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EDFD657-Transition to the profession Assess 2-Integrated Program 50%S00082880- Jessica Barbagallo 3/05/2010

Four White’s Term Two Integrated Program

Part A-Class routines

Four White’s routines are displayed in the classroom and begin with the class on the floor with the

Morning Prayer followed by the roll call. All students are reminded to hand in any notes and place any

lunch orders into the canteen basket. Students are given the daily announcements and a brief run

through about the class’ day to ensure children are aware of what events will be taking place

throughout the day. Students are then reminded to check the class duty roster and complete their

duty such as turning on fans, returning the office bag, etc. During the day students of Four White have

access to their activity file if they finish early, a class riddle is placed on the board daily and they are

also aware of the parrot clapping technique to when a task is finishing or when attention needs to be

gained. At the end of the day children pack away their desks, placing their school items in their trays

and their take home items in their bag and return to their desks with their bag on their table. Children

are then reminded to check their class duties, complete them and then sit on the floor with their bags.

Notes, newsletters and announcements are given to students and feedback is given in regards to

their behaviour and level of work for the day. Four White’s day concludes with a personal prayer and

is led to the playground by the class teacher until the bell.

Part B-Management Plan

In collaboration with the class teacher Four White have created a class rules list and Y chart which is

displayed at the front of the room. Four White’s rules chart highlights responsibilities and rights of students in

the classroom in a positive manner such as “I will ask my peers when borrowing items” or “I will actively listen

when peers or the teacher is speaking”, etc. The Y chart allows students to understand what respect looks,

feels and sounds like when they are participating in the classroom in reference to these rules. As a part of my

pedagogy, to establish a safe and risk taking environment, I believe students should be aware of these rules

through all their senses. By making students aware of these rules they will grow to respect each other and

gain responsibility for both their actions and their school work, therefore feeling free to take risks in their

learning. Along with the establishment of rules Four White students are also aware of associated

consequences and rewards attached to these rules with reference to the school behaviour management

policy displayed in the room. The “If I act…this is the result” chart is located at the front of the room, which

has been jointly constructed by the class and teacher to highlight the actions and fair consequences to those

actions if the rules are broken. By giving students the independence and initiative to create the associated

consequences they are more likely to respect them and act responsibly in accordance with these rules and

consequences (Konza, Grainger & Bradshaw, 2001).Four White participates in weekly raffles as a reward for

of 15KEY: P=Pairs G=Groups I=Individual WC=Whole Class CC=Co-Construction IA=Informal Assessment FA=Formal Assessment PP=Parent Participation


behaviour and academic participation in the classroom, with their names being placed on a raffle ticket and

into the collection box, with raffle tickets being withdrawn as a consequence, and are drawn out at the end of

the week. Though to keep within St Brigid’s Motto and mission statement all raffle tickets are placed in the

box by the teacher so the dignity of all students is remained as the problem of peer teasing has been

circulating throughout the year (St Brigid’s Primary School Staff Handbook, 2009). In regards to continuous

and frequent rewards, students of Four White are continuously encouraged for their work through verbal and

non verbal gestures, a special whole class activity or game such as heads down thumbs up or through

individual free time such as reading. For students of Four White that are constantly disruptive or have

behavioural difficulties the Behaviour Contract Plan has worked well. Students are working individually with

the teacher to monitor their own behaviour by using task progression charts, reflective listening skills and I

statements to express their feelings and creating a secret signal for communication between the student and

the teacher (Konza et al., 2001).

