HASS FORWARD PLANNING DOCUMENT - YEAR 3

TERM: 2 Week 2-6 STRAND/S: Civics and Citizenship. CONCEPT/S: Participation, justice, democracy.
TOPIC: Helping in the Local Community.
YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to their daily
learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary. Students build on their understanding of civics and citizenship through the
concepts of democracy and participation. Using familiar contexts, they consider how and why community groups create rules and make decisions. Students think about their own participation in
the local community and how this contributes to society. At standard, students develop questions, locate and collect information and/or data from a variety of sources. They record their information
and/or data in a range of formats and use some protocols when referring to the work of others. Students use given criteria to select relevant information, and they interpret information and/or data
by sequencing events and identifying different points of view. They translate information and/or data into different formats. Students use given decision-making processes to draw simple
conclusions and provide explanations, based on information and/or data. They present findings using a range of communication forms appropriate to audience and purpose, using relevant terms.
Students develop texts, supported by researched information, and reflect on findings to propose an action. Students identify the importance of rules and the democratic processes that groups follow
when making decisions. They describe how people participate in community groups and identify the benefits to both the individual and the community.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures
Asia and Australia’s engagement with Asia
Sustainability

SCSA LINKS

TEACHING AND LEARNING EXPERIENCES

INTEGRATION INTO OTHER LEARNING AREAS

RESOURCES

Knowledge and understandings

Skills

Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community (ACHASSK072)
Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)
Identify different points of view/perspectives in information and/or data (e.g. distinguish fact from opinion, explore different stories on the same topic) (WAHASS33)
Introduction:
• Read students “We’re All Wonders” by RJ Palacio and “The Little Refugee” by Anh Do.
• Give students the topic ‘ways the two main characters are different’
• The first student says a word they associate with this topic and rolls the ball to another student.
• This continues until all have had a turn.
• Repeat with the topic ‘ways our class members are different’.

Body:
 • Students brainstorm as a group items that make them feel safe.
• Students brainstorm as a group rules that make them feel safe.
• Students are tasked with designing (drawing) a safe space for people in need.
• Below their drawing they are instructed to write rules for their safe space.

Conclusion:
• Students present their safe space to the class and tell them why it is safe, how rules help it stay safe and who they think may need to use it.
• As a class students identify how their classroom is a safe space.

LEARNER DIVERSITY
Enabling: students explain the difference between a safe and unsafe place in written form.
Extending: students will be given picture prompts and examples of places that make others feel safe.
English: ACELY1665, ACELA1469, ACELT1589,
ACELT1591,
ACELT1833, ACELA1463, ACELY1668.

Drama:
ACADRM027, ACADRM029.

Technologies: ACTDEK001

Books: “We’re All Wonders” by RJ Palacio and “The Little Refugee” by Anh Do.

Venn Diagram (large).

Butcher’s paper.

Plain paper.

Lined paper.

Picture prompts.

HASS INTEGRATION

Civics and citizenship: Communities

Who makes rules, why rules are important, and the consequences of rules not being followed (ACHASSK071)

Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community (ACHASSK072)

Geography: Places are both similar and different

The location of Australia's neighbouring countries and their diverse natural characteristics and human characteristics (ACHASSK067)

The similarities and differences between places in terms of their type of settlement, the diversity of people (e.g. age, birthplace, language, family composition), the lives of the people who live
there, and feelings and perceptions about places (ACHASSK069)
LESSON OBJECTIVES

As a result of this lesson, students will be able to:

 Describe the purpose of rules.
 Write at least two rules that are helpful to others.
 Describe and respect ways people are different.

ASSESSMENT

Anecdotal notes under each student’s name and annotated work samples.

HASS FORWARD PLANNING DOCUMENT - YEAR 3

TERM: 2 Week 2-6

STRAND/S: Civics and Citizenship.
CONCEPT/S: Participation, justice, democracy.

TOPIC: Helping in the Local Community.

YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to their daily
learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary. Students build on their understanding of civics and citizenship through the
concepts of democracy and participation. Using familiar contexts, they consider how and why community groups create rules and make decisions. Students think about their own participation in
the local community and how this contributes to society. At standard, students develop questions, locate and collect information and/or data from a variety of sources. They record their
information and/or data in a range of formats and use some protocols when referring to the work of others. Students use given criteria to select relevant information, and they interpret
information and/or data by sequencing events and identifying different points of view. They translate information and/or data into different formats. Students use given decision-making
processes to draw simple conclusions and provide explanations, based on information and/or data. They present findings using a range of communication forms appropriate to audience and
purpose, using relevant terms. Students develop texts, supported by researched information, and reflect on findings to propose an action. Students identify the importance of rules and the
democratic processes that groups follow when making decisions. They describe how people participate in community groups and identify the benefits to both the individual and the community.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures
Asia and Australia’s engagement with Asia
Sustainability

SCSA LINKS

TEACHING AND LEARNING EXPERIENCES

INTEGRATION INTO OTHER LEARNING AREAS

RESOURCES

Knowledge and understandings

Skills

Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community (ACHASSK072)
Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)

Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet) (WAHASS28)

Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups) (WAHASS36)
Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms
(WAHASS37)
Introduction:
• Ask students if anyone knows what a community helper is. Ask if they think a teacher is a community helper.
• Explain that a community helper is anyone who helps others by providing a service.
• Ask students to brainstorm people who help others. Examples include police officers, firefighters, mail carrier, etc.
• Create a class Wordle of helpers.

Body:
• Then, read the story Whose Hat is This? Identify how each hat belongs to someone who helps others.
• Have students select which community helper they would like to be when they grow up.
• Have each student spell and sound out the words of the community helper they would like to be.
• Students write that helper on the lined paper.
• Instruct them to draw a picture of this person above the word.
• Students then take a photo of their picture to put into the class Book Creator and type their text.

Conclusion:
• Stand in front of the classroom and explain that a teacher is a community helper.
• Say why you chose to be a community helper and what you do to help others.
• Have the students take turns speaking about which community helper they chose as their favourite.
• Instruct them to wear the hats that match the community helpers they chose and explain their choice and what they would do as that helper.

LEARNER DIVERSITY
Extending: Students select multiple community helpers for their work.
Enabling: Have books available for students to use for information and provide the relevant accommodations for known classroom disabilities (e.g. Braille writer, scribe).
English:
ACELA1485,
ACELY1684,
ACELA1484,
ACELY1792.

Visual Arts:
ACAVAM111

Digital Technologies:
ACTDIP009

Drama:
ACADRM032

Health:
ACPPS037
Picture cards from “Whose Hat is This?”

IWB: Wordle (word cloud).

Book: “Whose Hat is This?” by Sharon Cooper.

Lined paper.

iPad: Book Creator.

Community helper hats.

Relevant children’s literature.

HASS INTEGRATION

Civics and Citizenship: Communities.

Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community (ACHASSK072)

Geography: Places are both similar and different.

The similarities and differences between places in terms of their type of settlement, the diversity of people (e.g. age, birthplace, language, family composition), the lives of the people who live
there, and feelings and perceptions about places (ACHASSK069)

LESSON OBJECTIVES

As a result of this lesson, students will be able to:

 Identify two people who helps others (home & other).
 Identify their favourite helper & explain why.
 Draw a picture of their helper and type who they are and how they would help.

ASSESSMENT
Checklist addressing student understanding of community helpers.

HASS FORWARD PLANNING DOCUMENT - YEAR 3

TERM: 2 Week 2-6

STRAND/S: Civics and Citizenship.
CONCEPT/S: Participation, justice, democracy.

TOPIC: Helping in the Local Community.

YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to their daily
learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary. Students build on their understanding of civics and citizenship through the
concepts of democracy and participation. Using familiar contexts, they consider how and why community groups create rules and make decisions. Students think about their own participation in
the local community and how this contributes to society. At standard, students develop questions, locate and collect information and/or data from a variety of sources. They record their
information and/or data in a range of formats and use some protocols when referring to the work of others. Students use given criteria to select relevant information, and they interpret
information and/or data by sequencing events and identifying different points of view. They translate information and/or data into different formats. Students use given decision-making
processes to draw simple conclusions and provide explanations, based on information and/or data. They present findings using a range of communication forms appropriate to audience and
purpose, using relevant terms. Students develop texts, supported by researched information, and reflect on findings to propose an action. Students identify the importance of rules and the
democratic processes that groups follow when making decisions. They describe how people participate in community groups and identify the benefits to both the individual and the community.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures
Asia and Australia’s engagement with Asia
Sustainability

SCSA LINKS

TEACHING AND LEARNING EXPERIENCES

INTEGRATION INTO OTHER LEARNING AREAS

RESOURCES

Knowledge and understandings

Skills
Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community (ACHASSK072)
Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)

Translate collected information and/or data into different formats (e.g. create a timeline, change data in to a table and/or graph) (WAHASS34)

Draw conclusions and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences) (WAHASS35)

Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups) (WAHASS36)

Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms
(WAHASS37)
Introduction:
• Watch “How to Change the World (a work in progress)”
• Students respond to the question “Who may need help?” on Answer Garden. Discuss responses.
• Brainstorm ways we can help in our community.
• Show students pictures of people who need help and ways to help. As a class, students try to match the pictures of someone who needs help and a way to help.

Body:
• Students are put into pairs and shown advertisements for various helpful products and ideas. They identify what the product/idea can help with using the ad.
• In their pair they need to design a product for a chosen person in need (use cards to guide).
• They must draw and label their products.
• Students brainstorm ideas for an advertisement.
• Students use a storyboard to plan an advertisement for their product.

Conclusion:
• Students present their storyboard to the class and explain the product in an exciting way.
• Students vote on the product they would buy for someone in their community (use voting boxes).

LEARNER DIVERSITY
Enabling: students are given their own set of matching picture cards to use throughout the lesson, ability grouping will be used.
Extending: students identify the objects and items they would need to produce their advertisement and predict its effect on a given audience.

English: ACELA1470, ACELY1671, ACELA1466.

Technologies: ACTDEK001, WATPPS12

Visual Arts: ACAVAM107

https://www.youtube.com/
watch?v=4z7gDsSKUmU

IWB: Answer Garden

Butcher’s paper.

Picture cards.

Charity and aide advertisements.

iPad’s
Storyboard That! – online tool

Voting boxes.

HASS INTEGRATION

Civics and Citizenship: Communities.

Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community (ACHASSK072)

Geography: Places are both similar and different.

The similarities and differences between places in terms of their type of settlement, the diversity of people (e.g. age, birthplace, language, family composition), the lives of the people who live
there, and feelings and perceptions about places (ACHASSK069)

History: Communities and remembrance.

The role that different cultural groups have played in the development and character of the local community (e.g. as reflected in architecture, commercial outlets, religious buildings), compared
with development in another community (ACHASSK063)
LESSON OBJECTIVES

As a result of this lesson, students will be able to:

 Write three ways to help in the community.
 Match products to the people who need them.
 Design a product for a chosen person in need.

ASSESSMENT

Rubric addressing the design of a product and the production of their Storyboard (including ethical understanding and ICT use).
HASS FORWARD PLANNING DOCUMENT - YEAR 3

TERM: 2 Week 2-6

STRAND/S: Civics and Citizenship.
CONCEPT/S: Participation, justice, democracy.

TOPIC: Helping in the Local Community.

YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to their daily
learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary. Students build on their understanding of civics and citizenship through the
concepts of democracy and participation. Using familiar contexts, they consider how and why community groups create rules and make decisions. Students think about their own participation in
the local community and how this contributes to society. At standard, students develop questions, locate and collect information and/or data from a variety of sources. They record their
information and/or data in a range of formats and use some protocols when referring to the work of others. Students use given criteria to select relevant information, and they interpret
information and/or data by sequencing events and identifying different points of view. They translate information and/or data into different formats. Students use given decision-making
processes to draw simple conclusions and provide explanations, based on information and/or data. They present findings using a range of communication forms appropriate to audience and
purpose, using relevant terms. Students develop texts, supported by researched information, and reflect on findings to propose an action. Students identify the importance of rules and the
democratic processes that groups follow when making decisions. They describe how people participate in community groups and identify the benefits to both the individual and the community.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures
Asia and Australia’s engagement with Asia
Sustainability

SCSA LINKS

TEACHING AND LEARNING EXPERIENCES

 INTEGRATION INTO OTHER LEARNING AREAS

RESOURCES

Knowledge and understandings

Skills

Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community (ACHASSK072)
Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)

Develop a range of focus questions to investigate (WAHASS27)

Record selected information and/or data (e.g. use graphic organisers, develop note-taking strategies) (WAHASS29)

Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups) (WAHASS36)

Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge) (WAHASS39)
Introduction:
• Tell students that some special community members are coming to visit today.
• Introduce the topic of fundraising using Kids Who Are Changing the World by Anne Jankeliowitch.
• The people visiting today help those who need it.
• Tell students that because we are learning about helping we will ask them some questions.

Body:
• Students form small groups and use iPads to contribute to a class Answer Garden.
• Students brainstorm all the topics they consider the guest speaker might talk about.
• Students will brainstorm some questions that will cover the topics they have written down.
• Each student selects one or two questions from the list that they will ask the guest speaker.
• Teacher prepares students (incl. rules) for the guest speaker’s attendance.

Conclusion:

• Guest speakers from Fremantle Multicultural Centre, Saint Patricks Community Support Centre and Disability Services Commission will form a panel for students.
• Students are encouraged to use their listening skills
• Students ask their questions and record answers in drawing, writing or typing format.
• Students questions and speaker’s answers will be collated into a book by the teacher.

LEARNER DIVERSITY
Enabling: students will be working as a class and will be encouraged to assist each other. Students are given a social story on guest speakers.
Extending: students are asked to write thank you letters to the guests that will detail what they learnt.
English: ACELA1461, ACELA1470, ACELY1673,
ACELY1668.

Science: ACSHE035, ACSIS037.

Health: ACPPS015, ACPPS019.

Digital Technologies: ACTDIP003

Book: Kids Who Are Changing the World by Anne Jankeliowitch.

iPads.
IWB: Answer Garden.
Gifts for speakers.
Recording device (if permitted).
Workbooks.

Social Story.

HASS INTEGRATION

Civics and Citizenship: Communities

Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community (ACHASSK072)

Who makes rules, why rules are important, and the consequences of rules not being followed (ACHASSK071)

Geography: Places are both similar and different

The similarities and differences between places in terms of their type of settlement, the diversity of people (e.g. age, birthplace, language, family composition), the lives of the people who live
there, and feelings and perceptions about places (ACHASSK069)

LESSON OBJECTIVES

As a result of this lesson, students will be able to:

 Write one relevant question.
  Describe the purpose of fundraising.
 Interact with guest speakers and record answers in chosen way.

ASSESSMENT

Anecdotal notes under each student’s name and annotated work samples.

HASS FORWARD PLANNING DOCUMENT - YEAR 3

TERM: 2 Week 2-6

STRAND/S: Civics and Citizenship.
CONCEPT/S: Participation, justice, democracy.

TOPIC: Helping in the Local Community.

YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to their daily
learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary. Students build on their understanding of civics and citizenship through the
concepts of democracy and participation. Using familiar contexts, they consider how and why community groups create rules and make decisions. Students think about their own participation in
the local community and how this contributes to society. At standard, students develop questions, locate and collect information and/or data from a variety of sources. They record their
information and/or data in a range of formats and use some protocols when referring to the work of others. Students use given criteria to select relevant information, and they interpret
information and/or data by sequencing events and identifying different points of view. They translate information and/or data into different formats. Students use given decision-making
processes to draw simple conclusions and provide explanations, based on information and/or data. They present findings using a range of communication forms appropriate to audience and
purpose, using relevant terms. Students develop texts, supported by researched information, and reflect on findings to propose an action. Students identify the importance of rules and the
democratic processes that groups follow when making decisions. They describe how people participate in community groups and identify the benefits to both the individual and the community.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS INTEGRATION

 Knowledge and
understandings
Why people participate in
community groups, such as a
school or community project,
and how students can actively
participate and contribute to
their local community
(ACHASSK072)
Skills TEACHING AND LEARNING EXPERIENCES INTO OTHER RESOURCES
LEARNING
AREAS
Identify current understanding of a Introduction: English: Book: “Kids
topic (e.g. brainstorm, KWL chart) • Read students “Kids Who Are Changing the World” by Anne ACELY1667, Who Are
(WAHASS26) Jankeliowitch ACELY1789, Changing the
• Brainstorm ways we use money and ways adults use money. Explain ACELA1470, World” by Anne
Locate and collect information from the concept of fundraising. ACELY1671, Jankeliowitch.
a variety of sources (e.g. • Why do you think we might be talking about fundraising? ACELA1466.
photographs, maps, books,
interviews, internet) (WAHASS28) Body: Mathematics:
• List the issues we have talked about as a class so far. ACMNA034.
Record selected information and/or • Vote to choose one issue to fundraise for (specific organisation
data (e.g. use graphic organisers, chosen by teacher). Health:
develop note-taking strategies) • Brainstorm ways of fundraising (e.g. Bake Sale, Washing Cars, ACPPS015,
(WAHASS29) Crazy Hair Day). ACPPS019. iPads/Computers
• In groups, research one way of fundraising and present to the class.
Interpret information and/or data • As a class choose one way of fundraising Technologies: Poster paper.
collected (e.g. sequence events in • In groups of three design posters for the fundraisers to advertise in ACTDEK001.
chronological order, identify the school.
patterns and trends, make
connections between old and new Conclusion:
information) (WAHASS32) Worksheets.
• Fill out the worksheet as a class (includes: charity, activity, items,
Use decision-making processes instructions on the day).
(e.g. share views, recognise • Go through this plan with student’s multiple times during the day
different points of view, identify and before the fundraiser tomorrow. Discuss success at class meeting
issues, identify possible solutions, tomorrow afternoon.
plan for action in groups) • Students will go on an excursion to personally deliver funds raised
(WAHASS36) if possible later in the term.

Present findings and conclusions in LEARNER DIVERSITY Social Story.

a range of communication forms
(e.g. written, oral, visual, digital,
tabular, graphic), appropriate to
audience and purpose, using
relevant terms (WAHASS37)
Enabling: students are provided with visual examples of fundraisers and a social
story for the day. Role badges.
Extending: students identify roles that may be necessary on the day of the
fundraiser and create badges.

Reflect on learning, identify new

understandings and act on findings
in different ways (e.g. complete a
KWL chart, propose action in
response to new knowledge)
(WAHASS39)
HASS INTEGRATION
Civics and Citizenship: Communities

Why people participate in community groups, such as a school or

community project, and how students can actively participate and
contribute to their local community (ACHASSK072)

Communities make decisions in different ways and voting is a way

that groups make decisions democratically (ACHASSK070)

Geography: Places are both similar and different

The similarities and differences between places in terms of their type

of settlement, the diversity of people (e.g. age, birthplace, language,
family composition), the lives of the people who live there, and
feelings and perceptions about places (ACHASSK069)

History: Communities and remembrance.

The role that different cultural groups have played in the

development and character of the local community (e.g. as reflected
in architecture, commercial outlets, religious buildings), compared
with development in another community (ACHASSK063)

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Provide one idea for a fundraiser
 Create a poster for the fundraiser
 Vote for an issue to fundraise.

ASSESSMENT
Checklist (incl. participation).