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MOSSGIEL PARK PRIMARY SCHOOLTechnology and Tradition – the history of play

Even years – years 1 & 2

This unit combines compatible content and skills from the AusVELS History Curriculum and the Aboriginal and Torres Strait Islander histories and cultures Priority with relevant interdisciplinary learning from VELS Personal Learning, Interdisciplinary

Learning, and Thinking Processes. Some aspects of AusVELS English curriculum are also included.

This unit was developed by Kara Ellis, Lois Garret, Alison Hamblin, Lisa Hill, Julie Molony, Amanda Tate

ContentsLESSON SEQUENCES................................................................................................................................3

Lesson 1.......................................................................................................................................................................................................3Lesson 2.......................................................................................................................................................................................................3Lesson 3.......................................................................................................................................................................................................3Lesson 4.......................................................................................................................................................................................................3Lesson 5.......................................................................................................................................................................................................7Lesson 6.......................................................................................................................................................................................................7Lesson 7.......................................................................................................................................................................................................7Lesson 8.......................................................................................................................................................................................................7

Key Understandings for Assessment.......................................................................................................10Focus Questions..........................................................................................................................................10LEARNING FOCUS..........................................................................................................................................................................................11VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS.......................................11

VELS Learning Focus Thinking Processes Level 2.............................................................................................................................11VELS Learning Focus Personal Learning Level 2...............................................................................................................................11VELS Learning Focus Interpersonal Learning Level 2.......................................................................................................................11

AusVELS HISTORY LEVEL DESCRIPTION: Years 1 & 2...................................................................12AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 1 & 2 12

Historical Knowledge and Understanding.............................................................................................................................................12

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Historical Skills...........................................................................................................................................................................................13AusVELS ENGLISH LEVEL DESCRIPTION Years 1 & 2....................................................................15AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2.............16

READING AND VIEWING.......................................................................................................................................................................16WRITING....................................................................................................................................................................................................16SPEAKING AND LISTENING.................................................................................................................................................................18

AUSTRALIAN CURRICULUM PRIORITIES...........................................................................................19Aboriginal and Torres Strait Islander histories and cultures...............................................................................................................19

ACHIEVEMENT STANDARDS.......................................................................................................................................................................20VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS......20

VELS Thinking Processes Standards Years 1 & 2..............................................................................................................................20VELS Personal Learning Standards Years 1 & 2................................................................................................................................20VELS Interpersonal Learning Standards Foundation Years 1 & 2....................................................................................................20

AusVELS ACHIEVEMENT STANDARDS – HISTORY.........................................................................21AUSTRALIAN CURRICULUM HISTORY Years 1 & 2........................................................................................................................21

AusVELS ACHIEVEMENT STANDARDS – ENGLISH.........................................................................21AusVELS ENGLISH Years 1 & 2............................................................................................................................................................21

PoLT (Principles of Learning and Teaching)...........................................................................................23PoLT focus to be embedded in this unit................................................................................................................................................23

CHECKLIST FOR PLANNING A UNIT OF WORK USING e5..............................................................24

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LESSON SEQUENCES

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Lesson 1 Lesson 2 Lesson 3 Lesson 4A

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Cue in with discussion about the toys children play with. Pose the questions What did their parents play with, and what did grandparents play with? Students suggest as plan to find out the answers.Show and discuss an old toy and identify and describe its features, comparing it with toys from the present.Writing task: brainstorm VCOP

vocabulary that may be needed to describe toys

discuss how this informative writing (a riddle) is different to imaginative or persuasive writing; clarify that the writing should not tell the audience what the answer is

oral rehearsal with a partner, describe favourite toy without naming it, partner guesses what it is

students write a description of their favourite toy without naming it

share time in small groups: students read their description, others guess what the toy is.

Follow up at home: using a

Review discussion about childhood toys that parents and grandparents played with.View slideshow of toys and games from the past and identify and describe their features, comparing with toys from the present (e.g. dolls that could break, compared to dolls with interactive features etc.).In pairs: Students ask each other questions about how these toys could have been used and how children would have enjoyed playing with them. What advantages & disadvantages did they have?Develop class chart comparing differences and similarities.ICT Game: students play sequencing interactive game, sorting toys from oldest to newest, see Toys Now and Then interactive timeline (Museum of Victoria)1.

Review focus questions:

How do we know about the past?

How do we know what toys children played with in the past?

How do we know what games children played in the past?

How do we find out about toys that are old?

List the sources that students suggest on the w/b, e.g. photos, objects, their questionnaire answers.Review student contributions about the toys their parents and grandparents had.Read My Grandmother’s Toy Box and discuss, identifying, describing and comparing the toys’ features, comparing them with toys from the present.Discuss whether this is a factual or imaginative text, and identify the features that make it enjoyable to read.Pose question: what would you mother or father have in their toy box?Students write a narrative about their parent’s toy box, using My Grandmother’s Toy Box as a model.

