Our stories Stage 1

Connected Outcomes Group (G)

Connection focus: understanding that cultural activities, objects, songs, dances and
stories express beliefs, values and a connection to place and people.

Creative Arts HSIE

Stories can take many forms, including pictures, Students develop an understanding of heritage as a
dramatisations, song, movement, soundscapes and sense of change through time and place, by sharing
voice, as well as written narratives. stories, oral histories, photos and artefacts related to
their own and other families and their community.
Students can use storytelling as a tool to investigate Students acquire information on significant people in
the work of artists and as a stimulus for making works. Students will be engaged in: their own family and local community, through
• telling stories through Visual Arts, Music, community events such as the local show,
Drama and Dance grandparents’ day, a street parade, that provide
• creating a book based on a personal important family and community traditions. Students
experience and artefact develop values related to social justice and
SciTech • interviewing a family or community member
about their history and key events in the
intercultural understanding through participation in a
variety of learning activities.
Our stories provides opportunities for students to
past.
design and make a book to tell others ‘their story’.
A methodical approach to their planning should be
taken, using flowcharts and storyboards.
A focus on design criteria and the intended audience
should be an important factor of initial planning.
Set students a design challenge of making an eight
PDHPE
page book from two A4 pieces of paper. Have PDHPE outcomes are addressed in other units within
students consider: this stage. There are no PDHPE outcomes linked to
• how is a book made? Planned assessment: this unit.
• how is it bound? • observation of a musical composition using
• what are the sections of a book? artwork as inspiration
• what is layout? • viewing of a character dramatisation in an
• what does an editor do? imaginative story
• How do I make my book appeal to my intended • analysis of detailed drawings of personal
artefacts
• evaluation of the significance of events that
have affected their families
• evaluation of the process of designing and
making a story book.
Planning page
Student work: Resources needed: Literacy links include: Numeracy links include:
Students will be asked to bring in a • Beyond the frame (DET) • innovates on a spoken narrative • uses understanding of vertical,
personal artefact (something of • Enter Art (DET) started by a teacher horizontal and parallel lines when
importance to them), and an • musical instruments • works in group to write and drawing
artefact from their family • artefacts (personal items of interest, perform a musical composition to • gives and follows simple
objects from family and community other students directions, using terms ‘left’ and
Students will be producing a book members, Aboriginal artefacts) • listens to an oral recount from a ‘right’.
from the stories and drawings • Vocal-Ease modules 3 & 4 guest speaker
based around this artefact. • Abel's moon, Shirley Hughes • relates events in texts to own
• Catherine and Laurence Anholt's big experiences
book of families • describes an object using focus
• When I was young, James Dunbar questions
• Isabella’s bed, Alison Lester • discusses how pictures can
• a range of different styles of story convey a message or story
books (produced in different ways). • interviews a family or community
Collaborate with your teacher librarian for member about an artefact, and
teaching and resource support. shares this information with the
class
Additional copies of DET resources may • creates a story book (literary
be obtained from DET sales at: recount) from own experiences
http://www.det.nsw.edu.au/detsales • uses questions to gather
information and summarises
results of a class survey.

Term planner (teachers may want to use this to plan the work over a term)
Week Creative Arts HSIE PDHPE SciTech
Visual Arts – Telling a story What is heritage? There are no PDHPE learning
1
Music – Telling a story in sound experiences in this unit.
Drama – Developing a character’s (PDHPE outcomes are addressed
2 story in other units within this stage)
- Responding to an object/artefact
3
Visual Arts – Personal heritage Personal heritage
4
Visual Arts – Family heritage Family heritage
5
6 Dance – Telling a story through Our heritage Making a book - (Weeks 6–9)
 movements
Our families – lives and times
7
Our families – lives and times
8
(report back)
9

