Cross curriculum: Programming ideas for Early Stage 1 COGs (A): Our place
Sample programming proforma Early Stage 1: see also matrix for this component.
Focusing teaching and learning information literacy support: programming ideas: locating
Topic/Unit support:
Our place: Connected Outcomes Group (A): observing, exploring and responding to the immediate natural and
built environment. The use of a place or space depends on people’s needs. Our environment needs to be safe,
appreciated, respected and cared for.
Specific focus: Viewing artworks in relation to the natural environment.
Quality Teaching elements:
Significance
 Students’ background knowledge is mentioned or elicited and is connected to the substance of the task.
 The task requires students to make at least one meaningful connection between topics.
Quality learning environment
 Students are able to exercise some control in relation to at least one significant aspect of the task
Intellectual quality
 The task requires both deep and shallow understanding at different points
Resources
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artwork, View upon the Nepean River at the cow pastures, NSW by Joseph Lycett. (image 22 from the DET
image kit Beyond the frame) See painting online at Prints and printmaking
leaves, bark, twigs, petals
Red yellow blue – interactive for IWB, www.accessart.org.uk/colour/start.swf
SMART Notebook: Natural and built environments
SMART Notebook: Our place: View upon the Nepean River at the cow pastures
Special forever: an environmental communications project, www.specialforever.org.au/ SCIS 1123735
See also COGs resource lists.
Pre-unit assessment to gauge current level of understanding (in terms of unit/topic/focus)
eg pre-test, teacher judgment, brainstorm, discussion questions prior to unit study
(Task Pre-requisites SciTech ) BEES1.1 Explores and identifies ways in which built environments suit their
users. (p 3) My Place my home.)
Through class picture talks and discussion, students will brainstorm:
 What is a built environment?
 What is a natural environment?
 What kinds of things do you find in a natural environment?
 What is a photograph?
 What is a painting?
 How are they different?
Evidence based practice: To support evidence based practice, gather student work samples at the beginning of
a unit. Later, gather work samples which show the progress made by students through explicit teaching and
scaffolding. Provide feedback on specific learning.
Syllabus outcomes
Suggested teaching and learning activities/strategies (be
Creative Arts
explicit;
include some planned assessment) for locating phase of ISP
VAES1.3 Recognises some of the
qualities of different artworks and
begins to realise that artists make
artworks
• understands that the artwork is a
photo-image of a painting
• identifies different colours,
shapes and spaces in the
painting.
VAES1.4 Communicates their ideas
about pictures and other kinds of
artworks
• describes the ‘scene’ of the
artwork – subject, objects.
Natural Environments
Students:
 view the artwork View upon the Nepean River at the cow pastures,
NSW by Joseph Lycett. See painting online at Prints and printmaking
 locate elements of the natural environment from the artwork:
What can you see?
What is in the background?
What colours are mostly used in this artwork? (Red yellow blue)
Why do you think the artist used these colours?
Is this a photograph? Why? Why not?
Can you see anything made by humans in this environment? SMART
Notebook activites
 view some other environmental prints from internet sites
 locate and collect natural objects (leaves, bark) from home and the
playground (these objects will be used by students to produce their
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K–12 Directorate.
Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds
Cross curriculum: Programming ideas for Early Stage 1 COGs (A): Our place
Related computer competencies
focus:
Students can
 begin to understand the
purpose of the internet
 drag to manipulate images in
SMART Notebook activity
Related information skills focus
area: locate
Students:
 recognise that there are factual
and literary texts
 recognise a number of sources
for information e.g. books,
pictures, posters, signs, CDs,
TV, videos, radio, labels,
people, websites, databases.
own print representing the natural environment).
Planned assessment
Classification game:
 use SMART Notebook: Natural and built environments to assess
student learning
 click to create split screen
 students drag images into natural environment
 students drag images into built environment
Literature links
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Chapman, George, Heart of the
tiger
Cowcher, Helen, Whistling thorn
Lynch, P.J. , Grandad’s prayers
of the earth
Reece, J, Lester and Clyde
Schimmel, Schim, Children of
the earth
Speed, Toby, One leaf fell
Tarr, Kumara, Where
sundances go
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class discussion as to what other students think
provide reasons for decisions
teacher records responses on class graph (or Save as Notebook
page for each student as evidence of learning)
or create paper based activity classification activity
Natural environment
Built environment
or use hoops for sorting pictures of natural and built objects.
Post unit assessment to determine progress towards stated outcomes
eg post-test, guided evaluation sheet, skills achieved in context of outcomes (indicators) and planned
assessment
Teacher notes student’s ability to sort images into categories: built environments and natural environments, and
provides further guidance to support students needing assistance.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K–12 Directorate.
Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds