SOSE Weareone

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CONTENTS
Rationale 3
Proforma #1 4
Proforma #2 11
Timetable 13
Unit Overview 14
Resources 28
Discussion 30
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RATIONALE
We Are One is a SOSE based unit of work that has been developed according to the ACT curriculum document
‘Every Chance to Learn’. The unit has been fashioned for a Year 2 class, and is guided by the early childhood
band of development of the aforementioned document. The host ELA is ELA 21 ‘The student understands
about Australia and Australians’. This ELA focuses on developing student’s understanding of the concept of
identity, symbolism and diversity (ACT, DET, 2007). The unit follows the inquiry based approach (Murdoch,
2009) which allows students to construct their own understanding of the topic and actively seek out more
information to strengthen this understanding.
We Are One has been designed to be implemented in the first term of the school year to aid students in deciding
who they want to be in this new space and what it means to be part of the class. The activities within the unit
endeavor to promote a sense of community with the class and school. The unit comes at a time where students
are beginning to see themselves as unique individuals with the human desire to belong; the themes in the unit
are cohesive with this and are aimed to foster the students’ moral and social development. The unit allows them
to study themselves and others starting with an internal understanding of identity and moving to the final broad
understanding of Australian identity and diversity. We Are One not only supports students’ development as
SOSE learners but also supports their growth as citizens of the 21st century society and members of their
community.
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PROFORMA #1
Name: We Are One

Overarching Guiding Question: What does it mean to be an Australian?
Year/Term: 2, Term 1
Duration: 6 weeks
GUIDING QUESTIONS
Module 1 – Me and my family:
How do our individual identities contribute to our class identity?

What makes you special?
How are we different to our friends & family?
What is a family?
Are all families the same?
Module 2 – Class and School Identity
How do our individual identities contribute to our class identity?

Why is diversity important?
What makes our class unique?
What makes our school different to other schools?
What factors contribute to our school identity?
Module 3 – Australian Identity
Why is Cultural Diversity important?

How are Australians linked to places?
What makes an Australian?
How are your differences valued in Australia?
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TRANSFERENCE
Knowledge
People are unique (appearance, abilities, likes, dislikes etc)

Individuals & families have similarities & differences
‘Family’ can be defined in various ways
Connection between people (e.g. family)
Individual identity contributes to group identity

People belong to groups ie. Class, house, school etc
Schools and classes have similarities and differences
Cooperation is an important part of group behaviour
The diversity of Australians (including Indigenous people)

Australian identity
Concepts of Australian geography
Skills and Abilities
Describe and compare graphs Revising

Graph information Speaking Clearly
Identify and practice cooperative Justifying
behaviour Organising
Identify components of a school Estimating
community Reading
Identify and describe the roles within Interpreting Information
the school community Explaining
Compare schools Reflecting
Compare classes Working to a Timeline
Identify factors contributing to class Working Independently
and school identity Listening
Analyse why these factors contribute Observing
to the community identity Working Co-operatively
Questioning Analysing
Predicting Reporting
Comparing & Contrasting Self Assessing
Presenting Ideas to Others Repsonding to the Work of Others
Making Choices Performing
Designing
Chelsea Kaylock (U3011024), Kate Maynard (U3013535) and Vanessa de Jager (U3011332) 5
Values and Attitudes
Value the contributions of all the people working in the school community
Value cooperative behaviour
Appreciate the similarities and differences of communities
Citizen Action Objectives

