EDFD462

ASSESSMENT TASK 1: INTEGRATED UNIT OF WORK

PART A: COLLABORATIVE PLANNING WITH PARTNER/S

The Three Little Pigs

Samina Mohammad S00130087
Maria Giakoumatos TA0125990
Ayse Sirikci S00136640
Tijana Radanvoic

1. CLASS SITUATIONAL ANALYSIS

School Situational Analysis:
The local government school is situated in the South Sydney Region. The school has many achievements in various key learning areas and is working towards
becoming innovative in their teaching and learning methods using technology. The school ranges from Kindergarten to Year 6 and students come from diverse,
social, and cultural backgrounds.
The school is comprised of 65% of students that come from a language background other than English. English is, the most prominent language spoken with the
other significant backgrounds consisting of Greek, Italian, Irish, Scottish, Mandarin and Cantonese.
The school endeavours to provide quality teaching and learning programs, particularly in the areas of numeracy and literacy. All students regardless of ability are
provided with teaching and learning support that cater for their individual needs. Students are supported by learning assistant support teachers (LAST) that cater for
students with additional needs within and outside of the classroom. The schools management system is designed to acknowledge the hard work of all students, in
partnership with parents, and to allow student to reach goals. The school has devised a strong and effective Learning Support Team (SPT) that meets regularly to
discuss individual needs and plans suitable plans to cater for them in consultation with the appropriate agencies, where needed.
The school is well resourced and has a variety of materials including sporting equipment, ICT resources and KLA specific resources available to all students to
support and enhance their learning. The school strives to promote an open door environment that fosters positive home school relationships to ensure that parents
are active partners in their childs education. We also have an active Parents and Citizens (P&C) Committee that meets regularly to provide input into whole school
decisions and fundraising to provide support for the school.
Class Situational Analysis:
1M consist of 16 girls and 14 boys. There is a range of learning abilities within the classroom. They range from students who exceed syllabus outcomes to those who
require additional support to achieve syllabus outcomes. Included in the class is a student with Cerebral Palsy and students identifies as Gifted and Talented. One
Gifted and Talented student is a all rounder high achiever, whereas the other student is Gifted and Talented within the KLAs of Mathematics and Science and
Technology. Tasks within the classroom are always adapted to accommodate for the variety of learning capabilities.
The teacher uses a variety of teaching and learning methods for the range of abilities within the classroom. These include visual and oral techniques to cater for all
students. The success of the classroom is fostered through activities, which promote the Dimensions of Quality Teaching including intellectual quality, quality learning
environment and significance (Department of Education and Training, 2003). Pedagogical research of student learning has shown that teaching practices that contain
these elements lead to improved student learning outcomes (Department of Education and Training, 2003, pg 9). Mixed ability groupings endorse the elements of
substantive communication, engagement, social support, and inclusivity and knowledge integration.
1M is an inclusive classroom, which always honours and responds to diversity that students bring to the classroom. Differences in gender, family background, race,
languages or dialects, disability, ethnicity and religion as well as differences in capability and performance are appreciated and welcomed and are a key to the
success and teaching philosophy of the classroom environment.
The aid teacher provides assistance during the transitional periods of the day or the student with Cerebral Palsy to help them move in and out of the classroom at
lunch and recess. In addition, the student has a slight visual impairment and as a result is required to be situated in the centre of the room with a table that is slightly
higher than the other students tables. Furthermore, the student requires information printed in large font on a large sheet of paper or written on a whiteboard, to aid
their visual impairment. This student has a buddy who alternates weekly and sits next to this student during modelling of lessons and during independent and group
activities. During group activities such as rotations, group members are required to be situated around the student rather than causing unnecessary movement.
Moreover, difficulties with holding a pencil has resulted in providing the student with a personal I-pad for use during writing tasks such as the scientific journal, which
is documented on using Microsoft Word. This is in contrast to the mainstream and gifted and talented students who have a physical book and pencil. The overall, aim
is to ensure that this student is included in all aspects of learning.

