“one school” approach providing continuity and predictability for transient students

Cross Curriculum Mapping for APY Schools Proposal. Developed by Lyn Walsh 2013

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“One School” approach providing continuity and predictability for transient students

building on first language and cultural knowledge across the scope and sequence

of the Australian Curriculum, leading to attention to the “spirit”, the success

and the well-being of all

Shared curriculum across all APY Schools

Australian Curriculum - Literacy

T1 T2 T3T4

Genre Map – Cross-curriculum

FVL

PCO Big 6 in common

Literacy Block and across curriculum

CURRICULUM OVERVIEW A

nangu DomainStudies of Society and Environment

Pitjantjatjara/Yankunytjatjara Language Curriculum

Big 6 skills from Pitjantjatjara

Accelerated Literacy Text

Cycles – English &

Pitjantjatjara

Accelerated literacy skills from Pitjanjtatjara

Whole school (distrct) approach

Assessment

Science curriculum map based on

Primary Connection Units

History curriculum

map

Well-beingOverview


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T2 – TERM 2


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Spelling Goals

Prephonetic Phonetic Early Transitional

Ini tial sound / letter correspondence and phonem ic awareness

Final sound / letter correspondence and phonem ic awareness

Single vowels and phonem ic awarenes s

Digraphs and phonemic awareness

Syllabification

Expand repertoire of recognis ed visual chunks

When students c an recognise chunks in new c ontexts,begin to dev elop lists of words wi th simi lar patterns

Discuss how a word might be c hunk ed

Wor d study (looking for patterns): find beginning, middle and end letters and d igraphs that look the same or sound the s am e.

Begin work on visual chunks

Wor d study (looking for patterns): look for words that include the same v isual chunk. Begin to discuss meaning of pr efix es and suffixes etc

Bui ld word and letter concept through HOLO, Transformations and sight words

Handwriting

Late transitional Competent

Spelling contracts, incl dictionary definitions, etymology, cros swords


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CLASS GROUP

TERM

Instruct - Procedure

Protocol

Recount - Personal

Observational recount

Biographical Recount

News story OR Procedural recount (R-2)

Historical recount

Describe - Description

Descriptive report

Comparative report

Compositional report

Taxonomic/classifying report

Narrate-Narrative, including fables, myths & historical narrative

Explain – Sequential explanation

Causal explanation

Factorial explanation

Consequential explanation

Historical accounts

Theoretical explanation

Respond – Personal response

Creative/interpretive response

Reviews

Interpretations

Source analysis (History)

Persuade - Argument

Discussion

Multi-purposed - Poetry

Macro-genres - Investigation

Research project

R-2 (Oral lang. text

types to be time-

tabled- see

notes*)

1

2

3

4

3-6

1

2

3

4

7-10

1

2

3

4


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R-1 2 3 4 5 6 7Term 1 Time Continuity and Change

Tjurkurpa

MaiWiru

In the Bush

Ara Irititja

Inma Putitja

Language

HistoryThen and Now

Term 2 Place Space and Environment

Wiltja

Living in the desert

Animals Hunting

MaiBush foods

Kapi rock holes

PlantsAnd animals

Ceremony

Term 3 Societies and Culture

Me and my family

My Community

CulturesAnangu Way

Tjurkurpa Dreaming Stories

Sport

DifferentCultures

Identity

Term 4 Social Systems

Me and my community

My school

Consumers

Communication

Work

Law

Futures

Studies of Society and Environment


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Rec 1 2 3Term 1 People and kinship

Me and my family Text; “Ngayuku Walytja tjuta” Spelling: a ma

My Body Text: “Malany Malany Nyaan Nyanganyi?” Spelling Revise “ma” “ mi”Teach “u” “mu”

Sand StoriesKamis tell stories about relationshi

ps:Inyurpa /nganantarka sharing families“Minga kulunypa kutjara”Spelling:“pa” “pu” “pi”

My feelings Text: “Nyuntu Ngayuku Ngunytju?” “Kunmanara” Spelling: nya nyu nyi

Term 2Country and landtjukurpa

WiltjaText; “Wiltjakutu ananyi” Spelling “i” “mi”

Tjukurpa Dreaming stories from around the local communityKalaya kulunypa Learning outcome:Manipulate sounds in spoken words including phoneme deletion and substitution ACELA1457 Spelling Revision

Tjukurpa /inmaDreaming stories and inma from around the local community Spelling ta tu ti

My CommunityMap community name buildings eg tjuwa, and nearby homelands. Use direction words Spelling; tja tji tju

Term 3 Natural EnvironmentTime, weather, seasons

Tracks Text “Nganaku tjina Nyangatja?” Spelling “tji”Day and nightText“Mungangka, Kalala” “Ngayulu paku pulka.”

