FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 (weeks 6- YEAR LEVEL: 1 LEARNING AREA/TOPIC: identity / equality

8)

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

iPad’s are available for every child in the class.

Children can all effectively and appropriately use their ipad’s.

WEEK/ West Australian Curriculum SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON and other
LINKS OBJECTIVE (what & how) EXPERIENCES
(Introduction, Body and Conclusion)

Week 6 English - Explore differences
in words that represent people,
Lesson 1 places and things (nouns,
including pronouns),
Each happenings and states (verbs),
group qualities (adjectives) and
will details such as when, where
spend the and how
whole (adverbs) (ACELA1452)
English
lesson on Engage in conversations and
one discussions, using active
rotation, listening behaviours, showing
and will interest, and contributing
rotate the ideas, information and
next day. questions (ACELY1656)
Art - Exploration of, and
experimentation with, the
visual art
elements of shape, colour, line
, space and texture (ACAVA
M106)
Children can effectively
write a short story about
their house, using at least 5
adjectives.
Children can verbally
identify where they come
from.
Children can construct
their own country flag
using a variety of art
materials.
Check list to mark Mat: 10 min Intro: Book – we
short story and  Introduce and read book are all equal.
adjective use.
Key questions to ask Rotation 1: art
EA to record on  What country do you come from? supplies – A3
iPad child saying  What country do your parents come from? paper, paint,
where they come crayons, rulers,
from. Explain equality and identity and what it means to be equal pencils, etc.
Explain how all animals in the book were equal no matter how they
Class discussion looked or where they came from Rotation 2 & 3: A4
asking series of State that today we are focusing on where we came from e.g. born lined paper, pencils
questions. and live. and erasers.
View flags to see if Rotation 4: - iPad –
they are close or Body: 40 min pic collage app
match their country. EA floating between first 3 rotations – children will need little
assistance for these tasks. Teacher to stay with rotation 4.
 Rotation 1: students will create a picture of their birth
countries flag, using art materials on a A3 piece of paper,
can use IPad to look up flag.
 Rotation 2: children will write a short story describing
where they live e.g. their house. Encourage use of
describing words. Hand up to be marked.

Humanities and social science
- Represent collected
information and/or data in to
different formats (e.g. tables,
maps, plans) (WAHASS20)
 Rotation 3: Children will construct a poem on the country
they were born in, encouraging the use of rhyming words
like the book they have just heard. Children will share their
poems to their group and later hand up to be marked.
 Rotation 4: children will collect one iPad each. Pic collage is
downloaded on each iPad. Brief explanation and
demonstration will be given on how to the app. Children
will look up where they were born (country)
o Children can select a photo of the map and then
images from the country such as landscape or
monuments.
o They can use pic collage to create a page for these
photos while adding text for titles or explanations.

Conclusion: 10 min
 Children will be asked to pack away and to sit on the mat.
 Children will be asked
o did you have fun?
o Did you learn something new or about a new
country maybe where your friend came from?
 “There were lots of different countries today, just like there
were different lands for the animals in our book. It’s really
great we have so many different cultures in the class/ Now
because we all come from different places does that mean
we are all worth less than one another or are we all equal?”
ask whole class
 “can anybody tell me what it means to be equal” ask 3
children.
 “That’s right! So, it is really important to treat everyone the
same no matter what country they came from”
 Dismiss class to lunch.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 (weeks 6 – YEAR LEVEL: 1 LEARNING AREA/TOPIC: equality / identity

8)