Cue in by posing the question: what toys and games did Aboriginal children play long ago? Elicit that they did not have plastic, electricity or metal, but that they had highly skilled technologies for making tools and implements that they needed. (Use the Aboriginal Discovery Box and show tools and implements if the students have not seen it before, focussing on how the objects were made).Explore indigenous toys and games2 using pictures from Bush Toys by Claudia Haagen, , identifying, describing and comparing the toys’ features, comparing them with toys that students are familiar with.Game: Play ball games with a Marn Grook (a teacher-made 'possum-skin' ball made from fake fur)

This lesson is followed by an excursion to the museum to see the Children’s Toys and Games exhibition. 3

1 http://museumvictoria.com.au/education/learning-lab/little-history/toys-now-and-then/2 Using Bush Toys by Claudia Haagen (TRF 994 ABO), each teacher in the team will research and share at an area meeting before this lesson, a different aspect of indigenous toys and games, including toys made from the local environment (plants, vines, bark, stones, etc.); child-sized versions of adult tools and implements (e.g. mini spears, mini grinding stones); how toys and games adapted after First Contact; suitable games to play. Also see the review of this book at http://lisahillschoolstuff.wordpress.com/2013/06/16/book-review-bush-toys-aboriginal-children-at-play-by-claudia-haagen/ or http://wp.me/pdjEw-tf3 http://museumvictoria.com.au/education/learning-lab/little-history/teacher-guide/

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http://museumvictoria.com.au/education/learning-lab/little-history/teacher-guide/

http://wp.me/pdjEw-tf

http://lisahillschoolstuff.wordpress.com/2013/06/16/book-review-bush-toys-aboriginal-children-at-play-by-claudia-haagen/

http://museumvictoria.com.au/education/learning-lab/little-history/toys-now-and-then/

Lesson 1 Lesson 2 Lesson 3 Lesson 4R

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Each teacher brings in a toy from her own childhood.Teacher-made questionnaire. (For some students it may be better to limit the questions to just parents’ toys)

Teacher-made Toys of the Past slideshow using image gallery from Museum Victoria’s My Grandmother’s Toy Box page. 4

Laptops or access to ICT labToys Now and Then interactive game (see URL in footnotes)

Download the story of My Grandmother’s Toy Box from Museum Victoria’s My Grandmother’s Toy Box page. 5 and teacher’s notes6

Aboriginal Discovery Box if needed (KIT 994 ABO)Bush Toys by Claudia Haagen (TRF 994 ABO)Marn Grook (a teacher-made 'possum-skin' ball made from fake fur)

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At risk/ EAL: provide students with a personal vocabulary list about their toy, eliciting key features e.g. for transformers: wheels, metal, can be made into something else etc.Enrichment: Ask which toys from the past (as suggested by the class) would be most fun to play with.

At risk: Allocate simplest toys for discussion e.g. skipping ropes.EAL: Ask if any of these toys are similar to toys from their own culture. Share any examples with the class.For both EAL & At-risk students, pair with a more able partner for the ICT sorting task, but ensure fair turn-taking.Enrichment: pair most able children with each other for the questioning activity.

At risk/EAL: Oral retelling of selected pages of the story. Provide students with a personal vocabulary list about the toy in their parent’s toy-box, eliciting key features.Enrichment: Encourage students to write complex sentences that include an imaginative component (e.g. how the parent got the toy).

At risk: Sketch a timeline on the board that shows pre-contact Australia, First Contact and the present, and elicit that the time being discussed is ‘long, long ago’.EAL: Ask if any of these toys are similar to toys from their own culture. Share any examples with the class.Enrichment: Explore what toys could be made using plants &c in the local E. Hills environment.

VELS

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Interpersonal learning: Students learn to work in teams to complete structured activities within a set timeframe (the teacher may select the teams and allocate roles and responsibilities). Students learn to stay on task and share resources fairly.

Thinking Processes: Students practise ordering and sequencing their ideas.

Personal Learning: Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set timeframe. They begin to set short-term goals related to specific tasks, such as setting a time limit for a particular activity, and to reflect on their achievements.