As a part of maintaining the flow of continuous rich learning, the class works as a whole to minimize

disruptions such as using the Help Chart. This chart outlines what steps students need to take if they need

help with a learning experience such having students check over their work first, ask a friend or try working

on the next task until the teacher has the opportunity to talk to the student. Another effective resource to

manage classroom disruptions has been the noise chart which indicates what level of talking students should

be achieving while participating in learning experiences such as table talk, partner talk, etc. Four white

students are seated in a U-shape with two sets of rows in between, allowing for students to move around the

room and the teacher to easily manage student groups and supervision. Four White is organised into five

table groups each with a group leader, that changes weekly, that collects classroom resource to minimize

classroom chatter as Four White is a very sociable class and can often drift off task. While participating in

group learning experiences students are aware of their group role task cards, which make every member of

the group accountable as fully active group members. Students are often moved around the room to the

floor, computers and their desk both as individuals, gender groups or group tables as the room is quite small

and allows for minimal movement of students at the same time. Appropriate, regular and specific routines

and management strategies are necessary for a very social class such as Four White, as they allow for

disturbances in learning to be minimized. Konza, Grainger & Bradshaw (2001) states that these appropriate,

regular and specific routines and management strategies can be associated with effective academic

attainment and achievement levels while increasing the time students spend on-task (Bender & Mathes,

1995; Fuller, Miller, Lesh, 1989; Gettinger, 1986; McDonnell et al, 1996; palmer & Neal, 1994; Pisarchick,

1989; Purvis et al, 1992; Wheldall & carter, 1996; Yates, 1988; Yehle & Wambold, 1998).


Jessica Barbagallo, 05/20/10,

Element 5.1.3- Four White has jointly constructed a rules and reward system that enables students to effectively monitor and become responsible for their own behaviour and learning during learning experiences. These students are highly aware of the effects of their behaviour both positive and negative, therefore enabling each student to interact with others in a positive and supporting manner. The raffle ticket system has been set up in Four White to support both students behavioural and academic efforts at school.


Part C-Four White’s Class Timetable Term 2 2010

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYBefore school8:15-8:45

Students arrive at school



Playground duty (asphalt)



Playground Duty (grass area)

8.45-8:55 Whole school assembly & prayer

Whole school assembly, prayer, awards, anthem and school song

8:55-9.05

Morning routine-Prayer, class roll called, notes collected, office bag, lunch orders, general announcement, day’s proceedings and class’ duties.

9:05-9:35 RE**

ENGLISH **(PP)(Literacy &

Guided Reading Groups)

H.S.I.E/ENGLISH

(integrated unit class project)

PDH**

ENGLISH** (Literacy, Guided Reading groups)(homework and

spelling)

9:35-10:35

English (Literacy &


ENGLISH (T,L,W)/ H.S.I.E

( integrated unit)

CREATIVE ARTS-Drama(RFF)


(integrated unit) (PP)

PE

10:35-11:05 RECESS RECESS RECESS (Duty

grass area 1st half) RECESS RECESS

11:05-12:05


(integrated unit)

H.S.I.E/ENGLISH

(integrated unit class project)

SCIENCE & TECHNOLOGY

( integrated unit)

ENGLISH(Literacy &



( integrated unit)

12.:05-1:05 MATHS MATHS*** MATHS*** MATHS*** MATHS***

1:05-1:55 LUNCH LUNCH LUNCH LUNCH (Duty

asphalt 2nd half) LUNCH1:55-2:05 LIBRARY DEAR DEAR DEAR DEAR



2:05-3:05 PE RE RE

SCIENCE AND TECHNOLOGY

(Computer Lab in Library)

CREATIVE ARTS-Visual Arts

(RFF)3:05-3:10

Afternoon Routine-Packing away, Class’ duties, office bag, notes and newsletters, prayer and daily class evaluation

3.10 DISMISSALAfter

schoolDuty (Walkers to Marrickville Rd)

Duty (Walkers to Livingstone Rd) Staff Meeting Duty (Cars 1)

KeyEnglish (Writing, Listening & Talking strands & H.S.I.E Mathematics (5 hours) H.S.I.E & English integrated unit (class project 1.5 hours) Physical Education (2 hours)

English & Literacy (Reading strand) Science & Technology (2 hours) Religious Education (2.5 hours) D.E.A.R-drop everything & read Creative Arts (Drama/Art 2 hours) Additional activities (2.5 hours) Personal Development & Health (1/2 hours)English total-7.6 hours Additional Notes(RFF)-2 hour release face to face Wed-Drama Mrs. Krane (In music room) & Fri Visual Arts Mr. Dumont (In classroom) NOTE-

