DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer CROSS CURRICULA PRIORITIES Catholic Aboriginal and Torres Strait Islander Education Asian Education The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future. Defining Features, Diocese of Cairns The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith. Active engagement of inclusive curriculum practices reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. The curriculum provides opportunities to value and respect: traditional knowledge and practices culture and natural heritage spirituality and to critically examine and/or challenge: social constructs prejudice and racism This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia. The curriculum provides opportunities to know, understand and be able to: Understand ‘Asia’ Develop informed attitudes and values Know about contemporary and traditional Asia Connect Australia and Asia Communicate effectively with people of the Asian region both within and outside Australia confidently Sustainability Education Social Emotional Learning Inclusive Education Access to current information environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation. The curriculum provides opportunities to reflect upon: the gift of creation an attitude of responsible stewardship Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital. The curriculum provides opportunities to develop: Self Awareness Social Awareness Responsible Decision Making It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.
WEEK 1 Day 1 MODELLED I Do IT Day 2 SHARED We Do It Day 3 GUIDED We Do It Day 4 INDEPENDENT You Do IT Strategy: Eagle Eye (using picture clues) – see attached strategies Text: ‘Possum Magic’ by Mem Fox Strategy: Eagle Eye (using picture clues) Text: ‘Possum Magic’ by Mem Fox Reading Rotations: based on ability groups Strategy: Eagle Eye (using picture clues) See Below Silent reading: children choose from a range of information texts and picture books from the class library (relating to countries being visited each week) Information Report: model procedure Letter/Postcard writing: from country to home, giving details about visit Email: epals Writing Rotations on ability groups See Below Information Report: complete independently Passport: fill out information for Australia & Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following roster) Morning News: Oral presentation on country (following roster) SUGGESTED ACTIVITIES As part of rotational activities session: Cooking: Lamingtons/ ANZAC biscuits Mapping skills: (find the capital city of Australia, find Australia in the world Indigenous art: (dot painting, rock art, boomerangs etc), alm frond weaving Music and dance: (Aboriginal and Torres Strait Islander music and instruments) Maths: tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc., Money: paying for souvenirs or food during their visit JAPAN WEEK 2 Day 1 MODELLED I Do IT Day 2 SHARED We Do It Day 3 GUIDED We Do It Day 4 INDEPENDENT You Do IT Strategy: Stretchy (using picture clues) – see attached strategies Strategy: Stretchy Snake (using picture clues) Reading Rotations: based on ability groups Silent reading: children choose from a range of information texts and picture books from
Text: ‘A Carp for Kimiko’ by Virginia Kroll Text: ‘A Carp for Kimiko’ by Virginia Kroll Strategy: Stretchy Snake (using picture clues) See Below the class library (relating to countries being visited each week) Information Report: procedure Letter/Postcard writing: from country to their home, giving details about visit epals Writing Rotations on ability groups See Below Information Report: complete independently Passport: fill out information for Australia & Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) SUGGESTED ACTIVITIES As part of rotational activities session: Cooking: sushi Mapping skills: find the capital city of Japan, find Japan in the world Visual Arts: Origami, Koi carp kites, cherry blossoms Indigenous studies: Kimono, fans, lanterns Music and dance: explore Japanese music and instrument Maths: counting to 10 in Japanese, writing number characters (tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc Money: paying for souvenirs or food during their visit WEEK 3 Day 1 MODELLED I Do IT Day 2 SHARED We Do It Day 3 GUIDED We Do It Day 4 INDEPENDENT You Do IT Strategy: Chunky Monkey picture clues) – see attached strategies Text: ‘You Can’t take a Balloon into the Metropolitan Museum’ by Jacqueline Preiss Strategy: Chunky Monkey (using picture clues) Text: ‘You Can’t take a Balloon into the Metropolitan Museum’ by Jacqueline Preiss Weitzman and Robin Preiss Glasser Reading Rotations: based on ability groups Strategy: Chunky Monkey (using picture clues) See Silent reading: children choose from a range of information texts and picture books from the class library (relating to countries being visited each week)
