AUSTRALIAN CURRICULUM

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON and other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1 The places people By the end of this lesson, OBJECTIVE 1: 1. Students will be seated on the mat to begin the lesson
Term 3- live in and belong to students should be able to… After the end of 2. The teacher will introduce the topic of the lesson and
Week 5 (e.g. neighbourhood, the three lessons, outline that over the next three HASS classes, students
(Tuesday) suburb, town, rural OBJECTIVE 1: students will have
will be investigating where people live and belong and
locality), the Create a brainstorm using constructed an
familiar features in the application word salad ‘explain anything’ creating comparisons between the students lives and
the local area and including information in which they will others around the world
why places are regarding at least five (5) import various 3. The book ‘Mirror’ by Jeannie Baker will be read; Book- ‘Mirror’ by
important to people aspects of where they live products to. This throughout the reading, the teacher will pose a series of Jeannie Baker
(e.g. provides will be the questions about where the children live in order to the
basic needs) OBJECTIVE 2: summative students prompting deeper thought and scaffolding
(ACHASSK015) Demonstrate understanding assessment of
4. The teacher will facilitate further discussion about where
of where they live and the objective 1.
common features in the local people live
area OBJECTIVE 2: - Discuss where students live geographically and what
Anecdotal your address tells you about where you live
evidence will be - Teacher will ask students questions to check for
taken throughout understanding as they progress through the topics
the lesson as 5. Teacher will open google earth on the overhead
students are
projector and use this when highlighting the following
working on their
word salads. The information about where students live
teacher will be - Discuss addresses in terms of street, suburb, town, Overhead
looking for those city, state, country, hemisphere projector-
who are - This will be a good opportunity for students to cover https://earth.goo
struggling to familiar features of their local surroundings from gle.com/web/@0,
understand key 0,-
what they can see on google earth
features surround 24018.82718741a
the place in which - Within this discussion, the indigenous naming of the ,36750128.22569
they live land as well as the tribe that the area belongs to will 847d,35y,0h,0t,0r
be discussed and children will be shown that they /data=CgAoAQ
live on land that belongs to the indigenous culture
 - Model all conversation on the board and create
brainstorms to prompt students when creating their Teacher
word salads whiteboard
6. After the discussion is completed and students feel
comfortable with the topic of where they live (ask if
there are any questions)
7. Give out iPads to students, ensuring that the number of
the iPad is recorded to reference in later lessons so
students
8. Instruct students to open the application ‘word salad’ Class iPads-
application ‘Word
and begin to create their brainstorm about where they
Salad’
live
- Topics may include colours of their houses, familiar
surroundings of the house such as local parks, shops
or schools (discussed above), or the names and
numbers of the street, suburb etc
- There will be a teacher assistant present within the
Teachers assistant
room as well as a parent helper in order to aid
and parent helper
children when creating the brainstorm
- Around the classroom will be writing prompts such Writing prompts-
as sound blends and writing suggestions such as posters around
stretching and sounding out the word the child the classroom
wants to write; this will aid in students being capable
of developing a word salad with more than five (5)
words describing where they live
9. At the lesson conclusion, students will save their word
salads to the camera roll and put their iPads back on the
iPad trolley. Students will be seated on the mat for
instructions about the next lesson
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON and other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

2 The places people By the end of this lesson, OBJECTIVE 1: 1. Introduce the lesson with all students sitting on the mat
Term 3- live in and belong students should be able After the end of 2. Begin class discussion by revising what students
Week 5 to (e.g. to… the three lessons, remember from the last lesson
(Wednesday) neighbourhood, students will have
- Ask the students to share something about where
suburb, town, rural OBJECTIVE 1: constructed an
locality), the Devise a pic-collage ‘explain anything’ they live (colour of their house, the street name,
familiar features in including a title and in which they will suburb or surroundings)
the local area and elements of their school import various 3. Move this discussion into where people belong to
why places are community that they products to. This - Teacher will give a brief description of what it means
important to belong to as shown through will be the to belong somewhere or to something
people (e.g. photos summative 4. Teacher will create a word garden on the overhead Overhead
provides assessment projector-
projector and add to it as students produce ideas
basic needs) OBJECTIVE 2: objective 1. https://answergar
(ACHASSK015) Actively contribute to the - Teacher should provide prompts such as questioning den.ch/
class discussion when OBJECTIVE 2: of what their hobbies are therefore belonging to a
Identify prior creating an answer garden The teacher will group
knowledge about a of ‘where people belong to’ be observing the - All suggests will be discussed and identified why or
topic (e.g. shared student why not it would be classified as a place people
discussion, think- participation belong to
pair-share) levels throughout
5. After there are 10+ answers on the answer garden, the
(WAHASS01) the class
discussion and teacher will focus the topic of conversation onto
will use a belonging to the school community
checklist to - Have further discussion regarding the school,
identify those benefits of belonging (emotional support, education,
students that opportunities)
contributed and
6. The class will be told that they will be walking around the
those that did not
school and taking photos, showing the school
meet the
standard. community they belong to
- Specify at least 5 photos should be taken of their
surroundings; the teacher will prompt students to
vary the topic of the photos, there may be more
 than 5 photos taken and students will be able to
select from a collection of photos
7. The teacher will refer to the list allocating students to iPads- camera
the iPads they used in the previous lesson. The teacher
will call up students one by one, give them their iPads
and ask them to line up at the door ready to explore the
school
8. The teacher will guide the students around the school
grounds allowing them to take photos as they choose
while scaffolding learning through questioning of their
choices as well as providing prompting to participate in
the activity
9. Once back at the classroom, allow students to find a iPads- ‘application
place in the room and begin devising their pic-collage pic-collage’
- The teacher will provide various choices of headings
for their pic-collage on the board so that children are
able to copy these down. These may include: ‘my
school’, ‘the school I belong to or ‘my community’
10. The teacher will move around the room providing
assistance where necessary. Students may choose to
work together helping one another but must have their
own final product (no teachers assistant is necessary for
this lesson)
11. At the conclusion of this lesson, students will save their
pic-collages to the camera roll and pack away their iPads
into the trolley and be seated on the mat for further
instructions
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

