Working Together Stage 2

Working together Stage 2

Connected Outcomes Group (D)

Connection focus: communicating with each other and within groups. Learning to negotiate in group work through class-based decision making activities provides a foundation for understanding democratic process at a whole school, community and local government level.

Creative Arts PDHPE The processes of playbuilding in Drama and The PDHPE content could be implemented composing in Dance require students to work together concurrently with this connection. actively and collaboratively. Group devised Students explore different types of relationships and improvisations, relating to the topic or theme, are Students will be engaged in: explain how positive relationships are formed and developed to create a performance piece. Students’ • dramatising a problem solving task maintained. They are able to identify and explain the responsibilities as performers, composers and • exploring roles in a movement sequence differences in growth and development between directors require negotiation and decision making • investigating local government individuals at different life stages. They learn to skills. • organising class elections recognise situations of potential abuse or when abuse • exploring growth and development of the is occurring and can take appropriate actions. It is body. expected that child protection education will be taught as part of PDHPE programs in each Stage. HSIE Students use an inquiry approach to identify how the local council provides a range of services and facilities in the local community, including waste disposal, cemeteries, and public works including roads. They inquire about how the local council identifies and SciTech manages sites of Aboriginal significance and they SciTech outcomes are addressed in other units within identify the roles and responsibilities of community this Stage. There are no SciTech outcomes linked to members, including young people. Students model the this unit. use of democratic processes used in the community, Planned assessment: in the class and at school. Students develop attitudes • observing group work in drama and values related to social justice, intercultural • discussing community rights and understanding and ecological sustainability. responsibilities • reviewing group personal development and problem solving tasks • observing student roles in developing a movement sequence. © State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2006) Not part of NEALS Page 1 of 17 COGs unit S2 Working together (D) 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: • as a class, Copies of DET, BOS and Curriculum Corporation resources have been sent to all schools. • identifies how language needs to • describes direction in students will • Discovering Democracy Middle Primary Units available from be modified to suit the situation, dance sequences be creating a http://www.civicsandcitizenship.edu.au/cce/default.asp?id=9067 and modifies language as part of • uses a simple map to word bank of • CD-ROM Stories of Democracy, team work notate a dance sequence terminology • Discovering Democracy Australian Readers • draws on experience or knowledge • locates features of the used in the • Councils at work available from Local Government and Shires Associations of NSW, cost of the topic or context to work out local council area on a unit as a $11, including postage and handling. Phone (02) 9242 4000 or email: [email protected] the meaning of unknown words map. reference • Stage 2 - A time to change Child Protection Education – Stage 2 Sexuality Education • uses books and reference material • folder to support materials – Curriculum K–12 Directorate web site to develop subject specific organise http://www.curriculumsupport.nsw.edu.au/primary/ vocabulary information • Child Protection Stage 2 – Curriculum materials to support teaching and learning in • listens to and reflect the opinions as part of Personal Development, Health and Physical Education (DET)# of others in group work the election Collaborate with your teacher-librarian for teaching and resource support. • gathers information from a variety process. #Additional copies of these DET resources are available from DET sales at: of sources https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index.htm • reads and responds to a case study, identifying the key issues. Child protection education This unit contains child protection education. Schools and teachers should provide information to parents prior to the teaching of these issues. Refer to the memorandum to Principals Child protection education 2004 (DN/04/00187) for further information Sexuality education This unit includes sexuality education which is considered sensitive by some parents. Schools should inform or consult parents prior to teaching the unit. Background information for teachers on sexuality education is available at http://www.curriculumsupport.nsw.edu.au/primary/index.cfm?u=4&i=303&kla=PDHPE. Also refer to the Controversial issues in schools policy at https://detwww.det.nsw.edu.au/policies/curriculum/schools/cont_issue/PD20020045_i.shtml Term planner (teachers may want to use this to plan the work over a term) Week Creative Arts HSIE PDHPE SciTech 1 Drama: Solving problems and completing Guess my rules SciTech outcomes are addressed in other group tasks Rules and laws units within this stage. There are no SciTech outcomes linked to this unit.