Information Report: model procedure Letter/Postcard writing: from country to their home, giving details about visit Email: epals Writing Rotations based on ability groups See Information Report: complete independently Passport: fill out information for Australia & Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) SUGGESTED ACTIVITIES As part of rotational activities session: Cooking: Fresh pasta and Bolognese, pizza Mapping Skills: find Italy on the world map, find the capital city of Italy on the map. Indigenous Studies: Ancient Romans and Gods, Catholic church (Pope). Traditional dress and holidays of Italy and Dance: Macarena Games: Bocci Visual Arts: Make a collage pizza using a set procedure, paint gelato (different essences into thinned, white paints with hint of colour – guess the flavour) Maths: Count 1 – 10 in Italian. Take orders in pizza parlour and use play money to pay for food. Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc BRAZIL WEEK 5 Day 1 MODELLED I Do IT Day 2 SHARED We Do It Day 3 GUIDED We Do It Day 4 INDEPENDENT You Do IT Strategy: Helpful Kangaroo picture clues) – see attached strategies Text: ‘Amazon Boy’ by Ted Lewin Strategy: Helpful Kangaroo picture clues) Text: ‘Amazon Boy’ by Ted Lewin Reading Rotations: based on ability groups Strategy: Helpful Kangaroo picture clues) See Below Silent reading: children choose from a of information texts and picture books from the class library (relating to countries being visited each week) Information Report: model procedure Letter/Postcard writing: from country to their home, giving details about visit Email: epals Writing Rotations based on ability groups See Information Report: complete independently Passport: fill out information for Australia
& Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) SUGGESTED ACTIVITIES As part of rotational activities session: Cooking: Fresh fruit salad (tasting) Mapping Skills: Find Brazil on world map, find capital of Brazil (Rio de Janerio) Indigenous Studies: (Machu Pichu) and Amazonian Indians Music and Dance: Carnivale celebrations Religion: Rio, traditional beliefs Visual Arts: Make a mask for Carnivale, draw an Incan temple, paper weaving, straw pan pipes, make a piñata Maths: Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc WEEK 6 Day 1 MODELLED I Do IT Day 2 SHARED We Do It Day 3 GUIDED We Do It Day 4 INDEPENDENT You Do IT Strategy: Tryin’ Lion (using picture clues) – see attached strategies Text: ‘The Day of Ahmed’s Secret’ by Florence H. Parry Strategy: Lion (using picture clues) Text: ‘The Day of Ahmed’s Secret’ by Florence H. Parry Reading Rotations: based on ability groups Strategy: Tryin’ Lion (using picture clues) See Silent reading: children choose from a range of information texts and picture books from the class library (relating to countries being visited each week) Information Report: model procedure Letter/Postcard writing: from country to their home, giving details about visit Email: epals Writing Rotations on ability groups See Below Information Report: complete independently Passport: fill out information for Australia & Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster)
SUGGESTED ACTIVITIES As part of rotational activities session: Cooking: tasting figs, dates Mapping Skills: Find Egypt on word map, find capital of Egypt (Cairo) Indigenous Studies: Ancient Egyptians, Pharoahs, Pyramids Music and Dance: ‘Walk like an Egyptian’ by the bangles Visual Arts: Write your name in hieroglyphics (on parchment, tea stained), finish a pharoah’s headdress using patterning, make a spiral cobra (attach fishing line and make a flute to create a ‘snake charming’ effect) Maths: Make a pyramid (3D shapes). Follow a grid to find treasure in a Pharoah’s tomb, decode a simple message written in ‘hieroglyphics’. Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc. Using money to pay for food and souvenirs. WEEK 7 Day 1 MODELLED I Do IT Day 2 SHARED We Do It Day 3 GUIDED We Do It Day 4 INDEPENDENT You Do IT Strategy: Skippy Frog (using picture clues) – see attached strategies Text: ‘The Drum’ A folk tale from India, by Rob Cleveland Strategy: Skippy Frog (using picture clues) Text: ‘The Drum’ A folk tale from India, by Rob Cleveland Reading Rotations: based on ability groups Strategy: Skippy Frog (using picture clues) See Below Silent reading: children choose from a range of information texts and picture books from the class library (relating to countries being visited each week) Information Report: procedure Letter/Postcard writing: from country to their home, giving details about visit Email: epals Writing Rotations based on ability groups See Below Information Report: complete independently Passport: fill out information for Australia & Morning News: Oral presentation on country (following roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following roster) SUGGESTED ACTIVITIES As part of rotational activities session: Cooking: Samosas, papadams, curry and rice Mapping Skills: Find India on the world map, find the capital city of India Geography: Famous landmarks (Taj
