pialbastateschool.files.wordpress.com€¦ · web viewpialba state school: hass year 1 semester 2...

Pialba State school Curriculum Planning V8 2020 Planned

PIALBA STATE SCHOOL: HASS YEAR 1 SEMESTER 2 UNIT 2 PLANDeep Learning Inquiry Cycle Question

To conduct an inquiry to investigate places and their features at a local scale.

Support students to conduct the Inquiry investigation through:

examining the ways different groups of people, including Aboriginal peoples and Torres Strait Islander peoples, describe the weather and seasons of places

drawing on studies at the personal and local scale, including familiar places, e.g. the school, local park and local shops

recognising that the features of places can be natural, managed or constructed identifying and describing the natural, constructed and managed features of places.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open ended questioning and tiered tasks using collaboration: Elbow partners, small groups, whole class.

Check in / Check out (thumbs up) strategies

Learning Interactive Objects (C2C Unit Resources g Drive)

You Tube video – Picture Books related to weather and seasons (including indigenous perspectives), digital school maps, drone video of school / local location.

Vocab development through Vocab Discussions using PowerPoint Presentation using visual imagery (Warmup to lessons and integrated into English – Literacy Block)

Excursion to Beach (natural environment) and Botanical Gardens (man-made environment). Visit to Botanical gardens to complete the Assessment Task. Compare both environments to each other. Organise talk with Ranger (T3W6 linked to Science Excursion)

School excursion using Charlie the groundsman to discuss various environments and their features (compare/contrast etc.)

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)

Collaboration Creativity Critical Thinking Citizenship Character Communication

1

Assessment (D – Diagnostic, M- Monitoring, S – Summative)

Week D-F-S Assessment Title

Term 3 Week 6 S

Part A: Features of places - respond to questions about unfamiliar places, identify and describe the features of places and their location at a local scale, identify changes to the features of sources, interpret information and data from sources provided and recognise that people describe the features of places differently

Term 4 Week 4/5 S

Part B: Investigating a local place - collect and interpret information and data from observations, represent the location of different places and their features on labelled maps, recognise that people use and care for places differently and reflect on learning to identify how to care for and improve a local place.


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: HASS Year Level Team: add teacher names Term: Semester 1WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

WALT: examine the ways different groups of people, including Aboriginal and Torres Strait Islander people describe the weather and season of local and unfamiliar places.

WILF: is to recognise that the features of places can be natural, managed or constructed using local scale on maps.

TIB: Understanding our local area is similar and different to other places based on weather and that areas are natural, managed and constructed for a purpose.

Provide students with an outline of what is to be learnt across the Semester.

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Features of places

Weather Identify terms to describe weather

(images) Examine weather features and

seasonal change Compare the weather features of

Hervey Bay with that of an unfamiliar place eg Cairns.

Weather and cultural groups Examine how seasons are described in

different places Explore how Aboriginal peoples and

Torres Strait Islander peoples describe seasons

Provide students with an outline of what is to be

Formative (Feedback)

Vocab warmup at the start of each lesson.

KWL – Poster to see what student know about weather – Use visual pictures as well as words.

Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions of weather and compare the weather features of Hervey Bay with Cairns.

Check students understanding of seasons and how these are different from one place to the next.

L2B

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2B

Expose to more technical or specific HASS vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html

Refer to HASS Word Wall Vocabulary – Supporting learning resource - HASS Year 1 Unit 2 Glossary

Interactive objects (in resource folder G drive)

Variety of picture books in resource box-

2

https://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html




WALT: examine the ways different groups of people, including Aboriginal and Torres Strait Islander people describe the weather and season of local and unfamiliar places.

WILF: is to recognise that the features of places can be natural, managed or constructed using local scale on maps.

TIB: Understanding our local area is similar and different to other places based on weather and that areas are natural, managed and constructed for a purpose.

learnt across the Semester.


Natural, managed and constructed features Examine how places can have natural,

managed and constructed features Sort and record information about

features observed in a familiar local place

Explore how features change over time

Connections between activities and arrangement of features Explore how local places are used to

conduct activities Sort and record information about

activities that occur in local places Draw simple conclusions about how

activities influence the features of places.

