ASPIRE Teachers’ Toolkit - University of New South Wales€¦ · · 2017-07-12You may wish to...
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Transcript of ASPIRE Teachers’ Toolkit - University of New South Wales€¦ · · 2017-07-12You may wish to...
Copyright UNSW © This lesson is part of the ASPIRE Teachers’ Toolkit. Please refer to the ASPIRE website for the full toolkit and associated resources: www.aspire.unsw.edu.au
ASPIRE Teachers’ Toolkit
Never Stand Still
YEAR 3
Session Aims• Buildself-esteembyhavingstudentsreflectuponthethingstheyaregoodat• Encouragestudentstothinkaboutjobstheymightliketodowhentheygrowup• PromotestudentunderstandingofHigherEducationasapathwaytofuturecareers
Session OverviewStudentslearnaboutthecareerjourneystakenbyaselectionofstaffmembers.TheylistentothestoryWhen I Grow Up byAlYankovicandreflectuponcurrentandfuturejobopportunities,makingthelinkwithuniversitystudy.Studentsthentakepartinadress-upactivity,guessingwhichcareereachcostumerepresents.Thesessionconcludeswithstudentscreatingjob-relatedshadowpuppets.
• ACELA1476 Understand that successful cooperation with others depends on shared use of social conventions,includingturn-takingpatterns,andformsofaddressthatvaryaccordingtothedegreeofformalityinsocialsituations
• ACELT1596 Drawconnectionsbetweenpersonalexperiencesand theworldsof texts,andshare responseswithothers
• ACELY1792Useinteractionskills,includingactivelisteningbehavioursandcommunicateinaclear,coherentmannerusingavarietyofeverydayandlearnedvocabularyandappropriatetone,pace,pitchandvolume
• ACADRM031 Explore ideas and narrative structures through roles and situations and use empathy in their ownimprovisationsanddeviseddrama
• ACAVAM111 Usematerials,techniquesandprocessestoexplorevisualconventionswhenmakingartworks
Australian Curriculum Content Descriptions
• EN2-1A Communicatesinarangeofinformalandformalcontextsbyadoptingarangeofrolesingroup,classroom,schoolandcommunitycontexts
• EN2-10C Thinks imaginatively,creativelyandinterpretivelyabout information, ideasandtextswhenrespondingtoandcomposingtexts
• INS2.3 Makespositivecontributionsingroupactivities• VAS2.2 Usestheformstosuggestthequalitiesofsubjectmatter
NSW Syllabus Outcomes
• ABCD1.1 Buildapositiveself-conceptwhilediscoveringitsinfluenceonyourselfandothers• ABCD4.1 Discoverlifelonglearninganditscontributiontolifeandwork• ABCD5.1 Understandthenatureofcareerinformation
ABCD Framework Competencies
When I Grow UpLength of Session:1hourand45minutes
YEAR 3
Intellectual Quality
DeepKnowledge
DeepUnderstanding
ProblematicKnowledge
Higher-OrderThinking Metalanguage Substantive
Communication
Quality Learning
Environment
ExplicitQualityCriteria Engagement High
Expectations Social Support Students’Self-Regulation
StudentDirection
Significance BackgroundKnowledge
CulturalKnowledge
KnowledgeIntegration Inclusivity Connectedness Narrative
Quality Teaching Focus Elements
Part One - 15 minutesActivities Resources
•Explainthattoday’ssessionwillexaminesomeoftheskillsneededfordifferentjobs.Itwillalsofocusonthejourneysthatpeoplecantaketoachievetheircareergoals.Initiateadiscussionaboutskills,careersandeducation.Youmayliketoask:
»Whatdoyouthinkyouarereallygoodat?»Whatdoyouthinkyouwouldliketodowhenyougrowup?»Doyourememberwhatauniversityis?
