Phoebe Williams 22409210 HSIE 2- Lesson Plans
SOUTHERN CROSS UNIVERSITY – PRACTICUM THREE TRANSITIONAL DAYBOOK TEMPLATE (REVISED 2010)
Date: 08/05/2018 M Tu W Th F Term: 2 Week:4 Stage: 3 Class: 6B School: Kinchela Primary School
INTELLECTUAL QUALITY: QUALITY LEARNING ENVIRONMENT: SIGNIFICANCE:
1.1 Deep knowledge 1.4 Higher order 2.1 Explicit quality 2.4 Social support 3.1 Background 3.4 Inclusivity
thinking criteria knowledge.
1.2 Deep understanding 1.5 Metalanguage 2.2 Engagement 2.5 Student self 3.2 Cultural knowledge 3.5 Connectedness
regulation
1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction 3.3 Knowledge 3.6 Narrative
knowledge commun’n integration
Time Outcome & Lesson Focus Learning Activities Reflection FOR action Reflection IN action
Name of Curriculum: The Australian Lesson introduction: Introducing children’s rights Making sure
Introduction: Curriculum Foundations – Year 10 smartboard is working Observe students
10- 15 On the white board, bring up picture 1 and and have the picture throughout the lesson
minutes Subject matter focus: In this lesson 2 (as shown in appendix) ready for the students and take notes on
children will focus on: on the board. student’s engagement
Point to each picture and ask ‘is this fair? Is within lesson.
Rights and Responsibilities it right?’
Rights of children Encourage pupils to think of some reasons
The importance of why it isn’t right. Raising theirs hands to
children’s rights in their give their answer. Take notes on
community. Use the examples on the board to elicit student’s answers to
students to start thinking of what Allow introduction to the introduction of the
Implications for learning: In this children’s rights are while a four students be quick as it only to lesson, assess any prior
lesson children will have an at a time are allowed to write on the board engage students knowledge on child
opportunity to: one word they thinks relates to children’s within the topic. rights.
rights.
Evaluate why children’s
rights are so important Body of Lesson:
Think critically Make sure there is
Body of enough room for
To develop listening Tell all students to sit on the floor
lesson: gathered around the television. students on floor as
and thinking skills
45minutes well as their Observe students
To be introduced to Explain to students that they will be
watching a BTN (Behind the news workbooks if children engagement
world news and
episode). prefer to sit at their throughout the clip
develop an
Play the btn (See appendix 3) clip based on desk that is fine as
understanding of world
long as they are
Phoebe Williams 22409210 HSIE 2- Lesson Plans
news. children’s rights allow the clip to play working.
through once without the children asking
Australian Curriculum outcomes any questions.
and indicators: After the clip is played write a series of
questions on the board about the clip.
Civics and Citizenship / Knowledge Allow enough time for
and Understanding / Citizenship, Questions; students to answer
diversity and identity these questions,
1. What does Josh do with UNICEF? helping students who Are students able to
The obligations citizens may 2. Who set up the Convention on the Rights are having trouble. answer evaluate what
consider they have beyond of the Child? they have watch by
their own national borders 3. When was the child’s rights convention set answering a set
as active and informed up? questions?
global citizens. (ACHCK039) 4. What sorts of things are covered in the
Year 6 Rights of the Child?
5. What do you think is the most important
History / Historical Knowledge and right for all children to have? Explain why?
Understanding / Australia as a 6. Is there more work to be done to protect
nation children’s rights? What can be done?
7. Whose job is it to make sure kids’ rights
Experiences of Australian are protected?
democracy and citizenship, 8. How did this story make you feel?
including the status and
rights of Aboriginal and Allow the clip to play through again while
Torres Strait Islander the students have their workbooks to
Peoples, migrants, women, answer their questions.
and children. (ACHHK114)
Year 6
Curriculum skills: After watching the btn Child Rights story
the teacher will write another series of Making sure all
students are involved
Analysing questions on the board but this time allow
in the class discussion. Are students able to
Communicating group discussion, then discuss as a whole
contribute to group
Evaluating & Reflecting class. While the teacher writes the
responses on the board. discussions by
Communicate
reflecting and
analysing on their own
Phoebe Williams 22409210 HSIE 2- Lesson Plans
Curriculum values: experience?
