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INTEGRATED LEARNING AND TEACHING SEQUENCE

Lesson Content Descriptor Specific Objective Learning Activity HASS skills Assessment
1 The influence of purpose (e.g. Children will be able to; Group discussion on the different of Questioning and Anecdotal notes during
shopping, recreation), distance - Identify at least two reasons places we go, reasons for going/reasons researching- Reflect on pair and group discussion
(e.g. location), and accessibility why people visit places for not going. current understanding on children’s thoughts
(e.g. technology, transport) on - Order the different purposes of a topic about why people visit
the frequency with which people have to visit places from Think pair share, why do people go places Analysing- places
people visit places. most to least frequent. Order individually then as whole group Process information
(ACHASSK051) and/or data collected Work sample on iPad
Books in book corner about going places ordering the purpose
people have to visit
different places, sent to
teacher via SeeSaw
2 The influence of purpose (e.g. Children will be able to; Children to draw pictures of a place they Analysing- Represent Ticket out the door asking
shopping, recreation), distance - Identify one place they visit often, visit visit often, sometimes, rarely. As a class collected information children to state
(e.g. location), and accessibility sometimes and visit rarely we will pin these places on a map of and/or data in to commonalities
(e.g. technology, transport) on - State a commonality between the Perth. different formats
the frequency with which places class members visit often and a - Blue places I go a lot Annotated drawings of a
people visit places. commonality between the places class - Yellow places I go sometime place they visit often,
(ACHASSK051) members visit least - Red places I rarely go sometimes and rarely
Ticket out the door: Complete the
sentence task
3 The influence of purpose (e.g. Children will be able to; Discussion about what accessibility Analysing- Explore Reflection journal entry,
shopping, recreation), distance - Write a definition for the word means. points of view uploaded to SeeSaw
(e.g. location), and accessibility ‘accessibility’ Scenario cards: identify what person
(e.g. technology, transport) on - Identify two considerations that need needs to access facilities
the frequency with which to be made for a particular individual to - Deaf
people visit places. access a given facility - Wheelchair
(ACHASSK051) - Family with young children

4 The influence of purpose (e.g. Children will be able to; Problem to solve in small groups Evaluating-Participate in
shopping, recreation), distance - Using an example created in a small The government wants to build something decision-making
(e.g. location), and accessibility group, describe the factors that to increase jobs and benefit the WA processes
(e.g. technology, transport) on influence the frequency in which people people. What and where should they build
the frequency with which visit places (carry to next lesson) it and why? What else do they need to
people visit places. - Identify a personal strength and consider when planning/building?
(ACHASSK051) weakness of their when working in a - Include children in creating assessment
group rubric/criteria, give children objectives
5 The influence of purpose (e.g. Children will be able to; Continue working on group problem and Communicating and Rubric created as class
shopping, recreation), distance - Using an example created in a small share thoughts to class reflecting- Present
(e.g. location), and accessibility group, describe the factors that finding in a range of
(e.g. technology, transport) on influence the frequency in which people communication forms
the frequency with which visit places
people visit places. - In a small group, present information
(ACHASSK051) gathered for a project in a manner of
their choosing
HASS FORWARD PLANNING DOCUMENT

TERM STRAND/S Geography CONCEPT/S Frequency we visit places


TOPIC Purpose to visit places
YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to
their daily learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary. The concepts of place, space and interconnection are
expanded through exploring the links with people and places, both locally and globally.

