WWAIPAT Pre-Assessment
Date: 3 May 2017
Learning Outcomes: To learn students’ prior knowledge about significant events.
Task: Students had to consider and briefly describe 3 significant events for self, community/country, and global.
Assessment Tool: Teacher notes
Date: 3 May 2017
Learning Outcomes: To learn students’ prior knowledge about significant events.
Task: Students had to consider and briefly describe 3 significant events for self, community/country, and global.
Assessment Tool: Teacher notes
Reflection: This was hard because I did not know about this unit yet.
Recount Text on a Significant Event
Date: 20 May 2017
Learning Outcomes:
• Identify the features of recounted texts such as sports reports, diaries, police reports, including introduction to set the scene, chronological sequence, varied but consistent use of past tense, e.g. ‘As he was running away he noticed….’ Possible supporting illustrations, degree of formality adopted and use of connectives.
• Use of language features of recounts including formal language when recounting events orally.
• Write recounts based on the same subject such as a field trip, a match or a historical event for two contrasting audiences such as a close friend and an unknown reader.
Language Arts: Viewing and Presenting
• Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
Language Arts: English -- Writing
• Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
• Explain the purpose and audience of a range of familiar text forms
• Use planning aids to plan and organize writing, e.g. flow charts, storyboards
• Use an increasing range of strategies throughout the writing process e.g. determine importance
• Draw upon semantic, graphophonic and syntactic knowledge when writing e.g. vocabulary knowledge, text-structure knowledge
• Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing
• Check punctuation, variety of sentence starters, spelling and presentation
- Work independently to produce written work that is legible and well presented.
- Use basic punctuation that is mostly correct, e.g., when punctuating dialogue
- Use an increasing range of strategies to spell unknown words.
Mathematics (Integrated)
Shape and Space
•Describe direction using the eight compass points
Task: Students had to choose one significant event that interested them most. From there, they had to explain how the even unfolded in chronological order on a graphic organiser. They also had to include details about each section of the event. This allowed them to organise their recount text on their significant event. They also had to include pictures or diagrams to their final piece.
Assessment tool: Checklist and notes
Date: 20 May 2017
Learning Outcomes:
• Identify the features of recounted texts such as sports reports, diaries, police reports, including introduction to set the scene, chronological sequence, varied but consistent use of past tense, e.g. ‘As he was running away he noticed….’ Possible supporting illustrations, degree of formality adopted and use of connectives.
• Use of language features of recounts including formal language when recounting events orally.
• Write recounts based on the same subject such as a field trip, a match or a historical event for two contrasting audiences such as a close friend and an unknown reader.
Language Arts: Viewing and Presenting
• Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
Language Arts: English -- Writing
• Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
• Explain the purpose and audience of a range of familiar text forms
• Use planning aids to plan and organize writing, e.g. flow charts, storyboards
• Use an increasing range of strategies throughout the writing process e.g. determine importance
• Draw upon semantic, graphophonic and syntactic knowledge when writing e.g. vocabulary knowledge, text-structure knowledge
• Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing
• Check punctuation, variety of sentence starters, spelling and presentation
- Work independently to produce written work that is legible and well presented.
- Use basic punctuation that is mostly correct, e.g., when punctuating dialogue
- Use an increasing range of strategies to spell unknown words.
Mathematics (Integrated)
Shape and Space
•Describe direction using the eight compass points
Task: Students had to choose one significant event that interested them most. From there, they had to explain how the even unfolded in chronological order on a graphic organiser. They also had to include details about each section of the event. This allowed them to organise their recount text on their significant event. They also had to include pictures or diagrams to their final piece.
Assessment tool: Checklist and notes
Reflection: This was so fun learning about the Titanic.
WWAIPAT LOI 2 – Impact of significant events on society
Date: 28 May 2017
Learning Outcomes:
Social Studies - Continuity through change and time
• Examine different factors (heritable and non-heritable) that shape an identity
• Examine the complexity of their own evolving identities
• Identify causal relationships and understand how they impact on the experience of individuals and groups.
• Use emotional awareness and personal skills to relate to and help others.
Task: Students made a T-chart to describe the immediate (what changed when the event first happened and who did it affect?) & long term impacts (How are people affected by this event today?)
Assessment tool: Checklist
Date: 28 May 2017
Learning Outcomes:
Social Studies - Continuity through change and time
- Be able to describe how the history of one country affects that of another
- Be able to ask and answer questions about the past
• Examine different factors (heritable and non-heritable) that shape an identity
• Examine the complexity of their own evolving identities
• Identify causal relationships and understand how they impact on the experience of individuals and groups.
• Use emotional awareness and personal skills to relate to and help others.
Task: Students made a T-chart to describe the immediate (what changed when the event first happened and who did it affect?) & long term impacts (How are people affected by this event today?)
Assessment tool: Checklist
Reflection: This was hard when finding information but easy to make the poster.
WWAIPAT LOI 3 - Discussion Text
Date: 9 June 2017
Learning Outcomes:
Social Studies - Continuity through change and time
•Understand how some aspects of the past have been represented and interpreted in different ways
•Understand that historical sources can be different from and contradict one another and that they reflect their context of time, place and viewpoint
Language Arts: English -- Speaking and Listening
• Identify and expand on main ideas in familiar oral texts
• Generate and modify ideas and opinion
• Begin to paraphrase and summarise
· Present their own point of view and respect the views of others
opinions through discussions
• Use an increasing range of strategies to comprehend, e.g. determining importance, summarizing
Text Form Outcomes - Discussion texts
In exploring persuasive texts (both written and oral), and those presenting a particular argument, both written and oral (see progression in persuasion), distinguish and discuss any texts which seems to be trying to present a more balanced or reasoned view, or which explore more than one possible perspective on an issue.
