FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, YEAR LEVEL: 1 LEARNING AREA/TOPIC: English

Week 1

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

Notes about device access in the classroom:

The class has iPads, enough for each student in a group of 6 to have access to one during rotation.
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS

English Create a book about seasonal Summative Introduction: • Ernie Dances to the
1. (ACELT1832) activities using Book Creator, in Assessment: The teacher will begin the lesson with the students sitting on Didgeridoo by Alison
‘Innovate on the style of Alison Lester’s Ernie Student work will the mat, and will read them the book Ernie Dances to the Lester
familiar texts by Dances to the Didgeridoo. be assessed Didgeridoo by Alison Lester. The teacher will ask the
using similar based on how students questions throughout, and will clarify the meaning of • Scrap paper for
characters, effectively they unfamiliar words. drafting
repetitive can create a book When the book has been read, the teacher will explain the
patterns or together using the activities that the students will be engaging in. The lesson will • 6 iPads with the Book
vocabulary’ Book Creator app. be conducted in 4 rotations (for a class of 24 this means 6 Creator app
The book should students per group). The rotations will last 15 minutes to
be consistent with allow time for the completion of each activity.
the style of Ernie
Dances to the Teacher Table:
Didgeridoo and  At the teacher table, the students will use the Book
should be about Creator app to make their own book in the style of
the students’ own Ernie Dances to the Didgeridoo. Each group of
activities during students will be given a season (Group 1 - summer,
summer, autumn,
2 - autumn, 3 - winter, 4 - spring), and will be asked
winter, or spring.
to choose something that they like to do in that
Each students’ season (E.g. swimming at the pool).
page should  Each student will write what they do in the given
have: season in the style of the story they have just read
• A sentence (E.g. ‘Rosie eats ice cream at the beach’). The
written about what students should spend a few minutes deciding what
the student likes
to do in their to write, and should make a draft which can be
given season. corrected by the teacher.
• An image to  The students will type their sentence into the book on
accompany their Book Creator which they will create together. Each
sentence – this child will have a page of their own within the one
can be hand- book.
drawn and
photographed or  The students can draw a picture for their page and
found online. take a photo of it to add to the book, or can find an
The final product image that matches their sentence online (using
should Pixabay or Pexels).
demonstrate an
effective use of Table 2:
the ICT tool. Guided reading with EA.

Table 3:
Making things with loose parts E.g. boxes, egg cartons, bottle
caps etc.

Table 4:
Art and pattern making with natural materials – leaves, sticks.
Gumnuts, flowers.

Conclusion:
Students will regroup on the mat at the end of the lesson to
share the books they have created with the rest of the class.
The books made by each group could be combined to make
one book for the whole class. The books can be shown on
the interactive whiteboard.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, YEAR LEVEL: 1 LEARNING AREA/TOPIC: Humanities and Social Science
Week 2

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

Notes about device access in the classroom:

The class has iPads, enough for each student in a group of 12 to have access to one during rotations
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS

Humanities Create a short weather report for Summative Introduction: • 12-24 Pre-made QR
2. and Social a city around the world using the assessment: The teacher will begin the lesson by reading the book Ernie codes to link the
Science Green Screen app. The students will Dances to the Didgeridoo. students to the
(ACHASSK032) be assessed The teacher will ask how Ernie describes the weather of each weather report for a
‘How weather based on the season in Arnhem land. The class will discuss how the city around the world
(E.g. rainfall, quality of the weather is different depending on where in the country or the E.g.
temperature, green screen world you are. http://www.bom.gov.au
sunshine, wind) weather report The teacher will explain the activities the students will be /wa/forecasts/perth.sht
and seasons created. participating in. ml
vary between The video must The lesson will be conducted in two 30-minute rotations
places, and the include: (roughly 12 students per group). • 12 iPads with the
terms used to • The temperature green screen app and
describe them.’ at the given Teacher Table: pre-downloaded
location.  The students will be tasked with creating a weather background images
• The weather report for a city somewhere in the world. The city can
conditions at the be in Australia, or in another country. The teacher • Minimum of 2 green
given location. will prepare roughly 12 QR codes to give to the screens
• Possible students, that will link them to a website with the
activities that weather report for a city (E.g. the Bureau of
would be ideal for Meteorology Perth).
this weather.  The students will be given a sheet that asks them to
write what the temperature is in their chosen city,
The final product what the weather is like (E.g. sunny, rainy, windy,
should snowing), and some activities to do in this kind of
demonstrate an weather (E.g. swimming, flying a kite, building a
effective use of snowman).
the ICT tool.  The teacher should explain that the higher the
temperature number is, the hotter it is, and lower
numbers mean it is colder.
 The students can find this information for their given
city on the website, and come up with activity ideas
independently or through discussion with their peers.
 Once the students have filled in their sheet, they will
pair up to film their weather report. The students will
take turns at speaking in front of the green screen
(they will be filmed by their partner), and will read out
 the information from their sheet (E.g. ‘Today in
London it is 2 degrees. It is very cloudy and it is
raining. In this weather you can go outside and jump
in puddles in your gumboots.’).
 Once the students have made their reports, they can
put their footage into the green screen app and put in
a background that shows the weather of their city
(E.g London in the rain).

