Unit+from+Clarkes+Hill

Staff members involved in developing this unit of work are: joy burns

Our unit is focused on ...wellbeing and healthy lifestyle |||||||| ** Inquiry Question: ** || |||||| ** Term: 3 ** || ** Grade/s P - 6  ** || // 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? // |||||||| ** There are several dimensions that affect our health and well being. These include social, emotional, physical and spiritual well being and these are interconnected and impact directly on our health. These influences can be both positive and negative and the individual can make choices and decisions that can affect health, safety and wellbeing ** || |||| **__Health and Physical Education__** |||| Movement and physical activity __**Health knowledge and promotion**__ Building social relationships || |||| **__English__**
 * ** School: **
 * How do the choices we make effect our health? **
 * ** Teacher/s: **
 * ** Understandings: **
 * ** Strand ** ||||   |||| ** Dimension ** ||
 * ** Physical, Personal & Social Learning **
 * ** Discipline Based Learning **

Humanities-Economics |||| **__Reading, Writing, Speaking and listening__**

Economic knowledge and understanding || |||| **Communication** Information and Communication Technology (ICT) |||| **Listening, viewing and responding** ICT for communicating Reasoning, processing and inquiry Creativity
 * ** Interdisciplinary Learning **
 * Reflection,** evaluation and metacognition

( Joy, Highlight the domains and dimensions that you are going to assess) ||
 * ** Relevant concepts **

Wellbeing, Identity || ** Assessment for, of and as learning ** || (content) |||| ** Learning to and learning by…… ** (skills) || ** Learning through…. ** (expression) || (Reading, Writing & Speaking & Listening) || || ||
 * ** Learning about… **
 * |||| || English
 * ** Links to VELS standards ** ||
 * . The assessment task will need to be "rich" in order to give you the information you need to assess how they have met the standard. I will give you some examples on the 29th. (Trish)

At Level 3, students explain basic concepts of identity and use simple strategies to maintain and support their self-worth. They describe how physical and social components in the local environment contribute to wellbeing and identify how health services and products address the health needs and concerns of the local community. They identify healthy eating practices and explain some physiological, social, cultural and economic reasons for people’s food choices.
 * Health knowledge and promotion**

At Level 4, students identify and discuss the validity of the ways in which people define their own and other people’s identity. They describe the physical, social and emotional dimensions of health and establish health goals and plan strategies for improving their personal health. They analyse and explain physiological, social, cultural and economic reasons for food choices and analyse and describe food selection models. . ||||

. || . .**English** At Level 3, students read and respond to an increasing range of informative texts. They interpret the main ideas and purpose of texts. They identify how language is used to represent information, including identification of stereotypes. At Level 3, students write texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics. They order information and sequence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail. They combine verbal and visual elements in the texts they produce. They use punctuation to support meaning, including exclamation marks and quotation marks, and accurately use full stops, commas and question marks. They use vocabulary appropriate to context and spell most one- and two-syllable words. At Level 3, students vary their speaking and listening for a small range of contexts, purposes and audiences. They project their voice adequately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning and information. They listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions.
 * Writing**
 * Speaking and listening**

At Level 4, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. They describe how texts are constructed for particular purposes, and identify how sociocultural values, attitudes and beliefs are presented in texts. At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes.They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. **Speaking and listening** At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner. ||
 * Reading**
 * Writing**