You are on page 1of 11

Sonia Defina

Integrated Unit of Work

SID#16736069

Protect Me
Integrated Unit of work by Sonia Defina EARLY STAGE 1 Rationale:
The main purpose of this unit was for students to develop deep knowledge and understanding of how the body grows and changes and the importance of personal safety and wellbeing. Personal Development, Health and Physical Education (PDHPE) programs should focus on encouraging students to make informed decisions related to health and physical activity and develop positive attitudes towards a healthy lifestyle BOSNSW,2007 ,p.5). To enhance the teaching and learning experience, hands activities such as working with paint and interactive PowerPoint programs were included. Classroom interactivity is a critical component of teaching and learning (Saui, Sheng, Fui-Hoon Nah, 2006,p.398). All these authentic experiences were designed to maximise student engagement and promote higher order thinking among all students. Student engagement is imperative to student success. According to the NSW Quality Teaching Framework (DET, 2003), engagement is demonstrated when students remain seriously engaged in an activity, lesson or assessment displaying sustained i nterest and attention. According to Newmanns idea of authentic work which serves to connect the student to the real world, stud ents will engage with tasks they find interesting, challenging and important (Krause, Bochner, Duchesne & McMaugh, 2010). Each activity had been scaffolded to help students work within their zone of proximal development (Vygotsky, 1986), building upon their prior knowledge and expanding upon their personal experiences. English is a key component of the NSW syllabus. This unit maximises reading and writing opportunities by incorporating core elements such as building phonemic awareness, adjectives and sight words. Building phonemic awareness and understanding the relationship between letters and sounds is an important part of the reading and writing process (Winch, Johnston, March, Ljungdahl & Holliday, 2006). Writing activities, such as composing posters and sentence writing, required students to use a variety of reading and writing strategies whilst also focusing on handwriting and punctuation. Punctuation is best taught through students own writings as they discover how meaning can be communicated more effectively and how punctuation signals a reading of a text (Winch,et al, 2006,p.245). A shared book activity is included to help support the acquisition of reading and writing through modelling. Research states that shared book reading enhances a childs learning of phonic awareness and skills (Morrow, 2005). Using a book about feelings helped students explore ways to appropriately express their own feelings, as well as make connections to personal life situations and experiences. Creative art components, such as music and drama, were included in this unit to provide students with the opportunity to creatively explore and express themselves in appropriate ways, whilst interpreting real life situations and experiences. The arts are essential to every child s education and are an important and rich domain of learning for all your students through many facets of education (Eckhoff, 2007). It is through art that students are given the opportunities for personal expression, enjoyment , creative action, imagination, emotional response, aesthetic pleasure and the creation of shared meanings (NSWBOS, 2007, p.6). The purpose of teaching music and drama elements in this unit was designed to help students develop a strong connection to self-expression in order for them to reach their full learning potential. Music is part of our biological heritage and is hard-wired into our genes as a survival strategy (Jensen, 2004,p.15) Music helps us make sense of the world around us and plays a significant role in peoples everyday lives (Russell-Bowie, 2009) which makes it a great platform for learning about important concepts, such as Stranger Danger, staying healthy and other personal development issues. Drama is also an integral part of the primary school curriculum as it also helps students interpret the world around them through various forms of interactive play and by using their imaginations to explore various emotions (Russell-Bowie, 2006 & Edwards, 2006).

LESSON OVERVIEW
Lesson 1- I am special because Lesson 2- I like I Can Lesson 3- Body Parts

KEY LEARNING AREAS


PDHPE

OUTCOMES
PDHPE: GDES1.9, COES1.1,INES1.3, DMES1.2,V1,V4, ALES1.6, PSES1.5, SLES1.13.

Quality Teaching
Quality Learning Environment

Assessment
*Formative * Summative *Diagnostic

Sonia Defina

Integrated Unit of Work

SID#16736069

Contextual Description:
Cecil Hills Public School is located within a rapidly growing, upper middle class, area situated approximately 8km north west of Liverpool in Sydneys south west. Since opening in 2003, the school has established a strong connection with its diverse cultural community which is both supportive and financially generous to the schools commitment to education. The school offers a broad curriculum from Kindergarten to Year 6 including two Autism Support Units and a variety of After School Activities such as dance groups, skipping clubs and book clubs. There are approximately 668 students, with 37 staff members including 22 classroom teachers. This unit was designed for KH, a class of early stage 1 learners. There are 20 students overall, 11 girls and 9 boys, including 1 student with learning and behavioural difficulties. This student receives 2 hours of aide assistance per week for literacy support. All the students are confident with various forms of technology, including the Interactive White Board (IWB), which plays a central role to their learning.