Work cooperatively in small group and class group tasks
Conduct interviews
Demonstrate actions that reflect positive attitudes towards the school community
GENERIC SKILLS
Skill Focus Description
Research Locate, select and evaluate information from a variety of sources
Communication Present and communicate information according to purpose,
situation and audience
Problem-solving Apply a range of problem solving strategies to achieve an accepted
solution
Using Technology Select and use most appropriate technology for a given task
Critical Thinking Make personal judgements and informed choices
Expression Respond emotionally and imaginatively through creative and
expressive activities
Task management Use time and resources effectively
Cooperation Work cooperatively with others
Citizenship Develop awareness of personal, class and school responsibilities
INDICATION OF INTEGRATED KLA’s/ELA’s
ELA 1: Uses a range of strategies / ELA 10: Writes effectively / ELA 19: Understands and applies
to think and learn scientific knowledge
ELA 2: Understands and applies / ELA 11: Critically interprets X ELA 20: Acts for an environmentally /
the inquiry process and creates texts sustainable future
ELA 3: Makes considered / ELA 12: Takes action to ELA 21: Understands about Australia X
decisions promote health and Australians
ELA 4: Acts with integrity and X ELA 13: Is physically skilled ELA 22: Understands and values
regard for others and active what it means to be a citizen within a
democracy
ELA 5: Contributes to group X ELA 14: Manages self and X ELA 23: Understands world issues
effectiveness relationships and events
ELA 6: Uses Information and / ELA 15: Communicates with / ELA 24: Makes informed choices
Communication Technologies intercultural understanding about money and finance
effectively
ELA 7: Creates, presents and / ELA 16: Understands and / ELA 25: Designs, makes and
appreciates artistic works applies number appraises using technology
ELA 8: Listens and speaks with / ELA 17: Chooses and uses I
purpose and effect measures
ELA 9: Reads effectively / ELA 18: Recognises and
represents patterns and
relationships
Interdisciplinary
Opportunities to-
1.EC.1 think about relevant situations
and problems individually
and in groups
1.EC.2 ask questions and look
for answers
1.EC.3 explore thinking tools or
processes to think about and
solve problems
1.EC.4 talk about their thinking and
how it has changed
1.EC.5 use imagination, pictures and
diagrams to help thinking
and learning
1.EC.6 explore the use of ICT as a tool for thinking and learning
1.EC.7 practise their learning
1.EC.8 describe how they learnt something.
2.EC.1 explore inquiry as a useful process for creating knowledge and understanding the world around them
2.EC.2 contribute to planning and conducting simple investigations by asking questions and seeking answers through
observing, experimenting, engaging with information in texts, discussing ideas with others and using ICT
2.EC.4 make predictions or conjectures related to their everyday experience and think through ways to test them
2.EC.5 make observations about what is happening around them using their senses
2.EC.6 follow suggestions to collect and record data or information from a small range of sources
2.EC.9 follow suggestions to order and present data or information
2.EC.10 revisit their questions in the light of results or information collected, talk about the way in which the investigation
could be changed and begin to consider the fairness of tests
2.EC.12 share and communicate observations, findings, ideas and understandings.
4.EC.5 identify positive role models
4.EC.7 appreciate the diversity of their family, school and locality
4.EC.8 demonstrate respectful behaviours towards people whom they identify as different.
5.EC.1 ask questions and seek clarification from peers
5.EC.2 play and work with others in pairs or small groups
5.EC.3 make decisions in small groups to achieve common goals
5.EC.4 listen actively when working in groups
5.EC.5 show care for and encourage other members of a group or team
5.EC.6 communicate feelings and needs appropriately in a group situation
5.EC.7 take turns and share equipment in pairs and small groups
5.EC.8 talk about their role in completing a group task.
6.EC.1 experiment with the use of ICT to assist in inquiries
6.EC.2 experiment with ICT as a creative tool to represent their ideas and create imaginative
responses to problems and tasks
6.EC.4 share learning experiences and develop new technical skills in operating ICT
6.EC.5 use terminology for describing common ICT devices
6.EC.6 apply basic keyboard skills
The Arts
Learn about-
7.EC.1 visual arts, dance, drama, music and media
7.EC.5 basic musical concepts
Learn to-
7.EC.7 view, observe, experience and listen to a range of artistic works including those created by peers
7.EC.8 create artistic works that tell a story
7.EC.12 sing songs and play music exploring basic music concepts
7.EC.13 talk about their responses to artistic works and express opinions about what they like or dislike.
English
Learn about-
8.EC.1 good listening and speaking behaviours and the need to take turns
8.EC.2 listening and speaking as providing opportunities to exchange information, to share
and explore ideas, and to express opinions and listen to the opinions of others.
Learn to-
8.EC.3 listen and speak in discussions, conversations and
oral presentations in small and large groups, which are usually informal
8.EC.4 listen attentively through showing interest in a speaker’s tone or presentation and
appropriate body language to emphasise and clarify meaning
8.EC.5 identify opinions provided by members of the group in discussions and conversations
and make judgements about whether they agree or disagree
8.EC.6 make oral presentations of personal recounts or reports about people, places and
things related to their own experience, understand the topic, provide some relevant ideas and
information, and include events in sequence
8.EC.7 ask questions, contribute information and ideas, express opinions relevant to the topic, and use
statements, questions and commands
8.EC.8 speak audibly, with some sense of addressing an audience and the needs of listeners
Learn about-
9.EC.1 a range of imaginative and information texts
Learn about-
10.EC.1 how writing communicates a message for a variety of purposes to different audiences
10.EC.3 structures and features of imaginative texts
Learn about-
11.EC.1 different modes used in the texts they view, listen to and read and the ways each
mode communicates meaning
Health & Physical Education
Learn about-
14.EC.1 similarities and differences between themselves and others
14.EC.6 different types of families and the range of family roles and activities.
Learn to-
14.EC.8 describe the characteristics that make them similar to others and unique
14.EC.10 describe their families and other groups to which they belong
14.EC.12 identify those people and things that are special to them and explain
Languages
Learn about-
15.EC.1 similarities and differences in the ways individuals and families live according to
their cultural backgrounds
15.EC.2 the cultural background of people they know in their local community
15.EC.3 languages that are used in the community
15.EC.4 features of other cultures
15.EC.5 events that celebrate different cultures in their
Learn to-
15.EC.6 describe cultural practices and traditions in their own family and compare them with those of
their peers
15.EC.7 identify aspects of cultural diversity within the community
15.EC.8 listen and speak respectfully, recognising that others may speak and interact differently to
them
Mathematics
Learn to-
16.EC.16 talkabout their observations and ideas about situations involving number in their
own words.
Learn to-
17.EC.10 collect, display and interpret data about themselves and their lives in meaningful
contexts and make simple statements about the data collected.
INDICATION OF APPLICATION OF QUALITY LEARNING MODEL
Intellectual Quality Significance Quality Learning Environment