2 Drama – roles and scriptwriting Rights and responsibilities 3 Drama – roles, scriptwriting and rehearsal Local government (Weeks 3–4) 4 Drama – rehearsal and performance Sexuality education – being unique 5 Dance: collaborating in dance Electing councils (Weeks 5–6) Sexuality education – exploring gender Dance - working together in a group 6 Dance – rehearsal for performance Sexuality education - changing Dance performance 7 Dance – performance and discussion Making decisions Child protection education

8 Identity and caring for significant sites Child protection education 9 Volunteer groups Child protection education

10 Child protection education

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 2 of 17 COGs unit S2 Working together (D) 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 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment HSIE Guess my rules SSS2.8 Investigates rights, responsibilities and • Play a short game without set rules or rules that change. decision-making processes in the school and • Divide the class into two teams and provide identification for each team. Define a play space community and demonstrates how participants can contribute to the quality of their school and and provide a ball. Clearly indicate that the teacher is the umpire and safe play is essential. community life Put the ball in the middle and play. Only the umpire knows the rules and the players must obey • develops a personal understanding of the the umpire. need for rules • Use a whistle to halt play and arbitrarily eliminate or penalise different players, based on rules • identifies some class, school and community rules. made up and changed by the umpire, e.g. only girls or boys can handle the ball at that particular time, students wearing jumpers, black shoes or shorts can handle the ball. Once English students begin to realise a pattern, change the rules. Once the game has achieved its purpose TS2.3 Identifies the effect of purpose and of being impossible to play fairly because no one knows the rules, stop the game and return to audience on spoken texts and distinguishes the classroom. between different varieties of English. • Discuss what happened: - did you enjoy the game? - was the game fair? - how did you know there were some rules? - how do you feel not knowing the rules? - would you like the class, school or community to not have rules? - what do you think would happen? • What are our roles, responsibilities and the consequences in being part of a class, school and community with rules and laws?

(Literacy link: discuss how language is used differently for different effects)

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 4 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment Creative Arts: Drama Solving problems and completing group tasks in Drama Assessment strategy: DRAS2.1 Takes on and sustains roles in variety • Discuss situations that involve teamwork and cooperation to solve a problem or complete a The teacher: of drama forms to express meaning in a wide task. Consider: • observes students during range of imagined situations group work • sustains and builds belief in their roles. - sporting teams that work together as a team to win a match or race • questions students during - community groups such as lifesavers who help save lives by working as a team class discussions. DRAS2.2 Builds the action of the drama by - a group of individuals who have to work together to complete an imaginary quest such as using the elements of drama, movement and rescuing a princess or finding buried treasure. Fairytales and stories such as Lord of the Assessment criteria: voice skills Rings or Shrek could be used as examples. The student: • interprets an imagined situation to make • sustains and builds belief in drama by deciding about drama elements - a group of superheros who combine and use their individual super powers to ‘save the day’. their roles such as mood, space and time • In groups of four, students develop a short drama to illustrate a theme of teamwork, working • interprets imagined situations together and in cooperation. to make drama by deciding DRAS2.3 Sequences the action of the drama to • The groups must first determine their story. The teacher may decide to provide a limited about drama elements create meaning for an audience • makes decisions with others • makes decisions with others about number of alternatives and let the students select from these. about sequencing and sequencing and dramatic structure to • The groups decide how the drama will be presented to the audience, i.e. the other groups in dramatic structure to convey convey meaning. the class. Depending on the availability of resources and the experience of the students, the meaning forms of drama they could select include mime, reader’s theatre, storytelling, puppetry, video • forms and exchanges DRAS2.4 Responds to and interprets drama opinions with others about experiences and performances drama and playbuilding. their drama experiences and • forms and exchanges opinions with others the performances of the about their drama experiences and the Roles and scriptwriting various groups. performances of the various groups. • The group decides on specific roles and the sequence of events before writing the script or an English This criteria relates to outcomes TS2.2 Interacts effectively in groups and pairs, outline of the action as a storyteller. All main ideas and suggestions should be recorded. DRAS2.1, DRAS2.2, DRAS2.3, adopting a range of roles, uses a variety of • Students improvise within their individual roles, experimenting with voice, movement and use DRAS2.4 media and uses various listening strategies for of space before refining their ideas and actions. As a group they make final decisions and different situations. record the final script or outline. TS2.3 Identifies the effect of purpose and audience on spoken texts and distinguishes Rehearsal and performance between different varieties of English. • The students of each group, together with the teacher, collaboratively discuss and decide on the action that works best for each part and how to extend, refine and edit the actions. The groups rehearse before presenting to the rest of the class.

Responding • The class discusses and exchanges opinions with others about their drama experiences and the performances. - which piece of drama did you like best? Why - did the group work well to develop the work? - was the story clear? - how convincing were the roles? - how could the performance be improved?