Behaviour Management Strategies:


To maintain a strong supportive and positive working and learning environment, positive reinforcement strategies were implemented. This included the use of extrinsic rewards such as praise, stickers and prizes. Whilst many theorist argue that extrinsic motivation does not form a deep approach to learning (Krause, Bochner, Duchesne & McMaugh, 2010), I found that when used in conjunction with positive reinforcement it can in fact increase the effects of positive behaviour in students. Dreikus agrees, adding that encouragement is fundamental to achieving a change in student behaviour (Krause et al, 2010). Once I discovered this approach worked well, it was important to be consistent. Whitton, Sinclair, Barker, Nanlohy and Nosworthy (2009) append that while consistency increases positive behaviours it also helps establish a positive learning environment for all students. Developing this practical approach to managing student behaviour complies with teaching standard 5 1.5 (NSW Institute of teachers). The school supports positive behaviour management and uses a merit system which encourages students to achieve attainable goals. This was also incorporated into my behaviour management program. An internet based rewards system called class dojo was also trialled. This system records students rewards or demerit points and publishes them online so that parents are able to review their childs behaviour. Students were grouped according to learning abilities rather than in friendship groups.

Sonia Defina

Integrated Unit of Work


KLA OUTCOM ES

SID#16736069

1
L1

Learning Experience

Integrated KLA/s outcomes

QT

Resources

Teaching Strategies

I am special because: PDHPE: English: BK *Protect Me worksheet Pg 1 *Individual TES1.1, Introduction: Puppet show which tells the story of 3 friends who are simular GDES1.9, CK (appendix 1) *Whole group COES1.1, WES1.9, and different. SC *Pencils *Teacher led 2.9.13 INES1.3, WES1.10 Body: Group discussion about what makes everyone an individual, such as EN *Puppets x 3 discussions. DMES1.2, physical attributes, personalities and characteristics. NA *Puppet theatre. V1, Mon Discuss what makes us all the same. IN V4, Display worksheet on IWB and provide demonstration of what is required HI 11.30 and expected from each student. Students discuss, write and draw about the attributes that make them 12.10 special on page 1 from workbook. Conclusion: students share their work with the class. GAME: WHO AM I? Teacher describes someone in the class and the students have to guess who it is. Assessment Criteria Evaluation Observation The puppet show proved to be a success and students showed engagement by interacting with the *Did students contribute to class discussions? puppets. It started an enthusiastic conversation and students were able to identify similarities *Were students able to identify and describe characteristics that made and differences during this discussion. them unique/same? Additional instructions on how to complete the worksheet was required for some students. *Did the students use word stretching strategies to read and spell Michael struggled to focus on the writing tasks, however successfully drew a picture of himself unfamiliar words when completing the worksheet? and indicated that he was special because he liked crocodiles. Work samples *Were students able to complete the worksheet? NEXT TIME: *Did students draw an appropriate picture of themself? Make a list of attributes on board for students to reference during their writing task. Allow time Assessment summary for students to have a turn at giving a puppet show. Students were able to complete all worksheet requirements. Provide visual cues to help students with their pictures. Students contributed to all group discussions and were able to identify Encourage students to use class photographs which are displayed around the room. differences and similarities. Observation revealed most students used word stretching strategies. However some would benefit from futhre encouragement to use this skill throughout the lesson.

Sonia Defina

Integrated Unit of Work


KLA OUTCOM ES PDHPE: GDES1.9, COES1.1, INES1.3, DMES1.2, V1, V4,

SID#16736069

2
6.9.13

Learning Experience

Integrated KLA/s outcomes


English: TES1.1, WES1.9, WES1.10 WES1.11

QT

Resources

Teaching Strategies
*Individual *Whole group *Pair/friends hip *Teacher led discussions.

I likeI can:
Introduction: Class discuss the importance of being an individual. Revise what makes me special lesson. Discuss adjectives and how they make sentences more interesting. Body: Game of My name is and I like to'. In a circle each child has a turn at telling the class what they like and can do. Eg: My name is Marko, I like to jump, I can jump high. Write a few on the board, Students highlight the adjectives. Individually complete worksheet. In pairs, students compare work and make corrections. Conclusion: Sing Hello World song.