4 http://museumvictoria.com.au/education/learning-lab/little-history/teacher-guide/my-grandmothers-toy-box-activities/5 http://museumvictoria.com.au/education/learning-lab/little-history/my-grandmothers-toy-box/6 http://museumvictoria.com.au/education/learning-lab/little-history/teacher-guide/my-grandmothers-toy-box-activities/

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http://museumvictoria.com.au/education/learning-lab/little-history/teacher-guide/my-grandmothers-toy-box-activities/

http://museumvictoria.com.au/education/learning-lab/little-history/my-grandmothers-toy-box/



usVE

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Year

1Distinguish between the past, present and future (ACHHS032)Pose questions about the past using sources provided (ACHHS033)Identify and compare features of objects from the past and present (ACHHS035)

Sequence familiar objects and events (ACHHS031)Distinguish between the past, present and future (ACHHS032)Pose questions about the past using sources provided (ACHHS033)Explore a range of sources about the past (ACHHS034)Identify and compare features of objects from the past and present (ACHHS035)Explore a point of view (ACHHS036)Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)

Distinguish between the past, present and future (ACHHS032)Pose questions about the past using sources provided (ACHHS033)Explore a range of sources about the past (ACHHS034)Identify and compare features of objects from the past and present (ACHHS035)Explore a point of view (ACHHS036)Develop a narrative about the past. (ACHHS037)

Distinguish between the past, present and future (ACHHS032)Pose questions about the past using sources provided (ACHHS033)Explore a range of sources about the past (ACHHS034)Identify and compare features of objects from the past and present (ACHHS035)

Aus

VELS

His

tory

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Distinguish between the past, present and future (ACHHS048)Pose questions about the past using sources provided (ACHHS049)Identify and compare features of objects from the past and present (ACHHS051)

Sequence familiar objects and events (ACHHS047)Distinguish between the past, present and future (ACHHS048)Pose questions about the past using sources provided (ACHHS049)Explore a range of sources about the past. (ACHHS050)Identify and compare features of objects from the past and present (ACHHS051)Explore a point of view (ACHHS052)Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Distinguish between the past, present and future (ACHHS048)Pose questions about the past using sources provided (ACHHS049)Explore a range of sources about the past. (ACHHS050)Identify and compare features of objects from the past and present (ACHHS051)Explore a point of view (ACHHS052)Develop a narrative about the past (ACHHS053)

Distinguish between the past, present and future (ACHHS048)Pose questions about the past using sources provided (ACHHS049)Explore a range of sources about the past. (ACHHS050)Identify and compare features of objects from the past and present (ACHHS051)

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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHS051









































usVE

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ar 1 Describe some differences

between imaginative informative and persuasive texts (ACELY1658)

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)


Aus

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Eng

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Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)


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Creating something new: planning how to research a topic.Evaluating: prioritising which toys from the past would be most fun

to play with.

Evaluating: what were the advantages and disadvantages

of toys from the past?

Creating something new: compose a new version of a

story

Evaluating: what were the advantages and disadvantages

of indigenous toys?

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Review Toys of the Past slideshow and identify which toys are still played with today and which ones are not, describing their features and comparing differences and similarities with modern toys. Discuss which ones operate with electricity, with batteries, and explore the materials used, and the purpose of the toy e.g. for role playing, competition, or imaginative building etc.Students complete a Venn diagram classifying and labelling the toys according to Then/Now and Both..

Games session:Invite parents to visit and teach students how to play with toys and games of the past; skipping games, elastics, knucklebones, Pick-up sticks &c.Prior to the game session, elicit from students possible questions to ask the parent/s about the and other games and toys.Link playing these games to Values Education theme of sharing.Share time: evaluate the games and rank them in order using different criteria, e.g. most fun; least equipment; quietest &c.

Assessment task (for comparison with previous narrative written in Lesson 3. Model writing a chronological narrative using information from the questionnaire that students took home in Lesson 1. Scaffold the model so that it shows how to convey past and present in chronological order using the facts that they have, and using historical terms e.g. then and now, before/after; &c.Develop an assessment rubric for negotiation with other classes so that expectations are clear across all Year 1 & 2 classes.Students draft and edit their narrative in sequence, e.g.When my grandmother was little she played with ….When my mother was little she played with …Now when I am little I play with…

Review teacher-moderated assessment rubric with students so that expectations are clear across all Year 1 & 2 classes. Have students read their work from Lesson 7 and evaluate it against the rubric, identifying improvements that need to be made.Students complete editing their chronological narrative, and publish it.Share Time: students read their narratives and invite evaluative comments i.e. what’s good about this writing? What could be improved?

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Teacher-made Toys of the Past slideshow using image gallery from Museum Victoria My Grandmother’s Toy Box page. 7

Teacher made Venn diagram and mini images of toys for cutting and pasting.

Invitations to parents (phone or note home)Simple PE equipment needed to play the games e.g. skipping ropes &c

Completed student questionnaires that students took home after Lesson 1.VCOP (vocabulary charts &c).Teacher-moderated rubric for assessment, for Year 1 and Year 2.

Completed student questionnaires that students took home after Lesson 1.VCOP (vocabulary charts &c).Publishing materialsAssessment rubric

7 http://museumvictoria.com.au/education/learning-lab/little-history/teacher-guide/my-grandmothers-toy-box-activities/

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Lesson 5 Lesson 6 Lesson 7 Lesson 8Sp

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dsAt risk/EAL: provide assistance with labelling the imagesEnrichment: Encourage students to write complex sentences explaining the reasons for classifying the toys as they did.