Experiment with presentation of various views (own and others, biased and balanced) through discussion, debate and drama.
Task: After three guest speakers came in to give their interpretation about the American-Vietnamese War, students had a discussion about the different points of view they could consider during that significant event. They chose two that interested them the most to write their discussion text on. First, they filled out a graphic organiser, where they wrote their opening question, four points for each viewpoint to give a balanced discussion and their personal opinion. From there, they wrote their first draft, had it edited and revised before they typed up their published discussion text.
Assessment tool: Checklist and comments
Date: 9 June 2017
Learning Outcomes:
Social Studies - Continuity through change and time
•Understand how some aspects of the past have been represented and interpreted in different ways
•Understand that historical sources can be different from and contradict one another and that they reflect their context of time, place and viewpoint
Language Arts: English -- Speaking and Listening
• Identify and expand on main ideas in familiar oral texts
• Generate and modify ideas and opinion
• Begin to paraphrase and summarise
· Present their own point of view and respect the views of others
opinions through discussions
• Use an increasing range of strategies to comprehend, e.g. determining importance, summarizing
Text Form Outcomes - Discussion texts
In exploring persuasive texts (both written and oral), and those presenting a particular argument, both written and oral (see progression in persuasion), distinguish and discuss any texts which seems to be trying to present a more balanced or reasoned view, or which explore more than one possible perspective on an issue.
Experiment with presentation of various views (own and others, biased and balanced) through discussion, debate and drama.
Task: After three guest speakers came in to give their interpretation about the American-Vietnamese War, students had a discussion about the different points of view they could consider during that significant event. They chose two that interested them the most to write their discussion text on. First, they filled out a graphic organiser, where they wrote their opening question, four points for each viewpoint to give a balanced discussion and their personal opinion. From there, they wrote their first draft, had it edited and revised before they typed up their published discussion text.
Assessment tool: Checklist and comments
Reflection: This took me a lot of time.
WWAIPAT Summative Assessment
Date: 13 June 2017
Learning Outcomes:
Social Studies - Continuity through change and time
•Know that the study of history is concerned with the past in relation to the present
•Know about the characteristic features of particular periods and societies
•Know about the general history of the host country
•Know about the general history of their home country (optional, depending on personal inquiry)
•Know about the characteristic features of a particular period in the history of the host country
•Know the terms associated with periods studied
•Be able to find out about aspects of the past from a range of resources
•Be able to describe how the history of the host country affects the lives of people who live there now
•Be able to describe how the history of one country affects that of another
•Be able to ask and answer questions about the past
•Be able to use dates and terms relating to the passing of time
•Be able to communicate their knowledge and understanding of history in a variety of ways
•Understand how some aspects of the past have been represented and interpreted in different ways
•Understand that historical sources can be different from and contradict one another and that they reflect their context of time, place and viewpoint
Language Arts: English -- Speaking and Listening
• Realise that grammatical structures can be irregular and begin to use them appropriately and consistently
• Begin to paraphrase and summarise
Organise thoughts and feelings before speaking
· Present their own point of view and respect the views of others
Language Arts: English - Reading
• Use an increasing range of strategies to comprehend, e.g. determining importance, summarizing
Locate and select texts appropriate to purpose and audience, e.g., use search engines, check currency of information.
Mathematics - Shape and Space
•Describe direction using the eight compass points
•Locate and record features on a grid using coordinates in two quadrants
PSPE - Identity
• Examine different factors (heritable and non-heritable) that shape an identity (for examples, gender, sexuality, nationality, language group)
• Examine the complexity o their own evolving identities
• Identify causal relationships and understand how they impact on the experience of individuals and groups.
• Use emotional awareness and personal skills to relate to and help others.
Task: Students create a slideshow, which will be presented to the class. They will explain how one significant event unfolded, the impact it had on society and how it can be viewed from different perspectives.
Assessment tool: Checklist and comments
Date: 13 June 2017
Learning Outcomes:
Social Studies - Continuity through change and time
•Know that the study of history is concerned with the past in relation to the present
•Know about the characteristic features of particular periods and societies
•Know about the general history of the host country
•Know about the general history of their home country (optional, depending on personal inquiry)
•Know about the characteristic features of a particular period in the history of the host country
•Know the terms associated with periods studied
•Be able to find out about aspects of the past from a range of resources
•Be able to describe how the history of the host country affects the lives of people who live there now
•Be able to describe how the history of one country affects that of another
•Be able to ask and answer questions about the past
•Be able to use dates and terms relating to the passing of time
•Be able to communicate their knowledge and understanding of history in a variety of ways
•Understand how some aspects of the past have been represented and interpreted in different ways
•Understand that historical sources can be different from and contradict one another and that they reflect their context of time, place and viewpoint
Language Arts: English -- Speaking and Listening
• Realise that grammatical structures can be irregular and begin to use them appropriately and consistently
• Begin to paraphrase and summarise
Organise thoughts and feelings before speaking
· Present their own point of view and respect the views of others
Language Arts: English - Reading
• Use an increasing range of strategies to comprehend, e.g. determining importance, summarizing
Locate and select texts appropriate to purpose and audience, e.g., use search engines, check currency of information.
Mathematics - Shape and Space
•Describe direction using the eight compass points
•Locate and record features on a grid using coordinates in two quadrants
PSPE - Identity
• Examine different factors (heritable and non-heritable) that shape an identity (for examples, gender, sexuality, nationality, language group)
• Examine the complexity o their own evolving identities
• Identify causal relationships and understand how they impact on the experience of individuals and groups.
• Use emotional awareness and personal skills to relate to and help others.
Task: Students create a slideshow, which will be presented to the class. They will explain how one significant event unfolded, the impact it had on society and how it can be viewed from different perspectives.
Assessment tool: Checklist and comments