Respect and concern for Questions
others and their rights
1. What do the words responsibilities and
rights mean to you? Can use dictionary for Make sure you read
help children’s answers to
2. Who helps you to be safe and healthy? see if all students have
3. Why do they help you? understood the lesson.
4. What responsibilities do you have to help
others?
5. What responsibilities do you have to help
yourself? Are students able to
reflect on the lesson by
Conclusion of class: Have each student write down writing down one thing
one thing they have learnt today about children’s they have learnt?
rights.
Where to from here:
Advocate child rights throughout the
school.
Introduce free speech refugee rights and
terrorism
SOUTHERN CROSS UNIVERSITY – PRACTICUM THREE TRANSITIONAL DAYBOOK TEMPLATE (REVISED 2010)
Date: 08/05/2018 M Tu W Th F Term: 2 Week:4 Stage: 2 Class: 4B School: Kincheal Primary School
INTELLECTUAL QUALITY: QUALITY LEARNING ENVIRONMENT: SIGNIFICANCE:
Phoebe Williams 22409210 HSIE 2- Lesson Plans
1.1 Deep knowledge 1.4 Higher order 2.1 Explicit quality criteria 2.4 Social support 3.1 Background 3.4 Inclusivity
thinking knowledge.
1.2 Deep understanding 1.5 Metalanguage 2.2 Engagement 2.5 Student self 3.2 Cultural knowledge 3.5 Connectedness
regulation
1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction 3.3 Knowledge 3.6 Narrative
knowledge commun’n integration
Time Outcome & Lesson Focus Learning Activities Reflection FOR action Reflection IN action
Name of Curriculum: The Lesson introduction: Introducing children’s rights
Introduction Australian Curriculum Have white board up a Observe students
20 minutes Explain to students that this lesson will running with correct throughout lesson and
Subject matter focus: In this lesson focus on children’s rights, and focus on the song. take notes on student’s
children will focus on: white board and the lyrics to the song. engagement
Play “we all have rights on the whiteboard” throughout the lesson.
Children’s Rights (as seen in appendix 8).
The importance of Children After song ask students if they know any Be prepared as a
Rights in their community children’s rights from the song and the teacher and already
teacher will write them on the board. have laminated Observe students
Implications for learning: in Ask students to get their workbooks out as pictures that display listening skills and their
this lesson children will have an they are playing a game based on the the children’s rights ability to remember
opportunity to: rights written on the board. that are in the song. and reflect on the song
The teacher will then display one poster at by saying the rights
Think critically & a time and the students will write in their that were mentioned in
creatively work books which right that picture the song.
To be able to develop a depicts (all pictures are shown in appendix Have appropriate
photo banner as a 4-8 with there correct right). pictures for stage 2
group they will able to Observe students
To be introduced to Body lesson: understand engagement in the
child rights Go around and mark activity and assess if
Body lesson students work to see if they were able to
To portray their As there are now children’s rights written
45mins on the board and the students have been they understand. relate pictures to the
knowledge of human
given an example of how to portray the appropriate rights.
rights through images.
rights though images they are now asked
to illustrate their own child’s right they feel Are students able to
Australian Curriculum outcomes
is the most important right a child has. illustrate the meaning
and indicators:
of words?
They will be able to draw, paint, and sketch
Have materials ready
Phoebe Williams 22409210 HSIE 2- Lesson Plans
1. CUS2.4 describes different their illustration as long as it is illustrating for use so there is a
viewpoints, ways of living, their viewpoints and beliefs. quick turn over
languages and belief between introduction
systems in a variety of Conclusion: and body lesson.
communities. Assess students on
When students have finished painting Help students that are their ability to explain
Syllabus skills: there images they will explain to the class having trouble their illustration
of students understanding the though communicating
Evaluating & Reflecting 1. What does their picture portray? task. and reflection.
Thinking creatively 2. Why did they choose that right?
Syllabus values: Where to from here:
Intercultural understanding Next lesson when the art work is finished and dried Listen carefully to
students can make a banner and hang it in the student’s answers, as
school to make other students aware of children’s this is when you will
rights. fine out if they have
gained something from
Further their knowledge of why child rights were this lesson.
made and when.
Rational
The lesson plans for stages 2 & 3 have been developed to teach children about children’s rights. Children’s rights have been developed to ensure that every child
has the ability to reach there full potential (UNICEF Australia", 2018). Children rights are very important part of everyday life and they are important for every
child no matter their culture, where they come from, age or religion. The lessons plans focus on children’s rights as it is import to develop a students
understanding of children’s rights. It is critical for students to understand children’s rights as they are fundamental in a child’s full development, as well as being
able to use their human qualities, intelligence and talents to satisfy their needs (Sterpin, 2003).
Phoebe Williams 22409210 HSIE 2- Lesson Plans
To create stage appropriate lesson plans I used outcomes from the Australian curriculum as well as the NSW syllabus as these outcomes best suite my lesson
activities. The activities within the lessons are aimed at stage 2 and 3 students to encourage students to be critical thinkers and develop an understanding of
children’s rights through discussion, creativity, reflecting and analysing. The introduction activities are aimed at giving the students an insight into the intended
lesson and to prompt interest in the topic. This allows for students to gain focus as well as giving them background knowledge, so they are able to gain an interest
in the topic (Berk, 2009).
The stage 3-lesson plan uses group work and listening and response questions that directly related to children’s rights. This activity was designed to allow
students to develop their listening skills through guided group discussion and higher order thinking questions, as this is an important aspect of the development
of a child’s communicative process (Fellows & Oakley, 2012). This activity was chosen for stage 3 as it allows students to develop an understanding of child rights
while also developing there English skills while prompting active learning (Berk, 2009). The lesson plans also prompts critically thinking as it relates to their life
situation with a series of high order questions, promoting a guided discussion where children can work harmoniously in an atmosphere to share information
(Marsh, 2010).
The stage 2 lesson plan uses creative thinking to promote the understanding of children’s rights. The introduction game uses visual images and a song to
captivate the minds of the students. I chose this exercise, as children need to learn how to critically make sense of visual images, which surround them in
everyday life (Fellows & Oakley, 2012). The body of the activity promotes creativity to gain an understanding of children’s rights. This activity caters for all
learners’ especially visual learners. The activity promotes student to express their viewpoints of the topic visually and creativity. Each child’s work will be different
depending on there beliefs and understanding which creates a beautiful picture banner the whole school can appreciate and value while gaining an
understanding of children’s rights (Marsh, 2010).
The lessons are designed for stages 2 and 3 to promote cognitive development. The stage 2 lesson plans clearly places an empathise on an abstract way of
teaching human rights, as when students reach this stage they are able to begin to think abstractly and create structures that explain their experiences (Berk,
2003). The stage 3 lesson also follows Piaget theory as the lesson allows students to make there own judgment on the topic by answering the questions as well as
having a guided discussion that encourages higher order thinking (Berk, 2003).
Both lesson plans were made to promote student’s development and understanding of children’s rights. Lesson 2 and 3 prompt critical thinking as well as
encouraging students to think creatively and be able to reflect and analysis. These lesson were developed to increase or develop students understanding of
children’s rights so they are able to be active members of the society and strive to be citizens of the world.
Phoebe Williams 22409210 HSIE 2- Lesson Plans
Reference List
ABC. (1967). 1967 Referendum. Retrieved from http://www.abc.net.au/btn/story/s4671220.htm
Australian Curriculum, Assessment. HASS 9 n.d).Retreived from : https://www.australiancurriculum.edu.au/.