Ensure that games are inclusive for all children regardless of ability.

At risk: Choose the information that was brought by an at-risk student for the model narrative.EAL: If students are describing unfamiliar games or toys from a different culture, encourage explaining in more detail so that other children will understand.Enrichment: Encourage students to write complex sentences using phrases of time and place, and evaluative statements explaining which toys and games would be the best to play with.

At risk/ EAL: provide intensive support with structuring the writing so that it is chronological. For some students it may be better to limit the topic to just parents’ toys compared with their own.Enrichment: Encourage students to edit with complex sentences using phrases of time and place, and evaluative statements explaining which toys and games would be the best to play with.

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Thinking Processes: Students … begin to classify concepts, objects and ideas using given criteria and describe, compare and contrast these classifications. They use a variety of thinking tools to assist with recognising patterns in surrounding events and objects.

Interpersonal Learning: Students behave appropriately in a range of social situations. They identify the feelings and needs of other people. Students identify and accept that there are consequences for their actions. They take appropriate steps to resolve simple conflicts.



Aus

VELS

His

tory

Ye

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Distinguish between the past, present and future (ACHHS032)Pose questions about the past using sources provided (ACHHS033)Identify and compare features of objects from the past and present (ACHHS035)

Distinguish between the past, present and future (ACHHS032)Pose questions about the past using sources provided (ACHHS033)Explore a point of view (ACHHS036)

Develop a narrative about the past. (ACHHS037)Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)

Develop a narrative about the past. (ACHHS037)Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)

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usVE

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Year

2Distinguish between the past, present and future (ACHHS048)Pose questions about the past using sources provided (ACHHS049)Identify and compare features of objects from the past and present (ACHHS051)Explore a point of view (ACHHS052)

Distinguish between the past, present and future (ACHHS048)Pose questions about the past using sources provided (ACHHS049)Explore a point of view (ACHHS052)

Develop a narrative about the past (ACHHS053)Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Develop a narrative about the past (ACHHS053)Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Aus

VELS

Eng

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NA

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Aus

VELS

Eng

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Year

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NA

Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

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Evaluating: justifying reasons for classification NA

Evaluating: explain which toys and games would be the best to

play with.

Evaluating: peer commentary about the narratives.

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Key Understandings for Assessment Focus QuestionsY1: Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. (ACHHK030)

Y2: The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Before European settlement Aboriginal children played with toys made from their local environment.Aboriginal toys were made from rock, stone, and plants. When European settlement started, toys and games were adapted to use new technologies.Many traditional Aboriginal toys were child-sized versions of tools and implements that adults used.

There were no digital toys in the era of these children’s grandparents, and none had computer components.Toys were generally made from the same materials as now, but they operated differently, e.g. they were mechanical, hand-operated or they had no moving parts.Many toys of the past are still made today but in different forms e.g. dolls now have digital components.

Y1 How can we show that the present is different from or similar to the

past? How do we describe the sequence of time?

Y2 What aspects of the past can you see today? What do they tell us? How have changes in technology shaped our daily life?

How do we know about the past? How do we know what toys children played with in the past? How do we know what games children played in the past? How do we find out about toys that are old?

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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHK046


LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

VELS Learning

Focus Thinking

Processes Level 2

As students work towards the achievement of Level 3 standards in Thinking Processes, they explore the community and environment around them, and increasingly consider contexts and information which lie beyond their immediate experience. Questions and wondering are encouraged, recorded and shared, and become the basis for further learning.Students develop their skills in making accurate observations about people and events, and they begin to use a variety of means to record their observations. They develop their own explanations for the observations they make and learn to question the accuracy of other people’s explanations. They begin to understand that people are more likely to believe an explanation if evidence or reasons are provided. They develop their skills in using a range of sources of information when investigating selected questions.Students practise ordering and sequencing their ideas. They begin to classify concepts, objects and ideas using given criteria and describe, compare and contrast these classifications. They use a variety of thinking tools to assist with recognising patterns in surrounding events and objects.When presented with simple problems, students work with peers to develop a range of creative solutions and test their effectiveness against given criteria. Prompted by questions, they begin to reflect on their thinking processes.

VELS Learning

Focus Personal Learning Level 2

As students work towards the achievement of Level 3 standards in Personal Learning, they participate in a wide range of learning experiences which involve a variety of learning styles and approaches to learning. With teacher support, they reflect on those approaches which they believe help them learn most effectively. Students begin to record their feelings and understanding about their learning, responding to prompts which help them acknowledge their successes, noting where improvements could be made and reflecting on the effort they put into particular tasks.Students develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers. They begin to recognise that learning from mistakes is an important attribute of being a good learner.With teacher support, students develop simple protocols to assist them to learn effectively such as listening attentively. They begin to recognise their contribution to the achievement of a positive learning environment in the classroom.Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set timeframe. They begin to set short-term goals related to specific tasks, such as setting a time limit for a particular activity, and to reflect on their achievements.

