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Community Development & Belonging "Who are community helpers and…

- - - - Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
      - Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)
      - Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
      - Share feelings and thoughts about the events and characters in texts (ACELT1783)
  - - - Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
      - Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
    - - Understand how to spell one and two syllable words with common letter patterns (ACELA1778)
      - Use visual memory to read and write high-frequency words (ACELA1821)
      - Write using unjoined lower case and upper case letters (ACELY1663)
      - Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
      - Know how to read and write some high-frequency words and other familiar words (ACELA1817)
      - Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)
  - - - Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
      - Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
      - Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
  - - - Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)
      - Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)
      - Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
      - Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
      - Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
      - Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
      - Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)
      - Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
    - - Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
      - Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
      - Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
      - Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
  - - - Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)
      - Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
      - Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
    - - Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
      - Identify some features of texts including events and characters and retell events from a text (ACELT1578)
      - Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
- - - - Postcards Home:
        Children will watch a video about how letters, postcards, etc are mailed to learn more about our community helper, the post officer. Children will then decorate the back of a postcard with different art supplies like recycled/scrap paper, colouring pencils and Textas, etc. When decorated, children will write on the back of their postcards a message for their family. Once completed children will place their postcards into a mailbox where the educator will mail their postcards home.
        
        Exploration of, and experimentation with, the visual art elements of shape, colour, line and texture (ACAVAM106)
    - - What is This Tool Used For:
        Now that children know some of the different tools used by different community helpers. They will create and mould their own using modelling clay. Once children have made their particular tool they will write down who uses this tool and what exactly it is used for eg. stethoscope is used by a doctor to listen to peoples hearts. This allows children to use not only their knowledge of community helpers to identify the different tools associated with particular community helpers but also go further to find out/state their purpose and how they are used.
        
        Exploration of, and experimentation with, the visual art elements of shape, colour, line and texture (ACAVAM106
        
        Personal responses and feelings about artwork they view and make (ACAVAR109)
    - - Making Community Helper Vehicles:
        Children will use recycled materials and art supplies to create their own imaginary community helper vehicles. Children will then plan out their vehicles on a planning sheet listing materials they will need, special aspects of their vehicle will include that will help their community helpers eg. an extra long hose to reach , etc. Children will then make their vehicles and present them to the class.
        
        Exploration of, and experimentation with, the visual art elements of shape, colour, line and texture (ACAVAM106
        
        Use of a variety of techniques, to create 2D and 3D artwork inspired by personal experiences, ready for display (ACAVAM108)
        
        Sharing artwork with others (ACAVAM108)
        
        Exploration of natural and man-made materials when creating artwork (ACAVAM107)
    - - Super Community Helper Cape Making:
        As a follow up activity from the previous english activity, children will decorate and design a come for their super community helper. Children will be given a large piece of fabric they can decorate using art supplies like felt, scrap material, glitter, etc. Children can then use these capes during their free play and in the home corner if they wish. The educator will then talk about how “super hero’s” and community helpers are similar because they both help people.
        
        Exploration of, and experimentation with, the visual art elements of shape, colour, line and texture (ACAVAM106
        
        Exploration of natural and man-made materials when creating artwork (ACAVAM107)
        
        Personal responses and feelings about artwork they view and make (ACAVAR109)
  - - - Community Helper Song:
        Class will play instruments and sing along to the song: "Teachers teach us ABC's, shapes and colours, 123's; Doctors help us when we're sick, medicine will do the trick; Fire fighters put out fires, mechanics fix our cars and tires; police help keep things safe for you, What job do you want to do”. Children then take turns in saying what community helper they’d like to be. Educator will make a list.
        
        Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) [From English Curriculum]
        
        Improvisation with voice, movement and play to explore and create music ideas (ACAMUM080)
        
        Development of aural skills by exploring the elements of music, including: rhythm (sound, silence; long, short; steady beat), tempo (fast, flow), pitch (high, low; pitch direction; distinguishing between speaking and singing voice), dynamics (loud, soft), form (same, different; echo patterns), timbre (exploration of sounds produced on percussion instruments) to create music (ACAMUM080; ACAMUM082)
      - I Like Community Helpers Song:
        Educator will sit down in a circle on the mat with children. Together the class will then play instruments and sing along to “We like community helpers, They help us everyday, [Students Name] liked community helper, lets hear why he/she has to say”. That students will then state a community helper and something that they like about
        
        Development of aural skills by exploring the elements of music, including: rhythm (sound, silence; long, short; steady beat), tempo (fast, flow), pitch (high, low; pitch direction; distinguishing between speaking and singing voice), dynamics (loud, soft), form (same, different; echo patterns), timbre (exploration of sounds produced on percussion instruments) to create music (ACAMUM080; ACAMUM082)
        
        Improvisation with voice, movement and play to explore and create music ideas (ACAMUM080)
        
        Improvisation and practice of music (singing, playing, moving) for a specific purpose and a familiar audience (ACAMUM081)
        
        Development of performance skills (singing chants, songs and rhymes, and playing classroom instruments in tune and in time) (ACAMUM082)
    - - Community Helper Puppets:
        In groups children will be given puppets and props (they will be different for each group). Children will be given time to explore, play and create a short story using these puppets.When children come up with a story they will perform it in front of the class. This provides children with a new way of sorting out the information they have learnt about community helpers and expressing it in new ways
        
        Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) [From English Curriculum]
        
        Use of stimuli (photos, sounds or music) to develop dramatic action about the real and imagined worlds (ACADRM027)
        
        Personal responses to drama they view and make (ACADRR030)
        
        Exploration and experimentation of two (2) elements of drama: voice (loud, soft), movement (big, small) to create drama (ACADRM028)
        
        Simple stories based on stimuli and available technologies (ACADRM029)
        
        Development of improvisation skills (accepting offers) to develop dramatic action (ACADRM028)
        
        Performance of improvised drama that communicate ideas to an audience (ACADRM029)
        
        Performance skills (facing the audience) when sharing drama with peers (ACADRM029)
    - - Class Performance:
        Prior to the lesson the educator will tell students that they will perform a play for their parents and family members. The educator will ask children what they know about community helpers and what they think the play should be about. The educator would have then written a simple play using children ideas and assigned children different roles. Children should have practiced their roles at home and during class time prior to the performance. Children will then perform the play in front of parents and family to demonstrate what they have learnt in about this topic. Let parents know that although the play was written by the teacher that all input and ideas for the play came from children's knowledge and understanding of community helpers. Educator may allow time for parents to ask their children questions about community helpers to find out more about what children know about this topic (parents may be surprised at what their child has learnt).
        
        Performance of improvised drama that communicate ideas to an audience (ACADRM029)
        
        Performance skills (facing the audience) when sharing drama with peers (ACADRM029)
        
        Simple stories based on stimuli and available technologies (ACADRM029)
        
