EDFD657: Transition to the Profession (Assignment 1: Part A)

Submitted by: Catherine Lauterbach, Tristan ONeil

Integrated English, Geography & Visual Arts
Stage 3 - Year 6 - Situational Analysis

SCOPE & SEQUENCE CHART FORMAT

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Term
1

Sydney and Our Local Community

In this unit students will be looking at Sydney as a whole but also the school and town and how they have changed
and developed. Students will be looking at the type of structures that have been built, why they were chosen but also
the effect environmentally. They will also look at how the population has changed and its effect. Students will create a
project where they are to design a building that celebrates Sydney or the local community.
Units involved: English, Science, History, (some Math)

Term
2

Australias First Explorers

This unit will start with a visit to the Australian Museum,
where the exhibit Trailblazers: Australias 50 greatest
explorers will work as a stimuli. Ss will create a video news
report or interview of or about the explorer.
Units involved: English, History, Geography,

Term
3

Perspectives
The unit will focus on trying to get students to see thing in different ways. It will begin by having students reading
fairy tales and nursery rhymes, such as Hansel and Gretel, Little Red Riding Hood and 3 little pigs. The ss are to
create stories where the protagonists of stories can have their own story and background that someone can relate too.
The unit will then move on to having students looking at different events and people from changing perspectives. The
students will then have the chance to choose a different perspective and create a piece of writing on how they feel.
Unit involved: English, (some history)

Term
4

Space
The unit will focus on teaching ss about the different
planets in our system and the role of the sun and moon. Ss
will have the opportunity to create a representation
(diagram, painting, etc.) of the planets to scale.
Units involved: Science, Maths

Great Barrier Reef

Unit will look at the Great Barrier Reef and how it is
being affected. Students will create a website that gives
different information about the GBR, what can change
and different aspects.
Units involved: English, Geography, Art

Survival
In groups students are given different locations where
they are stranded and lost. They are to research the
location and eventually chose 3/5 items (no technology)
they will. Ss will create a powerpoint/prezi on how they
would escape or survive.

Units: Geography, English

St Ethelreds,City West
Class 6C Term 2 Weekly Timetable 2016

Before School
8.00-8.30am

Monday

Tuesday

Wednesday

Thursday

Friday

Ss arrive at School /
[Duty: Second Half]

Ss arrive at school /
T Preparing Resources

Ss arrive at school /
T Preparing Resources

Ss arrive at school /
T Preparing Resources

Ss arrive at school /
T Preparing Resources

8.30-8.40am

Morning Assembly & School Prayer

8.40-8.50am

Morning Routine

8.50-9.05am

Crunch & Sip

Crunch & Sip

Crunch & Sip

Crunch & Sip

Gardening

9:05-9.30am

Group Rotations

Group Rotations

Group Rotations

Group Rotations

Group Rotations

9.30-10.30am

English

English

English

English

English [ESL]

10.30-11.00am

Recess

Recess

Recess

Recess

Recess [Duty: 2nd Half]

11.00am-12.00pm

Maths

Maths

Maths

Maths

Maths

Religion Education
[Liturgy]

Library: RFF

Religious Education

Science and Technology

Geography

1.00-1.45pm

Lunch

Lunch
[Duty: First Half]

Lunch

Lunch

Lunch

1.45-2.45pm

Science and Technology

PDHPE: RFF
[Physical Education]

English
[ESL]

Creative Arts

ICT & TECH

2.45-3.30pm

Geography

PDHPE
[Health Education]

Library

Creative Arts

Free Time

After School

Student Dismissal

Student Dismissal

Student Dismissal

Student Dismissal

Student Dismissal

12.00-1.00pm

3.30-4.00pm

[Bus Duty]

Class time break down: English = 6.75 hours, Mathematics = 5 hours, Religious Education = 2 hours, Science and Technology = 2 hours, HSIE = 1.75
hours, Creative Arts = 1.75 hours, PDHPE = 1.75 hours
Morning Routine: Roll Call, Lunch Orders, Office Bag, Announcements, Class Prayer
Group Rotations: 5 Groups (R.I.C Comprehension Box Literacy, R.I.C Maths Box Series, Spelling, Teacher Assisted Reading, and Number and Algebra)
CODES: [RFF] - Release from Face to Face, [T] - Teacher, [Ss] - Students, [ESL] - English as second language support class

