Principled Communicators Balanced Thinkers Inquirers Risk Taker Open- Minded Knowledgeable Reflective Caring Reflective Balanced Inquirer ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT Lotus Chart of safety at home, school, cybersafety, on the playground, on the road and in the community. Timeline of artefacts- students to select an artefact and order/ describe how they have changed over time. Students to complete dance/ drama presentation on how they express themselves. Compare and contrast venn diagram with a partner on how we communicate. Pre and Post Test Summary of a community member. Action- Students have created a plant and have written a letter to a family member discussing how the plant will keep them healthy and have a positive impact on their well being. Pre and Post test ATTITUDES ATTITUDES ATTITUDES ATTITUDES ATTITUDES ATTITUDES Integrity Tolerance Respect Curiosity Appreciation Creativity Enthusiasm Confidence Independence Appreciation Independence Appreciation Commitment APPROACHES TO LEARNING APPROACHES TO LEARNING APPROACHES TO LEARNING APPROACHES TO LEARNING APPROACHES TO LEARNING APPROACHES TO LEARNING Self- Management Research Self- Management Research Self- Management Research Self- Management Research INTERCULTURAL CAPABILITY INTERCULTURAL CAPABILITY INTERCULTURAL CAPABILITY INTERCULTURAL CAPABILITY INTERCULTURAL CAPABILITY INTERCULTURAL CAPABILITY Identify and discuss cultural diversity in the school and/or community Imagine and explain what their responses might be if they were placed in a different cultural situation or setting Describe their experiences of intercultural encounters in which they have been involved Development of resilience Identify personal strengths and describe how these strengths are useful in school or family life Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks. Identify what is familiar and what is different in the ways cultural diverse individuals and families live.
Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict. Describe their experiences of intercultural encounters in which they have been involved. CRITICAL AND CREATIVE THINKING (TOOLS) CRITICAL AND CREATIVE THINKING (TOOLS) CRITICAL AND CREATIVE THINKING (TOOLS) CRITICAL AND CREATIVE THINKING (TOOLS) CRITICAL AND CREATIVE THINKING (TOOLS) CRITICAL AND CREATIVE THINKING (TOOLS) KWL Chart Lotus Chart ‘Y’ chart KWL Chart Timelines Brainstorm KWL Chart Wonder Wall Diary about plant Letter writing Tic, Tac Toe Venn Diagram ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING Write procedural texts about being safe in the classroom, at home, around water and by the heater/ fire. Read an informative text about safety. Big book, ‘Firefighters’. Discussed language and appropriate vocabulary. Also introduced newspaper articles that discuss safety. Literature on artefacts. Melbourne Museum Reflection Historical Recount Timeline Narrative: Incorporate artefacts as a central plot point or complication in narrative writing. Use an artefact from the past and present as a writers seed. Recount: Historical Recount Recount about the excursion Persuasive: Literature about different cultures Communication resources Different cultures and how they communicate article Whole class focus- Myths and fables from a range of cultures Writers workshop: Develop writers seeds influenced by different cultures Poetry: Japanese culture: Haikus Explore different text types and identify text features. Introduce books related to the inquiry unit ‘Communities have services in place to support health and wellbeing’ St.John’s Ambulance reflection Explore different resources that are essential but limited. Use non-fiction books about the watercycle. Create diagrams that explain the watercycle. Write an explanation ‘How the watercycle works?’ Write a persuasive text on ‘Why we should save water?’
of formal and informal terms of address in different contexts (VCELA202) MATHEMATICS LEARNING MATHEMATICS LEARNING MATHEMATICS LEARNING MATHEMATICS LEARNING MATHEMATICS LEARNING MATHEMATICS LEARNING Number and Place value: using numbers to create a safe strong password Multiplication: Repeated addition with marbles. Students multiply groups of artifacts. Shape: Pyramids connected to a discussion on egyptian artifacts. Students design artifacts using 2d and 3d shapes. Number: Creation of a timeline. Measurement: Use ‘feet’ to measure out the steps to a dance. Compare lengths of paper to create puppets to enact an Indonesian folk tale. Time: Describe duration between now and upcoming cultural festival. Describe the duration of cultural events. Money: Compare and contrast Australian currency with foreign currencies. Survey the grade and collect data: Lunch box- classify healthy and unhealthy. Discussed being balanced and eating unhealthy food in moderation. Exercise during and after school. Divide healthy and unhealthy foods into halves and quarters - fairy bread, pizzas, fruit Gather data and plot graphs based on our usage of resources. MATHEMATICS VICTORIAN CURRICULUM STANDARDS MATHEMATICS VICTORIAN CURRICULUM STANDARDS MATHEMATICS VICTORIAN CURRICULUM STANDARDS MATHEMATICS VICTORIAN CURRICULUM STANDARDS MATHEMATICS VICTORIAN CURRICULUM STANDARDS MATHEMATICS VICTORIAN CURRICULUM STANDARDS Recognise, model, represent and order numbers to at least 1000 (VCMNA104) Describe and draw shapes, with and without digital technologies (VCMMG120) Describe the features of objects Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units (VCMMG095 Describe duration using months, weeks, days and hours (VCMMG097) Identify a question of interest based on one categorical variable. Gather data relevant to the question (VCMSP126) Collect, check and classify data (VCMSP127) Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (VCMSP102) Choose simple questions and gather responses (VCMSP101)
right and wrong, good and bad, as concepts concerned with the outcomes of acts. Decision Making and Actions Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so. History knowledge Who the people in their family are, describe where they were born and raised and how they are related to each other and how their stories are communicated and shared(VCHHK058) Differences in family structures of families and the role of family groups today, and what they have in common and how these have changed or remained the same over time (VCHHK059) How the present, past and future are signified by terms indicating and describing time (VCHHK060) Differences and similarities between students' daily lives and perspectives of life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications (VCHHK061) History Concepts and Skills Sequence significant events about personal and family history to create a significance of a person and/or place in the local community (VCHHC057) How they, their family, friends and communities commemorate past events that are important to them (VCHHK062) The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (VCHHK063) The significance today of an historical site of cultural or spiritual importance (VCHHK064) The effect of changing technology on people’s lives and their perspectives on the significance of that change (VCHHK065) Indonesian Notice that the languages people use and the way they use them relate to who they are and where and how they live Science Science Inquiry Skills Communicating Represent and communicate observations and ideas about changes in objects and events in a variety of ways. where ethical issues are involved Personal and Social capability Identify personal strengths and describe how these strengths are useful in school or family life Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations Indonesian Give factual information about self, family and significant objects using labels, captions and descriptions