VELS Level 1 Year Prep - barnone.
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VELS Level 1
Year Prep
barnone.
VELS Level 1
Year Prep1 Communication: How do you talk to others? b
In this unit, students express their ideas about the ways that people communicate.
They think about different ways that people show others what they want and how they
feel. They make lists of ways they communicate, and they cut out, sketch, paint or use
photographs to make artworks expressing feelings such as happiness and sadness.
Using collaborative discussions, they sort and classify their pictures to make a class
booklet about communication.
Key concepts
• Everyone communicates in a range of ways for a variety of purposes.
• People communicate to ask for things, to find out information, to express emotions,
to tell people things and to participate in our world.
• People with a disability sometimes use tools or other strategies to make sure they
can communicate.
Vels Level 1
Strand Domain Dimension Standards
Physical, Interpersonal Building social At level 1, students identify the qualities
Personal and Development relationships of a friend and demonstrate care for
Social Learning other students.
Discipline-based English Speaking At level 1, students listen to and produce
Learning and listening brief spoken texts that deal with familiar
ideas and information.
Discipline-based The Arts Creating At level 1, students make and share
Learning and making performing and visual arts works that
communicate observations, personal
ideas, feelings and experiences.
Learning outcomes
• Students recognise that people communicate in a variety of ways.
• Students sort and label pictures to make a booklet of different ways to communicate.
• Students are introduced to and role play some different ways to communicate.
Resource for Teachers – Curriculum Units Unit 1 – Communication: How do you talk to others? 17barnone. Assessment focus As students undertake the learning experiences described in the unit, take note of a range of assessable moments to provide information about student achievement. As the students participate in the learning experiences, monitor the extent to which they demonstrate the multiple aspects of assessment: assessment as learning, assessment for learning and assessment of learning. Ongoing assessment will provide evidence of the extent to which students achieve the identified assessment standards for each unit. • Monitor and assess the students’ capacity to identify emotions and to build social relationships. • Assess the students’ imaginative and creative response to the role-play situations. • Assess the students’ contribution to constructing, sorting and classifying pictures of emotions. Materials required • Bar None Community Awareness Kit for Schools – DVD • Painting, drawing or constructing resources • Materials for creating images that express feelings, for example magazine photos, sketches or photographs • Communicative pictures, for example COMPIC® (optional) • Several picture story books with illustrations that clearly represent emotions • Activity sheet: Let’s make a feeling picture • Artworks that represent feelings, for example the works of Mark Rothko (www.nga.gov/ feature/rothko); Jackson Pollock (www.ngv.vic.gov.au/pollock); Pablo Picasso (selected works) (www.abcgallery.com/P/picasso/picasso.html) (optional) • Digital camera (optional) Time required This unit contains activities that may be completed in several short sessions of at least 30 minutes or as an extended unit of about two hours. 18 Unit 1 – Communication: How do you talk to others? Resource for Teachers – Curriculum Units
barnone.
Procedure
1 Introduction
Establish the context for the activity.
Say, for example:
We use lots of different ways to tell other people how we are feeling, what we need
and what we think. This is how we communicate. Communicating means more than just
talking. There are many reasons why we communicate. What do you think they are?
We communicate to ask for things, to find out things, to show how we are feeling, to tell
people our thoughts and ideas. We are going to think about some different ways that
people can communicate.
2 Begin the discussion
Discuss the ways that people communicate, using focus questions such as the following.
• How do you show people what you want or how you are feeling in ways that do not
need words?
• How can you tell what your friends or classmates want or how they are feeling?
Consider the meanings conveyed in some communication pictures (ie Compic images).
Draw attention to the importance of non-verbal and facial clues and gestures.
3 Role play
Students role play some ways to show their feelings or wishes without speaking. Use prompts
to encourage students to think about different kinds of emotions. How do you stand when
you have done something really hard or really clever? How do you act when you are
surprised? Ask students to work with a partner to show particular emotions. Students play
face-to-face games. Can you match your partner’s face? Can you play shadows and match
your partner’s movements? How do your cheeks look when you are laughing? How do
you stand when you are scared? They use their body, arms and faces to show feelings.
Can your partner guess what emotion you are showing?
Monitor student understanding about the way facial features and posture change with
each expression.
