Unit+from+Horsham

Due to us having a member from each area at the Inquiry Days, our school has 3 units of work to post onto the Wiki. Please click on the links below to read/edit our units.

Junior Area unit is "How has life changed from when our Grandparents were children?"

** Anna Robertson, Lisa Ryan, Charlene Grieger & Eliza Grinter. ** |||||||||||| ** Term: Three, 2009 ** |||| ** Grades: P/1/2 ** || What do we hope students will understand **about their world** by the end of the unit? What is **important** and **relevant** for these students? Do these understandings assist students to develop the “Big Ideas” in our throughlines? |||||||||||||||| Students need to understand: That community’s change over time. People depend on others to meet their basic needs. They can compare the experiences and artefacts of their daily lives with those of their parents and grandparents. Reflect how life at home and in the community has changed There are different cultural groups within our community. The events of the past influence the way communities live and the decisions they maker about the present and the future. || |||||| * English,
 * ** School: ** Ss. Michael and John’s Primary School Horsham  |||||||||||||||| ** Inquiry Question:  **** How has life changed from when our Grandparents were children? **  ||
 * ** Teachers: Heather Bush, and Kate Lawry **
 * ** Understandings: **
 * ** Strand ** |||||| ** Domains ** |||||||||| ** Dimension ** ||
 * ** Discipline-based learning **
 * The Arts
 * Humanities - History |||||||||| * Reading**//,//** Writing, Speaking & Listening,.
 * Creating and making
 * Historical knowledge & understanding ||
 * ** Physical, Personal & Social Learning **

|||||| * Personal Learning,


 * Interpersonal Development


 * Civics and Citizenship |||||||||| * The individual Learner
 * Managing personal learning
 * Working in teams
 * Building social relationships
 * Civics knowledge and understanding
 * Community engagement  ||
 * ** Interdisciplinary Learning **

|||||| * Thinking Processes

|| Learning how we as individuals fit into communities and the associated roles, rights and responsibilities. || (content) |||||||||| ** Learning to and learning by…… ** (skills) |||||||| ** Learning through…. ** (expression) || ** (Knowledge and understanding) **  |||| ** ICT ** ** ( **** Investigating & Designing & Producing) ** |||||| ** Personal and Interpersonal Development ** ( Building Social Relationships )  |||||||| ** English ** ** (Reading, Writing and Speaking and Listening) **  || |||| Students will work through the technology process of: § Investigate § Design § Produce § Evaluate to construct a data chart of their investigation into how life has changed since their Grandparents childhood. The completed data charts will be shared with other students in small groups in celebration of their learning. |||||| ** Personal Learning ** The students will articulate prior knowledge. Ask questions and participate in discussions. The students will Work co-operatively. Reflect on their data/ information. Stay on task. |||||||| ** Reading ** Sort information relevant to the topic under appropriate headings. Using questions to gain information. Predicting and inferring what questions the children will need to ask in their questionnaire. Retell the information logically and include key ideas. Plan and write a recount of the topic using correct punctuation. Introduce concepts about key words. Describe and compare create questionnaire, Write text for known audiences and describes the purpose. Make verbal statement about how things are the same and different. Interview and present findings to a group/class. Listen to presentations and recall some ideas. Use appropriate intonation patterns to add emphasis. || 2.Can develop their own understanding of time through a study of changes in the local community over time. 3.Can describe how aspects of their local community have changed over time. 4. Can sequence events and describe their significance in bringing about particular developments. |||| 1.Can manipulate materials to foster development of design. 2.Can develop basic design ideas. 3.Can use words, label sketches and designs and clarify ideas. 4.Can use information to develop concepts, solve problems and inform decision making when creating their data chart. |||||||| Students behave appropriately in a range of social situations. They identify the feelings and needs of other people. Students identify and accept that there are consequences for their actions. |||||| ** Reading ** Read a simple and illustrated text which will include some frequently used words. Can correctly read a question with rising inflection and pause at full stiops. Can retell what they have read. Can predict and infer what questions the task might answer. Plan and write a recount about given topic. Writes text for known audience. Can use capital letters, full stops and question marks. ||
 * Information and Communication Technology |||||||||| * Listening, viewing and responding and presenting
 * Creativity
 * Reasoning, processing and inquiring
 * ICT for visual thinking
 * ICT for creating
 * ICT for communicating
 * ** Relevant throughlines **
 * ** Assessment for learning ** ||
 * ** Learning about… **
 * ** Humanities **
 * Students will write a report about their personal investigation throughout the unit. Students will incorporate appropriate language, demonstrate their newly acquired knowledge, use appropriate structure and include supporting images such as photographs. They are to use the information they have collected throughout the unit to inform their report and make predictions or draw conclusions from their data.
 * Interpersonal Learning **
 * Writing **
 * Speaking and listening **
 * ** Links to VELS standards ** ||
 * 1.Can begin to consider how and why other times and places are different from their own.
 * Writing **
 * ** “Launch” **

