FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, YEAR LEVEL: 1 LEARNING AREA/TOPIC: The Arts, Visual Arts.
Weeks 6-8

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

Notes about device access in the classroom:

There will be a total of 35 class iPad’s in which they will be numbered from 1-35. Each student will have their own number (I will have this written down in
case students forget) so that each lesson they will be using the same iPad, so they can continue on with their work. Each iPad will have the same app’s and I
will ensure all collected and charged at the end of each lesson. These iPad’s will be stored in a locked trolley in the office which I will collect before each
lesson.

There will be at least 10 of the iPad microscope converters which will be kept in the classroom which students will be sharing.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES ICT and other
LINKS (Introduction, Body and Conclusion)

Week 6, Learning area: 1. Investigate the 1. Questioning: I  Introduction:

Lesson 1 The Arts different textures will question  As students are coming in from morning
around the students about why tea I will ask them if they could quietly
Subject: Visual classroom and take they chose certain make their way to the mat and I will
Arts pictures using the textures and ask explain to them what we will be doing.
iPad microscope them questions like  Once students are sat quietly down on the
Strand: Making converter. “What does this mat I will greet them, and they will greet
2. Insert a minimum texture feel like? me back.
Sub strand: Ideas of three of the “Is it hard or  Prior to this lesson I would have printed  Puzzle pieces of
pictures into book soft?” the book with
off an A3 picture of the book “The day the magnets on the
Exploration of, and creator. “What are other crayons quit” by Drew Daywalt and cut it back for
experimentation 3. Describe, to a textures you can up into 10 pieces and stuck magnets on the motivation.
with, the visual art partner, the see?” back.
elements of shape, different textures 2. Summative  I will then give 10 students a piece and one  Whiteboard
colour, line, space found around the assessment: Have by one ask them to place it on the  Puzzle pieces of
and texture. room. a rubric for book whiteboard. Students will then discover the book with
(ACAVAM106) creator which will magnets on the
that the puzzle is the book that they will be
be assessed at the back.
reading today.
Exploration of end of lesson three.  I will then inform them that first we will be
different materials, 3. Observing: reading the book that they completed the
media and/or Observe puzzle on then we will look at the art
technologies, when conversations element of texture.
creating artwork. between students  I will then read the children’s book: “The  Book: The day the
(ACAVAM107) about the textures crayons quit by
day the crayons quit” by Drew Daywalt. Drew Daywalt.
they found around
This book is a great book to focus on
 the room.
 colour and texture. Whilst reading the
book I will point out the different textures.
 Once I have read the book I will explain
the different rotations that they will have a
chance to do today.
 The first rotation will be an ICT one where
 Have the
students will use the microscopes to take
rotations set up in
pictures of textures around the classroom.
four different
The second rotation is students will have
areas.
the opportunity to do a collage with
different fabrics, materials and textures.
The third rotation is students will have the
chance to explore the texture of play-
dough and natural materials and create
with it. The last rotation is students will
create some leaf rubbing artwork and
identify the textures that leaves make when
they are traced over.
 I will then inform them that there is a
maximum of 7 students per rotation and
they can choose where they would like to
start off at, and they will need to go to all
stations.
 I will ask if they have any questions and
inform them that they will have 10 minutes
at each activity so when I ring the bell they
will need to swap stations to another one.
 To transition students from the mat to the
rotations I will call out “If you are in the
red faction you can go to a rotation, if you
are in the blue faction you can go to a
rotation… and so on.”
 Body:
 Rotation 1 (ICT focus): The first rotation  iPad’s
 Microscope
will be with me at the ICT station where converter from
we will have the iPads. While on the Kmart x8
iPad’s, students will place the microscopes  App: camera and
on the back and go on a hunt around the book creator.
room and take photos of the different
textures they encounter. If students find it
difficult to place the microscopes on the
back of the iPad’s I will help them and
show them how they work. Students will
be required to find a minimum of three
different textures around the room and take
a photo of them. Students will also be
required to take a normal photo of the
texture which will show them the
difference between using the microscopes
on the iPad compared to the normal
pictures. Once students have taken three
photos of textures using the microscope
converter on the iPad and a normal picture
of each they will place the pictures into
book creator. I will have my own iPad
where I will ask all students to watch me
and show them how to place the photo’s
into book creator. Students can set up their
book creator however they want just as
long as they have a page for each texture
and a title page.
 Rotation 2: The second rotation will be  Paper
collaging with different fabrics, materials  Glue
and textures. Students will be provided  Scissors
 Fabrics
 with a range of different fabrics and  Materials
materials along with glue and paper to  Natural materials
(sand, leaves, etc)
collage. Students can then explore the
different textures on their paper and show
their peers.
 Rotation 3: The third rotation will be at  Play dough
 Natural materials
the play-dough table. Students will each (sticks, woodchips,
have their own play-dough with a range of leaves, rocks,
different natural materials. Students can stones, pine cones,
explore the textures with their senses and honky nuts, shells
etc.)
create their own masterpieces.
 Rotation 4: The last rotation is leaf
rubbing. I will have my assistant teacher  Paper
here who will help students and model  Leaves
 Crayons
how to do the leaf rubbing. There will be a
range of different shapes and sizes of
leaves along with crayons and paper where
students will place the leaf underneath the
paper and rub over with it with a crayon to
discover the pattern of the leaf.
 When all students are at a rotation I will  Bell to signal to
put a timer on for 10 minutes. When 10 students that they
minutes is up I will ring the bell, which need to go to the
next rotation.
will signal that they need to go to another
 Timer.
rotation. I will then repeat this for the other
rotations.
 When students are at their last rotation and
there is five minutes left till pack away
time I will warn students so that they can
finish what they are doing.
 I will then ask students if they could pack
away their area and come and sit down on
the mat to conclude the lesson.

