Ashleigh Bell @ashleighmm92 - Tumblr Blog

ACU Leadership Summit - Co Host

Differentiated Planning

Introduction to Student:

In this case study children with specific needs such as social, emotional and academic development will be evaluated throughout. The study will be held in Chewarill, a community that is a mining town. Currently the population is approximately 5, 365 situated in the Central Highlands of Queensland. It takes approximately 9 hours to drive from Brisbane to Chewarill but only 3 hours to drive from Rockhampton. The town, which first developed around the late 1880s, is reliant on mining on and tourism. There are a number of spectacular national parks in the region. The school of focus is Chewarill State School which has 182 student, 91 boys and 91 girls, 46 students identify as indigenous, and 4 students speak a language other than English.

The student that this study will focus on is Declan Clarke; who has recently turned 9 years old and is in the 4H classroom. Declan is an energetic student in and out of the classroom, even though he possesses the illness of Cystic Fibrosis. While many teachers may be anxious about having a student with Cystic Fibrosis in their classroom it is important to be aware that Declan may also be anxious about being different from his peers. Mrs Bell who teachers 4H provides reassurance by working with Declan and any cystic fibrosis care professionals to enhance Declan’s student experience (Cystic Fibrosis Foundation, 2014). To gain a further understanding, cystic fibrosis is a life threatening genetic disease that is not contagious and does not affect cognitive ability (O'Sullivan & Freedman, 2009). This genetic disease also known as CF is the production of thick mucus that clogs the lungs, pancreas and other organs (Cystic Fibrosis Foundation, 2014). This usually leads to respiratory and digestive problems that require differentiated teaching. Every individual who suffers from CF is affected differently. Fortunately in Declan’s case he is in good health. While this is the case Mrs Bell still regularly meets with Declan and his parents to support his good health through maintaining a healthy diet. Part of accommodating Declan within the classroom is allowing him to snack throughout class, extended time to eat during lunch breaks and nutritional supplements (Cystic Fibrosis Foundation, 2014).

Though his healthy diet is supporting him for the purpose of this case study there are few strategies as a teacher Mrs Bell can also do to support Declan. Coughing is crucial in clearing the lungs and students with CF tend to be self-conscious about coughing in front of others. Some strategies that are recommended are coughing in class in response to the classroom bell that will be immediately reinforced by stickers and verbal praise. Self-reporting of all coughs in a journal produced by Declan in the classroom followed by positive reinforcement, exercise his chest through continual postural drainage, not draw attention if he passes wind, comfortable allowances to go to the bathroom when needed, have water on his desk, encourage coughing into a tissue and allowing Declan to have antibacterial hand gel in desk and within the classroom.

As mentioned earlier Declan is an energetic student. Therefore exercise is important for everyone with Declan his has many benefits as it helps loosen the mucus on the lungs and strengthen the muscles used to breathe (Cystic Fibrosis Foundation, 2014). Declan will get dehydrated and this is a side effect of having CF and is a real concern when he is active because he can lose more salts when sweating (Cox, 1994). Some strategies to consider while Declan is exercising, is to encourage him to drink 6 to 12 cups of water every 20 to 30 minutes, and consider sports drinks with added carbohydrates and salt. This is also something that can be done for all students to keep everyone hydrated.

Introduction to Lesson:

For the purpose of this case study a science lesson will be observed. For year 4 (ACARA, 2014) the expectations of students are to broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They understand that some systems change in predictable ways, such as through cycles. Focusing on living things have life cycles (ACSSUO72) and with guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064), using the Telstar model of inquiry (Education Queensland, 2012) throughout to help students tune into the lesson. Referring to ACARA within science for year 4 the content descriptions that are applicable for life cycles are living things have life cycles (ACSSU072), living things, include plants and animals, depends on each other and the environment to survive (ACSSU073). Lastly, with guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064). With these learning outcomes in mind the assessment aspects would be to identify the first stages of the cycle of frogs, students should be able to label the features of the lake and the surrounding environment and finally identify frog eggs.

By the end of year 4, students can apply the observable properties of materials to explain how objects and materials can be used. They can describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask question s and make predictions. They describe situations where science understanding can influence their own and others’ actions. Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. Students suggest explanations for observations and compare their findings with their predictions and can complete simple reports to communicate their findings (ACARA, 2014).

Student Development:

The strength-based approach is an approach can support student development. This approach is for teachers who should view situations realistically and looks for opportunities to support existing strengths as opposed to focusing on the problem or concern. The problem and the student are separate; however, the problem is never minimised (State Government Victoria, 2012). Being as students with CF have no cognitive or visible disability due to frequent absences and medical treatments Declan can get behind in his academic development due to his regular absences. These frequent absences also affect his social and emotional development. Social development changes when people interact and relate with others on personable and wider levels over time, if Declan is away consistently he is losing those interaction opportunities, social skills can also help with the learning process (Libby, 2004). To counteract this problem inclusive group work, table rotations where possible and also pairing up for work to encourage social development (Libby, 2004). How Declan is socially developing will also affect his Declan’s emotional development and how he changes his understanding, expression and feelings (Mayer & Cobb, 2000). Reflecting on Bronfenbrenner’s bioecological model of human development (Bronfenbrenner & Morris, 2006) within the microsystem it is important to keep the classroom as safe, inclusive and happy space for all students

Student Characteristics in Inclusive Class Setting:

Within today’s classrooms there are diverse concepts that teachers need to consider such as language, socioeconomic status, culture, and ethnicity (Woolfolk & Margetts, 2013). Declan does come from a community with all four of these concepts and while this study is unaware of his family’s financial status, it is understood how these aspects within the classroom will affect his learning. When a teacher has to stop continuously to support these diverse concepts it can dramatically impact on his academic results. Going beyond these learning differences differentiated teaching is seeing these diverse concepts as strengths to build on (Tomlinson, 2005). In regards to Declan and his physical impairment being cystic fibrosis, while it doesn’t affect him cognitively, it can exclude him socially from the classroom as students fear his coughing is contagious. One way to ensure he is included in the classroom is to use the “include strategy”. The “include strategy” is: Identify the environmental, curricular, and instructional demands of the classroom, Note students’ learning strengths and needs, Check for potential areas of student success, Look for potential problem areas, Use information gathered to brainstorm instructional adaptations, Decide which adaptions to try and finally Evaluate student progress (Friend & Bursuck, 2002).