Arrangement of features Explore how places are used for

particular purposes or activities Collect data and information about

how the features of a familiar place have been arranged

Draw simple conclusions about how features of a familiar place have been arranged for a particular purpose

Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions of natural, man-made and constructed features within the Pialba State School Environment, Beach environment (linked to Science unit) and the Hervey Bay Botanical Gardens (Assessment)

L2B







Use technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2B






KLA: HASS Year Level Team: add teacher names Term: Semester 1

3





WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data Formative

(Feedback)



Resources

WALT: make observations to identify the natural, managed and constructed features of a local place by representing the features of a local place (school, beach and Botanical Gardens) on a pictorial map.

WILF: is the students to identify aspects relating to the care of a local place and recognise how they and others use a local place.

TIB: We are learning to describe and understand that adding or taking away certain features improve a local place.

Investigating a local placeProvide students with an outline of what the inquiry will be including assessment & GTMJ.


People care for places Explore the need for caring for places Investigate ways to care for a local place and

its features Share findings about how and why people

care for places

Observing features and activities in places Collect data and information about the

features and activities within a familiar place (Hervey Bay – Pialba SS)

Sort and record information and data about a familiar place (Pialba SS)

Draw simple conclusions about a place and how its features are used

Features of places can change Explore how the features of places can

change over time (Changes at Cleveland Point)

Examine points of view about changes to the features of places

Draw a simple conclusion about how changes to the features of places affects the ways people care for features and places

Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions of natural, man-made and constructed features at a Beach environment (linked to Science unit) and the Hervey Bay Botanical Gardens (Assessment).

L2B

Teacher aide and teacher to work with small groups to facilitate discussion through questioning.







Use technology to record students work; e.g. digital photography, tape and video. (Especially Assessment)

U2B




Use Tier or self-choice activities to provide opportunities for students to demonstrate deeper knowledge. (Interest)

Extend and challenge by communicating the information in a more challenging way? EG Share ideas with Principal , Deputy and provide opportunities to construct and demonstrate knowledge using digital resources (IPad video)



Resources Video - Caring for

places Sheet - Caring for

places Slideshow - Features

of a place Sheet - Ways places

are used in our school Sheet - My

observations Slideshow - Changes

at Cleveland Point Sheet - Changes at

Cleveland Point


4








(Feedback)



Resources

WALT: make observations to identify the natural, managed and constructed features of a local place (Botancial Gardens Hervey Bay).

WILF: is that students can represent the features of the Botancial Gardens and their location on a pictorial map.

TIB: students refolecting that different features improve the local area and by doing so we are caring for the place.

Investigating a local place (Cont) Representing the location and feature of places Record data and information about a

local place on a pictorial map Respond to questions about location and

direction

Points of view about for caring for a place Conduct a role-play interview about caring

for a place Examine information to identify points of

view about reasons for caring for a local place

Suggest action in relation to caring for a place

Assessment Assessment purposeTo conduct an inquiry to investigate places and their features at a local scale.

Complete Parts A, B , C and D

Formative (Feedback)Check students understanding through elbow partner and small group discussions on field trip explicit teaching at a school level so students have the knowledge, questioning, inquiry skills to complete the assessment of local area Botanical Gardens.

Summative:Term 4 Week 2 or 3Assessment: Part A

Part A: Features of places - respond to questions about unfamiliar places, identify and describe the features of places and their location at a local scale, identify changes to the features of sources, interpret information and data from sources provided and recognise that people describe the features of places differently

Term 4 Week 4 or 5 (Local Area Excursion to Botanical Gardens)Assessment: Part B

Part B: Investigating a local place - collect and interpret information and data from observations, represent the location of different places and their features on labelled maps, recognise that people use and care for places differently and reflect on learning to identify how to care for and improve a local place.

L2B









U2B







Resources: Video - Pictorial maps Sheet - Represent a

local place in a pictorial map

Sheet - Question bubbles

Slideshow - Caring for place: Improving place through care

Sheet - Suggest action: Caring for a place in the school


5








(Feedback)



Resources

WALT: reflect on their learning to respond to the unit inquiry question:To conduct an inquiry to investigate places and their features at a local scale..

WILF: is the sharing of stories from students using visual imagery about their local area and how they care for it.

TIB: When we improve an area we are caring for it.

ReflectionCelebrating my changing world Finalise KWL and Revise Vocab

development reflect on their learning to respond to

the unit inquiry question explore points of view about how and

why people care for places and their features

present information, findings and ideas in a range of communication forms.