(Literacy link: identifies how language needs to be modified to suit the situation, and modifies language as part of team work)

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 5 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment Creative Arts: Dance Collaborating in Dance Assessment strategy DAS2.1 Performs dances from a range of • Individuals create a short sequence of movement (stimulus, improvisation, selection) The teacher: contexts demonstrating movement skills, • In groups of four, students then show each other their individual sequence. • observes class participation, expressive qualities and an understanding of performance and discussion. the elements of dance • Allocate roles within the group: dance director, dance notator, costume designer. All students • performs in a dance based on student ideas. within the group will also contribute as choreographers and performers. Assessment criteria • All students in the class with the same role form a new group or committee. Make decisions The student: DAS2.2 Explores, selects and combines within the group as follows: • performs in a dance based on movement, using the elements of dance to - dance directors decide how they will organise the dancers to perform in the space student ideas communicate ideas feelings or moods • explores and develops • explores and develops movement ideas in - dance notators decide how they will make a record of the dance movement ideas in relation to relation to an idea. - costume designers decide what type of costume will be worn. an idea • Students go back to their original group. They share ideas for dance direction, notation, and • discusses dancers, DAS2.3 Gives personal opinions about the use designing. performance space, and of elements and meaning in their own and design in relation to the others dances • Each group, assisted by the dance director, develops a group sequence from the individual construction of a dance. • discusses dancers, performance space, and sequences created earlier. Focus on use of space and timing, such as unison and canon. design in relation to the construction of a These criteria relate to outcomes dance. • Dance notators, publicists and designers complete work for their role. • Rehearsal for performance DAS2.1, DAS2.2, DAS2.3. PDHPE DAS2.7 Performs familiar movement patterns in Dance performance and discussion a variety of dance situations • Showing of works for the rest of the class. Students discuss the work of each group: • creates and performs a dance sequence - what did you like about this group’s dance? IRS2.11 Describes how relationships with a - what parts of the performance were most effective? range of people enhance well-being - how did students use the dance elements of space and time? • participates in groups situations demonstrating consideration for others’ ideas. (Literacy link: identifies and reflects on different roles in dance) (Numeracy link: describes direction in dance sequences; uses a simple map to notate a dance COS2.1 Uses a variety of ways to communicate sequence) with and within groups • shares ideas and opinions when working in a group situation.

HSIE SSS2.8 Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participants can contribute to the quality of their school and community life • participates in delegating duties, organising, planning and making decisions • accepts specific roles and responsibilities.

English TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 6 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment different situations. TS2.3 Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English.

Mathematics SGS2.3 Uses simple maps and grids to represent position and follow routes. HSIE Rules and laws SSS2.8 Investigates rights, responsibilities and • What are some of the rules that affect our lives? e.g. family rules, classroom rules, school rules decision-making processes in the school and and rules to keep us and others safe in the community. community and demonstrates how participants can contribute to the quality of their school and • Conduct a hot potato activity. Organise the class into four groups: community life - use four A3 sheets, each with a different heading: Family rules, Class rules, School rules, • identifies class, school and community rules, Community rules written and implied - on a rotating basis, each group spends 3–5 minutes recording their ideas under each • discusses consequences of not complying with the rules of different groups. heading - once each recording sheet has been to all groups and is returned to the originating group, TS2.2 Interacts effectively in groups and pairs, each group discusses briefly and collates ideas before giving a brief oral report to the rest of adopting a range of roles, uses a variety of the class media and uses various listening strategies for different situations. - discuss the difference between written (documented) and unwritten (understood but not documented) laws. Add these definitions to a class reference/word bank. • As a class, identify what the consequences are to self, others and the community if members of the community do not comply with the written and unwritten rules and laws of the different groups people associate with.

(Literacy link: listens to other opinions and contributes to group discussion) HSIE Rights and responsibilities SSS2.8 Investigates rights, responsibilities and • Read, I have a right page 40 Australian Readers – Discovering Democracy – Middle Primary decision-making processes in the school and collection. The main character uses his good fortune to help others, which he sees as his right. community and demonstrates how participants can contribute to the quality of their school and If you don’t have access to I have a right use another text with the same purpose. community life • Identify the rights of the main character (Bryce) in the story, and ask: • describes rights of individuals and groups - what is unusual about what Bryce considers his rights? • contributes to decision making processes in - how did Bryce use ‘his right’ to help others? the class and school • describes how decisions are made in local - what are Bryce’s responsibilities in the story? government and the roles and • Use dictionaries and discussion to form a definition of rights and responsibilities. These responsibilities of those involved. definitions will form part of a class reference /word bank to be added to throughout the unit. • defines rights, roles, responsibility Ask: • identifies possible ways to participate and contribute to school and community life. - who has rights and responsibilities? - what are the school rules and responsibilities of each student and the school itself English - why do we have school rules? RS2.6 Uses efficiently an integrated range of - what are the school’s responsibilities? skills and strategies when reading and • Identify a particular school rule and jointly construct a consequence chart. Students work in interpreting written texts. pairs to produce consequence charts for other rules.