Resource for Teachers – Curriculum Units Unit 1 – Communication: How do you talk to others? 19barnone. 4 Looking at emotions Students work with a partner to make an image that shows a particular emotion. They look at photographs of different children’s expressions. Are our expressions of happy, sad or angry the same? Photocopy the photographs, or use magazine pictures and cut out the features. Which are the happy/sad/angry eyes, mouths and noses? Students are shown several selected artworks that convey feelings using line, colour or images. They discuss the feelings that the artworks convey and how the colours, shapes or images communicate different feelings. Look at some story books. How are the people feeling? How can you tell from the illustrations? Monitor student responses to the story books. 5 Making feeling pictures Students use the activity sheet, 'Let’s make a feeling picture' to make an artwork that shows feelings such as happiness, sadness, anger or surprise. Make illustrations with paint or drawing materials, a basic ICT drawing program or a collage using cut-up images, paper, card or found materials. Write the emotion on the back of the drawing or painting. Students work in pairs or small groups to classify all of their artworks according to emotions. Which ones show the same emotion? They look for opposite emotions (for example happy/ sad/bored/interested). What are the differences in the artworks? Does everyone agree? They make them into class booklets that are labelled ‘happy’, ‘angry’, ‘sad’, and ‘surprised’. Monitor student understandings of the expressions in the booklets. 6 Students view a DVD segment Prepare the students for viewing the DVD using focus instructions such as: Look at the DVD carefully for ways the children in the class communicate with each other. Look for different times that people communicate on the DVD. Can you tell how the people are feeling? In this activity, they respond to the general focus questions for communication from the DVD Activity Selection Matrix, page 12, and to specific focus questions for the selected segment. Monitor student responses to the focus questions and their reflections on the different ways that people communicate, as shown on the DVD. 20 Unit 1 – Communication: How do you talk to others? Resource for Teachers – Curriculum Units
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Students discuss, write or draw the ways that the student with a disability communicates with
his or her classmates, family or friends, and the ways that everyone benefits from being able
to communicate.
They identify moments of communication that rely on expressions, gesture or body language.
They identify moments of communication that are supported by tools or equipment such
as a computer, interactive whiteboard, pictures and hand signs.
7 Learning different ways to communicate
Students think about the ways their classmates can learn to communicate with a student
with a disability.
Students use their experiences of the role play, book construction and watching the DVD
to express their ideas about ways to communicate with a person with a disability. They are
introduced to some ideas about different kinds of communication devices and strategies.
See the Teacher Information Booklet, pages 23, 29, 31–32 and 48.
8 Student reflection
Make the point that we use lots of different ways to tell other people how we are feeling,
what we need and what we think. Not only do we use words but we also use our faces
and movements to communicate. Some people need tools to help them to communicate.
Provide an opportunity for students to exchange ideas and strategies and reflect on
their own learning.
Extension activities
Students may extend their understanding of communication by undertaking activities
described in Unit 4.
Resource for Teachers – Curriculum Units Unit 1 – Communication: How do you talk to others? 21Let’s make a feeling picture
What is this feeling?
Activity sheet
22 Unit 1 – Communication: How do you talk to others? Resource for Teachers – Curriculum Units2 Attitudes/mobility: How do we move around?
In this unit, students are introduced to different ways that people move in their
environment. They consider the reasons why mobility is important and the ways that
everyone can participate. They work together to make artworks that show people moving,
and they talk about the ways familiar games can be adapted so everyone can participate
and have fun.
Key concepts
• Everyone moves in a range of ways for a variety of purposes.
• People move to get the things they need, to go from one place to another, to play and to do
things in the community.
• Some people use tools or equipment to move around.
Vels Level 1
Strand Domain Dimension Standards
Physical, Interpersonal Building social At level 1, students identify the qualities
Personal and Development relationships of a friend and demonstrate care for
Social Learning other students.
Physical, Health and Movement and At level 1, students ... use simple vocabulary
Personal and Physical physical activity to describe movement, the physical
Social Learning Education responses of their bodies to activity and
their feelings about participation in physical
activity.
Discipline-based The Arts Creating At level 1, students make and share
Learning and making performing and visual arts works that
communicate observations, personal
ideas, feelings and experiences.
Learning outcomes
• Students recognise that people move around in different ways to access different places.
• Students participate in movement activities.
• Students are introduced to some different equipment that helps people to move.