By using the following inclusive strategies, Mrs Bell can ensure that Declan is included and gets the most out of the lesson. In terms on the “inclusive strategy” the identified environment would be the classroom and the lake, curricular for the lesson plan would be science, and the instructional demands of the classroom would be ‘identifying the lake and its surrounding habitat’, ‘identifying and drawing a tadpole and the other animals that live in this lake habitat’. Noting Declan’s learning strengths within this lesson, being his engaged manner and his creative expression through drawing, will ensure he is engaged in the lesson. Declan’s needs are also to keep hydrated, continual coughing and regular coughing with rewards. Checking for potential areas of student success can be easily monitored as Declan has a reward sheet, see appendix B. An example of a success is that Declan may cough regularly through self-motivation and this can be recognised by Mrs Bell through their reward system in place. Similarly, identifying potential problem areas will ensure that Mrs Bell and the other teachers will have strategies to deal with the problem. For example, Declan may need to go the bathroom to clear his lungs and may become upset if he cannot get there quick enough. This is essential to recognise as it could potentially develop into a self-conscious fear and Declan may become anxious about his physical impairment. Useful adaptions upon reflection with this problem area could be letting Declan leave ahead of the class with a staff member to go to the bathroom avoid this potential anxiety.

Impact on Others/Environment:

Students should always be the focus within learning and not their diverse backgrounds or needs. Luckily for Declan, the strategies Mrs Bell uses are useful for other students as well. It is hygienic and expected to encouraging everyone to cough into a tissue and dispose of it appropriately. Similarly it is important to ensure all students are encouraged to keep hydrated throughout the day and ensuring water bottles are kept within close proximity to students. All students also have the reward system in place, which takes away the attention on Declan's coughing reward chart. By doing this teachers are turning some of Declan’s strategy for support into a socially normal aspect of classroom day to day life. However there is an impact on others that hasn’t been mentioned yet, every time Declan needs to go to the bathroom to clear his lungs or cough vigorously it can distract students from there class work. As a teacher Mrs Bell should make sure that Declan’s desk location is close to an exit and to the side to help element distraction, along with keeping all class work as engaging.

Goals for Student:

Mrs Bell has key goals in place for all students within 4H a reward system has been put in place to help students reach their goals whether they are academic or personal. In regards to Declan his goals are more health focused such as coughing every time the bell rings, coughing into a tissue, regularly washing hands, keeping up to date with academic work and eating frequently where appropriate. In relation to the science lesson and the specified learning outcomes such as drawing the lake and its surrounding habitat, identifying and drawing what a tadpole looks like, and finally what other animals live in this lake habitat Declan’s academic goals are to identify the lake, surroundings, tadpoles and even frog eggs. Being that this lesson is a whole class group scaffolding with fellow students will help Declan achieve this and also help with his social development.

Differentiation/Adjustments:

The concept of inclusive education is based on the notion that schools should provide for the needs of all the children in their communities, whatever their ability, disability, educational need or other form of diversity (Foreman & Arthur-Kelly, 2014). The Melbourne Declaration on Educational Goals for Young Australians provides the policy framework for the Australian Curriculum. It includes two goals: Australian schooling promotes equity and excellence and all young Australians become successful learners, confident and creative individuals and active and informed citizens. The Australian Curriculum has been designed to address these goals with the objectives of the Australian Curriculum being the same for all students. These objectives are based on a set of propositions, outlined in The Shape of the Australian Curriculum v4.0, which guide the development of the Australian Curriculum as a curriculum for all learners. These propositions include: the understanding that each student can learn and the needs of every student are important. A recognition of the entitlement of each student to knowledge, understanding and skills that provide a foundation for successful and lifelong learning and participation in the Australian community. High expectations to be set for each student as teachers account for the current level of learning of individual students and the different rates at which students develop. The acknowledgement that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests. The three-dimensional design of the Australian Curriculum, comprising learning areas, general capabilities and cross-curriculum priorities, provides teachers with flexibility to cater for the diverse needs of students across Australia and personalise learning (ACARA, 2013).

For the lesson plan there is no need to alter too much for Declan. Declan needs regular physiotherapy to help keep the mucus off his lungs, being mindful that he may need regular breaks to clear his lungs. However the incursion is to a pond where Declan may need to practice additional coughing. If possible, through funding the school could afford to have a support teacher with on the incursion to assist Declan in this process if need be. Within a classroom setting Declan is to sit closely to an end row so if he needs to go cough or go to the bathroom for postural drainage he can with minimal disturbance to the classroom. Students should always be the focus within learning and not their diverse backgrounds or needs. Luckily for Declan, the strategies Mrs Bell uses are useful for other students as well. It is hygienic and expected to encouraging everyone to cough into a tissue and dispose of it appropriately. Similarly it is important to ensure all students are encouraged to keep hydrated throughout the day and ensuring water bottles are kept within close proximity to students. By doing this we are turning some of Declan’s strategy for support into a socially normal aspect of classroom day to day life. However there is an impact on others that hasn’t been mentioned such as Declan frequently leaving the classroom can disrupt other students focus. Ways to avoid this disruption for students and avoid embarrassment for Declan is keep Declan’s desk close to the door on the side along with conducting engaging lessons that will keep the students focus.

Teaching & Learning Strategies:

Using the Telstar model of inquiry (Education Queensland, 2012) throughout to help students tune into the lesson. Referring to ACARA within science for year 4 the content descriptions that are applicable for life cycles are living things have life cycles (ACSSU072), living things, include plants and animals, depends on each other and the environment to survive (ACSSU073). Lastly, with guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064). With these learning outcomes in mind the assessment aspects would be to identify the first stages of the cycle of frogs, students should be able to label the features of the lake and the surrounding environment and finally identify frog eggs.

