· web viewunit outline. in this unit of work, students will examine the history and significance...

HISTORY OVERVIEW, TERM 4Unit Title:

Should all Australians have the day off on ANZAC Day? Would ANZACs be forgotten if we didnt have a public holiday on ANZAC Day?

Unit Outline

In this unit of work, students will examine the history and significance of ANZAC Day. Students will critically reflect on and answer key questions. They will examine primary and secondary sources of information to establish an informed view of the past and its relevance and impact on the present and future.

Historical ConceptsContent DescriptionsAssessment (A)

Historical Knowledge and Understanding:

Days and weeks celebrated or commemorated in

Australia (including Australia Day, ANZAC Day, Harmony

Week, National Reconciliation Week, NAIDOC week and

National Sorry Day) and the importance of symbols and

emblems. (ACHHK063)

Historical Skills:

Chronology, terms and concepts

1. Sequence historical people and events (ACHHS065)

Literacy

Critical and creative thinking

Numeracy

2. Use historical terms (ACHHS066)

Literacy

Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures

Historical questions and research

1. Pose a range of questions about the past (ACHHS067)

Literacy


2. Identify sources (ACHHS215)


Analysis and use of sources

1. Locate relevant information from sources provided (ACHHS068)

Literacy

Information and communication technology capability


Perspectives and interpretations

1. Identify different points of view (ACHHS069)

Literacy

Intercultural understanding

Personal and social capability


Aboriginal and Torres Strait Islander histories and cultures

Explanation and communication

1. Develop texts, particularly narratives /diary entries (ACHHS070)

Literacy

2. Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Achievement Standard: By the end of Year 3, students

Knowledge & Understandings

explain how communities changed in the past

They describe the experiences of an individual or group

They identify events and aspects of the past that have significance in the present

Historical Skills

Students sequence events and people (their lifetime) in chronological order, with reference to key dates

They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions

Students develop texts, including narratives, using terms denoting time.

Assessment as Learning:

In order to gather information on students perceptions about their strengths and weaknesses in relation to the task, invite them to annotate a copy of their criteria sheet (teachers and students determine a process for recording and sharing that suits their resources and routines). Annotations made can be dated and the copy of the criteria sheet used several times for self- and peer assessment.

Assessment for Learning:

Initial symbolic representation of key Australian celebrations/days title page

Anecdotal notes, Observations, Workbook Title page

Assessment of Learning:

Digital technology Choice of Weebly, Wiki, Blog etc

|X| Evidence

|X| Continuity and Change

|X| Cause and effect

|X| Perspective

|X| Empathy

|X| Significance

|_| Contestability

Links to other LAs

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

|_| Community Contributor

|_| Leader and Collaborator

|X| Effective Communicator

|X| Active Investigator

|X| Designer and Creator

|X| Quality Producer

CROSS CURRICULA PRIORITIES

Catholic Ethos

Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australias Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices

2. culture and natural heritage

3. spirituality

and to critically examine and/or challenge:

1. social constructs

2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australias engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand Asia

2. Develop informed attitudes and values

3. Know about contemporary and traditional Asia

4. Connect Australia and Asia

5. Communicate effectively with people of the Asian region both within and outside Australia confidently

Sustainability Education

Social Emotional Learning

Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation

2. an attitude of responsible stewardship

and to critically examine and/or challenge:

1. the impact of human interaction with the natural, built and social environment

2. current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:

1. Self Awareness

2. Social Awareness

3. Responsible Decision Making

4. Self-Management

5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

GENERAL CAPABILITIES

Literacy

Numeracy

Information and Communication Technology

Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to:

interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to:

Calculation and number

Patterns and relationships

Proportional reasoning

Spatial reasoning

Statistical literacy

Measurement.

Students develop ICT competence when they learn to:

Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.

As they develop critical and creative thinking students learn to:

pose insightful and purposeful questions

apply logic and strategies to uncover meaning and make reasoned judgments

think beyond the immediate situation to consider the big picture before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes

generate and develop ideas and possibilities

analyse information logically and make reasoned judgments

evaluate ideas and create solutions and draw conclusions

assess the feasibility, possible risks and benefits in the implementation of their ideas

transfer their knowledge to new situations

Ethical Behaviour

Personal and Social Competence

Intercultural Understanding

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to:

recognise that everyday life involves consideration of competing values, rights, interests and social norms

identify and investigate moral dimensions in issues

develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as:

What is the meaning of right and wrong and can I be sure that I am right?