•Narratetheeducationalstoryofthreestaffmembers.Startatpre-schoolandprogressthroughtothemostrecenteducational qualification obtained. You may wish to use the My Journey template. Do not reveal which adultcorrespondstoeachstory.Askstudentstoguesswhichstaffmembermatcheseachstory.
•Inaddition,youmaywishtoaskeachstaffmembertosubmitaphotographofthemselveswhentheywereatschoolandhavestudentsguesswhichphotographmatcheseachstaffmember.
•Ifpossible,haveeachstaffmemberpresentintheroomtocommentonthejourneytheyhavefollowedtowardstheircurrentrole.
•MyJourneytemplate
•Threestaffmemberstoattendthissegment(ifpossible)
Part Two - 15 minutesActivities Resources
•Engagestudentsinashortconversationaboutjobs.Youmaywishtoask:»Whatdoyouthinkwouldbeagreatjobtohaveinthefuture?»Whatwouldbeyouridealjob?»Whatfeatureswouldyouridealjobhave?Forexample,interesting,fun,outdoorsorindoors,well-paidetc.
•ReadWhen I Grow UpbyAlYankovictothestudents.ThenseekstudentfeedbackandreactionstoBilly’scareerchoices.Reflectuponthenumerouspossibilitiesavailableatpresentandnewjobsthatmayexistinfuture.
•When I Grow UpbyAlYankovic
Session OutlineYEAR 3
Part Three - 30 minutesActivities Resources
•Thisactivitymayberuninvariousways.Referto‘OptionA’and‘OptionB’.Theideaistohavestudentsdressupinjob-relatedcostumesandhavetherestoftheclassquestionthemandguesswhichjobtheircostumerepresents.Encourageparticipationandactivelistening.Questionsmayinclude:
»Doyouworkoutsideorinside?»Doyouneedtogotouniversitytodoyourjob?»Dowehaveoneofthesepeopleinourtown/suburb?»Wouldyouhavetomoveawayfromhometodothisjob?»Doyouworkinanoffice?»Doyoulookafterpeople?»Doyoulookafteranimals?
•Discussthevariousrolesandresponsibilitiesofsomeonewhodoeseachjob.Youmaywishtointroducetheterm‘Bachelorof…’toexplaintheconceptofgoingtouniversitytotrainforcertaincareers.
•OptionA»Select4-5studentsandhavethemdressupincostumesyouhavesourcedfromaroundyourhomeorschool.Forideas,refertotheCostumeSuggestionslist.
•OptionB»Organiseaclassdress-updayandtellstudentstodressinajob-relatedcostumebutkeeptheirjobasecretfromtherestoftheclass.
•CostumeSuggestionslist
Part Four - 45 minutesActivities Resources
•Tellstudentstothinkaboutajobtheymightenjoydoingandcreateashadowpuppetcharacterrepresentingthatcareer.Tohelpinspirestudents,youmayliketoshowthemimagesofpeoplecarryingoutthejobstheyhaveindicatedtheyareinterestedin.
•Givestudentssomecardboardandaskthemtodrawanoutlineofthemselvescarryingoutthejobtheylikethemost.Emphasisethattheoutlineisessentialanditisunimportanttodrawdetailsontotheirimagebecauseonlytheshadowwillbevisible.Oncestudentshavecutouttheircardboardimage,itshouldbeattachedtoapaddle-popstickorruler.
•Afterstudentshavecreatedtheshadowpuppets,youmaywishtoputonashow.Askotherstudentstoguesswhatcareereachpuppetrepresents.Youmayalsowantstudentstopresentthepuppetsasanassemblyiteminfrontoftheschool.Ascreencanbecreatedveryeasilyusingathinpieceofpaperormaterialwithalightshiningthroughit.
•Cardboard
•Scissors
•Pencils
•Rulersorpaddle-popsticks
•Athinpieceofmaterialorpaper
•Alamportorch
•Refertothefollowinglinkforinspiration:http://www.kidspot.com.au/kids-activities-and-games/Nursery-rhymes+15/Make-a-shadow-puppet-theatre+12594.htm