Part A: Collaborative Planning Class Situational Analysis

This integrated unit of work has been developed for a Stage 2 Year 3 class located in a Catholic primary school (Sydney Archdiocese)
in the Sydney suburb of Gladesville. Gladesville is located approximately 8 kilometres Northwest of Sydneys Central Business District
and is governed by the Municipality of Ryde (City of Ryde, 2015). The local area in which the school resides consists of couple
families with children under 15 (1451 families), professional persons (32.5%), a total overseas born population of 32.1%,
predominantly of European heritage, and 24.3% of the total population speaks a language other than English at home (Australian
Bureau of Statistics (ABS), 2011). This sheds light on the cultural composition of students in attendance at the school, which are of a
predominantly European background (ABS, 2011). Further, according to the ABS, 78.8% of households are able to access the Internet
from the home, which is an important consideration for classroom practice (ABS, 2011). The school is in close proximity to Boronia
Park Ovals and Figtree Park, which provides opportunities for possible off site natural and built environment studies.
The class consists of 29 students, 10 females and 19 males. The demographic composition of the class is such that learner range can
be levelled into three distinct groups; Support, Core and Extension. Firstly, a student has been identified as being on the Autism
Spectrum (low needs) and requires additional support and adjustments across the curriculum, which have been outlined in his
Individual Adjustment Plan (IAP). The school liaised with the CEOs Education Office Sydneys Learning Support Team who utilised
screening tools to gather data to put forward recommendations to best meet the students needs (Catholic Education Office Sydney
(CEOSYD), 2015). The IAP outlines specific curriculum modifications, course delivery modes and assessment procedures in
accordance with the CEOs Learner Support Paper, the Allied Health Project and The Disability Standards for Education (CEOSYD,
2015; Commonwealth of Australia, 2006). Such adjustments include the use of Social Stories and a visual timetable to prepare him for
upcoming events and changes in routines, the use of role-playing where possible, and visual aides for each and every lesson in terms
of content delivery and the way in which tasks are assigned and to be completed (Larkey, 2013). Also, forms of assessment will be
created in consultation with both his IAP, at the teachers discretion and in consultation with the student so that they are created to best
suit his strengths, needs and ability to succeed (Larkey, 2013).
Further, two students, a male and female, have been identified as Gifted and Talented and are thus engaged in a weekly Enrichment
Program with a specialist teacher in accordance with CEOSYDs Gifted Education Policy and the Gifted Standards Framework
(CEOSYD, 2009; Australian Curriculum Assessment and Reporting Authority (ACARA), 2015a).

Programming and planning

adjustments will need to be made for these students in the classroom, as they will be encouraged to attend an Enrichment class. This
may require content adjustments as well as personal teacher flexibility in ensuring they are able to re-enter the classroom environment
feeling that their learning and personal needs will consistently be met so that they do not feel that they have missed out on important
content and opportunities with their peers as is often a challenge for students who attend Enrichment programs (CEOSYD, 2009).
Further, the teacher will need to plan relevant Extension tasks to follow the lesson content for the Core group so that these students
remain challenged and stimulated. Moreover, there are currently 26 students who have been identified as being in the middle tier or
Core of this class group. Last years NAPLAN results were utilised to inform student current academic standing across the Stage
(students generally gained a Band 4 level in Literacy and Numeracy) as well as Formative and Summative Assessments in Term 1
(ACARA, 2014).
In terms of ICT, the classroom is highly resourced with 25 Ipads, 12 chrome books and an Interactive Whiteboard equipped with Airplay.
This means that all information accessed on individual devices can be shared with the class instantaneously, making whole-class
learning work more accessible, rewarding and motivating. Students also have access to the school intranet with individual email
addresses and a student portal, which is connected via the CEO Cloudshare network as well as Google Drive. The prevalence of use
of ICT in both the home (ABS, 2011) and the availability of resources in the school means that the incorporation and integration of ICT
in the classroom is integral to effective pedagogical practice as well as in fulfilling ACARAs ICT Capability (ACARA, 2015b).
Part A: Collaborative Planning- Unit of Work Overview

Year 3 Stage 2 Our Local Environment Term 2

Key Learning Areas: English with HSIE and Drama (Creative Arts) Integration
Unit Duration: 10 weeks Lesson D
Interpretation: How composers in texts use techniques to persuade the reader to adopt a particular point of view and interpret a text in a part
Overarching Question: What techniques do authors and composers of texts use for the reader to adopt a particular point of view?

