Journeys | Stage 1 | English, Geography, HSIE

Summary
The concept of journeys is explored through a range of spoken, print and digital texts about transport, including timetables, itineraries, travel brochures, poems and presentations by parents, grandparents and guest speakers aboutparticular journeys. Students can begin to express their point of view about different aspects of the topic such asinteresting methods of travel, unusual or memorable experiences. Students will explore the theme of journeys in fictional texts as well as learning about real journeys. Core texts will be !r Chicken goes to "aris# for $ear % and &re we there yet'# for $ear ( )hile teaching this unit, explicit teaching of reading will occur concurrently and reading groups will operate. Comprehension* Compare and Contrast

Texts
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!r Chicken goes to "aris by ,eigh -obbs The ,ittle .efugee by &nh /o &re we there yet' by &lison ,ester 0iography of 1ilbert &lexander "ig by 1ael Cresp The 0icycle To the top end 2.oland -arvey .osie3s )alk by "at -utchins The Train .ide by 4une Crebbin )here the wild things are by !aurice Sendak Sail &way* The ballad of Skip and 5ell -ighway 65adia )heatley 7ur big island 7livia goes to 8enice The red suitcase 1. ,evel %( The little boat

Tessa Harris 2014

Orla Page 2010

earning a!ross !urri!ulum

&sia and &ustralia#s engagement with &sia 9ntercultural understanding difference and diversity

"uration
Term ( : weeks /etail* ;2< lessons per week, % hour

#ssessment o$er$ie%
$ear %* /esign a new type of transport =-S9>?. )rite a description of this mode of transport. $ear (* Create a tourist brochure for a cruise ship. 9nclude an itinerary and a description of the ship.

Out!omes
English &'10

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>5%2%& communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in

different situations
>5%2(& plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers >5%2<& draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and

technologies
>5%2@0 identifies how language use in their own writing differs according to their purpose, audience and subject matter >5%2:0 recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter >5%2%%/ responds to and composes a range of texts about familiar aspects of the world and their own experiences >5%2%(> identifies and discusses aspects of their own and others# learning

Tessa Harris 2014

Orla Page 2010

(ontent
Stage 1 ' )ea*ing an* $ie%ing 1
discuss different texts on a similar topic, identifying similarities and differences

Stage 1 ' )ea*ing an* $ie%ing 2

/evelop and apply contextual knowledge
recognise a range of purposes and audiences for imaginative, informative

between the texts

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recognise a clause as a complete message or thought expressed in

and persuasive print and visual texts

identify how imaginative, informative and persuasive texts can vary

words, noun6pronoun agreement, conjunctions identify the parts of a simple sentence that represent 3)hat3s happening'3, 3)ho or what is involved'3 and the surrounding circumstances =&C>,&%<B%?

in purpose, structure and topic

understand that texts can draw on readers3 or viewers3 knowledge of texts to

Stage 1 Spea+ing an* istening 1

/evelop and apply contextual knowledge

make meaning and enhance enjoyment, eg comparing fairytales

discuss possible author intent and intended audience of a range of texts

E E E E E E E

Cnderstand that language is used in combination with other means of communication, for example facial expressions and gestures Cnderstand and apply knowledge of language forms and features Cnderstand that there are different ways of asking for information, making offers and giving commands .espond to, and compose texts /escribe in detail familiar places and things Cse role play and drama to represent familiar events and characters in texts Cse interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone Carry out complex instructions involving more than one step Contribute appropriately to class discussion

Cnderstand and apply knowledge of language forms and features

understand concepts about print and screen, including how different types of

texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links =&C>,&%<BD?
understand simple explanations in diagrammatic form, including flowcharts,

hierarchies, life cycles .espond to, read and view texts respond to a range of literature and discuss purpose and audience

Tessa Harris 2014

Orla Page 2010

Stage 1 ' ,riting an* representing 1

.espond to and compose texts
compose a range of written forms of communication, including emails,

Stage 1 ' ,riting an* representing 2

/evelop and apply contextual knowledge
identify the audience of imaginative, informative and persuasive texts
=&C>,$%AA:?

greeting cards and letters

draw on personal experience and topic knowledge to express opinions in

discuss some of the different purposes for written and visual texts

writing reread and edit text for spelling, sentence2boundary punctuation and text structure =&C>,$%AA(, &C>,$%A@(?

