Please enable JavaScript.

Coggle requires JavaScript to display documents.

wonder image smart Year 3 Integrated Teaching and Learning Program…

- - - - learning how to comfort your friends when they are sad, sentence starters
    - - students dress up and learn how to give compliments
    - - talking frames activities
      - interviewing your class mates
    - - guided visualisation
      - mindfulness
    - - collaborative story telling excercise
      - class texts
      - students write their own stories and share with the class
      - "Me at my best" students write and listen to each others stories about a time they were at their best
    - - students visited by Elders, role models in the community, listen to their inspiring stories
      - author visits
      - Author study, discussion
    - - planning for talk
  - - - 3 good things
    - - the power of the word "yet"
      - editing work
        
        reflecting on what was done well
      - word search of simple sentences, complex sentence, adjectives
    - - word explosion of words from text: smart, special, unique, talent, skills
  - - - watch 'behind the sentences' of Wonder film, learn about actors and characters
    - - Wonder
      - 365 Days of Wonder
    - - Before you read the book, what do you think the story will be about?
        How do you feel after reading the book?
- - - - Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
        
        analysis of illustrations in text, list them and compare their mass
    - - Make models of three-dimensional objects and describe key features (ACMMG063)
        
        make 3D objects of characters from the text
        
        witches
        
        animals
        
        shapes
    - - Create and interpret simple grid maps to show position and pathways (ACMMG065)
        
        students make a grid of their school, highlighting their favorite places, where they can get help if they need it
        
        students make a grid of their brain, highlighting pathways to positive thinking
      - Identify symmetry in the environment (ACMMG066)
        
        symmetry study in the text: find how many lines of symmetry there are on page 3
- - - - Identify current understanding of a topic (e.g. brainstorm, kwl chart) (WAHASS26)
      - Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet) (WAHASS28)
        
        individual research projects
        
        photography
        
        family photography
    - - Identify different points of view/perspectives in information and/or data (e.g. distinguish fact from opinion, explore different stories on the same topic) (WAHASS33)
        
        sharing stories
    - - Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups)
      - roles of the reader
    - - Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms (WAHASS37)
      - Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a kwl chart, propose action in response to new knowledge) (WAHASS39)
        
        KWL charts
  - - - Communities
        
        Communities make decisions in different ways and voting is a way that groups make decisions democratically (ACHASSK070)
        
        Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community (ACHASSK072)
      - random acts of kindness
      - student mentors
      - volunteering
      - service learning
    - - Places are both similiar and different
        
        Language groups of Australia's Aboriginal and Torres Strait Islander Peoples divides their country/place and differs from the surveyed boundaries of Australian states and territories (ACHASSK066)
        
        visit from local elders
    - - communities and remembrance
        
        The role that different cultural groups have played in the development and character of the local community (e.g. as reflected in architecture, commercial outlets, religious buildings), compared with development in another community (ACHASSK063)
        
        The historical origins and significance of the days and weeks celebrated or commemorated in Australia (e.g. Australia Day, ANZAC Day, National Sorry Day) and the importance of symbols and emblems (ACHASSK064)
        
        students make a yearly calendar of all the days that are important to them
        
        NAIDOC week celebration
- - - - "green leaders" students are allocated as green leaders each week and have the role of spreading the message of RRR throughout the school
- - - - Communicating
        
        Socialising
        
        Interact with peers, the teaching team and visiting Elders/community members about aspects of personal worlds, such as experiences at school, home, everyday routines, interests and activities(ACLFWC152)
        
        Processes: describing, sharing, responding, recounting
        
        Participate in guided tasks that involve following instructions, making things, cooperating with peers, planning for and conducting shared events, activities or school performances(ACLFWC153)
        
        Activities
        
        participating in excursions with Elders and community members to experience story places or keeping places, listening to associated stories
        
        visiting community centres, art centres or language centres and recording the experiences, for example, by developing a digital presentation or photo-story
        
        working with Elders/community members to develop a short ‘Welcome to Country/Place’ and/or ‘Acknowledgment of Country/Place’ to use at formal school functions or community events
        
        working together on collaborative tasks, such as designing posters, menus or invitations for special events, designing class bush tucker or a garden, creating picture books for buddy classes
        
        interacting with Elders/community speakers, following instructions, for example when making an artefact, creating an art work or preparing bush tucker, using hand signs as appropriate
        
        participating in and sharing responses to local cultural events and celebrations
        
        participating in national celebrations and significant events, for example, NAIDOC Week, Reconciliation Week, Harmony Day, labelling and captioning photos for a class display and sharing responses through class discussion
        
        creating a skit, performance or action game to introduce a buddy class to aspects of the language and associated culture, for example, individual words, gestures or expressions associated with common exchanges such as introductions, items and artefacts
        
        engaging in shared tasks which involve planning and collaborating, for example, preparing, rehearsing and conducting public presentations and performances, such as an item for a school assembly or a digital presentation about a significant event
        
        giving directions, for example, to guide others to specific locations
        
        Processes: compiling, planning, rehearsing, making
        
        Identity
        
        Explore their own sense of identity, including elements such as family, friends, interests, membership of groups, and consider markers of identitythat may be important across all cultures (ACLFWC161)
        
