EDFDES7 ‘Assignment 1: Engulry-based Integrated Unit of Work. PART A 4. Background Information Primary Year LeveliClass + Yearé + Stages ‘Situational Analysis. Extornal factors isCatholc primary schoo (TED vith 345 students. The ‘school population is moderately mut-cutral, comprising approx. 70% second- and tird- ‘generation chidren from Mediterranean backgrounds. Approx. 15% are ftom NESB. The schoo! IS close tothe city, proving easy access to potential excursion activites. Internal factors: Staff and ethos “The principals trying to lit student achievement trough a number of intatives. The school is providing professional development, which targets these identified areas. In Numeracy, students In Stage 2 and 3 ere grouped by abilty tree tmos a weak. In iterecy, students undertake independent reading fr 15 minutes Monday to Thursday and enter students in the premiers reading Challenge. Science's taught as RFF. Many students are invoived in school sport. The Creative As rarely gets attention. Internal factors: “The schoo! located ina crowded part ofthe ely, so the playground is not large. There is @ small area of ras for play thas a hard surface netball cour. The classrooms are reasonably ‘well-esourced. Al classrooms have an interactive whiteboard. They aiso have a set of 12 Pads In each classroom and the library has 20 desktop computers The Class and the Students The cassis mixed ably, with 30 students. They are generally welHbehaved. 7 students with average ably EBB ied student, sufrs frequently from anxiety and can bore easily. (GERM. 22110108 2nd voracious readers who slay on task, — EEE Above average ability, enthusiastic gamers and hard-working. Boys ted to bore easly (EBD A 0ve average abilty and has a signicant nearing impaltment. Needs to sit near the teacher, and/or uses an fm-mike to hear the teacher. From China. Have been in Ausralafor one year: fll needa lot of work on their writen and spoken English. Have missed several years of schooling, 30101 20:290 ably, 0 diagnosed earning clificutes. ‘Aboriginal and cousins. Curent at a Stage 2 reading level. Peter tobe actively lengayod and leam best when tey can see the relevance to ther word roubled home ife and exhibits atlonton-seeking behaviour. Poor social sls. Relies heavy on teacher supervision. Curenty reading at a Stage 1 level. {EEE vi2qn0800 win ADHD. Demonstrates a desire to lear, but struggles 1 concentrate, needing close supervision and task ramindors (verbal and written) Currently unmedieated, Classroom behaviour strategies aren development2. Developing the Unit of Work ‘Theme/Focus Description ‘The unit of works focusing on tho key loaming areas of English, HSIE (Geography) and Creative Aris (Visual Ars and Drama). The chosen theme i led Howey Neighbours! Exploring the World Around Us' whichis based centraly on the content ol the Geography syllabus unt ’A Diverse and Connected World, whist additonaly teaching and utising tne outcomes and ‘content ofthe English end Creative Arts sylabus. ‘bc focusfinquiy questions have been allocated tothe unit of work, inking rectly toa syllabus butcome and content. The inquiry questions are: How do geographical characteristics of Asin countries dir? S How do ihe ives of people fer across Asia? x How do cuttures afer across the world? Who are Australia's neighbours, and how are we connected? How does Australes relationships with neighbours iuence and impact our perceptions? ‘What have we feamed? Wny is important? (Reflective). “The unit of work is scheduled to occur during Term 3. The content presented inthe scope and ‘sequen In each key eaming area is aligned for consistency inal aes. Ths allows for fully, relevant teaching and leaning content and cross-curculr inks. The overall Term 3 focus : places an emphasie on informative, factual information and tex, nks tothe diverse and | onnected wor, and how this can be enhanced and portayed through Drama and Visual Arte ‘Allother key learning areas have a focus that is benefeial othe learning in the themed unt of |) © work, asthe content aught targets the environment, creation, riafonships, and mathematical skis that are required when practicing geographical sil. ‘Te themed unit of work i ital to qualty student learning in Stage 3. Students will engage in tasks that utlise literacy, geographical and creative arts sks to enfance ther vera Understanding of the canton aught and o further develop the associated sls. The content ‘covered throughout the unt alows students to grasp the concept of diversity that is prosantin Australia and around the word. There isa spectic focus on cultural diversity, which adattonaly addresses the varous cultural backgrounds and hertages of students, making inks to spiral, ‘wellbeing through connection to culture (NSW Department of Education ané Communities, 2018). Arespeciful and thorough understanding ofthe elements of th averse and connected < 5 word are expected tobe grasped by students. Howard Gardner's Theary of Multiple Ineligences \Willbeutlised to acess tne learning needs and modes ofall students inthe assroom =, allowing for purposeful social interaction as wel a verba-inguite,logical-mathematioa, S_© spatatvisual, boxly-kinaesthetc, musical, interpersonal ang naturalist modes (MeFarfane, 2011), Bloom's Taxonomy will addtonally be utlsed i address and promote the orders of thinking and varying cognitive levels when planning tasks (Forehand, 2010) (see