Cnderstand and apply knowledge of language forms and features

understand that different types of texts have identifiable text structures

and language features that help the text serve its purpose
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describe some differences between imaginative informative and persuasive

texts =&C>,$%AB:? compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning =&C>,&%<B;?

Stage 1 ' )e-le!ting on learning

/evelop and apply contextual knowledge
develop an understanding of how a rich text environment underpins learning

Stage 1 ' Expressing themsel$es

>ngage personally with texts
recognise and begin to understand that their own experience helps shape

Cnderstand and apply knowledge of language forms and features

discuss some of the ways that story can be reflected in a variety of media, eg

their responses to and enjoyment of texts .espond to and compose texts respond to a range of texts, eg short films, documentaries and digital texts, that include issues about their world, including home life and the wider community

film, music and dance .espond to and compose texts

jointly develop criteria for assessing their own and others3 presentations or

compositions with teacher guidance identify helpful strategies during speaking, listening, reading, writing, andFor viewing and representing activities, eg writing conferences, class charts

Tessa Harris 2014

Orla Page 2010

SSS1./ Explains ho% people an* te!hnologies in systems lin+ to pro$i*e goo*s an* ser$i!es to satis-y nee*s an* %ants
explains how people can help them depicts and labels components of a transport system designed to meet needs and wants examines the impact of a transport system on lifestyle and on the environment outlines social and environmental responsibilities when operating a transport system

E0S1.1 "emonstrates an* un*erstan*ing o- the relationship 2et%een en$ironments an* people
evaluates the result of human activity on the environment describes interactions with the environment that may affect their lives or the lives of others identifies that places in their immediate environment have changed and continue to change

Tea!hing, learning an* assessment

Lesson Sequence 1: Our holidays G &sk students if they went away in the school holidays. -ow did you get there' 1raph results of different kinds of transport. G TH,* /escribe a place that you have been to G 0egin looking at information reports about several types of transport eg ferry, plane. /iscuss purpose, audience and features of information reports. Continue throughout the term. 5ote* Cars and bikes are covered under -S9>

)esour!es

HSIE lessons
0rainstorm and record different forms of transport in the local area )hat transport do you use' )hat does your family use' )hat other types of transport have you seen'

>xpand this concept to include transport that would have been used before everyone had a car. -ow would this have affected the way people lived in the past' 9CT* collect digital images of transport past and present. !ake a collage. "rint.

Tessa Harris 2014

Orla Page 2010

Tea!hing, learning an* assessment

)esour!es

HSIE lessons
Cse images collected in previous lesson. Cut up and categorise into* .oad, .ail, &ir, )ater, "edestrian /iscussion* )hat is the same and different about these modes of transport. 9n small groups students draw a mind map of people, signs, buildings, facilities and businesses connected with one type of transport. !ake a poster showing images and ideas. >ach group reports back 2what common features did that mode of transport have' 4ointly construct a venn diagram

Lesson Sequence 2: What is a journey? G )hat is a journey' )hat journeys have you been on' /raw a map to show the journey. G Start reading &re we there yet'I This is the story of a journey. G !ake a cardboard cutout of each person in your family. Cse them to tell the story of a journey. ,ist the main events in order. .ecord using i!otion on the ipad G ,ook at &lison ,ester#s writing. )hat kinds of sentences does she use' -ow does she stop the reader from getting bored' )hat repeated phrases are used' Csing tips from &lison ,ester write about your journey and what you saw on the way. G.etell other short stories about journeys.

&re we there yet' or !r Chicken 1oes to "aris .osie#s )alk Jlat Stanley

!ake a model related to )hy we need transport# Cse paperFcardboardFjunk materials to make a model town with roads etc. Students can make ;/ models of different ways of travelling across land, including people walking and riding bikes. /iscuss and write sentences to describe the uses of each type of transport displayed eg & bus is a large vehicle used to carry many passengers at one time. %. )hy do we need transport Csing posters created earlier, discuss the different purposes of each form. /iscuss situations when a certain transport isn#t available eg family car being repaired, bus strike. -ow does it affect people' /evelop a "!9 chart as a class based on Kuestions such as )hat if...we couldn#t buy petrol any more' )hat if...cars only had seats for two people' )hat if...there was no public transport' )hat if...ships were the only way to travel from country to country' .eflect on why we need each type of transport. Students write own

Tessa Harris 2014

Orla Page 2010

Tea!hing, learning an* assessment

)esour!es

HSIE lessons
ideas* )e need transport so we canL -omework* /raw four pictures showing different ways their family uses a car.

