Our Stories Stage 1

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 Students will be engaged in: their own and other families and their community. Students can use storytelling as a tool to investigate • telling stories through Visual Arts, Music, Students acquire information on significant people in the work of artists and as a stimulus for making works. Drama and Dance their own family and local community, through • creating a book based on a personal community events such as the local show, experience and artefact grandparents’ day, and a street parade, that provide • interviewing a family or community member important family and community traditions. Students about their history and key events in the develop values related to social justice and SciTech past. intercultural understanding through participation in a variety of learning activities. Our stories provides opportunities for students to 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. PDHPE Set students a design challenge of making an eight Planned assessment: page book from two A4 pieces of paper. Have PDHPE outcomes are addressed in other units within • observation of a musical composition using students consider: this Stage. There are no PDHPE outcomes linked to artwork as inspiration • how is a book made? this unit. • viewing of a character dramatisation in an • how is it bound? imaginative story • what are the sections of a book? • analysis of detailed drawings of personal • what is layout? artefacts • what does an editor do? • evaluation of the significance of events that • How do I make my book appeal to my intended have affected their families • evaluation of the process of designing and making a story book. © State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2006) Not part of NEALS Page 1 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Planning page Student work: Resources needed: Literacy links include: Numeracy links include: • students will be asked to Copies of DET and BOS resources have been sent to all schools. • innovates on a spoken narrative • uses understanding of bring in a personal artefact • Beyond the frame (DET)# started by a teacher vertical, horizontal and (something of importance • Enter Art (DET) (currently out of print; teacher’s book is available as a • works in group to write and perform a parallel lines when drawing to them), and an artefact pdf on arts action CD-ROM (DET) # musical composition for other students • gives and follows simple from their family • musical instruments • listens to an oral recount from a guest directions, using terms ‘left’ • students will be producing • artefacts (personal items of interest, objects from family and speaker and ‘right’ a book from stories and community members, Aboriginal artefacts) • relates events in texts to own • compares and orders events drawings based around • Caring for Place – caring for Country (DET) (available as a pdf at: experiences in time this artefact. http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/asset • describes an object using focus • Organise for an older s/pdf/caring/caringplace.pdf) Spare copies of Caring for Country are questions community member to also available from regional offices - contact your regional curriculum • discusses how pictures can convey a share stories about when SEO2 or Aboriginal Education consultant.• Vocal-Ease message or story they were young. modules 3 & 4 (DET)# • interviews a family or community • Abel's moon, Shirley Hughes member about an artefact, and shares • Catherine and Laurence Anholt's big book of families this information with the class • When I was young, James Dunbar • creates a story book (literary recount) • Isabella’s bed, Alison Lester from own experiences • a range of different styles of story books (produced in different ways). • uses questions to gather information Collaborate with your teacher-librarian for teaching and resource support. and summarises results of a class survey. #Additional copies of these DET resources are available from DET sales at: https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresour ce/index.htm

Term planner (teachers may want to use this to plan the work over a term) Week Creative Arts HSIE PDHPE SciTech Visual Arts and Drama – 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 story (PDHPE outcomes are addressed in other 2 - responding to an object/artefact units within this Stage) Visual Arts – personal heritage Personal heritage 3 Visual Arts – family heritage Family heritage 4 Dance – telling a story through Our heritage Making a book - (Weeks 5–8) 5 movements 6 Our families – lives and times Our families – lives and times (report 7 back) 8 9 10

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 2 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Unit of work

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 3 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach 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 the different ways stories can be told. This unit culminates in a SciTech task where students design and make a book from their stories. NB shaded text is background information for teachers. Creative Arts: Visual Arts, Drama Telling a story VAS1.3 Realises what artists do, who they are • Look at an artwork from the DET image kits Beyond the frame or Enter Art. Suitable examples: and what they make - Manly beach – Summer is here (image no. 2 Beyond the frame) • talks about what they see in an artwork. - Waiting for the mine bus (image no. 6 Beyond the frame) VAS1.4 Begins to interpret the meaning of - The meat queue (image no. 8 Beyond the frame) artworks, acknowledging the roles of artist and - Big shark in a small ute (image no. 10 Beyond the frame) audience - Manly beach – five girls on longboards (image no. 20 Beyond the frame) • talks about the different meanings an artwork may have. - Untitled (fashion queue with masked child) (image no. 10 Enter Art) - The Emperor Jehangir returning from a hunt (image no. 12 Enter Art). DRAS1.2 Conveys story, depicts events and Images for titles from Enter Art can be found at: expresses feelings by using the elements of drama and the expressive skills of movement http://www.artgallery.nsw.gov.au/collection/simple_search and voice • Discuss the artworks: • creates a story and expresses dramatic - what story is the picture telling? meaning through voice. - what can you see? English • Use the artwork as stimulus to tell a story. Stop after a short period and select students to TS1.1 Communicates with an increasing range continue the story. Different students continue to build and extend the story. Encourage of people for a variety of purposes on both students to use their imagination and to be as creative as possible. familiar and introduced topics in spontaneous and structured classroom activities. (Literacy link: innovates on a spoken narrative started by a teacher) TS1.3 Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations.