Animals /landscape Text; “Nyaa kumpini?” ClassifyingEg edible /non-edibleDescribinghabitatsSpelling: Revise: “ka” “ku” Teach “ki” “aa” “ii”

Trees & plants(Punu) Text:“Wankaku Ngura” spelling: nga ngu ngi

Bush foods / medicine Text: “Ilykuwara tjara.” Maku tjara “Irmangka-irmangka”

Term 4 Stories

Texts: “Nyuntu nyaa nyanganyi?” “Kuka wiru.” “Ku Ku Ku” Spelling: “ka” “ku”

Texts “Minyma Tinka” “Nyitayira kulunypa waringku puyinytja.” Spelling: Revise “ma’ ”mu”’ “mi”, “ka” “ku” “ki”Teach “wa” “wu” “wi”

Texts: “Wati Yukuyukunya” Spellingya yu yi

Texts: “Yaaltjirikuna?”

CURRICULUM OVERVIEW* (New companion document)Pitjantjatjara / Yankuntjatjara Language with translated stories: Early Childhood

4 5 6 7Term 1

People and kinship

Ara IrititjaText:

“Walawuru pala pulkanya”

Ara IrititjaText:

“Kulangka nyinanytja”

RelationshipsInvite kamis to tell stories about different relationships and appropriate behaviour eg. Right skin marriage, in-laws

Men’s and women’s health.

Separate girls and boys camp out.

Learning through aalpiri wangka

Term 2Country and land

tjukurpa

Tjukurpa

Text:

“Piki-piki kulunypa mankurpa”

Learning outcomes:

(ACELA1491, ACELT1605, ACELT1604, ACELT1607, ACELT1794, ACELA1494, ACELA1779)

TjukurpaText:

“Mamu pulka Kuru Kutjunya”

MappingIdentify communities and homelands.

Name special waterholes and their dreaming.

HuntingTracking, hunting, cooking, carving and sharing food

Term 3

Natural Environment

Time, weather, seasons

SeasonsKuli

Nyinnga

Piriya

What food in which season?

Birds and animals

Land management practices in different seasonsEndangered and extinct species

Trees and plantsText: “PunuYankunytjatjara Plant use.”Research and write report

Punu -artifactsDescribe how to make –Procedural textHow were they used?

Present report to class or assembly

Term 4

Stories

Texts: “Minyma Kakalyalya” “Ngananya Kiparaku walingka nyinanyi?”

Text: “Iti Warungku Kampanytja”

Texts:“Ngali Kitiku ananyi” “Minyma munu Ngintaka”

Text:“Wati munu Liru”

Primary years

Secondary Years…..


8


9

Accelerated Literacy Teaching Cycle used with Pitjantjatjara texts


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Assessment & Data for Learning

Spelling Goals

Prephonetic Phonetic Early Transitional

Initial sound / letter correspondence and phonemic awareness

Final sound / letter correspondence and phonemic awareness

Single vowels and phonemic awareness

Digraphs and phonemic awareness

Syllabification

Expand repertoire of recognised visual chunks

When students can recognise chunks in new contexts,begin to develop lists of words with similar patterns

Discuss how a word might be chunked

Word study (looking for patterns): find beginning, middle and end letters and digraphs that look the same or sound the same.

Begin work on visual chunks

Word study (looking for patterns): look for words that include the same visual chunk. Begin to discuss meaning of prefixes and suffixes etc

Build word and letter concept through HOLO, Transformations and sight words

Handwriting

Late transitional Competent

Spelling contracts, incl dictionary definitions, etymology, crosswords

From Teaching Spelling Purposefully Melita Godson SAALP Twilight Workshop, 2011 Cross Curriculum Mapping for APY

Schools Proposal. Developed by Lyn Walsh 2013 11


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Two Way Cross Curriculum Program - Science, created by LYN WALSH, September, 2013, based on Western Adelaide Region model (Compiled by the cluster science facilitators 2011 – Andrea Moss, Chris Miethke, Kimi Johns).