Why should I act morally?

Is it ever morally justifiable to lie?

What role should intuition, reason, emotion, duty or self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to:

recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other peoples emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to:

identify increasingly sophisticated characteristics of their own cultures and the cultures of others

recognise that their own and others behaviours, attitudes and values are influenced by their languages and cultures

consider what it might be like to walk in anothers shoes

compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding

take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

WEEKLY PLANNER

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General CapabilitiesCross Curricular Priorities

CE SEL IE

Tuning In

Exploring

Looking

Sorting

Testing

Acting

Reflecting

Tuning InResources

Lesson 1

Introduce the students to the unit topic: Days and weeks celebrated or commemorated in

Australia [Australia Day, ANZAC Day, NAIDOC week and National Sorry Day] and the importance of symbols and emblems.

Activity 1: My perfect match

Prepare a list of relevant terms, names, events and so on listing each on a separate card. Also make another set of cards with matching explanations, definitions and so on.

Distribute cards randomly (making sure that each student has one card and that another student in the room has the matching card) and invite students to find their partners with matching cards.

Students with matched pairs then must be able to justify to the whole group why their cards are a match.

As a further challenge activity invite the group to work collaboratively to ensure everyone has a correct match. You may add another card that has the calendar date of the event.

Activity 2: Initial symbolic representation of key Australian celebrations/days title page

Activity 3: Prayer- light candle and play the following You tube clip;

http://www.youtube.com/watch?v=3Q5sYsN7Mas

Student Resources:

Art materials

Teacher Resources:

My Perfect Match Cards

Card 1 April 1915

Card 2 Arriving at ANZAC Cove Gallipoli Card 3 Pine tree (representing Lone Pine)

Candle


Assessment Opportunities

Anecdotal notes/Observations My Perfect Match

Workbook Title page

Consider the following when developing an inclusive strategy.

Expect all students to be able to demonstrate what they know and can do.

Provide multiple opportunities for students to demonstrate what they know and can do.

Plan early for any adjustments.

Select adjustments that are appropriate for the individual student.

Involve the student in the choice of the strategy.

Make sure the student is familiar with the strategy to be employed.

Cater for student learning strengths when planning adjustments.

Historical Language

ANZAC, commemorate, symbol, emblem, representation, remembrance, Gallipoli, war, dawn service, fallen, cenotaph, voluntary service, primary sources, secondary sources, chronological order, past, present, future, significance, change, experience, sequence, points of view

REFLECTION

Week

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SEL IE

Tuning In

Exploring

Looking

Sorting

Testing

Acting

Reflecting

ExploringResources

Activity 1: Silent QuAK

Prepare 12 charts with the month names on each so that all students can record their ideas easily and simultaneously. Place sheets on tables or create a mural by placing them on the wall.

Invite students to record specials days for each month. If you choose to use a silent conversation, explain to students that they must record their ideas in complete silence.

Also invite students to continually peruse what is being recorded using the following symbols where necessary:

next to those comments with which they agree

x

next to those comments with which they disagree

?

when they need clarification (encourage students to provide further information next to any of their comments to which a question mark has been added).

Activity 2: Explore students knowledge, attitudes and questions in relation to answers placed on the charts and the following sub questions.

What makes a special day?

Why do we have Holy days (the original meaning to holidays)?

Does everybody celebrate these days (eg. religious ceremonies, commonwealth ceremonies)?

How do we celebrate those days (traditions, rituals, multicultural aspects)?

Students work in groups exploring calendars, identifying the special days and public holidays. Each group is to use a different colour for assessment purposes. Students to record any significant days previously not on the calendar.

Students to record these significant days onto their personal calendar ( e.g. Publisher templates)

Activity 3: Tuning/Exploring in with literature or media

Share with students an engaging and relevant extract from a DVD, YouTube, music CD, television program, blog, fiction or non-fiction and so on that will stimulate their interest.