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 7 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment WS2.9 Drafts, revises, proofreads and • Review class rules. publishes well-structured texts that are more - how are they similar or dissimilar to the school rules? demanding in terms of topic, audience and written language features. - who makes the class rules? (joint negotiation?) - why are they important? TS2.2 Interacts effectively in groups and pairs, - what contributions can you make to your class? adopting a range of roles, uses a variety of • Students rank the importance of the class or school rules and justify rankings media and uses various listening strategies for different situations. • Students work in groups to role play scenarios where rules have been set. (Creative Arts link) • In pairs, discuss and record answers to these questions: - what are the consequences and rewards of not following or following rules? - how do the children become decision makers? - list a decision you have made recently. What were the consequences of this decision?

(Literacy link: draws on experience or knowledge of the topic or context to work out the meaning of unknown words; uses books and reference material to develop subject specific vocabulary; listens to and reflect the opinions of others in group work) HSIE Local Government SSS2.8 Investigates rights, responsibilities and Reference: Councils at work available at a cost of $11, including postage and handling from decision-making processes in the school and community and demonstrates how participants Local Government and Shires Association ph. (02) 9242 4000 email: [email protected] can contribute to the quality of their school and NB shaded text is background information for teachers. community life • Identify and list the facilities available in the local community for people to live comfortably • develops an understanding of the roles of (street lighting, roads, playing fields, footpaths, parks, local library, cemetery, sewage local government • explores some of the ways local government treatment, rubbish removal). Focus on the responsibilities of local government. Where contribute to our quality of life community facilities of state and Australian government are identified, they are colour coded • investigates the roles and responsibilities of for Stage 3 learning. Discuss: local government - who looks after the facilities in the local area? • explores some of the different services undertaken by local government. - what are our responsibilities towards these facilities? • Identify the local council area in which the school is located. Organise students into groups to ENS2.6 Describes people’s interactions with answer focus questions and then report back to the class: environments and identifies responsible ways of interacting with environments • acquires information about environmental Group 1: features and places in the local council area - what are the roads like in the local area? • explores the role local government has in - who repairs these roads? making decisions about the local - what would the roads be like if no one looked after them? environment • identifies features of the local environment that are the responsibility of local government Group 2: • evaluates current uses of the environment - identify some of the parks in the local area and considers possible future uses and - do we need parks? Who is responsible for looking after them? issues • evaluates features of the local environment and their significance. Group 3: - is it a good idea to have factories in the same area where people live? Why or why not? English - who has the responsibility for making the planning decisions? TS2.1 Communicates in informal and formal

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 8 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment classroom activities in school and social - why do building proposals have to be approved by your council? What would happen if they situations for an increasing range of purposes weren’t? on a variety of topics across the curriculum.

RS2.5 Reads independently a wide range of Group 4: texts on increasingly challenging topics and - how do councils dispose of residents’ waste? justifies own interpretation of ideas, information - what happens to garbage after it is collected by garbage workers? and events. - how does your council promote waste recycling? RS2.6 Uses efficiently an integrated range of • As a class discuss: skills and strategies when reading and - what the council area could look like if there were no controls over where and what sort of interpreting written texts. buildings and factories could be built WS2.9 Drafts, revises, proofreads and - what would happen to all the places that are public property? publishes well-structured texts that are more - who would build the roads and maintain them demanding in terms of topic, audience and • Further research (these tasks could be completed in groups and then students report back). written language features. - copy the comic on pp. 20–21 of Councils at work for students. Students find reasons for the WS2.10 Produces texts clearly, effectively and work local councils do. accurately, using the sentence structure, - view the video: It’s your council (available from Local Government and Shires Association grammatical features and punctuation ph (02) 9242 4000 or email [email protected]) conventions of the text type. - review the information on your local council web site for specific information on some of the Mathematics following topics. Organise and copy if necessary for student use. Allocate a topic to students SGS2.3 Uses simple maps and grids to either individually, in pairs or small groups. Select from the following list of council services. represent position and follow routes. Local council services Assessment strategy: • Services local councils provide include: The teacher: - roadworks and other public works (building and repairing roads, bridges and car parks, • analyses students’ reports including the description of the controlling traffic flow) council service and reasons - planning where new roads, houses, high rise and shops will be built, protecting bushland, for this service. and planning for future needs - building control and preservation, ensuring buildings are safe and well built, approving Assessment criteria: alterations, preserving historical buildings, building inspections The student: - waste disposal and garbage collection, cleaning streets, footpaths, beaches, parks and • describes a council service or facility public places, recycling waste • identifies and explains some - community services, such as baby health centres, child care, kindergartens, meals on functions of the council wheels, activities for aged, drop-in centres, and working with other levels of government service or facilities - recreation and culture, including libraries, art galleries, theatres, public halls, parks, public • identifies some benefits to the community of the particular gardens, playing fields, swimming pools, tennis courts, golf courses, tourist information service or facilities. - public health, such as controlling vermin, cleaning public places and buildings, public toilets, • organises information in registering dogs, collecting stray animals, immunising people against disease. paragraphs – with a topic • Some councils also provide: sentence and examples (English) - water and sewerage • uses images to support - noxious plant control information (English) - flood mitigation - stockyards These criteria relates to

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 9 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment - cemeteries outcomes SSS2.8, WS2.9, - shopping centres WS2.10 - bush fire control.