        Activities
        
        creating a class wall chart or family tree, labelling with appropriate kinship terms (Aboriginal and Torres Strait Islander students may be able to source information about their totems/moieties and other affiliations from home, family and community sources)
        
        investigating and discussing, as culturally appropriate, the meaning of personal, family and other names and their significance as markers of identity
        
        working with Elders to map community-wide links between families according to known kin links
        
        designing visual representations, such as concept maps, posters or captioned slide presentations, of their group memberships, for example, friendship, family, sporting, interest and community groups, moieties, and discussing what such membership means to their sense of identity
        
        creating a profile to capture their sense of personal identity, for example, through an avatar or montage, using key words and expressions and commenting on the significance of particular events, influences or interactions
        
        considering how their individual upbringing and experiences impact on their assumptions/attitudes when participating in intercultural interactions, for example, in relation to notions of leisure/free time or family and community responsibilities
        
        talking about ways local Aboriginal and Torres Strait Islander communities express elements of their shared identity, for example, through behaviours associated with sporting teams, distinctions between coastal versus inland communities, through community events and profiling of identities from their community
        
        noticing and comparing their use of words or expressions from different languages when communicating in English and discussing how this relates to their sense of identity
        
        monitoring their development as learners of the language, for example, by recording learning experiences, reflections in blogs, learning logs or journals
        
        identifying markers of identity that may be important across all cultures, for example, family, community, location, language, age, gender
        
        exploring the concept of collective identity by designing an item, such as a language flag or artefact, that incorporates elements of importance to the language/community
      - Understanding
        
        Systems of language
        
        Understand that texts such as stories, paintings, songs and dances have distinct purposes and particular language features(ACLFWC165)
        
        distinguishing the purpose and characteristic features of different types of texts, for example, stories are usually about journeys across Country and convey explanations about why features of Country exist and are important
        
        understanding that for many Aboriginal and Torres Strait Islander languages conventions of written text are in the process of being developed
        
        recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tenses in stories
        
        linking ideas using appropriate grammatical forms and processes, for example, connectives, serialisation, embedding
        
        recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
        
        investigating the purpose and use of sign language in various Aboriginal and Torres Strait Islander languages, for example, for hunting, for recent bereavement, for communicating at a distance, for restricting who can understand the message
  - - - Country/Place: links to land, water, sea, sky
      -  Identity: individual, social, cultural
      -  Relationships: family and kinship, skin, totem, moiety, sections
      -  History/Story/Journey
      -  Community life: past and present
      -  Ecology: management of natural resources, land-care
      -  Natural environment: seasons and cycles, topigraphical features of the region, land-forms, plants and the moon, bush tucker
      -  Built environment: artefacts, tools, shelters/houses and urban environments
      -  Artistic expression: story-telling, music and dance, visual design
      -  Health and well-being: physical, spiritual, mental; cultural safety, body parts, age, change and growth
      -  Language as system: sound, grammar, orthography, conventions in speaking, writing and signing, ways
      -  Register, variation and structure: age-, gender-, and relationship-appropriate language use; regional
      - variation; loans and cognates; creoles and young people’s talk; structural relatedness
      -  Language ecology: language diversity, growth, endangerment
      -  Language and cultural revival: language building, reconstruction, maintenance and development,
      - advocacy
      -  Cultural protocols: values, respect, reciprocity
- - - - Factors that strengthen personal identities, such as the influence of family, friends and school (ACPPS033)
        
        write a list of 5 people you know that can help you when you need it
        
        family trees
      - Assertive behaviors and communication skills to respond to unsafe situations, such as: keeping calm, using appropriate non-verbal communication skills, seeking help (ACPPS035)
        
        role plays of bulling situations, being kind to friends
        
        mindfulness meditation
        
        body language explicit teaching
      - Actions in daily routines that promote health, safety and wellbeing (ACPPS036)
        
        good habits and bad habits activity
        
        daily class exercise/fitness
        
        daily class free dance
    - - Behaviours that show empathy and respect for others (ACCPPS037)
        
        random acts of kindness
        
        buddy bench
        
        bucket fillers
  - - - Ways to maintain a balanced position when performing locomotor and object control skills (ACPMP045)
        
        class games
        
        class fitness
        
        class yoga
        
        students are encouraged to lead the activities
    - - benefits of regular physical activity and physical fitness to health and wellbeing (ACPMP046)
- - - - Science knowledge helps people to understand the effect of their actions (ACSHE051)
        
        famous scientists in history and today, who have character strengths
  - - - With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
        
        students plan experiment to answer whether their plant will grow or not, write a list of things it will need to grow
    - - Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
        
        students will observe the growth of a plant and record their results in their learning journals
        
        graphic organisers
  - - - A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)
        
        cooking
        
        students will have a class celebration and make a chosen food
    - - Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
        
        students make interactive models of the earth, moon, stars
        
        students explore day and night in other countries
- - - - Improvised and devised drama based on narrative structures in familiar drama styles (ACADRM031)
      - Improvisation skills (breaking patterns) to develop drama (ACADRM032)
    - - Appropriate responses to, and respect for, drama of others as performers and audience members (ACADRR034)
  - - - Safe dance practices, including following warming-up and cooling down procedures (ACADAM006)
      - Exploration of, and experimentation with, four (4) elements of dance (BEST)
      - Exploration, improvisation and selection of movement ideas to create a dance that has a narrative structure (ACADAM005)
      - Responding
        
        Appropriate responses to, and respect for, dance of others as performers and audience members (ACADAR008)
  - - - Experimentation with a variety of techniques and use of art processes, such as weaving, photomontage or painting in artwork
    - - Personal responses discussing the use of visual art elements in their own and other’s artwork, and identifying meaning in artwork from other cultures (ACAVAR113)
        
        Gallery walks
  - - - Responses that identify how the elements of music combine to communicate ideas, mood and meaning (ACAMUR087)
    - - Improvisation with the elements of music to create music ideas (ACAMUM085)
      - Application of teacher directed rehearsal processes to improve music performances and engage an audience (ACAMUM086)
    - - students watch the ABC documentary "don't stop the music" to show themes of adversity, resilience, etc
  - - - Exploration of how fictional characters are represented in stories (ACAMAM058)
      - Production of media work, using codes and conventions to enhance the story or message for an intended audience (ACAMAM060)