E.g. Listen to Diggers of the ANZACS by John Williamson

http://www.youtube.com/watch?v=3SAODf8JPpU

Support student reflection through sentence stems such as:

I was surprised by...

Id like to know more about...

I already know that...

Explicitly target higher-order thinking with further sentence stems such as:

I predict that...

A consequence of ...s actions might be...

I think the most important thing/factor/idea/understanding was...

Remember to link these questions to the Unit big question:


Activity 4: Creating hypotheses

A hypothesis is a tentative or proposed explanation of a specific phenomenon.

Rather than having the students gather information in response to a BIG question you might challenge them to investigate a topic by gathering information to prove, prove with qualifications, or disprove a relevant hypothesis. The hypothesis is teacher-generated; ANZACs would be forgotten if we didnt have a public holiday on ANZAC Day.

It is useful to support students to explore what they think they know, their attitudes and their questions and discuss these prior to creating possible hypotheses.

Student Resources:

Copy of the Assessment Task Sheet

Copy of the Criteria Sheet

Teacher Resources:




Activity 2- Criteria 3 and 4

Historical Language

Hypotheses, hypothesis, attitude, prediction, consequence, prove, qualification, investigate, phenomenon, perspective, empathy, primary source, secondary source, chronological order, past, present, future, significance, change, experience, sequence, points of view

REFLECTION

Week

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SEL IE

Tuning In

Exploring

Looking

Sorting

Testing

Acting

Reflecting

lookingResources

Activity1: Learning from stimulus material

Memorial Written by Gary Crew Illustrations Shaun Tan 1999 ISBN 0 85091 983 5.

Provide stimulus material to students related to the inquiry.

Beyond the use of stimulus in hard copy, upload sources such as podcasts, documents and/or videos to the class wiki / weebly etc with:

a general question, How does this material provide information you are looking for?

specific questions related to the investigation Should all Australians have the day off on ANZAC Day? Would ANZACs be forgotten if we didnt have a public holiday on ANZAC Day?

an invitation to students to pose questions on their personal Wiki/Weebly/Blog in the next session

Student Resources:



Teacher Resources:

Memorial Written by Gary Crew Illustrations Shaun Tan 1999

ISBN 0 85091 983 5.


Observation/anecdotal notation/checklist Weebly/Wiki/Blog

Questions for individual Wiki/Weebly/Blog (Criteria 4)

Historical Language

Hypotheses, hypothesis, attitude, prediction, consequence, prove, qualification, investigate, phenomenon, perspective, empathy, primary source, secondary source

REFLECTION

Week

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SEL IE

Tuning In

Exploring

Looking

Sorting

Testing

Acting

Reflecting

SortingResources

Activity 1: Retrieval chart

Students highlight, electronically or by hand, themes, patterns or related ideas that are evident in their information, placing information chronologically on a time line.

Students collate the information they have collected in response to the BIG question and the sub-questions. Students create a chart that uses sub-questions as headers.

Students select appropriate ways to sort their information further e.g. using a graphic organiser such as a Venn diagram to highlight what is similar and/or different, a mind map to show connections between ideas and so on.

Students are to create a digital presentation (use a wiki/weebly/blog) to collaboratively develop a summary of the key findings and record their reflections.

Activity 2: Themes from wordle

The wordle website (at www.wordle.net; retrieved 3/7/2012) is widely used by teachers and students to create and display key words or phrases related to topics under study.

Students or teachers, for example, could place the text from their summary of an investigation into the create function of wordle.net to analyse the key words and phrases that emerge.

Student Resources:



Teacher Resources:


Time line ( Criteria 3)

Wordle sample

Retrieval Chart Graphic Organiser

Wiki/Weebly Summary of Key Findings identified by individual students for assessment of learning.

(Criteria 1 and 2)

Historical Language


REFLECTION

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SEL IE

Tuning In

Exploring

Looking

Sorting

Testing

Acting

Reflecting

TEStingResources

Activity: Self- and peer assessment

Given a front-ended assessment approach, students will have been working towards successful completion of the IBL assessment task from the outset of the teaching/learning unit.

If necessary, review key criteria which have been explicitly outlined in the criteria sheet.