• Students prepare a one page factual description of a particular council service ,including some appropriate illustrations or images. • review students’ understanding of descriptive writing, Discuss who might read the factual description • model how to write a description. As a class address questions such as - what is it? - what does it look like? - what is its purpose? - what are the benefits to the community? Any special features or purpose? - students use questions like these for their planning sheet. Students use the planning sheet to record information. In the factual description, students include an introduction about the subject of the description. They organise the researched information into paragraphs, with a paragraph for each aspect of the description. The description concludes with a finishing comment. Possible extension activities: • Consider one of the following activities with the class: - organising a visit to the local council or Council chambers - organising a council representative to come and talk to the class. Have students prepare some questions for the guest speaker to address - visiting some of the council facilities e.g. sewage treatment, recycling centre. (Literacy link: uses a range of strategies to gather and compare information with others; describes a council service using correct terminology and appropriate structure) (Numeracy link: uses a map to locate features of the local council area) HSIE Electing councils SSS2.8 Investigates rights, responsibilities and Reference: Councils at work: electing your council pp. 28–29 decision-making processes in the school and • Organise class elections based on the way local council is elected. Students in the class can community and demonstrates how participants can contribute to the quality of their school and campaign individually on a particular issue which they can improve for students e.g. organising community life the hat room, providing wet weather activities. Decide on the size of council for the class, e.g. • explains the processes involved in electing a council representative from each table group or section of the room. local government members • There are four stages in electing local council representatives: • participates in a simulation of a council election 1. Nominating – advertise for nominations > collection nominations (nominations must also be • develops an understanding of representative seconded by another class member) > list candidates. democracy. 2. Campaigning – candidates promote themselves by creating a poster for display in the classroom and presenting a short talk about why they would be a good class councillor English 3. Voting – identify what is needed to vote in a council election, organise a voting paper listing TS2.1 Communicates in informal and formal classroom activities in school and social all the candidates (order is drawn out of the hat). Students vote by numbering candidates in situations for an increasing range of purposes order of preference one to four.

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 10 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment on a variety of topics across the curriculum. 4. Counting the votes – count the votes each candidate receives. If the vote is tied – go to next preferences to decide. Formally announce council members. TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of As a class, decide if the councillor with the most votes will become the mayor (or class captain) media and uses various listening strategies for or if the elected councillors themselves choose who will be mayor. Local councils use both different situations. methods to select the mayor. Councillors represent their table group or section of the room. As a class identify and clarify the TS2.3 Identifies the effect of purpose and audience on spoken texts and distinguishes tasks and responsibilities of ‘councillors’. between different varieties of English. • Add words such as: nominate, campaign, candidate to the class reference list/word bank.

TS2.4 Identifies common organisational (Literacy link: participates in different aspects of the election process; identifies and uses patterns and some characteristic language features of a few types of predictable spoken language specific to the context) texts. (Numeracy link: organises and interprets data from voting)

Mathematics DS2.1 Gathers and organises data, displays data using tables and graphs, and interprets the results) HSIE Making decisions SSS2.8 Investigates rights, responsibilities and Once a local council is elected they make decisions on behalf of the people who elected them. decision-making processes in the school and • How do councils make decisions? Use the Case study: Suburban traffic Councils at work , community and demonstrates how participants can contribute to the quality of their school and p. 35 (or one of the other case studies with greater relevance to the class): community life • Read the case study to the class. • analyses local community needs • Organise the class into three groups to address the three different solutions offered. Each • participates in looking at different points of group is to present reasons to support the suggested solution and also reasons why the view about a particular local community example solution should not be supported. • participates in voting. • The class votes on the solution they think is the most suitable. • Consider the following questions in relation to the local council: English - how can people in the local area influence the decision making process of council? RS2.6 Uses efficiently an integrated range of - why do conflicts arise within a community over the use of the environment? skills and strategies when reading and interpreting written texts. • Identify something in the class (or school) community you think needs attention, changing or fixing. Ask: - how would you go about getting your class council to do this work? • Talk to your class council representatives about ideas to make the class or school community better • List strategies to adress the issue that has been identified. (Literacy link: read and respond to a case study, identifying the key issues) HSIE Identify and caring for significant sites in the community ENS 2.6 Describes peoples interactions with Local council and community organisations are interested in preserving the history and heritage environments and identifies responsible ways of interacting with environments of the community. Sites can be natural or built and are significant for historical, cultural, religious, • examines some rules associated with their recreational reasons. school and community environment • Refer to http://www.heritage.nsw.gov.au/ use the Sites and significance tour as an example of