X X X
Deep Knowledge Background Knowledge Explicit Quality Criteria
X X X
Deep Understanding Cultural Knowledge Engagement
X X X
Problematic Knowledge Knowledge Integration High Expectations
X X X
Higher-order Thinking Inclusivity Social Support
X X
Metalanguage Connectedness Student’s self-regulation
X X
Substantive Communication Narrative X Student Direction
In this unit students will learn about and understand various aspects about Australia and Australians.
21.EC.6 The students have opportunities to understand and learn about individuals and groups in the
community (e.g. through simple information texts, family histories, Dreaming stories, folk tales)
21.EC.8 The students have opportunities to understand and learn about the diversity of Australians (e.g. people
may look and speak differently from each other and come from a variety of backgrounds)
21.EC.10 The students have opportunities to learn to recognise Australia’s shape (e.g. in images and on maps)
and some of its places (e.g. relevant to students’ experiences or classroom focus)
In addition to this students will also be able to integrate their knowledge with other ELAs to help students
understand the interconnectedness of their education.
ASSESSMENT
The six week unit has been divided into 3 equally important and spaced categories to assure maximum learning
for all students. In accordance with Vygotski’s ‘zone of proximal development’ theory the unit starts with the
student and branches out. The first two week module looks at the student as an individual and their family, the
second module focuses on the student’s class and school and the third module culminates the unit by delving
deeper into the concept of identity and diversity within the Australian context.
Diagnostic Assessment
To assess the students knowledge and understanding of individuals and groups in the community (21.EC.6) and
to assist the teaching in setting appropriate learning tasks, the teacher will lead a class discussion and create two
mind maps as a class with the focus being ‘individual’ and ‘family’.
Formative Assessment
Throughout the unit students will constantly be informally assessed through conversations with the teacher and
through teacher observation. In addition to this informal assessment the unit provides a number of formal
formative assessments. Each of these activities are available through each modules Pirozzo grid.
Summative Assessment
There are three summative assessment tasks in this unit, one in each module. These specific activities are
denoted in each of the modules Pirozzo’s grids by the symbol: #.
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Admin Admin Admin Admin Admin

9.00
ENGLISH P.E MATH P.E HEALTH
10.00 LOTE MATHS ENGLISH SOSE ENGLISH
11.20 MATH SOSE ENGLISH SOSE ENGLISH
12.20 MUSIC ENGLISH P.E MATHS MATH
2.00 LIBRARY ASSEMBLY

SOSE
ART DRAMA
2.30 MUSIC CLASS BOOK
ELA Learn About Learn To Values and attitudes
21. The student EC.6 individuals and groups in the EC.10 recognise Australia’s shape and Appreciate and respect the diversity
understands about community some of its places of Australia and the lives of
Australia and EC.7 some official and unofficial Australians at different times
Australians symbols used to represent Australia
and Australians Develop a sense of identity as an
EC.8 the diversity of Australians Australian
ELA
Key Questions Key Learning Experiences Resources ELA Assessment Reflection
Indicators
Hook:
Play people bingo- Find someone
who…
TUNING IN
What makes you unique? 21.EC.8 Activity 1: Paper Student reflection –

Y chart: What do I like to eat, play Pencils/Pens/Textas “Will everybody’s
(hobbies), learn about at school charts be the same?”
(favourite subject)
What makes our class unique? 21.EC.8 Activity 2: Paired Interview. With a Butchers Paper Student reflection –
Why is diversity important? partner come up with a list of things Interactive Whiteboard “Imagine if you did
How do our individual you have in common. Then come – Examples of this exercise with
identities contribute to our class together as a class and make a class questions to ask someone from another
identity? list. partner displayed class, would you still
have similar things in
common?”
Why is Cultural Diversity 21.EC.8 Activity 3: Define ‘cultural Exercise books and Student reflection-
important? diversity’ in your own words. pencils “Does everybody think
of cultural diversity in
the same way?”
ELA
Indicators
What is a family? 21.EC.8 Activity 1: Books:
How can families differ? Read a text about children & families -The Family Book
& discuss the characteristics that -Who’s in a Family?
FINDING OUT
people share and how people are -Heather Has Two

