Unit Topic Edfd

EDFD220: Tuesday 9AM workshop
Assessment 3: Curriculum Unit of Work

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Sarah Baker S00118838
Breanna Moore S00117622
LI VI NG TOGETHER
Your nutshell statement of who your children are:
A class of 21 prep students, 10 girls and 11boys, commencing term 2 in a co-
educational, Catholic school in the south eastern suburbs of Victoria.
The class is multicultural although English is well spoken by all students.
Students are still learning about each other and creating friendship groups within the
classroom.
Just over half the class already had older siblings attending the school before they
commenced, providing these students with security and confidence in the classroom
environment.
Students have shown specific interest in picture stories, movies and the outdoor
adventure playground.
Concept map: Appendix 1

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Introduction:
In Living Together students will focus on; drawing from their own experiences and schema to
help them understand the world around them, using ordinal numbers to portray community
and family value importance, making connections between text to self and text to world and
identifying the communication conventions as well as working in groups and individually,
Children will explore:
How we live together in our school and family communities.
The values that are important within that family and school community.
Different people that live together to form a community.

Suggested duration: Four 60 minute periods.
Assessment:
This unit provides opportunities for students to demonstrate achievement of elements of level
1 standard in Humanities, Mathematics, English, Interpersonal Development and
Communication.
Students are assessed on their ability to:
- Draw on prior experiences
- Make connections between text to self and text to world
- Use ordinal numbers
- Work in teams
- Present to an audience
Acknowledgements:
We acknowledge the junior teaching staff from St Francis de Sales who contributed idea that
helped shape this unit.

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Victorian Essential Learning Standards:
Strand Domain Dimension Element of standard
Discipline-based
Learning
Humanities N/A not
specifically
categorised until
level 3
Draw on their own experiences
to help them understand the
world around them (VELS,
2007).
Discipline-based
Learning
Mathematics Number They use ordinal numbers to
describe the position of
elements in a set from first to
tenth (VELS, 2007).
Discipline-based
Learning
English Reading

Students match print and
spoken text in their immediate
environment. They use title,
illustrations and knowledge of a
text topic to predict meaning
(VELS, 2007).
Physical,
Personal &
Social Learning
Interpersonal
Development
Working in
teams
With teacher support, students
begin to identify and develop
the skills required to work
together in a group, including
taking turns, and sharing and
caring for equipment and
resources (VELS, 2007).
Interdisciplinary-
based Learning
Communication Presenting Students begin to identify basic
communication conventions
such as being attentive listeners,
facing the speaker, and taking
turns. They learn to focus their
attention and to listen without
interrupting. Students learn to
ask questions when appropriate,
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exploring the interactive nature
of communication (VELS,
2007).

Teaching, learning and assessment activities:
This unit focuses on the family and school communities of the children.
The required prior learning is:
There is no required prior learning, as this is a new unit.
The activities include:
Activity 1: March of the Penguins
Activity 2: Family forest: family diversity
Activity 3: Introduction to ordinal number
Activity 4: Ordinal number

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Activity 1: 1 hour lesson March of the Penguins (Introduction to Living Together)
This activity requires students to draw on their own experiences with
family and community to help understand the world around them.
Through focusing on the life of a penguin children should be able to make
connection between the relationships, values and ways of living in a
community that are similar to their own lives.

Activities Supporting the activities Assessment
Immerse children in the
concept of Living
Together by watching
clips from the video
March of the Penguins.
Have a class discussion
focussing on the
interaction between the
penguins and how they
live together and how
they relate to one another.

Discuss with the children
and relate to how we live
together as humans in a
family and community.

Teacher guides
discussion by asking
questions such as:
- How do they look
after each other?
- What relationships
exist?
(Mother/Father,
Father/Child,
Mother/Child).

- What values are
displayed by the
penguins?
- How do the keep each
other safe etc.?

Assessment for learning:
Observation throughout the
lesson to gain insight on
students prior knowledge.

Assessment of learning:
How students draw on their
own experiences to help
them understand the world
around them.