Appendbx 1 for specific links to student needs and gilerentation). Overal, the unt of work aime to provide high- {ualy teaching and eaming experiences to al students of varying cutural backgrounds, needs and abilties. Tis is o be enacted whist promoting equly and excalence In education by ‘encouraging students to become confident, creative and euocessfulleamers, as supported by ~~ the Melbourne Deciaraton on Educational Goals for Young Austraians (Australian Curculum, Assessment and Reporting Authorty, 2018)._Unit of Work Overview dhipioy the plan, Heucl { Foeue: Howay Neighbour Exploring te Wo Around Us ‘Te unt of work ams o simulate and engage siden interes in the word around them by exposing hem fo leaning expences focusing on Ausra’ neighbou's ram the Asian region, Lessons are {osignd o connate sucent'sconstuaton of lnontsdge in feograpticol hls and content ofthe Axon region ands eansecsons {© Ausra. Stusrts willbe oxporing tho dyarfc nature of dvres Fangeof Asan eounies, and dovelop apply sll tat alow her 0 Tocate and ent counties on map. Studets wat explore the iran S waeke Er Sol oven ar ap ‘Communication sts thraigh Gass and group dscussions ‘+ Wing sls trough composing and prosoring intorative txts + Rvatey of she ane abatogios {bead view and comprehend ‘normative tote seonsead Knowledge orioreultal comprohension.N (2015). Geography K-10: Stage 8A Diese and Connected War Fuaieved fom hip Jsytsbus nese ody aus oaaahV somerset cmecere mame, | hema, somyneormalceneiet me ean, | Remain Guten teaver |. Sts a oe a sco ary gas cn te meena, Vite Gr ray nda en eae eae eee Rowe aaa rae aces ones cles sont ne Board of Sties | Drama: Se wil davsop ard appt — + Knowledge of element of crama through use of averse ig Knowle and Experience: rrowemens vole ts Shave explored Australian colonies inthe previous tn, and have ideo and exarinos features and characterises of trvronmentin Geogrepy athe beginning othe yea. Ss have eveloped sound wing tas oughout he year nous expxation imoginate and posse tot, In Geography,» ‘student Desertes the diverse feature and characte of placos {Sed environments GES Eiplains interactions ‘2 connections ‘atweon peopl. placos {3 environments GES- 2 ‘eqs, rocasses en ‘eoaraphica infomation ‘sing geographical cos in English, a student: Commuricates effectively for avait of zusioncos | Inierets and conveys dramatic land purposes sing reasinaly challenging tps, | mesring by using the elements of does, ues end urguage forms andTeaures | drama anda range of mover END-iA ‘rd vole skis na varity of Composes, ets and presents welstuctred and | Grama oss DRASS2 ‘cron ens EN3.2A Devices, acs ad reearses Uses aninterated range of sil, strstegies and | crama for performance to an krowledge bread, view and comprehen a wide | audience DRASS | ange ftoxsindiforent media ahd technologies | In Vigul At, a student: ENA Investigates stject mater nan Discusses how langusge's used to achiove a | atom to represent konesses of _waloring range of purpates for 2 wiserng range of | tungs inthe wala VASS.1 Suclences and cotots ENS-5B Makes artworks fx asteron “Thinks imaginatively, restvelynterprotively and audonces essemsng metals Ccealy about infomation and ideas and sraies_| avai) of ways VASS.2, ‘Spatial Technologies ST | Via! Representations ve | ringtiy Gz34 | ernectons betwen txts wn responding 0 and composi xs ENTE Icons te conscers how tert wp of | ter wot ncudng especie, are rmpreserted nis ENS.80 aps M “curing geoph fomatan | Bolan ‘Stier deep an apy sa of save entation, geographical questioning or Grophs and Staisies | ivonigaton, dla clacion. ss Procsanggeopepneal iematon: Stora wi deve and apy processing sis erat deta or vay ans retaty, torres tam ears rma to margret ans anya data Sans, and ‘rawr corlsn, Communal Geosrapaitomatn: ‘Stier wit deve on apoyo cmmuricat reat sng diverse sppoaches that are sutabe tothe purpose and auon, efecto esl and knowledge gins ‘om ingiytmat preicions ding lami, ao tako sen nvesigosora NSW Board of Sues 2015) Geography K-10: Sage SA Dveroa and Gomected Wert Retires fom Mp sistance es sateen Content [Outeo‘Geographical Conese Place: ihe inporiares of places and ber ceraciarsicaTestues. ‘Space: the importance ofocation andthe way poopie ulise anc manage the space thy vei Environments te Importance of evrenmont in human Mf, ard the relasonsips between humans and the ‘snurenment | Interconnection: ro objeto geographical stuty can be vewed in slaton. Scale tha way tat goooraphicl stuatons oan be explored at fret spatial evel, Surtainablty: the sity of he endranmen o conte supporting our vos and fr, Change explaining geographical stusons trough investigating how they Pave foes ver pio of tne. NSW, Board of Suties (2015). Geography K-10: Stage :A Diverse and Connected Word Rotioved fom ff x00) ‘Overview of ieaming or 5 week period Focus & Pacing | Overview of Learaing Tngulry Questions ‘versity Across Ss idany and explore characierstes and Teaurs of places | How do geographical ‘Asa Addressed | and enufonmentain he Aslan egion. Se develop geogrepical | charatenstes of Asian wweok 182. Sle and concepts tough inaury based eaming, grain | counties aier? {ho use of CT and eray sll. Ss explore diverse atures | How do he Ives of | tough crestive a tasks. Ss wilimplement tots sucha —_| people fer across tape spall echo. eu rpesnitone end graphs | Asa? 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