Great Partnerships Planning Tool #6

Primary Curriculum Plan Example

Message of the Jungle Drum

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INTERDEPENDENCE
Why do I need you?
How do I need you?
We all rely on each other.
ARTISTS / TEACHERS
KAREN / JAMES / COLLETTE / PREP 1/2 / 3/4 / 5/6
  • Song writing
/
  • Song writing
/
  • Visual arts
/
  • Digital technologies
/
  • Digital technologies
/
  • Digital technologies

  • Storytelling
/
  • Drumming
/
  • Creating instruments
/
  • Interviews with elders

  • Body Percussion
/
  • Creating instruments
/
  • Performing Arts
/
  • Reflection Diaries
/
  • Reflection Diaries

  • Free dance
/
  • Dance
/
  • Dance
/
  • Writing
/
  • Writing
/
  • Writing

  • Recording
/
  • Recording and Video
/
  • Animation/Video
/
  • Vocabulary building
/
  • Vocabulary building
/
  • Vocabulary building

  • Jungle integrated unit
/
  • Jungle integrated unit
/
  • Jungle integrated unit

THE FIVE WHY’S

WHY / WHY / WHY / WHY / WHY
Why do I need you? / Because I can’t support myself. / Because I don’t have all the skills to do everything / Because I don’t have the time to do and learn everything. / Because if I did everything it would take a billion years. / Because to get stuff done it takes lots of specialised skills and time to learn them.
How do I need you? / I need you to deliver services and knowledge to me. / So I can learn to deliver services and knowledge to other people and survive. / So other people can survive and learn/gain from my skills. / Because everybody has a right to live/survive.
Because everybody needs help from others knowledge and skills / Because one person can’t know or do everything.
Why am I important to the community?
Why am I valuable? / Because I have skills and ideas individual to me.
Because I’m unique. / Because I have a particular set of opinions/beliefs.
I may have a different perspective. / Because I have the possibility to facilitate change.
Or
Overcome an obstacle. / Because change is important to ......
Good or Bad change
What makes us all connected together?
What’s in it for me?
Why should I consider other people’s ideas and opinions?

INTEGRATED INQUIRY UNIT: TERM 2 INTERDEPENDENCE

GREEN = Classroom focus BLACK = Jungle studies integrated unit ORANGE = arts PURPLE = arts BLUE = arts PINK = arts DARK BLUE= Assessment

TERM 2 / Weeks 1-2 / Weeks 3-4 / Weeks 5-6 / Weeks 7-8 / Weeks 9-10
Tuning In / Finding Out / Sorting Out / Going Further / Drawing Conclusions/
Reflecting and acting
PREP / Rhythm and drumming / Rhythm and drumming / Rhythm and drumming / Rhythm and drumming / Rhythm and drumming
1/2 / Rhythm and drumming / Rhythm and drumming / Rhythm and drumming
Instrument creation / Rhythm and drumming
Instrument creation / Rhythm and drumming
Instrument creation
Dance and performance
3/4 (secondary target group) / Rhythm and drumming
Song writing
Dance/performance
Exploring themes of unit / Rhythm and drumming
Song writing
Dance/performance
Creating story-line for the production / Rhythm and drumming
Song writing
Dance/performance
Developing storyline for production / Rhythm and drumming
Song writing
Dance/performance
Developing storyline for production / Rhythm and drumming
Song writing
Dance/performance
Finalising storyline for production.
TERM 2 / Weeks 1-2 / Weeks 3-4 / Weeks 5-6 / Weeks 7-8 / Weeks 9-10
Tuning In / Finding Out / Sorting Out / Going Further / Drawing Conclusions/ Reflecting and acting
5/6
(primary target group) / Interviews with elders
Creating questions.
What are we trying to find out? Why?
Modelling interview style. Recording interviews. Key points and words. Dot points.
Begin a vocabulary wall.
Reflection/Learning Diaries
Jungle theme. Types of jungles. Where are they in the world? Class brainstorm, visual organiser, what do we want to know?
Word wall. E.g.: Canopy, chameleon, variegated ....
Introduction to music rhythm and beat – drumming
Setting Goals and identifying questions about theme.
Critical self-assessment of interview questions. / Thematic ideas – Mateship, interconnectedness, interdependence.
Writing about what we have learnt from the ‘elders’ in the community. Retell their story.
When have you been in a similar situation? How can you relate/learn from their stories?
Reflection/Learning Diaries
Similarities and differences. Diversity animals and plants. The interconnectedness of the jungle. How does it all work? Flow/cycle charts.
Introduction to music rhythm and beat – drumming
Revisit Goals
Reflect on learning.
Spelling of new vocabulary words. / Create poems about main themes.
Discussion about big idea questions. The five whys.
‘It’s a Jungle out there’.
Descriptive writing. Story writing, using emotive words.
Reflection/Learning Diaries
What have we found out already? Writing about knowledge so far. Choose one jungle region. Research and describe about the plants and trees, or describe the system.
Song writing skills building. ICT using technology to capture and manipulate.
Critical Reflection Self Assessment
Explicit and constructive feedback
Revisit Goals and questions to explore. / Tell your story – according to underlying themes of interconnectedness.
Reflection/Learning Diaries
Research project into a jungle animal/tribe. Detailed information. Presented in written and shared in different formats. Summarising.
Song writing skills building.
Developing song lyrics from thematic ideas and poetry.
Reflection
Ongoing assessment of poetry/descriptive writing.
Assessment of research skills, set rubric e.g : Digital technology skills finding reliable sources of information. / Share time
Reflection/Learning Diaries
Did my questions get answered? What do I want to explore further? Why?
Presentation of research projects about jungles. Share with whole class. Gathering suggestions and feedback from peers and considering further questions and areas for future exploration and research.
Creating song lyrics and music together. Recording song.
Final assessment of poetry/descriptive writing task..
Self assessment according to set rubric and goals.
Whole school
Tribes focus