Australian Curriculum SCIENCE Scope and Sequence R-7 adapted for R-9 (last row are all Yr 7 topics in mainstream, not 7,8,9). Other topics are scoped across two year levels rather than one.

YR Level Biological sciences Chemical sciences Earth & space sciences Physical sciencesCYCLE FIRST YEAR OF CYCLE – TERM 2 SECOND YEAR OF CYCLE – TERM 4 FIRST YEAR OF CYCLE – TERM 4 SECOND YEAR OF CYCLE – TERM 2

SOSE UNIT LIVING IN THE DESERT WILTJA ME & MY COMMUNITY MY SCHOOL/MY BODYR/1 SU: Living things have basic needs, including food and water

Staying alive (2014) SU: Objects are made of materials that have observable propertiesWhat’s it made of? (2015)

SU: Daily and seasonal changes in our environment, including the weather affect everyday lifeWeather in my world (2014)

SU: The way objects move depends on a variety of factors, including their size and shapeOn the move 2015)

1/2 SU: Living things have a variety of external featuresSU: Living things live in different places where their needs are metSchoolyard safari (2014)

SU: Everyday materials can be physically changed in a variety of waysSpot the difference 2015)

SU: Observable changes occur in the sky and landscapeUp, down and all around (2014)

SU: Light and sound are produced by a range of sources and can be sensed Sounds sensational 2015)

CYCLE THIRD YEAR OF CYCLE – TERM 2 FOURTH YEAR OF CYCLE – TERM 4 THIRD YEAR OF CYCLE – TERM 4 FOURTH YEAR OF CYCLE – TERM 2SOSE UNIT ANIMALS HUNTING MAI – BUSH FOODS CONSUMERS COMMUNICATION

2/3 SU: Living things grow, change and have offspring similar to themselves Watch it grow! (2016)

SU: Different materials can be combined, including by mixing, for a particular purposeAll mixed up (2013) (2017)

SU: Earth’s resources, including water, are used in a variety of ways Waterworks (2016)

SU: A push or a pull affects how an object moves or changes shape Push pull (2017)

3/4 SU: Living things can be grouped on the basis of observable features and can be distinguished from non-living thingsFeathers, fur or leaves (2016)

SU: A change of state between solid and liquid can be caused by adding or removing heatMelting moments (2013) (2017)

SU: Earth’s rotation on its axis causes regular changes, including night and daySpinning in space (2016)

SU: Heat can be produced in many ways and can move from one object to anotherHeating up (2017)

CYCLE FIRST YEAR OF CYCLE – TERM 2 SECOND YEAR OF CYCLE – TERM 4 FIRST YEAR OF CYCLE – TERM 4 SECOND YEAR OF CYCLE – TERM 2SOSE UNIT PLANTS & ANIMALS KAPI – ROCK HOLES MAPPING TJUKURPA

4/5 SU: Living things have life cyclesSU: Living things, including plants and animals, depend on each other and the environment to survivePlants in action (2014)

SU: Natural and processed materials have a range of physical properties; these properties can influence their useMaterial world/Package it better (2015)

SU: Earth’s surface changes over time as a result of natural processes and human activityBeneath our feet (2014)

SU: Forces can be exerted by one object on another through direct contact or from a distanceSmooth moves (2015)

5/6 SU: Living things have structural features and adaptations that help them to survive in their environmentDesert survivors (2014)

SU: Solids, liquids, and gases have different observable properties and behave in different waysWhat’s the matter? (2015)

SU: The Earth is part of a system of planets orbiting around a star (the Sun) Earth’s place in space (2014)

SU: Light from a source forms shadows and can be absorbed, reflected and refractedLight fantastic (2015)

THIRD YEAR OF CYCLE – TERM 2 FOURTH YEAR OF CYCLE – TERM 4 THIRD YEAR OF CYCLE – TERM 4 FOURTH YEAR OF CYCLE – TERM 2SOSE UNIT LAW WORK FUTURES ARA IRITITJA

6/7 SU: The growth and survival of living things are affected by the physical conditions of their environmentMarvellous micro-organisms (2016)

SU: Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rustingChange detectives (2013) (2017)

SU: Sudden geological changes or extreme weather conditions can affect the Earth’s surfaceEarthquake explorers (2016)