Indigenous Studies: festivals (Diwali), Hindu gods (Vishnu, Lakshmi), traditional dance and dress Music and Dance: Bollywood music and dance Visual Arts: Make a clay pinch pot for Diwali, Mendhi (henna) drawings on hands and feet, Rangoli patterns Maths: Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc. Using money to pay for food and souvenirs. WEEK 8 Day 1 MODELLED I Do IT Day 2 SHARED We Do It Day 3 GUIDED We Do It Day 4 INDEPENDENT You Do IT Strategy: Questioning Owl (using picture clues) – see attached strategies Text: ‘Mama Panya’s Pancakes: a village tale from Kenya, by Mary Chamberlin Strategy: Questioning Owl (using picture clues) Text: ‘Mama Panya’s Pancakes: a village tale from Kenya, by Mary Chamberlin Reading Rotations: based on ability groups Strategy: Questioning Owl picture clues) See Below Silent reading: children choose from a range of information texts and picture books from the class library (relating to countries being visited each week) Information Report: model procedure Letter/Postcard writing: from country to their home, giving details about visit Email: Epals Writing Rotations based on ability groups See Below Information Report: complete independently Passport: fill out information for Australia & Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following class roster) Morning News: Oral presentation on country (following roster) Morning News: Oral presentation on country (following class roster) SUGGESTED ACTIVITIES As part of rotational activities session: Cooking: Rice Mapping Skills: Find Africa on World Map, find Kenya on map of Africa, find Nairobi Indigenous Studies: Masai Warriors, Zulu tribes, traditional dress and dwellings Games: Mancala Music and Dance: Tribal music and animal sounds Visual Arts: Create animal prints oil pastels, Zulu Masks, Safari hunt for animals of Africa, make binoculars
Maths: Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc. Using money to pay for food and souvenirs. Topic specific words (changes each week to relate to the country being studied). Adjectives Present tense Full capital letters (proper nouns), exclamation marks and question marks. Guided Reading with book at appropriate instructional level. Book orientation, page by page reading and comprehension Text: Focus Strategy: Text: Focus Strategy: Text: Focus Strategy: Text: Strategy: SPELLING PUNCTUATION
Guided writing to the appropriate level of the group. Focus: Focus: Focus: Focus: ‘Flat Stanley’ by Jeff Brown ‘Where in the World is Barnaby Bear?’ ‘Geronimo Stilton’ ‘Possum Magic’ (Australia) Picture books based on various countries, traditions and culture. (See attached sheet) Simplehomeschool.net REFLECTION
CRITERIA SHEET ‘AROUND THE WORLD IN 8 WEEKS’ – Information Report Criteria A B C D E The student work demonstrates evidence of: STRUCTURE OF INFORMATION REPORT title introduction facts in sections conclusion Includes all elements of generic structure and demonstrates good flow of ideas from topic sentence and details or sequence. Includes all elements of generic structure and attempts to organise ideas in paragraphs. Includes all elements of generic structure. Attempts to include some of the elements of generic structure. No evidence of generic structure. INFORMATION Produces a series of accurate complex sentences that present the content information in great detail. Produces a series of accurate sentences that present the information in some detail. Produces a series of accurate simple sentences that presents the content information. Attempts to produce a series of simple sentences that mostly present the content information. Incomplete sentences that are irrelevant to topic. USE OF WORD WALL VOCABULARY Uses a wide variety of familiar and learned topic words (from the class word wall). Uses more than 3 familiar and learned topic words. Uses at least 3 familiar and learned topic words, for example Parthenon, traditional, language, continent Uses 1 or 2 familiar and learned topic words. No topic specific words are evident. Spells common words correctly and some ‘difficult’ words (e.g. because, sometimes). Spells common words correctly and attempts some ‘difficult’ words. Spells common words correctly. Spells some common words correctly. Spells no common words correctly. Uses correct punctuation and variety e.g. exclamation marks and question marks. Uses correct punctuation. Uses mostly correct capital letters and full-stops. Uses some correct punctuation (capital letters and full-stops) Punctuation not attempted. ELEMENTS OF REPORT ON CHOSEN COUNTRY Flag Position on the world map Landmarks Animals Greetings Information about all the elements is accurate, clearly presented and in sufficient detail. Information about most (4) of the elements is accurate, clearly presented and in sufficient detail. Information some (3) of the elements is accurate, clearly presented and in sufficient detail. Information about few (1 or 2) of the elements is accurate, clearly presented and in sufficient detail. Information about elements is not accurate or clearly presented.