10
Unit of work
Outcomes Learning experience Planned
assessment
This unit explores the concept of ‘telling stories as part of our history and
heritage’. Through Creative Arts and HSIE, students learn about the
importance of artefacts and different ways stories can be told. This unit
culminates in a SciTech task where students design and make a book from
their stories.
Creative Arts: Visual Telling a story
Arts, Drama • Look at an artwork from the DET image kits Beyond the frame or Enter Art.
VAS1.3 Realises what artists
do, who they are and what Suitable examples:
they make - Manly beach – Summer is here (image no. 2 Beyond the frame)
• talks about what they see - Waiting for the mine bus (image no. 6 Beyond the frame)
in an artwork.
- The meat queue (image no. 8 Beyond the frame)
VAS1.4 Begins to interpret the - Big shark in a small ute (image no. 10 Beyond the frame)
meaning of artworks, - Manly beach – five girls on longboards (image no. 20 Beyond the frame)
acknowledging the roles of - Untitled (Fashion queue with masked child) (image no. 10 Enter Art)
artist and audience
- The Emperor Jehangir returning from a hunt (image no. 12 Enter Art).
• talks about the different
meanings an artwork may • Discuss the artworks:
have. - what ‘story’ is the picture telling?
- what can you see?
DRAS1.2 Conveys story,
depicts events and expresses • Use the artwork as stimulus to tell a story. Stop after a short period and select
feelings by using the elements students to continue the story. Different students continue to build and
of drama and the expressive
skills of movement and voice extend the story. Encourage students to use their imagination and be as
• creates a story and creative as possible.
expresses dramatic
meaning through voice.
(Literacy link: innovates on a spoken narrative started by a teacher.)
English
TS1.1 Communicates with an
increasing range of people for
a variety of purposes on both
familiar and introduced topics
in spontaneous and structured
classroom activities.

TS1.3 Recognises a range of

purposes and audiences for
spoken language and
Outcomes Learning experience Planned
assessment
considers how own talking and
listening are adjusted in
different situations.
Creative arts: Music Telling a story in sound Assessment
MUS1.1 Sings, plays and • Study an artwork such as Untitled (fashion queue with masked child), image strategy:
moves to a range of music, The teacher:
demonstrating an awareness no. 10 Enter Art. • observe student
of musical concepts • Explore the artwork: participation in class
• experiments with pitch, composing activity
duration and tone colour - discuss the people, what they look like, what they are doing
when performing individual - describe the objects and background in the image Assessment
and overlapping sounds. - create sounds for the different characters and objects in the image (e.g. long, sustained criteria:
sound for the curb which runs across the front of the photograph, sounds descending from The student:
MUS1.2 Explores, creates,
selects and organises sound in high to low for the poles at the bus stop, leaves rustling and wind blowing; two different • creates sounds in
simple structures instruments moving at the same time for the two ladies in white). response to a visual
• experiments with creating image
sounds in response to an
• Encourage students to use voices and found objects (i.e. leaves, jangling • performs sounds in
image. keys and pens) as well as traditional classroom instruments. Vary the response to a visual
image
MUS1.3 Uses symbol systems
loudness and softness of the sounds. • uses symbols to
to represent sounds • Use the photograph as a score, pointing to different people and objects for represent sound
• creates graphic symbols to • discusses their
represent sounds
the students to practise producing their sound. compositions and
• combines symbols to gives reasons for
create a class composition. their choices.
• Experiment with overlapping sounds as well as separate sounds. Create a • organises and
MUS1.4 responds to a range class composition based on the artwork. records ideas in
of music, expressing likes and sequence
dislikes and the reasons for
• Have each group invent a graphic symbol to represent their sound. These criteria relate to
these choices • Use these symbols in a graphic score to create a new class composition. outcomes MUS1.2
• compares two versions of a • Perform the class composition. Discuss which version students like best and MUS1.3 MUS1.4,
class composition. TS1.2, TS1.3
why.
English
TS1.2 Interacts in more
extended ways with less (Literacy link: works in a group to organise ideas from an image into a musical
teacher intervention, makes composition, and performs musical composition for an audience)
increasingly confident oral
presentations and generally
listens attentively.

TS1.3 Recognises a range of

Outcomes Learning experience Planned
assessment
purposes and audiences for
spoken language and
considers how own talking and
listening are adjusted in
different situations.