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 4 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment Creative Arts: Music Telling a story in sound Assessment strategy MUS1.1 Sings, plays and moves to a range of • Study an artwork such as Untitled (Fashion queue with masked child), image no. 10 Enter Art. The teacher: music, demonstrating an awareness of musical This image can also be seen at: • observes student participation concepts in class composing activity. • experiments with pitch, duration and tone http://www.niagara-galleries.com.au/artists/artistpages/artists_worx/jones/stock/images/6622_000.jpg colour when performing individual and Assessment criteria overlapping sounds. • Explore the artwork by: The student: - discussing the people, what they look like, what they are doing • creates sounds in response to MUS1.2 Explores, creates, selects and - describing the objects and background in the image a visual image organises sound in simple structures - creating sounds for the different characters and objects in the image e.g. a long, sustained • performs sounds in response • experiments with creating sounds in to a visual image response to an image. sound for the curb which runs across the front of the photograph; sounds descending from • uses symbols to represent high to low for the poles at the bus stop; leaves rustling and wind blowing; two different sound MUS1.3 Uses symbol systems to represent instruments playing at the same time for the two ladies in white. • discusses their compositions sounds • Encourage students to use voices and found objects e.g. leaves, jangling keys and pens as and gives reasons for their • creates graphic symbols to represent choices. sounds well as traditional classroom instruments. Vary the loudness and softness of the sounds. • organises and records ideas • combines symbols to create a class • Use the photograph as a score, pointing to different people and objects for the students to in sequence composition. practise producing their sound. • Experiment with overlapping sounds as well as separate sounds. Create a class composition These criteria relate to outcomes MUS1.4 responds to a range of music, MUS1.2 MUS1.3 MUS1.4, TS1.2, expressing likes and dislikes and the reasons based on the artwork. TS1.3 for these choices • Have each group invent a graphic symbol to represent their sound. • compares two versions of a class composition. • Use these symbols in a graphic score to create a new class composition. • Perform the class composition. Discuss which version students like best and why. English TS1.2 Interacts in more extended ways with (Literacy link: works in a group to organise ideas from an image into a musical composition; less teacher intervention, makes increasingly performs musical composition for an audience) 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.

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.