VELS Learning

Focus Interpersona

l Learning Level 2

As students work towards the achievement of Level 2 standards in Interpersonal Development, they interact with their peers, older and younger students and adults, in a range of contexts. With teacher support, students reflect on personal qualities which contribute to the development and maintenance of friendships. They begin to develop and exhibit appropriate behaviours for maintaining positive social relationships.Through activities such as reading, discussion and role-play, students learn to recognise and describe the feelings and emotional responses of others. They compare these with their own emotional responses and adjust their behaviour in response.Students learn to recognise that their actions have consequences for both themselves and others in social contexts. They begin to think in terms of other people’s feelings and needs, especially when resolving conflict or dealing with bullying; for example, by saying sorry or taking another person’s point of view into consideration.Students learn to work in teams to complete structured activities within a set timeframe (the teacher may select the teams and allocate roles and responsibilities). Students learn to stay on task and share resources fairly. In response to questions and prompts, they learn to reflect on the team’s challenges and successes and their contribution to the team’s effectiveness.

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AusVELS HISTORY LEVEL DESCRIPTION: Years 1 & 2The content provides opportunities to develop historical understanding through key concepts including continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this level involves two strands: Historical Knowledge, and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.Australian Curriculum History Level Description Year 1 Australian Curriculum History Level Description Year 2Present and Past Family LifeThe Level 1 curriculum provides a study of present and past family life within the context of the students’ own world. Students learn about similarities and differences in family life by comparing the present with the past. They begin to explore the links, and the changes that occur, over time.

The Past in the PresentThe Level 2 curriculum provides a study of local history. Students explore, recognise and appreciate the history of their local area by examining remains of the past and considering why they should be preserved.

Key inquiry questions Key inquiry questionsA framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this level are: How has family life changed or remained the same over time? How can we show that the present is different from or similar to the

past? How do we describe the sequence of time?

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this level are: What aspects of the past can you see today? What do they tell us? What remains of the past are important to the local community? Why? How have changes in technology shaped our daily life?

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 1 & 2

Historical Knowledge and UnderstandingYear 1 Content Year 2 ContentPresent and Past Family Life Elaborations The Past in the

Present Elaborations

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.

examining and commenting on photographs and oral histories (for example talking to parents, grandparents and other elders) to find out how daily lives have changed

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives (for example changes to land, air and sea transport; the move from wood fired stoves to gas/electrical appliances; the introduction of television, transistors, FM radio and digital technologies)

identifying where the technology used in their

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(ACHHK030) grandparents’ childhoods was made compared with the technology they use today

examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example Arrernte children learn to play string games so they can remember stories they have been told)

creating models of toys used by children who lived when electricity was not available

Historical SkillsYear 1 Skills Year 2 SkillsChronology, terms and concepts

Elaborations Chronology, terms and concepts

Elaborations

Sequence familiar objects and events (ACHHS031)

using visual sequences of time such as a ‘days of the week’ chart, a class timetable or a calendar and marking significant dates on them

creating a timeline, slideshow or story using photos

Sequence familiar objects and events (ACHHS047)

ordering key events in the history of the local community using photographs and annotations

Distinguish between the past, present and future (ACHHS032)

identifying vocabulary of the past (for example words for objects from childhood games and leisure such as jacks, elastics, record player, transistor) when making then/now comparisons

using terms to denote time (for example ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘generations’)

Distinguish between the past, present and future (ACHHS048)

using terms to denote the passing of time in speech and writing (for example ‘in the past’, ‘levels ago’, ‘the olden days’, ‘in the future’)

identifying signs of the past in photographs and other visual representations and using the correct term for these features – for example ‘war memorial’, ‘museum’

Historical questions and research

Elaborations Historical questions and research

Elaborations

Pose questions about the past using sources provided (ACHHS033)

inquiring from parents and members of older generations about past and present families (for example number of children, number of people living in the household, roles of the parents and children)

discussing what life was like for their parents and grandparents by examining everyday objects (for example telephone, radio, cooking utensils, toys), photos and stories from the past, using ‘What’? How’? ‘When’? ‘Why?’ questions

Pose questions about the past using sources provided (ACHHS049)

developing inquiry questions about a site (for example ‘What does it look like now?’ ‘What condition is it in?’ ‘How might its use have changed?’ ‘What was its purpose?’ ‘How was it built/created?’ ‘How was it paid for?’ ‘What is its use and importance in the present?’)

structuring questions using appropriate verb tenses (for example in the question: ‘What games did children play before electricity?’, the helping verb ‘did’ is in the past

