Amy Ramsey (Griffiths) 110144437

Unit Planner

Year Level: Foundation School: Elizabeth North Primary School

Date: During Term 2, 2018 Duration: Five Lessons

Context for the Unit Plan

This unit plan is aimed at a foundation level class, with 17 students, at Elizabeth North Primary School. The majority of the class speak English fluently,
however there are three English as an Additional Language or Dialect (EAL/D) students and five students with speech impediments. A number of the
students are still adjusting to the school context and suffer from anxiety issues. In the following unit plan, each learning experience can be adapted
depending on the students’ needs, however it will be important that instructions are given explicitly and clearly for all students to understand.

The classroom is arranged with different areas for learning including a large floor space used for group time and games, six groups of tables, a reading
space, and access to a wet arts area. A wide variety of technologies are available for use including interactive whiteboards, computers, and iPads. Elizabeth
North Primary School also have a whole school focus on goal setting and growth mindset.

The students have previously engaged with Humanities and Social Sciences (HASS) through the completion of personal timelines and have had previous
discussions about the past and future. Overall, the students are highly engaged and interested in the Health and Physical Education, Technologies, and
The Arts learning areas, as these areas give them the opportunity to move around, use computers, and be creative. The teacher has expressed the need
for The Arts to be embedded in the HASS and Mathematics learning areas. Therefore, a unit plan focusing on HASS and The Arts has been developed for
this class.
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Overview for the Unit Plan

Throughout this unit plan, students will predominantly engage in the HASS and The Arts learning areas of the Australian Curriculum. This will involve
students questioning and analysing objects from the past and present before working together in pairs or small groups (to allow for ability levels), using
media technologies such as iPads, to search for and capture images of objects they believe to be from the past and present. Together with the teacher,
students will consider which images to keep and delete, with those chosen to be presented for discussion to an audience.

This unit plan reflects intentional teaching, as the learning experiences are planned prior to implementation (Dinham & Chalk 2018, p. 353). However,
opportunities for students to take a role in their own learning throughout the unit plan have been considered, as well as various tasks and adaptations
that will allow the student to showcase their learning in various ways. The teacher will use a range of strategies to build on the students’ learning in and
through the arts by valuing prior knowledge, posing guided questions, creating student interest through the use of technologies, demonstrating, and
providing opportunities to share their learning to an audience (DECS 2010, p. 65; Dinham & Chalk 2018, p.356; Wright 2012, p. 217; Livermore 2003, p.
2).

Australian Curriculum Learning Outcomes

• Learning Outcome 1: Students will make conclusions as to what hidden objects from the past and the present look like through researching and
drawing (ACHASSI002 (Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018b; ACAVAM106 (ACARA 2018e)).
• Learning Outcome 2: Students will identify and compare various objects from the past and the present through questioning and analysing
(ACHASSI001, ACHASSI006 (ACARA 2018b)).
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• Learning Outcome 3: Students will demonstrate the use of an iPad to capture still images for a purpose (images of past and present objects
around the school) and provide reasoning as to which images should be kept and which images should be deleted (ACHASSI008 (ACARA 2018b);
ACAMAM055 (ACARA 2018d)).
• Learning Outcome 4: Students will develop a final presentation piece of their chosen images, for presentation to an audience for discussion
(ACHASSI010, ACHASSK013 (ACARA 2018b); ACAMAM056 (ACARA 2018d)).

Humanities and Social Sciences (HASS) Strands

Inquiry and Skills Knowledge and Understanding

Questioning Students will pose questions about objects from the past and present. Students will share their knowledge and
understandings of continuity and change
Researching Students will collect information about a hidden object to help them
through their presentation of images of past
identify past and present qualities.
and present objects.
Analysing Students will compare similar objects from the past and present.

Evaluating and Reflecting Students will evaluate and reflect on chosen objects to capture and
keep images of.

Communicating Students will use appropriate language when presenting their images
of objects from the past and present.
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The Arts Strands

Arts Learning Area Making Responding

Media Arts Students will use iPads to communicate what Students will view the work of others and may
they believe to be a past and present object communicate their thoughts and/or ideas in
within the school. response.

Visual Arts Students will represent their ideas of what a Students will view the work of others and may
hidden object from the past and present looks communicate their thoughts and/or ideas in
like using drawing. response.

Related Learning Areas

Technologies English

Students will explore digital systems for a purpose and follow a series of Students will understand that language can be used in various ways as
instructions when they use iPads to take photographs (ACTDIK001, they engage in capturing visual images and writing and/or drawing
ACTDIP004 (ACARA 2018c). captions to match them (ACELA1429, ACELA1435, ACELA1786 (ACARA
2018a).