|||||||||||||| **__ Mystery Objects __** A variety of objects related to ‘technology’ are shared with the class to generate discussion. Eg. Telephones, irons, hammer, glass and plastic bottles, etc  || || // What can we do to spark interest/enthusiasm/curiosity/motivation? // // Should we set the scene by introducing an authentic issue or problem? // // How can we assess students prior knowledge, values and experience in relation to the topic? // // How can we involve them in negotiating the direction of the unit and setting goals? // |||||||||||||| **__ Wonderings Wall __** Children complete a wonderings wall about the big question. This will inform the teaching and learning activities to be completed throughout the unit.
 * ** Tuning In (‘baseline data”) **

Children are to brainstorm a glossary of terms that they will use throughout the unit. They are to add to this list during the unit.
 * __ Glossary of Terms __**

|| || // What experiences/resources/activities could be used to assist students to **gather information** in relation to our planned understandings // |||||||||| ** Sorting out: ** // How can we help students to make sense of the data they have gathered? How can they sort out and organise their ideas? (Arts, Maths, English, Technology //// ) // || ||
 * ** SHARED INQUIRY ** || ||
 * ** Finding out: **
 * ||||||||||  ||  ||

Middle Area unit is "How has Australian History shaped our Society?

|| |||||| ** Term: Three ** || ** Grade/s: 3/4 ** || // What do we hope students will understand **about their world** by the end of the unit? // // What is **important** and **relevant** for these students? // // Do these understandings assist students to develop the “Big Ideas” in our throughlines? // |||||||| || |||| Health and Physical Education
 * ** School: Ss Michael and John, **
 * Horsham ** |||||||| ** Inquiry Question: **
 * HOW HAS AUSTRALIAN HISTORY SHAPED OUR SOCIETY? **
 * ** Teacher/s: Tina Haase **
 * ** Understandings: **
 * **Events and traditions have affected Australian society.**
 * **Actions of people create history.**
 * **History helps us learn about our society and its origins.**
 * **Societies are a result of the actions of people.**
 * ** Strand ** |||| ** Domains ** |||| ** Dimension ** ||
 * ** Physical, Personal & Social Learning **

Interpersonal Development

Personal Learning

Health knowledge and promotion Building social relationships Working in teams The individual learner Managing personal learning |||| The Arts
 * Civics and Citizenship ** |||| Movement and physical activity
 * Civics knowledge and understanding **
 * Community engagement ** ||
 * ** Discipline Based Learning **

The Humanities Humanities-Economics
 * English **

Humanities -Geography

Languages Other Than English L.O.T.E Mathematics
 * Humanities –History **

Science |||| Creating and making Exploring and responding Economic knowledge and understanding Economic reasoning and interpretation Geographical knowledge and understanding Geospatial skills Communicating in a language other then English Intercultural knowledge and language awareness Number Space Measurement, chance and Data Structure Working mathematically Science knowledge and understanding Science at work || |||| ** Communication ** Design, Creativity and Technology
 * Reading, Writing, Speaking and listening **
 * Historical knowledge and understanding **
 * Historical reasoning and interpretation **
 * ** Interdisciplinary Learning **

Information and Communication Technology (ICT)

Thinking Processes |||| ** Listening, viewing and responding ** Investigating and designing Producing Analysing and evaluating ICT for visualising thinking ICT for creating ICT for communicating Reasoning, processing and inquiry Creativity Reflection, evaluation and metacognition || Continuity and Change, Culture, Identity, Society and Socialisation, Tradition ||
 * Presenting **
 * ** Relevant concepts **