        Personal responses to drama they view and make (ACADRR030
        
        Exploration and experimentation of two (2) elements of drama: voice (loud, soft), movement (big, small) to create drama (ACADRM028)
- - - - The representation of familiar places, such as schools, parks and lakes on a pictorial map (ACHASSK014)
      - The places people live in and belong to (e.g. neighbourhood, suburb, town, rural locality), the familiar features in the local area and why places are important to people (e.g. provides basic needs) (ACHASSK015)
  - - - The places people live in and belong to (e.g. neighbourhood, suburb, town, rural locality), the familiar features in the local area and why places are important to people (e.g. provides basic needs) (ACHASSK015)
      - Process information and/or data collected (e.g. sequence familiar events, answer questions, discuss observations) (WAHASS05)
  - - - Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) [From English Curriculum]
      - Identify prior knowledge about a topic (e.g. shared discussion, think-pair-share) (WAHASS01)
      - Explore a range of sources (e.g. observations, interviews, photographs, print texts, digital sources) (WAHASS03)
      - Sort and record information and/or data into simple categories (e.g. use graphic organisers, drawings) (WAHASS04)
  - - - Process information and/or data collected (e.g. sequence familiar events, answer questions, discuss observations) (WAHASS05)
      - Identify prior knowledge about a topic (e.g. shared discussion, think-pair-share) (WAHASS01)
      - Sort and record information and/or data into simple categories (e.g. use graphic organisers, drawings) (WAHASS04)
    - - Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) [From English Curriculum]
      - Process information and/or data collected (e.g. sequence familiar events, answer questions, discuss observations) (WAHASS05)
      - Identify prior knowledge about a topic (e.g. shared discussion, think-pair-share) (WAHASS01)
    - - Identify prior knowledge about a topic (e.g. shared discussion, think-pair-share) (WAHASS01)
      - Process information and/or data collected (e.g. sequence familiar events, answer questions, discuss observations) (WAHASS05)
- - - - Engage in discussions about observations and represent ideas (ACSIS233)
      - Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)
      - Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006) [From Mathematics Curriculum]
  - - - Engage in discussions about observations and represent ideas (ACSIS233)
      - Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)
- - - - Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)
      - Choose simple questions and gather responses and make simple inferences (ACMSP262)
      - Subitise small collections of objects (ACMNA003)
      - Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)
  - - - Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)
      - Choose simple questions and gather responses and make simple inferences (ACMSP262)
      - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)
      - Subitise small collections of objects (ACMNA003)
      - Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)
  - - - Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)
      - Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)
- - - - Obstacle Course:
        Children will do their morning obstacle course, at each station their will be an image/instruction stating what they must do at that station e.g. "slide down the playground pole like a fire officer”. Each station will be Community helper themed
        
        Body Management Skills: static balance (one foot), line walk (ACPMP008)
        
        Locomotor Skills: run, jump (two foot), hop, gallop (ACPMP008)
        
        Cooperation with others when participating in physical activities, including partners, small groups and whole class (ACPMP012)
        
        Rules When Participating in Physical Activities: use of boundaries, safe use of appropriate equipment, responding to a whistles and commands/instructions (ACPMP014)
        
        Safe active play in outdoor settings and the natural environment (ACPPS007)
  - - - Healthy Eating Menus:
        The educator will ask children what community helper works with food, they will then talk about different tools they use and different ways they cook food, ect. The children will then create a list on the board of different food that a chef might make. Once they have made a list the educator will get children to point out what food they think are healthy and unhealthy. Discuss with children why it is important to eat foods that are good for us and briefly touch on the health eating pyramid (get children to point out what food they think you should eat most, in moderation, etc). Children will then create their own healthy canteen menu's and decorate them.
        
        Actions that Promote Health, Safety and Wellbeing, such as: eating healthy food, practising appropriate hygiene routines, identifying household substances that can be dangerous, following safety symbols and procedures (ACPPS006)
- - - - Work independently, or with others when required, for solutions (WATPPS05)
  - - - Work independently, or with others when required, for solutions (WATPPS05)
  - - - Construct texts that incorporate supporting images using software including word processing programs (ACELY1664) [From English Curriculum]
      - Work independently, or with others when required, for solutions (WATPPS05)
    - - People produce familiar products to meet personal and community needs (ACTDEK001)
      - Work independently, or with others when required, for solutions (WATPPS05)
- - - - Career Day, by Anne Rockwell
      - Job's People Do, by Thea Feldman
    - - Even Firefighters Hig Their Moms, by Christine Kole Maclean
      - Whose Hands are These?, by Miranda Paul
    - - Pig Pig Gets a Job, by David McPhail
      - What Do People Do All Day?, by Richard Scarry
      - Clothes Line Clues to Jobs People Do, by Kathryn Heling & Deborah Hembrok
    - - Firefighter Frank, by Monica Wellington
      - Keeping You Safe, by Ann Owen
    - - My Teacher Sleeps in School, by Leatie Weiss
      - Ten Rules of being a superhero, by Deb Pilutti
      - Job’s People Do, by Thea Feldman
    - - Clothes Line Clues to Jobs People Do, by Kathryn Heling & Deborah Hembrok
      - Dig, Dig, Digging ABC, by Margaret Mayo
      - The Berenstain Bears: Jobs Around Town, by Stan Berenstain