Support students to make judgments as to the quality of their performance on the assessment task, asking them to provide evidence of claims.

Discuss findings generally with the whole group, and discuss any issues with individual students.

Support students to make modifications to their assessment response.

Facilitate peer assessment with peers making judgments as to the quality of another students work. Support students to make modifications to their assessment response.

Student Resources:



Retrieval Chart previously completed in class

Digital Display Wiki/weebly/blog etc

Teacher Resources:

Peer Assessment Template Criteria Sheet/Assessment Task



Historical Language


REFLECTION

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SEL IE

Tuning In

Exploring

Looking

Sorting

Testing

Acting

Reflecting

ActingResources

Activity: Gallery walk

Invite students to consider how much they can learn from their peers.

Support students to display the products of their learning (digital gallery) and for other students to consider the achievements of these products in a systematic way. Focus on sharing actions to be taken as a result of the investigation.

Invite students to collect one idea from 3 to 4 students.

Facilitate whole group discussion.

Turn this into a guided gallery walk by having students provide a commentary to the whole group as they proceed through the gallery of student work.

Student Resources:



Teacher Resources:

Gallery: IWB/ Projection/Display of digital wikis, blogs, weebly etc


Digital Displays and oral presentations

(Criteria 5 and 6)

Historical Language


REFLECTION

Week

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SEL IE

Tuning In

Exploring

Looking

Sorting

Testing

Acting

Reflecting

ReflectingResources

Activity1: Sentence strips

The teacher distributes prepared sentence stems and invites students to use these to reflect individually, with a partner (within discussion circles) or with the whole class.

Generic sentences

Sentence stems could include:

The most interesting thing I learnt was...

What I enjoyed most about this investigation was that...

Id like to know more about...

Id like to be able to...

I wished wed learnt about...

Our investigation could have been improved by...

Something I learnt about my own way of learning is that...

In order to improve I need to know more about...

In order to improve I need to develop my skills in terms of...

Also include sentence stems that support reflection and action in relation to specific aspects of the investigation. Such stems could (depending on the developmental levels of students) include:

One of the most significant issues associated with ANZAC Day is...

An urgent action that needs to be taken by governments in relation to remembering the ANZACS is...

Student Resources:

Retrieval Charts previously completed as summaries.

Teacher Resources:

Sentence Stems

Digital recording equipment

Template/Checklist for Assessment of Oral presentation


Observation of oral presentations (groups or circle formats)

Digital recording of discussion followed by anecdotal notes on individual students participation and findings.

(Criteria 1 and 2)

Historical Language


REFLECTION


Diocese of Cairns, Catholic Education Services

Assessment Task Sheet

Insert School logo

Student Name:

Year Level: Year 3

Name of Task:

Digital Presentation

Teacher:

LearningArea/s: History

Date Commenced:

Date Due:

Type of Task:

|X| Oral

|X| Written

|X| Other.Digital

Task Conditions:

|X| Individual

|_| Pair

|_| Group Work

|X| In Class

|_| Homework

|_| Other

Opportunity to Access:

|X| Books

|X| Notes

|X| Library

|X| Technology

Assessed By:

|X| Self

|X| Peer

|X| Teacher

Task Description Digital and Oral Presentation demonstrating Understandings and skills Year 3 Australian Curriculum: History.

Unit: Should all Australians have the day off on ANZAC Day? Would ANZACs be forgotten if we didnt have a public holiday on ANZAC Day?

Skills Students are able to explain, describe, sequence, question, utilise sources and communicate.

Procedure:

In response to stimulus material provided by teacher and sourced by individuals, students are to create a digital presentation (Weebly/Wiki or Blog) demonstrating their knowledge of the content and their response to the question Should all Australians have the day off on ANZAC Day? Would ANZACs be forgotten if we didnt have a public holiday on ANZAC Day?

Students are to present their (Weebly/Wiki/Blog) to others through a digital gallery.

Students are to state their finding and reflections on their learning to a small group /circle of peers.

a. The most interesting thing I learnt was...

b. What I enjoyed most about this investigation was that...

c. Id like to know more about...

d. Id like to be able to...

e. I wished wed learnt about...

f. Our investigation could have been improved by...

g. Something I learnt about my own way of learning is that...

h. In order to improve I need to know more about...

i. In order to improve I need to develop my skills in terms of...

j. One of the most significant issues associated with ANZAC Day is...

k. An urgent action that needs to be taken by governments in relation to remembering the ANZACS is...