Description and Aim

For students to explore the concept of Interpretation and how composers of texts use specific techniques, both through the written wor
view and interpret a text in a particular way. This will be achieved through the exploration of two different types of texts, Imaginative and
(BOSNSW, 2012). A different picture book will be explored every two weeks.

Integration; Human Society and Its Environment (H.S.I.E) with the unit Local Government: Students will explore the difference betwee
and National) natural and built environments in their local environment, their Local Government Area (City of Ryde), and explore the roles
meeting the needs of the local community.

Integration; Drama: Students will adopt different personas to complete a research task in investigating facilities and their necessity within

Integrated ICT
ICT Capability is integrated throughout the ten-week program in accordance with ACARAs ICT Capability. Students will engage in the use o
present their work using various applications (i.e. Tellegami, iMovie, Prezi).
- IPad for research and resource to airplay/share work onto smart-board - Audio and visual version of book: Last Tree in the City: https://ww
- Google Drive for group work and sharing with class teacher to monitor progress
English

HSIE

Drama

Key Outcomes and Indicators of Learning for detailed 2 weeks (We

EN2-1A- communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and
Interpret ideas and information spoken texts and listen for key points in order to carry out tasks and use information to share and
EN2-2A-plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
Identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a p
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a wide
language features
EN2-4A-Uses an increasing range of skills, strategies and knowledge to fluently read, view, and comprehend a range of texts on
Use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts

SSS 2.7-Describe how and why people and technologies interact to meet needs and explain the effects of these interactions on
Demonstrates a responsible attitude towards and concern for the environment
SSS 2.8-Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how
Describes how decisions are made in their local council and the roles and responsibilities of those involved
Contributes to decision-making processes in the class, school and the local community.
DRAS2.2 (Making) - Builds the action of the drama by using the elements of drama, movement and voice skills
Interprets everyday and imagined situations to make drama by deciding about drama elements, e.g. tension, contrast, symbol, t

Overview of the 10 weeks (Each with a Picture Book Focu

Weeks 1 and 2: Hero of Little Street- Jeannie Baker
Assessment: Pre-test: Collages and Mindmaps

Weeks 3 and 4: Imagine a City-Elise Hurst

Weeks 7 and 8: Belong

Weeks 5 and 6: Last Tree in the City-Peter Carnavas

Weekly Focus: How can we improve our local environ
Theme of the story: trees brighten our lives and happiness is achieved through a meaningful relationship with the environment. Showing how w
Assessment (HSIE and Drama Integration): Research and Presentation task in pre-assigned cooperative learning groups Ss are required
to compose an argument as to why it should be changed and the value to the local community. This task can be presented in any form. Criteri

Lesson

Week 5

1.5 hrs

Outcomes/Indicators

Part A: Collaborative Planning -Two-Week Teaching Sequence (W

Teaching and Learning Experiences

Week 5 Focus: How can we improve our local environment? - Text Focus: Last Tre
English with H.S.I.E Integration
Theme of the story: trees brighten our lives and happiness is achieved thro
meaningful relationship with the environment.
EN2-1A
Introduction 30 minutes

Responds to the book before the

T to share learning intention for lesson using WALT (we are learning to)
reading by looking at the illustrations
T to conduct brainstorm on Popplet to recap on previous learning - Ss shoul
and title.
able to: Identify 3 levels of Government (Local, State, National), identify loca
Council and identify roles and responsibilities of workers at Ryde Council

Examines the illustrations and think

T explains Interpretation (How writers get their point across)

critically about how they differ at the

Before reading: T questions Ss and focuses on the visual features of the tex
beginning to the end of the book.
cover, title, illustrations, colours). What do they suggest about the story?

Reflects on the question provided

T to read text, ensuring sufficient time is allowed to observe illustrations T

and write a personal response in
question throughout the reading and after i.e. I wonder what the author wan
relation to the book.
to know? How does he get his point of view across?
SSS 2.7

Explains the changes over time and

the advantages and disadvantages
of these changes.

