Professional Documents
Culture Documents
• Interpreting the everyday language of location and direction, such as ‘between’, ‘near’, ‘next to’, ‘forward’, and ‘toward’
• Following and giving simple directions to guide a friend around an obstacle path and vice versa
Strands
General Capabilities
o Aboriginal and Torres Strait Islander Histories and Cultures o Asia and Australia’s Engagement with Asia
o Sustainability
Key Mathematical Concepts
• There are words that are used to describe your location or the location of objects in relation to other objects (in, on, under, between, beside,
behind, in front of, below, near, nearer, further away)
• There are words that are used to describe your movement or the movement of objects in relation to other objects (over, under, through, between,
along, turn, around, up, down)
Inform students we will be performing a treasure Listen for instructions and watch • Black Paper
Introduce hunt, which will require us to get into character demonstration of how to create a pirate hat. • White pencils
with some pirate hats. • Scissors
Demonstrate to students how to create their pirate • Paper strips
Begin treasure hunt - walk around the school Follow instructions and directions of the • Treasure chest in room
Develop looking for clues. teachers and treasure hunt clues. (placed by teacher
When clues are found, open the envelope and read next door)
Upon completion of treasure hunt, have a brain Participate in brain break. • Whiteboard
Conclude break before introducing final task; drawing a map Discuss where they went on the treasure hunt • Whiteboard markers
of our treasure hunt. and watch demonstration of how we could • Maths books
map of this, discussing where we went on our Complete own treasure hunt maps.
treasure hunt.
Lesson 2 Teacher Activity Learner Activity Preparation/Resources
Using our community map from HASS, inform Listen to instructions and watch • Community map from
Introduce students they will be drawing their own map that demonstration on how to draw their own HASS
includes roads, their house, and their friends community maps that include roads, their • Whiteboard
house. houses, and their friends house. • Whiteboard markers
Hand out maths books. Once maths book is received, begin task at • Maths books
Develop Monitor students as they complete the map tables and listen for any further instructions. • Pencils
drawing task.
Students who are finished may colour in. Colour in map. • Coloured pencils
Conclude Approach those students who are finished and Discuss with teacher how they could get from
discuss how they could get from their house to their house to their friend’s house, using
their friend’s house using the map. mathematical language.
Look for and record evidence of mathematical
language used.
Lesson 3 Teacher Activity Learner Activity Preparation/Resources
Assessment Task Listen to instructions given by teacher and ask • Community map from
Introduce Two students at a time may complete this task. any questions, if required. HASS
• ‘Little people’ dolls
Explain to students that they will be directing a
• Assessment
friend around the community map we created in
documents
HASS, using small dolls. To do this, they must use
• Timer
mathematical language, which will be recorded
• Camera
through written notes and photographs.
Begin timer and monitor and record student Guide peer around the community map using
Develop progress through written notes and photographs. mathematical language in relation to
direction, location, and movement.
When timer has finished, switch to the next
student and repeat – monitor and record student
progress through written notes and photographs.
Instruct students to record their thoughts on how Complete survey on how they believe they
Conclude they went using a J and L proforma/survey. went during the task.
Assessment Methods
Lesson 1 – Formative
Lesson 2 – Formative
• Annotations of mathematic language used when directing a peer around the HASS community map
• Photographic evidence
Ongoing assessment;
Hello Tirkandi,
You have been chosen to go on a treasure hunt. There are some directions for you to follow.
You will look for clues and at the end, you will find some treasure! Listen to Mrs Ramsey and
Have fun! J
To begin the treasure hunt, you need to quietly walk over and make a line near the classroom
door.
Now, walk quietly in a straight line towards the open door that will take us outside and line
When Mrs Ramsey says go, we need to take 30 steps forwards, we should be able to see our
CLUE 1
When Mrs Ramsey says ‘treasure!’, very slowly, tip toe towards the swings, and stop when
you get to the swing that is near the playground. Do not go on the playground, otherwise the
CLUE 2
You now have clue number 2. When Mrs Ramsey says ‘pirates!’, walk and stand next to the
nearest tree.
CLUE 3
You are getting closer. When Mrs Ramsey says ‘hunters!’, have a look between the poles that
CLUE 4
Not long to go now! Hop towards the nature garden and have a look near there for your next
clue.
CLUE 5
I can practically smell the treasure now. When Mrs Ramsey says ‘treasure time!’, you must
walk with fingers on lips, towards the classroom door where you line up! Do not go in the
CLUE 6
Mrs Ramsey, please open the door very quietly and ask Tirkandi to look near the yellow table.
Congratulations Tirkandi!
Appendix B