Berk, L.(2009).Child Development (8thed.). United State of America: Pearson.
Child Rights. (2018). Abc.net.au. Retrieved from: http://www.abc.net.au/btn/story/s4126803.htm
Child rights information for children - UNICEF Australia. (2018). Unicef.org.au. Retrieved 20 April 2018, from https://www.unicef.org.au/our-work/information-
for-children
Fellowes J., & Oakley, G. (2010), Language, literacy and early childhood education. South Melbourne, Vic: Oxford University Press.
Marsh,C.(2010). Becoming a Teacher Knowledge, Skills and Issues (5thed.). Frenchs Forest, NSW: Pearson Australia.
NSW Board of Studies. (2006). Human Society and its Environment K–6 Syllabus. Sydney: NSW Board of Studies.
Sterpin F. (2003). Teaching human rights. New York, Geneva: United Nations.
Phoebe Williams 22409210 HSIE 2- Lesson Plans
Appendix
Appendix 1 Retrieved from: https://www.shutterstock.com/image-
photo/little-girl-holding-sheet-cardboard-on-488066566
Appendix Two Retrieved from:
https://www.google.com.au/search?q=children+labour+child+rights&rls=com.microsoft:en-AU:IE-
Address&dcr=0&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiSloy6xMXaAhUM5rwKHTg7A-
8Q_AUICigB&biw=1920&bih=932#imgrc=nLZqjLRfjEHPJM:&spf=1524113292762
Phoebe Williams 22409210 HSIE 2- Lesson Plans
http://www.abc.net.au/btn/story/s4126803.htm Appendix 3
Appendix 4
Retrevied from:
https://www.google.com.au/search?rlz=1C1GCEA_enAU793AU793&biw=1920&bih=949&tbm=isch&sa=1&ei=qyn
YWpDfK4GT8wXBtISoDw&q=childrens+have+the+right+food+and+water&oq=childrens+have+the+right+food+an
d+water&gs_l=psy-ab.3...9888.13390.0.13563.16.15.0.0.0.0.331.2307.0j6j4j1.11.0....0...1c.1.64.psy-
ab..9.0.0....0.8h--AbWhXJc#imgrc=mma1cM8JY2iCdM:
Appendix 5 Retrieved from:
https://blogs.glowscotland.org.uk/nl/clarkstonprimary/2017
/02/17/we-have-the-right-to-play/ Appendix 6
Retrieved from
https://www.google.com.au/search?rlz=1C1GCEA_enAU793AU793&biw=929&bih=902&tbm=isch&sa=1
&ei=XCrYWoqKHob58QXwspbAAQ&q=children+have+the+right+to+an+education&oq=children+have+t
he+right+to+an+education&gs_l=psy-
Phoebe Williams 22409210 HSIE 2- Lesson Plans
ab.3..0.230223.234671.0.234938.15.3.0.12.12.0.184.530.0j3.3.0....0...1c.1.64.psy-
ab..0.15.567....0.OdtaIUZRd5E#imgrc=lpc-GFMClkVsyM:
Appendix 8
http://www.abc.net.au/btn/story/s4671220.htm
Appendix 7
Retrieved from
https://www.google.com.au/search?rlz=1C1GCEA_enAU793AU793&biw=929&bih=902&tb
m=isch&sa=1&ei=7SvYWvbKO8Ki8AXClJfABg&q=children+have+a+right+to+be+health+ngo
+at+doctors&oq=children+have+a+right+to+be+health+ngo+at+doctors&gs_l=psy-
ab.3...9121.11327.0.11551.11.11.0.0.0.0.181.1026.0j6.6.0....0...1c.1.64.psy-
ab..5.0.0....0.CZWOFfwBezs#imgrc=E-bAIv54a0xH8M:
https://www.youtube.com/watch?v=LN_70HXxd5Y
Appendix 8
Phoebe Williams 22409210 HSIE 2- Lesson Plans
