TERM/WEEKS: Term 1 Week 5 YEAR LEVEL: Pre Primary LEARNING AREA/TOPIC: Health and ICT

FORWARD PLANNING DOCUMENT

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:

Each student has access to an iPad with the apps previously installed
Teacher Has a projector to display slideshows ect.

WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS
1 Label emotions according to Introduction:
Emotional
pictures of facial expressions - Have the students sitting on the mat and go through the Powerpoint slideshow
responses
Write down emotions slideshow on projector
individuals may
experience in notes/ comments • Get student to label each emotion according to
different Create a book, using book on each child as the pictures they are given Camera
situations, such
as feeling: creator, displaying pictures of you want around - Remind the students on the correct way to take a
the emotions happy, sad, the room photo; e.g showing them the right way to hold the Book Creator- upload
• Happy
images to begin
• Sad excited, tired, angry, scared, observing each iPad, to hold it still for 3 seconds, then click the button forming a book
• Excited and confused (over the 3 child and their to take the photo, hold it still for another second
• Tired
• Angry lessons) process and - Get the students to pair up and grab one iPad each to
• Scared understanding take photos of each other
• Confused • Use camera to take pictures of each others facial
(ACPPS005) Summative expressions e.g. happy, sad, angry
assessment of - Have the instructions on how to use pic collage upon
the Final product the board as a reminder for those struggling (would
using a rubrick; have used this app previously)
the book made • Once all pictures are taken get the students to go
on book creator back to their desks and create a pic collage using
their own photos.
• Make sure to save pic collage to camera roll
- Using book creator run through the instructions on
how to use the app
• This lesson will focus on creating the title page
(if there is time), Only tell the children that they
need a title relevant to emotions and to put their
name on the front cover and let them create their
own.
• Create another page (2) and upload the pic
collage
Conclusion:
Have a few students show the class what they have done
so far, showcasing their pictures of facial expressions
labelled to a particular emotion.
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.

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 Explain the type Introduction
learning area clear, measurable and specific of assessments • Have something that keys students into the topic. Make Put in links and titles.
Clearly and code – about the teaching and learning. you will use in the it motivating and interesting. If using an online tool
state include the Start with strong verbs and lesson. Be clear include a few words as
the entire outcome focus on the content and on the about the reason • If it is lesson two or three then you can also have a a summary so when
week if possible. ICT focus. and the collection review of ‘what we did last lesson’. Examples could be you or others look at
and A content area method. it, they will know why
a video, games, quiz, picture study, discussion, book, or
lesson should be the Eg 1: the tool is being used.
numbr focus – e.g. Create an interactive poster, Eg hands-on experiment.
er in Science, Health, using our CARP design 1.Formative Eg:
the English etc. ICT principles, showcasing 3 assessment at the Intro: Youtube video on
sequen is the tool. different types of volcanoes and beginning using volcano formation: https://
ce some geographical locations for Kahoot to check Body www.youtube.com/watch?
each type. understanding of • Create a set of dot points that list the things the v=WgktM2luLok
Volcanoes teacher and the students will complete.
Picture discussion CARP
Eg 2: 2. Summative design principles: https://
1. Research the impact of assessment - • Include scaffolds and teacher guides, e.g. If you list
wayfaringpath.coetail.com/
volcanoes on surrounding Rubric for the ‘research volcanoes’ then also list the main things you 2014/10/08/carp-design-
landscapes. poster – key have asked them to find. principles-for-elementary-
points are 3 students/
2. Create a film, different • Write in the third person e.g. the students will….
volcanoes, Interactive volcano
demonstrating simple locations and the information http://
picture slideshow CARP design Conclusion pbs.panda-
techniques, showcasing the principles. • Write how you will wrap up the lesson. Be sure to prod.cdn.s3.amazonaws.com
positive and negatives /media/assets/wgbh/ess05/
include a review of the content covered or possibly a
effects of living in an area ess05_int_volcanintro/
demonstration by various individuals of how the product 01_What.htm#
affected by volcanoes.
creation is coming along.

Possible planning process…

Choose a Decide what Decide on a Find ICT Create a Plan how to
content area you want the final product tools that series of assess and
from the students to that will be will enhance steps that evaluate the
!
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
Explain your website.
Be clear about your target
audience.
Make it interesting and visual
and ensure it contains links to
the other sections of your site.
Lesson pages
Assessment 3.
The lesson pages should be
clear and aimed at the age
group of the students. These
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.
Teacher page
Assessment 1
You will include your planning
documents, your explanation
of the learning theory and your
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.
ICT tools
Assessment 1
This is where you will put the
details of the ICT tools we will
be covering in the unit.
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.