WS1.9 Plans, reviews and

produces a small range of
simple literary and factual texts
for a variety of purposes on
familiar topics for known
readers.
Creative Arts: Drama Developing a character’s story
DRAS1.1 Takes on roles in • Students look again at a selection of images from Beyond the frame and
drama to explore familiar and
imagined situations. Enter Art, select a character and develop that particular character’s ‘story’ or
• creates a role and situation ‘action’. Encourage imaginative responses. The story may be developed by
using an artwork as
stimulus. students using one of the following drama forms:
- improvisation (The teacher may take a role in the improvisation to help establish the focus
DRAS1.3 Interacts
of the drama, i.e. the ‘teacher-in-role’.)
collaboratively to communicate
the action of the drama with - mime (Ensure that students understand that mime is a silent enactment involving visual
others communication through gesture and action.)
• interacts in role to - a series of freeze frames or tableaux (tableau - singular). Students should ‘freeze’ the
communicate meaning to
action as though they were having their photograph taken at a significant moment. The
an audience.
‘camera lens’ is the audience for the sequence of tableaux.
DRAS1.4 Appreciates • Discuss the performances:
dramatic work during the
- what part did you enjoy the most?
making of their own drama and
the drama of others - how did you feel when you were performing?
• responds to their own - were the situations clear?
drama and that of others by - what was happening?
describing their ideas and
- how could it be improved?
feelings.
- were the roles convincing?
English
TS1.1 Communicates with an (Literacy link: adjusts voice to suit characters, responds to non-verbal prompts
increasing range of people for
a variety of purposes on both from others and evaluates their participation in drama)
familiar and introduced topics
in spontaneous and structured
Outcomes Learning experience Planned
assessment
classroom activities.

TS1.2 Interacts in more

extended ways with less
teacher intervention, makes
increasingly confident oral
presentations and generally
listens attentively.

TS1.3 Recognises a range of

purposes and audiences for
spoken language and
considers how own talking and
listening are adjusted in
different situations.

Creative arts: Drama Responding to an object or artefact

DRAS1.1 Takes on roles in Provide stimulus objects such as historical or Aboriginal artefacts for students
drama to explore familiar and
imagined situations to look at. Objects that are functional such as tools and utensils and have
• creates a range of roles personal significance are ideal.
and situations using an
object as stimulus. • Students sit in a circle and the objects are passed around, one at a time.
DRAS1.2 Conveys story,
• Discuss what the objects may be, how they could be used, who might have
depicts events and expresses used them and how old they might be.
feelings by using the elements • One student at a time takes one of the objects and develops some action
of drama and the expressive
skills of movement and voice using the object as the stimulus e.g. showing the rest of the class how the
• expresses dramatic object might be used. The students may:
meaning through
movement and voice. - improvise actions by stepping-into-role to enact a situation that tells a story about the
object. The teacher may assist by taking on a role in the drama with the student to help
DRAS1.3 Interacts build belief in the action, or by asking questions to facilitate the student in decision making
collaboratively to communicate
(e.g. How heavy is it to carry? Can you mime the movement to ‘dig’ with it? Would you like
the action of the drama with
others to give this away? Who would you give it to? - Show us.)
• interacts in role to - tell a story about the object by using mime actions. Ensure that students understand that
communicate meaning to mime is a silent enactment involving visual communication through gesture and action
an audience.
- tell a story about the object, relating it to a previous experience.
DRAS1.4 Appreciates • Students discuss their own drama and that of others:
dramatic work during the - how did you feel when you were performing?
making of their own drama and
Outcomes Learning experience Planned
assessment
the drama of others - what was it like to be someone else?
• responds to their own
- what did you enjoy? Why?
drama and that of others by
describing their ideas and - what grabbed your attention?
feelings in class discussion.
(Literacy link: uses props to innovate as a character and tell stories, using
English
TS1.1 Communicates with an verbal and non-verbal communication)
increasing range of people for
a variety of purposes on both
familiar and introduced topics
in spontaneous and structured
classroom activities.