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 5 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment Creative Arts: Drama Developing a character’s story DRAS1.1 Takes on roles in drama to explore • Students look again at a selection of images from Beyond the frame and Enter Art, select a familiar and imagined situations. character and develop that particular character’s story or action. Encourage imaginative • creates a role and situation using an artwork as stimulus. responses. The story may be developed by students using one of the following drama forms: - improvisation. The teacher may take a role in the improvisation to help establish the focus of DRAS1.3 Interacts collaboratively to the drama, e.g. the teacher-in-role. communicate the action of the drama with - mime. Ensure that students understand that mime is a silent enactment involving visual others • interacts in role to communicate meaning to communication through gesture and action. an audience. - a series of freeze frames or tableaux (tableau - singular). Students should freeze the action as though they were having their photograph taken at a significant moment. The camera lens DRAS1.4 Appreciates dramatic work during the is the audience for the sequence of tableaux. making of their own drama and the drama of others • Discuss the performances: • responds to their own drama and that of - what part did you enjoy the most? others by describing their ideas and - how did you feel when you were performing? feelings. - were the situations clear? English - what was happening? TS1.1 Communicates with an increasing range - how could it be improved? of people for a variety of purposes on both - were the roles convincing? familiar and introduced topics in spontaneous and structured classroom activities. (Literacy link: adjusts voice to suit characters; responds to non-verbal prompts from others; TS1.2 Interacts in more extended ways with evaluates their participation in drama) 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 Assessment strategy DRAS1.1 Takes on roles in drama to explore Provide stimulus objects such as historical or Aboriginal artefacts for students to look at. Objects The teacher: familiar and imagined situations • observes student participation • creates a range of roles and situations using that are functional such as tools and utensils and which have personal significance are ideal. in improvisation and mime an object as stimulus. • Students sit in a circle and the objects are passed around, one at a time. activities • Discuss what the objects may be, how they could be used, who might have used them and • analyses student responses to DRAS1.2 Conveys story, depicts events and their own drama and the expresses feelings by using the elements of how old they might be. drama of others. drama and the expressive skills of movement • One student at a time takes an object and develops some action using the object as the and voice stimulus, e.g. showing the rest of the class how the object might be used. The students may: Assessment criteria • expresses dramatic meaning through - improvise actions by stepping into role to enact a situation that tells a story about the object. The student: movement and voice. The teacher may assist by taking on a role in the drama with the student to help build belief • interacts in role to communicate meaning to an DRAS1.3 Interacts collaboratively to in the action, or by asking questions to facilitate the student in decision making, e.g. how audience. communicate the action of the drama with heavy is it to carry? Can you mime the movement to dig with it? Would you like to give this • responds to their own drama others away? Who would you give it to? Show us. and that of others by • interacts in role to communicate meaning to describing their ideas and an audience. - tell a story about the object by using mime actions. Ensure that students understand that

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 6 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment mime is a silent enactment involving visual communication through gesture and action feelings in class discussion. DRAS1.4 Appreciates dramatic work during the - tell a story about the object, relating it to a previous experience. making of their own drama and the drama of These criteria relate to outcomes others • Students discuss their own drama and that of others: DRAS1.3 and DRAS1.4 • responds to their own drama and that of - how did you feel when you were performing? others by describing their ideas and feelings - what was it like to be someone else? in class discussion. - what did you enjoy? Why? English - what grabbed your attention? TS1.1 Communicates with an increasing range of people for a variety of purposes on both (Literacy link: uses props to innovate as a character and tell stories; uses verbal and non-verbal familiar and introduced topics in spontaneous communication) 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 importance of past Tell students a story about when you were young (real or made up) or use the texts listed below. and present people, days and events in their life, in the lives of family and community Convey in the story a sense of change over time and cultural heritage that reflects family and members and in other communities community at the time, e.g. a family holiday, a significant incident, a particular family tradition, • identifies past events and explains their something special you did with grandparents. significance to self and others • retells original stories associated with traditions of own family and community, Texts could include: • reflects on the oral history of the guest • Abel's moon, Shirley Hughes speaker and compares to own experiences • Catherine and Laurence Anholt's big book of families, Catherine & Laurence Anholt • compares artefacts from different times and evaluates their significance and purpose • Discuss what has changed from then to the present and relate to students’ own experiences, • explains how different generations of people for example: lived in the local area - were events in your life like those in the story? • communicates the value of the contributions - what is one big event that you remember from the past? e.g. the arrival of a baby sister or made by past generations to the community. brother, family holiday, Australia Day picnic, family outing to the local fair. English • What is one big event we have had this year in our class? e.g. Education Week or cross RS1.5 Reads a wider range of texts on less country. Have students: familiar topics with increasing independence - describe the event and record as a class what is said and understanding, making connections - read out what has been written about the class event between own knowledge and experience and information in texts. - explain to students that they gave an oral recount of a past event and that this is a useful way of gaining information about the past. TS1.1 Communicates with an increasing range • Invite a guest speaker, preferably a grandparent or older member of the community, to visit the of people for a variety of purposes on both class and share some stories of what life was like when they were young using some artefacts familiar and introduced topics in spontaneous and structured classroom activities. to illustrate. If these artefacts were used in the previous Drama lesson, ask students to recount their predictions to the guest speaker. Were they correct? TS1.3 Recognises a range of purposes and • Explore artists’ works that show family or community events from the past, e.g. the images in audiences for spoken language and considers the Discovering Democracy, Australian Readers, Middle Primary collection pp. 26, 27 and 29. how own talking and listening are adjusted in

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 7 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment different situations. Shearing the rams by Tom Roberts (1890), Australian beach by Charles Meere (1940), The bathers by Anne Zahalka (1989). TS1.4 Recognises that different types of predictable spoken texts have different • Also view the Upper Primary collection p. 15, Down on his luck by Frederick McCubbin (1889). organisational patterns and features. • Discuss, using questions to highlight the changes over time in lifestyle and culture represented in the images.