12.10 -1.00

BK DU DK CK SC EN

*Protect me worksheet Pg 2 (appendix 1) *Pencils *Hello World song on You tube.

Assessment Criteria Observation *Did students contribute to class discussions? *Were students able to identify and describe things they liked and were good at? *Were students able to incorporate adjectives into their verbal sentences? *Did the students use word stretching strategies to read and spell unfamiliar words when completing the worksheet? *Were students able to work in pairs to compare and self assess work? Work samples *Were students able to complete the worksheet successfully? *Were students able to incorporate adjectives into their written sentences? Assessment summary Students were able to complete all worksheet requirements. However only 3 students were able to incorporate an adjective. All students contributed to group discussions although some were not able to work productively in pairs.

Evaluation
The lesson was originally planned as part of lesson 1. However due to limited time available it was redesigned and added as an additional lesson. It was then taught after the worksheet was also amended. This helped to include a stronger English focus which incorporated additional adjective activities. Students were not very settled and a no talking policy was enforced which proved successful. A literacy aide helped Michael complete his worksheet successfully. Song choice was fair, some students were a little bored, a different choice could be made. NEXT TIME: Research song choices. Select a team leader and appoint students to a leader to encourage and support self assessment and group marking. More modelling of self-assessment is required.

Sonia Defina

Integrated Unit of Work


KLA OUTCOM ES PDHPE: GDES1.9, COES1.1, INES1.3, DMES1.2, V1, V4,

SID#16736069

3
3.9.13

Learning Experience

Integrated KLA/s outcomes


English: TES1.1, WES1.9, WES1.10 WES1.11

QT

Resources

Teaching Strategies
*Individual *Whole group *Mixed ability groups *Teacher led discussions.

Body Parts:

Introduction: Students sing Heads and Shoulders. Body: Group discussion about which parts of the body are private or not Tue private eg: parts of the body covered with clothes are private. Is it OK for others to touch my private parts?-NO, unless I am injured or sick or need help. 10.00 What do you do if someone touches you?- NO GO TELL What things do we wear to protect ourselves? - sunscreen, hats, sunglasses, 10.45 shoes etc *BOOK-I said NO! by Zack and In mixed ability groups of 4, students trace their bodies onto large Kimberley King. butchers paper and label each body part using body flash cards to help them. Individually students complete the worksheet labelling the parts of the body. Conclusion: Students display their drawings on the wall. Interactive PowerPoint presentation, what to wear when!!! Assessment Criteria Evaluation Observation The tracing activity was done as a whole group activity due to limited time and student ability to *Did students contribute to class discussions? work within small groups. Students were engaged in this activity and laughed and contributed *Were students able to identify and describe the parts and private of throughout. When discussing private parts students used incorrect terminology. However most the body? were confident in saying NO to other people seeing or touching them. The NO I dont like it *Did the students use word stretching strategies to read and spell saying worked well. Worksheet was too advanced for student level, however having students unfamiliar words when completing the worksheet? writing the body parts using spelling and reading strategies worked well. Book was not available in *Were students able to work in pairs? the library so it was not incorporated into the lesson. Work samples *Were students able to complete the worksheet successfully naming at NEXT TIME: least 5 parts of the body? Modify worksheet to limit the amount of body parts required to be labelled. *Did the students use spelling strategies and self correcting techniques Have pictures or items of protective clothing to help students discuss protective clothing when completing the worksheet? possibly play a dress up game. Research appropriate books in the library. Assessment summary Students were able to complete part of the worksheet requirements however required additional support and encouragement when spelling unfamiliar words.

BK CK SC EN

*Protect Me worksheet Pg 3 (appendix 1) *Pencils *Butchers paper *Textas *Body Part flash cards *Heads and Shoulders song *What to wear PowerPoint Presentation.

