Edss223 assignment 2

EARLY STAGE 1.

CHANGE AND CONTINUITY
OUTCOME: CCES1.1
Describes events or retells stories that demonstrate their own heritage and
the heritage of others (Board of Studies NSW, 2007, p. 20).

INDICATORS:
♦ Identifies and refers to relatives and people in their family
relevant to their life.
♦ Describes changes in their family both past and present.
♦ Presents a personally or family valued item relevant to their
past to share with the class.
♦ Recalls events and situations involving themselves and others(Board of
Studies NSW, 2007, p. 22).

CONTEXT OF SEQUENCE:

This sequence of learning activities would fit into a unit on heritage
that provides opportunities to explore family and artefacts that are
important in the lives of students and their family both now and in
the past. This sequence would be the first question to be
investigated in this unit (Board of Studies NSW, 2007, p. 43-45).

SEQUENCE INTENT:

This sequence will allow students to explore the structure of both
their own and other family structures. Students will be able to
compare and contrast their family with other students. Students
will also have the opportunity to demonstrate and explore
significant family items from their own and other students families
(Board of Studies NSW, 2007, p. 43 – 45).

SPECIFIC OUTCOMES:
Concepts:
Lower Order: Family, siblings, parents, grandparents, photograph, special items.
Higher Order: Origin, interaction, immediate, extended, past,
Generalisations:
Lower Order: Higher Order:
♦ Families are mum, dad, brother &/or sister. ♦ Families can consist of many different people.
♦ Children develop as they grow. ♦ Families can be immediate or extended.
♦ Memorabilia can be anything special to a family. ♦ Family members are significant and special.
♦ Memorabilia is a precious item received from a significant elder. ♦ Families change over time in both in stature, growing
♦ Photographs provide memories of special times for families. larger and / or smaller.
♦ Extended families, aunties, uncles, grandparents, cousins. ♦ Memorabilia is a special item from the past.

Practical Skills:
♦ Constructing a poster to answer questions about their family photo and special artefact.
♦ Constructing a treasure box for the special items.
♦ Presenting the treasure box and family photo at show and tell.
♦ Listening to the Big Book of Families.

Social Skills:
♦ Listening to other students present their treasure box.
♦ Working cooperatively in pairs to develop poster.

Values and Attitudes:
♦ Appreciating family members and items significant to their family.
♦ Having respect for other peoples family members and special artefacts.

Resources: ♦ Big Book – Great Big Book of Families, by Hoffman & Asquith.
♦ The Berestain Bears See, Think & Do Activity Guide.
♦ The Family Poster Pack.

CONTRIBUTING QUESTION: What can we learn from family photos and memorabilia?
CONTENT SAMPLE: Heritage, family structure and family artefacts.

STAGE OF TEACHING / QUESTIONING SAMPLE STUDENT THINKING INTEGRATION
SEQUENCE. LEARNING SETS. RESPONSES. PROCESSES. AND / OR
ACTIVITIES. ASSESSMENT
EVALUATION.
Initiate. Brainstorm ‘What What do you think Mum, dad, me Retrieving. English:
is a family?’ write a family is? brother &/or sister TES1.1 – Talking
all ideas on living in our house. and Listening.
interactive (Board of Studies
whiteboard. NSW, 2007, p. 17).

Read Big Book: Looking at the Mum, dad, sister, Comprehend.
Great Big Book of front cover of the brother, baby. Interpret.
Families, by Marty big book, can you
Hoffman & Ros tell me what each
Asquith. (Hoffman persons role is in
& Asquith, 2010) their family?

After reading the Yes.
big book, has your
idea of who can
be a member of
family changed?
Add answers to
original brainstorm Who else do you Aunties, uncles,
activity on the think could make cousins, close
interactive up a family? friends, caregivers
whiteboard with a and mentors.
new colour
marker.