Formative (Feedback)

Check students understanding through elbow partner and small group discussions using the imagery displayed around classroom to check students understanding of and answer to the Inquiry Question


L2B









U2B





Extend and challenge by communicating the information in a more challenging way? EG Share ideas with Principal , Deputy and provide opportunities to construct and demonstrate knowledge using digital resources (IPad video)



Sheet - Caring for my places

6





Assessment Task:

HASSMy changing world Year 1 Unit 2Assessment task — My changing world

Name Class

Teacher Date

Task


Instructions

Part A: Features of places

Students will:

• respond to questions about unfamiliar places

• identify and describe the features of places and their location at a local scale

• identify changes to the features of sources

• interpret information and data from sources provided

• recognise that people describe the features of places differently

Part B: Investigating a local place

Students will:

• collect and interpret information and data from observations

• represent the location of different places and their features on labelled maps

• recognise that people use and care for places differently

• reflect on learning to identify how to care for and improve a local place

7 of 22document.docx



Look at the picture of Dawson National Park and respond to the tasks.

1. Name a feature located near the waterfall.

2. Describe the location of the car park.

3. Circle the constructed features in the park.

4. Tick a managed feature in the park. the waterfall the picnic area the bushland the rocks

5. Describe how to get from the carpark to the waterfall.

6. Name a natural feature in the park.

7. How can this place be cared for?



The local parkThese people visit their local park a lot. The park has walking paths, seats, a duck pond, a playground and lots of trees.

They describe the park in different ways.

8. Match each person to their description of the local park.

9. How would a dog owner describe the features of the park?

Places change over time.

10. Explain how the features of this place have been changed.


I like the large duck pond at the park.

I really like watching the waterbirds that visit the pond.

I like going for small walks at the park.

It is relaxing to sit on the seats under the trees.

The playground at the park is a lot of fun.

I like playing on the slide and swing.



Our class will investigate this local place:

1. List the natural, managed and constructed features for this place.

natural features managed features constructed features

2. Draw a picture of the place showing the features you have listed above. Label each feature you have included.



3. Who cares for this place?

4. What do they do to care for this place?

5. What can you do to help care for this place?

6. How do you and another person use this place? You can tick more than one box.

You

to play to learn to play to learn

to relax to work to relax to work

to shop to exercise to shop to exercise

to eat to eat

7. What feature would you add to this place to make it better?



Year 1 HASS: Unit 2 — My changing world Name:

Purpose of assessment: To conduct an inquiry to investigate places and their features at a local scale.

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Identify and describe the features of places and their location at a local scale and identify changes to the features of places.Recognise that people describe the features of places differently and describe how places can be cared for.

Respond to questions about unfamiliar places by collecting and interpreting information and data from observations and from sources provided.Represent the location of different places and their features on labelled maps.

Reflect on learning to suggest ways they can care for places.

Present observations and findings using everyday terms to describe direction and location.

References multiple features when describing location. Correctly references features when explaining changes to a place.Incorporates relevant details when describing the features of a place and how it can be cared for.

Uses data and information from observations to develop an accurate and highly detailed representation of a place and its features on a pictorial map.

Justifies suggestions to care for and improve places.

Uses more complex discipline-specific terms to communicate findings.

A

Comprehensively identifies features of a place. Describes the features of a place from another perspective. Identifies a range of ways a place can be cared for.

Organises data and information from a range of sources accurately.Provides a detailed representation of the features of a place on a pictorial map.

Details actions for caring for places and their features.

Communicates findings and observations providing details and evidence to support responses.

B

Identifies features of a place. Describes location using a feature as a reference point.Identifies a change to the features of a place. Recognises that people describe the features of places differently. Describes how places can be effectively cared for.

Collects, records and sorts information to respond to questions about familiar and unfamiliar places.Represents the location of different places and their features on a labelled pictorial map.

Suggests ways that places can be cared for.

Presents observations and findings in a range of communication forms, using everyday language to identify direction and location.

C

Describes location.States an action.

Lists information from provided sources. Draws a picture of a place.

Identifies a way to care for a place.

Makes a statement relating to an observation. D

Recognises that the features of a place have changed. Acknowledges that places require care.

Responds to a question.Draws a picture of a feature.