Sonia Defina

Integrated Unit of Work


KLA OUTCOM ES

SID#16736069

Learning Experience

Integrated KLA/s outcomes

QT

Resources

Teaching Strategies

Keeping clean and healthy: PDHPE: English: BK *Protect me worksheet Pg *Individual GDES1.9, TES1.1, Introduction: Students sit in a circle. One child has his/her hand painted HOT 4(appendix 1) *Whole group 4.9.13 COES1.1, WES1.9, with green paint. This child then goes around shaking all the other students EN *Pencils *Teacher lead INES1.3, WES1.10 KI *Scissors discussions. Wed hands to indicate how germs are spread. ALES1.6 WES1.11 Body: Discuss how we can prevent germs from spreading EG: wash hands for *Glue *Low level DMES1.2, RES1.5, RES1.6 30 secs with soap. Use timer to emphasis time. *Green water based paint reading group 12.10 Watch : Catch It, Kill It, Bin It commercial. *Paint brush to work with -1.00 What can we do to stay health?: eat healthy food, drink water, exercise, *Water for cleaning Speech wear protective clothing etc.. *Soap therapist as Discuss and demonstrate worksheet. Students cut and paste pictures in *Hand wash timer part of an correct order and write a sentence about what else they can do to stay *Hand towels arranged healthy. *Sneeze safe website agreement. Individually students complete worksheet. Www.sneezesafe.com Conclusion: Interactive Sneeze Safe game on personal computers in groups *IWB of 4. *Personal computers. Assessment Criteria Evaluation: Students loved the paint game. It was highly effective at demonstrating how Observation germs were spread. However clean up was long and disruptive. Students were able to cut and *Did students contribute and participate in class discussions? paste the pictures but did not understand that they needed to be glued in the correct order. *Were students able to explain how germs spread? Further modelling and instructions was needed. Students were able to write their own sentence *Were students able to identify various ways of keeping healthy? about how they stay healthy. One student wrote: I have a shower and use soap. Computers were *Did the student use word stretching strategies to read and spell not available and the interactive game was not conducted. Although cartoon from Sneeze Safe unfamiliar words when completing the worksheet? website was viewed. *Were students able to use the interactive software and equipment? Work samples NEXT TIME: *Were students able to complete the worksheet successfully placing the Schedule paint activity before recess so students can wash their hands in break time. Possibly 3 pictures in the correct order? limit the amount of students with paint. *Were students able to write a sentence describing how they keep Students would benefit from more sequencing activities. healthy? Assessment summary Students found the cut and pasting activity complicated but they were able to verbally describe the correct order in which to kill germs. Most students were able to write and draw a sentence about how they stay healthy.

Sonia Defina

Integrated Unit of Work


KLA OUTCOM ES PDHPE: GDES1.9, COES1.1, INES1.3, DMES1.2, V1, V4,

SID#16736069

5
10.9.13

Learning Experience

Integrated KLA/s outcomes


English: TES1.1, WES1.9, WES1.10 WES1.11

QT

Resources

Teaching Strategies
*Individual *Whole group *Teacher lead discussions.

Feelings- I Have so many feelings:

Introduction: Watch Small Potatoes video. Body: Shared Reading: Read book Feeling Fine *Owen-Reeder, S.(2011) Feeling I just told you your little puppy was sick. how does this make you Tue fine, National library of feel? Australia. Show me your happy face? 11.30 Tell me a time when you felt excited/proud etc *Small potatoes: I get a yes feeling when.. http://www.youtube.com/watc 12.10 *when I earn a chest *When I help others h?v=LyARuvRHViM *When mum tells us we are going to America I get a no feeling when. *I fall over and hurt my knee. It makes me sad. *When I see a big spider it makes me scared. SIGHT WORDS :HAVE -I have so many feelings *Individually students complete worksheet Conclusion: Give different scenarios and students have to pull the associated face. Assessment Criteria Evaluation Observation Students were able to demonstrate a variety of emotions and describe different situations that *Did students contribute and participate in class discussions? evoke these emotions. Students mentioned bullying as a cause of no feelings. Students identified *Were students able to demonstrate various feelings? have as the weekly sight word. The Small Potatoes video clip was a success and very relevant to *Did students make connections between happy and sad feelings? this lesson. The book was also a great resource and Michael used this book to help him complete Work samples his worksheet. *Were students able to complete the worksheet successfully writing a sentence describing what makes them happy and sad? NEXT TIME: * Were students able to identify and write about another feeling? Have visual cues displayed to help students complete worksheet. *Were students able to identify and write the word HAVE? Assessment summary Students were able to express happy and sad feelings and were engaged in conversations which required personal responses. All students completed the worksheet to high standards using various reading and writing strategies such as word stretching.

BK CK SC EN

*Protect Me worksheet Pg 5 (appendix 1)

Sonia Defina

Integrated Unit of Work


KLA OUTCOM ES

SID#16736069

Learning Experience

Integrated KLA/s outcomes

QT

Resources

Teaching Strategies

Rules-What are they good for? PDHPE: Drama BK * Little Red Riding hood book *Individual GDES1.9, DRAES1.1, ME *Large poster paper *Mixed ability 11.9.13 Introduction: Students act out the story of Little Red Riding Hood and COES1.1, discuss why rules are important. Teacher reads the story and selects DRAES1.3 EN *Pencils groups (4) INES1.3, *Stranger danger: DRAES1.4 DU *Whole group Wed students of each role. DMES1.2, 5.21mins Body: DK *Teacher lead V1, http://www.youtube.com/watc *What rules did Red Riding Hood have?-stay on the footpath, go straight to V4, English discussions. 12.10 Grandmas, dont play on the way, dont talk to strangers. h?v=AB38eHOhDEs TES1.1, -1.00 What happened when she forgot her safety rules? SCHOOL RULES-stay in bounds, Read Big Book, stopping to ask how would Red Riding Hood be feeling at not running inside ,buildings, various points in the story. not playing in the car park, ROLE PLAY & use the NO GO TELL response. Selected students act out a staying with the teacher or the response. They have to do it the wrong way and then the right way. group on excursions -A stranger comes to the door. What would you do? -Going on an excursion, and someone says lets leave the group. HOME RULES:-not answering -A birthday party and someone wants to light the candles on the cake. the door to strangers,-not NO GO TELL playing with dangerous objects, *In mixed ability groups of 4, students create classroom and home rule never swim alone. posters. Conclusion: Students give brief oral presentation of their groups poster. Watch Stranger Danger video. Assessment Criteria Observation Evaluation *Did students contribute and participate in role plays either as a Students were all engaged in the drama experience and wanted to do it again! Students did get performer or audience member? noisy when the wolf ate the grandmother and when the huntsman rescued them. But this was *Were students able to explain home and school rules and the acceptable and students remained on task. Most students voted this lesson as their favourite consequences associated with them? during the unit reflection lesson. Work samples Most students worked well in their selected groups though some decided to work individually or in *Were students able to work together to create a poster of home and pairs only. The students enjoyed the opportunity to write their own posters and demonstrated classroom rules? the use of various spelling and reading strategies in the process. Assessment summary All students participated in the role play and drama exercises. Students described a variety of rules and the NEXT TIME: associated consequences. Approx. the students worked in groups to *Provide students with various situation cards to practise and perform to the class. create a poster while others worked either individually or in pairs. All *Select a less violet version of the story so that hunters dont have to kill the wolf. students were able to give a brief oral presentation of their work.

Sonia Defina

Integrated Unit of Work


KLA OUTCOM ES PDHPE: GDES1.9, COES1.1, INES1.3, DMES1.2, V1, V4,

SID#16736069

7
11.9.13

Learning Experience

Integrated KLA/s outcomes


Music

QT

Resources

Teaching Strategies
*Whole group *Boy and girl singing groups. *Left side of the room vs right side *Random groups according to instrument chosen.

MUES1.1 Introduction: Play entire song to students. MUES1.4 Body: Explain the songs structure which has chorus and a verse and display Wed this on IWB. *Lyrics- word doc. Read the lyrics of the chorus and have students repeat them. *IWB Play song and students sing chorus. 2.00*Musical instruments- bells, Practise: girls only, boys only etc. 2.40 Students perform music through singing, playing and moving to simple songs. tambourines, maracas, symbols, triangles, clapping Students will learn about the duration element, focusing on beat and sticks and drums. rhythm. Using body percussion. Students keep the beat to the song. Students select a musical instrument and sit in groups according to that instrument. (Discuss instrument rules) Students are given opportunity to play instruments to songs beat. Conclusion: Students perform their song to invited parents before home time. Students sing song no instruments. Assessment Criteria Evaluation Observation Students enjoyed the song choice and were often singing it well after the lesson finished. The *Did students contribute and participate in learning the song? instruments raised engagement levels. However when focusing on teaching students about beat, *Were students able to identify the verse and chorus of the song? body percussion would be more suited initially. The boys only or girls only singing organisation *Were students able to keep the beat using body percussion or musical was a great way to learn the lyrics and all students knew the chorus at the conclusion of the instruments? lesson. Students found adding actions to the lyrics a strategy for remembering the words. *Were the students able to sing the chorus of the song without errors? *Were the students able add actions to the song to help them identify NEXT TIME: its meaning? Allow students to rotate between instruments. *Did students identify and explain the importance of stranger danger? Work samples *Did the video demonstrate student engagement and participation? Assessment summary All students were able to sing the chorus to the song. Only 2 students could keep the beat while others found actions and rhythm concepts easier to interpret.

