select and sequence key and information in short presentations communicate relevant information and responses to questions (ACELY1677 Oral presentations) when speaking to others in a range of familiar contexts communicate in a clear, coherent manner in informal and classroom (ACELY1688 Listening and speaking interactions) situations (ACELY1792 Listening and speaking interactions) use of an increasing range of vocal effects, for example tone, pace, contribution of relevant ideas to discussions and asking of questions to pitch and volume, to speak clearly and coherently (ACELY1688 clarify meaning (ACELY1676 Listening and speaking interactions) Listening and speaking interactions) listen actively and take turns in small or large-group contexts (ACELY1792 listen attentively to spoken texts, for key points in order to interpret Listening and speaking interactions) and share ideas and information, and carry out tasks (ACELY1687 Listening and speaking interactions) Year 3 Speaking and listening achievement standard Year 4 Speaking and Listening achievement standard Students listen to others’ views and respond appropriately. They Students listen for key points in discussions. They use language features to understand how language features are used to link and sequence ideas. create coherence and add detail to their texts. They understand how to They understand how language can be used to express feelings and express an opinion based on information in a text. They create texts that opinions on topics. They create a range of texts for familiar and unfamiliar show understanding of how images and detail can be used to extend key audiences. They contribute actively to class and group discussions, asking ideas. Students create structured texts to explain ideas for different questions, providing useful feedback and making presentations. audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. PoLT (Principles of Learning and Teaching) Students are challenged and supported to develop deep levels of thinking and application. In learning environments that reflect this principle the teacher: 4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas PoLT focus 4.2 promotes substantive discussion of ideas to be 4.3 emphasises the quality of learning with high expectations of achievement embedded 4.4 uses strategies that challenge and support students to question and reflect in this unit. 4.5 uses strategies to develop investigating and problem solving skills 4.6 uses strategies to foster imagination and creativity. CHECKLIST FOR PLANNING A UNIT OF WORK e5 Component Engage Questions covered in the unit How do we stimulate interest and curiosity in the topic?
select and sequence key and information in short presentations (ACELY1677 Oral presentations) communicate in a clear, coherent manner in informal and classroom situations (ACELY1792 Listening and speaking interactions) contribution of relevant ideas to discussions and asking of questions to clarify meaning (ACELY1676 Listening and speaking interactions) listen actively and take turns in small or large-group contexts (ACELY1792 Listening and speaking interactions) communicate relevant information and responses to questions when speaking to others in a range of familiar contexts (ACELY1688 Listening and speaking interactions) use of an increasing range of vocal effects, for example tone, pace, pitch and volume, to speak clearly and coherently (ACELY1688 Listening and speaking interactions) listen attentively to spoken texts, for key points in order to interpret and share ideas and information, and carry out tasks (ACELY1687 Listening and speaking interactions) Year 3 Speaking and listening achievement standard Students listen to others’ views and respond appropriately. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. Year 4 Speaking and Listening achievement standard Students listen for key points in discussions. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. PoLT (Principles of Learning and Teaching) PoLT focus to be embedded in this unit. Students are challenged and supported to develop deep levels of thinking and application. In learning environments that reflect this principle the teacher: 4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas 4.2 promotes substantive discussion of ideas 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 4.6 uses strategies to foster imagination and creativity. CHECKLIST FOR PLANNING A UNIT OF WORK e5 Engage Questions Component covered in the unit How do we stimulate interest and curiosity in the topic?
y34-celebrations-around-the-world-even-years-sem-1.docx