SU: Electrical circuits provide a means of transferring and transforming electricityIt’s electrifying (2017)SU: Energy from a variety of sources can be used to generate electricityEssential energy (2017)

7/8/9 SU: There are differences within and between groups of organisms; classification helps organise this diversitySU: Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions DECD unit Who? What? Where?- (2016)

SU: Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques DECD unit What’s the Solution? (2013) (2017)

SU: Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the Sun, Earth and the MoonDECD units-Seasons and Eclipses (2016)

SU: Change to an object’s motion is caused by unbalanced forces acting on the objectDECD unit Forced to (2017)

SU: Some of the Earth’s resources are renewable, but others are non-renewableSU: Water is an important resource that cycles through the environmentDECD units A Question of Sustainability (2016)

SU: Earth’s gravity pulls objects towards the centre of the EarthDECD unit Forced to (2017)


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Assessment


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Further sources of Unit Ideas:

http://achistoryunits.edu.au/year-2/unit-program/y2-overview-v3.html


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Measurement and geometry conceptual thread Comparisons of units of measurement

Prep Years 1 to 2 Years 3 to 4 Years 5 to 7

• Direct comparison of length, mass and capacity

• Comparison using uniform informal units

• Use of familiar metric units to measure

• Measurement and comparison of lengths, masses and capacities

• Calculation of measurements • Use of metric units for

calculations • Use of the concept of area

Elements of the conceptual thread across Prep to Year 4 Elements of the conceptual thread across Years 3 to 7

• Comparisons of units of measurement • Use of metric units of measurement

Elements of the conceptual thread across Prep to Year 7

• Comparisons of measurements

Outlining the conceptual threads


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Term

4

Ter

m 3

T

erm

2

Te

rm 1

Keeping safe topics from http://www.decd.sa.gov.au/literacy/files/links/ESL_positive_classrooms_v8.pdf

http://www.decd.sa.gov.au/literacy/files/links/ESL_positive_classrooms_v8.pdf

http://www.decd.sa.gov.au/literacy/files/links/ESL_positive_classrooms_v8.pdf


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SCIENCE Chemical Science understandings:

o Objects are made of materials that have observable properties

o Everyday materials can be physically changed in a variety of ways

o Different materials can be combined, including by mixing, for a particular purpose

o A change of state between solid and liquid can be caused by adding or removing heat

Science Proficiencies based on Primary Connections units: All mixed up Melting moments

ACCELERATED LITERACY English and Pitjantjatjara texts:

Wati Mai Nyumanya The Runaway Damper Man The Gingerbread Man by Karen Scmidt The Lamington Man and other variations, text & film Kaltu-kaltu Palyantja, Mai Tjuratja, Kuka wiru &other

texts relating to bush food for Science & cross-curriculum. Scope of outcomes:

see Term Literacy plan General capabilities:

Personal and social capability Ethical understanding Intercultural understanding

GENRE WRITING TASKS o News story OR Procedural recount (R-2) o Descriptive report (Science-based) o Multi-purposed - Poetry

ORAL LANGUAGE

o News story OR Procedural recount (R-2) o Descriptive report (Science-based) o Multi-purposed - Poetry

The Bush Tucker Learning Journey to Alice Springs (see below) will be a good opportunity for students to practice their oral language English skills in unfamiliar environments.

MATHS SHAPES LOCATION & TRANSFORMATION CHANCE DATA REPRESENTATION AND INTERPRETATION MATHS PROFICIENCIES

A number of the Maths sessions during the term will involve cooking with ginger (SHAPES, LOCATION & TRANSFORMATION). There will also be a number of commercial ginger products in the classroom for the students to sample and then rate as part of DATA & INTERPRETATION. Prior knowledge of local bush foods will also be used in this way.