Resource for Teachers – Curriculum Units Unit 2 – Attitudes/mobility: How do we move around? 23barnone. Assessment focus As students undertake the learning experiences described in the unit, take note of a range of assessable moments to provide information about student achievement. As the students participate in the learning experiences, monitor the extent to which they demonstrate the multiple aspects of assessment: assessment as learning, assessment for learning and assessment of learning. Ongoing assessment will provide evidence of the extent to which students achieve the identified assessment standards for each unit. • Assess the students’ demonstrated responses to the situation of other people. • Assess the students’ observations and reflections on their own movements. • Assess the students’ use of artwork to communicate observations about mobility. Materials required • Bar None Community Awareness Kit for Schools – DVD • Activity sheet: ‘How do we move?’ • Music or sound equipment, for example a CD player, a computer or an interactive whiteboard • Games equipment, for example bean bags, bats or balls • Art-making materials Time required This unit contains activities that may be completed in several short sessions of at least 30 minutes or as an extended unit of about two hours. 24 Unit 2 – Attitudes/mobility: How do we move around? Resource for Teachers – Curriculum Units
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Procedure
1 Introduction
Establish a context for the activity. Say, for example:
People move in many different ways and for many different reasons. We move around
to get things we need, to go from one place to another, to play and to do things in the
community. We are going to think about some different ways that people move around.
Then we will think about ways that people who have a disability move around and how
they can participate in all of these activities.
2 Begin the activity
Play music or introduce sound effects and ask the students to move to the sounds.
Think and talk together about movement. Talk about moving on the spot, moving across the
room, moving from room to room, or going places. Ask the students to consider how they
move and the reasons why. Use focus questions such as: When do we move? Where do we
go? Why do people move and go to places? How does the way we feel change the way
we move?
3 Moving games
Play one or two movement games, during which the students reflect on the movements
required, and the reasons they are fun, such as the following.
Tag games
Play some tag games such as Pair-Tags! Pairs of students find their own space within a game
boundary. One student is the tagger and the other is the runner. On a first whistle, the runners
begin to move. A second whistle after five seconds prompts the taggers to chase the runners,
while not being touched by anyone else. Any runner who is tagged becomes the tagger and
their partner becomes the runner. Play for several minutes and then swap roles.
Discuss the strategies used to play the game (for example dodge, feint, pretend to be caught).
What keeps the game fun?
Resource for Teachers – Curriculum Units Unit 2 – Attitudes/mobility: How do we move around? 25barnone. Ball games Play some throwing or catching games such as Circle Toss, in which the thrower, bouncer or roller announces the name of a person in the circle and then aims a large soft ball towards that person, who stops it and names another person in the circle. Play the throwing or catching game standing up, kneeling or sitting down. Try rolling the ball. Try playing slowly and quickly. Discuss what happens when the game is changed. What keeps the game fun for everyone? Kicking games Play some kicking games, using balls, beanbags or balloons. Adapt the kicking game to be a hitting game. Try hitting the object with hands. Try using a stick or bat to hit the object. Try playing slowly and quickly. How could this game be played so that a person with a disability could participate? Discuss what happens when the game is changed. What keeps the game fun for everyone? After playing one or two of the games, the students reflect on the different kinds of movements they used. Students explain why this was or wasn’t a game that everyone could participate in. They think about people who experience difficulty walking, who use wheelchairs, who experience difficulties with speech, who have a vision impairment, who have difficulty hearing sounds, who are hearing impaired, who have difficulty holding or manipulating objects, or who have difficulty learning new things or joining in. They discuss suggestions and rules for alternative games that will be fun for people of all kinds of ability. Monitor the students’ reflections on the ways that other people might react to different kinds of games. 4 Students view a DVD segment Prepare the students for viewing the DVD using focus instructions such as: Look for the class activities you see in this DVD. Look for the different ways people are moving around. What kinds of equipment are used by people in the class? In this activity, the students respond to the general focus questions for mobility from the DVD Activity Selection Matrix, pages 12–15, and to specific focus questions for the selected segment. 26 Unit 2 – Attitudes/mobility: How do we move around? Resource for Teachers – Curriculum Units
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Monitor the students’ responses to the focus questions and their reflections on the
different ways people move around, as shown on the DVD.
5 Making a montage
Students think about the ways their classmates can change their games so that a person with
a disability can participate and have fun.
Students make artworks about people playing various games, dancing or moving in other
ways. They might select materials such as photographs, found images and objects, newspaper
or magazine pictures, paint, crayon, felt marker pens or ICT tools.
They contribute their individual pictures to construct a collaborative class display or montage
showing different ways to move and have fun.
Together students compose labels or slogans giving advice about moving around, how to make
sure everyone can move around safely and have fun.