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Analysis and use of sources

Elaborations Analysis and use of sources

Elaborations

Explore a range of sources about the past (ACHHS034)

discussing with parents and grandparents about life in the past

exploring stories from and about the past (for example letters, diaries, radio or television programs)

Explore a range of sources about the past. (ACHHS050)

locating historical evidence of the local community including signs of the past in the present (for example place and street names, monuments, built and non-built historical landmarks)

examining sources such as photographs, newspapers, stories and maps to learn about the past (some of these may be online and can be located through state and local library websites)

Identify and compare features of objects from the past and present (ACHHS035)

comparing objects from the past with the present to identify similarities and differences (for example toys, whitegoods, televisions, radios)

Identify and compare features of objects from the past and present (ACHHS051)

identifying place and street names in the local community and discovering their origin and meaning (for example names that are linked to Aboriginal and Torres Strait Islander people, such as Eurobodalla National Park; historical events such as Deadman’s Creek, early settlers, and political, religious and social figures)

identifying features of a site (such as dates, decorations and plaques on buildings) that reveal its past

Perspectives and interpretations

Elaborations Perspectives and interpretations

Elaborations

Explore a point of view (ACHHS036)

representing similarities and differences between students’ daily lives and those of their parents and grandparents in graphic form (for example Venn diagram, y-chart)

Explore a point of view (ACHHS052)

examining a point of view about changes to the built and natural environment and to daily lives over time

Explanation and communication

Elaborations Explanation and communication

Elaborations

Develop a narrative about the past. (ACHHS037)

relating a story about life in their parent’s or grandparent’s time (orally or through pictures and photographs)

describing their families or an event that has personal significance

Develop a narrative about the past (ACHHS053)

composing stories to compare past and present daily life (for example by using software to create a soundscape of the local area and a digital camera to take photographs of this area in the present and by using photographs to show images of the past)

describing a significant person or place from their community’s past (for example a short report on a building of significance describing when, where, why, who built it, and why it is valued; or a biography on a significant individual)

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Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)

representing ideas and creating imaginative responses through writing, role-play, speaking, drawing

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

representing ideas and creating imaginative responses through visual images as well as written and spoken descriptions and narratives

AusVELS ENGLISH LEVEL DESCRIPTION Years 1 & 2The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit and strengthen these as needed.The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. See http://www.australiancurriculum.edu.au/English/Advice-on-selection-of-literary-texts for advice on selection of literary texts.

Australian Curriculum English Level Description Year 1 Australian Curriculum English Level Description Year 2

In Level 1, students communicate with peers, teachers, known adults and students from other classes.Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and texts used by students as models for constructing their own texts.Literary texts that support and extend Level 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These texts also present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, and sentence boundary punctuation, as well as illustrations and diagrams that support the printed text.Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.

In Level 2, students communicate with peers, teachers, students from other classes, and community members.Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.Literary texts that support and extend Level 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.

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http://www.australiancurriculum.edu.au/English/Advice-on-selection-of-literary-texts



AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2

READING AND VIEWING

Year 1 Content Year 2 ContentLanguage Elaborations Language ElaborationsExplore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs) (ACELA1452)

talking about effective words that describe a place, person or event

learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses and coordinating conjunctions (ACELA1467)

learning how to express ideas using compound sentences

learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences

Literacy Elaborations Literacy ElaborationsDescribe some differences between imaginative informative and persuasive texts (ACELY1658)

comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’

selecting texts for a particular purpose or task, for example a website that will give information about whales, a book that will tell a story about a possum

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

identifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts

WRITING

Year 1 Content Year 2 ContentLiteracy Elaborations Literacy ElaborationsCreate short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word

referring to learned knowledge of text structure and grammar when creating a new text

applying new vocabulary appropriately in creating text

learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

beginning to consider audience in designing a

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features

learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

sequencing content according to text structure using appropriate simple and compound

sentence to express and combine ideas using vocabulary, including technical

vocabulary, appropriate to text type and purpose

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choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

communication involving visual components, selecting images for maximum impact

for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun

reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks

checking for inclusion of capital letters and full stops

identifying words which might not be spelt correctly

beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words

Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)

reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text

checking spelling using a dictionary checking for inclusion of relevant punctuation

including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks

making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

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SPEAKING AND LISTENINGYear 1 Content Year 2 ContentLiteracy Elaborations Literacy ElaborationsEngage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

listening for details in spoken informative texts participating in informal and structured class,

group and pair discussions about content area topics, ideas and information

speaking clearly and with appropriate volume interacting confidently and appropriately with

peers, teachers, visitors and community members

learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently

formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions

Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)

using spoken language for problem solving, and exploring ideas and concepts

listening for specific information and providing two or more key facts from an informative text spoken or read aloud

listening to, remembering and responding to detailed instructions

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space')

participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others

taking turns, asking and answering questions and attempting to involve others in discussions

demonstrating active listening behaviour and responding to what others say in pair, group and class discussions

experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems

attempting correct pronunciation of new vocabulary

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

discussing appropriate conventions to use in group discussions

exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’

participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

demonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activities

asking relevant questions and making connections with personal experiences and the contributions of others

brainstorming topics, contributing ideas and acknowledging the ideas of others

speaking clearly and with appropriate intonation understanding how to disagree with a point of

view or offer an alternative idea courteously experimenting with presentation strategies such

as pitch, volume and intonation

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AUSTRALIAN CURRICULUM PRIORITIES