CROSS CURRICULUM PRIORITIES


Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION


INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills 5.1, 5.5 AREAS
understandings
ACHASSK051 Process information or Prior information: - Interactive
data collected - The room will be set up throughout this unit with different learning centres ACELY1666 whiteboard
Reflect on current related to going places. I.e. book corner with “going places’ series of books. ACELY1789 connected to
understandings of a topic
Introduction: ACTDIP006 computer
HASS INTEGRATION - Children on the mat in circle teacher can
- Class brainstorm on where the children went on the weekend, ask the access from
children why they went to the particular place-> introduce the word mat
- iPads with
‘purpose’ to the class. I.e. ‘What was your purpose of going to Garden
30/30,
City?’ Seesaw app
LESSON OBJECTIVES
Main: - Anecdotal
As a result of this lesson, students will be able to: - Think, pair, share on why we go to different places/ the purpose of going to note sheet
• Identify at least two reasons why people visit places
places - Record all share answers on the board
• Order the different purposes people have to visit - Explain to the children that they are going to use 30/30 app to order the
places from most to least frequent purpose to visit different reasons why we go to places from the most common reasons we
a place visit a place to least common reason. Add to Seesaw
ASSESSMENT - Children to given iPads from class set, children to work on the mat
Conclusion:
- Anecdotal notes during pair and group discussion
- Use class voting to create group list of the reasons people visit places, tally
on children’s thoughts about why people visit places on board and record on word doc (displayed via interactive whiteboard) for
- Work sample on iPad ordering the reasons people future reference.
visit places, sent to teacher via SeeSaw, teacher to Learner Diversity:
view children have completed tasked. - Plan seating in circle for children who get easily distracted with friends
- Ensure weaker child is sitting with a child who will be able to suggest ideas
HASS FORWARD PLANNING DOCUMENT

TERM STRAND/S Geography CONCEPT/S Frequency we visit places


TOPIC Distance of places we visit
YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to
their daily learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary. The concepts of place, space and interconnection are
expanded through exploring the links with people and places, both locally and globally.

CROSS CURRICULUM PRIORITIES


Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION


INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills 5.3 AREAS
understandings
ACHASSK051 Present findings in a Introduction: List of places
range of - Revise list created last lesson of places we visit discussing how often they ACELY1673 we visit
communication forms visit each place
Main: Work sample
HASS INTEGRATION template
- Explain to children that they are going to draw a picture of a place they
visit often, a place they visit sometimes and a place they visit rarely. Perth map
Children to write name of the place underneath drawing.
- Send children to tables to complete task Coloured
Conclusion: pins
LESSON OBJECTIVES
- Children to come back to mat (in circle) and share their three places.
As a result of this lesson, students will be able to: Teacher to use coloured pins to mark places mentioned on map of Perth. Ticket out
• Identify one place they visit a lot, visit sometimes Large green pin placed in suburb of school. Blue=place visit often, the door
and visit rarely yellow=place visit sometimes, red=place visit rarely template
• State a commonality between the places class - Ask the children what they notice about all the blue pins (prompt to get
members visit often and a commonality between response of near the green pin), what do they notice about all the red pins
the places class members visit least (prompt to get response of far away from the green pin)
ASSESSMENT - Children to complete ticket out the door
Learner Diversity:
Ticket out the door stating commonalities - Children who finish desk task early to add why they visit the three places
Annotated drawings of a place the child visits identified
often, sometimes and rarely
HASS FORWARD PLANNING DOCUMENT

TERM STRAND/S Geography CONCEPT/S Frequency we visit places


TOPIC Accessibility
YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to
their daily learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary. The concepts of place, space and interconnection are
expanded through exploring the links with people and places, both locally and globally.

CROSS CURRICULUM PRIORITIES


Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION


INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills 2.2, 4.4, 5.1 AREAS
understandings
ACHASSK051 Explore points of view Introduction:
Locate information - Class brainstorm on the word ‘accessibility’ (via IWB). Write all answers ACELY1666 IWB with
from a variety of up on the board. Discuss with class similarities in answers. Leave brainstorm computer
ACELY1789 accessible
provided sources on board. ACELY1669 from mat
HASS INTEGRATION - Children to use Doodle Buddy (iPad app) to write definition of
accessibility. Choose 3 children to share their definitions.
ACELY1674
Class iPads
Main: with Doodle
- Explain to the children that they are going to be given cards that describe a Buddy,
person and where they want to go. Children need to identify what SeeSaw
LESSON OBJECTIVES considerations need to be in place for the person to access the venue desired.
As a result of this lesson, students will be able to: - Children given scenario cards (see attached) and sent to tables Scenario
• Write a definition for the word accessibility - Children to research what considerations need to be made for particular cards
• Identify two considerations that need to be made scenario card with resources given (resources accessible via QR codes on
for a given individual to access a facility scenario sheets) Resources, as
attached, for
- Children to complete reflection journal entry on Doddle Buddy with their
children to
answers and upload to Seesaw find
ASSESSMENT Conclusion: information
- One person with each scenario card to share their answers to class (turned into
Reflection journal entry upload to Seesaw. Learner Diversity: QR codes)
Children to include their definition for - Scenario cards written at different levels. Children given different cards
accessibility, their scenario card and based on ability.
considerations that need to be made
HASS FORWARD PLANNING DOCUMENT