Display the student artworks on a class notice board to promote a discussion about mobility.
6 Student reflection
Make the point that we all like to have fun and we all need to move around for different
reasons. We can make small changes to our games or give a bit of assistance to help everyone
to participate. Some people need special tools to help them. Some changes that help students
with a disability also help to make a better or safer place for everyone. We can make a better
place for everyone if we are helpful to others and if we have ramps or spaces to make it
easier to move around.
Provide an opportunity for students to exchange ideas and strategies and reflect on their
own learning.
Extension activities
Students may extend their understanding of mobility by undertaking some of the
activities described in Unit 5.
Resource for Teachers – Curriculum Units Unit 2 – Attitudes/mobility: How do we move around? 27How do we move?
• Make a picture about moving.
• Use photographs, found images and objects, newspaper
or magazine pictures, paint, crayon, felt marker pens or ICT tools.
• Write a sentence about your picture to tell how we move.
Activity sheet
28 Unit 2 – Attitudes/mobility: How do we move around? Resource for Teachers – Curriculum Units3 Participation/learning: How do we learn?
In this unit, students are introduced to the idea that people learn in different ways.
They consider some of the ways they learn new things. They think about the ways
that different people like to learn by participating in different activities, by listening,
reading, moving, feeling, watching and experimenting. They experience and evaluate
different ways of learning. They are introduced to some solutions to cater for different
learning styles.
Key concepts
• Everyone learns to gain knowledge and to make sense of the world.
• People learn in many different ways and from many different experiences.
• All people need help to make sure they learn.
Vels Level 1
Strand Domain Dimension Standards
Physical, Personal Managing At level 1, students are provided with
Personal and Learning personal opportunities to learn with peers and to
Social Learning learning share their feelings and thoughts about
learning with others.
Discipline-based English Speaking and At level 1, students ... ask and answer simple
Learning listening questions for information and clarification,
contribute relevant ideas during class
or group discussion, and follow simple
instructions.
Discipline-based Health and Movement and At level 1, students perform basic motor skills
Learning Physical physical activity and movement patterns, with or without
Education equipment, in a range of environments.
Learning outcomes
• Students recognise that learning is important for everyone and that everyone learns
in different ways.
• Students share information and ideas about their experience of different learning contexts.
• Students are introduced to information about ways that people with a disability might learn.
Resource for Teachers – Curriculum Units Unit 3 – Participation/learning: How do we learn? 29barnone.
Assessment focus
As students undertake the learning experiences described in the unit, take note of a range
of assessable moments to provide information about student achievement. As the students
participate in the learning experiences, monitor the extent to which they demonstrate the
multiple aspects of assessment: assessment as learning, assessment for learning and
assessment of learning. Ongoing assessment will provide evidence of the extent to which
students achieve the identified assessment standards for each unit:
• Assess the students’ contributions to discussions about learning and personal reflection
on learning styles.
• Assess the students’ imaginative responses to the situations.
• Assess the students’ oral presentations.
Materials required
• Bar None Community Awareness Kit for Schools – DVD
• Activity sheet: ‘Learning in our classroom’
• A series of learning centre experiences for the class, for example:
– Make up a bag containing a variety of textured materials of about the same dimensions
(eg 10 cm x 12 cm pieces of sand paper, cotton fabric, leaf, bark, corrugated cardboard,
metal mirror and plastic).
– Set up a television set with the sound turned down.
– Set up a listening post with a familiar story.
– Set up a tenpin bowling game.
– Set up some wooden puzzles.
Time required
This unit contains activities that may be completed in several short sessions of at least
30 minutes or as an extended unit of about two hours.
30 Unit 3 – Participation/learning: How do we learn? Resource for Teachers – Curriculum Unitsbarnone.
Procedure
1 Introduction
Establish the context for the activity. Say, for example:
Learning is gaining knowledge from our experiences. We use lots of different ways
to learn. Some people like to learn by listening or reading, some people like to learn
by watching others, and some people like to learn by trying things out for themselves.
Some people like to learn in a very quiet place and some like lots of activity. Some people
learn very fast and some people need to take more time. Most of us learn in a number
of different ways. We are going to think about the ways that people learn.
2 Begin the activity
Students discuss the ways that people learn. They respond to focus questions such as:
Think of some things you have learned. How do you think you learned them? What is
your favourite way to learn? What do you think are some different ways to learn?