different Mommies
How do our individual 21.EC.6 Activity 2: Interview someone Interview Template Teacher reflection
identities contribute to our working in the school community. Tape Recorder (reflection in action):
class/school identity? Record: Who they are, what they do, Accompany the
what we gain from them and what students for one of the
the school would miss without them. first interviews to
determine level of
scaffolding necessary
How are Australians linked to 21.EC.10 Activity 3: Sketch a major landmark Photos of major Student reflection-
places? in the local area; these could include landmarks or students have inbuilt
temples, statues, places of interest computers with activity reflection-
etc. Write a sentence about why this appropriate images for “why this place is
place is important students, pencils and important”
paper.
ELA
Indicators
SORTING OUT
How are people similar and 21.EC.6 Activity 1: Paper- Venn Diagram Student reflection-
different? Venn Diagram- Compare yourself & template intrinsic self reflection
another class member to find Pens/pencils/textas through discussion
similarities & differences
What factors contribute to our 21.EC.6 Activity 2: Role Play – Introduce Costumes and Props Students as a class
school identity? yourself to the class as the subject of discuss the many
your interview, relay information people who contribute
collected in interview. to the school
community and what
they do to shape our
school
What makes an Australian? 21.EC.8 Activity 3: Make an i-movie (or Computer with chosen Students self reflection
Windows movie maker movie) of application and peer review of
Australian life. movies
ELA
Indicators
How are people connected? 23.EC.6 Activity 1: Cardboard
Create your family tree of family Pens/pencils/textas
GOING FURTHER
timeline Examples of family

tree/ family timeline:
What makes our school 21.EC.6 Activity 2: Design a questionnaire Computer Lab
different to other schools? 21.EC.8 to send to our buddy school to try Questionnaire template
and find out what their school is like. on word
What is the same as our school and
what is different.
What makes an Australian? 21.EC.8 Activity 3: Write a new verse to the Copy of “We Are
song “WE ARE AUSTRALIAN”, in Australian”, exercise
this verse you can write about the books and pencils
future or your class mates and why
they are Australian.
ELA
Indicators
21.EC.6 Activity 1: Calico material
What is a family? In groups discuss and invent a Paint
definition of ‘the Australian family’ Brushes
MAKING CONCLUSIONS
as represented by the class. Make a

banner of the definition.
Why is diversity important? 21.EC.6 Activity 2: Judge the value of Lined and blank paper Reflection Activity:
21.EC.8 diversity within the school. Write For a day you are
what you think would be different if called by a number
we were all the same (with an based on what number
accompanying picture). your name is on the
roll. At the end of the
day discuss as a class
how this made you feel
and what impact it had
on your individual and
the class identity.
Who were the first Australians? 21.EC.5 Activity 3: Look at the first verse Copy of “We Are
from “We are Australian” (Bruce Australian”, exercise
Woodley and Dobe Newton, 1987) books and pencils
and write a paragraph explaining
each line
ELA
Indicators
Are all families the same? 21.EC.8 Activity 1: Family Books (to
In small groups create a roll play revise): The Family
REFLECTION / TAKING ACTION
What makes families

different? about families- include some ‘values’ Book by Todd Parr,
that you have learnt about families & Who’s In A Family?
perform them to younger students to By Robert Skutch,
teach them about ‘values’ Heather Has Two
Mommies by Leslea
Newman.
Why is diversity important? 21.EC.6 Activity 2: Devise an advertisement Computer lab 21.EC.7 Student class
What makes our school 21.EC.8 to entice people to join our school Video Camera reflection, what
different to other schools? highlighting our individuality. Can Voice Recorder advertisements made
What factors contribute to our be done via any medium (student Script Template you want to join the
school identity? choice). Article Template school and why. If you
How do our individual had to do an
identities contribute to our advertisement for our
class/school identity? buddy school what
would you change?
What makes an Australian? 21.EC.8 Activity 3: Review what you have
learnt and one interesting fact about
Australians. You will share your
interesting fact at assembly.
We Are One – Identity (Me)/ Family (Module 1) Year 2
Bloom’s Taxonomy Applying-
Remembering- Understanding- Analysing- Creating- Evaluating-
Gardner’s Multiple
Intelligences
Make a page for