(Literacy link: listens to and identifies with stories read; recounts key events; listens to an oral recount from a guest speaker) HSIE Personal heritage – HSIE CCS1.1 Communicates the importance of past • Bring in a personal artefact of significance to show the class. Explain the story behind the and present people, days and events in their artefact, its significance, why you have kept it and what it reminds you of. life, in the lives of family and community members and in other communities • Identify something that is important to the class that cannot be represented by an artefact. • communicates an understanding of the • Students discuss what is very important in their lives and identify both tangible and intangible items: importance of the past events in peoples lives - tangible e.g. a special toy, something that is important to their family, such as a painting or • examines artefacts in relation to peoples an old memento, perhaps from another country lives in the past. - intangible e.g. love and friendship, a special relationship with grandparents or cousins, the Creative Arts: Visual Arts significance of rituals and celebrations. VAS1.1 Makes artworks in a particular way • Encourage students to bring in a personal artefact. A class letter sent home could include the about experiences of real and imaginary things questions below to help students prepare. Ensure items are securely stored. • investigates details of objects through drawing. • Students then share their artefacts with the class, using questions to focus their presentation: VAS1.2 Uses the forms to make artworks - what is your personal artefact? according to varying requirements. - how did you get it? (Where, when and who from?) • explores the qualities of different drawing - why is the artefact special to you? media to make a drawing from observation. • Read books about personal artefacts e.g.: English - When I was young, James Dunbar and Martin Remphry RS1.5 Reads a wider range of texts on less - Isabella’s bed Alison Lester familiar topics with increasing independence - identify what was important to the major characters in the story, why they kept the items and and understanding, making connections why they were treasured. between own knowledge and experience and information in texts. - compare students’ artefacts with those in the story, discuss similiarities, differences and significance of artefacts. RS1.6 Draws on an increasing range of skills (Literacy link: relates events in texts to own experiences; describes an object using focus and strategies when reading and questions) comprehending texts.

TS1.1 Communicates with an increasing range Personal heritage – Visual Arts of people for a variety of purposes on both The artwork produced will be used later to make a book. Assessment strategy familiar and introduced topics in spontaneous The teacher: and structured classroom activities. • Students draw their artefact from observation using a variety of media e.g. coloured pencil and • analyses student drawings of chalk on coloured paper, crayon and pen. Encourage close observation of details, noting objects. TS1.3 Recognises a range of purposes and relationships between shapes and lines. audiences for spoken language and considers Assessment criteria how own talking and listening are adjusted in Drawing from observation develops the student’s ability to look carefully, to analyse, describe, explain, interpret and present information. The student: different situations. • makes a detailed drawing of • Discuss with students: how can your object become part of a story? an object from observation