Term 3 & 4Music replaces Drama & Dance replaces Visual Arts** English additional needs- Mrs. Tomas Monday, Tuesday, Thursday and Friday 9:05-9:35am (Reading recovery room)-Katarina & Jason attending Tuesday & Thursday*** Math’s additional needs- Mrs. Gratis Tuesday-Friday 12:00-12:45 (In class)



Part D-Rationale

Four White’s Term Two unit of work is focused around the class of Four White creating their own

stimulating, fun and safe playground design. The aim of this unit of work is for students to collectively

work together to enhance their playground by making it stimulating, safe and fun for all stages. The

unit of work aims to meet a safety and social school problem within the playground, with students

investigating the needs of students in order to create an effective playground. St Brigid’s has recently

been involved in renovations around the school and to the playground, with the addition of undercover

areas and an artificial grass area. The problem within the playground is that there are no designated

play areas and the larger area of the playground hosts the basketball court with them being used daily

by stage three students for practice. Therefore students, such as those of Four White, have limited

room to run around and remain active in a safe way without causing risks to themselves or to others.

As a highly active and social class, Four White’s playground experiences are an important aspect of

their day and the playground needs to be adjusted in order for students to utilise the playground

space effectively. The rich learning task involves students of Four White being active problem solvers

as they investigate, design and create elements that can be added to the playground that will affect

the efficiency and safety of the playground environment. This unit of work is suitable for students of

Four White as it complements their social interactions, in a practical way, inside the classroom as well

as outside. It also engages active students such as Jason, Calvin, Manaki and Michelle that work well

outside and with concrete objects while achieving learning outcomes. The New Basic Project states

that when rich tasks are relevant to students’ lives and outside school contexts, students are more

likely to be engaged, enthusiastic and on task while completing learning experiences (Queensland

State Education, 2001). The unit work is focused around the focus question, “how can we turn our

playground into an effective, fun and safe space?”. While engaging in this project over seven weeks,

students will take on the role as active observer and problem solver, with the intention of creating

skills that assist them for lifelong learning. While engaging in these roles they will explore the

playgrounds space in relation to safety and relate it to their personal experiences in the playground in

order to create a space that is fun and effective to play within. In groups they will work on mini

projects based on the same focus question with slightly different aims such as areas to focus on

within the playground. The unit of work will incorporate the Key Learning Areas of English,

Mathematics, Human Society and Its Environment and Science and Technology. While incorporating

these KLAs, Four White will focus on the key concepts of social relationships, relationships with place

and the roles, rights and responsibilities they have within these places, as they begin to approach the

senior years of the primary school life. In the project students will engage in investigating roles, as

they observe their surroundings and people, while utilizing analyzing skills to identify problems within



this space. By critically analyzing the context of the playground, students will then be able to make

informed decisions about the designs they create by making and adding elements to the playground.

This unit of work will incorporate the teacher pedagogy beliefs that children learn best when

accommodated for through a variety of intelligences (Campbell & Campbell, 1999). These eight

intelligences, highlighted by Howard Gardner, will be accessed by students throughout the rich

learning task. Students will engage in inter and intra personal intelligences, through group

experiences and through self–reflection as they consider their personal uses of the playground. By

integrating the KLAs of English, Mathematics, H.S.I.E and Science & Technology, students will

engage in the project through multiple intelligences such as linguistics, logical-mathematical, etc. To

accommodate for the variety of student abilities, student groups will contain a combination of mixed

abilities, which centers on the same focus interest. For particular students, such as Katarina and

Jason, who possess dyslexia and behavioural difficulties, task will be broken down into chunks using

group task cards and learning experiences will be exploratory and hands on with some being held in

the playground environment. These students will also be placed in groups that allow them to follow

their interest as well as being grouped with four other students of mixed abilities.