Read a text about
our class book
children & families Distinguish &
about yourself,
Verbal/Linguistic- & discuss the Write statements compare the children Write a journal
written in the
poetry, debate, story- characteristics that about the special in the story Clive Eats article about
Write a poem about form of a poem, a
telling, essay, checklist, people share and how events that you and Alligators, by Alison yourself and your
yourself story or a list.
journal people are different your family Lester. Make a list of family. Are you all
Include an
(* The Family Book celebrate their similarities and the same?
illustration &
or Who’s in a differences.
same/different
Family?)
statements #
Take/bring pictures
Design/draw/colour
Make a poster about Venn Diagram: in of things that are
a poster about you.
Visual/Spacial- Class Mind Map:
a story that your
Make a class book
Compare yourself &
Include your hair &
important to you.
drawing, model, poster, Grandparents liked to another class Cut and paste them
Individuals, Family of important family eye colour, birth
photograph, storyboard, tell to your parents & member to find together in a
* stories. dates, favourite
illustration, board game your parents have similarities & collage. Why aren’t
colours, foods and
shared with you differences. everyone’s photos
activities.
the same?
Evaluate your
Investigate student’s
graph, if you did
Y chart: What do I posters about
Use questionnaire to Using info this graph in your
Logical/Mathematical like to eat, play
find out about class gathered, make a
themselves and then Create your
community would
diagram, outline, timeline, (hobbies), learn about make a graph that family tree or
members & their tally & then graph it be a fair
chart, critique, graph at school (favourite shows the similarities family timeline.
families the info. representation of
subject) & differences in the
the rest of
class.
Australia? ~
Scenario: 2 children
L5334 Super! The Learning Object: (6 to L1454 My family
L5333 Super! The are bullying a
Naturalist- family: family members choose from)
family Students
[English] Students use
Investigate student because
classification, collection, Listen to a boy introduce L8303 Just like me: vocabulary and basic
identify the names why/why not you he/she is different.
solution to problem, his members of his Mana, Rose and Zeina sentence structure to
of members within a believe it is good to How would you
display, observation, family. Match each Students evaluate the describe family
family and phrases be unique solve this problem?
forecast, investigation, person to their family similarities and relationships. Students
used to describe (*That’s What (*The Sandpit War
simulation, exhibit, relationship. Score differences between explore the
family members and Makes me Special) or It’s OK to be
identification points for each correct themselves and the composition of a range
their occupations. Different)
answer. three characters. of families.
~
Evaluate the first
family song and the
Using ideas
Revise the lyrics of Choose a friend & one you created? If
Musical- Explain what the song the song. Either appraise each other’s
discussed with
you could only
song, rap, lyrics, Learn a song about friend compose a
is about and what it change them or versus. What do you choose one for
composition, jingle! families. rap, jingle or slogan
tells us about families write 2 additional like/ think you should children to learn
slogan, melody about families.
versus. change. about families
+
which would it be,
why? +
In small groups
think about some
Bodily/Kinesthetic- Play grouping game.
In small groups
Create a skit about
‘values’ that you
role play, skit, pantomime, make up a skit Space Jump- Using have learnt about
Where teacher calls Play people bingo- either what makes
dance, about yourselves ‘special’ words friends and family
various things out and Find someone you special or what
invention, lab, with the purpose of related to identity, self & perform them
the people that like who… the word family
improvisation, teaching that it is & family to younger
them form a group. means to you
prototype good to be unique. students to teach
them about
‘values'
Intrapersonal- journal, Read the various Write an editorial After looking Analyse the Imagine you are Write a contract
log, goal statement, belief definitions of a family. about why people through a couple of information you part of a different detailing something
statement, self- assessment, Which one best sometimes want to books about have gathered. Write family. Write a that you will do to
editorial describes your family? be like someone else families- Write a a belief statement journal article about assist/contribute to
or want to change journal article about what an the things you your family.
themselves and about about all the things individual is & what might do and the
expectations people you know about makes up a family. members of the
have- where do these families. # family.
come from? (* Heather has 2
~ Mommies)
Brainstorm with other
In small groups
students to compile a In groups discuss
In pairs take turns to discuss what you Interview people in
Interpersonal- interview each other to know about the classroom to try
list of the countries of and then invent a Each child swaps
discussion, roundtable, origin of class definition of ‘the names for a day.
find out your Australian families. and find out where
service learning, members, their Australian family’ (Teacher picks).
similarities & Think both facts & the myths come
conversation, group activity, parents, grandparents as represented by Critique how this
differences. (example myths. Divide a from. Were they
position statement, and ancestors. the class. Make a made you feel- did
questions and poster into 2 ever ‘real’?
interview Distinguish the most banner of the it feel weird- why?
checklists provided) columns- FACT and ~
common place of definition.
MYTH. Complete
origin
Multiple Intelligences & Bloom’s Taxonomy (devised by Ralph Pirozzo, 1997)