3 The places people By the end of this lesson, OBJECTIVE 1: 1. Gather students on the mat and discuss the aim
Term 3- live in and belong to students should be able to… The summative of the lesson
Week 5 (e.g. neighbourhood, assessment of all - Facilitate discussion about the previous two
suburb, town, rural OBJECTIVE 1: three lessons
lessons in which they covered the place where
locality), the Create a presentation using objective 1 will
familiar features in the application ‘explain occur as students they live and places to which they belong- as
the local area and everything’ having imported have created an well as the common features of each (as seen
why places are a word salad, a pic-collage, explain through word use in the word salad as well as
important to people and photos of houses from everything the pictures displayed on pic-collage)
(e.g. provides other countries, in addition presentation 2. Students will be given their iPads used in the iPads- camera roll,
basic needs) to adding verbal including a word past two lessons to import their work into application ‘explain
(ACHASSK015) explanations of all salad and pic- everything’
explain everything
components collage from
Identify prior previous lessons. - The teacher will keep students on the mat while
knowledge about a OBJECTIVE 2: There will be a importing their word salad and pic-collage
topic (e.g. shared Demonstrate understanding rubric outlining (students will be given the opportunity to edit
discussion, think- of where they live in and required features later)
pair-share) belong to, and the of each derived 3. After all students have imported their work,
(WAHASS01) differences of these when from each iPads will be placed in front of them of them on
compared to other countries objective outlined
the floor while they listen to further instructions
Explore a range of within the world within each
sources (e.g. lesson. - In this lesson, students will be compiling an
observations, ‘explain everything’ in order to collate
interviews, OBJECTIVE 2: information about places they live and belong to
photographs, print Objective 2 will - Look through the book ‘Mirror’ again Book- ‘Mirror’ by
texts, digital sources) be assessed highlighting to students that children live Jeannie Baker
(WAHASS03) through the
different lives around the world
language used
Explore points of within the - Facilitate brief discussion regarding differences
view (e.g. ‘explain between students’ lives and others around the
understand that everything’ world
their point of view presentation. The - Have think-pair-share regarding differences,
may differ from teacher will mark come back to the class and share thoughts
others) (WAHASS06) each presentation 4. Instruct how the lesson will flow
according to - QR codes will be set up in 5 corners of the room, Approximately 20 QR
understanding of each linking to an overview video of the country codes (linking students
where they live, as well as photos of houses around the world in to photos of chosen
where they countries)
different countries (each corner is a different
belong and that
other people country)
around the world 5. Students will be asked to choose a corner of the iPads- installed with
live differently to room and move with their iPads, scan QR codes, up to date software
the students. be taken to the website, and save or screenshot enabling QR codes to
photos of two different houses. These will be be scanned from the
saved to the camera roll camera
6. After students have been allowed time to
iPads- application
explore their station, they will be instructed to ‘explain everything’
move to an area of the room to begin importing
these photos from the camera roll and begin
editing their ‘explain everything’
- Title suggestions will be displayed on the board
for children to copy
7. Students will be required to add speech into
their ‘explain everything’, discussing each aspect
of the slideshow. Speech prompts will be
written on the board to aid students. These will
include:
- Word salad: These are all the words are…
- Pic-collage: These are photos show that I belong
to…
- Imported photos: These photos show…/ a
difference between my house and this house is…
8. While students are creating their presentations,
the teacher and teachers aid will be moving
around the room providing prompts regarding
speech, presentation layout and communication
of ideas to aid to students
9. Once majority of the ‘explain everything’ are
completed, the teacher will instruct the students
to find a partner, locate a place in the room and
show each other what they have achieved. The
teacher will suggest for students to ask
questions to one another if they do not
understand or wish to know more about a topic
they have covered.
- While students are sharing their work, the
teacher will choose two choose two students
who behaved well within the lesson to present
their ‘explain everything’ to the class Overhead projector
- This student will send the teacher their work via
seesaw to be able to display on the overhead iPads- Seesaw
projector application
10. All students will move to the mat with their
iPads and the teacher will display the two
presentations on the overhead projector
11. After this is completed, the teacher will instruct
students to document their learning by
uploading their work onto seesaw for the
teacher to mark at a later time
12. Students will be asked to put their devices away
and sit on the mat
13. The teacher will facilitate discussion regarding
the learning they have done about where they
live and belong to, and how this will differ from
others around the world. The teacher will ask
questions about what the students have learnt
over the past three lessons and create a chart
on the whiteboard focusing on interesting and
new pieces of information that students have
learnt. The teacher will take a photo of this
 learning and upload it to seesaw for parents to
be aware of their child’s learning.
14. The students will be dismissed to lunch after the
conclusion of the lesson