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 11 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment • evaluates the necessity of caring for and significant sites in a local community. Identify and list significant sites in own local community. conserving a feature, site or place • Include Aboriginal sites and their significance. Resources for information about Aboriginal sites • recognises that Aboriginal peoples have a special relationship with the land and sea include • examines some regulations, laws and - Local Council practices associated with the management - http:www.dlga.gov.au and care of natural and built features and sites. - Aboriginal Education consultants English - DET Aboriginal community liaison officers RS2.5 Reads independently a wide range of - Talking identity (DET) booklet Stage 2 Human Society and Its Environment, available as a texts on increasingly challenging topics and pdf at: http://www.curriculumsupport.nsw.edu.au/primary/index.cfm?i=4&kla=hsie justifies own interpretation of ideas, information - the local Aboriginal community for information on sites of significance. and events. • Who is responsible for caring for these sites and making decisions about future use of these RS2.6 Uses efficiently an integrated range of sites? What are the consequences of caring or not caring for these sites? What can people in skills and strategies when reading and interpreting written texts. the community do if they are not happy with what is happening to significant sites?

(Literacy link: gathers information from a variety of sources)

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 12 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment HSIE Volunteer groups Assessment strategy: SSS2.8 Investigates rights, responsibilities and Use the Discovering Democracy CD-ROM Stories of democracy. Go to Middle Primary > Joining The teacher: decision-making processes in the school and • questioning students for community and demonstrates how participants in > ‘Help town’ game. Review the information presented in the introduction to Joining in. understanding of their rights can contribute to the quality of their school and and responsibilities as a community life • Students can play the game Help town, individually. Organise a computer roster with short 5– community member. • identifies some of examples of active 10 minute time slots. citizenship Assessment criteria: • identifies the benefits of volunteer • View the Discovering Democracy video segment Joining in (7 minutes) on the Clean Up The student: organisations to the community and to Australia Campaign. Discuss how one person (Ian Kiernan) had an idea and, with the help of • gives some examples of rights individuals many other volunteers and groups, he has improved the community and the environment. and responsibilities • identifies the roles of community members • From the information provided in the CD-ROM and the video, discuss the roles, responsibilities • explains the purpose of in Clean Up Australia activities personal and community • describes how communities benefits form and benefits of volunteer work. Identify how the community benefits and also how individuals rights and responsibilities being involved in Clean Up Australia benefit, including those who volunteer. • provides a point of view on the • reads about and explores other community • Identify and list volunteer organisations that students and their families are aware, of or may be role of volunteers in the groups community. • determines the positive benefits of involved with. community involvement. • Research some community organisations that rely on the support of volunteers: These criteria relate to outcomes - organise students into groups. Provide a range of resources for students to complete a SSS2.8, ENS2.6 ENS2.6 Describes peoples interactions with component of the class retrieval chart e.g. Internet sites, printed resources, local council environments and identifies responsible ways of interacting with environments pamphlets to research organisations in the community. • explains some of the negative impact people • Alternatively, use Handouts 1–8 pp. 112–119 in Discovering Democracy Middle Primary units have on the environment at http://www.civicsandcitizenship.edu.au/cce/default.asp?id=9067 • expresses an understanding of values and - use the criteria featured in matrix below. responsibilities towards our environment. - use telephone books to locate numbers in order to conduct telephone interviews under adult English supervision. RS2.5 Reads independently a wide range of texts on increasingly challenging topics and • Students record information on a class matrix. Discuss the organisations and how students justifies own interpretation of ideas, information could contribute to these organisations and events. Organisation Paid Unpaid Who it is aimed at Type of support RS2.6 Uses efficiently an integrated range of Meals on √ Elderly/disabled Free delivery of nutritious meals to skills and strategies when reading and wheels those needing them. interpreting written texts. • Invite a representative from a volunteer organisation to talk to the class.

