Ava makes a difference (unit of work)

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Year level F-2 Enterprise Fundraising Mathematics English Science Design and Technologies Health and Physical Education (HPE)

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Students learn about the concept of fundraising and the important role it plays in our society. They also run their own fundraising project.

Learning outcomes

Students:

Curriculum alignment

Foundation Year

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Number and place value
    • Subitise small collections of objects (ACMNA003)
    • Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Language for interaction
    • Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
  • Sub-strand: Creating texts
    • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
    • Construct texts using software including word processing (ACELY1654) 

Strand: Literature

  • Sub-strand: Responding to literature
    • Share feelings and thoughts about the events and characters in texts (ACELT1783)

Learning area: Science

Content descriptions

Strand: Science Inquiry Skills

  • Sub-strand: Planning and conducting
    • Participate in guided investigations and make observations using the senses (ACSIS011) 

Learning area: Design and Technologies

Content descriptions

Strand: Knowledge and Understanding

  • Sub-strand: Processes and production skills
    • Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Learning area: Health and Physical Education

Content descriptions

Strand: Personal, Social and Community Health

  • Sub-strand: Communicating and interacting for health and wellbeing
    • Practise personal and social skills to interact positively with others (ACPPS004)

Year 1

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Number and place value
    • Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)
  • Sub-strand: Money and financial mathematics 
    • Recognise, describe and order Australian coins according to their value (ACMNA017)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Language for interaction
    • Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
    • Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
  • Sub-strand: Text structure and organisation
    • Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
  • Sub-strand: Creating texts
    • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
    • Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)  

Strand: Literature

  • Sub-strand: Responding to literature
    • Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)

Learning area: Science

Content descriptions

Strand: Science Inquiry Skills

  • Sub-strand: Planning and conducting
    • Participate in guided investigations to explore and answer questions (ACSIS025)

Strand: Science Understanding

  • Sub-strand: Chemical sciences
    • Everyday materials can be physically changed in a variety of ways (ACSSU018)

Learning area: Design and Technologies

Content descriptions

Strand: Knowledge and Understanding

  • Sub-strand: Processes and production skills
    • Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Learning area: Health and Physical Education

Content descriptions

Strand: Personal, Social and Community Health

  • Sub-strand: Communicating and interacting for health and wellbeing
    • Describe ways to include others to make them feel they belong (ACPPS019)
    • Identify and practise emotional responses that account for own and  others’ feelings (ACPPS020)

Year 2

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Number and place value
    • Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
    • Explore the connection between addition and subtraction (ACMNA029)
  • Sub-strand: Money and financial mathematics 
    • Count and order small collections of Australian coins and notes according to their value (ACMNA034)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Text structure and organisation
    • Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)
  • Sub-strand: Creating texts
    • Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
    • Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)

Learning area: Science

Content descriptions

Strand: Science Inquiry Skills

  • Sub-strand: Planning and conducting
    • Participate in guided investigations to explore and answer questions (ACSIS038)

Strand: Science Understanding

  • Sub-strand: Chemical sciences
    • Different materials can be combined for a particular purpose (ACSSU031)

Learning area: Design and Technologies

Content descriptions

Strand: Knowledge and Understanding

  • Sub-strand: Processes and production skills
    • Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Learning area: Health and Physical Education

Content descriptions

Strand: Personal, Social and Community Health

  • Sub-strand: Communicating and interacting for health and wellbeing
    • Describe ways to include others to make them feel they belong (ACPPS019)
    • Identify and practise emotional responses that account for own and  others’ feelings (ACPPS020)

General capabilities

Level 1e: Typically, by the end of Foundation year, students:

  • Literacy:
    • listen to two or more step instructions for undertaking learning tasks, listen for information about topics being learned in spoken and audio texts and respond to texts read aloud
    • interpret and use texts to explore topics, gather information and make some obvious inferences using comprehension strategies
    • compose short learning area texts, with support, to record and report ideas and events
    • use short pair, group and class conversations and discussions as learning tools to explore learning area topics and to prepare for creating texts
    • use knowledge of some basic differences between imaginative and informative texts to select and use texts and compose simple learning area texts with teacher support
    • recognise that texts are made up of words and groups of words that make meaning
    • use speaking, visual elements (including drawing) and beginning writing to express likes and dislikes
    • use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contexts
  • Numeracy
    • connect and order number names, numerals and groups of objects using numbers up to two digits
    • solve everyday addition and share stories
    • recognise the different value of coins and notes in the Australian monetary system
  • ICT
    • use icons to locate or generate required information
  • Critical and Creative Thinking
    • pose factual and exploratory questions based on personal interests and experiences
    • identify and describe familiar information and ideas during a discussion or investigation
    • suggest alternative and creative ways to approach a given situation or task
    • predict what might happen in a given situation and when putting ideas into action
    • connect information from one setting to another
    • share their thinking about possible courses of action
    • check whether they are satisfied with the outcome of tasks or actions
  • Personal and Social Capability
    • reflect on their feelings as learners and how their efforts affect skills and achievement
    • express their emotions constructively in interactions with others
    • describe ways they can help at home and school
    • identify positive ways to initiate, join and interrupt conversations with adults and peers
    • listen to others’ ideas, and recognise that others may see things differently from them
  • Ethical Understanding
    • identify ethical concepts arising in familiar contexts, such as good and bad behaviours
    • describe familiar situations that involve ethical concepts
    • identify examples from stories and experiences that show ways people make decisions about their actions
  • Intercultural Understanding
    • imagine and describe their own feelings if they were put in someone else’s place

Level 2: Typically, by the end of Year 2, students:

  • Literacy:
    • listen to two or more step instructions for undertaking learning tasks, listen for information about topics being learned in spoken and audio texts and respond to texts read aloud
    • interpret and use texts to explore topics, gather information and make some obvious inferences using comprehension strategies
    • compose and edit a small range of learning area texts
    • use pair, group and class discussions as learning tools to explore learning area topics, to represent ideas and relationships, and to prepare for creating texts
    • use knowledge of the structure and features of learning area texts to comprehend and compose a growing range of texts with some teacher support
    • recognise and use nouns that represent people, places, things and ideas in the learning area and expand nouns to achieve greater precision
    • identify and use language that expresses feelings and opinions, and compares and evaluates people and things
    • use mostly familiar vocabulary, with a steady introduction of new vocabulary in learning area contexts
  • Numeracy
    • model, represent, order and use numbers up to four digits
    • estimate the solution to a problem and then calculate the answer
    • identify and use combinations of coins and notes for simple purchases
  • ICT:
    • locate information from a given set of digital sources
  • Critical and Creative Thinking
    • pose questions to identify and clarify issues, and compare information in their world
    • identify and explore information and ideas from source materials
    • identify and compare creative ideas to think broadly about a given situation or problem
    • investigate options and predict possible outcomes when putting ideas into action
    • use information from a previous experience to inform a new idea
    • identify alternative courses of action or possible conclusions when presented with new information
    • evaluate whether they have accomplished what they set out to achieve
  • Personal and Social Capability
    • reflect on what they have learnt about themselves from a range of experiences at home and school
    • describe ways to express emotions to show awareness of the feelings and needs of others
    • describe how they contribute to their homes, classrooms and local communities, and how others care for and assist them
    • discuss the use of verbal and nonverbal communication skills to respond appropriately to adults and peers
    • practise individual and group decision making in situations such as class meetings and when working in pairs and small groups
    • practise solving simple interpersonal problems, recognising there are many ways to solve conflict
  • Ethical Understanding
    • describe ethical concepts, such as right and wrong, honesty, fairness and tolerance
    • discuss ethical concepts within a range of familiar contexts
    • discuss how people make decisions about their actions and offer reasons why people’s decisions differ
  • Intercultural Understanding
    • imagine and describe the feelings of others in familiar situations

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