Activities & Sessions | Possible Standards |
WelcomeName toss game - page 22 Mixing four things in common - page 23 Communicate! Find your partner - page 24 Sample questions - page 25 Four things in common (record sheets) - page 26 Matched pair cards (template) - page 27 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Making agreementsName wave - page 28 Family cards grouping activity - page 28 Generating rules & expectations - page 29 Refining the rules - page 30 School support for rules - page 30 Rules and expectations task sheet (worksheet) - page 31 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Chasing challengesName chant - page 32 The ‘Anyone who …’. game - page 32 Hoops game - page 33 Sitting circle - page 34 Processing/reflecting - page 35 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Group constructionName race - page 36 ‘Sweet belongings’ grouping activity - page 37 Team building: Construction challenge - page 37 Sample questions - page 38 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Name gamesA range of name games to play with new groups Games for different classrooms - page 41 Name toss - page 42 The autograph game - page 42 I am and I like - page 42 Shake on it - page 43 Name chant - page 43 Name wave - page 43 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Grouping gamesGrouping games protect participants from the pressure of choosing or being chosen Number off - page 44 Matched pairs card game - page 44 Deck of cards grouping - page 44 Sweet belongings - page 44 Families card groupings - page 44 Shapes - page 44 Jigsaws - page 44 Coloured cards groups - page 45 Name lotto - page 45 Blindfold pairs - page 45 Family card groupings (template) - page 46 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Mixers & energisers‘get to know you’ games, games to wake them up, get them moving, begin grouping or as coathangers upon which to hang a theme Human bingo - page 47 Structured conversations - page 47 Fast foods - page 47 Anyone who… - page 48 Line ups - page 48 Human bingo (record sheet) - page 49 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Team building gamesTo enhance and examine cooperation and problem solving Knots - page 50 Balloon pairs - page 50 Foot fumblers - page 50 Life raft - page 51 Clap race - page 51 Sitting circle - page 51 Hoops & ropes - page 51 Human alphabet - page 52 Construction challenge - page 52 Sit down synchrony - page 52 Summertime relay - page 53 Human bridges - page 53 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Interaction mixing gamesCommunicate and participate - page 59 Change-identity- belonging jigsaw - page 60 Find someone who... (record sheet) - page 61 Friendship and belonging cartoons (templates) - pages 62-66 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Changes & coping: making storiesMaking stories activity - page 67 Making stories worksheets - pages 69-74 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
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Picture your feelings: a lesson on metaphorTalking about metaphor - positive self-talk - page 75 Sample questions - page 76 Poetry in pairs - page 77 Poems (handout) - page 78 Feelings (worksheet) - page 79 Word pictures (worksheet) - page 80 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Advice columnPoetry reading - page 81 Paired advice - page 82 Feelings poems - page 82 Dear chicks (poem handout) - page 83 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Considering identity & cultureTalking about identity and culture - page 89 Definitions - page 90 Caught in the middle position - page 90 Interview - oral history - page 91 Definitions (worksheet) - page 92 ‘Caught in the middle’ position (handout) - page 93 Interview (handout) - page 94 - Oral history interview questions | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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The changing face of AustraliaGroup membership - page 95 Timeline - page 96 Discussion and research - invasion & migration - pages 96-97 Past class photo - page 97 School based research - page 98 Class of Australia - page 98 Coruna - children and their teacher (handout) - page 99 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Towards tomorrow – stories of contemporary Aboriginal and Torres Strait Islander peopleOne story - Mary Graham - pages 100-101 Research ‘before European settlement’ - pages 101-102 Reconciliation - page 103 Discussion - page 103 Presenting the research - page 103 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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This is AustraliaThis is Australia - page 104 This is Australia - ideas for presentations (handout) - page 105 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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