STAGE OF TEACHING / QUESTIONING SAMPLE STUDENT THINKING INTEGRATION AND
SEQUENCE. LEARNING SETS. RESPONSES. PROCESSES. / OR ASSESSMENT
ACTIVITIES. EVALUATION.
Gather Ask students to Who are the Mum, dad, brother Observing. English.
Information. bring in a family people in the & / or sister, Recognising. WES1.9 –
photo of a time photo? grandmother, Recalling. Producing Texts.
when the family grandfather, aunt, Comparing. (Board of Studies
was doing uncle, carer etc... NSW, 2007, p. 19).
something special,
and a special Where was the At the park, at
artefact that was photo taken? home, at
Christmas, birthday
given to them by
etc..
a special family
member from
When was the 5 years old.
when they were picture taken?
an infant or
toddler, How has your We are all older.
family changed I’m a big boy / girl,
Teacher to stick since the photo I now have a sister
the copy of photo was taken? & / or brother, We
on an A3 size don’t live in that
page and write house anymore
the questions etc...
underneath the
photo. How have you I have brown hair. I
changed since the am taller, I can
Teacher to read photo was taken? smile. I can stand
out each question up.
in sequence and
child to write What activities and I can crawl, walk,
simple answer movements are jump, run, count,
next to question. you able to do talk, sing, play,
now compared to write, draw etc..
in the photo?

EVALUATION.
Gather Information Take a picture of Describing. English.
Cont... the artefact and Naming. WES1.9 –
stick on same page (Porter, 2011, p. 15) Producing
as the family Texts. (Board
photo. of Studies
NSW, 2007, p.
Teacher to write What is the A Broach, a music box, 19).
questions artefact? a doll, a shell, a book, a
underneath photo
bracelet.
and read out each
question in
Where can it be
sequence and
found?
child to write
simple answer next
to question. How old do you
think the artefact
is?

What do you think
it could be used
for?

What is it made
from?

Why is it special to
you?
(Porter, 2011, p. 2).


STAGE OF TEACHING / QUESTIONING SETS. SAMPLE STUDENT THINKING INTEGRATION
SEQUENCE. LEARNING ACTIVITIES. RESPONSES. PROCESSES. AND / OR
ASSESSMENT
EVALUATION.
Analyse and Make a treasure box (Ask questions verbally Creating.
Organise. out of old shoe or gift to students individually Organising.
boxes for a special as you walk around Explaining.
family member the room). (Porter, 2011, p. 15)
(Nelvana. n.d. p. 14).
See Appendix 1. Who are you making Grandmother /
the treasure box for? grandfather / carer /
In the treasure box friend / neighbour.
students can put their
artefact and another
two items from when Why is this person They look after me,
they were an infant / special to you? they take me on
toddler. (A note should holidays, they play
be sent home with with me etc..
students ensuring the
special items to be What artefacts & / or A Broach, a music
brought in are not special items are you box, a doll, a shell, a
breakable or valuable). putting in your box? book etc.

SEQUENCE. LEARNING ACTIVITIES. RESPONSES. PROCESSES. AND / OR
ASSESSMENT
EVALUATION.

Synthesise Ask students to invite Who are the people in There is mum, dad, Recognising. English.
and the special person your photo? grandmother & Explaining. TES1.2 – Skills
Conclude. they have made the grandfather/s, me, Summarising. and Strategies.
treasure box for to sister / brother. Producing. (Board of
come to the Carrying Out. Studies NSW,
classroom at a time Where was the photo On holiday, at the (Porter, 2011, p. 2007, p. 17).
organised after show taken? park, on a picnic, at a 15)
and tell. birthday etc..

Students show and tell Why do you think it is It is good to take
their treasure box good to take photos photos of family for
contents and poster of your family? memories of fun days Verbal
with family photo. and to see how I assessment of
Teacher to ask grow. understanding.
questions shown
during show and tell. Who have you made I have made my
your treasure box for? treasure box for my
Once finished the mum / dad /
student can present grandma / grandad /
the treasure box to carer / friend etc..
the special family
member if attending. What do you have in In my treasure box I
your treasure box? have......

Why are the items They are special
special to you? because......


SEQUENCE. LEARNING RESPONSES. PROCESSES. AND / OR
EVALUATION.

Synthesise and Complete Who is the special My special family Recognising. English.
Conclude worksheet for person you have member is........... Explaining. WES1.9 –
cont... assessment. made your treasure (write name of Summarising. Producing
(Appendix 2). chest for? person and draw Producing. Texts. (Board
Worksheet should picture of person). Carrying Out. of Studies
be completed once (Porter, 2011, p. 15) NSW, 2007, p.
show and tell is 19).
finished.
What is your My favourite Visual Arts.
favourite memory memory with this VAES1.1 –
with this person? person is............. Making.
(write and draw (Board of
picture doing your Studies NSW,
favourite thing with 2006, p. 24)
this person).

Collect
worksheets for
assessment.


EVALUATION.
Apply. Families Poster What family Students state Evaluating English.
Pack. These members are in what members of Organising TES1.2 – Skills
colour posters this photo? the family are in Judging and Strategies.
give students a the photo. (Board of
look at all kinds of Studies NSW,
families and 2007, p. 17).
features families What do you think State what Interpreting
from a variety of they are doing? activity or
ethnic celebration they
backgrounds think the family is
(Modern Teaching doing.
Aids, n.d. p. 1).
How is this family This family is Comparing
Students move different to yours? different as it has Applying
into pairs and more / less (Porter, 2011, p. 15)
each pair are people. Student
given a poster of points out which
a family. Each family members
group answers the are added /
questions listed missing. Wear
then presents it to different clothes.
the rest of the
class.


EVALUATION.
Reflect. On interactive Why are family To have memories Evaluating
whiteboard write photos important? for the future. To
questions and see what people
brainstorm with look like when they
the students to were younger.
make a list of
answers to ensure How families are all Hypothesising
students What can we learn different and the Analysing
understanding. from family different things (Porter, 2011, p. 15)
photos? families like to do.

It is important to
keep memorabilia
Why is it important because the things
to keep are given to you
memorabilia? from special
people on special
occasions.

We can learn what
is special to
What can we learn different people
from memorabilia? and different
families.

THEORETICAL PURPOSE(S) FOR EACH STAGE OF PRACTICAL TEACHING AND LEARNING
THE IGASAR ACTIVITIES TO ACHIEVE PURPOSE(S)
During the initiate stage students are presented with the I plan on brainstorming what the students define a family as. I
question to be examined. They will be required to recite will then read The Great Big Book of Families (Hoffman &
previously known information and will brainstorm with the Asquith, 2010) to help the students think of the family as a
class as to what information is required for the enquiry (Porter big picture. We will then come back to the initial
, 2011, p. 4). brainstorming list and add any further ideas to the list.
The gather information stage involves exploring an During this stage the children will be asked to bring in a
assortment of resources to find details that are easily family photo and a special treasured item from home. The
retrieved during activities that are used to tie together students will be asked several questions to get them to
information. No supposition is made at this point (Porter , visually relate the photograph and memorabilia to their
2011, p. 4). family and begin to show them that these items illustrate
times from their past. They will make posters to document the
answers to these questions.
The purpose of the analyse and organise stage is to group I intend to have the students make a treasure box in which to
the previously collected data into familiar patterns so put their family photo & memorabilia / treasures into to give
students can use practical, visual or concrete tools to make to a special family member. This will help students
the information obvious to the whole class and usable in the acknowledge that family and certain artefacts are special
next stage of discussion (Porter , 2011, p. 4). for many different reasons.
The synthesise and conclude stage is used to engage The activities in this stage involve students presenting their
students in a verbal discussion. To prompt and probe treasure box for show and tell, explaining their family photo
students to provide answers to the question under and what items they have in their treasure chest. The
investigation. Once this discussion has provided the specific students will also be required to complete a written
information required to answer the question, students can worksheet as part of their assessment answering the
then demonstrate their understanding through written questions ‘My special family member is....... and ‘My favourite
activities (Porter , 2011, p. 4). memory with this person is..... This is to show me their
understanding of the concepts so far.
The apply stage engages students in tasks that will utilise their For the duration of this stage I will present several different
recently acquired knowledge in a new or changed scenario. posters from the ‘Teachers Family Poster Pack’. These colour
The questions teachers ask will direct students to apply this posters give students a look at all kinds of families and
new knowledge (Porter , 2011, p. 4). features families from a variety of ethnic backgrounds which
will move the focus from their family onto different ethnicities
(Modern Teaching Aids, n.d. p. 1).

THEORETICAL PURPOSE(S) FOR EACH STAGE OF PRACTICAL TEACHING AND LEARNING
THE IGASAR ACTIVITIES TO ACHIEVE PURPOSE(S)
The reflection stage requires students to discuss what they On interactive whiteboard write questions and brainstorm
have learnt and give feedback on how effective the with the students to make a list of answers to ensure students
learning process was. Teacher questioning can also prompt understanding.
introduction of the next sequence (Porter , 2011, p. 4).