Strategies for Wellbeing, Resilience & Protective Factors:

Student wellbeing is very important within their development in personal identity, emotional and social competence, ethical behaviour, cultural competence, and mental and physical health (Woolfolk & Margetts, 2013). How someone’s wellbeing is will determine how they cope with life challenges. Mrs. Bell is very aware of Declan’s physical health wellbeing but is constantly watching out for his emotional and social wellbeing. Being that every student at one point in their life gets bullied its preparing students to cope with it and resolve the issue where possible. Strategies to dealing with bullying are as a whole school approach in preventing and responding to harassment. Prevention elements such as leadership commitment to a safe school, policies and procedures put in place within the school, positive behaviour management plans and early intervention; this approach will involve resilience of the student and the student body. Other resilience aspects for Declan is to continue to understand there are good days and bad days but know that every day is a new day full of opportunity.

Conclusion & Reflection:

As discussed throughout this case study Declan has a teacher who has some great strategies in place to help him develop as a student. A science lesson was briefly described with the learning outcomes, teaching and learning activities, achievement standards and assessment identified. Declan’s student development in regards to academic, social and emotional development of the individual in positive/ strengths based language through the strength based approach. Identifying the impacts of Cystic Fibrosis within the classroom, out of the classroom, for Declan and his class mates along with goals and reward systems to help prevent these impacts. This case study has been a useful tool as a future teacher, being prepared to differentiate lesson plans to support the needs of any student.

References

ACARA. (2014). Year four: science. Retrieved from Australian Curriculum: http://www.australiancurriculum.edu.au/Browse?a=S&y=4&c=1&c=2&c=3&c=4&c=5&c=7&c=6&p=3&p=1&p=2&layout=2&browseLayout=2

Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development (6th ed., Vol. 1). Hoboken, NJ: Wiley.

Cox, J. E. (1994). Self-care in the classroom for children with chronic illness:a case study of a student with cystic fibrosis. Elementary School Guidance & Counselling, 29(2), 121-128.

Cystic Fibrosis Foundation. (2014). A Teacher’s Guide to Cystic Fibrosis. Retrieved from Cystic Fibrosis Foundation: http://www.cff.org/LivingWithCF/AtSchool/TeachersGuide/

Education Queensland. (2012). Education. Retrieved from Queensland Government: http://pan.search.qld.gov.au/search/search.cgi?query=Guided+inquiry+d%3E2012&collection=qld-gov&form=advanced&profile=education

Friend, M., & Bursuck, W. D. (2002). Including students with special needs (3rd ed. ed.). Boston: Allyn & Bacon.

Libby, H. (2004). Measuring student relationships to school: attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274-283.

Mayer, J. D., & Cobb, C. D. (2000). Educational policy on emotional intelligence: does it make sense? Educational Psuchology Review, 12, 163-183.

O'Sullivan, B. P., & Freedman, S. D. (2009). Cystic fibrosis. The Lancet, 373(9678), 1891-1904.

State Government Victoria. (2012). Strength-based approached. Department of education and early childhood development, 8-27.

Tomlinson, E. P. (2005). Differentiating instruction. Theory Into Practice, 44(3).

Woolfolk, A., & Margetts, K. (2013). Educational psychology (3rd ed.). Frenchs Forest, Australia: Pearson Australia.

Lesson Plan

Phase: Tuning in/Preparing to find out

Year: 4

Subject: Science

Unit: Life Cycles

Learning Objectives

Content Descriptors

1. Draw the lake and its surrounding habitat

ACSSU072

ACSSU073

• Living things have life cycles

• Living things, including plants and animals, depend on each other and the environment to survive

2. Identify and draw what a tadpole looks like

ACSIS064

ACSSU073

• With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge

• Living things, including plants and animals, depend on each other and the environment to survive

3. What other animals live in this lake habitat

ACSIS064

• With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge

Student’s Prior Knowledge

• Basic knowledge of common Australian animals and insects

• Have sound drawing ability

Lesson Procedure

Time

Instruction

Resources/

teaching strategies

10 minutes

• Walk class to lake, located within school property make sure they are carrying their note book and pencil

• Situate children within an area around lakes’ edge and ask for class to sit

• Ask class questions relating to the season of weather and what happens during this time particularly animals.

• TELSTAR model: Tune in (Education Queensland, 2012)

o What is the topic

• TELSTAR model: Explore (Education Queensland, 2012)

o What do students know?

o What question do students already have?

Resources

• Extra note books

• Pencils

• Sunscreen

• Hats

Time

Main Content

Resources/

teaching strategies

20 minutes

• Instruct students to think what kind of animals would live in a environment like this

• Then highlight to students that as a class we are going to investigate the life cycle of frogs

• Ask the students if any know what the first stage of a frogs life would be

• Then ask students to walk around the lakes edge and see if they can find any frog eggs near the bank

• When eggs are found, collect a few into a container

• Finally ask the class to draw and label a sketch and of the lake and the surrounding environment

For Assessment purposes

• Identify the first stages of the cycle of frogs

• Children should be able to label the features of the lake and the surrounding environment

• Identify frog eggs

• TELSTAR model: look

o What do students find

o Search

• TELSTAR model: sort

o How might this information be sorted

o What connection can be made

• TELSTAR model: test

o What evidence

o Answer key questions

• TELSTAR model: act

o Act on the findings

Resources

• Animal holding container

• Nets

Time

Conclusion

Teaching strategies/

Extension

10 minutes

• Discuss with children as a group what they had drawn and why might that particular aspect of the habitat may be found there

• Ask children to pack away their belongings

• Assist children in two straight lines to walk back to the room

• TELSTAR model: reflect

o What have the students learnt

Extension

• What are the animals are here?

• How they live together

• Draw what you see.

Evaluations

Student learning

Self as Teacher

• Students have learnt to draw their surroundings such as the lake and its surrounding habitat.

• Students can identify and draw what a tadpole looks like.

• Students can identify/explain what other animals live in this lake habitat

Folio of Five Health and Movement Activities

Rationale:

The folio assignment has been designed to provide an opportunity to develop motor learning, health and well-being, personal development and movement education while applying understanding. This folio was created as a practical resource of health, well-being or movement- based learning activities that could be used to support the development of understandings, skills and behaviours embedded in other learning areas of the Australian Curriculum.