TS1.3 Recognises a range of

purposes and audiences for
spoken language and
considers how own talking and
listening are adjusted in
different situations.
HSIE What is heritage?
CCS1.1 Communicates the • Tell students a story about when you were young (real or made up) or use
importance of past and
present people, days and the texts listed below.
events in their life, in the lives Convey in the story a sense of change over time and cultural heritage that
of family and community
members and in other reflects family and community at the time e.g. a family holiday, a significant
communities incident, a particular family tradition, something special you did with
• identifies past events and
explains their significance grandparents.
to self and others
• retells original stories
associated with traditions of Texts that could be used include:
own family and community, • Abel's moon Shirley Hughes,
• reflects on the oral history
of the guest speaker and • Catherine and Laurence Anholt's big book of families Catherine & Laurence
compares to own Anholt
experiences
• compares artefacts from • Discuss what has changed from then to the present and relate to students
different times and own experiences e.g:
evaluates their significance
and purpose - were events in your life like those in the story?
• explains how different - what is one big event that you remember from the past? e.g. the arrival of a baby sister or
Outcomes Learning experience Planned
assessment
generations of people lived brother, family holiday, Australia Day picnic, family outing to the local fair.
in the local area
• communicates the value of • What is one big event we have had this year in our class? e.g. Education
the contributions made by Week or Cross Country. Have students:
past generations to the
- describe the event and record as a class what is said
community.
- read out what has been written about the class event
English - explain to students that they gave an oral recount of a past event and that this is a useful
RS1.5 Reads a wider range of way of gaining information about the past.
texts on less familiar topics • Invite a guest speaker (preferably a grandparent or older member of the
with increasing independence
and understanding, making community) to visit the class and share some stories of what life was like
connections between own when they were young using some artefacts to illustrate. (If these artefacts
knowledge and experience
and information in texts. were used in the previous Drama lesson, ask students to recount their
TS1.1 Communicates with an
predictions to the guest speaker. Were they correct?)
increasing range of people for • Explore artists’ works that show family or community events from the past
a variety of purposes on both e.g. the images in the, Discovering Democracy, Australian Readers.
familiar and introduced topics
in spontaneous and structured • Middle Primary collection: pp. 26, 27 and 29. Shearing the rams by Tom Roberts (1890),
classroom activities. Australian beach by Charles Meere (1940), The bathers by Anne Zahalka (1989)
• Upper Primary collection: p. 15, Down on his luck by Frederick McCubbin (1889).
TS1.3 Recognises a range of
• Discuss using questions to highlight the changes over time in lifestyle and culture
purposes and audiences for
spoken language and represented in the images.
considers how own talking and
listening are adjusted in (Literacy link: listens to and identifies with stories read, recounts key events
different situations.
and listens to an oral recount from a guest speaker.)
TS1.4 Recognises that
different types of predictable
spoken texts have different
organisational patterns and
features.
HSIE Personal heritage - HSIE
CCS1.1 Communicates the • Students discuss what is very important in their lives and identify both
importance of past and
present people, days and tangible and intangible items:
events in their life, in the lives - tangible i.e. a special toy, something that is important to their family, such as a painting or
of family and community
an old memento, perhaps from another country.
members and in other
communities - intangible ‘items’ of significance could include love and friendship, a special relationship
Outcomes Learning experience Planned
assessment
• communicates an with grandparents or cousins, the significance of rituals and celebrations.
understanding of the
importance of the past • Bring in a personal artefact of significance to show the class. Explain the
events in peoples lives story behind the artefact, its significance, why you have kept it and what it
• examines artefacts in
relation to peoples lives in reminds you of. Identify something that is important to the class that can not
the past. be represented by an artefact.
Creative Arts: Visual
• Encourage students to bring in a personal artefact (A class letter sent home,
Arts could also include the questions below to help students prepare). Ensure