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

iPads are available for every child in the class

Children can all effectively and appropriately use their ipad’s.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 7 English – Children can identify their facial Each portrait will Mat: 10 min Rotation 1: Art: art
Lesson 2 Explore features and display it as a portrait. be viewed and To ask: materials – A3 paper,
differences in displayed. Based on  What did we learn last week? crayons, pencils, glue,
Each words that Children can write at least 5 their appearance  Who can remember what our book is about? wool, felt, sequences etc.
group represent people, adjectives to describe themselves has the child And a mirror.
 Display print out of the book pages on white board.
will places and things covered at least 3 of
spend the (nouns, including Children can effectively use the their facial features  Identify appearances of all the different animals. – Rotation 2: 31x blank
whole pronouns), word map app in the portrait. introduce next set of rotations (identity). identity chart sheets and
English happenings and pencils.
lesson on states (verbs), Body: 40 min
one qualities Children can use 5  Rotation 1: children will create a self-portrait using art Rotation 3: Cut out blank
rotation, (adjectives) and adjectives to materials of their choice. They will have a mirror at the cards and pencils.
and will details such as describe their desk.
rotate the when, where and personality or Rotation 4: ipad’s,
 Rotation 2: children will complete an identity chart using
next day. how appearance. EA identity chart from last
(adverbs) (ACEL will mark each the blank template. week, shape go or word
A1452) child’s identity  Rotation 3: Children will have a blank card each, they will salad apps
card. write a description of their appearance on the card. Once
Use interaction done the cards will be shuffled (by EA). Each child will
skills including Children have little read out their new card and the group will guess who the
turn-taking, to no assistance card is.
recognising the when creating word
contributions of
others, speaking map, keep record of  Rotation 4: children will use the app shape go or word
clearly and using this on a checklist. salad to create a word map of themselves. They are to use
appropriate as many words as possible to describe themselves. This
volume and
will be printed and added to their portfolio. No help is to
pace (ACELY178
8) be given with this task except a demonstration at the start.
 Rotation 4: children are to create their own word map
using words that describe themselves, this can be
Art - appearance, culture, personality etc. children will use the
Exploration of, app word salad or shape go. They can use their identity
and
charts (if already done) to help them remember words they
experimentation
with, the used. Children can ask for spelling help to ensure work is
visual art correct.
elements of shape
, colour, line, spac Conclusion: 10 min
e and texture (AC  Children will pack away recourses and gather to the mat.
AVAM106)  Children will be asked
o Did you have fun?
Digital o Did you find some good words to describe
technologies -
yourself?
Develop and
communicate o Did you find some good words to describe your
design ideas friends?
through  “while I was walking around the class today I heard so
describing, many different words to describe everyone, I was very
drawing, impressed”
modelling and/or
 “Who can remember what we learnt about equality last
a sequence of
written or spoken week?” Ask 2 children
steps  “That’s right, what we learnt today is very much like last
(WATPPS07) week. Everyone in the class looks different and has their
own personality which makes up their identity, just like
the animals in our story we are all equal”.
 “who can remember what equal means?”
 Allow children to have a minor discussion about being
equal even if we all have our own identity.
 Dismiss children to lunch.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 (weeks 6 - YEAR LEVEL: 1 LEARNING AREA/TOPIC: equality/ identity

8)

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

iPads are available for every child in the class.

Children can all effectively and appropriately use their ipad’s.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 8 English - Explore By the last rotation children can Definitions will be Intro: 10 min Rotation 1: Butterfly
Lesson 3 differences in write down a definition of what viewed and marked,  Re read book to children pegs (listening pegs).
words that equality and identity means to them a basic  Introduce topic (tying identity and equality together) Work sheets
Each represent people, based on what we have covered understanding of
 Tie equality and identity together. Children are working
group places and things over the last 3 weeks. the two definitions Rotation 2: 30x identity
will (nouns, including needs to be on tasks that give them the chance to incorporate their and 30x equality sheets
spend the pronouns), Children can use at least 10 provided. personality, appearance and culture which forms their own and pencils.
whole happenings and adjectives with correct spelling and identity. Children develop the understanding that we are
English states (verbs), grammar for rotation 2 and 3. EA marks rotation all equal no matter our identity. Rotation 3: colouring in
lesson on qualities 1 and 2 word tools and 30x hand print
one (adjectives) and End goal: keeping a check list Key questions to ask outs.
rotation, details such as Children can create a visual/ verbal of grammar and
and will when, where and story describing themselves (place spelling.  What does equality mean? Rotation 4: ipad’s and
rotate the how of birth, personality, appearance  What does identity mean? head phones.
next day. (adverbs) (ACEL etc.) View each child’s
A1452) story – checklist to
ensure they have Body: 40 min
Understand the covered all parts  Explain each rotation to children with examples of your
use of vocabulary that were asked. own work prepared beforehand.
in everyday  Rotation 1: EA to stay in group and facilitate group
contexts as well discussion. Treasure hunt. Children will find the butterfly
as a growing
number of school pegs hidden outside. Each butterfly peg has a different
contexts, question for the children to answer. Children will fill in
including the blanks on their work sheet, which leaves the children
appropriate use of with a short story about themselves.
formal and
 Rotation 2: children will be given a blank sheet with
informal terms of
address in “equality” at the top, children will write down their
different definition of equality. They will then repeat this for the
contexts (ACELA word “identity”.
1454)  Rotation 3: children will create an art piece called “life in
my hand”. A print out hand will be provided, children are
Create short
to decorate the hand using pictures and minimal wording
imaginative and
informative texts to describe their identity.
that show  Rotation 4: Each child will have on iPad and a pair of head
emerging use of phones. Using the app book creator children will create
appropriate text st their own story. This story should include where they were
ructure, sentence- born, where they live now, who they are as a person
level grammar, w
(personality/ appearance). Children will not only use
ord choice,
spelling, pictures/ drawings but will record their voice to tell the
punctuation and story. If children finish their rotations on a different day
appropriate earlier they can continue creating or editing their story.
multimodal Children have the chance to share their stories with their
elements, for friends during free time.
example
illustrations and Conclusion: 10 min
diagrams (ACEL  Allow children to save their stories and pack up.
Y1661)
 Children will gather on the mat.
Digital  Discuss how good their work was.
technologies -  “I hope by now everyone has a really good understanding
Digital of what it means to be equal and that we all have our own
technologies - identity. As you get older your identity may change and
Develop and you will learn new things about yourself which will be
communicate
very exciting!”
design ideas
through  Ask children what their favourite activity was and why –
describing, 10 children.
drawing,  Dismiss children to lunch.
modelling and/or
a sequence of
written or spoken
steps
(WATPPS07)