The activities chosen were five activities to ensure fitness in a weekly regular teaching of a foundation classroom. Three activities could be incorporated into the day either in the morning session, or as a quick re-focus activity after morning tea or lunch, and are more focused on personal development, well-being and movement breaks. Along with two HPE allocated class time activities to cover physical education.

Activity

Pirate Song

Setting

Help to re-engage children when children become restless. Before moving onto a lesson

Purpose (Skills)

• Body awareness

• Spatial awareness

• Development of visual skills

• Development of auditory perceptual skills

Description

Activity:

1. Announce to the class we are doing the pirate song

2. Class stands/moves to an open area

3. Teacher stands in front of the group to do guide the students in song and becomes "Captain ______". (Example Captain Morgan)

4. Lyrics:

When I was one,

I had some fun,

The day I went to sea.

I hopped aboard a pirate ship

And the Captain said to me:

‘We’re going this way,

that way,

Forwards

backwards,

Over the deep blue sea.

When I was two,

I tied my shoe,

The day I went to sea.

I hopped aboard a pirate ship

And the Captain said to me:

‘We’re going this way,

that way,

Forwards

backwards,

Over the deep blue sea.

When I was three,

I skinned my knee

The day I went to sea.

I hopped aboard a pirate ship

And the Captain said to me:

‘We’re going this way,

that way,

Forwards

backwards,

Over the deep blue sea.

When I was four,

I mopped the floor,

The day I went to sea.

I hopped aboard a pirate ship

And the Captain said to me:

‘We’re going this way,

that way,

Forwards

backwards,

Over the deep blue sea.

When I was five,

I took a dive,

The day I went to sea.

I hopped aboard a pirate ship

And the Captain said to me:

‘We’re going this way,

that way,

Forwards

backwards,

Over the deep blue sea.

5. Once finished announce to the students the next activity and clear instructions

Materials:

· Non required

Variations:

· If there are children with disabilities that prevent them from standing or jumping such as cerebral palsy or wheel chair bound they can lean left, right, forward and back.

· Try counting higher and let the children think of words to rhyme with six, seven, eight, nine and ten.

Links to Curriculum

Australian Curriculum (ACARA, 2013)

EYCG (P. Connell, A. Shearer, & T. Tobin., 2006)

Australian Curriculum HPE

· Fundamental movement skills and movement sequences using different body parts.

· Participate in games with and without equipment

· Practise personal and social skills to interact with and include others

· Follow rules when participating in physical activities

Early Years Curriculum Guidelines

· integrate gross- and fine-motor movements to carry out a variety of fine-motor actions or tasks

· Interacting successfully with others and their learning environments

· Develop coordination, including hand–eye, foot–eye, eye tracking, and upper and lower body movement

Activity 2:

Activity

Rotation

Setting

Help to re-engage children when children become restless. Before moving on into a the next rotation

Purpose (Skills)

• Body awareness

• Spatial awareness

• Development of visual skills

• Development of auditory perceptual skills

Description

Activity:

1. Announce to the class we will be rotating.

2. Teacher demonstrates what the class needs to do.

3. Class stands, folds one arm to their opposite shoulder and points the other arm to the direction their rotation group is travelling to.

4. The teacher will either demonstrate or announce which movement the students need to do to get to their next table.

For example:

Walking on their tippy toes to the next table

Walking heel to toe, heel to toe continuously

Crawling to the next table

Walk like a crab sideways to the next table

5. Keeping an eye on the time and announce which physical movement you wish the group to do when time to rotate.

Materials:

· Non required

Variations:

· If there are children with disabilities that prevent them from standing or jumping such as cerebral palsy or wheel chair bound they can lean, wiggle or bop their way to the next table.

· Try letting the students create their own movement to the next rotation table.

Links to Curriculum

Australian Curriculum (ACARA, 2013)

EYCG (P. Connell, A. Shearer, & T. Tobin., 2006)

Australian Curriculum HPE

· Fundamental movement skills and movement sequences using different body parts.

· Participate in games with and without equipment

· Practise personal and social skills to interact with and include others

· Follow rules when participating in physical activities

Early Years Curriculum Guidelines

· integrate gross- and fine-motor movements to carry out a variety of fine-motor actions or tasks

· Interacting successfully with others and their learning environments

· Develop coordination, including hand–eye, foot–eye, eye tracking, and upper and lower body movement

Activity 3:

Activity

Meditation using different fingers to thumb to develop fine motor skills

Setting

Help to re-engage children before coming back into the class from playground time

Purpose (Skills)

• Spatial awareness

• Body awareness

• Development of auditory perceptual skills

• Fine motor skills

Description

Activity:

• Children coming back into the classroom after lunch hear the meditation bell.

• Sitting in a circle, legs crossed, eyes closed and touching the thumb to each finger in sequence continuously.

• This activity gets children to centre themselves and re-engage into the classroom environment.

Materials:

• Recording of the meditation bell

Variations:

• If students are struggling let them watch their hand movements and if they cannot do both at the same time focus on one hand.

Links to Curriculum

Australian Curriculum (ACARA, 2013)

EYCG (P. Connell, A. Shearer, & T. Tobin., 2006)

Australian Curriculum HPE

· Fundamental movement skills and movement sequences using different body parts.

· Participate in games with and without equipment

· Practise personal and social skills to interact with and include others

· Follow rules when participating in physical activities

Early Years Curriculum Guidelines

· integrate gross- and fine-motor movements to carry out a variety of fine-motor actions or tasks

· Interacting successfully with others and their learning environments

· Develop coordination, including hand–eye, foot–eye, eye tracking, and upper and lower body movement

Activity 4:

Activity

Environment-week: Through the forest

Setting

Gymnasium or multipurpose court

Purpose (Skills)

• Spatial awareness

• Locomotor skills

• Body awareness

Description

Activity:

1. Students begin on one side of the gymnasium.

2. The teacher explains the gymnasium is a "forest" filled with thorns (cones), rocks (polyspots), broken tree limbs (noodles) and small bridges (aerobic steps).

3. Their goal is to find their own pathway through the forest without touching any of the obstacles (thorns, rocks, or tree limbs).

4. They can cross the bridges (aerobic steps) when they come to them.

5. Students focus on personal space (by not being next to someone), correctly performing various locomotor skills (skipping, walking, running, etc.), and finding different pathways through the forest.