INTEGRATED INQUIRY UNIT: TERM 3 INTERDEPENDENCE

GREEN = Classroom focus BLACK = Jungle studies integrated unit ORANGE = arts PURPLE = arts BLUE = arts PINK = arts DARK BLUE= Assessment

TERM 3 / Weeks 1-2 / Weeks 3-4 / Weeks 5-6 / Weeks 7-8 / Weeks 9-10
Tuning In / Finding Out / Sorting Out / Going Further / Drawing Conclusions/ Reflecting and acting
PREP / Drumming/dance/singing
Dance and performance
Instrument creation / Drumming/dance/singing
Dance and performance
With instruments/props / Drumming/dance/singing
Dance and performance
With instruments/props / Dress rehearsals and putting it all together / Final show
1/2 / Drumming/dance/singing
Dance and performance
Instrument creation / Drumming/dance/singing
Dance and performance
With instruments/props / Drumming/dance/singing
Dance and performance
With instruments/props / Dress rehearsals and putting it all together / Final show
3/4 (secondary target group) / Drumming/dance/ animation/recording
Rhythm and drumming
Song writing
Dance/performance / Drumming/dance/ animation/recording
Rhythm and drumming
Song writing
Dance/performance / Drumming/dance/ animation/recording
Rhythm and drumming
Song writing
Dance/performance / Dress rehearsals and putting it all together / Final show
5/6
(primary target group) / Rhythm and drumming
Dance/singing/story
Video/animation / Rhythm and drumming
Dance/singing/story
Video/animation / Rhythm and drumming
Dance/singing/story
Video/animation / Dress rehearsals and putting it all together
Hybrid media
Video/animation / Final show
STUDENT LEARNING
How the project will be integrated into curriculum planning, the Victorian Curriculum /
  • Interdisciplinary learning through incorporating project as a whole school integrated topic, which will involve collaborative planning between teachers and artists.
  • Teachers will develop students’ literacies through script, and lyric writing, research and learning about diversity, including using technology.
  • This will be extended to the visual arts, supported by the specialist arts teacher.
  • Musica Viva will focus on providing musical expertise in terms of developing songwriting and dramatic performance in a variety of ways, using technology to capture and manipulate.
  • Informal and formal professional development for teachers.

Victorian Curriculum: The project covers learning in multiple areas of Victorian Curriculum. With a focus on literacy and the Arts, it extends through cross-disciplinary learning to encompass learning in digital technologies, and personal and social capability.
Personal and Social Capability /
  • Relationships and diversity
  • Collaboration

The Arts (Dance and Music) /
  • Explore and express ideas Dance and Music Practices
  • Present and Perform
  • Respond and Interpret

English /
  • Reading and viewing
  • Writing
  • Speaking and Listening

The Humanities-Geography /
  • Geographical Knowledge
  • Historical Knowledge
  • Government and Democracy
  • Citizenship, Diversity and Identity

The Humanities - History
The Humanities – Civics and Citizenship
Digital technologies /
  • Data and Information
  • Creating digital solutions

As they undertake this project students are /
  • developing the knowledge, skills and behaviours to effectively present information, ideas and opinions in a range of forms, including verbal, written, graphic, multimedia and performance, appropriate to their context, purpose and audience.

Year level and/or target student group that will be involved /
  • Grade 5/6 literacy ( target group)
  • Whole school

Estimated number of students involved /
  • Focus group, level 4, grade 5/6 approx 50 students
  • Whole school – all levels approx 150 students.

PLANNING

Above the line / Take new risks on
learning
Seeing connections
Life changing experiences
Meta cognition
Below the line / Unit specific goal
Assessment and Performance Tasks
Explicit Knowledge
Skills Building

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