Assessment strategies throughout the unit of work will be on-going as students develop their project

experience. On-going assessment will include observations of students on a daily basis throughout

integrated learning experiences such as observing students measuring the area of playground space,

etc. Other more formal modes of assessment will include a collection of three pieces of work from

each student in the earlier stages, middle and end stage of the project that will focus around the

English, Science and H.S.I.E KLAs. Students’ work may include an exposition and the product of their

end design, whether in model or pictorial form, that represents their additional element to the

playground, etc. During the 5th week, students will present their design and their exposition to the

parent and school community committee in order to get approval to begin the additions to the

playground. This project encourages the schools mission by genuinely including the families and

community of the school in learning experiences, while respecting the choices, dignity and

uniqueness of every child (SBPSSH, 2009). This respect expands outside Four White’s classroom

into a project that will affect all students. Overall this unit of work is aimed at students of Four White,

who were previously Three White though have the same skills and abilities. The project aims at

meeting the need for a safer, more efficient school playground that is fun and aesthetically pleasing at

the same time. This will eventually ease the congestions in the playground and allow for students to

get the well need active and social times they require.



Element 2.1.3-This rationale demonstrates how the integrated unit of work accommodates for a range of student’s learning styles and approaches to learning. By utilising Gardner’s theory of intelligences, students were able to explore the rich learning task through a variety of intelligences such as Bodily Kinesthetic, logical-mathematical, Visual-Spatial, Interpersonal, Intrapersonal and Linguistic. By utilising the knowledge of students within the class, the Bodily Kinesthetic and Interpersonal intelligences were focused on more than others as they were identified as the class strengths.


Part E-Creating a stimulating, fun and safe playground-Year Fours Integrated Unit Program

MAJOR QUESTION: How can we turn our playground into an effective, fun and safe space?

OUR AUDIENCE: The Parent and School Community Committee (for assistance with funding and decision making)

Week 1 of 7: How is our playground used by children?Outcome Codes Strategies and Content Assessment

StrategyAssessment Task

and IndicatorsCatering for my class

needsResources

HSIE-ENS2.6 (WC/P)Discussion about the current context of playground

& brainstorming using Debono hats elements of the

playground.

(IA) listening to the suggestions of Ss

Ss offer description of people, places and things in detail (TS2.1/ENS2.6)

Ensure that Jason is aware of the

boundaries for observation and is

paired with a selected student.

Thinking Hats as props

S&T-BES2.1 (P)Ss observing how students use the playground at recess and record these

on a data sheet & Complete a Sun Safe Playground risk

checklist.

(IA) observing Ss working as a team

to identify risks

Ensuring Jason is in close proximity if help is required and give a demonstration of how to fill out the checklist.

Safety checklistData sheet

ENG-TS2.1MATH-DS2.1

(WC)Discuss and brainstorm with Ss their findings and create a data chart for risk

areas.(I) Ss write a sentence about their findings.

(IA)Observation of Ss

Note down Ss who

communicate in classroom

activities (TS2.1)

Use colours to represent the data

chart to ensure Katarina can view the

information.

whiteboard

H.S.I.E- ENS2.6S&T- BES2.1ENG-TS2.2

(P) Using prior knowledge Ss choose a sibling, peer or teacher to interview by pencil and paper or tape recorder

about the current playground uses and possible ideas for

improvements by taking on a role (PP).

Takes on an appropriate role to interview & record others responses about the playground. (S&T-BES2.1/ ENG-TS2.2)

Give Katarina starter sentences as a scaffold and go

through interview sheet with her before beginning the task.

Interview sheet, clip

board, pencil, tape recorder.

S&T-BES2.1 (I/CC)Ss use data to create a Y chart collage about the

Allow Ss to use technology,

Computer, magazines,



Element 3.1.3-This integrated unit of work began with a rich learning task for the children of Year Four White. Using this rich learning task the appropriate content and lessons were selected and organised logically to allow for student-centered focus where students took on roles as investigators in order to solve the problem of a creating an effective, fun and safe playground space. Students in this lesson and the next use observation to make educated suggestions and worked usually from a whole class to individual or group learning experience to allow for students to master lesson skills independently such as data recording and analysis in regards to playground risk.