6. Once they arrive safely on the other side of the forest, they have successfully completed the task.

7. If students touch anything on the ground, besides the bridges (steps), they go back to the beginning to try again.

8. Once students have successfully completed the task, they are encouraged to find a different pathway through the forest, or they travel through the forest using a different locomotor skill (Burris 2012).

Materials:

· 40 dome cones

· 40 polyspots

· 10 aerobic steps

· 10 noodles

Variations:

· adaptations for students include: (1) using a jumprope instead of an aerobic step for a bridge (student in wheelchair, using crutches, or other locomotor disability).

· Some students may need more room between obstacles if they have difficulty moving without touching obstacles or others.

· Some students may need to be allowed a specified number of touches before going back to the beginning.

Links to Curriculum

Australian Curriculum (ACARA, 2013)

EYCG (P. Connell, A. Shearer, & T. Tobin., 2006)

Australian Curriculum HPE

· Fundamental movement skills and movement sequences using different body parts.

· Participate in games with and without equipment

· Practise personal and social skills to interact with and include others

· Follow rules when participating in physical activities

Early Years Curriculum Guidelines

· integrate gross- and fine-motor movements to carry out a variety of fine-motor actions or tasks

· Interacting successfully with others and their learning environments

· Develop coordination, including hand–eye, foot–eye, eye tracking, and upper and lower body movement

Activity 5:

Activity

Environment week: Water bottle recycle

Setting

Gymnasium or multipurpose court

Purpose (Skills)

• Spatial awareness

• Locomotor skills

• Body awareness

Description

Activity:

1. Students are reminded, after participating in this warm up activity, that water is the most important drink for our bodies.

2. Another focus is on encouraging students to recycle plastic water bottles, and better yet, to use a stainless steel water bottle and save even more!

3. Set up and Rules:

a. 100 empty water bottles are placed throughout the gym (50 on each side, using the center court line to divide the gym.)

b. Two large buckets of different colors are placed on opposite ends of the center court line and labeled: Recycle Bin (one color belonging to one team and one color belonging to the other team).

c. 40 bean bags are placed along each of the two base lines.

4. Students are divided into two teams.

5. Each team stands opposite the other along the center court line.

6. When the music begins, the teams turn around and head to their base line and pick up no more than 2 bean bags and run no further than the center court line and attempt to knock over the water bottles on the other team’s side of the court.

7. An underhand throw is the only allowed throw. (The bean bag should slide along the floor.)

8. If a water bottle is knocked over, the thrower runs over to the other side and picks up the water bottle and puts it in the designated Recycle Bin.

9. Students should be sure to track the bean bag – sometimes the bag will knock over more than one water bottle!

10. The activity is over when all bottles are knocked over.

11. Therefore, the side that finishes first will need to (underhand) throw bean bags back to the other team until all bottles have been knocked over and placed in the recycle bin.

Materials:

· 100 empty water bottles

· 80 bean bags

· 2 large buckets labelled Recycle Bin

Variations:

· Water bottles are placed closer to the midcourt line. A mentor student is chosen to provide a bean bag for the student who cannot run in search of bean bags.

· Some bottles will be placed on top of mats for students who cannot bend to the low level to throw underhand.

Links to Curriculum

Australian Curriculum (ACARA, 2013)

EYCG (P. Connell, A. Shearer, & T. Tobin., 2006)

Australian Curriculum HPE

· Fundamental movement skills and movement sequences using different body parts.

· Participate in games with and without equipment

· Practise personal and social skills to interact with and include others

· Follow rules when participating in physical activities

Early Years Curriculum Guidelines

· integrate gross- and fine-motor movements to carry out a variety of fine-motor actions or tasks

· Interacting successfully with others and their learning environments

· Develop coordination, including hand–eye, foot–eye, eye tracking, and upper and lower body movement

References:

ACARA. (2013). Health and physical education. Retrieved from Australian Curriculum: http://www.australiancurriculum.edu.au/Year3

Burris, D. (2012). Through the forest. Retrieved from K-2 PE Lesson Ideas: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11920#.U_VM1vmSzw4

Toliver, P. (2012). Water bottle recycle activity. Retrieved from K-2 PE Lesson Ideas: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11804

P. Connell, A. Shearer, & T. Tobin. (2006). Early years curriculum guidelines. Brisbane: Queensland Studies Authorities.

History Unit Plan

Unit Plan

School Name: St William's School Grovely

Unit: History

Duration: 5 Weeks

Percentage: 50%

Rationale

History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. The study of history is based on evidence derived from remains of the past. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society (ACARA, 2014).

Learning Intentions

· Interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens

· Knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society

· Understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspective, empathy, significance and contestability

· Capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.

Identify Curriculum (ACARA, 2014)

Level Description

Achievement Standard

The Year 1 curriculum provides a study of present and past family life within the context of the students’ own world. Students learn about similarities and differences in family life by comparing the present with the past. They begin to explore the links, and the changes that occur, over time.

The content provides opportunities to develop historical understanding through key concepts including continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: Historical Knowledge, and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

By the end of Year 1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe personal and family events that have significance.

Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.

Key Inquiry Questions

Cross Curriculum Priorities

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions. The key inquiry questions at this year level are:

How has family life changed or remained the same over time?

How can we show that the present is different from or similar to the past?

How do we describe the sequence of time?

Across the Australian Curriculum, the Aboriginal and Torres Strait Islander histories and cultures priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander Communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of all young people to participate positively in the ongoing development of Australia.

The Australian Curriculum: History values Aboriginal and Torres Strait Islander histories and cultures. It celebrates Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians.

Students will examine historical perspectives from an Aboriginal and Torres Strait Islander viewpoint. They will learn about Aboriginal and Torres Strait Islander Peoples prior to colonisation by the British, the ensuing contact and its impacts. They will examine key policies and political movements over the last two centuries. Students will develop an awareness of the significant roles of Aboriginal and Torres Strait islander people in Australian society.

Cross Curriculum Priorities

Priority Code

Organising Ideas

Aboriginal and Torres Strait Islander histories and culture (ACARA, 2014).

People

OI.8

Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.

OI.7

The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.