 Conclusion:
 Once students are sitting down quietly on
the mat I will revise what we done this
lesson. I will ask students questions such
as:
“What did you learn today?”
“What different textures did you find
around the room?”
“Were the microscopes on the iPad’s easy
to use or hard?”
“What did you think of book creator? Did
you like it or not? Why?”
“What was your favourite rotation?”
“What was your least favourite rotation?”
 I will then ask a student to volunteer to  App: photo’s, book
show the class the pictures they took with creator.
the microscope converter on the iPad’s and  iPad
how their book creator is looking so far.
 I will then call out four children at a time
to go and get their lunch, so they are ready
for when the bell rings.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES ICT and other
LINKS (Introduction, Body and Conclusion)

Week 7, Learning area: 1. Create two pic 1. Questioning: I  Introduction:

Lesson 2 The Arts collages, one of will ask students’  As students are coming in from morning
primary colours questions like: tea I will ask them if they could quietly
Subject: Visual and the other on “What are primary make their way to the mat and form a
Arts secondary colours, colours? What circle where I will explain to them what
of objects around objects around the they will be doing today.
Strand: Making the classroom. room are primary  Once students are sat quietly in a circle I
2. Insert the pic colours? will greet them, and they will greet me
Sub strand: Ideas collages into book “What are back.
creator. secondary  I will then have a group discussion with
Exploration of, and 3. Identify the colours? What the students about what they done last
experimentation differences objects around the lesson and ask students to place their hand
with, the visual art between primary room are up and tell the class what they done last
elements of shape, and secondary secondary lesson. This will refresh student’s memory
colour, line, space colours, to a colours?” which will build the foundation for what
and texture. partner. 2. Summative they will need to know this lesson. I will
(ACAVAM106) assessment: Have then inform them that this lesson they will
a rubric for book be looking at and exploring the art element
Exploration of creator which will of colour.
different materials, be assessed at the  Prior to this lesson I would have put  Coloured crayons
media and/or end of lesson three. coloured crayons into a box.  Box
technologies, when 3. Observations:  I will then pass the box to a student and
creating artwork. Observe students’ ask them to look inside and describe what  Box with crayons
(ACAVAM107) conversations they see ensuring they don’t say what it is. in for the
about primary and motivation.
This will be passed around until everybody
secondary colours.
 has looked inside and explained what they
see.
 I will then ask someone to say what it is,
and they will reply with crayons. This is
how I will introduce the book “The day the
crayons quit” by Drew Daywalt which is
the motivation for the lesson.
 I will then read the book and whilst  Book: The day the
reading I will point out the different crayons quit by
Drew Daywalt
colours in the book and discuss the
different coloured objects.
 Once I have read the book I will explain
the different rotations that they will have a
chance to do today.
 The first rotation will be an ICT one where  Have the four
students will create a two pic collages. One rotations set up in
four different areas.
of primary colours and the other of
secondary colours. The second rotation
will be a colour wheel making table where
students can make their own colour
wheels. The third rotation will be a colour
sorting activity and the last rotation will be
collaging with cellophane.
 I will then inform them that there is a
maximum of 7 students per rotation and
they can choose where they would like to
start off at, and they will need to go to all
stations.
 I will ask if they have any questions and
inform them that they will have 10 minutes
at each activity so when I ring the bell they
will need to swap stations to another one.
 To transition students from the mat to the
rotations I will call out “If your name
starts with an ‘a’ you can go to a rotation,
if your name starts with a ‘m’ you can go
to a rotation… and so on.”