Students are prompted to think about a range of learning contexts and the most likely learning
styles that can be used in those contexts, for example visual, kinesthetic, oral, aural, tactile and
interpersonal (or seeing, feeling, talking, hearing, touching and interacting).
They reflect on and identify their personal preferences for ways they like to learn.
3 Learning centres
Allocate small groups to the learning centres and encourage the students to complete several
activities. As they participate in the different activities, they think about what they are learning,
the ways they learn and what they needed to do so they learned.
Touching
Students put their hand in a bag and feel a selection of different materials. They describe each
material. Alternatively, they ‘guess what’s in the bag’. Discuss what they can learn about each
material in this way. What did touching the materials tell you? What do you know about the
materials now?
With their eyes closed, students follow spoken instructions about how to do something
using touch, for example making a block tower, pasting, or doing a puzzle by feeling shapes
and sizes.
Resource for Teachers – Curriculum Units Unit 3 – Participation/learning: How do we learn? 31barnone. Watching Students watch television with the sound turned off. They discuss what helps them learn from watching. They watch a silent demonstration of how to do something, for example throw a beanbag or tie shoe laces, and then copy the actions. They discuss how watching helped them to do the actions. How did you know what to do? What helped you to learn? Listening Students listen to a familiar program on a covered television set or a podcast. They discuss what they learned by listening. Did you recognise the characters' voices? How? Students listen to a story using head phones. They listen to a story being told and a story being read. Discuss what helps you learn. Moving Students play with ten pins or puzzles. They think about how they need to move to learn to play the games. Students discuss the different ways they learned in each of the activities. What did you learn? What helped you during the activity? What would have made it easier to learn? What made it hard to do? What might make it hard for some people? Monitor students’ discussions and reflections about learning in different ways. 4 Students view a DVD segment Prepare the students for viewing the DVD by using focus instructions such as: Look for the class activities you see in this DVD. Look for the different ways people are learning. What kinds of equipment are used by people in the class? In this activity, they respond to the general focus questions for learning from the DVD Activity Selection Matrix, pages 12–15, and to specific focus questions for the selected segment. Monitor students’ responses to the focus questions and reflections on the different ways people learn, as shown in the DVD. 32 Unit 3 – Participation/learning: How do we learn? Resource for Teachers – Curriculum Units
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5 Classroom solutions
Students brainstorm and list possible solutions to help everyone to learn in the classroom.
They think about ways to make sure everyone can learn. What kinds of equipment, charts
or materials are in our classroom to help us learn? How do we encourage people to ask
questions? How can we make sure everyone understands? How can we practise new
things? How can we help others to be confident and what kinds of equipment are used
by all of the class?
The students discuss what can be done so that everyone in their classroom has what they
need to help them learn.
Provide small groups with the activity sheet ‘Learning in our classroom’. Discuss the list of
activities on the sheet and the kinds of support that will be required to ensure that all class
members can participate in the learning. Students think about some of the different kinds of
disability that might need to be considered when making changes to help everyone to learn.
See the Teacher Information Booklet, pages 18–23.
In small groups, students plan some short pieces of advice to report to the class. They consider
the question: How can everyone learn?
Each small group describes their advice to a whole class meeting. They discuss
the suggestions and use the ideas to agree to a description of ways to carry out
the activities.
6 Student reflection
Make the point that we all learn to do things in different ways. Some people like to learn
by looking and reading, some people like to learn by touching things and moving about.
Some people know things already and learn fast and others take longer. If we can have lots
of different ways to learn, everyone learns better. People with a disability sometimes use
different ways to learn; they might need to have more time to learn and they might need some
changes so they can learn.
Provide an opportunity for students to report their ideas to the class, exchange
observations and reflect on their own learning.
Extension activities
Students may extend their understanding of learning by undertaking some of the
activities described in Unit 6
Resource for Teachers – Curriculum Units Unit 3 – Participation/learning: How do we learn? 33Learning in our classroom
Choose one of the following activities:
• build with blocks
• play in the dramatic play area
• paint
• draw
• write
• read
• use the computer
• listen to stories
• dance
• play outside
• your own activity
Work with your group to plan how everyone in your classroom
can learn from your activity.
What is your activity?
What instructions are needed?
What are the rules, ie ‘Do’ or ‘Do not do’?
Make up a short talk about your ideas to give to the rest of the class.
Activity sheet
34 Unit 3 – Participation/learning: How do we learn? Resource for Teachers – Curriculum UnitsYou can also read