VAS1.1 Makes artworks in a items are securely stored.
particular way about
experiences of real and • Students then share their artefacts with the class, using questions to focus
imaginary things their presentation:
• investigates details of
- what is your personal artefact?
objects through drawing.
- how did you get it? (where, when and who from?)
VAS1.2 Uses the forms to - why is the artefact special to you?
make artworks according to • Read books about personal artefacts e.g.:
varying requirements.
• explores the qualities of - When I was young, James Dunbar and Martin Remphry
different drawing media to - Isabella’s bed Alison Lester
make a drawing from - identify what was important to the major characters in the story, why they kept the items
observation.
and why they were treasured.
English - compare students’ artefacts with those in the story, discuss similiarities, differences and
RS1.5 Reads a wider range of significance of artefacts.
texts on less familiar topics
with increasing independence (Literacy link: relates events in texts to own experiences, describes an object
and understanding, making
connections between own using focus questions.)
knowledge and experience Assessment
and information in texts. strategy:
Personal heritage – Visual Arts The teacher:
RS1.6 Draws on an increasing (The artwork produced will be used later to make a book.) • analyses student
range of skills and strategies drawings of objects.
when reading and • Students draw their artefact from observation using a variety of media (e.g.
comprehending texts. coloured pencil and chalk on coloured paper, crayon and pen). Encourage Assessment
TS1.1 Communicates with an
close observation of details, noting relationships between shapes and lines. criteria:
increasing range of people for (Drawing from observation develops student’s ability to look carefully, to The student:
a variety of purposes on both • makes a detailed
familiar and introduced topics
analyse, describe, explain, interpret and present information.) drawing of an object
Outcomes Learning experience Planned
assessment
in spontaneous and structured • Discuss with students: ‘How can your object become part of a story?’ from observation
classroom activities. • explores the
• Have students draw a short (three picture) story that includes their object. qualities of different
TS1.3 Recognises a range of Sketch possible stages of the story for the students e.g. drawing media to
purposes and audiences for make a drawing
spoken language and from observation.
considers how own talking and • discusses how
listening are adjusted in
Finding/receiving the Things I do with the Losing or passing the pictures can convey
different situations. object object object onto someone a message or story
• sequences ideas in
TS1.4 Recognises that
(Why it is important to else a visual literary
different types of predictable me) recount.
spoken texts have different
organisational patterns and These criteria relate to
features. outcomes VAS1.1
VAS1.2, TS1.3
WS1.13 Identifies how own (Literacy link: sequences ideas in a literary recount, discusses how pictures
texts differ according to their can convey a message or story.)
purpose, audience and subject
matter. (Numeracy link: uses understanding of vertical, horizontal and parallel lines
when drawing.)
Mathematics
SGS1.2 Manipulates, sorts,
represents, describes and
explores various two-
dimensional shapes.
HSIE Family heritage - HSIE
CCS1.1 Communicates the • Ask students to bring some artefacts from people in their family such as an
importance of past and
present people, days and old household object or work implements from the past. Alternatively:
events in their life, in the lives - collect and display some artefacts from an earlier era
of family and community
- visit a local historical society museum
members and in other
communities - arrange a visit from a representative from the local historical society and have them bring
• examines different artefacts some items
and forms questions to • Jointly devise a list of questions for students to use to interview the person
establish the purpose and
significance of the artefact who knows about/owns the artefact e.g.
• suggests how the artefact - how old is the artefact?
has changed over time with
- what was it used for?
changing technology
• explains the significance of - is this implement still in common use today?
some important days. - has it always been around?
Outcomes Learning experience Planned
assessment
- has it changed over time?
Creative arts: Visual - has the artefact been improved for the present? If so, how?
Arts • Students interview the person who owns the artefact or who knows about the artefact.
VAS1.1 Makes artworks in a
particular way about • Students report information back to the class.
experiences of real and • Display digital images of the artefact in the classroom with an outline of the
imaginary things
• investigates details of interview.
objects through drawing.

VAS1.2 Uses the forms to Explain the significance of some important days (ongoing as they occur) we
make artworks according to now celebrate or remember in Australia e.g. Australia day, ANZAC day,
varying requirements
• explores the qualities of Christmas and Easter. Students explain the way these important days are
different drawing media to acknowledged either in their own family or in the community.
make a drawing from
observation.
(Literacy link: interviews a family or community member about an artefact –
English using prompt questions and shares this information with the class)
TS1.1 Communicates with an
increasing range of people for (Numeracy link: identifies special days and dates on a calendar)
a variety of purposes on both
familiar and introduced topics
Family heritage – Visual Arts
in spontaneous and structured
classroom activities. • Students draw their family (or given) artefact using the same techniques in
TS1.3 Recognises a range of
‘Personal heritage – Visual Arts’. Encourage students to use different media
purposes and audiences for to their first drawing.
spoken language and • Students describe why they chose their media (i.e. charcoal) and the
considers how own talking and
listening are adjusted in difference between this drawing and their previous drawing.
different situations.

Maths (Literacy link: discusses how pictures can convey a message or story.)
MS1.5 Compares the duration
of events using informal
methods and reads clocks on
the half-hour.
Creative Arts: Dance Telling a story through movements
DAS1.1 Performs dances (Digital photographs of dance performances may be used for the Design task:
demonstrating expressive
qualities and control over a Making a book)
range of locomotor and non-
Outcomes Learning experience Planned
assessment
locomotor movement • Select five or six artefacts that have been brought in by the students
• presents a simple
movement sequence with a (personal and/or family artefacts).
partner. • Using one object as a stimulus, students individually develop a series of
DAS1.2 Explores and selects shapes based on the object itself or how the object is used.
movement, using the elements • Working collaboratively with a partner they should develop a sequence of
of dance to express ideas,
feelings or moods movements, exploring movements and shapes associated with the object.
• uses the elements of dance Each pair should interact and show a connection between their individual
to explore movement ideas
to tell a story. shapes and movements.
DAS1.3 Gives personal
• Discuss ideas and ask students to demonstrate examples:
opinions about the dances and - what body shapes they will use? (curved, stretched, angular, narrow)
their purpose that they view - will they be walking, jumping, rolling, running? (locomotor action)
and/or experience - will they be bending, stretching, tilting, twisting? (non-locomotor)
• participates as an audience
- what parts of the body will be moving? (head, torso, legs, arms)
member and responds to
questions about the dance - how will they move? (dynamics – smooth, jerky, light, heavy)
performances. - will they move slowly or fast? (time - tempo, pace, speed, rhythm)
- where will they move? (personal space and pathways as they move within the performance
PDHPE space)
DAS1.7 Performs simple
- what levels will be used? (high, medium, low)
dance sequences
incorporating basic movement - how will they interact with their partner? (mirroring, canons, call and respond)
skills and • Each pair should develop a simple movement sequence to tell a ‘story’ about
patterns
• performs a simple dance the object or using the object. Encourage imaginative and creative
sequence responses. Note: the students’ ‘stories’ do not have to be ‘logical’ or realistic.
• shows movements with
different parts of the body. • The pairs of students perform their story (movement sequence) for the rest of
the class. If possible, take digital photos of the performances for future use.
Mathematics • Discuss:
SGS1.3 Represents the
position of objects using - which dances did you like best? Why?
models and drawings and - which movements were the most interesting?
describes using everyday - which shapes were the most interesting?
language.
- which “story” did you like best? Why?
- if you were going to design a costume for your dance (story), what would it look like?

(Numeracy link: gives and follows simple directions, using terms ‘left’ and
Outcomes Learning experience Planned
assessment
‘right’.)
HSIE Our heritage
CCS1.1 Communicates the • Use a junior pictorial history book to explore the olden days. Deconstruct an
importance of past and
present people, days and era, relative to Australia, depicted in the history book, and explain things such
events in their life, in the lives as the transport used, whether there was electricity, TV, clothing worn, type of
of family and community
members and in other food eaten relate to students own experiences.
communities • Discuss the images presented in the pictorial history, and describe the
• examines a pictorial history
of different eras to develop events, life and time represented by the images. Consider:
an understanding of - the activities occurring on the page
change over time
- who is performing the activities
• develops questions to
establish lifestyle and - the types of occupations depicted
events depicted - the types of play and games depicted
• discusses the changes to - where these events may be happening
the way we live
• develops an understanding • Work in groups to read and explain the section of the book they have been
of history and heritage. allocated, presenting information in chronological order to reinforce the
English
changes that have occurred over time.
RS1.5 Reads a wider range of (Literacy link: with support, locates information in factual texts using subheadings and focus
texts on less familiar topics questions)
with increasing independence
and understanding, making
connections between own
knowledge and experience
and information in texts.

RS1.6 Draws on an increasing

range of skills and strategies
when reading and
comprehending texts.
Outcomes Learning experience Planned
assessment
HSIE Our families – lives and times Assessment
CCS1.1 Communicates the  Create a display depicting the life and times of students in the class, use a 10 year period strategy:
importance of past and The teacher:
present people, days and
e.g. 1995 -2005. Use the junior pictorial history book as a model of examples that could be
• analyses the
events in their life, in the lives included in the display. students’ questions
of family and community to evaluate
members and in other 1998 1999 2000 2001 2002 2003 2004 2005 understanding of the
communities. significance of
• develops questions to important events in
identify significant events their family.
and people in own family in
the last ten years
• Develop and list the important things that have effected students families in
• participates in undertaking the last 10 years e.g. births, deaths and marriages. Identify some important Assessment
some family discussions
about significant events
community events that their family (or family members) have participated in or criteria:
The student:
and people of their lives been involved with. Consider: • prepares questions
• participates in developing a - who was important or significant to us? about important
display depicting events of family events
the last ten years. - when did particular events happen? • prepares questions
- what events do you think are important? Why? to identify some
English - who was involved in these events? important community
TS1.1 Communicates with an - how did the life of your family change? events
increasing range of people for • questions to identify
a variety of purposes on both people in their family
familiar and introduced topics • (Assessment task) Students prepare questions to ask family members to and their
in spontaneous and structured significance in the
classroom activities.
identify and explain the significance of important events for their own family. lives of other family
• Use students’ questions to assess understanding of the importance of members
WS1.9 Plans, reviews and • identifies the impact
produces a small range of
people, days and events in the past and the way these have affected their of events on own
simple literary and factual texts lives. (Family responses are not assessed due to personal and family family members.
for a variety of purposes on
familiar topics for known
privacy). Students:
These outcomes relate
readers. - interview family members using the questions they have developed. (Students may share to outcomes CCS1.1,
some suitable responses.) WS1.9, WS1.10.
WS1.10 Produces texts using - collect some images (photos or drawings) illustrating some significant events in their family
the basic grammatical features
and punctuation conventions and community. Write captions to include in the class display.
of the text type. - compare and collate events named during family interviews.
- collate images and events into chronological order according to year
Maths - review information displayed and relate to the stories ‘an old person tells about when they
MS1.5 Compares the duration were young’ (in the olden days).
of events using informal
methods and reads clocks on
Outcomes Learning experience Planned
assessment
the half-hour. (Literacy link: writes questions for an interview, records and evaluates
responses)
(Numeracy link: compares and orders events in time)
SciTech Design task: Making a book
ICS1.2 Creates a range of
information products and (These books will be made using pictures drawn of artefacts and information
communicates using a variety gathered from interviews and questions from exploring personal heritage. This
of media
• information products are task is an opportunity to have students work with another older class and/or
created to meet particular with a family member to create their books.)
needs
• people work in teams to
create information products Introduce the design brief: design and publish a story book for an audience of
• information products can
take many forms and use fellow students.
different media.
Exploring the task
DMS1.8 Develops and
implements own design ideas • The teacher reviews stages of a design process that students will work
in response to an investigation through, e.g. exploring why and how we make storybooks (need), working out
of needs and wants
• explores common products ideas for our own storybook, making our own storybook and evaluating what
and environments (places) we have done.
and suggests how the
features of their design • Students consider the purpose (need) for stories and story books. Ask:
meets the needs of users. - why do we tell stories?
• Ensure that students explore a wide range of purposes e.g. to entertain us, to
learn about things (pass on knowledge), to tell other people about something
that has happened, to help other people understand our ideas and our
feelings about things.
• Have students brainstorm:
- the different ways we tell stories
- the different media we use to record stories.
SciTech Revisit the design brief: design and publish a story book for an audience of fellow Assessment
ICS1.2 Creates a range of strategies:
information products and students The teacher:
communicates using a variety Exploring the task • analyses student
of media sketches and plans in
• people work in teams to • Review earlier learning about the purpose of telling stories. their design folder
Outcomes Learning experience Planned
assessment
create information products • Bring a range of different styles of story books into the class. Have students • observes student
• information products can contribution to class
take many forms and use explore different ways we produce storybooks. Ask students what is similar and group
different media and what is different about how these books are produced? (e.g. pop-up, discussions
• technology can change the • analyses finished
ways in which we spine at the top, spine on the left, big book, spine on the right, stapled at the information product
communicate spine, spiral bound, cloth bound) (story book)
• particular media can be • talks to students
chosen to suit the type of • Ask students to look at the way the books are produced. Ask: about their self