Lesson Sequence 3: Going on a holiday $(* continue reading &re we there yet' GThink about planning a big holiday. )hat would you need to take' /raw and label what you would pack in your suitcase for different climates. )hat information do you need to collect' Travel brochures, timetable, and itineraries. ,ook at examples G.esearch the place you are going to. )rite descriptions of placesFlandmarks that people like to visit in Sydney or around the world

7livia goes to 8enice

%. Cars TH, describe your parents first car .ead a non2fiction text on cars. Jind an image in a magaMine and then label all the features of a car. 4ointly construct and information report on cars. -omework* Neep a travel diary for a week to record all travel outside the home.

The little boat

/iscuss why we need to reduce our car usage .anking activity* &s a class list advantages of using a car and rank in order of significance. .epeat for disadvantages Collate information collected in homework task about use of different types of transport. .ecord as a graph. /iscuss and compare results 0rainstorm how we could reduce car trips and display. TH, /iscuss with family how they can reduce car usage. Share with class. &dd new ideas to brainstorm.

Lesson Sequence 4: Postcards -ave you ever sent a postcard' )hat do we write on a postcard' !odel postcard writing. )rite a postcard from the classroom to post home. $(* "retend you are 1race. )rite a postcard home to 5an $%* )rite a postcard from !r Chicken Cse Steve "arish "ostcards# app to create a digital postcard and email it. ,earn how to write own address and how to lay out the address on a

postcard templates stamps

(. -ow we come to school Collect information about how we come to school. 1raph and discuss. )hat was the most popular mode of transport' )hat was the least popular mode of transport' )hat are some reasons for this' )hat sorts of things affect how we travel to school'

,ook at a large map of local area and identify landmarks and familiar places. Csing own copy of the map, colour the best walking or driving

Tessa Harris 2014

Orla Page 2010

Tea!hing, learning an* assessment

postcard or letter Lesson Sequence 5: ourneys that are not holidays /iscuss the journeys made by refugees and migrants. .ead a text describing a migrant or refugee journey. Compare and contrast refugee journeys with holiday journeys >xplore how it might feel to arrive in a new country.

)esour!es

HSIE lessons
route from home to school. Compare and discuss similarities between travel routes

!y family comes from China The ,ittle .efugee The red suitcase Nalo ,i#s 5ew Country

%. "edal "ower* 0icycles 0ring a bicycle into the classroom for students to investigate. 7bserve and record its working parts. /raw and label a diagram of a bicycle and name all the parts. 4ointly construct an information report on bicycles. /iscuss bicycle safety >xplore "!9 about cycling as form of transport. Cse a Cause and >ffect map =p%(D diary? to show the importance of making safe choices when riding B. Travel Smart /iscuss what it means to be travel smart =ie make good transport choices? )hat do we need to think about when getting from one place to another' )hich places might you walkFcycleFdrive to' )hen' )hy' )hat are some places you go to using public transport'

Lesson Sequence !: "#aginary journeys Create a character or use a known character. /ecide where this person wants to visit. .esearch some places they might go. /esign a series of photos to tell the story of the journey. Cse Tellagami and i!ovie to make a digital story. TH,* )hat is your dream destination'

Talk about how fumes from engines can pollute the environment so society needs to consider ways to reduce fuel consumption and pollution. 9n groups, students discuss and record on large pieces of paper the advantages and disdvantages of getting to school by* walkingFcyclingFbusFcarFscooter or roller blades. "resent ideas to class. /iscuss and evaluate each type of transport. )hich ones need fuel' )hich ones pollute the air' -ow noisy is it' -ow many people can use this transport at once' )hich ones keep us healthy' )hich ones are better for the environment' .ank forms of transport from most environmentally friendly to least. Lesson Sequence $ &ssessment task* /iscuss how people and the environment would be affected if there were no motoriMed forms of transport.

Tessa Harris 2014

Orla Page 2010

Tea!hing, learning an* assessment

$ear %* /esign a new type of transport =-S9>?. )rite a description of this mode of transport. $ear (* Create a tourist brochure for a cruise ship. 9nclude an itinerary and a description of the ship. 4ointly construct the criteria for marking the assessment task

)esour!es

HSIE lessons
Students design a futuristic mode of transport that is non2motorised and would have little impact on the environment. &s a class develop an assessment plan for their design. Students present and explain their design to others.

(urri!ulum lin+s
"/-">* .oad Safety 8isual &rt !aths* Collecting data and making graphs

E$aluation

Tessa Harris 2014

Orla Page 2010