Element 4.1.5 –This column represents the range of teaching strategies used within this integrated unit, ranging from De Bono’s six thinking hats, brainstorming, group and paired work, interviewing, mind mapping, y-charts and consequence charts. Extension of these strategies were demonstrated through the use of the interactive board and tape recorder in order to support a variety of learners that built upon the interest and needs of the students through this unit of work.


Element 1.1.3- This unit of work involved the designing, selecting and implementing into a template the range of learning outcomes required for students to achieve the weekly focus question and ultimately the overall unit focus. English, Mathematics, H.S.I.E and Science and Technology outcomes are addressed through sequential planned lessons outlined in this unit of work in order for students to progressively from week 1 to week 7, building upon prior knowledge and skills relevant to stage 2 NSW syllabus documents such as lessons focused on observing followed by recording.


ways a safe, happy and fun playground should sound, look and feel like and then

add it to a (WC) poster.

magazines, newspapers etc to

gain ideas if needed.

newspapers etc, glue, scissors.

MATHS-SG2.2a (G)After deciding on a place to focus on and grouping Ss,

then Ss sketch their designated area of the

playground in 2D.

(FA) photocopies of students

sketches and listening to

discussion about 2D shapes

Ss using grid paper to sketch their area while noting down 2D

shapes to describe their

space.

Ensure students such as Katarina have a model of what the

sketch might look like to scaffold her

learning and chuck tasks so Ss do not get

lost

Grid paper, pencils, model

sketch, clip boards, task

cards.

MATHS-MS2.1MATHS -MS2.2

(P) Within their groups, Ss begin to measure the

perimeters, lengths and areas of spaces within their

designated areas

(IA) observing Ss working in pairs, while measuring

and recording perimeters &

lengths.

Note down the mathematical

language and ways mathematical tools

are used (MS2.1/MS2.2)

Ensure Ss all have access to resources

and are aware how to use them, while

encouraging appropriate behaviour

outside.

Variety of rulers, their grid sketch, pencils,

clip board

ENG-RS2.8 (WC) Introduce & (CC) the 3 characteristics of

exposition text type through class discussion. Ss (I) create a statement of

position for their additional element to the playground.

(IA) listen to Ss contributions in

discussion.

Note down Ss discussion about

text characteristics

(RS2.8)

Ensure a progressive flow of WC- CC-I while offering visual forms of text of interactive board, as well as verbal for Ss that require additional literacy assistance such as Katarina.

Interactive board,

example of statement of position, Ss Text types

books

ENG-TS2.1ENG-TS2.2

(I/G) Ss re –write their statement of position from the view of an Ss, parent,

teacher, local artist etc and then present their statement

to their group.

Give a view for Ss such as Roberto, Hannah and Michelle that have literacy difficulties and pair students such as Katarina who may need guidance.

Text types books, pictorial position cards that express

typical views of these types of

people.

Homework-Ss work collectively with parent throughout the week to oversee plan investigation through different form of media.



Week 2 of 7: What makes our playground safe?Outcome Codes Strategies and Content Assessment

StrategyAssessment Task

and IndicatorsCatering for my class

needsResources

H.S.I.E-ENS2.6 (WC/P) brainstorm on board about how we keep ourselves safe in the playground and Ss in playground fill out a consequent chart for risk areas.

(FA) collect consequent chart

Note down discussion about links to cause and effect of the unsafe playground activities. (H.S.I.E-ENS2.6)

For Jason Ss scaffold learning tasks into chunks by giving an example e.g. “following rules” and filling in the possible example of a consequent.

Consequent chart, clip board, pencil, whiteboard.

ENG-WS2.10 S&T-BES2.1 S&T-DMS2.8

(WC/CC/I) Ss add to their statement of position by giving reason for their additional element using a safety aspect, with statements being collected to show different views for presentation to the parent and school community committee (PP).

(FA) collection of Ss work, assessing the construction of their statements of position.

Writing task-How well Ss use conjunctions to construct cause–effect relationships in their statement of positions (WS2.10)

Co construction of statement using sentences as examples where Jason and Katarina are to fill in missing words and then as a pair with teacher construct a statement of position together.

Text type books, pencils, consequent charts for assistance.