* Assessment for Learning Task ~ Extension Activity
# Assessment of Learning + Scaffolded Learning Activity
KEY
Tuning in Going further
Finding out Making conclusions
Reflecting and Taking action

Sorting out
We Are One – Classroom and School Identity (Module 2) Year 2
Seven Bloom’s Taxonomy: Six Thinking Levels
Intelligences Knowing Understanding Applying Analysing Creating Evaluating
Verbal As a class read “My School, + Concept Attainment – Write statements Design a In small groups create ~ Using your yes and no
I enjoy reading, Your School” School. True/False about the most questionnaire to a booklet of class statements and definition of
writing & And then: yes/no statements important thing about send to our buddy rules and why they are school create a list of
speaking *Rocket Writing. Write as our class and how you school to try and important. criteria to judge the school
much as you can in 5 minutes contribute to that find out what their by.
about our class. school is like. What
is the same as our
school and what is
different.
Mathematical Collect data on the amount of Fact Finding. using the Compiling the facts Create a graph Using tessellating For a day you are called by
I enjoy working students in each class within internet and plaques from the fact finding showing the amount patterns recreate a a number based on what
with numbers & the school around the school gather activity. As a class of students in each pattern you see around number your name is on the
science school based facts. Eg. create a school class within the the school. roll. At the end of the day
When the school first timeline. school discuss as a class how this
opened etc. made you feel and what
impact it had on your
individual and the class
identity.
Visual/Spatial + Use a Y-Chart to explore ~ Choose colour that + Students compile Venn diagram Design a new Putting you in the picture.
I enjoy painting, what our class room looks you think represents their “important” compare our class to classroom to suit our Draw a picture of our
drawing & like, sounds like and feels like. what our class is like statements and create another year 2 class class – label. school and draw how they
visualising AND (using Y chart a class “important” within the school see yourself fitting in to
As a class using the interactive information) and create scrap book this.
map, plot where each student a class logo.
is from.
Kinaesthetic * Pass the ball. As a class a Class ceremony. # In small groups Role Play – Write an In small groups devise a
I enjoy doing ball is passed around. As the Explain your puzzle make the board game Introduce yourself to advertisement to role play choosing one of
hands-on ball is thrown to you, offer a piece to the class then based on the school the class as the entice people to join the class rules and
activities, sports word to do with school add your piece to the subject of your our school demonstrating what our
class puzzle. In groups interview highlighting our class might be like if that
& dance
then present class song individuality. rule wasn’t a rule.
Musical + Learn the school song Explain what the song is Make a soundscape Using one word +In small groups Class debate. In two
I enjoy making & about, how it relates to based on arriving at describe how the compose a class song groups, groups are given
listening to music our school and why it school. Soundscape is school song makes either for or against
might have been recorded and played you feel when you changing the school song.
chosen. back to class sing it.
Interpersonal Paired Interview. With a In small groups discuss # In small groups Interview someone # In pairs respond to a ~ In small groups play the
I enjoy working partner come up with a list of the ways in which class design a board game working in the teacher given simile board games created and
with others things you have in common. is like a family based on the school school community. eg. How is our school evaluate them
Then come together as a class Record: Who they like a train? Then
and make a class list. are, what they do, create your own simile
what we gain from and explain why it is
them and what the like our school.
school would miss
without them.
Intrapersonal Make an acrostic poem for the * + Create a definition Decorate your blank Contracts. Fill out a ~ Imagine that you go ~ Judge the value of
I enjoy working name of our class for school (scaffolded puzzle piece in a way contract with to our buddy school. diversity within the school.
by myself by listing key words on that you think something that will Make a day plan of Write what you think
the board). Definitions represents you. contribute to the a) what you think a day would be different if we
are displayed in the class community b) at that school might be were all the same,
classroom. school community like. accompanying picture.
Naturalist As a class meet and be Creating the school ~ Create a class text # In small groups: If Create a powerpoint As a class, create a list of
I enjoy caring for introduced to the school mascots character, what book instructing you could choose slide on your chosen criteria that a mascot has.
plants and mascot and read a short story do you think it is like? others on what makes any animal to be our new mascot. With dot Judge each of the proposed
animals about the animal. a good school mascot class mascot, what points as to why it class mascots and vote on
would you choose should be our new which will be the new class
and why? class mascot mascot