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Aboriginal and

Torres Strait

Islander histories

and cultures

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ACHIEVEMENT STANDARDS

VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS

VELS Thinking Processes Standards Years 1 & 2

No standard till Level 3

VELS Personal Learning Standards Years 1 & 2

No standard till Level 3

VELS Interpersonal Learning Standards Foundation Years 1 & 2Building social relationshipsAt Level 2, students behave appropriately in a range of social situations. They identify the feelings and needs of other people. Students identify and accept that there are consequences for their actions. They take appropriate steps to resolve simple conflicts.Working in teamsAt Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With teacher support, they describe their contribution to the activities of the team.

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AusVELS ACHIEVEMENT STANDARDS – HISTORY

AUSTRALIAN CURRICULUM HISTORY Years 1 & 2Year 1 History achievement standardBy the end of Level 1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe personal and family events that have significance.Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.

Year 2 History achievement standardBy the end of Level 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of significance in the local community.Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral) to answer these questions. They compare objects from the past and present. Students develop a narrative about the past using a range of texts.

AusVELS ACHIEVEMENT STANDARDS – ENGLISH AusVELS ENGLISH Years 1 & 2

Year 1 F0.5 Reading and Viewing Progression Point identify the parts of a simple sentence that represent ‘What’s happening?’,

‘Who or what is involved?’ and the surrounding circumstances (ACELA1451 Sentences and clause level grammar)

identify and distinguish all uppercase and lowercase letters in the alphabet (ACELA1458 Alphabet knowledge)

recognise common sound-letter correspondences (ACELA1458 Alphabet knowledge)

recognise and use common vowel blends, for example ‘ae’ in cake, and consonant blends, for example ‘tr’ in train (ACELA1458 Alphabet knowledge)

read and view supportive print and digital texts in a phrased and fluent manner, using a range of information sources and text features to develop and sustain meaning (ACELA1450 Concepts of print and screen and ACELY1659 Reading processes)

describe some differences between imaginative and informative texts (ACELY1658 Purpose and audience and ACELA1453 Visual language)

identify and describe words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELY1659 Reading processes and ACELA1452 Word level grammar)

Year 2 PP 1.5 Reading and Viewing Progression Point identify and explain the typical text structures of a range of text types, for

example simple narratives, instructions and expositions (ACELA1463 Purpose, audience and structures of different types of texts)

identify nouns that represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract (ACELA1468 Word level grammar)

recognise a wide range of letter/sound correspondences including some silent letters, vowel/consonant diagraphs and less common sound-letter combinations (ACELA1474 Sound and letter knowledge)

identify sentences that contain more than one idea (ACELA1467 Sentence and clause level grammar)

discuss language used to describe characters and settings within and across texts and how these support meaning (ACELT1591 Features of literary texts)

use some comprehension strategies to build literal and inferred meaning, for example making connections between information in print and images or building on and using prior knowledge and vocabulary (ACELY1670 Comprehension strategies)

read less predictable texts in a phrased and fluent manner, using a range of information sources and text features to monitor meaning and self-correct (ACELY1669 Reading processes)

use punctuation to support phrasing and fluency when reading aloud, for example recognition of capital letters to signal proper nouns and commas to separate items in lists (ACELY1669 Reading processes)

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Year 1 Reading and viewing achievement standardBy the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.

Year 2 Reading and viewing achievement standardBy the end of Level 2 students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content.

Year 1 F0.5 Writing Progression Point use of common punctuation correctly including full stops, question marks

and exclamation marks (ACELA1449 Punctuation) recognise and use some morphemes in word families to spell unfamiliar

words, for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455 Spelling) recreate texts imaginatively using a selection of drawing, writing,

performance and digital forms of communication (ACELT1586 Creating literary texts)

write one or more sentences for an imaginative or informative purpose, and using sentence-level grammar (ACELY1661 Creating texts)

use illustrations and diagrams that support the intended meaning of writing (ACELY1661 Creating texts and ACELY1664 Computer programs)

write words legibly, using unjoined print script of consistent size, using appropriate pencil grip (ACELY1663 Handwriting)

add or delete words to improve meaning, for example adding an adjective to a noun (ACELY1662 Editing)