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Activity 2: 1hour lesson Family forest: Family diversity
In this activity the emphasis is on discussion and reflection on families and
relationships portrayed in the text and making connections between them
and their own families. They are also using the reading skill of compare
and contrast to share their family structure with others.
Read and discuss the text,
Family Forest by Kim
Kane and Lucia
Masciullo, with the
children, as an
introduction to living
together in a family.

Discuss the concept of a
family and the different
types of families and
relationship evident in the
book and make
connections with their
own families.

Children then draw a
picture of their own
family and share with a
friend to discuss the
similarities and
differences that exist
between their families.
Orientate the text by
discussing the title,
illustrations and
knowledge of a text topic
so they can predict
meaning (VELS, 2007).

Initiate and support
discussion:
- What makes a
family?
- Who is in your
family?
- Is your family the
same as my family?
- What makes our
families different?

Model the process and
requirements of drawing
your family.
Provide the students with
the materials needed.
Rove around the
classroom ensuring that
Anecdotal notes throughout
the lesson to gain insight on
students schema.

Assessment as learning:
Through the facilitated
discussion students will
demonstrate their new
understandings about family
communities.
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Students will re gather at
the floor, sitting in a
circle. Here, each student
will be given the
opportunity to share their
drawing and which
people they put in their
family community.

To conclude the lesson,
have a brief discussion
with the students about
what they have just
learnt about family
communities.
children are on task.
Explain the task and
monitor the participation
of each student.

Facilitate the discussion.

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Activity 3: 1 hour lesson Introduction to Ordinal Number
This activity requires students to rate the school values using ordinal numbers. The focus will
be on the verbal practice and use of appropriate mathematical language for ordinal numbers.
Students will have the opportunity to practice working in teams and
Show the children a
picture of people running
a race and talk to them
about each runners
finishing position.

Choose five students to
form a line at the front of
the classroom and
students will answer
questions regarding their
positions in the line
(repeat this so that the
children can all have a
turn).

Briefly discuss 5 of the
school values as a whole
class and teacher models
the activity that the
students will complete
next.

Divide the children into
approximately four small
groups. They will then
order the values, which
were discussed and
Introduce and emphasise
the language and
terminology that is used
when referring to an
order.

Ask probing question
such as:
- What position is
Johnny in the line?
- Who is standing in
third position?
- Can you point to the
first person and the
last person?

Facilitate the discussion,
and scaffold the task.

Divide the students into
productive working
groups and provide them
with small cue cards
displaying the school
Observation throughout the
lesson to gain insight on
students prior knowledge.

By asking probing questions
throughout this activity,
teachers gain insight to the
students understanding of
ordinal numbers thus far.

Observation of students
ability to use the
mathematical language
appropriately.

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distributed, to
demonstrate their
understanding of which
value is the most
important and the least
important.
values. Assessment as learning:
Teacher takes note of how
the children are interacting
within the small group
situation.
Are children:
- Sharing and caring
for the resources
- Contributing to the
discussion
- Being attentive
listeners

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Activity 4: 1 hour lesson Family values and ordinal number (ordinal number lesson 2)
Take the students to the
playground. Have them
select and stand in a line
next to a piece of
playground equipment of
their choice (i.e., slide,
monkey bars etc.).
As a class talk about the
position in which the
particular students are
standing in the line.

Students are then
gathered back inside and
given a worksheet to
complete individually.
The worksheet will
require them to cut out 5
family values that they
see as important. They
will then have to paste
them into their
mathematics book in
what they believe is the
order of importance.

Finally, the students are
all gathered on the floor
and will present to the
class their work,
Explain the expectation
regarding their behaviour
when outside and discuss
what the student will be
doing during the task.

Assist the discussion
about where the students
are standing in the line
and who will go first,
second, third etc.

Explain and model the
worksheet activity to the
students.
Rove the classroom as the
students complete the
worksheet individually,
assisting when necessary.

Monitor the childrens
participation to ensure all
children are given the

Assessment of learning:
Students ability to use
ordinal numbers to rank the
importance of their family
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specifically using correct
terminology for ordinal
number.

opportunity to share their
work.

values.
Students ability to use the
basic communication
conventions such as being
attentive listener, facing the
speaker and asking questions
when appropriate.