General Capabilities
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o Literacy o Ethical Understanding o ICT Competence o Critical and Creative Thinking

o Numeracy o Intercultural Understanding o Personal and Social Competence

Cross-Curriculum Priorities

o Aboriginal and Torres Strait Islander Histories and Cultures o Asia and Australia’s Engagement with Asia

o Sustainability

Links to the Early Years Learning Framework (EYLF)

Outcome 1.1 Students will respond to and openly express their feelings and ideas in their interactions with others (Department of
Education, Employment and Workplace Relations (DEEWR) 2009, p. 21)

Outcome 3.1 Students will increasingly cooperate and work collaboratively with others while making choices, accepting challenges, and
taking considered risks in their learning (DEEWR 2009, p. 31)

Outcome 4.4 Students will explore the purpose and function of a range of tools, media, sounds, and graphics as they experiment with
different technologies (DEEWR 2009, p. 37).

Outcome 5.1 Students will use language to communicate and describe the attributes of objects (DEEWR 2009, p. 40).

Outcome 5.3 Students will use drawing and a range of media to express ideas and make meaning (DEEWR 2009, p. 42).

Outcome 5.5 Students will engage with technologies for fun and to make meaning (DEEWR 2009, p. 44).
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Structure Teacher Activity Learner Activity Preparation/Resources

Introduce: Prior Knowledge Introduce: - Interactive whiteboard

Learning Discuss with students their knowledge about Participate in discussion about past and present. - Boxes with stuffed toys

Experience 1 past and present and record using a document - Paper

Develop:
on the interactive whiteboard. - Pencils
(Learning Outcomes
Ask identifying questions about the objects - Crayons
1 and 2) Develop: Hidden Object (toys) in the boxes. - Markers
Show students two boxes and explain that in Using preferred art materials available, draw an
each box there is an object (a stuffed toy) from image of what they think the objects look like.
the past and the present. Inform students they
Conclude:
will be drawing what they think each toy may
look like after asking some identifying questions. A selection of students will share and discuss
Provide students with question suggestions. their drawings before the objects are revealed.

Once students have asked a number of Once revealed, discuss with peers how their

questions, direct them to their preferred drawings compared.

learning space to draw.

Conclude: Revealing the Objects

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Invite students to gather around the two boxes.

Give a number of students the opportunity to
show their drawings. Reveal the objects in the
boxes and allow students to discuss with each
other how their drawings compared.

Key Questions - When I say the word ‘past’ what comes to your mind?
- When I say the word ‘present’ what comes to your mind? (Anticipate responses about ‘gifts’)
- Another way to think of the ‘past’ and the ‘present’ is through the terms ‘old’ and ‘new’. What can you tell me about old and
new?
- When asking identifying questions, think about colour, big or small, types of toys etc.

Adaptations - Provide students with clues about the hidden objects.

- Use the terms ‘old and new’ or ‘then and now’ if students find ‘past and present’ confusing.

Safe and Ethical - Use pop sticks with students’ names to ensure all have the opportunity to ask identifying questions, thus avoiding feelings of
Practices exclusion from the experience.

Introduce: Introduction to iPads Introduce: - Prior to experience,

Learning Inform students they will be searching the Listen and watch attentively to demonstration discuss with teacher,

Experience 2 school for an object from the past and an object on how to use the iPad camera, asking which students have

from the present, using iPads to capture images questions, if required. had experience with
iPads and sort into
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(Learning Outcomes of these. Demonstrate the use of the iPad Develop: pairs/groups
2 and 3) camera. Allow for questions from students and accordingly
Work with partner/group to conduct a search
provide five minutes to practice with iPads in - Prior to experience,
around the school of past and present objects.
the classroom. organise with teacher
Use the iPad to capture images of the objects
Develop: where to search
found.
around the school
Lead a search around the school for students to Conclude: - Interactive whiteboard
capture images of past and present objects.
Participate in discussion, sharing what past and document from
Move from each pair/group to check in with
present objects they found and captured. previous lesson
their progress, provide feedback, and attend to
- 10 x iPads
any questions or troubles they are experiencing.

Conclude: Note: By engaging in this experience, students

are considering the environments they operate
Bring students back to the classroom and
within to tell a story about the past and present
conclude with a discussion of what past and
by producing visual texts using an iPad (Quin
present objects they found and captured during
2003, p. 36).
the search. Ensure each pair/group has a chance
to share.

Key Questions - Check for understanding: What is the process for capturing an image using an iPad?
- Where in the school could we find objects from the past and present?
- What objects did you capture from the past and present and where did you find them?
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Adaptations - Pair/group students so those with experience using an iPad are with those less experienced.

