Wyong Public School Early Stage 1/Stage 1 Careers Unit

1. 2. 3. 4. 5. 6. Self Discovery Needs & Wants Roles & Responsibilities Workers in the Community Goal Setting Citizenship Appreciation

Aims
Students will: 1. Understand the concept of growth and change. 2. Explore and personalise Gardners Concept of Multiple Intelligence. 3. Understand the difference between needs and wants. 4. Explore roles and responsibilities. 5. Identify workers at home, at school and in the community. 6. Develop an understanding of what is meant by a community. 7. Undertake guided inquiry to develop their understanding. 8. Participate in active citizenship.

Overview of Content
This Careers unit aims to develop a sense of identity and community, the what, who, where and why of who we are, exploring the needs, rights and responsibilities of working together and celebrating citizenship. Through following a process that incorporates topic that are meaningful to them, students will develop a deeper understanding of their own identity and their need to contribute to the community they live in. The topics have a cross curriculum focus, which span outcomes in English, PDHPE, HSIE, Mathematics and use the Australian Blueprint for Career Development to identify a continuum of career competencies. They will participate as an active citizen within the classroom, school and local community, developing their skills as lifelong learners.

Cross Curriculum
English Talking and Listening, Writing Maths Data HSIE Social Systems and Structures PDHPE Interpersonal Relationships, Growth and Development

1. Self Discovery
Preknowing Visualise and Verbalise: Students are asked to visualise two pictures of themselves (one at a time) to ascertain what they looked like when they were babies and what they look like now. What could they do as babies? What can they do now? What did they wear? What did they eat? They are also to include an activity they would have engaged in as a baby and one they would engage in now. Students then draw these images on a halved piece of paper. Think Pair Share: Paired circle discussion with teacher prompts to ascertain whether students have understanding about: Name one thing you like? What is one thing you are good at? What is something you would like to get better at? Name one thing you own that is important to you? Exploring Multiple Intelligence Using Youre a Smart Kid poster set, explore the 8 different ways of knowing. Discuss as whole group. Mime sequence: Select a body smart child to demonstrate an activity that a person of a particular intelligence would enjoy doing (ie; art smart person would enjoy painting). Allow students to take turns or allocate turn if they do not feel comfortable performing. Youre a smart kid mini book. Students illustrate their very own Smart Kid mini book, showing their type of intelligence and activities they enjoy doing as they fit with the 8 ways of knowing. Write or scribe a short sentence using sentence starters; I am good at . . . I am smart because . . . I can . . . I am able to . . . I like . . . Share in pairs or small groups.

2. Needs and Wants

Explore the concept of Needs and Wants Use the Smart Notebook file (Defining Wants and Needs) to introduce the concept and promote discussion. In small groups or pairs, students discuss new concepts and share back, ask questions as a whole group. Students will then illustrate their own needs and wants using a bubble graph. They will then write a simple sentence to accompany one illustration to ascertain whether or not they understand the concept.

3. Roles and Responsibilities

Who are the people in my community? Using a concentric circle graphic organiser with me at the centre, identify who makes up our community (whole class).

Define Roles & Responsibilities Create a large anchor chart. What is meant by a role? (Roles are parts we play in our family, school or community ie; Dad is the chef, Mum is the gardener, James is the dog walker, etc) What is a responsibility? (Responsibilities are jobs we need to do in order to be an important part of our family, school or community ie; Dad buys the groceries, Mum takes out the green bin, James feeds the dog every day) Survey students. What responsibilities do you have at home? Create a picture graph. Discuss various roles and responsibilities. Use small flag post it notes on circle chart to develop information about these people in our community in relation to their roles and responsibilities.

Shared Reading Bindi Gully (Australians All) Identify and list special jobs in the story. Explore the meaning of volunteers. Categorise paid and unpaid workers. What did the people of Bindi Gully like to do? How did they solve their problems? Who helped them solve their problems? How did the people of Bindi Gully show that they were working together? (revisit during 4.Workers in the Community)

4. Workers in the Community

What is community? Revisit circle graphic (Roles & Responsibilities) Create anchor chart. Workers at home, workers at school, workers in the community. Further explore the concept of paid/unpaid work. How can people be part of a community? EARLY STAGE 1: Retrieval chart (A3). What do our community workers need to do their job? (equipment, responsibilities, personal qualities). Use familiar people (crossing guard, teacher, police, firefighter, vet) Take photographs of school workers to use in construction of big book.

STAGE 1: Retrieval chart. Who are the people who have roles and responsibilities in our community and why? Alter people as required.

Jointly develop questions that will be used to interview these people (small groups). Set school based excursion to interview community members (canteen manager, Principal) and local excursions to interview shopkeepers. Take photographs during excursions to be used at a later time to create a Big Book.

Use responses to the inquiry questions to complete retrieval charts. ES1/S1: Create Big Book People in our Community (using Notebook), jointly constructing text from inquiry.

5. Goal Setting
Writing task. What community worker would I like to be when I grow up?

6. Citizenship Appreciation
Why is it important to say thankyou? What are some ways we can say thankyou to different people in our community? Create thankyou cards or certificates addressed to people in the community.