Unit+from+Dunnstown

Staff members involved in developing this unit of work are: Cathy Prunty

Our unit is focused on ... Providing children with the knowledge required to help them make good choices in regard to their health and wellbeing.

St. Mary's Clarke's Hill ** |||||||| ** Inquiry Question: ** How do the choices we make affect our health? HOW DO THE DECISIONS WE MAKE AFECT OUR HEALTH AND SAFETY? OR HOW DO THE DECISIONS WE MAKE AFFECT OUR HEALTH AND WELL BEING?
 * ** School: St. Brendan's Dunnstown

|| Michelle Healey ** |||||| ** Term: 3 ** || ** Grade/s 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? // |||||||| **Social, emotional, physical and spiritual wellbeing are interconnected and directly impact on our health. These influences can be both positive and negative but the individual can be empowered to ensure their own good health.** __ **Social, emotional, physical and spiritual well being are interconnected and impact directly on our health. Perhaps the understanding could indicate that there are several deimensions that affect our health and well being. These influences can be both positive and negative and the individual can be empowered to ensure their own good health. Not sure that we can ENSURE good Health. perhaps could say that the decisions we make can affect health, safety and wellbeing** __ || |||| Health and Physical Education
 * ** Teacher/s: Cathy Prunty
 * ** Understandings: **
 * ** Strand ** |||| ** Domains ** |||| ** Dimension ** ||
 * ** Physical, Personal & Social Learning **

Interpersonal Development

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

English Mathematics

Science |||| Creating and making Exploring and responding Reading, Writing, Speaking and listening Number Measurement Structure Working mathematically Science knowledge and understanding || |||| 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 || **Decision Making; Identity; Wellbeing** || ** Assessment for, of and as learning ** || (content) |||| ** Learning to and learning by…… ** (skills) || ** Learning through…. ** (expression) || (Reading, Writing & Speaking & Listening) || || ||
 * ** Relevant concepts **
 * ** Learning about… **
 * |||| || English
 * ** Links to VELS standards ** ||

. || . . || 

// 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? // || || ** Literacy teaching skills ** ||
 * ** “Launch” **
 * Tuning In (‘baseline data”) **

// 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 //**// ) //** || ** Literacy teaching skills ** ||
 * ** SHARED INQUIRY ** ||
 * ** Finding out: **

// How can we cater for individual and small group pathways as they emerge during the unit? // // How can we facilitate students personal inquiries related to this topic //// ? // || = = = = || ** Literacy teaching skills ** ||
 * ** Going Further **
 * (independent inquiry) **

// How can we assist students to put it all together and reflect on their learning // // How can we assist students to put it all together and reflect on their learning // || || ** Literacy teaching skills ** ||
 * ** Reflecting & Making Conclusions **

// How can we empower students to act on what they have learnt? // || || ||
 * ** Taking Action ** :



Record of Standards achieved

 * || || |||||| English ||
 * Names || Reading || Writing || Speaking & Listening ||