PHONICS WK1 – Revise digraph from Term3 ng >ell, ill WK2 – ell, ill, oll, ull WK3 – oll, ull, th, th WK4 – th, th, sh, ch WK5 – sh, ch, ck, qu WK6 – ck, qu, ph, wh WK7 – ph, wh, ee WK8 - Revision WK9 - Revision

THE ARTS We will continue to involve the Literacy general capability of critical and creative thinking across the curriculum by producing illustrations, diagrams, creative artworks, songs & music (Week 8 Music Outback visit) and digital stories (see below). DIGITAL LITERACY (ICT) The Ngiyari class will be introduced to iPADS as Learning Tools sometime in Weeks 3 & 4. We will initially use the ipads to support our English Literacy program and afternoon Independent Learning sessions

COMMUNITY LEARNING Week 7 will be an excursion to Alice Springs based on all areas of learning for Term 4, but specifically Bush Tucker as it is found in urban settings kuwaritja- i.e. commercial enterprise and as part of the Cultural Tourism industry. We will visit the Vietnamese, Chinese and Turkish restaurants, to experience “bush tucker” from other countries. This trip will also involve application of skills learnt in the “location” maths studies, and Literacy general capabilities (above). We are also organising at least one bush trip with community members to make the traditional damper nyuma with grinding stones

WELL-BEING Protective Strategies This work will directly relate to the trip to Alice Springs but will also develop understandings of school values and the school’s new Behaviour Management and Fire Protection Plans

Strategies for keeping safe Practice protective strategies Persistence Problem solving for keeping safe Review of Networks

MAI – BUSH FOODS Term 4 2013 (4th year of APY cycle)

Murputja R-3 Ngiyari Class Program


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The language of Assessment to be explicitly taught – this sort of thing could be simplified and translated into Pitjantjatjara

http://teachonline.asu.edu/2012/10/aligning-assessments-with-learning-objectives/#axzz2jXbPGXW1

http://teachonline.asu.edu/2012/10/aligning-assessments-with-learning-objectives/

http://teachonline.asu.edu/2012/10/aligning-assessments-with-learning-objectives/


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The Australian Colonies Exploring the development of British colonies in Australia

History Unit Overview (Draft) Western Adelaide Region (Updated: July 2013)

Year 5: Yr 5-9 Class Even year – Term 1

Inquiry Questions Key Concepts INMA PUTITJA How did an Australian colony develop over time and why?

How did colonial settlement change the environment?

What were the significant events and who were the significant people that shaped Australian colonies?

Students develop historical understandings through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. Students explore reasons for colonisation and how lives were changed as a result. They identify locations of colony settlement across Australia and the impact this had on different communities.

Historical Knowledge (Content Descriptors) The nature of a convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of

the inhabitants (including Aboriginal people and Torres Strait Islanders), and how they changed the environment.

The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists,

writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples.

Reasons (economic, political and social) for the establishment of British colonies in Australia

after 1800

Historical Skills (The students will…) Chronology, terms and concepts Historical questions and research Analysis and use of sources Perspectives and interpretations Explanation and communication

Sequence historical colonisation events

Use historical terms when speaking, writing and illustrating

Pose a range of questions about the past when investigating significant events and the contributions that individuals and groups have made to the development of colonies

Identify primary sources that provide information about colonisation

Locate relevant information from sources provided

Identify diversity in different points of view

Use a range of communication forms (oral, graphic, written) and digital technologies

Achievement Standard By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

Assessment Collection of work (Written, spoken/signed, multimodal): The purpose of this assessment is to make judgments about students’ responses to a series of focused tasks within a specified context and based on the process of historical inquiry. The focus of the collection of work is on the reasons for the establishment of British colonies in Australia and significant people that shaped Australian colonies. This could include: written explanations annotated timelines labelled maps physical/visual artefacts annotated photographs journal entries re-enactments and role-plays.

Research: Historical investigation and narrative (Multimodal) The purpose of this assessment is to make judgments about students’ abilities to research, collect, analyse and draw conclusions about historical sources.

Students identify and then select an explorer, colonist, convict or Indigenous Australian. Students compose an inquiry question and then research (using primary and/or secondary sources) their inquiry subject’s way of life, identify significant events and investigate the cause and effect of their contribution to their community. Each student communicates to peers in a small group oral, or as a showcase or class display. This historic narrative could include a visual support (video, PowerPoint, webpage/wiki).

Moderated Evidence

Teachers develop tasks and plan units.

Teachers co-mark tasks to ensure consistency of judgments.

Sources: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10, www.australiancurriculum.edu.au/History/Curriculum/F-10; Year 5 plan, Australian Curriculum: History Queensland Studies Authority, October 2012

“one school” approach providing continuity and predictability for transient students

Documents

apy schools proposal

lyn walsh 20136rec12

curriculum overview

ku ku kuspelling

spelling tjiday

revise ma mu mi

mi tjukurpadreaming

nyuntu nyaa nyanganyi