TERM STRAND/S Geography CONCEPT/S Frequency we visit places


TOPIC What to build and why?
YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to
their daily learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary. The concepts of place, space and interconnection are
expanded through exploring the links with people and places, both locally and globally.

CROSS CURRICULUM PRIORITIES


Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION


INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills 1.4, 2.1, 4.3 AREAS
understandings
ACHASSK051 Participate in decision- Introduction: Problem
making processes - Children on the mat ACELY1789 cards
- Explain to children that our class has been chosen to help solve a problem because
of all the work they have been doing in HASS about visiting different places. Do
HASS INTEGRATION they think they can help? IWB, rubric
Main: template
- Give the children the problem: The government wants to build something to
increase jobs and benefit the people of Western Australia. What should they build
and why? Where will it be built? What else should they consider when planning? Ticket out
LESSON OBJECTIVES
Explain they are going to work in groups to solve this problem over two lessons and the door
at the end they can choose how they would like to present their proposal. template
As a result of this lesson, students will be able to: - As a class come up with the key criteria.
• Using an example created in a small group, - On IWB write up criteria suggested by class, discussing what they suggest, guide
describe the factors that influence the frequency towards including the following: group work, information about purpose and why
in which people visit places (carried over to next included, information about location and why included, information about other
lesson) factors to consider included (accessibility)
• Identify a personal strength and weakness of theirs - Send children in table groups to begin working on project
Conclusion:
when working in a small group
- One person from each group to share to class how their group is going
ASSESSMENT
- Children to complete ticket out the door: self-evaluation of how well they are
Rubric to assess ability to describe factors influencing working in their group
the frequency in which people visit places (carried Learner Diversity:
over to next lesson) - Choose groups based on known learning styles -> groups to choose how they
Self-evaluation on group collaboration skills present
HASS FORWARD PLANNING DOCUMENT

TERM STRAND/S Geography CONCEPT/S Frequency we visit places


TOPIC What to build and why?
YEAR LEVEL DESCRIPTION
Students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to
their daily learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary. The concepts of place, space and interconnection are
expanded through exploring the links with people and places, both locally and globally.

CROSS CURRICULUM PRIORITIES


Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION


INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills 2.1, 4.3, 5.1 AREAS
understandings
ACHASSK051 Present findings in a Introduction: Recording
range of - Children on the mat, ask them to recall the problem they were solving ACELY1789 of lesson 4
communication forms - Remind groups where they were at with their projects (recorded from last ACELY1667 conclusion
lesson conclusion activity) ACELY 1674 activity
HASS INTEGRATION Main:
- Explain that at the end of the lesson they need to share their proposal. iPads (for
Brainstorm different ways they can share information children
- Children to continue working on their projects in groups wanting to
Conclusion: create a
LESSON OBJECTIVES visual media
- Oral, visual presentations to be shared, other groups will be asked if they
presentation)
As a result of this lesson, students will be able to: want to give a brief summary of their proposal. Where applicable resources
• Using an example created in a small group, created will be placed in classroom (i.e. book) or shared on SeeSaw (media Rubric
describe the factors that influence the frequency presentation)
in which people visit places Learner Diversity:
• In a small group, present information gathered for - Groups chosen based on known learning styles
a project in a manner of their choosing - Groups to present proposal in way they choose (presentation, booklet etc)
ASSESSMENT Groups that finish early can practice how they are going to present to the
class
Rubric created with class to assess ability to
describe factors influencing the frequency in
which people visit places and the presentation
created to share information with the class