Year 2 PP 1.5 Writing Progression Point spell words correctly, using knowledge of sound–letter patterns, visual

memory and syllabification (ACELA1471 Spelling) identify and use punctuation, including full stops, question marks,

exclamation marks, commas and capital letters (ACELA1465 Punctuation) create imaginative reconstructions of stories and poetry using a range of

print and digital media (ACELT1593 Creating literary texts) sequence content according to the text structure (ACELY1671 Creating

texts) select language features, for example simple and compound sentences, to

express and combine ideas appropriate to audience and purpose (ACELY1671 Creating texts)

use vocabulary, including technical vocabulary, appropriate to text type and purpose (ACELY1671 Creating texts)

use strategies to reread, revise and edit writing for spelling, punctuation and/or text structure, for example reading aloud, use of feedback from others (ACELY1672 Editing)

Year 1 Writing achievement standardWhen writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.

Year 2 Writing achievement standardStudents create texts that show how images support the meaning of the text. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

Year 1 F0.5 Speaking and listening Progression Point use appropriate vocabulary to express feelings and emotions (ACELA1787

Evaluative language) identify some features of characters and how particular words and images

convey qualities of their nature, for example some characters are portrayed as shy, others adventurous (ACELT1581 How texts reflect the context of culture and situation in which they are created)

discuss how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution) (ACELT1584 Features of literary texts)

consider how others might respond before expressing their views and how

Year 2 PP 1.5 Speaking and listening Progression Point use language appropriate to different social and classroom interactions

(ACELA1461 Language for social interactions) identify and use language for appreciating texts and the qualities of people

and things (ACELA1462 Evaluative language) discuss opinions about characters, events and/or settings in texts

(ACELT1589 Personal responses to the ideas, characters and viewpoints in texts)

discuss how characters reflect the contexts in which they were created, for example a particular situation or culture (ACELT1587 How texts reflect the context of culture and situation in which they are created)

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they might respond appropriately to others’ views (ACELY1656 and ACELY1788 Listening and speaking interactions and ACELA1445 Language for social interaction)

take turns during group discussion (ACELY1656 and ACELY1788 Listening and speaking interactions and ACELA1445 Language for social interaction)

apply active listening behaviours to a range of conversations and discussions (ACELY1656 Listening and speaking interactions)

provide simple explanations about how to do or make something (ACELY1657 Oral presentations)

respond appropriately to others contributions, including selecting from positive statements and voicing disagreement (ACELY1666 and ACELY1789 Listening and speaking interactions)

create spoken texts, including selecting from more formal speech and specific vocabulary to match purpose (ACELY1667 Oral presentations)

modify tone and pace of speaking when communicating with others (ACELY1789 Listening and speaking interactions)

Year 1 Speaking and listening achievement standardThey listen to others when taking part in conversations using appropriate language features. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics.

Year 2 Writing achievement standardThey listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations.

PoLT (Principles of Learning and Teaching)

PoLT focus to be

embedded in this unit.

Students learn best when these Principles of Learning and Teaching are embedded in classroom practice:Students' needs, backgrounds, perspectives and interests are reflected in the learning program.In learning environments that reflect this principle the teacher:3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students3.2 uses a range of strategies that support the different ways of thinking and learning3.3 builds on students’ prior experiences, knowledge and skills3.4 capitalises on students’ experience of a technology rich world.

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CHECKLIST FOR PLANNING A UNIT OF WORK USING e5

Engage QuestionsComponent

covered in the unit

How do we stimulate interest and curiosity in the topic? Yes

How do we assess students’ prior knowledge? Yes

What processes do we have in place to reinforce student understanding of what they are doing and why?

Yes

What strategies do we use to support students’ thinking? Yes

What will be the nature and quality of assessment tasks? Yes

How do we assist students to monitor their own learning? Yes

explore QuestionsWhat questions will draw out students’ thinking and prior knowledge? Yes

What are the typical misconceptions and how can we address them? Yes

What tools and strategies can we introduce/use to support students to collect and organise information?

Yes

Are there any real world connections or applications we can incorporate? Yes

explain QuestionsHow can we represent the content in different ways? Yes

How can we incorporate time for the practice of new skills? Yes

How do we model the use of English language conventions or the language of our discipline? Yes

How do we support students to see relationships and make connections between concepts? Yes

Have we provided opportunities to use different modes of language in our lessons? No

elaborate QuestionsHave we taught skills to enable students to actively contribute to rich conversations? Yes

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Does our feedback provide students with practical support to improve?

How do we provide opportunity for students to justify their thinking/responses?

Have we incorporated new and different experiences to enable students to transfer their understanding to an unfamiliar context?

evaluate QuestionsHow can we share evidence of learning with students?

How can we structure opportunities for self reflection and/or peer feedback? Yes

Have we provided opportunities for students to demonstrate their understanding in a variety of ways?

A bit

How can we assist students to identify their future learning goals? No

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