Recognises that people care for places. Shares observations. E



Australian Curriculum

Foundation to 6 HASS - Year 1

Year 1 Achievement StandardBy the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)

Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)

Analysing

Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023)

Explore a point of view (ACHASSI022) Interpret data and information displayed in pictures and texts and on maps

(ACHASSI024)

Communicating

Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)

Geography

Activities in the local place and reasons for their location (ACHASSK033) The natural, managed and constructed features of places, their location,

how they change and how they can be cared for (ACHASSK031) The weather and seasons of places and the ways in which different cultural

groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032)



Curriculum Priorities - PedagogyConsiderations

Students require prior experience with the following in Year Prep: Collect data and information from observations and identify information and data from sources provided (ACHASSI002) Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI003) Explore a point of view (ACHASSI005) Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI010) The representation of the location of places and their features on simple maps and models (ACHASSK014)

Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 2:

Collect data and information from observations and identify information and data from sources provided (ACHASSI035) Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036) Explore a point of view (ACHASSI038) Interpret data and information displayed in pictures and texts and on maps (ACHASSI040) Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043) The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047)

Assessing student learningAssessment name: My changing worldAssessment description: Students conduct an inquiry to investigate places and their features at a local scale.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Feedback to StudentsEstablish active feedback partnerships between students, teachers and parents to find out:

what each student already knows and can do how each student is going where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful. Use feedback to inform future teaching and learning.Reflection on the unit plan - Identify what worked well during and at the end of the unit for future planning, identifying, describing and sequencing personal and family events, such as celebrations and commemorations.



Year 1 Report Card Comment BankSemester 2

A B C D E2H1A 2H1B 2H1C 2H1D 2H1E

Unit 2: My Changing World

{Name} referenced multiple features when describing location or changes to a place. {She,He} incorporated relevant details when describing the features of a place and how it could be cared for. {Name} used data and information from observations to develop an accurate and highly detailed representation of a place and its features on a pictorial map. {She,He} justified suggestions to care for and improve places.


{Name} Comprehensively identified the features of a place and described the features from another perspective. {She,He} identified a range of ways a place can be cared for. {Name} organised data and information from a range of sources accurately. {She,He} provided a detailed representation of the features of a place on a pictorial map. {Name} detailed actions for caring for places and their features.


{Name} Identified features of a place and described the location using a feature as a reference point. {She,He}identified a change to the features of a place. {Name} recognised that people describe the features of places differently and described how places can be effectively cared for. {She,He} collected, recorded and sorted information about familiar and unfamiliar places. {Name} represented the location of different places and their features on a labelled pictorial map.


{Name} Described location and stated an action. {She,He} Listed information from provided sources. {Name} drew a picture of a place. {She,He} identified a way to care for a place. {Name} made a statement relating to an observation.


{Name} recognised that the features of a place have changed. {She,He} acknowledged that places require care. {Name} responded to a question. {She,He} drew a picture of a feature. With support, {Name} recognised that people care for places.



HASS Pre-ModerationYear 1: Unit 1 Semester 1 Title: My Changing Life

Curriculum Intent for the Unit (see unit /task description) In this unit, students will explore the following inquiry question:How do I conduct an inquiry to investigate places and their features at a local scale? .

Learning opportunities support students to: draw on studies at the personal and local scale, including familiar places, e.g. the school, local park and local shops recognise that the features of places can be natural, managed or constructed identify and describe the natural, constructed and managed features of places examine the ways different groups of people, including Aboriginal peoples and Torres Strait Islander peoples, describe the

weather and seasons of places represent local places using pictorial maps and describe local places using the language of direction and location respond to questions to find out about the features of places, the activities that occur in places and the care of places collect and record geographical data and information, such as observations to investigate a local place reflect on learning to respond to questions about how places and their features can be cared for.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)

By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.

Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.

Additional Targeted Teaching Priorities*Identified from previous assessment & moderation

Feedback Guide/Assessment Opportunities

Feedback may relate to identifying and establishing active feedback partnerships between students, teachers and parents to find out: what each student already knows and can do how each student is going where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful. Use feedback to inform future teaching and learning.Reflection on the unit plan - Identify what worked well during and at the end of the unit for future planning, identifying, describing and sequencing personal and family events, such as celebrations and commemorations.


Scan and Assess

Prioritise

Develop and Plan


Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Identifies features of a place.Identifies a change to the features of a place. Recognises that people describe the features of places differently.Describes how places can be effectively cared for Describes location using a feature as a reference point.Collects, records and sorts information to respond to questions about familiar and unfamiliar places..Represents the location of different places and their features on a labelled pictorial map Suggests ways that places can be cared for.Presents observations and findings in a range of communication forms, using everyday language to identify direction and location

Highlight Key Verbs

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Comprehensively identifies features of a place. Describes the features of a place from another perspective. Identifies a range of ways a place can be cared for.Organises data and information from a range of sources accurately.Provides a detailed representation of the features of a place on a pictorial map.Details actions for caring for places and their featuresCommunicates findings and observations providing details and evidence to support responses.