S&T-DMS2.8 (CC/G)Ss take on investigator roles and use design brief template to begin to design elements of their groups’ addition to the playground.

(IA) observe Ss interacting as a group and investigating possible designs for the addition to the playground.

Note down SS discussion and idea development for their group’s addition to the playground that best meet the needs/wants of those interviewed.S&T-DMS2.8

Ensure Jason is a part of the process by giving him a role and a set of task cards to match that role, e.g. speaker, collector, etc.

Design brief template, coloured and lead pencils and pictures from media chosen from prior activity.

S&T-INVS2.7 (G)Ss continue with design brief by investigating & recording, using examples of other playground example, what materials they would need to make

Give Jason and Katarina hands on

text such as brochures and

magazines so they can explore possible

In library brochures, the internet, magazines, newspapers, computers.



this element e.g. paint. materials.ENG- WS2.9MATHS-DS2.1

(WC/CC) Ss will create a categorical data chart about the supplies we need to produce these 5 different additions to the playground. Then constructs a sentence explaining how these resources will meet the needs of Ss in the playground.

(IA) Purpose, characteristics

and structure of exposition text discussed and

added to by Ss.

Noting down the contributions

made to the joint construction of an

exposition sentence with

reference to the purpose of the text (WS2.9).

Have Jason and Katarina blue tack

their picture of supplies on board and seat at front of room

in order to view whiteboard

White board, pictures from magazines, Ss Maths book to replicate chart.

H.S.I.E.-SSS2.7 (WC)Ss brainstorm using De bono hats how the designing of their additions to the playground could be hazardous. (I)Ss create a mind map about possible risks and the risk elimination, while considering their responsibility as designers.

Have a template and props of the coloured hats that Katarina and Jason can fill out and wear in order for them to grasp the ideas of different views.

Coloured hats, coloured hat template, pencils, risk elimination mind map in HSIE project book.

S&T-INVS2.7ENG-RS2.7ENG-TS2.2

(G) Discuss why these risk eliminations are relevant to their overall design, through the text of exposition while (WC) exploring how signs are used to eliminate risk, using examples from playground observation and text.

(IA) Ss engaging in exposition language features through discussion of risk elimination.

Noting down discussion points made by Ss while interacting as a group through exposition language features in order to make a point.(TS2.2)

Give sentence starters to Katarina and Jason such as “By doing...I will eliminate ... which will allow my group to..” etc on worksheet. Co-construct with class one possible example

OH&S brochures, sun safe website, school safety policy, in playground observation.

S&T-DMS2.8 (I)Ss create, sketch and decorate their own safety signs to reduce risk relevant to the production of their addition to the playground (PP).

Give Jason possible examples and hands on resources such as scissors and other decorating materials to ensure active participation.

Scissors, magazines, glue, coloured pencils, safety sign examples.



Rich learning task: To design a playground that is safe, efficient and fun for all students under a minimal budget. Weeks 3-7: Ss will explore other focus questions about what makes our playground fun? What durable, additional materials can we add to our playground? E.g. what types of paints, markers, tape, etc (see appendix one for example)? How can we design and add it to the playground on a limited budget?, etc. Ss will have a guest speaker from the local hardware store and view magazines that will assist them in their designing and budgeting. Ss in the fifth week will present their exposition and drafting of their design to the parents and school community in order to seek approval for the last stage of the project. In the last two weeks Ss will begin measuring out, designing their wall/concrete/garden/seating or grass designs on site and add their element to the playground. Ss will continue safety precautions such as barricading areas with class made signage and present it to the whole school in a rotating experience to families, the school and the community. Students and teacher will complete an unit evaluation at the end of the seven weeks (See appendix 2&3)

