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  • Introduction – following directions

    1. Explain:    
      • In our lessons we have learnt about fairness, sharing, kindness, honesty and responsibility. We have also learnt about the value of saving and following rules. These behaviours are valued by our community. Let’s review our learning by piecing together a jigsaw puzzle.
    2. Review positional language by playing a game of Simon Says using left, right, next to, beside, under, below, above.    
      • Simon says move to the left corner of the classroom, Simon says sit behind a desk, Simon says put your hand next to your knee.
    3. Students cut up the jigsaw puzzle (Resource 1 – PDF, 59KBExternal Link).
    4. Give the following instructions:    
      • Place 'sharing' in the top left-hand corner.
      • Put 'fairness' in the top right-hand corner.
      • Place 'rule following' in the bottom left-hand corner.
      • Put 'responsibility' in the bottom right hand corner.
      • Place 'saving' next to 'sharing'.
      • Put 'honesty' under 'saving'.
    5. Piece by piece, discuss with students what they have learnt about this behaviour. Use the following questions as prompts as appropriate:    
      • What is this?
      • How does this make you feel?
      • How does this make other’s feel?
      • Why is this important?
      • Can you provide an example of when you have or would behave like this?

    Teacher tip

    You may select other behaviours that you have focused on in previous topics. A blank jigsaw is provided for this purpose (Resource 2 – PDF, 59KBExternal Link).

    Demonstrating learning – performances

    This activity may contribute to student portfolios.

    1. Use a grouping strategy to pair students.
    2. Provide each pair with one of the puzzle pieces for them to demonstrate. Ensure each behaviour is covered.
    3. Pairs create and practise a freeze frame that demonstrates their puzzle piece (behaviour). Each student must play a role in the performance.
    4. Photograph each performance (this can be done by the teacher or students).
    5. Print photos on A4 for next activity.

    Documenting learning – construction of class big book

    This activity may contribute to student portfolios.

    1. Explain to students that they will help create a class big book to show the behaviours we value.
    2. Give each group the photograph of their performance and their annotated photographs from Topic 1 and Topic 4
    3. Model writing a description using the following structure:    
      • I am (what action I am doing)…
      • I am saying…
      • I am feeling…
      • I am doing it because…
      • I hope my partner feels…
    4. Students write descriptions of their photographs.

    Teacher tip

    Depending on students’ level of readiness, teacher may transcribe descriptions.
    Video role plays of small groups demonstrating different behaviours and have students add a voice-over or photograph of their written description.

    Schools may choose to send their final product to the ATO to showcase the civic behaviours being developed in our young Australian citizens.

    Celebrating learning

    This activity may contribute to student portfolios.

    1. Invite parents, members from the community and/or other classes to a launch of the class big book.
    2. At the launch, have each student read their pages to the audience and invite guests to view other student products.
    3. Invite one guest to close the session by reflecting on how they apply the behaviours that have been showcased in their life (or work) and how these help our local community (e.g. bank manager, fire fighter, police officer, nurse, shop owner, small business owner, office worker, priest, visiting teacher).

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      Last modified: 13 Jul 2020QC 61175