Say NO to Strangers

BK CK SC EN

*Say No to strangers song http://www.youtube.com/watc h?v=74orYQHdrLs

Sonia Defina

Integrated Unit of Work


KLA OUTCOM ES PDHPE: GDES1.9, COES1.1, INES1.3, DMES1.2, V1, V4,

SID#16736069

8
13.9.13

Learning Experience

Integrated KLA/s outcomes


English: TES1.1, WES1.9, WES1.10 WES1.11

QT

Resources

Teaching Strategies
*Individual *Whole group discussion

My favourite part- Unit reflection

Introduction: Students watch a PowerPoint presentation of photos taken throughout the unit and discuss the variety of activities completed. *Oral Body: Students complete final page of worksheet and write and draw about Fri presentation their favourite activity and what they learnt from their experiences. Conclusion: Students give a brief oral presentation and share one of their 11.10favourite things with the class. 12.20 Sing Stranger Danger song. Assessment Criteria Evaluation Observation The PowerPoint slide of students participating in this unit was a success as it evoked discussions, *Were students able to describe their favourite activity during group both topic related and personal. Students were able to use this resource to make their own discussions? conclusions about the unit. *Did students establish their own perspective rather than rely on other The majority of the students wrote that the Red Riding Hood activity was the best. However the opinions? thing they most remembered learning was to Say No to strangers and to wash their hands. *Did students contribute to group discussions? Students successfully achieved the outcomes for all key learning areas. *Were students able to deliver a brief oral presentation on their personal reflection? *Were students considerate and respectful of other peers during oral presentations? NEXT TIME: Work samples Include a set of closed questions regarding the unit which ask the students about how they feel *Did the students successfully complete the worksheet including writing about their own work. a sentence about their favourite lesson and what they had learnt? Have a happy or sad face at the bottom of each worksheet so students can complete a self *Did students draw relevant pictures to accompany their writing? evaluation at the end of each lesson. Assessment summary All students were able to select and explain a lesson from the unit that they felt was important and valuable. The worksheet was completed with little modelling and students used various writing strategies to complete their work, including self editing.

BK CK SC EN

*Protect me worksheet Pg 6 (appendix 1) *Pencils *

Sonia Defina

Integrated Unit of Work

SID#16736069

References
Department of Education and Training. (2003). Quality teaching in NSW public schools: Discussion paper. Sydney: Author. Russell-Bowie, D. (2009) MMADD about the arts 2. Frenchs Forest, NSW: Pearson. Jensen, E. (2004) Art with the brain in mind. Moorabbin, VIC. Hawker Brownlow Education. Eckhoff, A (2007) The Exploration of a master art teachers strategies for meaningful early arts experiences . Early childhood education. 35:463-472. Edwards, L.C. (2006) Affective development and the creative arts; a process approach to early childhood education. Columbus; Merill. Morrow, L.M. (2005) Literacy Development in the early years:Helping children to read and write. 5 ed. Boston:Pearson. NSW Board of Studies (2006) Creative Arts K-6: Syllabus. Sydney: Author NSW Board of Studies (2007) English K-6: Syllabus. Sydney: Author. NSW Board of Studies (2007) Personal Development, Health and Physical Education K-6: Syllabus. Sydney: Author. Siau, K., Sheng,H.,& Fui-Hoon Nah, F. (2006) Use of Classroom Response System to Enhance Classroom Interactivity. IEEE Transactions on Education; 49:3. Retrieved th on 24 March, 2013, from: http://ieeexplore.ieee.org.ezproxy.uws.edu.au/stamp/stamp.jsp?tp=&arnumber=1668284 Tinning, R. McCuaig,L. & Hunter,L. (Eds). (2006) Teaching Health and Physical Education in Australian Schools. Frenchs Forest, NSW: Pearson Education. Winch,G., Johnston,R.R.,March,R.,Ljungdahl,L.,&Holliday,M. (2008) Literacy: Reading writing and childrens literature. 3 Ed. South Melbourne,:Oxford.
rd th

You might also like