Table 2:
Students can draw a picture of their favourite weather, and
explain why they enjoy this weather (E.g. ‘I like sunny
weather because I can go to the beach.’).

Conclusion:
At the end of the lesson, the students will gather on the mat
to watch the videos they have created and learn about how
the weather patterns and the seasons vary around the world.
Through watching each other’s reports, the students will be
able to develop an understanding of how the weather varies
between places (E.g. though it may be sunny and warm in
Perth, it is cold and wet in London at the same time).
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science

Week 3

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

Notes about device access in the classroom:

The class has iPads, enough for pairs in a group of 12 to have access to one during rotations (approx. 6)
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS

Science Create a video about one of the Summative Introduction: • Ernie Dances to the
3. (ACSSU019) 6 Nyungar seasons using assessment: The teacher will begin the lesson by reading Ernie Dances to Didgeridoo by Alison
‘Observable Explain Everything. The teacher will the Didgeridoo. Lester
changes occur assess the video After reading the text, the teacher will explain to the students
in the sky and created based on that the Indigenous Australians map the seasons in a • iPads with Explain
landscape.’ how effectively different way. The teacher will explain how the Nyungar Everything app
the students have people of South-West Australia (where we live) had 6
Expanded: used the seasons, just like the Indigenous people in Arnhem Land, • QR codes for
‘recognising the technology. each characterised by changes in weather and landscape. information about the
extensive The video must The teacher will give the students a brief overview of the 6 Nyungar seasons:
knowledge of contain: seasons, and will explain the lesson’s main activity.
daily and • The name of the The lesson will be conducted as two half-hour rotations – the http://www.ecu.edu.au/
seasonal season. students will be in groups of 12 (in pairs within this). centres/kurongkurl-
changes in • The months of katitjin/cultural-
weather the year this Teacher Table: ambassador-
patterns and corresponds to.  The teacher will put the students in pairs, and each program/nyoongar-six-
landscape held • What the pair will be given a Nyungar season to make a video seasons/birak
by Aboriginal weather is like in about.
and Torres this season.  The video will include the Nyungar name for the http://www.ecu.edu.au/
Strait Islander • What nature season, the months of the year that this season centres/kurongkurl-
peoples’ looks like – corresponds with, what the weather is like in this katitjin/cultural-
plants, animals season, and how the landscape changes in this ambassador-
etc. season (including plants and animals). program/nyoongar-six-
 The teacher can give the students a QR code that seasons/bunuru
The final product links them to information about their given season.
should  The teacher may need to help the students read and http://www.ecu.edu.au/
demonstrate an understand the information on their site. Students centres/kurongkurl-
effective use of struggling with literacy can be paired with a more katitjin/cultural-
the ICT tool. knowledgeable peer, who can assist them with the ambassador-
activity. program/nyoongar-six-
 The students will use the app Explain Everything to seasons/djeran
create their videos. The teacher will need to
demonstrate to students how to use this technology, http://www.ecu.edu.au/
and support them throughout the activity. centres/kurongkurl-
katitjin/cultural-
ambassador-
 program/nyoongar-six-
Table 2: seasons/makuru
Bark painting – EA should explain how this links to the text
the students have read, and how it was an important means http://www.ecu.edu.au/
of communication and storytelling for Indigenous Australians. centres/kurongkurl-
katitjin/cultural-
Conclusion: ambassador-
At the conclusion of the lesson, the students will gather on program/nyoongar-six-
the mat to share the videos they have created on the seasons/djilba
interactive whiteboard. The students will discuss how the
Nyungar seasons are different from our own (summer, http://www.ecu.edu.au/
autumn, winter, spring). centres/kurongkurl-
katitjin/cultural-
ambassador-
program/nyoongar-six-
seasons/kambarang