(Literacy link: gathers information from a variety of sources) Sexuality education may be implemented at a separate time, alongside this Connected Outcome Group (COG) Please note: Child Protection education and sexuality education programs should be implemented at different times i.e. not in the same week PDHPE Sexuality education GDS2.9 Describes life changes and associated Being unique feelings • In small groups, ask students to discuss their feelings about body characteristics. Encourage • explains differences in growth and development between individuals at different students to phrase their responses in a positive manner, such as ‘I like having short hair stages because it’s easy to brush’. Ask: • values their own unique abilities - what is meant by the term unique? • identifies feelings associated with changes

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 13 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment • identifies situations where expectations can • Discuss the importance of being unique. Ask students: differ according to gender. - why is it important to understand that everyone is unique? IRS2.11 Describes how relationships with a • Ask students to write an acrostic poem about themselves, highlighting their individual range of people enhance well-being characteristics. Discuss and emphasise that it is okay to be unique and express who we are in • demonstrates communication skills that different ways. For example: enhance relationships e.g. listening, Spiky, short brown hair showing care. Attractive sparkling blue eyes English Muscles getting bigger. TS2.1 Communicates in informal and formal • Ask students to write an acrostic poem about one of their friends that highlights their personal classroom activities in school and social qualities. Emphasise to students that the acrostic needs to focus on positive attributes. situations for an increasing range of purposes on a variety of topics across the curriculum. Exploring gender TS2.2 Interacts effectively in groups and pairs, • Ask students to bring in old birthday cards which they may have kept. In small groups, ask adopting a range of roles, uses a variety of students to examine the pictures on the front of the cards. Ask students to report back to the media and uses various listening strategies for class on questions such as: different situations. - how can you tell which cards are designed for boys and girls? TS2.3 Identifies the effect of purpose and - how are they similar or different? audience on spoken texts and distinguishes - what message does the front of the card put across? between different varieties of English. - do you think all girls would like the message on the cards designed for girls? Why? TS2.4 Identifies common organisational - do you think all boys would like the message on the cards designed for boys? Why? patterns and some characteristic language - should the cards be modified in any way? How? features of a few types of predictable spoken - what is good about being a girl? What can and can’t you do? texts. - what is good about being a boy? What can and can’t you do? Mathematics - who sets these expectations for being a boy or a girl? Are they helpful for young people? Are MS2.5 Reads and records time in one-minute they realistic? intervals and makes comparison between time - what might be some consequences of these expectations? units. Changing • Ask each student to construct a personal timeline indicating the ages when they achieved common milestones e.g. when they first crawled, walked, talked, caught a ball. This activity may be best completed as a homework activity, with input from the students’ parents or caregivers. • Ask students questions such as: - in what ways has your body changed since you were a baby? - have the activities you participate in changed as you have grown? - what changes do you think will happen to your body as you grow over the next few years? • In pairs, ask students to use library resources or teacher previewed and book marked Internet sites about puberty. Through these sources of information, ask students to identify and locate information on the different parts of the male and female body. On diagrams of the male and female body, ask students to label the different parts of the body using the correct terminology. Have students identify and briefly list the changes that occur to the male and female body during puberty. Ask students to list some of the changes that will occur to their body during

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 14 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment puberty and how they feel about these changes. • As a class group, ask students questions such as: - are there any changes that are similar for both boys and girls? If so, what are they? - why are there some changes that are different? - what do you know now about changes to your body that you did not know before? - what have you learnt about the changes to the opposite sex? (Numeracy link: reads and interprets simple timelines) Child protection education may be implemented, at a separate time, alongside this Connected Outcome Group (COG) Please note: Child Protection education and sexuality education programs should be implemented at different times i.e. not in the same week PDHPE Child protection education SLS2.13 Discusses how safe practices promote Refer to Child protection education: Curriculum materials to support teaching and learning in personal well-being • recognises behaviours that are risky and PDHPE Stage 2, for more detailed and explicit activities tailored to suit the needs of the class, identifies people who can help school and community. • compares the characteristics of people and situations that cause students to feel safe Recognising abuse and unsafe • recognises how their body reacts and how Protection they might feel in safe and unsafe situations. • What is protection? In small groups, ask students to brainstorm ideas and come up with a definition of protection. Ask each group to respond to the following questions: COS2.1 Uses a variety of ways to communicate - what items or equipment help protect our health and safety? with and within groups • shares ideas, feelings and opinions - who are some of the people that help protect our health and safety? • demonstrates assertive responses to protect - what rules, laws and information help protect our health and safety? themselves from unsafe situations. • Each group shares their responses with the whole group. • Ask students: IRS2.11 Describes how relationships with a range of people enhance wellbeing - what are some of the things children need protection from? • demonstrates communication skills that - list student responses. enhance relationships e.g. listening, • Explain the different ways that children can be hurt i.e. physically, emotionally, mentally. showing care, assertiveness - In small groups, ask students to record examples of how children may be hurt physically • identifies people with whom they have a close relationship. (cuts, bruises, scratches, burns, broken bones); emotionally (hurt feelings, anger, disappointment, loneliness); mentally hurt (stressed thoughts, worry, headaches, can’t sleep, depressed). • Discuss the word accident and record a shared meaning. (An accident is unplanned or not expected to happen.) Students share examples of accidents they have seen or know about from real life situations. • Explain to students that when children are harmed or injured physically, emotionally, or mentally - and it is not accidental. This is called abuse. Discuss and display a definition of abuse. (Actions that cause harm or injury which are not accidental are called abuse.) Accident or abuse? Provide students with scenarios, in which they identify as accident or abuse. Refer to Child protection education: Curriculum materials to support teaching and learning in PDHPE Stage 2 (p. 27).

