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Inspiration and ideas go here.

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- weeks
wk 17 to wk

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Types and purpose of organisations.
Reasons for supporting organisations.
The impact of organisations on people.

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People create organisations to solve problems across different fields.

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Students will promote an organisation by making a campaign for it. The product can be a movie, Prezi, PPT, website, Kahoot etc. to promote the organisation. They will first look into and find information about a certain organisation.

vision and mission statement

the program

the structure of the organisation

how they raise money

How they can acheive better goals/could it acheive more? - why they chose to look at the charity.

There will be a rubrik to see if the students have followed instructions.

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Research Skills
Self-Management

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Strand: Interactions
Phase: 4
Conceptual Understandings: People are interdependent with, and have a custodial responsibility towards the environment in which they live.

People have a responsibility to repair and restore relationships and environments where harm has taken place.

Learning Outcomes:

Take action to support reparation in relationship an in the environment when harm has been done.

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Letter Sculpture - which will focus on the elements of art.

RESPONDING
Phase: 3
Conceptual Understandings: We use what we know to interpret arts and deepen our understanding of ourselves and world around us.
Learning Outcomes: reflect on their own and others' creative processes to inform their thinking.
CREATING

Phase: 3
Conceptual Understandings: We make connections between our artwork and that of others to extend our thinking.
Learning Outcomes: show awareness of the effective power of visual arts.

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Phase:
Conceptual Understandings:
Learning Outcomes:

Organise the instruments into different families and how they work to crete music. Teach the students notes.

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Work, collaboration, service, sustainability & ethics.

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Function
Connection
Change

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Commitments
Co-operation
Empathy

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Principled
Knowledgeable
Thinkers

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

Composing stories.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase :5
Learning Outcomes:
use speech responsibly to inform, entertain and influence others

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:5
Conceptual Understandings:
The aim of commercial media is to influence and persuade viewers.

Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.

Learning Outcomes:

identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects

WRITTEN LANGUAGE_ READING
Phase:5
Conceptual Understandings:

Synthesizing ideas and information from texts leads to new ideas and understanding.

Learning Outcomes:
use the internet responsibly and knowledgeably, appreciating its uses and limitations

WRITTEN LANGUAGE_ WRITING
Phase: 5
Learning Outcomes:

write using a range of text types in order to communicate effectively,
for example, narrative, instructional, persuasive

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Strand:

Human systems and economic
activities
Social organization and culture

Skills:

Formulate and ask questions about the past, the future, places and society

Learning Outcomes:

compare availability of services in two or more different organistations.

analyse the reasons for different services in place in a community

make connections between different services in the community.

gather data (for example, survey) in order to identify current and future needs to support the community

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Strand:

Living things

Skills

Learning Outcomes:

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Strand: Number
Phase: 3

Conceptual understandings
The base 10 place value system can be
extended to represent magnitude.
Fractions and decimals are ways of
representing whole-part relationships.

Learning outcomes
When constructing meaning learners:
• model numbers to thousands or
beyond using the base 10 place value
system
• model equivalent fractions
• use the language of fractions, for
example, numerator, denominator
• model decimal fractions to
hundredths or beyond
• model multiplication and division of
whole numbers
• use the language of multiplication
and division, for example, factor,
multiple, product, quotient, prime
numbers, composite number

When transferring meaning into
symbols learners:
• read, write, compare and order whole
numbers up to thousands or beyond
• develop strategies for memorizing
addition, subtraction, multiplication
and division number facts
• read, write, compare and order
fractions
• read and write equivalent fractions
• read, write, compare and order
fractions to hundredths or beyond
• describe mental and written
strategies for multiplication and
division.

When applying with understanding
learners:
• use whole numbers up to thousands
or beyond in real-life situations
• use fast recall of multiplication and
division number facts in real-life
situations
• use decimal fractions in real-life
situations
• use mental and written strategies for
multiplication and division in real-life
situations
• select an efficient method for
solving a problem, for example,
mental estimation, mental or written
strategies, or by using a calculator
• use strategies to evaluate the
reasonableness of answers
• add and subtract fractions with
related denominators in real-life
situations
• add and subtract decimals in real-life
situations, including money
• estimate sum, difference, product
and quotient in real-life situations,
including fractions and decimals.

Strand: Pattern and function
Phase: 4

Learning outcomes
When constructing meaning learners:
• understand that patterns can be
represented, analysed and generalized
using tables, graphs, words, and,
when possible, symbolic rules.