Resources:

Memorial Written by Gary Crew Illustrations Shaun Tan 1999

ISBN 0 85091 983 5.



Please refer to CES Documents concerning Ethical Use of WEB 2.0 Tools at Primary level.

History Criteria Sheet Year 3 (Term 4)

A

B

C

D

E

The digital reflection of student work has the following characteristics:

Understanding

Reasoned explanations of:

how and why life changed in the past

aspects of the past that remained the same

the significance of events in bringing about change and their connection to thepresent

Informed explanations of:



the significance of events in bringing about change and their connection to thepresent

Explanations of:



events and aspects of the past that have significance in the present

Explanations of:

obvious changes to life in the past


Statements of:

obvious changes to life in the past


Comprehensive descriptions of the experiences of individuals and groups over time

Effective descriptions of the experiences of individuals and groups over time

Descriptions of the experiences of individuals and groups over time

Simple descriptions of the experiences of individuals and groups over time

Identification of the experiences of individuals and groups over time

Skills

Sequencing of events and people in chronological order, using detailed and representative timelines

Sequencing of events and people in chronological order, using timelines

Sequencing of events and people in chronological order identifying key dates

Sequencing of events within a chronology

Sequencing of events in order

Development of logical and related questions about the past

Development of logical questions about the past

Development of questions about the past

Development of descriptive questions about the past

Use of obvious questions about the past

Discriminating location of written, physical, visual and oral sources from different points of view to answer inquiry questions

Effective location of written, physical, visual and oral sources from different points of view to answer inquiry questions

Location of written, physical, visual and oral sources from different points of view to answer inquiry questions

Location of information from a range of relevant sources and identification of explicit points of view

Location of information from supplied sources and identification of obvious differences in points of view

Clear and purposeful communication using historical terms and text

Effective communication using historical terms and text

Communication using historical terms and text

Communication using terms denoting time and text

Communication using terms denoting time

Educational Modifications

Classroom AccommodationsFor Whom

Seat near teacher

Assign student to low- distraction area

Seat near positive peer models

Use support groups / cooperative learning

Use rows instead of tables

Use learning centre

Use of time-out

Stand near student when giving instruction

Arrange classroom for safe visibility, accessibility and movement

Presentation of LessonsFor Whom

Adjust work load, reduce assignments or give alternative assignments

Use visual aids with oral presentation

Teacher gives student outlines or study guides

Ensure regular lesson revisits/reviews

Highlight instructions (marker or highlighter tape)

Give clear behavioural objectives

Ask student to repeat instructions for clarification and understanding

Use high- impact game-like materials

Call on student often

Acknowledgment effort put forth

Give reminders for student to stay on task, monitor student is on task/topic

Use large type/font and dark ink

Keep page format simple

Use visual prompts

Divide page into clearly marked sections

Remove distractions from paper

alternative evaluation proceduresFor Whom

Reduce number of items

Practice completely similar questions

Arrange for oral testing

Have support staff administer test

Permit student to type or use word processing

Adjust grading criteria based on individual

Adjusted grading option

note taking strategiesFor Whom

Provide student the means to record

Arrange for note taker e.g. Aide

Give student a copy of notes

Provide time for periodic review of students notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIESFor Whom

Use calendar to plan assignments

Use of assignment notebook or work checklist especially diary

Daily schedule

Give time top organise desk during class

AM check-in to organise for the day

Lunch-time check-in to organise for PM

PM check-out to organise for homework

Arrange a duplicate set of classroom material for use at home

Develop parent/school contract

Training in time management

support servicesFor Whom

Peer tutoring

Cross-age tutoring

Student buddy

Work with school officer

Meet with staff during available times

Teach student to monitor own behaviour

Implement behaviour contract/reward

Self advocacy/communication skill training

Conflict resolution strategies

Other _____________________

Adapted with permission from Positive Partnerships PD Facilitators Guide

Module 5 Support materials

Diocese of Cairns, Catholic Education Services