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 8 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment TS1.4 Recognises that different types of • Have students draw a short (three picture) story that includes their object. Sketch possible • explores the qualities of predictable spoken texts have different stages of the story for the students e.g. different drawing media to organisational patterns and features. make a drawing from WS1.13 Identifies how own texts differ observation. according to their purpose, audience and Finding/receiving the Things I do with the object Losing or passing the • discusses how pictures can subject matter. object (Why it is important to me) object onto someone else convey a message or story • sequences ideas in a visual Mathematics literary recount. SGS1.2 Manipulates, sorts, represents, describes and explores various two-dimensional (Literacy link: sequences ideas in a literary recount; discusses how pictures can convey a These criteria relate to outcomes shapes. message or story) VAS1.1 VAS1.2, TS1.3 (Numeracy link: uses understanding of vertical, horizontal and parallel lines when drawing) HSIE Family heritage - HSIE CCS1.1 Communicates the importance of past Refer to Topic 3, page 31, from Caring for place – caring for country (DET) and present people, days and events in their http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/assets/pdf/caring/caringplace.p life, in the lives of family and community members and in other communities df • identifies and talks about the lives of people • Students briefly describe a special tradition, activity or place that is of special significance to in their family and community their family. Students may use artefacts and photos. Other students may ask interesting • retells original stories associated with questions. traditions of their family • explains why a personal, family or • Introduce The river is big by Connie Ah See, included in Caring for Place – caring for Country.. community event is important. • Explain that the book is about Connie’s place and the special stories she shares with her family. Creative Arts: Visual Arts • Talk about the games that Connie and her cousins played – rounders, rolly polly, marbles VAS1.1 Makes artworks in a particular way (jacks). Consider making some of the ‘toys’ and playing these games. Identify some other about experiences of real and imaginary things • investigates details of objects through Aboriginal toys found in museums. (PDHPE link) Compare to the games children play now. drawing. • Read the story with the class, recall special people, places and activities that Connie refers to. Connie’s nan told special stories about the old people and the old times gone, The Dreaming. VAS1.2 Uses the forms to make artworks • Students identify special people, places and activities that are important to their families. They according to varying requirements • explores the qualities of different drawing identify something special to write about. media to make a drawing from observation. (Literacy link) Develop description writing strategies. Refer to student worksheets in Caring for English Place – caring for Country (DET). TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous Explain the significance of some important days (ongoing as they occur) that we now celebrate and structured classroom activities. or remember in Australia e.g. Australia Day, ANZAC Day, Christmas and Easter. Students explain the way these important days are acknowledged either in their own family or in the TS1.3 Recognises a range of purposes and audiences for spoken language and considers community. how own talking and listening are adjusted in (Literacy link: interviews a family or community member about an artefact using prompt different situations. questions; shares this information with the class) WS1.9 Plans, reviews and produces a small range (Numeracy link: identifies special days and dates on a calendar) of simple literary and factual texts for a variety of purposes on familiar topics for known readers. Family heritage – Visual Arts • Students draw their artefact using the same techniques used in Personal heritage. Encourage WS1.10 Produces texts using the basic

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 9 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment grammatical features and punctuation students to use different media from their first drawing. conventions of the text type. • Students describe why they chose their media e.g. charcoal and the difference between this Mathematics drawing and their previous drawing. MS1.5 Compares the duration of events using informal methods and reads clocks on the half- hour. (Literacy link: discusses how pictures can convey a message or story) Creative Arts: Dance Telling a story through movements DAS1.1 Performs dances demonstrating Digital photographs of dance performances may be used for the design task: Making a book expressive qualities and control over a range of locomotor and non-locomotor movement • Select five or six artefacts that have been brought in by the students (personal and/or family • presents a simple movement sequence with artefacts). a partner. • Using one object as a stimulus, students individually develop a series of shapes based on the DAS1.2 Explores and selects movement, using object itself or how the object is used. the elements of dance to express ideas, • Working collaboratively with a partner students design a sequence of movements, exploring feelings or moods movements and shapes associated with the object. Each pair should interact and show a • uses the elements of dance to explore connection between their individual shapes and movements. movement ideas to tell a story. • Discuss ideas and ask students to demonstrate examples: DAS1.3 Gives personal opinions about the - what body shapes they will use? (curved, stretched, angular, narrow) dances and their purpose that they view and/or - will they be walking, jumping, rolling, running? (locomotor action) experience - will they be bending, stretching, tilting, twisting? (non-locomotor) • participates as an audience member and responds to questions about the dance - what parts of the body will be moving? (head, torso, legs, arms) performances. - how will they move? (dynamics – smooth, jerky, light, heavy) - will they move slowly or fast? (time - tempo, pace, speed, rhythm) PDHPE - where will they move? (personal space and pathways as they move within the performance DAS1.7 Performs simple dance sequences space) incorporating basic movement skills and patterns - what levels will be used? (high, medium, low) • performs a simple dance sequence - how will they interact with their partner? (mirroring, canons, call and respond). • shows movements with different parts of the • Each pair should develop a simple movement sequence to tell a story about the object or body. through using the object. Encourage imaginative and creative responses. Mathematics Note: the students’ stories do not have to be logical or realistic. SGS1.3 Represents the position of objects • Pairs perform their story (movement sequence) for the rest of the class. If possible, take digital using models and drawings and describes using photos of the performances for future use. everyday language. • Discuss: - which dances did you like best? Why? - which movements were the most interesting? - which shapes were the most interesting? - 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 ‘right’)