KEY
Reflecting and Taking action

Sorting out
We Are One – Australia & Australians (Module 3) Year 2
Seven Bloom’s Taxonomy: Six Thinking Levels
Intelligences Knowing Understanding Applying Analysing Creating Evaluating
Verbal Define ‘Cultural Diversity’ in Discuss some of the ~Write a letter to the Discuss the benefits # Create a page for a #Review what you have
I enjoy reading, your own words. different cultural groups Minister for of a multicultural book on a cultural learnt and one interesting
writing & in Australia. Education, Julia society. group in Australia. fact about Australians.
speaking Gillard, telling her We will put these You will share your
why Australia is so together to make a interesting fact at
culturally diverse and class book. assembly.
how that helps you at
school.
Mathematical Graph how many people live Survey and graph how ~ Research how the Analyse the graphs Design a survey to Evaluate your survey, if
I enjoy working with each member of your many people live with population of in ‘knowing’ and find out where you did this survey in your
with numbers & class each member of your Australia has grown ‘understanding’. different generations community would it be a
science WA buddy class. over the last 200+ You may like to came from in various fair representation of the
years. make a Venn families. rest of Australia?
diagram to help you.
Visual/Spatial * Y chart- what does Australia Sketch a major landmark in the local area; these Make a Venn Research Australia’s Write a paragraph about
I enjoy painting, look like, sound like and feel could include temples, statues, places of interest Diagram of yourself current coat of arms why your new coat of arms
drawing & like etc. Write a sentence about why this place is and a famous and create a new one. is more relevant to
visualising important Australian Australia than the current
one.
Kinaesthetic -see Intrapersonal Knowing Choose one place on the map of Australia; Compare and + Create a board game Review the lyrics to ‘We
I enjoy doing describe the culture of this place through a contrast the place where cultural are Australian”, do you
hands-on collage. you have chosen diversity is valued. think the words are true to
activities, sports with Canberra. Australians?
& dance
Musical As a class learn the lyrics to Look at the first verse Listen to a piece of ~Compare modern Write a new verse to (As above)
I enjoy making & “We are Australian” from “We are music in the listening and older the song “WE ARE
listening to music Australian” (Bruce corner, Could it be community songs. AUSTRALIAN”, in
Woodley and Dobe Australian? this verse you can
Newton, 1987) write about the future
and write a paragraph or your class mates
explaining each line and why they are
Australian.
Interpersonal *In a small group, discuss how + In a small group Discuss some ways of In a group, write 10 Create a brochure for # As a group discuss the
I enjoy working people lives in the classroom discuss the term ‘a explaining what it reasons we know we people in the pros and cons of each
with others differ and how they are similar normal Australian’. Do means to be are Australians. community informing person’s brochure.
you think such a person Australian. As a them of how and why Remember to be a good
exists? group, explain these we are multi-cultural. group member and be
to the class. respectful of others while
doing this.
Intrapersonal -On a map of Australia, label *Make a Y Chart on ~Describe what it Make a Mind Map Make an i-movie of Justify your i-movie. Do
I enjoy working all of the major cities as well what it looks like, would be like to move of what it means to Australian life. you think it is an accurate
by myself as all states and territories. sounds like and feels to Australia from be Australian representation of Australian
Now try to label anything else like to be Australian. another country. life?
you can think of.