Asia and Australia’s engagement with Asia (ACARA, 2014).

Asia and its diversity

OI.1

The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions.

OI.6

Australia is part of the Asia region and our histories from ancient times to the present are linked.

Sustainability (ACARA, 2014).

World Views

OI.4

World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.

General Capability (ACARA, 2014)

Literacy

The Literacy continuum incorporates two overarching processes:

Comprehending texts through listening, reading and viewing

Composing texts through speaking, and, writing and creating

ICT

The ICT capability learning continuum is organised into five interrelated elements:

Applying social and ethical protocols and practices when using ICT, Investigating with ICT, Creating with ICT, Communicating with ICT and managing and operating ICT.

Critical and Creative thinking

The Critical and creative thinking learning continuum is organised into four interrelated elements, each detailing differing aspects of thinking. The elements are not taxonomy of thinking. Rather, each makes its own contribution to learning and needs to be explicitly and simultaneously developed.

Inquiring – identifying, exploring and organising information and ideas, Generating ideas, possibilities and actions, Reflecting on thinking and processes, and Analysing, synthesising and evaluating reasoning and procedures

Personal and Social capability

The Personal and social capability learning continuum is organised into four interrelated elements of:

Self-awareness, Self-management, Social awareness and Social management

Intercultural understanding

The Intercultural understanding learning continuum is organised into three interrelated organising elements:

Recognising culture and developing respect, Interacting and empathising with others, Reflecting on intercultural experiences and taking responsibility

Content descriptors (ACARA, 2014)

Historical Knowledge and Understanding

Code

Description

Elaborations

Present and past family life

ACHHK028

Differences in family structures and roles today, and how these have changed or remained the same over time

comparing families in the present with those from the recent past (the families of parents and grandparents) in terms of their size and structure (for example the different types of family such as nuclear, single parent, blended)

discussing kinship as an important part of relationships and family structures in Aboriginal and Torres Strait Islander societies (for example the extent of a kinship system and the way in which it influences people's relationships, obligations and behaviour towards each other)

ACHHK030

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.

examining and commenting on photographs and oral histories (for example talking to parents, grandparents and other elders) to find out how daily lives have changed

Historical Skills

Code

Description

Elaborations

Chronology, terms and concepts

Historical questions and research

ACHHS032

Distinguish between the past, present and future

identifying vocabulary of the past (for example words for objects from childhood games and leisure such as jacks, elastics, record player, transistor) when making then/now comparisons

using terms to denote time (for example ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘generations’)

ACHHS033

Pose questions about the past using sources provided

inquiring from parents and members of older generations about past and present families (for example number of children, number of people living in the household, roles of the parents and children)

Analysis and use of sources

ACHHS034

Explore a range of sources about the past

identify and compare features of objects from the past and present

discussing with parents and grandparents about life in the past exploring stories from and about the past (for example letters, diaries, radio or television programs)

ACHHS035

comparing objects from the past with the present to identify similarities and differences (for example toys, whitegoods, televisions, radios)

Perspectives and interpretations

ACHHS036

Explore a point of view

representing similarities and differences between students’ daily lives and those of their parents and grandparents in graphic form (for example Venn diagram, y-chart)

Explanation and communication

ACHHS037

Develop a narrative about the past.

relating a story about life in their parent’s or grandparent’s time (orally or through pictures and photographs)

describing their families or an event that has personal significance

ACHHS038

Use a range of communication forms (oral, graphic, written, role play) and digital technologies

representing ideas and creating imaginative responses through writing, roleplay, speaking, drawing

Lesson sequence

Content

When

Purpose

Student’s activity recorded in Haiku Learning (Haiku learning, 2014).

SoCreative test to see children's knowledge. Room: f10e1eaa

Discussing what our school community family tree would be or look like?

As a group create the tree

Lesson 1

Investigate student’s prior knowledge. Formative assessment.

Collaborative learning and assessment as.

Formative assessment on where we students place staff members and themselves.

Students activity recorded in Haiku Learning

Learning the differences between past and present toys that our families played with. Includes SoCrative test.

Venn Diagram of past and present toys including multicultural toys.

Lesson 2

To see if students are understanding of past and presence assessment of.

Collaborative learning and assessment as.

Students activity recorded in Haiku Learning

Work on our school family tree.

Go off and start their own individual family research for their tree (parent support or use of fairy tale book for students whose parent don't produce this).

Lesson 3

Collaborative learning and assessment as.

Students activity recorded in Haiku Learning

Complete draft of family tree and finalise

Lesson 4

To achieve a finalised tree with descriptive wording and a picture to accompany it.

Students activity recorded in Haiku Learning

Create their own tree and add to our school tree creating their microsystem "community".

Lesson 5

Summative assessment

Develop Assessment

Type of assessment

What will be assessed

When

Purpose of assessment

Assessment For: Formative

SoCreative: Investigate student’s prior knowledge.

Lesson 1

Gives the teacher background information of which students are at expected level as well as personal information of students.

As a group create the tree

Lesson 1

Assessment as

Collaborative: learning Investigate students understanding

Lesson 1

The students can correct each other and support each other in learning.

Venn Diagram of past and present toys including multicultural toys.

Lesson 2

While playing on the website children can self-assess their answers and self-correct.

Lesson 3

While playing on the website children can self-assess their answers and self-correct.

Lesson 4

Assessment Of: Summative

Past and presnt

Lesson 2

To see what expected level the students are at after some teaching.

Create family tree

Lesson 3

To achieve a finalised tree with descriptive wording and a picture to accompany it. Orally presented. To achieve an expected level or higher.

Create their own tree and add to our school tree creating their microsystem "community".