Highlight Key Verbs

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

References multiple features when describing location. Correctly references features when explaining changes to a place.Incorporates relevant details when describing the features of a place and how it can be cared for.Uses data and information from observations to develop an accurate and highly detailed representation of a place and its features on a pictorial map.Justifies suggestions to care for and improve places.Uses more complex discipline-specific terms to communicate findings.

Highlight Key Verbs

Support Plan or ICP Adjusted Content – Refer to ICP

Students:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’



Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?



Feedback: Evidence of Learning

Teaching Sequence FeedbackFeatures of places Lesson 1 — Weather Explore the unit focus Examine weather features and seasonal change Compare the weather features of a familiar place with an

unfamiliar place

Evidence of learningCan the student: Identify the weather features of places?

Features of places Lesson 2 - Weather and cultural groups Examine how seasons are described in different places Explore how Aboriginal peoples and Torres Strait Islander

peoples describe seasons

Evidence of learningCan the student: Identify and describe how weather and seasons are described in

different places by different cultural groups? Sort and record data in a table?

Features of places Lesson 3 - Natural, managed and constructed features Examine how places can have natural, managed and constructed

features Sort and record information about features observed in a

familiar local place. Explore how features change over time

Evidence of learning

Can the student: Identify and classify the natural, managed and constructed

features of a place?

Features of places Lesson 4 - Connections between activities and features

Sort and record information about activities that occur in local places Explore how local places are used to conduct activities

Draw simple conclusions about how activities influence the features of places

Can the student: Explain the relationship between the activities and the managed

and constructed features of a place?

Features of places Lesson 5 - Arrangement of features

Collect data and information about how the features of a familiar place have been arranged

Explore how places are used for particular purposes or activities

Draw simple conclusions about how features of a familiar place have been arranged for a particular purpose


Can the student: Describe how features are arranged to suit a purpose? Represent the arrangement of features?

Investigating a local place Lesson 6 - People care for places Explore the need for caring for places Investigate ways to care for a local place and its features Share findings about how and why people care for places


Can the student: Describe why and how places need to be cared for?

Investigating a local place Lesson 7 - Observing features and activities in places

Collect data and information about the features and activities within a familiar place

Sort and record information and data about a familiar place Draw simple conclusions about a place and how its features

are used


Can the student: Collect data about the features and uses of places through

making observations? Collect data through making a labelled drawing?

Investigating a local placeLesson 8 - Features of places can change

Explore how the features of places can change over time Examine points of view about changes to the features of

places Draw a simple conclusion about how changes to the features

of places affects the ways people care for features and places


Can the student: Identify examples of how the features of places have changed

over time? Examine points of view about changes to the features of

places?



Teaching Sequence FeedbackInvestigating a local place Lesson 9 - Representing the location and features of places

Record data and information about a local place on a pictorial map

Respond to questions about location and direction


Can the student: Represent the location and features of a local place on a

pictorial map? Describe the direction and location of a local place?

Investigating a local place Lessons 10-11 - Points of view about for caring for a place

Conduct a role-play interview about caring for a place Examine information to identify points of view about reasons

for caring for a local place Suggest action in relation to caring for a place


Can the student: Collect data and information about a local place by conducting

an interview?

Investigating a local place Lessons 12-13 - Assessment: Part A


Students will:

• respond to questions about unfamiliar places

• identify and describe the features of places and their location

at a local scale

• identify changes to the features of sources

• interpret information and data from sources provided

• recognise that people describe the features of places

differently

Assessment Summative

Investigating a local place Lessons 14-15 - Assessment: Part B


Students will:

• collect and interpret information and data from observations

• represent the location of different places and their features on

labelled maps

• recognise that people use and care for places differently

• reflect on learning to identify how to care for and improve a

local place

Assessment Summative

ReflectionLesson 16 - Celebrating my changing world

Reflect on learning from the unit Explore points of view about caring for local places Present information and findings in graphic and written

forms


Can the student: Reflect on their learning from the unit? Share points of view with peers about how and why it is

important to care for their local places now and in the future?



Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of School Policy – Social Moderation Norms

Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next HASS Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.


Scan and Assess

Act

Review

Prioritise

Review

pialbastateschool.files.wordpress.com€¦ · web viewpialba state school: hass year 1 semester 2...

Documents