Sorting out Reflecting and Taking action
ACT Department of Education and Training. (2007). Every Chance to Learn. Canberra: Publishing Services for
the Department of Education and Training.
Birnbaum, B (1990). My school, your school. Milwaukee: Raintree Publishers.
Costain, M., & Smith, C. (2002). The Sandpit War. Camberwell: Penguin
Gardener, H. 1997. Reflections on multiple intelligences: myths and messages, paper presented at Using Your
Brain conference, World Congress Centre, Melbourne, January 22-44.
Germeine, R., & Bancroft, B. (2003). Leaving. Camberwell: Penguin
Going to school: two cities of the world. The Learning Federation, Curriculum Corporation (2008). Accessed on
15th October 2009 from
http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L2711&q=school&topic=&start=0&sort
=relevance&contentsource=&v=text&field=title&field=keyword.text&field=description&field=id&field=topics.
all.text&contenttype=%22Interactive%20resource%22&userlevel=all&kc=any&lom=true&scot=true&follow=tr
ue&topiccounts=true&rows=20&fromSearch=true
Going to school: two regions in Australia. The Learning Federation, Curriculum Corporation (2008). Accessed
on 15th October 2009 from
http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L2713&q=school&topic=&start=0&sort
=relevance&contentsource=&v=text&field=title&field=keyword.text&field=description&field=id&field=topics.
all.text&contenttype=%22Interactive%20resource%22&userlevel=all&kc=any&lom=true&scot=true&follow=tr
ue&topiccounts=true&rows=20&fromSearch=true
Just Like Me. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009 from
http://econtent.thelearningfederation.edu.au/ec/viewing/L8303/index.html
Lester, A. (2006). Clive Eats Alligator. Hachette Livre
Murdoch, K. (1998). Classroom Connections. Prahran Victoria: Eleanor Curtain.
Murdoch, K. & Hornsby, D. (2000). Planning curriculum connections. Victoria: Eleanor Curtain.
My Family. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009 from
http://econtent.thelearningfederation.edu.au/ec/viewing/L1454/index.html
Newman, L. (2000). Heather Has Two Mommies. CA: Alyson Wonderland
Parr, T. (2004). The Family Book. Little, Brown Books For Young Readers
Parr, T. (2009 ). It’s Ok To Be Different. Little, Brown Books For Young Readers
Peyton-Wood, T. (2008). That’s What Makes me Special. IGI Press
Skutch, R., & Nienhaus. (1995). Who’s in a Family. Berkeley: Tricycle Press
Super! The Family: family members. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th
October 2009 from http://econtent.thelearningfederation.edu.au/ec/viewing/L5334/index.html
Super! The Family. The Learning Federation, Curriculum Corporation (2008). Accessed on 15th October 2009
from http://econtent.thelearningfederation.edu.au/ec/viewing/L5333/index.html
Woodley, B., & Newton, D. (1987). We are Australian. Melbourne: Blue Martin Records.
EVALUATION
‘We Are One’ is a unit based strongly on the values and strategies in the ACT framework ‘Every Chance to
Learn’ (ACT Department of Education and Training, 2007) and Classroom Connections by Kath Murdoch
(Murdoch, 1998). In uniformity with this, the evaluation should also be based on Murdoch’s philosophies.
Murdoch suggests a number of ways in which unit planners should reflect during writing their units. She uses 9
questions;
1. Did I cater for a range of thinking styles?
2. Did my questions encourage a range of responses?
3. Did everyone have opportunities to experience success?
4. Did my resources provide sufficient clarification of issues and values?
5. Did my resources demonstrate sufficient diversity, points of view and perspectives?
6. Did I make the purpose of the activities clear to the students?
7. Did I allow time for student talk?
8. Did I encourage risk taking and exploration of ideas?
9. Did I provide time for student reflection and self assessment?
In addition to this, evaluation of any unit should be a continuous process that involves individual reflection and
peer reflection. Doing this in weekly team meetings to make sure teachers accurately and consistently inform
their practices when they reassess the unit at the end of the term is the most valuable and reliable way of
evaluating a unit (Murdock and Hornsby, 2000; p 126).
Student response to the lessons is also one of the most vital evaluation techniques (Murdock and Hornsby, 2000;
pg 125). Student behaviours is an important and influential evaluation tool in regards to assessing the level of
information and the complexity of a concept presented to a class
Furthermore, teachers must always consider their teaching and their class as a significant factor in the outcomes
of any specific unit. A unit that works for one class or one teacher may not always work for another and teachers
must always make concessions for their individual students.

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information to strengthen this understanding.

Name: We Are One

How do our individual identities contribute to our class identity?

Module 2 – Class and School Identity

How do our individual identities contribute to our class identity?

Module 3 – Australian Identity

Why is Cultural Diversity important?

People are unique (appearance, abilities, likes, dislikes etc)

Individual identity contributes to group identity

The diversity of Australians (including Indigenous people)

Skills and Abilities

Describe and compare graphs Revising

Citizen Action Objectives

Intellectual Quality Significance Quality Learning Environment

understand the interconnectedness of their education.

denoted in each of the modules Pirozzo’s grids by the symbol: #.

Admin Admin Admin Admin Admin

10.00 LOTE MATHS ENGLISH SOSE ENGLISH

11.20 MATH SOSE ENGLISH SOSE ENGLISH

12.20 MUSIC ENGLISH P.E MATHS MATH

2.00 LIBRARY ASSEMBLY

2.30 MUSIC CLASS BOOK

What makes you unique? 21.EC.8 Activity 1: Paper Student reflection –

people share and how people are -Heather Has Two

timeline Examples of family

as represented by the class. Make a

What makes families

Make a page for

Multiple Intelligences & Bloom’s Taxonomy (devised by Ralph Pirozzo, 1997)

Tuning in Going further

Finding out Making conclusions

Reflecting and Taking action

* Assessment for Learning Task ~ Extension Activity

Tuning in Going further

Finding out Making conclusions

Reflecting and Taking action

Multiple Intelligences & Bloom’s Taxonomy (devised by Ralph Pirozzo, 1997)

Tuning in Going further

Finding out Making conclusions

Sorting out Reflecting and Taking action

Birnbaum, B (1990). My school, your school. Milwaukee: Raintree Publishers.

Germeine, R., & Bancroft, B. (2003). Leaving. Camberwell: Penguin

Lester, A. (2006). Clive Eats Alligator. Hachette Livre

Murdoch, K. (1998). Classroom Connections. Prahran Victoria: Eleanor Curtain.

Newman, L. (2000). Heather Has Two Mommies. CA: Alyson Wonderland

Peyton-Wood, T. (2008). That’s What Makes me Special. IGI Press

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