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 10 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment HSIE Our heritage CCS1.1 Communicates the importance of past • Use a junior pictorial history book to explore the past. Deconstruct an era, relative to Australia, and present people, days and events in their and depicted in a history book, and explain things such as the transport used, whether there life, in the lives of family and community members and in other communities was electricity, TV, clothing, type of food eaten. Relate to students’ experiences. • examines a pictorial history of different eras • Discuss the images presented in the pictorial history, and describe the events, life and time to develop an understanding of change over represented by the images. Consider: time - the activities occurring on the page • develops questions to establish lifestyle and events depicted - who is performing the activities • discusses the changes to the way we live - the types of occupations depicted • develops an understanding of history and - the types of play and games depicted heritage. - where these events may be happening. • Work in groups to read and explain an allocated section of the book, presenting information in English chronological order to reinforce the changes that have occurred over time. RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections (Literacy link: with support, locates information in factual texts using subheadings and focus between own knowledge and experience and information in texts. questions)

RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts.

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 11 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment HSIE Our families – lives and times Assessment strategy CCS1.1 Communicates the importance of past . Create a display depicting the life and times of students in the class. Use a 10 year period The teacher: and present people, days and events in their e.g. 1995–2005. Use the junior pictorial history book as a model of examples that could be • analyses the student’s life, in the lives of family and community questions to evaluate members and in other communities included in the display. understanding of the • develops questions to identify significant significance of important events and people in own family in the last 1998 1999 2000 2001 2002 2003 2004 2005 events in their family. ten years • participates in undertaking some family Assessment criteria discussions about significant events and The student: people of their lives • Develop and list the important things that have affected students’ families in the last 10 years • prepares questions about • participates in developing a display important family events depicting events of the last ten years. e.g. births, deaths and marriages. Identify some important community events that their family, or family members, have participated in or been involved with. Consider: • prepares questions to identify some important community English - who was important or significant to us? events TS1.1 Communicates with an increasing range - when did particular events happen? • prerares questions to identify of people for a variety of purposes on both people in their family and their familiar and introduced topics in spontaneous - what events do you think are important? Why? significance in the lives of and structured classroom activities. - who was involved in these events? other family members - how did the life of your family change? • identifies the impact of events WS1.9 Plans, reviews and produces a small on own family members. range of simple literary and factual texts for a variety of purposes on familiar topics for known • Assessment: students prepare questions to ask family members to identify and explain the readers. significance of important events for their own family. These outcomes relate to Use students’ questions to assess understanding of the importance of people, days and events outcomes CCS1.1, WS1.9, WS1.10 Produces texts using the basic WS1.10. grammatical features and punctuation in the past and the way these have affected their lives. (Family responses are not assessed due conventions of the text type. to personal and family privacy). Mathematics • Students: MS1.5 Compares the duration of events using - interview family members using the questions they have developed. Students may share informal methods and reads clocks on the half- hour. some suitable responses. - collect some images;photos or drawings illustrating some significant events in their family and community. Write captions to include in the class display. - compare and collate events named during family interviews. - collate images and events into chronological order according to year - review information displayed and relate to the stories an old person tells about when they were young.

(Literacy link: writes questions for an interview; records and evaluates responses) (Numeracy link: compares and orders events in time)

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 12 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment SciTech Design task: making a book ICS1.2 Creates a range of information products These books will be made using drawings of artefacts, information gathered from interviews, and and communicates using a variety of media • information products are created to meet questions from exploring personal heritage. This task is an opportunity to have students work particular needs with an older class member or family member to create their books. • people work in teams to create information Introduce the design brief: design and publish a story book for an audience of fellow students. products • information products can take many forms Exploring the task and use different media. • The teacher reviews stages of a design process that students will work through: exploring why and how we make storybooks (need); working out ideas for our own storybook; making our DMS1.8 Develops and implements own design ideas in response to an investigation of needs own storybook; evaluating what we have done. and wants • Students consider the purpose (need) for stories and story books. Ask: Why do we tell stories? • explores common products and • Ensure that students explore a wide range of purposes e.g. to entertain, to learn about things environments (places) and suggests how (pass on knowledge), to tell people about something that has happened, to help people the features of their design meets the needs of users. 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 strategy ICS1.2 Creates a range of information products students The teacher: and communicates using a variety of media Exploring the task • observes student contribution • people work in teams to create information to class and group products • Review earlier learning about the purpose of telling stories. discussions • information products can take many forms • Bring a range of different styles of story books into the class. Have students explore different • asks students to give reasons and use different media ways we produce story books. Ask students what is similar and what is different about how for their choice of production • technology can change the ways in which these books are produced? e.g. pop-up, spine at the top, spine on the left, big book, spine on technologies i.e. handwriting, we communicate computer generated texts, clip • particular media can be chosen to suit the the right, stapled at the spine, spiral bound, cloth bound. art type of information to be communicated. • Ask students to look at the way the books are produced. Ask: • observes student use of - what do you like about these books? equipment and materials - what don’t you like about these books? • talks to students about their DMS1.8 Develops and implements own design self -evaluation against the ideas in response to an investigation of needs • As a class, create a list of criteria e.g. a good story book class criteria for success. and wants - is interesting • shares design ideas with others and - can be understood by other class members responds to feedback - tells a story (has a sequence) • uses a range of equipment, including some Assessment criteria specialist equipment, to produce or model - can be read many times without falling apart. The student: products and places. Generating ideas and realising solutions • shares design ideas with • works cooperatively and safely to develop • Have students interview a book expert (teacher-librarian) to find out how books are produced. others and responds to feedback and implement own design ideas In preparation have students prepare some questions: • follows established procedures for safely • works cooperatively and using equipment and resources. - what are the essential parts of a book? safely - what are the correct terms to use when describing the different parts of a book? • follows established English - what methods of book construction last well? procedures for safely using equipment and resources TS1.1 Communicates with an increasing range • Explain to students that they will each be responsible for creating their own story book using • organises the sequence of of people for a variety of purposes on both ideas in a narrative familiar and introduced topics in spontaneous their art ideas. An older student, family/community member may be able to help them.The • contributes text to pictures in and structured classroom activities. finished publications will be circulated to different groups and an evaluation carried out. a narrative.

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 13 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment • Suggest to students some possible methods of production available in the school: RS1.7 Understands that texts are constructed - hand writing (text) These criteria relate to outcomes by people and identifies ways in which texts DMS1.8, ICS1.2, UTS1.9 WS1.9, differ according to their purpose, audience and - computer generated text (cut out by hand and pasted ready for copying) WS1.10 subject matter. - using previous illustrations, taking photographs with a digital camera. Content can come from the sequence of drawings created in the Personal RS1.8 Identifies the text structure and basic heritage learning experience and the dance activity Telling a story through movement grammatical features of a limited range of text • Discuss the content of the story book: types. - what is the story we want to tell? WS1.9 Plans, reviews and produces a small - what is the sequence of events in the story? range of simple literary and factual texts for a - what illustrations do we need to explain the story? variety of purposes on familiar topics for known - how many illustrations and pages do we need to tell the story? readers. - how will we assemble our text and our illustrations? WS1.10 Produces texts using the basic - will we use the computer to produce text, or will we write the text? grammatical features and punctuation - who can help us with the computing skills we need? conventions of the text type. - if we are going to print our book, how will we prepare our book for printing? • Have students prepare a sketch to work out what goes on each page. WS1.13 Identifies how own texts differ according to their purpose, audience and • Ask: how will we know our story books are successful? Brainstorm class criteria to use for subject matter. evaluating.

WS1.14 Identifies the structure of own literary Evaluating processes and solution and factual texts and names a limited range of related grammatical features and conventions • Use these criteria to create a class evaluation sheet of written language. Criterion Evaluation question • Is interesting • Did you enjoy reading all of the story? • What part did you like best? • Will you recommend the story to friends? • • • • • •

• Students organise another group or another class in the same grade to read their storybook and complete the evaluation survey. • 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 place is the Blank publications option in the start up menu - students explore the use of Storybook Maker software, at http://homepage.mac.com/seilts/udl_at/resources/MultiMedia/Image_Blender_Storybook.pdf

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 14 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment

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; summarises results of a class survey) Creative Arts: Music Telling a story (optional activity) MUS1.1 Sings, plays and moves to a range of • Select a poem, such as Cinderella from Vocal-Ease modules 3 & 4 (DET) to perform as a music, demonstrating an awareness of musical choral speaking activity. concepts • experiments with use of the voice • Discuss fairy tales from various cultures. • practises speaking in an ensemble. • Discuss the story of Cinderella. Present and compare different versions of the story. • 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.

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 15 of 15 COGs unit S1 Our stories (G) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach