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TERM/WEEKS: Term 3/5 YEAR LEVEL: Pre-primary LEARNING AREA/TOPIC: Humanities and Social
Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: The teacher can airdrop the students’ work onto their iPad and email it to the parents. The iPads need to be charged before this
activity. Ensure that the applications needed are downloaded.

WEEK/ West SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES =


LESSO Australian LESSON (what & how) EXPERIENCES ICT and other
N Curriculum OBJECTIVE (Introduction, Body and Conclusion)
LINKS

Week 5 ACHASSK0 1. Identify What are they getting Introduction: Introduction:


Lesson 11 – The different assessed on? 1. The teacher will read a book about different  Book
1 different types of  If they can identify types of families (The Family Book by Todd  Pictures and
structures of families. different types of Parr). labels of
families and 2. Describe the families and describe Different types of families: different
family different it.  Nuclear family – it has a mum, dad and families
groups types of  Knowing the common siblings.
today (e.g. family. things about these  Only child – when they do not have siblings.
nuclear, 3. State what families.  Single parent – There is only one parent in the
only child, all families family.
large, single have in
parent, common.
extended, How are they getting  Extended – A family who extend beyond the
blended, assessed? nuclear family to include grandparents, aunties,
adoptive uncles etc.
parent,  Students will be  Blended – A family consisting of a couple, the
grandparent assessed based on children they have had together and their
) and what their work/finished children from previous relationships. When
they have in product and their children live with their step sisters or brothers.
common. participation during  Adoptive parent – A person who adopts a child
mat session. and brings it up as their own.

Questions to ask after reading:


 What family type do you think you have? How
do you know?
 Does your family celebrate special occasions
such as birthdays? Just like the one from the
book?
 Does your family live in house one? Or in
different places?

Body:
There will be 3 table activities that children will
need to do for this lesson.
2. Explain to the children what the three activities
are.
1. Activity 1: Family graph Activity 1:
 Students in this group will be taking a  Paper
survey about their family.  Textas
o First survey: “How many members do  iPads –
you have in your family?” Graphing for
o Second survey: “How many siblings kids
do you have?”
o Third survey: “How many parents do
you have?”
 Paper will be provided for students to record
their tally.
 When taking the survey, students can split
into two groups so it is quicker to get
through the whole class.
 When they are done, they will use iPads to
create a graph of the results using the
application called “Graphing for kids”.
 The educator will be focusing on this
activity.
2. Activity 2 – Family Collage Activity 2:
 There will be a table with magazines,  Worksheets
scissors and glue.  Pencils
 Students will need to go through magazines  Colour pencils
to look for different types of families.
 When they find one, students need to cut it
up and glue it on a paper and label which
family it is.
 There will need to provide 4-5 examples.
3. Activity 3 – I love my family
 This is a writing activity where students Activity 3:
have an opportunity to write what they love  Magazines
about their families the most.  Scissors
 There will be prompting questions on the  Glue
table to help students with their writing such  Textas
as: what is your favourite thing to do with
your family? How many siblings do you
have?
 There will be sight words on the board
where students can look at if they don’t
know how to spell a word.

Conclusion:
 The teacher will choose a few of the students’
work to showcase to the class.
 The graphs created by the students will be
discussed.
o Who has the largest family?
o Who has the smallest family?
o Who has the same number of siblings?
 Remind students that it is normal to have
different sized family.
 End with this quote by Todd Parr “There are
lots of different ways to be a family. Your family
is special no matter what kind it is.”
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TERM/WEEKS: Term 3/6 YEAR LEVEL: Pre-primary LEARNING AREA/TOPIC: Humanities and Social
Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: The teacher can airdrop the students’ work onto their iPad and email it to the parents. The iPads need to be charged before this
activity. Ensure that the applications needed are downloaded.

WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =


LESSO Australian OBJECTIVE (what & how) EXPERIENCES ICT and other
N Curriculum (Introduction, Body and Conclusion)
LINKS

Week 6 ACHASSK0  Identify who What are they Introduction: Introduction:


Lesson 11 – their getting assessed Read the book again by Todd Parr – The Family  Book – The
2 Personal immediate on: Book. Family
and family families are. Students will be Revise the students about different types of
histories:  Describe how assessed on their families.
Who the they are identification of their Identify the members of an immediate family: Mum,
people in related to each immediate family dad, sister and brother.
their family other. and describe how
are, where  Indicate where they are related. Body:
they are they are born Students will also be There will be 3 table activities that students will
born and and raised. assessed if they need to do for this lesson.
raised and know where they 1. Activity 1: Book creator Activity 1:
showing are born and raised.  Before students begin, the educator will need to  iPad and Book
how they show children the basics of Book Creator. creator app
are related How are they  Students will need an iPad each, they will need
to each assessed?: to construct a story about their favourite activity
other, using Students will be to do with their family.
simple assessed through  Students will describe the activity they like to do Activity 2:
family trees. their work/finished and which family member they do it with.  Paper
product and their  The educator will be focusing on this  Pictures of their
participation. activity. family
2. Family Tree  Textas
 Students will draw a tree and place their  Colour pencils
families’ individual pictures on it. Label them.
3. Where are you born and raised? Activity 3:
 This is a writing activity where students will  Paper
write about where they were born. What can  Pencils
they remember from that place? Or what did  Textas
their family members say about that place? Can
you draw what you remember?
 There will be sight words on the board where
students can look at if they cannot spell a word.

Conclusion
 Students will pack up and make their way to the
mat.
 Get the children to pair up and talk about their
families to other children.
o Questions to ask: What does your dad do?
What does your mum do? Why do you think
family is important?
 In the end, there will be a gallery walk to
showcase the students’ work.
FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3/ 7 YEAR LEVEL: Pre-primary LEARNING AREA/TOPIC: Humanities and Social
Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: The teacher will airdrop the students’ work into their iPad and sent it through email for the parents. The iPads need to be charged
before this activity. Ensure that the applications needed are downloaded.

WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =


LESSO Australian OBJECTIVE (what & how) EXPERIENCES ICT and other
N Curriculum (Introduction, Body and Conclusion)
LINKS

Week 7 ACHASSK0  Know the different What are they Introduction: Introduction:
Lesson 13 – How ways to passing getting  The teacher will read the story of the Rainbow  Rainbow
3 the stories down stories from assessed on? Serpent. Serpent book (if
of families generation and  Identify  Explain to students the different ways of there is one).
and the past generation. different passing down stories of generation to  Photographs
can be  Describe the ways ways of generation and show examples.  iPads
communicat of passing down telling a o Photographs, artefacts, books, oral  Artefacts
ed and stories. story. histories, digital media, museums.
passed  Have a cultural  Describe the
down from understanding of ways of Body: Activity 1:
generation the Aboriginal telling a Activity 1: Camera and Pic Collage
to story.
generation community’s  On this activity table, there will be  Photographs,
(e.g. history. How are they photographs, artefacts, books, an iPad that artefacts,
photographs assessed? shows a few interviews. books, iPads
, artefacts,  Students will  Students will explore 3 things that they like.  Pic Collage
books, oral be assessed  Once they’ve picked the 3 things, they will
histories, on their need to take a picture and put it on a
digital finished work collage.
media, and mat  On the Pic Collage, students will need to
museums) session type their names as the title and design their
and how the participation. collage.
stories may  When they have finished, students will need
differ, to save their work on the iPad.
depending  Educator will be focusing on this activity.
on who is
telling them. Activity 2: Activity 2:
 There will be iPads at this activity table  iPads
using “The Dreaming” application.  The Dreaming
 Students will use this to listen to Dream application
Time stories.  Paper
 When the story is finished, students will  Colour pencils
draw any picture that they can think of that
relates to the story.

Activity 3: Activity 3:
 On this activity table, there will be lots of  Photographs
pictures that students need to interpret what  Recorder
is happening through a voice recorder.
 They will need to interpret where the place
is and what the people are doing.
 The answer will be at the back of the
pictures.
Conclusion:
Conclusion:  iPads
 There will be a showcase of some of the  Computer
students Pic Collage.
 Students will get into pairs and talk about
these questions:
o What is the best way of
communicating stories for you?
Writing? Drawing? Or recording?
o What story did you listen to on “The
Dreaming” application?