Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Term 1, 2015
The program is nine weeks in duration based on one/two weekly HSIE/HSIE & CAPA lessons.
Students will explore the communities to which they belong and their connections with others in these communities.
They will gain an understanding of the importance of being safe and forming positive relationships in their new
school community. Students will recognise and appreciate their own individuality and the individuality of others.
SSES1- Identifies ways in which their own needs and the needs of
other are met, individually and cooperatively
demonstrates an awareness of the rights of others in the
classroom
makes connections between personal and class needs and
people who meet these needs, including peers and adults in
the school
participates in activities that ensure that the classroom is a
happy, healthy and safe place
PDHPE
SLES1.13 demonstrates an emerging awareness of the concepts
SPECIAL CONSIDERATIONS/NOTES
All resources marked with ** can be found in the accompanying This is Me and My Community Resource Pack.
2 (Week 3)
3 (Week 4)
4 (week 5)
Hooray- we are
all unique!
5
(week 5)
This is me- I
am special!
6
(week 6)
Even though we
are all different,
we are the same
in some way.
7
(week 6)
I like You
like
8
(week 7)
How I have
changed
Topic / Activities
Classroom Rules and Routines
As a class discuss some of the things we need to remember
Roleplay acceptable and unacceptable behaviour. Create class chart
and photograph class demonstrating appropriate behaviour and display
in classroom to refer to on an ongoing basis.
Watch Bucket Filling video and discuss what it means to fill
someones bucket and the concept that when we fill someone elses
bucket we also fill our own. Reiterate this by watching The
Rainbow Fish
Classroom and Playground Safety
Do a classroom and playground walk around and discuss as a
class safe ways of using equipment. Select students to demonstrate
ways we play on the equipment, and the ways which may not be
safe. Take photos if required.
Our School community
After walking around the school and orientating students to the
different areas and who work where, use photographs of different
people around the school to discuss what they do- display their
faces and jobs. Play Guess Who as a class as a culminating
activity.
Optional activity- invite various people in the school to talk about
what they do eg. Yumiko, Andrew, Jeanette etc
Read The Mixed Up Chameleon and talk about what the chameleon
was feeling and why he changed his appearance.
Talk about how everyone is special and very few people look
exactly alike. Also discuss the kinds of things that we are good
at/like doing and identify similarities and differences.
Go around the circle with the sentence I am ____ and I have
______. This makes me special.
Students pick someone in their class and draw that person doing
something that makes them special with the heading .is
special because.., students then share their portrait with the
class and describe what makes their friend special.
Look at collection of portraits and discuss techniques and colours
used then students spend this lesson making portraits of themselves
using different techniques and materials on large sheets of paper,
trace around the students. They then decorate the portrait to make
it look like themselves. Utilise the class mirror for assistance.
Resources
The Day a Monster Came to
School story
The Rainbow Fishhttp://www.storylineonline.net/therainbow-fish/
How Full is Your Bucket?
https://www.youtube.com/watch?v=A
5R6-2m_qHk
Outcome
SSES1
SLES1.13
SSES1
SLES1.13
SSES1
CUES1
**Famous Portraits
Large sheets of paper
Coloured paper, paint, glue, wool,
markers
Mirror
CUES1
CUES1
CUES1
CCES1
VAES1.1
VAES1.2
9
(week 8)
Changes in abilities
and knowledge
10
(week 9)
My Family, Your
Family
11
(week 10)
changes and think about further changes that will happen to them
Students write sentences about their changes. Now I am older I...
Students think about things they couldnt do when they were little,
and can do now (using photos as stimulus)
Go around the circle and share something they have learnt to do
Again, go around the circle and share something they would like to
learn how to do, and when/how they will learn this
Create a list of Things We Did as Babies, Things We Do
Now, Things We Might Do in the Future from students
illustrations
Divide class into groups of three to discuss who is in their family
and what each person does in their family. They then share
features of one anothers families. Then complete a glyph activity
representing their family. Complete a class analysis of each persons
family. Display on wall.
Read texts about different families
Day 1: Bring up a world map and talk about countries of birth,
noting down where each child was born.
Talk about different religions, languages, foods.
Make a table of differences and discuss.
Day 2: Students bring in a dish from their cultural heritage:
something special that is particular to them. Alternatively, students
can research and make/buy a dish from another culture
Students share the history of the dish and which culture it is
from, and then we taste each dish in turn.
Students write a sentence: I tried ______ from ________.
Different things are great!
CCES1
CCES1
CUES1