**Assessment for, of and as learning** || (content) |||| ** Learning to and learning by…… ** (skills) || ** Learning through…. ** (expression) || (Reading, Writing & Speaking & Listening) || . |||| * researching || *The children will create their own magazine about aspects of the history of Australia. They will incorporate various elements of a magazine after having been exposed to a variety of magazines in the literacy hours. The grade will decide on the features that each child’s magazine must have, and create an assessment rubric around these. · Read and interpret timelines of significant events in Australian history. · In groups, listen to/read then analyse the ‘Ode’. Share interpretations. · Read examples of diary entries and then write entries themselves for a week. · Read letters and then write letters in the role of different people in Australia’s history. · Read profiles of different people-authors, sports people, etc. Write a profile of a well known past Australian. · Analyse the effectiveness of cartoons in delivering a message. · Questions and answers-creating a quiz. *The children will present their magazines to the class, who will assess them through the class created rubric. ||
 * ** Learning about… **
 * |||| || English
 * analysing information
 * note-taking
 * exploring
 * sourcing appropriate resources
 * Activities in the Reading and Writing hours to enrich the children’s knowledge of the text types present in various magazines:
 * ** Links to VELS standards ** ||

. || *Writes texts containing several logically ordered paragraphs  *Writes to express opinions and includes ideas and information about familiar topics.  || Senior Area Unit is "How do Leaders Bring about change?"
 * Writes appropriately to meet the needs of their audience.
 * Uses vocabulary appropriate to context.
 * Writes a variety of simple and compound sentences.
 * Combines verbal and visual elements in texts.
 * Reads and responds to a range of imaginative and informative texts.
 * Interprets the main ideas and purpose of texts.
 * Uses several strategies to select and record key information.

// What do we hope students will understand **about their world** by the end of the unit? // // What is **important** and **relevant** for these students? // // Do these understandings assist students to develop the “Big Ideas” in our throughlines? // |||||| ·  People can affect and are affected by the decisions of others. · Rights and responsibilities impact on all levels of the community. · Leaders make decisions on behalf of members of society. · Different governing bodies/systems impact on how society functions. || || Interpersonal Development
 * ** Ss Michael & John’s Primary School Horsham ** |||||| ** Inquiry Question: **// How do leaders bring about change? //  ||
 * ** Teacher: ** Jessica Robarts |||| ** Term: ** 3  || ** Grades  ** 5/6  ||
 * ** Understandings: **
 * ** Strand ** || ** Domains ** |||| ** Dimension ** ||
 * ** Physical, Personal & Social Learning **

Personal Learning

Civics and Citizenship |||| Building social relationships Working in teams The individual learner Managing personal learning Civics knowledge and understanding Community engagement || || English The Humanities Humanities-Economics
 * ** Discipline Based Learning **

Humanities –History |||| Reading, Writing, Speaking and listening

Economic knowledge and understanding Economic reasoning and interpretation Historical knowledge and understanding Historical reasoning and interpretation || || Communication
 * ** Interdisciplinary Learning **

Design, Creativity and Technology

Information and Communication Technology (ICT)

Thinking Processes |||| Listening, viewing and responding Presenting Investigating and designing Producing Analysing and evaluating ICT for visualising thinking ICT for creating ICT for communicating Reasoning, processing and inquiry Creativity Reflection, evaluation and metacognition || <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Leadership is multi-tiered/apart of how our society is constructed. <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The role of leaders and responsibility of leaders change according to the context of their role. || (content) |||| ** Learning to and learning by…… ** (skills) || ** Learning through…. ** (expression) || (Reading, Writing & Speaking & Listening) || <span style="font-size: 9pt; color: black; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· analysing information <span style="font-size: 9pt; color: black; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· note-taking <span style="font-size: 9pt; color: black; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· exploring <span style="font-size: 9pt; color: black; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· sourcing appropriate resources  || <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  Individually students will read texts about famous world leaders both in print and electronic form. <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students will write a timeline, autobiography or information report, about a leader. <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students will present learning to the class in the form of a role play/sketch, speech or PowerPoint. <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Mimic Leader Day. Write a charter for the roles and responsibilities of the members of your community. Present to the class and put to vote for rights and considerations. || <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· use a range of vocabulary <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading. <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Plan, rehearse and make presentations for different purposes. <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner. ||
 * ** Relevant concepts: ** |||||| <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Leaders bring about change.
 * ** Assessment for, of and as learning ** ||
 * ** Learning about… **
 * <span style="display: block; font-size: 9pt; color: #000000; font-family: 'Lucida Sans'; text-align: center;"> |||| <span style="display: block; font-size: 9pt; color: #000000; font-family: 'Lucida Sans'; text-align: center;"> || <span style="display: block; font-size: 9pt; color: #000000; font-family: 'Lucida Sans'; text-align: center;">English
 * |||| <span style="font-size: 9pt; color: black; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· researching
 * ** Links to VELS standards ** ||
 * |||| || <span style="font-size: 9pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats.