works cooperatively and safely to develop and implement own design ideas follows established procedures for safely using equipment and resources.
English
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type.
Learning experience what are the essential parts of a book? what are the correct terms to use when describing the different parts of a book? what methods of book construction last well? Explain to students that they will each be responsible for creating their own story book using their art ideas. An older student, family/community member may be able to help them. The finished publications will be circulated to different groups and an evaluation carried out. Suggest to students some possible methods of production available in the school: - hand writing (text) - computer generated text (cut out by hand and pasted ready for copying) - using previous illustrations, taking photographs with a digital camera. Content can come from the sequence of drawings created in the Personal heritage learning experience and the dance activity Telling a story through movement Discuss the content of the story book: - what is the story we want to tell? - what is the sequence of events in the story? - what illustrations do we need to explain the story? - how many illustrations and pages do we need to tell the story? - how will we assemble our text and our illustrations? - will we use the computer to produce text, or will we write the text? - who can help us with the computing skills we need? - if we are going to print our book, how will we prepare our book for printing? Have students prepare a sketch to work out what goes on each page. Ask: how will we know our story books are successful? Brainstorm class criteria to use for evaluating. Students create their own storybook using the information from previous lessons. Evaluating processes and solution Use these criteria to create a class evaluation sheet Criterion Is interesting Evaluation question Did you enjoy reading all of the story? What part did you like best? Will you recommend the story to friends?
Planned assessment
follows established procedures for safely using equipment and resources organises the sequence of ideas in a narrative contributes text to pictures in a narrative.
These criteria address outcomes DMS1.8, ICS1.2, UTS1.9 WS1.9, WS1.10
Students organise another group or another class in the same grade to read their storybook and complete the evaluation survey. As a class collate the results of the evaluation sheets and discuss.
Wk
Outcomes
Learning experience Ask each student: - what are you most proud of? - what would you improve if you could make the book again? Possible extension ideas: - students explore the potential use of Publisher to produce their story book. A good starting place is the Blank publications option in the start up menu - students explore the use of Storybook Maker software, at http://homepage.mac.com/seilts/udl_at/resources/MultiMedia/Image_Blender_Storybook.pdf (Literacy links: creates a story book (including planning, sequencing ideas, text and construction from own experiences; uses questions to gather information; summarises results of a class survey) Telling a story (optional activity) Select a poem, such as Cinderella from Vocal-Ease modules 3 & 4 (DET) to perform as a choral speaking activity. Discuss fairy tales from various cultures. Discuss the story of Cinderella. Present and compare different versions of the story. Identify the different characters in the story. Select a leader to read the poem while the characters perform their part through mime. Perform the poem as a group, incorporating movement and variation in vocal expression.
Planned assessment
Creative Arts: Music

MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts experiments with use of the voice practises speaking in an ensemble.

Our Stories Revised Program 2013-1

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Our Stories

Connected Outcomes Group (G) (Revised)

Year 1 Croydon Public School

HSIE Students will be engaged in:

Science and Technology

Key concepts and enduring understanding

Key concepts and enduring understanding

SCIENCE AND TECHNOLOGY

This KLA is not connected at this stage

Literacy links include:

Numeracy links include:

Internet based activity Science and Technology

Visual Arts Telling a Story

Visual Arts personal heritage

Visual Arts family heritage 5 Family heritage

Making a book - (Weeks 58)

Unit of work Outcomes Wk

Creative Arts: Visual Arts, Drama

Outcomes Creative Arts: Drama

Creative arts: Drama

Creative Arts: Visual Arts

Learning experience Finding/receiving the object

Creative Arts: Visual Arts

Planned assessment Assessment strategy

Outcomes Creative Arts: Dance

Planned assessment Assessment strategy

Outcomes Science and Technology

Science and Technology

These criteria address outcomes DMS1.8, ICS1.2, UTS1.9 WS1.9, WS1.10

Creative Arts: Music

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