Theme
The focus of our unit of work is the Great Barrier Reef. This unit will be presented
during Term 2 of our Scope and Sequence for the stage 3 year 6 class, and
comes 5 weeks after the students had visited the Australian museum, where the
exhibition First Australians was running. This visit allows students to gain an
awareness of Aboriginal history and also artwork. The students in this class are
able to develop an appreciation for Australias natural environment and for the
environment in general throughout the unit. They will gain knowledge such as
what the features of the Great Barrier Reef are, how these characteristics have
changed over time and what the factors are behind the change. By writing
reports, creating artwork and researching about how climate change affects the
Great Barrier Reef students develop an awareness and knowledge of global
issues and explore the impact of climate change. They will also investigate what
can be done to help prevent climate change which helps create active and
informed citizens who are aware of the issues happening in the world. Students
will also develop critical research, social, and creative abilities that will serve
them well in areas inside and out of school. As a year six class, the students will
build on this knowledge in high school. A wide range of activities to cater to
different learning styles, such as a combination of group and individual activities,
activities that are hands on and activities that require writing and activities that
incorporate a range of different ICT strategies. This topic also allows for three
different KLAs (English, Visual Arts and Geography) to be linked. Students create
their own piece of writing (EN3-3A) with relevant and informative research (EN32). Students also gain information about climate change and identify ways to
solve it (GEOG3- 1).

Unit Aims:
This unit aims to provide students with a range of information about the Great
Barrier Reef, coral bleaching and climate change. It aims to develop students
report writing, research and ICT skills. The unit also aims to help students
develop their creativity through creative art. Using this medium allows
them to begin expressing issues through artwork. It aims for students
to use concepts such as line, colour etc to create and appreciate
artwork.
Key knowledge and skills:
Students gain knowledge about what aquatic animals and plants are in the
Great Barrier Reef. They will also learn what coral bleaching it and how it is
impacting the Great Barrier Reef. Information learnt about climate change in
stage two is expanded on. Students are asked to recall the structure of a report
and create a report based on factual information. In order to do this they
must use developing research skills in order to find accurate
information for their report. For their rich learning task students are
required to create a website to demonstrate their knowledge of the
issues they have discussed during class. Using the ICT skills that the
teacher will demonstrate for them they will create an informative
website.
Assessment strategies:

There are a variety of assessment strategies used in this unit of work which
includes a weekly spelling test of the words children have encountered while
doing their research and gaining information about the GBR. The students are
assessed on their work when doing group tasks such as class debates
and their participation in discussion. Students are assessed in visual
arts through their use of line, colour, and texture to create images of
the GBR. Students are assessed on their ICT skills when creating a
website, their creativity with presenting information and the accuracy
of the information they include in the website.

Unit of Work Overview

The aims of this unit of work are to get students to gather information about the
Great Barrier Reef and how it has been impacted by environmental issues. This
unit will also require students to recognise what goes in a report and create a
report about the Great Barrier Reef. For visual arts, students will create
representations of the Great Barrier Reef with inspiration coming from Aboriginal
artwork. Students will be required to work with a range of different media to
create presentations and websites to present the information they have learnt
across all three KLAs in a creative way. Two of the key aims of the unit is firstly to
make students aware of humanities effect on the environment and also for
student to become more comfortable and proficient being online. This unit of
work also requires students to work together on a number of task including doing
appropriate research and participating in class discussions to gain a wide variety
of knowledge about the great barrier reef, conservation and the issues that are
impacting the great barrier reef such as coral bleaching.

Wee
k
one

Wee
k
two

Overview of learning

Overview of assessment

In the first week students are

introduced to the great barrier reef
(GBR) and ito the concept of coral
bleaching. They are required to do a
drawing of the GBR as they picture it
now. They are reminded of specific
information relating to global
warming. They also start planning
their art work.

The assessments during this week will

be during the weekly spelling test,
assessing their previous
understanding of the GBR through
drawing. the GBR as they picture it now.

Students begin researching an animal

from the GBR in pairs and also
continue their planning of artwork and
possible start. In this week students
will also start their introduction in
creating a website.

Students are assessed through

observation and participation in the
class debate and through formal
marking of the report. They also show
their developing knowledge by
comparing their painting to the
previous weeks. No spelling test this
week to their drawing in the first week.

They are reminded of specific information

relating to global warming.

Wee
k
three

Wee
k
four

Students will write up the report onto

the website. They will then look
further into ways the GBR can be
conserved and the role they can play.
Pairs will create prezi on what a
person can do to help. Students will
also be start using kuddle and twitter
accounts. Continue with artwork.

Students are formally assessed on

their report and through looking at
their workbooks for notes on the

In week four students will edit their

animal report to say how its affect by
the changes to the GBR as well as

Students are assessed via the spelling

test, how they adapt their report and
finally on their individual piece..

previous weeks. No spelling test this week

to their drawing in the first week.

writing their own piece relating to the

GBR. Students will continue with their
online presence and painting.
Wee
k
five

Students are given this final week to

prepare their websites. They will take
pictures of their artwork and posters
and integrate them as well as their
writings onto their website.

Students are assessed via spelling

and through formal marking of the
website that they had completed
during class time.