 Body:
 Rotation 1 (ICT focus): The first rotation
will be with me at the ICT station where  iPad’s
we will have the iPads. Students will need  Apps: pic collage,
book creator,
to create two pic collages. One of primary camera.
colours and the other of secondary colours.
I will first teach the students the primary
and secondary colours then they will be
able to create a pic collage. To create these
collages students will go on a hunt around
the room to find objects that are these
colours and take photos of them. They will
need at least six photos of each to create
their pic collage. Once students have taken
photos they will need to create a pic
collage. The iPad’s will be numbered so
students can use the same iPad as they did
last week. I will have my own iPad where I
will show students how to add their photos
into pic collage. Students will then add
these collages to their book creator. If
some students cannot remember how to
add pictures to book creator I will show
them. Students can set up their book
creator however they want they just need
to have the primary colours collage on one
 page and the secondary colours collage on
another page.
 Colour wheel
 Rotation 2: The second rotation will be a template
colour wheel making table. Students will  Red, yellow and
work with an assistant teacher to paint a blue paint.
colour wheel. They will have the  Paint brushes
opportunity to mix the primary colours to  Colour wheel
pictures that
create the secondary colours needed for students can refer
their colour wheel. to.
 Rotation 3: The third rotation will be a
 Red, orange,
colour sorting activity. I will have six
yellow, green, blue
different coloured containers (red, orange, and purple
yellow, green, blue and purple) along with containers.
a basket full of objects of these colours.  Basket
Students will be required to match the  Coloured objects
such as ball, pencil,
objects to the corresponding coloured block etc.
container.
 Rotation 4: The last rotation is collaging  Paper
with cellophane. There will be a basket of  Scissors
 Cellophane (red,
coloured cellophane (primary colours)
blue, yellow)
along with paper, glue and scissors where  Glue
students can collage with cellophane. As  Basket for
cellophane is clear and will be the primary cellophane
colours they can glue them on top of each
other to create secondary colours.
 When all students are at a rotation I will  Bell to signal to
put a timer on for 10 minutes. When 10 students that they
need to go to the
minutes is up I will ring the bell, which
next rotation.
will signal that they need to go to another  Timer
rotation. I will then repeat this for the other
rotations.
 When students are at their last rotation and
there is five minutes left till pack away
time I will warn students so that they can
finish what they are doing.
 I will then ask students if they could pack
away their area and come and sit down on
the mat to conclude the lesson.

 Conclusion:
 Once students are sitting down quietly on
the mat I will revise what we done this
lesson. I will ask students questions such
as:
“What different colours did you find
around the room?”
“What do you know about primary
colours?”
“What do you know about secondary
colours?”
“What did you think of pic collage? Did
you like it or not? Why?”
“What was your favourite rotation?”
“What was your least favourite rotation?”
 After having a group discussion on the
 Apps: Book creator
lesson, I will ask a student to come to the  iPad
front and show their peers their book
creator so far.
 I will then call out four children at a time
to go and get their lunch, so they are ready
for when the bell rings.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES ICT and other
LINKS (Introduction, Body and Conclusion)

Week 8, Learning area: 1. Insert a voice 1. Observations:  Introduction:

Lesson 3 The Arts recording into book Observe how the  As students are coming in from morning
creator defining students use the tea I will ask them if they could quietly
Subject: Visual texture and colour. voice recording make their way to the mat and I will
Arts 2. Complete a book function in book explain to them what they will be doing
using book creator creator. today.
Strand: Making with images of 2. Questioning: I  Once students are sat quietly on the mat I
texture and colour will ask students’ will inform them that we will be listening
Sub strand: Ideas with titles and a questions like: to the audio version of the book “The day
voice recording. “What is your the crayons quit” by Drew Daywalt one
Exploration of, and definition of last time and doing a brainstorm of what
experimentation texture?” they have learnt. Then we will be finishing
with, the visual art “What is your our books on book creator.
 Audio version of
elements of shape, definition of  I will play the audio version of the book
the book “The day
colour, line, space primary and for students for fun then we will have a the crayon’s quit”
and texture. secondary brain storm of everything that they have by Drew Daywalt.
(ACAVAM106) colours?” learnt from the book over the last three
3. Summative weeks.
Exploration of assessment: Have  I will write the book title on the white  Whiteboard
different materials, a rubric for book board and ask students what they learnt  Whiteboard makers
media and/or creator which will from the book. Some students might point
technologies, when be assessed at the out the primary colours or the secondary
creating artwork. end of this lesson colours where others might point out the
(ACAVAM107) (attached to back textures such as how the illustrator made
of the FPD). the waves, or some students might point
out that the fire truck is red which is a
primary colour etc.
 Once we have completed the brain storm I
will explain the different rotations that they
will have a chance to do today.
 The first rotation will be an ICT one where  Have the three
students will finish their book creators by rotations set up in
adding in a voice recording. The second three different
rotation will be a poster making table areas.
where students can make their own poster
explaining either colour or texture. The last
rotation will be a writing station where
students can write their own letters like the
crayons did in the book.
 I will then inform them that there is a
maximum of 10 students per rotation and
they can choose where they would like to
start off at, and they will need to go to all
stations.
 I will ask if they have any questions and
inform them that they will have 14 minutes
at each activity so when I ring the bell they
will need to swap stations to another one.
 To transition students from the mat to the
rotations I will call out “If your last name
starts with an ‘a’ you can go to a rotation,
if your last name starts with a ‘m’ you can
go to a rotation… and so on.”
 Body:
 Rotation 1 (ICT focus): The first rotation  iPad’s
 App: Book creator
will be with an assistant teacher and
 Recording booths
myself as their will be a lot of students made out of
who need to finish their book creator and recycled cardboard
who will need help. This will be the ICT boxes (these are for
students to do their
station where we will have the iPads.
recordings so there
Students will have the opportunity to add is no background
in a voice recording into their book creator noise).
explaining their own definition of texture  Whiteboard to
and colour. I will have my own iPad where write what they
need in their book
I will show students how to add in a voice creator
recording then if they need help the  Whiteboard
assistant or myself will help them. markers
Students will have the chance to finish any
last things on their book creator such as
adding in a title, headings and background.
I will write a list of things on the
whiteboard that their book creators will
need to have and ensure students read it
and have everything before they are
finished.
 Rotation 2: The second rotation will be a  Paper
poster making table where students can  Scissors
make their own posters either explaining  Glue
texture or colour. Students will be given a  Pencils, crayons,
textas.
wide range of resources such as paper,  Fabric
pencils, crayons, scissors, glue, fabric,  Natural materials
natural materials etc to create their posters. (sand, twigs,
These posters will then be hung up on the woodchips, leaves
etc.)
wall for students to refer to.
 Rotation 3: The last rotation will be at the  Paper
writing table where students can write their  Pencils
 Envelopes
own letters just like the crayons wrote
 Word wall with
letters to Duncan. There will be a parent words on it
helper at this table which will help students  Example letters
in spelling and writing. There would be a  Post box
word wall on the wall that students created  Posting stamps
at the start of the year that they can refer to
also. There will be envelopes that students
can place their letters into before posting it
into the class post box.
 When all students are at a rotation I will
 Bell to signal to
put a timer on for 14 minutes. When 14
students that they
minutes is up I will ring the bell, which need to move to the
will signal that they need to go to another next station.
rotation. I will then repeat this for the other  Timer
rotations.
 When students are at their last rotation and
there is five minutes left till pack away
time I will warn students so that they can
finish what they are doing.
 I will then ask students if they could pack
away their area and sit down at their desk.
 I will then hand them all an iPad.  iPad’s with
numbers labelled
on them from 1-35.
 Conclusion:
 Once students are sitting down quietly at  iPad’s
 Website: Kahoot
their desks I will ask them to go on
Kahoot, so they can complete the online
quiz. Students would have used Kahoot
before and know how to access it and play
it.
 By getting the students to play Kahoot and
answer the questions it will test their
knowledge and show me what they have
learnt over the last three lessons.
 Some questions I will put on Kahoot will
be:
1. What is a primary colour?
2. What is a secondary colour?
3. What is texture?
4. What is pic collage?
5. What can you do with book creator?
6. What does the microscope converter
on the iPad’s do?
7. Is red a primary or secondary
colour?
 When the quiz is finished I will collect the
iPad’s and call out four children at a time
to go and get their lunch, so they are ready
for when the bell rings.
 Marking Rubric for Book creator:

Needs improvement Satisfactory Good Excellent

Does the book creator have a
title page?
Does the book creator have a
page for each texture?
Does the book creator have a
minimum of three textures?
Does the book creator have a
pic collage for primary
colours and a pic collage for
secondary colours? Are they
on separate pages?
Does each pic collage have at
least six pictures?
Is there a voice recording
explaining texture on the
texture page and another
explaining colour on the
colour pages?
Are their headings?
Does it have the students
name on it?