information to be - what do you like about these books? evaluation against
communicated. the class criteria for
- what don’t you like about these books? success.
DMS1.8 Develops and • As a class create a list of criteria. A good story book e.g.
implements own design ideas - is interesting Assessment
in response to an investigation
- can be understood by other class members criteria:
of needs and wants
• explores common products - tells a story (has a sequence) The student:
and environments (places) - can be read many times without falling apart. • shows development
and suggests how the of design ideas
features of their design
Generating ideas and realising solutions through their
meets the needs of users • Have students interview a ‘book expert’ (teacher/librarian) to find out how sketches
• develops design concepts • shares design ideas
through drawing and
books are produced. In preparation have students prepare some questions: with others and
modelling - what are the essential parts of a book? responds to
• shares design ideas with - what are the correct terms to use when describing the different parts of a book? feedback
others and responds to • works cooperatively
- what methods of book construction last well?
feedback and safely
• uses a range of equipment, • Explain to students that they will each be responsible for creating their own • follows established
including some specialist story book using their art ideas. (An older student, family/community member procedures for
equipment, to produce or safely using
model products and places. may be able to help them).The finished publications will be circulated to equipment and
• works cooperatively and different groups and an evaluation carried out. resources
safely to develop and • organises the
implement own design • Suggest to students some possible methods of production available in the sequence of ideas in
ideas school, e.g. a narrative
• follows established • contributes text to
- hand writing (text) pictures in a
procedures for safely using
equipment and resources. - computer generated text (cut out by hand and pasted ready for copying) narrative
- using previous illustrations, and including others and taking photographs with a digital • uses questions to
English gather information
TS1.1 Communicates with an camera. • discusses
increasing range of people for • Discuss the content of the story book: information from a
a variety of purposes on both
(content can come from the sequence of drawings created in the Visual Arts – ‘Personal class survey.
familiar and introduced topics
in spontaneous and structured heritage’ learning experience, the dance activity - ’Telling a story through movement’)
Outcomes Learning experience Planned
assessment
classroom activities. - what is the story we want to tell? These criteria relate to
outcomes DMS1.8,
- what is the important sequence of events in the story?
RS1.7 Understands that texts ICS1.2, UTS1.9 WS1.9,
are constructed by people and - what illustrations do we need to explain the story? WS1.10
identifies ways in which texts - how many illustrations/pages do we need to tell the story?
differ according to their - how will we assemble our text and our illustrations?
purpose, audience and subject
- will we use the computer to produce text or will we handwrite the text?
matter.
- who can help us with the computing skills we need?
RS1.8 Identifies the text - if we are going to print our book, how will we prepare our book for printing?
structure and basic • Have students prepare a sketch to work out what goes on each page.
grammatical features of a
limited range of text types. • Ask: how will we know our story books are successful? Brainstorm class
criteria to use for evaluating.
WS1.9 Plans, reviews and
produces a small range of
simple literary and factual texts Evaluating processes and solution
for a variety of purposes on • Use these criteria to create a class evaluation sheet
familiar topics for known
readers.
Criterion Evaluation question
WS1.10 Produces texts using • is interesting • Did you enjoy reading all of the story?
the basic grammatical features
and punctuation conventions
• What part did you like best?
of the text type. • Will you recommend the story to friends?
WS1.13 Identifies how own • •
texts differ according to their •
purpose, audience and subject
matter. • •
•
WS1.14 Identifies the structure
of own literary and factual
texts and names a limited • Students organise another group or another class in the same grade to read
range of related grammatical their storybook and complete the evaluation survey.
features and conventions of
written language. • As a class collate the results of the evaluation sheets and discuss.
• Ask each student:
- what are you most proud of?
- what would you improve if you could make the book again?
• Possible extension ideas:
- students explore the potential use of Publisher to produce their story book. A good starting
Outcomes Learning experience Planned
assessment
place is the ‘blank publications’ option in the Start Up menu.
- students might explore the use of Storybook Maker software
http://homepage.mac.com/seilts/udl_at/resources/MultiMedia/Image_Blender_Storybook.pdf
Teacher reference:an example of student design and publishing can be found
in the Powerpoint document: Achieving balance and diversity – ‘Food from
Thailand’:
http://www.qtp.nsw.edu.au/qtp/files/QTP_Primary/pdfs/Bal&Diversity.ppt
(Literacy links: creates a story book (including planning, sequencing ideas, text
and construction) from own experiences, uses questions to gather information
and summarises results of a class survey.)
Creative Arts: Music Telling a story (optional activity)
MUS1.1 Sings, plays and • Select a poem, such as ‘Cinderella’ from Vocal-Ease modules 3 & 4 to
moves to a range of music,
demonstrating an awareness perform as a choral speaking activity.
of musical concepts • Discuss fairy tales from various cultures.
• experiments with use of the
voice • Discuss the story of Cinderella. Present and compare different versions of the
• practises speaking in an story.
ensemble.
• Identify the different characters in the story.
• Select a leader to read the poem while the characters perform their part
through mime.
• Perform the poem as a group, incorporating movement and variation in vocal
expression.