Safe and Ethical - Ensure students are aware of the perimeters of the search when looking for past and present objects beyond the classroom.
Practices - While school iPads are being used, it is still important to supervise the students while they use them to ensure they are not
using them inappropriately.

Introduce: Introduce: - Prior to experience, set

Learning Inform students you will visit each pair/group to Listen attentively to teacher instructions. up tables with past and

Experience 3 review their images and engage in discussion present objects from
Develop:
about which images to keep and delete. home and the class.
(Learning Outcome
Work with partner/group and teacher to review - 10 x iPads from
3) Students who are waiting will visit tables with
images to keep and delete. Provide reasoning previous experience
past and present objects to sort and engage in.
regarding their choices. - Following experience,
Develop:
Engage in sorting objects into past and present. print images students
While students are engaging in sorting, pull each have chosen to keep
Conclude:
pair/group aside to review their images of past
and present objects and encourage them to Participate in discussion about the sorting of

make decisions regarding which images to keep past and present objects.

and delete, with reasoning.

Conclude:
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Invite students to sit together. Inform them that

their images will be printed and that they will
work on how to present them in the next
experience. Initiate a discussion about the
sorting of past and present objects.

Key Questions - Tell me about the images you captured on your search.
- What is it about this image that you like/dislike?
- What did you notice about the objects that you were sorting into past and present?
- Did any of the objects look like they were really old or really new? Why do you think so?

Adaptations - Fast finishers: Conduct a search around the classroom for past and present objects and draw what they find.

Safe and Ethical - The teacher will use ‘withitness’, positioning themselves to ensure students are engaging in prosocial behaviours while
Practices moving around the room and engaging in sorting of past and present objects (Good & Brophy 2008 p. 81)
- While school iPads are being used, it is still important to supervise the students while they use them to ensure they are not
using them inappropriately.

Introduce: Introduce: - Printed images

Learning Inform students they will work with their Listen attentively to teacher instructions. View - Example of presented

Experience 4 partner/group to develop a caption (a short example of final presentation piece. Ask image

sentence) to describe each image, with the questions, if required. - Prepare art materials
prior to experience;
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(Learning Outcome assistance of the teacher. Those waiting for Develop: - Cardboard
4) assistance will arrange their images on a large - Coloured paper
Work with their partner/group and teacher to
piece of card, decorating with various, and - Lined paper
develop a caption for their images. Write
relevant, art materials for presentation to an - Writing pencils
caption on lined paper. Decorate image using
audience. Show an example of a final - Pencils
various art materials.
presentation piece, allowing for questions. Hand - Crayons
out the students’ printed images. Conclude: - Markers

Develop: Present their final presentation piece to the - Scissors

class, reading their captions. - Glue
While students are working on the presentation
of their images, visit each pair/group to discuss
possible captions to describe their image. Using
lined paper, they will write the decided caption
to add to their final presentation piece.

Conclude:

Guide each pair/group in presenting their final

presentation piece to the class, practicing how
they will present to a wider audience.

Key Questions - How would you describe your image/s?

- What are the features of your chosen past and present objects that you can point out?
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- Where did you find your past and present object for image capture?

Adaptations - Students who struggle to write could use simple adjectives or draw pictures, rather than sentences, to caption their images.

Safe and Ethical - The teacher will use ‘withitness’, positioning themselves to ensure students are engaging in prosocial behaviours while
Practices moving around the room and decorating their past and present final presentation pieces (Good & Brophy 2008 p. 81)

Introduce: Introduce: - Prior to experience,

Learning Initiate a discussion with the students about the Participate in discussion regarding their feelings organise a small

Experience 5 upcoming presentation, focusing on how they of the upcoming event. Practice presenting. audience to present to

feel about the event. Provide five minutes for (parents or buddy
(Learning Outcome Develop:
the students to work with their pair/group to class)
4)
Present their final presentation pieces to an - Previously prepared
practice.
audience. While waiting, show appropriate image for presentation
Develop: audience expectations. - Previously prepared
Guide the students in presenting their final Conclude: certificates of
presentation pieces to an audience. participation
Answer any questions or acknowledge any
Conclude: comments from the audience.
Allow time for the audience to ask questions or
make any comments before presenting each
student with a participation certificate.
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Key Questions - What qualities does a speaker have?

- What is expected of the audience when someone is presenting?
- Is it okay to feel nervous? / What can you do if you are feeling nervous?

Adaptations - Students who appear too shy to speak about their presentation piece can hold it up for all the audience to see.

Safe and Ethical - The teacher will consider students feelings about presenting to an audience by allowing for adaptations if presenting will
Practices result in the decreased wellbeing of the student.
- Ensure that there is plenty of safe paths available for those who need to walk around, especially if the presentation is held in
a classroom.