TIME

KLA &
INDICATO
RS OF
LEARNIN
G

TEACHING & LEARNING EXPERIENCES

LESSON
ADAPTATIONS

ASSES
STRAT

Week 1 Focus:
MON
2:45PM3:30PM

A, G

Great Barrier Reef (GBR): As a class develop KWL chart

recording Ss knowledge and what they know and would like
to learn about the GBR. Create open discussion on Ss
experiences and knowledge.
Present video on GBR:
http://video.nationalgeographic.com.au/video/oceansnarrated-by-sylvia-earle/oceans-barrier-reef. Ss are to create
poster with specific details of GBR and a quote of their
knowledge or what they want to know about the GBR.. They
are to draw a picture of the GBR themselves and then label
with facts. Poster to give basic intro to GBR. Ss to use ipads
or GBR books in reading corner to find info.
To conclude have a few Ss present their drawings in front of
the class and talk briefly about their poster.

Visual cues
allows for all
ss to enter
lesson and
task.
Different
sources of info
allows for
different
abilities to find
info at their
level.

Observa
students
lesson a
accuracy
amount
informat
students
put in th
drawing

TUES
9:30AM10:30A
M

B, C, H, J

Bleaching: Recap and brief quiz on GBR. Ss in their table

pairs use individual whiteboards to write their answers and
tally points.
T shows contrasting pictures of the pre and post bleaching in
GBR. Ss in table pairs are to theorise what's occurred in GBR,
using individual wbs to write ideas. Ss are then asked what
some of these theories are and why they may have occurred.

Visual cues
with open
activity.
When writing
article, ss
needing
assistance are
invited to floor
to work
collaboratively
with T.

Scan of
answers
beginnin
Listening
discussio
idea and
the infor
containe
article.

Ss are then shown article of bleaching of GBR from the

Sydney Morning Herald, as well as the World Widelife Fund
website to explain bleaching.
Ss are then to create a brief article for other students
explaining about the GBR, what's happening and what
bleaching is.
WED
1:45PM2:45PM

Global Warming: Ss create mind maps in table groups about

what they know about global warming. T puts a definition of
carbon dioxide on the board and explains that one of the
causes of global warming is rising co2 levels. Students are
given graph paper and as a class using the smartboard
students graph carbon dioxide levels over the last hundred
years. T then explains that the carbon dioxide levels in the
atmosphere rising have consequences such as rising sea
levels and an increase in global temperatures. Ss are to list 3
ways that this could impact the earth with a partner and then
share with the rest of the class. As an extension activity
students are given a sheet with a map of the world and are
asked to highlight which countries would be most at risk of
being impacted by the rising sea levels.

ESL T available
to give
assistance to
ss in lesson.

Collectio
viewing
mindma
graphs a
that stud
have cre
during th
as well a
observat
participa
througho
lesson

THUR
1:45PM2:45PM

R,S

Traditional Aboriginal Artwork: T shows aboriginal artwork and

leads group in discussion about features, colours, technique
and more of individual piece. This is to demonstrate how to
appreciate an artwork.
Ss are put into groups and are given different examples of
Aboriginal artwork. In their groups they are to discuss what
the paintings represent, the mood or theme and the
techniques used.
Groups then present their painting and findings to class to
stimulate further discussion, T will put painting on
smartboard for all class to see.

Visual cues and

group work
allow for all ss
to enter to own
level and work
together to
take part.

Listening
students
discussio
mood an
and obse
of stude
findings

THUR
2:45PM3:30PM

N, P

Art Planning: Ss are told they will be creating a Aboriginal

inspired piece of artwork based around the GBR. They will be
given a number of lessons to create a unique artwork to
themselves.
In this lesson they will use the knowledge they have to start
to plan an artwork, finding a focus, the colours and
techniques they will use. Ss can use books and I-Pads to
research further to find a focus for their work.

Ss allowed to
use different
resources in
planning and
can work at
own pace.

View ss
of artwo
well hav
incorpor
different
concepts

FRI
12:00P
M1:00PM

L, M

Conservation: Begin lesson touching on past Bleaching and

Global Warming lessons, questioning ss on their knowledge
so far. Ss then take part in a simple yes/no quiz with T asking
questions such as Do you leave the lights on?, etc. with T
noting down how many.
T ask why have these qs been asked, what conservation is
and means, before given clear explanation. This will lead to a
discussion about how this could affect the GBR.
To finish the lesson, tables will come up with 3 ways they can
be more environmentally friendly, themselves, the class, the
school and at home.

Group work
allows for all to
take part, with
an open
discussion a
forum for all to
give their part.

Scan of
answers
beginnin
Listening
discussio
idea and
of ideas.