Does the topic you have selected appear in the Australian History Curriculum?
After reviewing The Australian Curriculum History Strand for The Foundation Year, the topic I based my inquiry
sequence on ‘Change and Continuity’ does appear in the Australian Curriculum. Under the Foundation Year
ACARA, 2011, para. 1).

Could you use the sequence you have planned to teach the Australian Curriculum in history?
I could use the sequence I have planned to teach the Australian Curriculum in history for the foundation year. The
sequence I have planned would fit in with the Key inquiry question’ What is my history and how do I know?’
(ACARA, 2011, para. 2).

ACARA. (2011). History Foundation to Year 10 Curriculum. Retrieved from:
http://www.australiancurriculum.edu.au/History/Curriculum/F-10

Board of Studies NSW. (2006). Creative Arts K-6 Syllabus. Retrieved from
http://k6.boardofstudies.nsw.edu.au/go/creative-arts

Board of Studies NSW. (2007). English K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/english

Board of Studies NSW. (2007). Human Society & Its Environment K-6 Units of Work. Retrieved from
http://k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_unitsofwork.pdf

Hoffman, M & Asquith, R. (2010). Great Big Book of Family. Retrieved from:
http://books.google.com.au/books?id=2BZD4YPu1lgC&printsec=frontcover&dq=the+great+big+boo
k+of+families&hl=en&ei=eeybTsn-
BMqfmQXgwuHtAQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDQQ6AEwAA#v=onepage
&q=the%20great%20big%20book%20of%20families&f=false

Modern Teaching Aids. (n.d.). Families Poster Pack. Retrieved from
http://www.teaching.com.au/product?KEY_ITEM=LS1456&KEY_ALIAS=LS1456

Nelvana. (n.d.). The Berenstain Bears, See, Think, Do Activity Guide. Retrieved from
http://pbskids.org/berenstainbears/caregiver/Bears_AG_FINAL.pdf

Porter, K. (2011, August 18). Constructing Cognitive Inquiry Sequences [Lecture]. Armidale, Australia: University of
New England, School of Education.

Porter, K. (2011). p. 2. Figure 6.1. Questions students can use to get evidence from primary sources. Resourcing
HSIE / SOSE teaching and learning. [Topic notes]. Armidale, Australia: University of New England,
School of Education.

Porter, K. (2011). Sequencing learning activities to develop higher order thinking. [Topic notes]. Armidale,
Australia: University of New England, School of Education.

Porter, K. (2011). Assessment sheet for Synthesise and Conclude Stage. [Topic notes]. Armidale, Australia:
University of New England, School of Education.

(Porter, 2011, p. 7)
Assessment sheet for Synthesise and Conclude Stage:
HSIE Sequence Question: What can we learn from family photos and memorabilia? Term: Week:
Context of task: After working part way through an inquiry sequence based on the question ' What can we learn from
family photos and memorabilia? ' the students were given a sheet of paper to draw themselves and their chosen
special family member.
Students were then asked to complete a sentence underneath their drawing ' My special family member is …………….
The students were then asked to draw themselves and their special family member doing their favourite thing together.
and their chosen special family member.
Students were then asked to complete a sentence underneath their drawing ' My favourite memory with this person is
…………….
English Outcomes
WS1.9 Learning to Talk and Listen – Uses spoken language for a variety of purposes of a range of familiar topics,
Talking and Listening can follow simple directions and tells about personal experiences.
- Engages in conversations with peers and known adults.
Skills and Strategies - Develop listening skills through engaging in activities in which they need to listen
attentively, eg, respond to a story or follow instructions.
- Takes part in class presentations in which students can develop composure,
appropriate body language, gesture, facial expression and volume.
WES1.9 Learning to Write - Engages in joint and independent writing activities such as copying and tracing
(Producing Texts) environmental print and labelling drawings.
- Independently writes simple texts for themselves on family topics, using pictures
or their own choice of words.
HSIE Outcome
CCES1 Significant Events and People – Describes events or retells stories that demonstrate their own heritage and
Time and Change the heritage of others.

Indicators * Describes why family photos are important and what we can learn from family photos.
* Explains why their memorabilia is special.
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Teacher Comment:
This sheet would be attached to each student’s work sample collected in the Synthesise and Conclude Stage and
indicators ticked and /or commented on by teacher.
An overall comment would then be written to provide feedback regarding achievement. This information would then
be recorded on to separate assessment sheets for this HSIE unit and English.

Edss223 assignment 2

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Edss223 assignment 2