Evaluation and Assessment

Throughout the unit plan, formative and summative assessment methods will be used.

Timely feedback is essential and will be used throughout the learning experiences. While documentation is also an important part of evaluating students
learning, it is often visited after the learning has taken place (Project Zero & Reggio Children 2001, p. 78). Therefore, relevant and constructive feedback
will be provided to students through questioning, commenting, adaptations, and by allowing students to discuss and share their work (Baker & Baker
2006, p. xii). This will also provide the teacher with valuable feedback on their teaching and whether any changes should be implemented during the next
learning experience.

Documentation of students learning is crucial when implementing learning experiences, as these inform the assessment of their learning (Dinham & Chalk
2018, p. 369). Documentation provides important information about the students learning and makes their learning visible in a number of ways (Sims &
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Hutchins 2013, p. 124; Project Zero & Reggio Children 2001, p. 83). This is especially true when a variety of documentation methods are used, and in the
case of this unit plan, checklists and/or grids with observation notes and photographic evidence will be utilised.

Grids and checklists can provide teachers with information about how students have progressed, as well as a way of identifying where gaps may exist
(Brady & Kennedy 2012). These forms of documentation will be useful when assessing students learning against the learning outcomes of the unit plan
(Dinham & Chalk 2018, p. 385). Judgements will be made using a final marking rubric with an outcome of excellent, high, satisfactory, or developing
standard against each outcome. Photographic evidence can be used alongside this for use in a learning portfolio.
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References

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018a, F-10

Curriculum, English, v8.3, Australian Curriculum, Assessment and Reporting Authority,
viewed 9 April 2018, <https://www.australiancurriculum.edu.au/f-10-curriculum/english/>.

- 2018b, F-10 Curriculum, Humanities and Social Sciences, v8.3, Australian Curriculum,
Assessment and Reporting Authority, viewed 9 April 2018,
<https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-
sciences/hass/>.

- 2018c, F-10 Curriculum, Technologies: Digital Technologies, v8.3, Australian Curriculum,

Assessment and Reporting Authority, viewed 9 April 2018,
<https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-
technologies/>.

- 2018d, F-10 Curriculum, The Arts: Media Arts, v8.3, Australian Curriculum, Assessment and
Reporting Authority, viewed 9 April 2018, <https://www.australiancurriculum.edu.au/f-10-
curriculum/the-arts/media-arts/>.

- 2018e, F-10 Curriculum, The Arts: Visual Arts, v8.3, Australian Curriculum, Assessment and
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curriculum/the-arts/visual-arts/>.

Baker, A & Baker, J 2006, Natural maths strategies: Book 1, Blake Education Pty Ltd, Clayton
South, Vic.

Bamford, A 2006, The wow factor: Global research compendium on the impact of the arts in
education, Waxman, Berlin.
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Brady, L & Kennedy K 2012, Assessment and reporting: Celebrating student achievement, 4th
edn., Pearson Australia, Melbourne, Vic.

Deans, J & Brown, R 2008, ‘Reflection, renewal, and relationship building: an ongoing
journey in early childhood arts education’, Contemporary Issues in Early Childhood, vol. 9,
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Department of Education and Children’s Services (DECS) 2010, South Australian teaching for
effective learning: Framework guide, Government of South Australia.

Department of Education, Employment, and Workplace Relations (DEEWR) 2009, Belonging,

being & becoming: The early years learning framework for Australia, Australian
Government, Department of Education, Employment and Workplace Relations, viewed 6
April 2018,
<https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_t
he_early_years_learning_framework_for_australia.pdf>.

Dinham, J & Chalk, B 2018, It’s arts play: Young children belonging, being, and becoming
through the arts, Oxford University Press, South Melbourne, Vic.

Good, T L & Brophy, J E 2008, Looking in classrooms, 10th edn., Pearson/Allyn and Bacon,
Boston, MA.

Livermore, J 2003, More than words can say: A view of literacy through the arts, National
Affiliation of Arts Educators, Braddon, ACT, pp. 35-40.

Project Zero & Reggio Children 2001, Making learning visible: Children as individual and
group learners, Reggio Children, Italy.

Quin, R 2003, ‘Media literacy and the information age’, in J Livermore (ed.), More than
words can say: A view of literacy through the arts, National Affiliation of Arts Educators,
Braddon, ACT, pp. 35-40.
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Sims, M & Hutchins, T 2013, Program planning for infants and todders, Pademelon Press,
Jamberoo, NSW.

Wright, S 2012, Children, meaning-making and the arts, Pearson Education Australia,
Frenchs Forest, NS