2. UNIT OF WORK OVERVIEW

Description/Aim:
This integrated unit of work will be undertaken over ten weeks using the theme of the story "The Three Little Pigs". The theme will be explored throughout English,
Mathematics and Science. Students will work scientifically and technologically to explore common man-made and natural materials, with respect to their properties
and uses. Students misconceptions about their understandings of materials, specifically the word 'material' and the magnetism of metals will be addressed (Guest
2003 & Allen, 2010). The students will engage in various activities to explore and achieve the syllabus outcomes. The students will explore common materials from
the story and describe these properties and their purpose. The story will be adapted and extended allowing students to explore different materials outside of the story,
to engage in problem based learning, investigations, and to make comparisons. Furthermore, students will also make records in their scientific journals and a word
bank will be created to support students ongoing learning. This will allow them to reflect on their predictions and developing knowledge and understanding. In
addition, students will participate in a range of mathematical activities where they learn about mass. Students will sort, compare, obtain a equal pan balance, predict,
and measure the mass of objects in relation to the theme. Additionally, in English students will explore the story of the "The Three Little Pigs" through class
discussions, sequencing the story, writing a narrative and fair test. The aim of unit is for students to achieve syllabus outcomes, demonstrate their understandings of
materials, its properties and purpose, improve on their writing skills, and present their understandings of mass.
ICT integration:
With reference to The Australian Curriculum (1989), I.C.T can be defined as an interactive and multimodal [tool] that supports the rapid communication and
representation of knowledge to many audiences, adapted to different contexts (Australian Curriculum, 1989, p.1). More specifically, I.C.T has been integrated
throughout this U.O.W to aid the teaching and learning of both the classroom teacher, and the students. For example, the Interactive Whiteboard (I.W.B) has been
used extensively throughout this U.O.W as a highly stimulating medium to guide teaching practice, and to provide a key visual stimulus to suit the various learning
styles of all students. Within week 1, iPads have been used as a tool for assessment, by capturing students ability to meet the learning intentions and success criteria
of a series of lessons.
Furthermore, the Internet has been used as a method for revising key curriculum information, through online applications and games, evident in weeks 9 and 10. With
reference to Harris & Moran (2012) I.C.T supports the Constructivist Approach to teaching, as technology provides students with the opportunity self-regulate and
self-direct their learning (Harris & Moran, 2012, p.24). This has been evident during week 8, whereby students have the choice to research images and information
about materials to place onto their posters. Thus, I.C.T has the power to transform the ways that students think and learn by giving them greater control over how,
where and when they learn (I.C.T Capability ACARA, 1989, p.1).
Assessment:
Bobis et al. (2013) discusses that in education it is vital that assessment practices are designed to enhance childrens learning and to improve teaching. Furthermore
for assessment to be effective it need to authentic and an authentic approach to assessment is advocated in Ryan and Grajczonek (2014). An authentic approach is a
process that facilitates and promotes all roles of assessment (Ryan and Grajczonek, 2014, p.194), including assessment for learning, assessment as learning and
assessment of learning. Brady and Kennedy (2005) in Ryan and Grajczonek (2014) define authentic assessment as a form of assessment that engages students in
real world tasks requiring the application of knowledge and skills that would be used in everyday life (Ryan and Grajczonek, 2014, p.202).
Our unit of work contains both formative and summative assessments. In week 1 and 2, the teacher will undertake a pre-test to attain students prior knowledge in
regards to heavy and light objects and materials (Questions: Draw something that is heavy? Draw something that is even heavier? Draw something that is light? Draw
something that is lighter?) and the properties and types of materials. These formative assessments will take the form of class discussions and questioning, using
iPads to take photos of materials in the school environment and a sensory materials activity. Then throughout the unit, formative assessment strategies will be used

including ongoing observations (which may be recorded on student recipe cards), questioning during group work, student presentations, students math workbooks
and science journals to monitor students understanding and progress throughout the unit.
In relation to summative assessment, students math workbooks, science journals and created English narrative book will accommodate for this. More specifically in
relation to Science and Technology, students diagrams, labelling of diagrams, products and evaluations for their house investigation and umbrella repair
investigation will be assessed and used towards their science report. Students will also be interviewed by the teacher one on one and asked the question: Pick a
material that we have been looking at and tell me what its used for and why?. This is to give students the opportunity to express their learning. The criteria for this
assessment is as follows:
Working beyond: S is able to independently select one material and describe more than one use (without scaffolding).
Achieved: S is able to independently select one material and describe one use (without scaffolding).
Working Within: S is able to independently select one material and describe or list one use (with some scaffolding).
Working Towards: S is unable to independently select one material and describe one or list one use.
Note: Student responses will be written down/recorded on a flip camera (confidential and private viewing with permission). For this assessment, students who require
additional support will be accommodated through scaffolding and visual images.
In relation to Mathematics, students will be assessed through a discussion reviewing the class definition of mass. Students will be asked: What do they now know
about mass that they didnt know at the start of the unit? What changes should they make to the ideas brainstormed at the start of their learning? Students responses
will be recorded and in combination with their book work, will contribute to their report. In relation to English, students narrative books will be assessed and contribute
to their report. Students will be assessed based on the structure of their story (if it uses a narrative structure), whether it relates to their investigation on the materials
used to make a home for the Three Little Pigs, how well their illustrations support the story and their use of punctuation, spelling and grammar.
In reference to this, the assessments within this unit of work aim to grasp student learning in all forms by being designed in a variety of ways, to improve student
learning and to be structured and implemented so that teachers are informed about what and how their students have learned (Rowntree, as cited in Ryan and
Grajczonek, 2014).
Overview: Scope and Sequence Chart for 10 Week Unit of Work (refer to appendix for Outcomes and Indicators)
Week 1
English:
Read The Three Little Pigs
picture book.
Discussion about text.
Mathematics:
Pre Assessment:
Draw objects and compare
objects mass.
Discuss responses as a class.
Brainstorm and devise a
definition and terms related to
mass and measurement.

Week 3:
Mathematics:
Comparing and ordering the
masses of two or more objects
by hefting. Checking by hefting
or using an equal pan balance.
Science & Tech:
Discussion on properties of
materials in The Three Little
Pigs.
Brainstorm of other materials
that could be used instead.
Focus Question: Why couldn't
the big bad wolf blow down the

Week 5:
English:
Write and publish narratives.
Mathematics:
Predict and measure the mass
of an object by counting the
number of informal units needed
to balance the object.
Science & Tech:
Begin making the house for the
investigation.
Begin evaluating the house for
the investigation.

Week 7:
English:
Ss write own fair test for the
umbrella investigation.

Week 9:
English:
Independent reading of class
narratives.

Mathematics:
Comparing and ordering the
masses of two or more objects
by using the same informal unit
for comparison.

Mathematics:
Post assessment: Review class
definition of mass, reflection and
questioning. Add to the
definition sheet from week 1.

Science & Tech:

Begin making umbrella
investigation designs.
Present umbrella investigations

Science & Tech:

As the teacher undertakes post
assessment interview with
students. The class will be

Science & Tech:

Recap on the story The Three
Little Pigs.
Outdoor material hunt using
cameras or iPads.
Week 2:
English:
Sequencing the story, The
Three Little Pigs in
chronological order.
Mathematics:
Sort objects according to their
mass.
Comparing and ordering the
masses of two or more objects
by hefting.
Science & Tech:
Pre assessment: Sensory
Activity in Pairs.
Touching describing sounds
(properties of materials)

house made of bricks?

Add new words to word bank.
Week 4:
English:
Demonstrate the structure of a
narrative.
Students plan narrative.
Mathematics:
Obtaining a level balance on an
equal pan balance.
Science & Tech:
Recap of properties from week
before.
Begin planning investigation:
Design and build one house for
the 3 pigs using materials of
your choice. Draw a diagram,
design, and label of house in
science journal (Assessment).

Week 6:
English:
Learn how to write a fair test.
Mathematics:
Estimating and recording mass
of an object by referring to the
number and type of informal
units used.
Science & Tech:
Recap of waterproof materials.
Begin planning umbrella
investigation: Repairing a torn
umbrella using materials of
students choice. Draw, design,
and label how the umbrella will
be repaired.

to the class.
Add new words to word bank.

engaged in the series of

rotational reflective activities:

Week 8:
English:
Independent reading of class
narratives.

Activity 1:
iPad: identify characteristics of
materials
Activity 2: Matching words and
definitions: Using the word bank
sort and match materials to
definition.

Mathematics:
Comparing and ordering the
masses of two or more objects
by using the same informal unit
for comparison.
Science & Tech:
Group work making posters
displaying knowledge of a
selected material.
Poster presentations.
Addition of new words to word
bank.

Week 10:
1 hour to catch up on any
activities or assessments tasks.
Play the game celebrity heads
using unit word bank.

3. TWO-WEEK TEACHING SEQUENCE (WEEK 4 + 5 from Unit Of Work)

Science Week 4
Syllabus Outcomes:
IDMMisconception being focused on:
ST1-13MW: Relates the properties of common materials to their use for particular purposes
Instructional
What is a material? A material is
ST1-5WT: Uses a structured design process, everyday tools, materials, equipment and techniques to
Design
something used for building, clothing or
produce solutions that respond to identified needs and wants.
Model:
stationary (Allen, M, 2010).
Indicators for week- Ss will:
Explore
- Relate the properties of a given material to its use
- Justify the reasoning for using their materials for the investigation
- Use the design process to develop, design and label their house for the investigation
- Make predictions about the outcome of their investigation in relation to the materials they will use
Focus Question: Explain why you think your material will hold your house together because of its properties?
No.
Time
Teaching and Learning Experience
Assessment
Resources/ Organisation
&Title
Strategies
1.
30 min 1. Recap the properties of materials discussed in the week before.
T will:
- Interactive whiteboard
Introduc
a) Ss engage in a group discussion.
- Observe Ss
- Images of different
tion to
b) Ss will discuss the properties and uses of different materials and their responses will
participation
materials
house
be recorded onto the interactive whiteboard.
- Record students
investig
2. T will then introduce investigation where students will need to:
responses
ation
- Make a house out of a material of their choice that will withstand the wind of the bad
- Use effective
wolf (hair dryer)
questioning to help
- Decide on which materials they will use and design, draw and label their house
guide the learning
- Think about the materials needed and bring their materials in order to build their house
3. Ss will be placed in their groups for investigation
Differentiation:
Cerebral Palsy S:
- Has an allocated spot at the front of the class to ensure that they are able to see and hear what the teacher is saying.
- iPad is always on hand when students are required to complete writing tasks (teacher can use this as assessment rather than hard copy writing activities).
No. &
Time Teaching and Learning Experience
Assessment Strategies
Resources/
Title
Organisation
2. House
1hr
1. Ss will begin planning their investigation.
- T will mark Ss diagrams
- Science journals
Investigat
2. Ss need to make decisions on what material will be used and why.
- Diagrams must be clearly - Pencils
ion Plan
3. Ss will draw and design, a label diagram of the house in science journal (Assessment).
drawn and labelled.
- Erasers
Differentiation:
Gifted and Talented Ss:
- Asked to provide more detailed labelling of diagrams, including structural features of design.
Cerebral Palsy S:
- iPad is used to allow S to draw and label deign ideas to contribute to their group ( using paint application). Ss in the group come to the cerebral palsy student, so that
he/she does not need to move around unnecessarily.
Maths Week 4
Syllabus Outcome
MA1-12MG: measures, records, compares and estimates the masses of objects using uniform informal units
Indicators for lesson- Ss will:
- Place objects on either side of a pan balance to obtain a level balance

- Explain the relationship between the mass of a unit and the number of units needed, eg more toothpicks than pop sticks will be needed to balance the object
- Use uniform informal units to measure the mass of an object by counting the number of units needed to obtain a level balance on a pan balance
No. &
Time Teaching and Learning Experience
Assessment
Resources/
Title
Strategies
Organisation
4.
1hr
Whole Class Modelling:
Formative:
- Pan balances
Obtain
1. T to display and engage Ss in interactive activity: (Aim: to make the pan balance equal)
- Ss responses
- MAB Flats
ing a
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/weigh/free.htm
to class
- Web link:
level
2. T to use pan balance and demonstrate to Ss. Highlight how the teacher using the scale did not always find
discussion
http://www.bgf
balanc
an item to level the scale easily.
- Ss math book
l.org/bgfl/custo
e on
3. Discuss with students that to find items (materials from Three Little Pigs) of equal mass they must ensure
work
m/resources_f
an
that the balance is level by observing the balance at eye-level rather than looking down on it from above.
- T observation
tp/client_ftp/ks
equal
Open-ended challenge:
of Ss
2/maths/weigh
arm
How many single items (different materials from investigations) can you find that have a mass equal to that of a
engaging in
/free.htm
balanc
MAB flat? Students attempt to locate as many different classroom items that have a mass that is equal to that of
open-ended
- IWB
e
their Maths book. Pause throughout the investigation to consider the following questions:
challenge
1. What items have a mass that is close to but not exactly equal to the MAB flat?
- T to question
2. Why is it difficult/easy to locate items that have an equal mass?
Ss during
3. Is it easier to find one single item to equal the mass each time?
open-ended
What might be an easier way to balance the scale? (i.e. use lots of smaller items to gradually equal the mass).
challenge
Differentiation:
Cerebral Palsy S:
- Classroom buddy is to work with the student to provide assistant.
- Questions are printed on a large piece of A3 paper for the S to see more clearly.
Gifted and Talents Ss:
- To write a sentence related to their findings in the challenge activity for example: The MAB Flat was in in mass to..
English Week 4
Syllabus Outcomes:
EN1-2A: Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
EN1-9B: Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Indicators for lesson- Ss will:
- Understand the process of planning, drafting and publishing texts
- Use effective strategies to plan ideas for writing
- Understand that a narrative has an identifiable text structure and language
No. &
Time Teaching and Learning Experience
Assessment
Resources/ Organisation
Title
Strategies
4. The
1 hr
1. Ss will participate in a class discussion about what a narrative is and the purpose of
- Ss involvement
- Planning guide
structur
narratives.
throughout class
- Writing Checklist
e of a
2. T will explain the structure of a narrative, which includes of characters, orientation, who,
discussion,
- Interactive Smart Board
narrativ
when, where, complication, and resolution.
teacher explicitly
e.
3. T will show Ss how to set out their work using the planning guide.
teaching, and
4. T will show an example of the planning guide.
whole class
5. Then the T will show an example of a narrative.
modelling.
6. The T will show the Ss the writing checklist to show them how to set out there work.
7. Whole class modelling of the planning guide to create a story.
Differentiation:

Cerebral Palsy S:
- Sample work will be printed off in larger font i.e. A3 paper so that it is easier for the S to see.
- Classroom buddy can be seated next to the S to provide assistance.
No. &
Time Teaching and Learning Experience
Assessment Strategies
Title
5.
1 hr
1. Ss are required to select three different materials that were not previously used
- T marks the planning guide
Plannin
in the story The Three Little Pigs. The materials are sticks, straws, and bricks.
to ensure Ss understand the
ga
2. T will show Ss how to set out their work using the planning guide.
planning structure of a
narrativ
3. Ss will then use the planning guide to make the adaptation to the materials and
narrative and Ss have used
e.
other sections.
three different materials.
Differentiation:
Gifted and Talented Ss:
- In planning their narrative students will have to consider the what and how elements.
- Encouraged to use more complex sentences and more descriptive writing (unit word bank, nouns and adjectives)
Science Week 5:
Syllabus Outcomes:
IDM- Instructional
ST1-13MW: Relates the properties of common materials to their use for particular purposes
Design Model:
ST1-4WS: Investigates questions and predictions by collecting and recording data, sharing and
Explore
reflecting on their experiences and comparing what they and others know.
Indicators for week- Ss will:
- Construct their house using their design
- Test their product and justifying the outcomes
- Evaluating the outcome of their investigation
- Provide reasoning for why elements did or didnt work well
- Describe what changes would be made if task was undertaken again
Focus Question: Describe the properties of the materials and explain why the house did or did not fall down?
No. &
Time Teaching and Learning Experience
Differentiation
Assessment Strategies
Title
6.
1 hr
1. Ss will refer to their design in their science journals
Cerebral Palsy S: T will refer to Ss diagrams
Making
and begin making their house for the investigation.
- S science
when assessing the final
house
2. Ss will use a blow dryer to test whether their house
journal is
product of the house.
investig
will fall down.
created on the
ation
3. Ss will record their results in their science journals.
iPad using word.

7.
Evaluati
ng
house
investig
ation

30
min

1. T will begin a class discussion and Ss will share

their results from the investigation.
2. Ss will evaluate on their investigation.
3. Ss will answer the following in their science journals:
!
Did your house fall down? Yes or No.
!
What material did you use to build your house
and why?
!
What would you do differently next time?

Cerebral Palsy S:
- Questions are
printed on a
large piece of
A3 paper or on
a whitebeard
using larger
font.

Resources/ Organisation
- Planning guide

Misconception being focused on:

What is a material? A material is
something used for building, clothing or
stationary (Allen, M, 2010).

T will:
- Observe Ss participation
- Record students responses
- Use effective questioning
to help guide the learning
- Assess reasoning behind
the response to evaluation
questions

Resources/ Organisation
-

Blow dryers, Straws

Sticks
Lego (represent bricks)
Ss materials from home
Masking tape/cello tape
String
Paper (rolled or folded)
Built houses
Ss science journals

Maths Week 5: Measuring the mass of an object by counting the number of informal units needed to balance the object.
Syllabus Outcomes:
MA1-1WM: describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
MA1-12MG: measures, records, compares and estimates the masses of objects using uniform informal units
Indicators for lesson- Ss will:
- Use a pan balance to find two collections of objects that have the same mass, eg a collection of blocks and a collection of counters
- Use drawings to record findings from using a pan balance
- Use uniform informal units to measure the mass of an object by counting the number of units needed to obtain a level balance on a pan balance
- Record masses by referring to the number and type of uniform informal unit used
No. &
Time Teaching and Learning Experience
Assessment
Resources/
Title
Strategies
Organisation
5.
1 hr
Whole Class Modelling:
Formative:
- Equal arm
Informal
1. Introduce the term informal units. Brainstorm appropriate informal units that children could use to
- Ss responses to
balances
Units
measure the mass of an object.
class discussion
- Materials from
2. Encourage the children to think of efficient units, e.g. A rubber is not always appropriate as a unit of
- Ss math book work
investigations
measure because children only have one.
- T observation of Ss - Informal units
3. Question children: What informal units could I use to measure a .book? Why would a paper clip be
engaging in core
- IWB
inappropriate to measure the mass of a book? Why wouldnt we use a combination of units? (WM
task
Questioning). Possible informal units children may identify are different MAB blocks, dominos, unifix
- T to question Ss
blocks etc.
during core task
Core Activity:
- In small groups of 3-4, students are given each given different material from science investigations and
must select from a range of informal units to balance the equal arm/bucket balances.
- In their Maths books they need to draw their material and around it show the type and number of each
unit they used. Which was the most efficient unit and why? Record responses.
Differentiation:
Gifted and Talented Ss:
- In Math books Ss need to create a table or chart to show the type and number of each unit used and then order the units from the most efficient to least efficient for
this item.
Cerebral Palsy S:
- Ss in groups sit around the S to prevent unnecessary movement and to promote inclusion.
English Week 5:
Syllabus Outcomes:
EN1-7B: Identifies how language use in their own writing defers according to their purpose, audience and subject matter.
EN1-9B: Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Indicators for lesson- Ss will:
- Reread and edit text for spelling, sentence-boundary punctuation and text structure
- Understand that paragraphs are used to organise ideas
- Compose sentences effectively using basic grammatical features and punctuation conventions
No. &
Time
Teaching and Learning Experience
Assessment
Resources/
Title
Strategies
Organisation
9.
1 hr
1. T will explain the structure of a narrative and model how to use the planning guide to write a - Ss involvement during - Planning guide
Writing
narrative.
modelling.
- Papers with written
a
2. T will instruct Ss to use their planning guide from the previous English lesson that the T has
- T will read and edit Ss
lines
narrativ
marked to begin writing there narratives.
written work.

e
3. Ss will be given a sentence starter One day the three little pigs went out
Differentiation:
Gifted and Talented Ss:
- Encouraged to continue using additional elements suggested in previous lesson
- Encouraged to use organised paragraphs of their ideas
Cerebral Palsy S:
- Sentence starter is written on the whiteboard for S to continue to write on I-pad
No. &
Time Teaching and Learning Experience
Assessment Strategies
Title
10.
1 hr
1. T will have a written paragraph on the board with punctuation, spelling, and grammar - Ss participation during
Publishi
mistakes. As a class, the Ss will proof read the paragraph and make corrections. T
proof reading activity.
ng a
can ask, Does that make sense? How else could I write this sentence?
- T will mark Ss narratives
narrativ
2. T will explain the uses of capital letters, full stops, and commas etc.
and check that there are
e
3. Ss will then proof read there own narrative and make corrections.
no mistakes on spelling,
4. After Ss have finished proof reading their narratives Ss can begin to draw
punctuation, and
illustrations for their narrative.
grammar.
Differentiation:
Cerebral Palsy S:
- S buddy is to check work by sitting net to the student.

Evaluation Questions:
1.
2.
3.
4.
5.
6.
7.

Have students achieved the learning outcomes?

What was the most effective assessment for these students?
Did assessment afford students opportunities to be creative, demonstrate critical thinking and higher order thinking skills?
Did the learning and teaching strategies cater to different learning styles?
How did the selection and use of resources support the learning of the students?
What modifications would you make for future lessons to improve on your teaching?
How appropriate was timing throughout the unit? (Were the allocated time periods adequate?)

Resources/ Organisation
- Interactive Smart Board
- Proof reading activity
- Written narratives

References:
Allen, M. (2010). Misconceptions in Primary Science. Maidenhead: McGraw-Hill
Australian Curriculum,. (1989). Information and Communication Technology (ICT) capability - Introduction - The Australian Curriculum v7.5. Retrieved 26 August
2015, from http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction
Board of Studies NSW. (2012). NSW Syllabus for the Australian Curriculum. Sydney: Author: Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/
Board of Studies NSW. (2012). NSW Syllabus for the Australian Curriculum. Sydney: Author: Retrieved from
http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/
Board of Studies NSW. (2012). NSW Syllabus for the Australian Curriculum. Sydney: Author: Retrieved from http://syllabus.bos.nsw.edu.au/science/science-k10/
Bobis, J., Mulligan, J., & Lowrie, T. (2013). Mathematics for Children: Challenging children to think mathematically (Fourth Edition). Frenchs Forest, Pearson
Education Australia.
Department of Education and Training. (2003). Quality Teaching in NSW Public Schools. Retrieved from
https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf
Det.nsw.edu.au,. (2015). Quality Teaching. Retrieved 9 September 2015, from https://www.det.nsw.edu.au/proflearn/areas/qt/qt.htm
Grajczonek, J., & Ryan, M. (2014). Growing in wisdom. Hamilton: Lumino Press.
Guest, G. (2003). Alternative Frameworks and Misconceptions in Primary Science. Retrieved from http://scitutors.gnxt.net/downloads/professional_issues/teaching/misconceptions/alternative_frameworks.pdf
Harris, J., & Moran, W. (2012). Teaching and Managing Learning Environments. Melbourne, Victoria: Cengage Learning Australia Limited.
Information Communication Technology Capability ACARA. (1989) (1st ed., pp. 1-2). Sydney. Retrieved from
http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT

Appendix 1: Syllabus Outcomes and Indicators for 10-Week Unit of Work

Science

English

Outcomes and indicators:

ST1-13MW: Relates the properties of common
materials to their use for particular purposes

Outcomes:
EN1-2A: Plans, composes and reviews a
small range of simple texts for a variety of
purposes on familiar topics for known readers
and viewers

Use their senses to identify the similarities and

differences in the properties of materials
Identify the properties of some common
materials and why they are used for particular
purposes
Making predictions about familiar objects and
the outcomes of investigations.
ST1-5WT: uses a structured design process,
everyday tools, materials, equipment and
techniques to produce solutions that respond to
identified needs and wants.
Justify the reasoning
Drawing and labelling
Describing the features of design ideas and the
materials they select
Make predictions about outcomes
Students produce solutions by:
Suggesting simple steps for production
Using a range of everyday tools, equipment,
materials and techniques
Working cooperatively and safely
Scientific Misconceptions:
1, Children use the word material to mean fabric.
They tend to classify objects according to their
uses rather than their properties. (Guest, 2003).
2. What is a material? A material is something
used for building, clothing or stationary (Allen, M,
2010)
3. All metals are magnetic (Allen, M, 2010).

EN1-7B: Identifies how language use in

their own writing defers according to their
purpose, audience and subject matter
EN1-9B: uses basic grammatical features,
punctuation conventions and vocabulary
appropriate to the type of text when
responding to and composing texts
Indicators for lesson:
Understand the process of planning,
drafting and publishing texts
Use effective strategies to plan ideas for
writing
Understand that a narrative has an
identifiable text structure and language
features that help the text serve its purpose
Recognise that time connectives sequence
information in texts
Reread and edit text for spelling, sentenceboundary punctuation and text structure
Understand that paragraphs are used to
organise ideas
Compose sentences effectively using basic
grammatical features and punctuation
conventions

Mathematics
Outcomes:
MA1-1WM: describes mathematical situations and methods using
everyday and some mathematical language, actions, materials,
diagrams and symbols
MA1-12MG: measures, records, compares and estimates the masses
of objects using uniform informal units
MA1-3WM: supports conclusions by explaining or demonstrating how
answers were obtained
Indicators:
Investigate mass using a pan balance
Identify materials that are light or heavy
Place objects on either side of a pan balance to obtain a level
balance
Use a pan balance to compare the masses of two objects discuss the
action of a pan balance when a heavy object is placed in one pan
and a lighter object in the other pan
Predict the action of a pan balance before placing particular objects
in each pan
Sort objects on the basis of their mass
Use a pan balance to find two collections of objects that have the
same mass
Use drawings to record findings from using a pan balance
Compare the masses of objects using balance scales
Compare and order the masses of two or more objects by hefting and
check using a pan balance
Recognise that mass is conserved
Use uniform informal units to measure the mass of an object by
counting the number of units needed to obtain a level balance on a
pan balance
Record masses by referring to the number and type of uniform
informal unit used
Compare two or more objects according to their masses using
appropriate uniform informal units
Record comparisons of mass informally using drawings, numerals
and words, and by referring to the uniform informal units used
Estimate mass by referring to the number and type of uniform
informal unit used and check by measuring

Appendix 2: Planning Guide for Narrative

Genre:&

Title:&

Characters:&
&

Setting:&
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__&

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Beginning:&

Middle:&

End:&

Complication&
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Sequence&of&Events&
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Resolution&
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