Development - 40 minutes:

T to explore features of the text with Ss What do you notice about the
illustrations as the story unfolds? (Changes in colour from beginning to end
showing contrast in emotions)

Ss to respond to questions about the text, through a reflective writing task. (

do you think the authors point of view is? What do you notice about the
illustrations? How do the illustrations help the author to get his view across?
did the story make you feel?) T to elaborate and explain each question.

Ss to make comparisons between Edwards (Last Tree in the City) environm

and their local environment using a Venn Diagram on iPads
Conclusion 15 minutes:

Ss to share and discuss their responses to the text, as well as airplay Venn
Diagrams to the smart-board

Lesson

Outcomes/Indicators
English with H.S.I.E/Drama Integration

EN2-4A

Create imaginative texts based on

characters, settings and events from
students own and other cultures
using visual features, for example
perspective, distance and angle

Week 5

1 hr

SSS 2.7

Demonstrates a responsible attitude

towards and concern for the
environment
DRAS2.2

Interprets and imagined situations to

make drama by deciding about
drama elements

Lesson

Week 5

2 hrs

Outcomes/Indicators
English with H.S.I.E Integration
EN2-4A

Experiment with visual, multimodal

and digital processes to represent
ideas encountered in texts
SSS 2.7

Demonstrates a responsible attitude

towards and concern for the
environment
SSS 2.8

Investigates rights, responsibilities

and decision-making processes in
the school and community and
demonstrates how participation can
contribute to the quality of their
school and community life

Lesson

Teaching and Learning Experiences

Introduction 20 minutes:

T to share learning intention for lesson using WALT (we are learning to)

Recapping book through class discussion

T to explain imaginative exercise - Ss are to have their eyes closed until T te

to open.

T to read imaginative script with question prompts

T to select Ss to demonstrate to other Ss what they have created

Ss are invited to ask questions and explain

Development - 20 minutes:

T to demonstrate and explain the task in reflecting on the drama experience

Imagine being Edward, in your local community. What would you do to make
things better? Ss to write a personal response on what they would like to ch
in their community, If I were Edward, in my local community, I would change
Ss to include 3 examples in a well constructed paragraph

Conclusion 20 minutes:

Ss are invited to share work with others

Ss to write their thoughts on pieces of paper to put on the class wall Photo
taken with iPad and saved on Google Drive

T to discuss with Ss: Why should changes be made? Inform Ss that we will
continue to think about why changes occur and are necessary.

Teaching and Learning Experiences

Introduction 40 minutes:

T to share learning intention for lesson using WALT (we are learning to)

T to recap main themes of Last Tree in the City and imaginative exercise an
written task and T to read the story again to Ss

Whole class discussion and brainstorm on facilities within the local commun
using smart-board to research together and whiteboard for brainstorm - T to
demonstrate answering these questions: Why are these facilities needed an
wanted? What would happen without this service? How would you be affect
Link back to Last Tree in the City

T to look on Google Maps/Earth with Ss to investigate the local area

T to recap roles and responsibilities with Ss then to access Ryde Council

website and demonstrate how to navigate the site to locate information on th
roles, responsibilities and decision making processes of the local council in
meeting the needs of the community

Development 50 minutes:

Ss in pairs investigate and explore the local area using iPads to observe fea
and facilities within their local community

Referring to previous brainstorm constructed Ss are to continue researching

elaborate on the local community: Using retrieval charts to identify natural a
built features of the local Gladesville community using Google maps as a
reference point. Ss are to select 5 facilities and answer: Why is this facility
needed? What if it was gone? Who would be mostly affected? How would yo
personally be affected?

Gather information about roles, responsibilities and council members into a

Conclusion 20 minutes:

Ss share their findings with the class via airplay on the smartboard

Ss to discuss what they found interesting

Teaching and Learning Experiences

Outcomes/Indicators

Week 6 Focus: How can we improve our local environment? - Text Focus: Last Tre
English with H.S.I.E Integration
4

Week 6

1 hr

EN2-4A

Create imaginative texts based on

characters, settings and events from
students own and other cultures
using visual features, for example
perspective, distance and angle
SSS 2.7

Demonstrates a responsible attitude

towards and concern for the
environment
DRAS2.2

Interprets and imagined situations to

make drama by deciding about
drama elements

Introduction 10 minutes:

T to share learning intention for lesson using WALT (we are learning to)

Ss and T to discuss previous learning and experiences with focus to the text
Tree in the City

Space

T to do a warm up drama activity in a circle of Yes, Lets to stimulate

improvisation

T to explain class task, where Ss form groups and recreate the story of Last
in the City through movement and drama. T and Ss discuss different elemen
drama (T to display simple and short instructions of what Ss are required to
Smartboard)

Development 35 minutes:

Ss are in pre-assigned groups by T and commence creating their drama pie

T to purposely roam around the room and assist Ss where required

Conclusion 10-15 minutes:

Ss to present their drama pieces to the class

Ss to comment on a positive aspect of the performance (Plus), an element t

could be improved on (Minus) and an element that was of interest to them a
the performance (Interesting)

Lesson
5
Week 6

1.5 hrs

Outcomes/Indicators
English with H.S.I.E and Drama
Integration
EN2-2A

Identify key elements of planning,

composing, reviewing and publishing
in order to meet the demands of
composing texts on a particular topic
for a range of purposes and
audiences.
SSS 2.7

Demonstrates a responsible attitude

towards and concern for the
environment
SSS 2.8

Contributes to decision-making
processes in the class, school and
local community
DRAS2.2

Interprets everyday and imagined

situations to make drama

Lesson

6
Week 6

Outcomes/Indicators
English with H.S.I.E and Drama
Integration
Same outcomes and indicators from
lesson 5:

EN2-2A

SSS 2.7

SSS 2.8

DRAS2.2

1 hr

7
Week 6

2 hrs

English with H.S.I.E and Drama

Integration
Same outcomes and indicators from
lesson 5 and 6:

EN2-2A

SSS 2.7

SSS 2.8

DRAS2.2

Teaching and Learning Experiences

Introduction 20 minutes:

T to share learning intention for lesson using WALT (we are learning to)

T to reflect with Ss on Drama imaginary lesson Ss to read over their work

what they would change in their community,

T to display images from the picture book on smart-board to stimulate thinkin

Ss to view and discuss the What would we like to change? wall

T to explain Assessment Task and Criteria Appendix C and answer any

questions - T to demonstrate and whole class discussion on each character
the criteria to choose as to what facility that character might use

T to remind Ss of their cooperative learning groups (roles pre-assigned) and

reiterate the importance of drafting and researching before compiling a
presentation

Development 60 minutes:

T to ensure Ss are aware of their pre-assigned roles: Leader, Timekeeper,

Recorder and Presenter

Ss to commence researching, using workbooks and Google Docs to collate

information (Ss to share the file with T so T can monitor progress)

T to provide assistance to Support S to ensure effective collaboration is takin

place

T to purposely roam from group to group to answer any questions and ensu
are on track
Conclusion 10 minutes:

Ss are invited to share progress

Teaching and Learning Experiences

Introduction 10 minutes:

T to share learning intention for lesson using WALT (we are learning to)

T to provide expectations and overall feedback on Ss progress with the

assessment and answer any questions

T to remind Ss that they will have this lesson and next to continue working
Development 50 minutes:

Ss to continue to work on the assessment task

T to provide assistance to Support S to ensure effective collaboration is takin

place

T to purposely roam from group to group to answer any questions and ensu
are on task
Conclusion 5 minutes:

T to inform Ss that they will have one more lesson to complete, and are welc
to continue at home (as they are using Google Drive)
Introduction 10 minutes:

T to share learning intention for lesson using WALT (we are learning to)

T to provide expectations and overall feedback on Ss progress with the

assessment and answer any questions

T to remind Ss that they will have just over an hour to complete the task
Development 65 minutes:

Ss to continue to work on the assessment task

T to provide assistance to Support S to ensure effective collaboration is takin

place

T to purposely roam from group to group to answer any questions and ensu
are on task, and reminding Ss of time limit
Conclusion 45 minutes:

Each group is to present to the class their work

Ss to complete a PMI chart

Year 3 Stage 2 Our Local Environment Term 2
Unit of Work Evaluation

Evaluation Questions
Assessment of Learning Outcomes

To what extent did the student achieve the intended learning outcomes across the three KLAs by the end of the unit? Describe the eviden
Support (Instructional/delivery mode/visuals used):
Core (catered to learning styles and strengths student profiles):
Extension (stimulation/challenge):
Where learning outcomes were not achieved, why do you think this was the case?
Support (Instructional/delivery mode/visuals used):
Core (catered to learning styles and strengths student profiles):
Extension (stimulation/challenge):

Evaluation of Teaching
What were the most effective teaching and learning strategies used throughout the unit of work? Why? How can you use these and make

What were the least effective teaching and learning strategies used throughout the unit of work? Why? How can you alter these so that the

Did students respond well to the theme of the unit? Which aspects did they seem to be most enthusiastic about? What motivated them to
Did the integration of English, H.S.I.E and Drama work well? If so, explain how it worked well. If not, explain why you think it did not work
What steps can you now take to improve your planning and execution of lessons within units of work in the future?
1.
2.
3.
4.

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Appendix A
Key Outcomes and Indicators of Learning for 10 weeks
Speaking and Listening 1-

EN2-1A- communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community con

Demonstrate understanding of ideas and issues in texts through dramatic representation, role-play and simulations

Writing and Representing 1English

EN2-2A-plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

Identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular to
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range
and language features

Reading and Viewing 1-

EN2-4A-Uses an increasing range of skills, strategies and knowledge to fluently read, view, and comprehend a range of texts on increasingly ch

Create imaginative texts based on characters, settings and events from students own and other cultures using visual features, for example
Plan and organise ideas using headings, graphic organisers questions and mind maps
Experiment with visual, multimodal and digital processes to represent ideas encountered in texts
SSS 2.7 Describe how and why people and technologies interact to meet needs and explain the effects of these interactions on people and the

HSIE

Recognises the partnership between home, school and the community

Demonstrates a responsible attitude towards and concern for the environment
Develops a positive attitude towards themselves and others

SSS 2.8 Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participation ca

Drama

Describes how decisions are made in their local council and the roles and responsibilities of those involved
Contributes to decision-making processes in the class, school and the local community.

DRAS2.2 (Making) - Builds the action of the drama by using the elements of drama, movement and voice skills

Interprets everyday and imagined situations to make drama by deciding about drama elements, eg tension, contrast, symbol, time, space, focus

Appendix B
Drama Imaginative Exercise

Students are to stand in different parts of the classroom, allowing enough space between them and other stude
Find a space in the room, and once you have found a spot, close your eyes and begin to block out all the noise from outside. We will take a

Imagine you are on a busy Sydney Street, you could be in the city or along a main road. As you are walking along, you ob

FREEZE! What do you see? How does this make you feel? Open your eyes and show me with you

Students are to open their eyes and create a scene that they have imagined. Teacher is to roam the room and obs

Now, close your eyes again. You continue walking, and notice something next to you. FREEZE! What is it? Do you like it? Can you smell it? Do

Students are to open their eyes and create a scene that they have imagined. Teacher is to roam the room and obs
End
Appendix C
Local Environment
for Assessment Task

Criteria

In groups of 4, you have been asked to prepare a presentation for the local council members about an existing service that
you feel is important to the local community. You are to take on a persona (Choose one: concerned mother of 4 children,
elderly couple, Year 3 teacher or a group of skateboarders). You must discuss changes that will improve this service. This
presentation can include video clips, slides, and/or charts.
What to include You must mention the City of Ryde (Local Council)
Changes to an existing service (or feature) in your local area that you would like to improve. For example, Ryde Aquatic
Centre, Figtree Park.
Include and finish the statement our responsibility as active members of our community is to
Regardless of what form of presentation you choose, you are to adopt a character or persona on a character. Please
choose one of the following: concerned mother of 4 children, elderly couple, Year 3 teacher, a group of skateboarders
A minimum of 2 areas within the facility that need improving
The presentation should be between 3 - 4 minutes
Any typed work must be saved in Google Drive and written work must be recorded in your English workbooks (one per
group)
Teacher will track your progress via Google docs (you must share this document with your group members and class
teacher)