Planning an Integrated Curriculum Unit of Work

Band: Early Years

Unit/topic description
This will enable the students to understand the purpose of
advertising and the language used, they will also understand the
concept of drafting, planning, making and completing an exposition
brochure about the toy they made. The students will research into
why and how toys are marketed in shop catalogues and
marketed/advertise their toy in a toy catalogue and class shop at
the end of the unit.

Essential Equity Cross Key Competencies ICTs

Learnings Curriculum
Perspectives and
Vocational
Education
 Futures  Aboriginal &  Collecting,  Digital
Torres Strait analysing, camera
 Identity Islander peoples’ organising  Computer
Multicultural information /Printer
  Gender  Communicating  Video
Interdependence Socio-economic ideas and camera
Disability information  Calculator
 Thinking Rural & isolated  Planning and  Internet
organising  CD Player
Enterprise
 activities  Clock
education
Communication  Working with  Fax
Career education
others in teams
Work-based  Scanner
Using mathematical
learning  Email
ideas and
Community-based  SmartBoard
techniques
learning
Solving problems
 Using technology

Learning Strand Key ideas Outcomes

Area
English Text and Children recognise some of 1.4 Composes a range
Context the purposes and of texts that include
advantages of writing as topics of personal
they express feelings, interest and some
ideas, information and related ideas, and that
imagination within written can be understood by
texts. (T, C, KC1, KC2) others. (IN, T, C, KC2)
Design Designing Children use different 1.3 Shares a variety of
and strategies, including a ways of communication
Technolog range of technologies, for their design ideas and
y successfully reflecting on, thinking. (T, C, KC2)
communicating and
expressing to others their
design ideas and thinking. (
Id, T, C, KC1, KC2, KC3)
KEY LEARNING CORE TEACHING EVENTS RESOURCES
IDEAS OUTCOMES

Introduction: Exposition
1.4 Gain general Students are exposed to Exposition
understanding of argumentative and examples
the expositions exposition writing through a
uses and need in range of texts and
the community. advertisements. Over 2 short
lessons.

1.3 Introduction: Publisher

Shows knowledge Students are shown a range Range of
of key points of publisher texts and the Publisher texts
included and class brainstorms a range of
interest in the new main features which are
technology. present in all of them.

Exploration: Exposition
Students are to group Argumentative
Students gain a brainstorm the language language
new range of which is used in argument examples
vocabulary and writing. Practice the use of
understand how the language as a class, Argumentative
and why its used. groups and individually in language
sentences. activities

Exploration: Publisher
Students explore using Publisher layout
publisher, try a single page saved in all
layout. Explain how to use students names
basic operations (text,
picture).
Students gain Argument genre
knowledge of Transformation: layout with
layout of Exposition “Teddy bears
exposition writing. Students are introduced into are the best toy”
the layout of the Argument
genre: in class and group
work.
Students must use the
statement “teddy bears are
Students show and the best toy” and argue for
work individually and against. Using the
to produce a piece “Argument genre layout”
of exposition sheet.
writing.
Students are to work on an
 exposition about their toy
coming up with three main
Students gain the ideas of why a company
explicit knowledge should make their toy. This is
of Publisher. a draft process.

Transformation: Publisher
Students show Explicitly teach how to add
their heading, picture, text and
understanding of colour.
Publishing and First on a single page layout
exposition writing then moving to a booklet
to produce a style (which is the same for
booklet. everyone).

Presentation: Publisher
&Exposition
Students write their final,
drafted argument for their
toy on publisher in a booklet
format.

ASSESSMENT STRATEGIES

CRITERIA FOR ASSESSMEN WHO SACSA RECORD OF

ASSESSMENT T WILL OUTCOME ASSESSMENT
STRATEGY ASSES
S?
Participation in all Role Teacher Role of
lessons. students

Ability to explore, Questionnair Student Design and

learn about and e s Technology On
use Publisher. 1.3 questionnaires
and on
Understanding of checklist
expositions: Product Teacher English 1.4
language, Analysis
structure and Marking Sheet
purpose and on
checklist
Lessons to be carried out during: Computers * 2 a week
Literacy *3 a week

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