Lesson 5

Students

Distribution of Students (Index of Community Socio-Educational Advantage)

Bottom Quarter

Middle Quarter

Top Quarter

School Distribution

49%

23%

13%

15%

Australian Distribution

25%

Classroom

Total Class

26 students (11 girls & 15 boys)

Attendance rate

87%

Indigenous students

5 students

Torres Strait Islander students

3 students

Pacifica (Pacific Islander and Maori descent)

2 students

LBOTE (language background other than English)

3 students (Sri Lanka) – Sinhala (2 students) & Tamil (1 student)

2 students (Iran) – Persian (1) & Kurdish (1)

1 students (Syria) – Arabic

Identified Special Needs

Physical Impairment (PI)

1 student (mild cerebral palsy)

Hearing Impairment (HI)

1 student (mild sensori-neural hearing loss - wears hearing aides)

Autistic Spectrum Disorder (ASD)

1 student (high functioning Asperger’s syndrome)

Sequence Learning

Adjustment for needs of learners

Learning experiences and teaching strategies

Resources

Autistic Spectrum Disorder (ASD) - high functioning Asperger’s syndrome

Being as this student is not neurotypical compared to his/her fellow class mates; lessons will be focused and engaging.

Sensory relax space where an ASD child may go if he/she begins to struggle being a part of lesson/classroom (McGrath & Nobble, 2005).

Hearing Impairment (HI)

- mild sensori-neural hearing loss

- wears hearing aide.

The teacher will wear the hearing aide radio device to enhance vocals so that the child doesn't miss any of the lessons along with all activities being digital projected on the board or their iPads to visual support the child.

Hearing aide vocal radio around teacher’s neck. Visual support on the board or iPad using my Haiku Classroom (Churchill, et al., 2013).

Physical Impairment (PI) - mild cerebral palsy.

So that this child does not miss out on certain activities a teacher aide will be with him/her one on one to assist if needed. However all activities have been made to fit all students.

Teacher aide if required (Churchill, et al., 2013).

Language background other than English

Students who are struggling with writing their letters can be given a template to use that reminds them of the structure and language of a letter. A focus on literacy will be emphasized during this lesson to assist those students who do not comprehend the task or need assistance creatively. Group work will also be encouraged so that students can relate to others, receive feedback and be challenged if necessary.

Template of sentences to support students who speak LBOTE (Churchill, et al., 2013).

Evaluation

Review results from SoCrative, teacher reflection to understand student’s backgrounds and for further growth from lesson 1.

Where the students engaged throughout the unit?

Was there enough time for the students to create their individual trees?

Did the students meet the lesson objective's

Safety Considerations

Classroom management strategies in place.

School policies displayed and practiced.

When creating trees scissors are used, passed and put away correctly

No materials are left on the ground after creating to prevent tripping hazards.

(Churchill, et al., 2013)

Lesson Plan

Curriculum

Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028). Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications (ACHHK030). Pose questions about the past using sources provided (ACHHS033) Explore a point of view (ACHHS036). Develop a narrative about the past (ACHHS037).

Lesson Objectives:

Differences in family structures and roles today, and how these have changed or remained the same over time compared to other students within their classroom. Using there prior knowledge to create each tree (school and individual). At the end we will discuss what how our school community family tree turned out and if it correct.

Students Prior Knowledge:

Students identify similarities and differences between families. They recognize how important family events are commemorated.

Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.

Lesson Structure:

Time

Introduction & Motivation:

Teaching Approaches & Resources

10 mins

Sitting at our desks to tune in play the YouTube link on my haiku class (WeAreFamilyFdtn, 2008).

Using the TELSTAR approach to get the children tune in.

Time

Main Content:

Teaching Approaches & Resources

20 mins

Ask students what they think the activity to be today?

Could it be to do with family?

Does anyone know what diversity means?

Could it be different to what we know?

What makes me Miss Morgan diverse to you?

I am older, I am taller and I have two younger siblings

I come from Mackay.

On iPad's student will connect to SoCrative using room f10e1eaa and complete the quiz (SoCrative, 2014). While listening to reflective music to encourage self-driven work (Rusk1992, 2012).

Watch another video on YouTube and discuss our school and where everyone would be on the tree here at St William's. Think about our Principal Mr. Lucey and where would our class be? As a group we will investigate each leaf of our school tree (Weatherall, 2008).

By completing these tasks students will learn there are differences in family structures and roles today, and how these have changed or remained the same over time. Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. Pose questions about the past.

Student watch a YouTube clip/song to engage them into the topic

Followed by collaborations of verbal questions

IPad’s needed for summative assessment quiz to gain prior knowledge of students.

Music playing to encourage personal work.

Support and/or Extension Activities

Extension work: Draw a picture of what your family looks like. Are they colourful due to being a happy family?

Time

Conclusion:

Teaching Approaches & Resources

10 mins

Draw a picture of what your family looks like. Are they colourful due to being a happy family (family, 2013)?

Colours

Lesson Plan

Curriculum

Lesson Objectives:

Students Prior Knowledge:

Students identify similarities and differences between past and present in toys. They recognize how important family history and time changes each generation.

Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.

Lesson Structure:

Time

Introduction & Motivation:

Teaching Approaches & Resources

10 mins

Listen to the picture book story of Wilfrid Gordon McDonald Partridge by Mem Fox read by Bradley Whitford (Fox, 2014). Take note of all the toys Wilfrid shares as we will talk about it after.

Using the TELSTAR approach to get the children tune in.

Resources: Interactive whiteboard.

Time

Main Content:

Teaching Approaches & Resources

20 mins

After watching and listening to the story I want you to imagine the toys you saw and by raising your hand tell me what toys you remember.

Using your iPads we are going to look at some more vintage toys that our parents/guardians and grandparents played with (Clyne & Suda, nd). Go into SoCrative with code f10e1eaa to test our knowledge in a rocket race quiz (SoCrative, 2014).

Resources: iPads

Time

Conclusion:

Teaching Approaches & Resources

10 mins

Using all our toys within the room and some of our new donated toys from parents and grandparents as a group we will be establishing which are from the past, which are from the present. We will place each toy in one of the three circles creating a venn diagram.

Some of the past toys may also be toys we still use to

Resources: three hoola-hoops and donated toys

Lesson Plan

Curriculum

Lesson Objectives:

Students Prior Knowledge:

Students identify similarities and differences between families. They recognize how important family events are commemorated.

Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.

Lesson Structure:

Time

Introduction & Motivation:

Teaching Approaches & Resources

20 mins

Today we will start to make and combine our big tree and combine them to make a community tree. Working in groups of equal gender to complete different departments of the school, for example administration or teaching staff.

Using the TELSTAR approach to get the children tune in. Resources: art supplies and utensils.