Week 2 Focus:
MON
2:45PM3:30PM

Task Introduction: T will explain to ss that in pairs they will be

creating a website to help educate other ss about the GBR,
with a focus on the changes to the GBR, conservation, facts
and a specific animal and how their lives will change with
GBR.
T will then show examples of a website, with an explanation
they will learn more in further lessons (questions and
discussion allowed). T will create pairs for ss, explaining ss
will work collaboratively in designing and completing
website.
In this lesson ss will begin by looking at animals found in the
GBR and picking a specific one and finding information about
the animal and their life in the GBR. This will be the beginning
of a report on this animal.

Pairs created
by T to foster
strong working
rship. A pair is
able to lean on
each other for
help.

Viewing
record o
research
have be
collect o
chosen a

TUES
9:30AM10:30A
M

D,

Finalise Rch for Report: To start the lesson T will ask ss about
purpose, structure and features of a report. This should act as
a reminder of what ss should be looking for.
Whilst continuing their rch, ss should be starting to organise
their information into a report structure. By end of lesson ss
should have all information needed and a rough structure on
a animal of their choice from the GBR.

Pairs needing
help will given
structure sheet
to help
stimulate what
info needed

Ss respo
question
reports
observat
the struc
they are

WED
2:45PM3:30PM

Website: In this lesson ss are in their pairs in front of

computers/iPad and are shown the first steps in creating their
website. T and librarian will give step by step instruction.
However pairs are allowed to make individual decisions about
website to make website unique.
Ss will also be introduced to Kuddle, a child friendly version
on instagram. Which they will be able to integrate into
website and create a fuller online presence for their project.

Spare T can
roam around
the library and
help ss with
any difficulties
that occur.

Observe
create w
and take
different
concepts

THUR
1:45PM2:45PM

N, O, P

Artwork Draft: Ss are to finalise the planning of their artwork.

They will be given the opportunity to adapt their artwork by
including the chosen animal from their report. Planning
should show the different stages, techniques, colours and
layout of their artwork.
With a proper plan students can begin the first stage of their
artwork.

Ss needing
help are invited
to sit with
teach to
reinforce ideas
and concepts.

Observa
ss plan
they hav
incorpor
different
artwork

THUR
2:45PM3:30PM

N, O, P, Q

1st Stage Artwork: Ss by this stage should be beginning their

artwork. T will remind ss that this is a one off piece and they
should take their time on each stage and will be given a
number lessons to complete it.
Ss will set up tables with a cover and paints. There will also
be an allocated shelf area where ss can place their artworks
to dry.

Individual task
and pace
allows all ss to
express
themselves
and complete
work

Observa
students
line, colo
througho
lesson

FRI
12:00P
M1:00PM

E,F, I

Starting Reports: Ss are told they will be starting to write

their reports on their animal. In their pairs they will use their
research to create a report on an ipad for their website. If ss
confident they can create a page and write report on there or
in a word document and transfer it over. However the focus
is to be the report in lesson not website formation.

Ss can use
sheet from
lesson before
and lean on
each other for
assistance

Formatio
languag
report

Appendix 1: Outcomes & Indicators

English
EN3-1A: communicates effectively for a variety of audiences and purposes using increasingly
challenging topics, ideas, issues and language forms and features
a) Creates poster informing others about GBR facts
b) Writes article for a student audience
EN3-2A: composes, edits and presents well-structured and coherent texts
c) Creates structured article about bleaching
d) Composing and researching about different and then a specific GBR animal
e) Composes first part of animal report showing progression
EN3-6B: uses knowledge of sentence structure, grammar, punctuation and vocabulary to
respond to and compose clear and cohesive texts in different media and technologies
f)

Starts to create first report for website, either in word or on website

Geography
GE3-1: describes the diverse features and characteristics of places and environments
g) States facts about GBR on poster
h) Takes part in GBR quiz, answering questions
i) Uses fact about GBR to define animals habitat and significance in report
GE3-2: explains interactions and connections between people, places and environments
j) Formulates ideas about bleaching and cause
k) Makes links between global warming and humans, and how Co2 can affect`
environment
l) Creates ideas about how different places/situations can take part in conservation
m) Makes links between conservation and greater effect on GBR
Visual Arts
VAS3-1: investigates subject matter in an attempt to represent likenesses of things in the world
n) Researches about GBR and creates a more specific focus
o) Research of their chosen animal can be seen in an artistic form and integrated into
planning
VAS3-2: makes artworks for different audiences assembling materials in a variety of ways
p) Plans artwork with a Aboriginal theme, using techniques and colours in line method
q) Creates first stage of artwork, making sure to rush as will take time
VAS3-4: communicates about the ways in which subject matter is represented in artworks
r) Takes part in group and class discussion about Aboriginal artwork
s) Presents information in group to class about artwork