Assessment
The Victorian Essential Learning Standards support a combination of assessment practices:
Assessment of learning (summative)
Assessment for learning (formative)
Assessment as learning (formative)

Assessment guide
The table below shows the assessment criteria for each of the tasks and activities within this
unit of work. This table can also be used by teachers to assist them in judging their own
students achievement of the learning outcomes according to the standards and progression
points outlined in VELS.
As each student and classroom is different, so to will be means of assessment and
achievement levels from lessons. Therefore, this table should be used as a guide only, and can
be modified to better suit the individual needs of the classroom being assessed.

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Assessment tasks: Living together
Evidence Element of
standards
Assessment
criteria
Progressing
towards the
standard
At the
standard
Progressing
beyond the
standard
Discipline-based Learning: English - Reading
Activity
2
Students match
print and
spoken text in
their immediate
environment.

They use title,
illustrations and
knowledge of a
text topic to
predict
meaning
(VELS, 2007).
Ability to
make
connections
between book
characters and
their own
families.

Ability to
make
predictions
about the story
during book
orientation.
Retelling of
the main
ideas in a
text;

Predictions
about events
in a text
from looking
at the cover
and
illustrations
N/A N/A

Discipline-based Learning: Mathematics Number
Activity
3 and 4
They use
ordinal
numbers to
describe the
position of
elements in a
set from first to
tenth (VELS,
2007).
Demonstrates
ability to order
values in a
form of
chronological
order.

Ability to
correctly
respond to
questions
during
demonstration
and discussion.
Ordering of
objects and
sets.

Placement of
a variety of
objects in
order from
first to third
N/A N/A
Discipline-based Learning: Humanities
Activity
1,2,3 and
4

Draw on their
own
experiences to
help them
understand the
world around
them (VELS,
2007).

Ability to
make
connections
between the
book and their
own families.

N/A (No
standard
progression
points until
level 3)

N/A N/A
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Physical, Personal & Social Learning: Interpersonal development Working in teams
Activity
2 and 3
With teacher
support,
students begin
to identify and
develop the
skills required
to work
together in a
group,
including
taking turns,
and sharing and
caring for
equipment and
resources
(VELS, 2007).
Demonstration
of willing and
attentive
listening while
others speak.

Ability to
effectively and
willingly
participate
within the
group
situation.
Application
of calming
strategies
such as
being silent,
waiting,
smiling and
relaxing

Cooperative
behaviours
that help
them to
participate in
groups,
games and
other forms
of play
N/A N/A
Interdisciplinary-based Learning: Communication Presenting
Activity
1,2,3 and
4
Students begin
to identify basic
communication
conventions.

They learn to
focus their
attention and to
listen without
interrupting.

Students
learn to ask
questions when
appropriate,
exploring the
interactive
nature of
communication
(VELS, 2007).
Demonstration
of
attentiveness
and taking
turns when
working in a
group.

Ability to
correctly
complete tasks
after
instruction.

Demonstrate
adequate
participation
during
discussions.
N/A (No
standard
progression
points until
level 4)

N/A . N/A

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Resources:
Teacher resources:
Kane, K. and Masciullo, L. (2010). Family Forest. United Kingdom: Hardie Grant Books.
Jacquet. L., Fessler. M., & Roberts. J. (2005). March of the Penguins [Motion picture].
United States of America: Warner Independent Pictures.
References:
Jacquet. L., Fessler. M., & Roberts. J. (2005). March of the Penguins [Motion picture].
United States of America: Warner Independent Pictures.
Kane, K. and Masciullo, L. (2010). Family Forest. United Kingdom: Hardie Grant Books.
Victorian Essential Learning Standards (2007). Progression points. Retrieved from
http://vels.vcaa.vic.edu.au/support/progression/index.html
Victorian Essential Learning Standards (2007). Standards. Retrieved from
http://vels.vcaa.vic.edu.au/vels/level1.html
Victorian Essential Learning Standards (2007). Sample units. Retrieved from
http://vels.vcaa.vic.edu.au/support/units/index.html

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EDFD220: Tuesday 9AM workshop

Assessment 3: Curriculum Unit of Work

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