Part F-Modifications Specific modifications have been made to tasks throughout the program for students, Jason and Katarina who host behavioural, distraction problems and problems of dyslexia. These include scaffolding their learning by chunking learning experiences into manageable tasks such as using a list on their table that will encourage them to mark off items as they go, while receiving on-going and relevant feedback to encourage them to keep on task. Students such as Katarina, with dyslexia, find it difficult to concentrate and the above strategy will help keep her on task while motivating her to see the end product through the sequencing of tasks from easy to slightly more difficult (Squires & McKeown, 2003). Students in a few tasks will receive worksheets, in Mathematical and English KLAs only, which are differentiated into three levels of scaffolding. For example some worksheets will require students just to fill in the most appropriate words from a list, some will have sentence starters and some worksheets will require the students to work totally independent offering very limited task scaffolding. Matthews and Clearly (1993) suggests that the use of multi-leveled worksheets not only offer a challenge to students who may finish the task before others, but also offers appropriate scaffolding to those that require it without seeking assistance. Students may therefore feel they are the drivers of their own learning and are capable students, as they progress and stay on task. To assist Jason in managing his behaviour, learning experiences incorporate a hands-on approach to inquiry investigation that takes place most of the time in the context of the project, the playground. By having learning experiences where students are able to learn through investigation through their outside surroundings, students such as Jason are able to appropriately use their active levels to interact with peers while learning.

In regards to whole class modifications, students will be grouped to allow for an assortment of mixed abilities. By having mixed ability groups, while students are engaging in their groups, students will be able to take on tasks that are similar in content though have extended or reduced resources that will match their ability appropriately. Konza et al. (2001) states that in order for students to stay engaged and on a task the learning experience needs to match student’s abilities. Assessment modes have also been organized into three ability groups, where assessment require students to answer limited or extended amount of questions or make points. Assessments are also adjusted for students such as Katarina that may require scaffolding of sentences for the KLA of English or may require a broken down explanation of assessment tasks into chunks to allow for appropriate comprehension of task elements.



References

Board of Studies. (2002). Mathematics K-6 Syllabus. Sydney, N.S.W: Board of Studies NSW.

Board of Studies. (2006). Human Society and Its Environment K-6 Syllabus. Sydney, N.S.W: Board of Studies NSW.

Board of Studies. (2006). Science and Technology K-6 Outcomes and Indicators. Sydney, N.S.W: Board of Studies NSW.

Board of Studies. (2007). English K-6 Syllabus. Sydney, N.S.W: Board of Studies NSW.

Campbell, B., & Campbell, L. (1999). Multiple intelligences and student achievement: Success stories from six schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Konza, D., Grainger, J., & Bradshaw, K. (2001). Classroom Management: A Survival Guide. Victoria, Australia: Social Science Press.

Mathews, B. & Cleary, P. (1993). The Integrated Curriculum in Use: Practical Ideas for Planning and

Assessment. Gosford, Australia: Ashton Scholastic.

Queensland State Education. (2001).New Basics Projects: The Why, What, How and When of Rich Tasks. Brisbane, Queensland: Queensland Government.

Squires, G. & McKeown, S. (2003). Supporting Children with Dyslexia: Practical approaches for teachers and parents. Birmingham: Questions Publishing.

St Brigid’s Primary School Staff Handbook (SBPSSH). (2009). p. 1-31.

Figure 1



Appendices

Appendix One-Possible playground deigns

Hopscotch, Snakes and Ladders, Chess etc

Appendix Two-Student Unit Evaluation-Adapted from –The Integrated Curriculum in Use

Student Unit EvaluationDate: _________________________ Unit name: _________________________________In this project I learnt about: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.I really enjoyed: _____________________________________________________________________________________________________________________________________________________________________________________________________________.I still would have liked to find out about: _____________________________________________________________________________________________________________________________________________________________________________________



______________________________________________________________________________________________________________.I think my work was excellent/good/satisfactory because: __________________________________________________________________________________________________________________________________________________________________________.I think I worked well in my pair/group because; ________________________________________________________________________________________________________________________________________________________________________________

Appendix Three-Teacher Evaluation of unit

Teacher Unit EvaluationDate:_______________________________________ Unit Name: ____________________________In this project was successful because: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.The students were able to reach the outcomes because: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.In the project the following did was not achieved: Why? ____________________________________________________________



____________________________________________________________________________________________________________________________________________________________________________________________________________________________.If this unit was to be repeated the following adaptations would be made? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.


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