Describe their Recognise that conflict experiences of occurs and distinguish intercultural encounters between appropriate and in which they have been inappropriate ways to involved. deal with conflict. CRITICAL AND CREATIVE CRITICAL AND CREATIVE CRITICAL AND CREATIVE CRITICAL AND CREATIVE CRITICAL AND CREATIVE CRITICAL AND CREATIVE THINKING (TOOLS) THINKING (TOOLS) THINKING (TOOLS) THINKING (TOOLS) THINKING (TOOLS) THINKING (TOOLS) KWL Chart KWL Chart KWL Chart Diary about plant Tic, Tac Toe Lotus Chart Timelines Wonder Wall Letter writing Venn Diagram ‘Y’ chart Brainstorm ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING Literature on Explore different text Explore different Literature about types and identify text Write procedural texts resources that are artefacts. different cultures features. Introduce about being safe in the essential but limited. Communication books related to the classroom, at home, Use non-fiction books Melbourne Museum resources inquiry unit around water and by about the watercycle. Reflection have the heater/ fire. ‘Communities Different cultures Create diagrams that services in place to and how they explain the watercycle. Historical Recount Read an informative support health and communicate article text about safety. Big wellbeing’ Write an explanation Timeline book, ‘Firefighters’. Whole class focus- Myths ‘How the watercycle Discussed language and fables from a range St.John’s Ambulance works?’ and appropriate of cultures Narrative: reflection vocabulary. Also Writers workshop: Incorporate artefacts introduced newspaper Write a persuasive text Develop writers seeds as a central plot point articles that discuss on ‘Why we should save influenced by different or complication in safety. water?’ cultures narrative writing. Poetry: Use an artefact from Japanese culture: Haikus the past and present as a writers seed. Recount: Historical Recount Recount about the excursion Persuasive:
Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict. Describe their experiences of intercultural encounters in which they have been involved. CRITICAL AND CREATIVE THINKING (TOOLS) CRITICAL AND CREATIVE THINKING (TOOLS) CRITICAL AND CREATIVE THINKING (TOOLS) CRITICAL AND CREATIVE THINKING (TOOLS) CRITICAL AND CREATIVE THINKING (TOOLS) CRITICAL AND CREATIVE THINKING (TOOLS) KWL Chart Lotus Chart ‘Y’ chart KWL Chart Timelines Brainstorm KWL Chart Wonder Wall Diary about plant Letter writing Tic, Tac Toe Venn Diagram ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING ENGLISH LEARNING Write procedural texts about being safe in the classroom, at home, around water and by the heater/ fire. Read an informative text about safety. Big book, ‘Firefighters’. Discussed language and appropriate vocabulary. Also introduced newspaper articles that discuss safety. Literature on artefacts. Melbourne Museum Reflection Historical Recount Timeline Narrative: Incorporate artefacts as a central plot point or complication in narrative writing. Use an artefact from the past and present as a writers seed. Recount: Historical Recount Recount about the excursion Persuasive: Literature about different cultures Communication resources Different cultures and how they communicate article Whole class focus- Myths and fables from a range of cultures Writers workshop: Develop writers seeds influenced by different cultures Poetry: Japanese culture: Haikus Explore different text types and identify text features. Introduce books related to the inquiry unit ‘Communities have services in place to support health and wellbeing’ St.John’s Ambulance reflection Explore different resources that are essential but limited. Use non-fiction books about the watercycle. Create diagrams that explain the watercycle. Write an explanation ‘How the watercycle works?’ Write a persuasive text on ‘Why we should save water?’
grade_1_2_yearly_overview_of_the_programme_of_inquiry_2017.docx