Time

Main Content:

Teaching Approaches & Resources

20 mins

If your group finishes early you may move on to work on to your draft of your own family tree. Music will be playing when we get to our independent work time. Remember when doing your own family tree to write a little bit about each member in your family. Do not stress too much about spelling for now as this is a draft. When you think you are done I will mark it and you can start your final piece (Weatherall, 2008).

Resources: art supplies, utensils, pencils, paper for drafting and interactive whiteboard.

Adjustment for needs of learners: Sensory relax space where an ASD child may go if he/she begins to struggle being a part of lesson/classroom. Hearing aide vocal radio around teacher’s neck and visual support on the board or iPad using my haiku for the hearing impaired student. Teacher aide if required to support a child who is Physical Impaired.

Lesson Plan

Curriculum

Lesson Objectives:

Students Prior Knowledge:

Students identify similarities and differences between families. They recognize how important family events are commemorated.

Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.

Lesson Structure:

Time

Introduction & Motivation:

Teaching Approaches & Resources

20 mins

Lesson to further understand families and what makes a family before attempting to finalise individual family trees.

Using the website www.scootle.edu.au/ec/viewing/L1454/index.html on our iPad’s and exploring the families (Education Services Australia Ltd, 2011).

Using the TELSTAR approach to get the children tune in.

Resources: iPad

Time

Main Content:

Teaching Approaches & Resources

20 mins

If anyone completes this part of the lesson they can move onto finishing their own tree. This is independent work and soft music will be playing during this time (Rusk1992, 2012). We are using the green leaf shapes to write our finalized copy of our family members. Relating a story about life in their parent’s or grandparent’s time and the large coloured flowers are for pictures of each family.

Resources: Coloured paper, scissors, glue and glitter gel pens.

Lesson Plan

Curriculum

Lesson Objectives:

Students Prior Knowledge:

Students identify similarities and differences between families. They recognize how important family events are commemorated.

Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.

Lesson Structure:

Time

Main Content:

Teaching Approaches & Resources

35 mins

One by one each student will stand up and talk about their family and add it to the bottom to our St William's Gravely tree. By adding their trees to the bottom of the school tree it creates the community of St William's, the microsystems of each student. This will be filmed and posted on our blog so parents can view the presentation.

Using the TELSTAR approach to get the children tune in.

Adjustment for needs of learners:

Sensory relax space where an ASD child may go if he/she begins to struggle being a part of lesson/classroom. Hearing aide vocal radio around teacher’s neck and visual support on the board or iPad using my haiku for the hearing impaired student. Also a writing template to support student with a LBOTE.

Time

Conclusion:

Teaching Approaches & Resources

5 mins

As a group we will discuss all the things we learnt in this unit. The difference of past and present, the diversities and similarities of families and how it all connects.

References

ACARA. (2014). Aboriginal and Torres Strait Islander histories and cultures. Retrieved from Australian Curriculum, Assessment and Reporting Authorit: http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures

ACARA. (2014). Asia and Australia’s engagement with Asia. Retrieved from Australian Curriculum, Assessment and Reporting Authority : http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Asia-and-Australias-engagement-with-Asia

ACARA. (2014). General capabilities. Retrieved from Australian Curriculum, Assessment and Reporting Authority : http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/general-capabilities-in-the-australian-curriculum

ACARA. (2014). History. Retrieved from Australian Curriculum, Assessment and Reporting Authority : http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/Curriculum/F-10?y=F&s=HKU&s=HS&c=1&c=2&c=3&c=4&c=5&c=7&c=6&p=1&p=2&p=3&layout=1

ACARA. (2014). Sustainability. Retrieved from Australian Curriculum, Assessment and Reporting Authority : http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability

Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., . . . Vick, M. (2013). Teaching making a difference (2nd ed.). Milton: Wiley.

Clyne, J., & Suda, L. (nd). My grandmother’s toy box. Retrieved from Museum victoria: http://museumvictoria.com.au/education/learning-lab/little-history/my-grandmothers-toy-box/

Education Services Australia Ltd. (2011). My family. Retrieved from Scootle: http://www.scootle.edu.au/ec/viewing/L1454/index.html

family, K. d. (2013). Tips on analyzing your childrens’ drawings. Retrieved from Best kiddy: http://www.bestkiddy.com/children-drawing/

Fox, M. (2014). Wilfrid gordon mcdonald partridge. Retrieved from Storyline online: http://www.storylineonline.net/wilfrid-gordon-mcdonald-partridge/

Haiku learning. (2014). Our community tree. Retrieved from My haiku class: https://www.myhaikuclass.com/ash_m_m/ourcommunitytree/cms_page/view

McGrath, H., & Nobble, T. (2005). Eight ways at once. Frenchs Forest: Pearson Education Australia.

Rusk1992. (2012). Calm self reflecting music. Retrieved from YouTube: http://youtu.be/zVte4bGYnw0

SoCrative. (2014). Student login. Retrieved from SoCrative: http://b.socrative.com/login/student/

WeAreFamilyFdtn. (2008). We are family: a muscial message for all. Retrieved from YouTube: https://www.youtube.com/watch?v=KnD8BYjZiW0

Weatherall, P. (2008). Family tree. Retrieved from YouTube: https://www.youtube.com/watch?v=yVhtAiASAlQ

Attached to previous post

A religious assessment piece with attached group work and prayer.

#teacher studentteacher ACUstudent

In this case study children with specific needs such as social, emotional and academic development will be evaluated throughout. The needs of this student are Cystic Fibrosis and for the purpose of sharing this information the child’s name has been change and the community is made up.

#teacher #student #ACUStudent #studentteacher

A music lesson with cross-curriculum priorities such as Aboriginal and Torres Strait Islander histories and cultures and general capabilities such as literacy in year 2.

#ACUstudent #teacher #studentteacher

sixpenceee

Another way to present the 9 types of intelligence as exemplified by my How Do We Measure Intelligence post.

The basic idea is that different people are good at different things. These 9 probably don’t cover the wide range of smarts we all possess, but it’s a start.

As Albert Einstein said, ”Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

ashleighmm92

The nine intelligence theory by Gardner to me is so important. I wish I was taught with this theory in mind whilst in primary school

#teaching #studentlife #studentteacher