Power in relationships

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 15 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment • Students form small groups and, using chart paper and coloured markers, create a graffiti page of words and phrases that relate to the term relationships. Share briefly and display. • Create a shared definition for relationships (connections or links with other people). • Discuss what is meant by close relationships. Ask students for examples of people with whom they have close relationships, and examples of people with whom their relationship is not close. • Individually, students divide a large sheet of paper into a number of sections - one for each group. Within each section students list the names of people from this group with whom they have a relationship. Some names may appear in more than one section. • The teacher writes the following questions on the board and lists students’ responses: - why do we have relationships? (Relationships can help us. Other people, particularly adults, can help us to be safe and healthy. It can make us happy to have people share our experiences.) - what makes a good or positive relationship? (Trust, caring, respect, safety, talking and listening. No forcing, threatening or confusing behaviour.) • Discuss the varying levels of closeness in relationships. Consider: - people who are close to me - people who are important (friends,family) to me - people who are not close. • As a whole class group, or in smaller groups, ask students to identify some examples of people for each level of closeness and reasons for the level of closeness. These groups might include family, school, sport, church or religion, or neighbourhood groups.) Refer to Child protection education: Curriculum materials to support teaching and learning in PDHPE Stage 2 (pp. 60–86) for alternative activities that suit the needs of your students.

Protective strategies • Have a class discussion based on the following questions: - why do we have rules? (To help protect our rights e.g. to be safe, to be treated fairly.) We have a responsibility to keep these rules so the rights of others are respected. - why do we have safety rules? (To help keep people safe from harm or injury). - can rules by themselves keep you safe? (No. You can never be sure that other people will follow the rules or that they will always act in an OK way. However, having rules can help everyone be safer). - if you follow safety rules will you always be safe? (You will be safer but something could happen which causes you to be unsafe.) • Inform students that even though it doesn’t occur very often, accidents can happen which cause people to be unsafe or injured. If we are being careful and following safety rules accidents are less likely to happen. • Usually people realise when they are in an unsafe situation. Internal body signals and feelings or external signs can help people know when they might be unsafe. There are things we can do to keep ourselves safe in these situations. These are called safety strategies. Brainstorm some safety strategies.

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 16 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach Outcomes Learning experience Planned assessment • Share the unfinished story on p. 91 Child protection education: Curriculum materials to support teaching and learning in PDHPE Stage 2. Discuss: - what were some safety rules that Troy followed? (Troy told his parents where he was going.) - what were some of the external signs which helped Troy realise he might be unsafe? (He was alone, the toilet block was a long way away from his family, strange noises were coming from inside). - what were some safety strategies Troy used when he realised he might be unsafe? (Troy didn’t go inside the toilet block alone. The children made loud noises so whoever (or whatever) was inside would know that Troy was not alone). • Revise with students the child protection strategies of NO GO TELL. Discuss each strategy and some suggested ways of using each strategy. Talk about ways of using the strategies for unsafe situations, such as being bullied or teased, as well as situations of potential sexual abuse. - NO: If someone acts in a way that does not respect your right to be safe and have your body respected you can say ‘NO!’ ‘Stop that!’ ‘You shouldn’t do that!’ ‘I don’t want you to do that!’ - GO: If you can, you should GO from the situation or plan how you can GO. You should go to a place or to people where you feel safe. - TELL: If you have been harmed or still feel unsafe you should always TELL a trusted adult about the situation. Telling as soon as possible can make telling easier. It is never too late to tell. • As a whole class rehearse or chant the strategies repetitively to memorise them. Encourage students to use their thumbs, index and middle fingers as a trigger for each word.

© State of New South Wales through the NSW Department of Education and Training, 2007. All rights reserved. Not part of NEALS Page 17 of 17 COGs unit S2 Working together (D) Version published 31/1/07 http://www.curriculumsupport.education.nsw.gov.au/timetoteach