Our needs Early Stage 1

Connected Outcomes Group (E)

Connection focus: understanding how and why, rules, routines and products are
developed to meet our needs.

HSIE PDHPE
Students identify own basic needs and ways of Students learn how to get along with others through
satisfying these needs. They acquire information about positive communication skills. They begin to develop a
the roles of people in families and in the school sense of self and an understanding of the need for
community. They accept responsibility for classroom positive relationships.
tasks and roles. Students acquire information through
viewing, reading and listening to texts and through Students will be engaged in:
planned observations and interactions with others. • identifying needs and wants
Students develop skills in social and civic participation • games and discussions about feelings SciTech
and values and attitudes associated with democratic • investigating products and the people who Students explore a wide range of common products
practices. sell them people use and discuss: how it is used; where it has
• improvising shopkeepers and shoppers come from; how it has been changed (processed); and
• interviewing community members about their why it has been changed (different needs and uses).
occupations. Categorise – is it made from natural or manufactured
materials?
Identify occupations of people who design and make
familiar products.
Creative Arts Students design and make a thank you gift for
We communicate and address our needs in a variety someone who helps meet their needs.
of creative ways in drawings, in imaginative play
activities, in group movement and re-enacting familiar The focus of the activity should be on the initial design
steps of identifying needs and wants. That is:
events and situations such as shopping. Through Planned assessment: • what is a gift?
making, composing and performing, students develop
• observation of discussion about rules and • who is the gift for?
their awareness of public spaces and appreciate group
responsibilities in the classroom • what does it have to do in order to be successful as
interaction.
• investigation of school helpers and their roles a gift?
• observation of scenarios about fair play and • what resources will you need?
group work • how will you make it?
• designing and making a thank you gift. Students then make a product that meets all these
needs/criteria.
Planning page
Student work: Resources needed: Literacy links include: Numeracy links include:
• Students will need • digital camera (and/or video) • identifies a problem and the • sequences everyday events in
materials to make a thank • large chart of facial expressions solution and jointly sequences time
you gift for someone who • props to create a ‘shop’ e.g. signs, products, events in a narrative text • uses everyday language to
helps meet their needs. price tags or labels, and money (plastic • jointly constructs a matrix to describe position, and give and
Ask students/parents to money or counters) record information follow simple directions
bring in any recycled • a range of books about different types of • matches words to pictures in a • recognises coins and notes
materials e.g. paper, families, e.g. Lets eat by Julie Vivas, Noisy class chart • exchanges money for goods in a
ribbons, stickers, gift boxes Nora by Rosemary Wells, Zoltan the • uses focus questions to guide play situation.
that students could use to magnificant by Bob Graham observation and provide a model
make their gift. • A range of books about friendship, e.g. Willy for giving feedback
• The class will be making a & Hugh by Anthony Browne; Mr McGee and • identifies the features of a
big book ‘People who help the Apple Tree by Pamela Allen; or Mr question and asks a question to
us in the Community’ from Brown’s Magnificent Apple Tree by Yvonne an adult, considering voice and
interviews and images Winer response
(digital photos, drawings). • collection of nursery rhymes. • identifies that communication is
verbal and non-verbal
Collaborate with your teacher librarian for • adjusts language to suit the
teaching and resource support. purpose of a role play activity.

Additional copies of DET resources may be

obtained from DET sales at:
http://www.det.nsw.edu.au/detsales

Term planner (teachers may want to use this to plan the work over a term)
Week Creative Arts HSIE PDHPE SciTech
1 Families meet needs and wants

2 Meeting our needs and wants at Getting along with others

school How do we play?
3 Feelings

4 Shopping improvisation (Weeks 4– Products and services

5)

5 Design task (Weeks 5–6)

6 Work people do for the community

8
Unit of work
Outcomes Learning experience Planned assessment
HSIE Families meet needs and wants
SSES1 Identifies ways in which their • Read a range of books about different types of families, e.g. Lets eat Julie Vivas,
own needs and the needs of others are
Noisy Nora Rosemary Wells, Zoltan the Magnificant Bob Graham, Oscars’ half
met, individually and cooperatively
• identifies and describes different birthday Bob Graham.
family members and their roles in • Choose one book and discuss different family structure in the book and the roles
own family each person has within a family.
• gathers information about their own
• Students draw, name and label family members, including extended family
needs
• discriminates between needs and members such as grandparents, aunts, uncles and cousins (others as culturally
wants appropriate). Students share their drawings with a partner.
• identifies the tasks family members
undertake to meet needs and wants
• Identify our basic needs and list these on the board. (Food, shelter, clothes,
of family members.
physical activity, love and friendships.) Describe situations where families meet
English these basic needs.
RES1.5 Demonstrates developing • Add other needs and wants to the list. Look at the list as a class and identify:
reading skills to read short, predictable - what do we need to survive?
written texts on familiar topics.
- what would make our life more interesting and comfortable?
RES1.7 Demonstrates an emerging • Explain the difference between needs and wants. (‘Wants’ are those we do not
awareness that written and visual texts need to survive, but make life more interesting and comfortable.)
convey meaning and recognises that
there are different kinds of texts that
• Develop a word bank of household tasks undertaken by different family
serve different purposes.
members.
TES1.1 Communicates with peers and • Cut and paste magazine pictures that represent different tasks undertaken by
known adults in informal situations and family members.
structured activities dealing briefly with
familiar topics.
My family
Who? What do they do?
Mum Drives me to swimming club

For a work sample of this table from Carlton PS click here

(Literacy link: describes the different characters and families in books read, uses
modelled language to discuss needs and wants)
Outcomes Learning experience Planned assessment
HSIE Meeting our needs and wants at school Assessment strategy:
SSES1 Identifies ways in which their • Discuss what is different about the classroom to home. List and explain e.g. The teacher:
own needs and the needs of others are • observes student
more people in the class than a family; the need to share resources; do what the
met, individually and cooperatively contribution to class
• discusses the differences between teacher says, learn that certain things happen at a particular time; classroom discussion and role play
home and school routines. scenarios.
• identifies the need to behave in a • Discuss how we might behave differently at home to school and why e.g. we
cooperative manner at school Assessment criteria:
each have our own special chair because there are more people in the
• identifies and locates classroom The student:
resources classroom, at home we might be able to sit where we like. • identifies their own needs
• displays appropriate care of • Explain how it is important to be considerate of others, and the benefits to and the needs of others
classroom resources. everyone. • demonstrates ways in
which they can take
English • What do you need to help you learn in the classroom? (Identify materials and responsibility for meeting
TES1.1 Communicates with peers and their own needs
known adults in informal situations and resources students use with examples of items needed for the classroom to • demonstrates an
structured activities dealing briefly with work efficiently.) Identify the source and cost of these materials to support the understanding of their
familiar topics. need to care for classroom resources. own safety needs
• listens to explanations
• Role play some behaviours showing appropriate care and organisation of
Mathematics from others and gives
classroom resources. responses.
MES1.5 Sequences events and uses
everyday language to describe the • Arrange a roster of classroom monitors or helpers.
duration of activities. (Literacy link: listens to explanations from others and gives responses.) These criteria relate to
outcomes SSES1 (HSIE),
(Numeracy link: sequences events in time.) TES1.1 (English).
PDHPE Getting along with others Assessment strategy:
IRES1.11 Identifies how individuals care • Discuss the roles and responsibilities we have in the classroom. Ask students: The teacher:
for each other • observes student
- why do we have class jobs?
• recognises the need to share and interaction in group
cooperate with others - what would our class be like if we didn’t help out? situations.
• demonstrates active listening skills. • Revise the class rules. e.g. How do we ask a question? Discuss:
- why do we have class rules? (to keep us safe, everyone has a turn) Assessment criteria:
PHES1.12 Displays basic positive health The student:
- what would our class be like if we did not have rules?
practices • shares and cooperates
• makes choices and offers solutions to - what happens when others don’t follow our rules? with others
problems • Create an equitable job chart for the classroom (including care for materials). • discusses the importance
• talks about how to give and receive of getting along with
messages. others.
How do we play?
INES1.3 Relates well to others in work • Students participate in free play in small groups (10 minutes), without teacher These criteria relate to
and play situations instruction or guidelines. Have each group share what they learnt. To ensure all outcomes IRES1.11, INES1.3
• learns to share equipment students participate, appoint a reporter or ask each member of the group (PDHPE)
• identifies people who are special to
questions such as:
them The student:
- what happened in your group? (Did everyone get along? Did everyone behave
Outcomes Learning experience Planned assessment
• works cooperatively in groups sensibly?) • identifies their own needs
• observes classroom and playground and the needs of others
- did everyone have an opportunity to play with all the equipment?
rules. • demonstrates ways in
- did all students have a fair turn? Why or why not? which they can take
HSIE - how could this activity have been better? responsibility for meeting
SSES1 Identifies ways in which their - would it have been better if we had rules? Who could help us? Why do we their own needs.
own needs and the needs of others are need rules?
met, individually and cooperatively These criteria relate to
• With the class sitting in a large circle, ask one group to sit in the centre and role outcome SSES1 (HSIE).
• explains the purpose of class rules
• talks about own roles and play turn taking and sharing using one of the activities set out in free play. Write
responsibilities as a group member questions on the board to focus observation:
• participate responsibly in a class - what do you SEE each person doing?
roster of tasks
- what do you HEAR each person saying?
• participates responsibly in group
activities. - how do you FEEL about what is happening?
• Use the questions to focus discussion at the end of the role play, e.g. SEE (Yi
English Chin had all the lego near her, so the others had to reach over to get it); HEAR
TES1.2 Demonstrates basic skills of (Sam said: ‘Could I please have the lego?’ in a friendly voice); FEEL (I felt sad
classroom and group interaction, makes
when John didn’t get any lego).
brief oral presentations and listens with
reasonable attentiveness. • Ask: What would you do if someone in your group is not sharing or taking turns?
• Discuss the non-verbal cues for rotation of groups. How do we know when it is
TES1.3 Recognises that there are time to change activity? (The teacher rings the bell. The teacher claps hands.)
different kinds of spoken texts and
Jointly construct an explanation of rules and procedures for display during free
shows emerging awareness of school
purposes and expectations for using play sessions.
spoken language.
(Literacy link: uses focus questions to guide observation and provide a model for
TES1.4 With teacher guidance, identifies
giving feedback; identifies that communication is verbal and non-verbal.)
some basic language features of familiar
spoken texts.
Feelings
RES1.7 Demonstrates an emerging • Play a game of Feelings bingo. Construct a large chart of facial expressions and
awareness that written and visual texts
label each for class display. Make smaller, individual copies.
convey meaning and recognises that
there are different kinds of texts that To play the game: the teacher displays a feeling word e.g. happy, sad, angry,
serve different purposes. scared, etc. Students have to identify the facial expression on their individual
bingo card, which best suits (refer to the large chart of facial expressions).
WES1.9 Engages in writing texts with the
• Read a text relating to friendship e.g. John Brown, Rose & the midnight cat by
intention of conveying an idea or
message. Jenny Wagner; Willy & Hugh by Anthony Browne; The very best of friends by
Julie Vivas.
• Students draw and write a story map of the text, identifying the problem and
solution.
Outcomes Learning experience Planned assessment
• Ask students to identify their friends at school. Draw or paint and label a picture
of their school friends. Students ask each other questions such as:
- why are these people your friends?
- where did you meet?
- what would your friend say about you?
• Have students work in pairs to ask each other questions about their drawing
(using the questions on the board as prompts)
• Ask students to identify adults who are special to them. Responses may include
mum, dad, teacher, grandparents, aunts, uncles, neighbours etc. Encourage
students to tell the class about one of their special people. Ask students:
- why is this person special to you?
- what special things do you do together?
- what do you share?
- how does this person make you feel? (e.g. I feel happy when mum gives me a
hug.)
- which one of your special people would you go to for help? Why?
(Literacy link: identifies a problem and the solution in a narrative text; describes
their work to another student using focus questions.)

Problem–solving scenarios
• In small groups, have students examine problem scenarios that are relevant to
the class e.g. there is only one blue crayon and two people want to use it;
someone takes a ball from another in the playground. Ask each group to talk
about the problem and role play how they would solve the problem. Each group
performs their role play for the rest of the class. Use these questions again, to
focus the students’ observation:
- what do you SEE each person doing?
- what do you HEAR each person saying?
- how do you FEEL about what is happening?
• Hold a class discussion based around the following questions:
- how do you feel when someone does not share with you? What can you do?
- how do you feel if someone is not being nice to you? What can you do?
- what are some of the rules we have when we are working in groups?
- what are some of the rules we have when playing in the playground? What
can you do if someone is not following these rules?
(Literacy link: adjusts language to suit the purpose of a role play activity; uses
Outcomes Learning experience Planned assessment
focus questions to observe and respond to a role play.)
HSIE Meeting our needs
SSES1 Identifies ways in which their • Use a suitable text about caring for self, others and the environment, or use toys
own needs and the needs of others are
and other props to undertake some guided play to model caring for each other
met, individually and cooperatively
• participates in guided play that and the environment, encourage students to think outside gender specific roles.
considers the roles and • Ask questions to identify different roles and responsibilities, including some ‘what
responsibilities of people in the if’ situations, e.g. What if Mum is sick? What if Dad didn’t work? What if both Dad
community.
and Mum work, then who would do ….?
SciTech • Ask students to identify how they help at home, e.g. feed the dog, water the
PSES1.5 Recognises the relationship plants, put their clothes away, put rubbish in the bin.
between everyday products and people’s • Students identify other ways of being responsible at home and at school.
needs
• people use a wide variety of products Products and services
for living
• Read texts such as Mr McGee and the apple tree by Pamela Allen or Mr Brown’s
• products are created to provide for
the needs of people magnificent apple tree by Yvonne Winer.
• there are particular names for people - read the text for enjoyment
who produce things, e.g. baker, - reread the text and jointly construct a flow chart or sequence of events e.g. in
builder, farmer, dressmaker.
‘Apple’s journey’ from tree to the shop.
DMES1.8 Generates own ideas and
designs through trial and error, play, • Collect and display some images of products and services such as food items,
modelling and making water, electricity, clothing, cars, doctor, houses, newspapers. Consider:
• states purposes or uses of some - where they come from
common products and environments
- where we buy them
(places)
• tells how people use some common - do they come from animals?
products and environments (places). - do they come from plants?
- are they made in a factory (manufactured)?
English • Discuss why we need these things.
RES1.6 Demonstrates developing • Consider what life would be like if basic needs are not met.
reading skills and strategies when
• Identify who provides these needs for us.
reading books, dealing with print and
comprehending texts.

RES1.7 Demonstrates an emerging The person and the product

awareness that written and visual texts • Create a chart of products and services and the name of the person who
convey meaning and recognises that provides the service or the product. Provide students with the vocabulary.
there are different kinds of texts that
Students cut and paste or draw pictures to accompany the words.
serve different purposes.
Product or service Who provides the product or the service
Outcomes Learning experience Planned assessment
meat butcher
baker
florist
newspaper
water
Looks after me when I am sick
Who else do we know …

(Literacy link: jointly sequences events in a narrative; matches words to pictures in

a class chart.)
Creative Arts: Drama Nursery rhymes
DRAES1.1 Uses imagination and the • Students recite nursery rhymes about products and services such as: Simple
elements of drama in imaginative play and
Simon, Baa baa black sheep, Hot cross buns, Rub a dub dub, Pease pudding
dramatic situations
• participates in imaginative play by hot.
taking on roles such as shopkeeper • Students take turns to mime one of these nursery rhymes for the other students
and shopper. to guess.
DRAES1.3 Dramatises personal
experiences using movement, space and Shopping improvisation
objects Using improvisation, students explore roles and relationships when shopping.
• communicates the depiction of real- Roles: shopper and shopkeeper.
life situations in imagined dramatic
Props: signs, products, price tags or labels, and money (plastic money or
contexts
• uses movement, objects and counters).
costumes to assist in portraying roles • Divide students into small groups of four or five. Each group will represent a
and situations in symbolic play e.g. different ‘shop’ and its shoppers, e.g. fruit and vegetable shop, grocer,
pushing a moveable object as if it is a
newsagent, florist etc.
trolley at a supermarket.
• Explain the role of shopkeepers, assistants and other workers:
DRAES1.4 Responds to dramatic - being polite to customers (smiling, greeting, saying ‘please’ and ‘thank you’)
experiences - assisting the customers with selections (how may I help you?), and answering
• responds in personal ways to their own
customer questions about products
drama e.g. expressing responses in
class discussion. - knowing the value of the goods or services (that apple is $1.00)
- exchanging money (accepting money and giving change).
English • Explain the role of shoppers (consumers or customers):
TES1.2 Demonstrates basic skills of - waiting patiently and taking turns
classroom and group interaction, makes
- being polite to the shopkeeper and other customers
brief oral presentations and listens with
reasonable attentiveness. - asking questions about products
- handling products carefully
Outcomes Learning experience Planned assessment
TES1.3 Recognises that there are - deciding on product and paying for it.
different kinds of spoken texts and
• Students change roles e.g. shoppers become shopkeepers
shows emerging awareness of school
purposes and expectations for using • The teacher selects students to take on specific roles (e.g. an old person, a
spoken language. mother or father with a baby, an impatient or rude person) and perform for the
rest of the class.
Mathematics • Have some students nominate their own roles and perform for the class.
NES1.1 Counts to 30, and orders, reads
• The class discusses to what extent these improvised scenarios were successful:
and represents numbers in the range 0–
20. - what would you do if someone was rude to you in your shop?
- what do you say to someone who doesn’t wait their turn?
- what would you do if you couldn’t find a product?
- how did people show that they had good manners?
- how does it feel pretending to be someone else?
- what did you change about yourself to become someone else? e.g. voice, the
way you move
(Literacy link: modifies language to suit the character and purpose during role
play.)
(Numeracy link: recognises coins and notes; exchanges money for goods in a play
situation.)
HSIE School helpers Assessment strategy:
SSES1 Identifies ways in which their • Explain that the class is going on a walk around the school to look at the The teacher:
own needs and the needs of others are • observes students during
facilities the school provides and the people who work in the school and their
met, individually and cooperatively class walk and review of
• identifies and discusses the different roles. (Take the digital camera.) Facilities could include: canteen, library, sports matrix.
facilities of the school equipment (sports storeroom) computers, in a computer room or library, oval,
• recognises different workers and their library, sick bay, office, photocopy room, uniform ‘shop’. Assessment criteria:
roles and responsibilities at school The student:
• Photograph the different school facilities.
• acknowledges the support they • identifies people who
receive from different people at • Discuss who in the school (or school community) is responsible for looking after meet their needs and the
school. particular facilities e.g. who cleans the school, looks after the grounds. If needs of others
possible take a photo of these people. • makes connections
English • Ask some of the people who work in the school (those who the students may not between personal and
TES1.2 Demonstrates basic skills of class needs and people
be as familiar with to visit the class) to talk to students about what they do and
classroom and group interaction, makes who meet these needs,
brief oral presentations and listens with why. Consider if their position is paid or voluntary. including peers and adults
reasonable attentiveness. • Jointly construct a matrix using the digital images taken on the class walk. in the school
• asks questions to acquire
WES1.13 Recognises some different information on a topic of
purposes for writing and that own texts
Name Where do you find Who do they How do they help? interest.
differ in various ways. them? help?
These criteria relate to
Outcomes Learning experience Planned assessment
Mathematics outcome SSES1.
SGES1.3 Uses everyday language to
describe position and give and follow
simple directions. (Literacy link: uses relevant questions to ask for specific information, jointly
constructs a matrix to record information.)
(Numeracy link: uses everyday language to describe position and give and follow
simple directions.)
SciTech Design task: Design and make a thank you gift for someone who helps meet Assessment
PSES1.5 Recognises the relationships their needs. strategies:
between everyday products and people’s Ongoing and on completion
The focus of the task should be on the initial design steps of identifying needs and
needs of the task the teacher:
• products are created to provide for wants. • observes student’s use of
the needs of people drawings to develop their
• materials can be shaped and formed Exploring the task designs
to create products that people use. • observes student’s
• Discuss what students think a gift is and why gifts are given.
DMES1.8 Generates own ideas and contribution to idea
designs through trial and error, play, • Discuss gifts students have received or given and the reasons they have been generation.
modelling and making received or given; the types of gifts e.g. food treat, extra TV time, a special outing, a
• develops own designs through trial hand knitted jumper or a toy. Assessment criteria:
and error and experimentation
• Have students identify someone who has helped them should and should receive a The student:
• uses common classroom equipment,
thank you gift. • shows evidence of
materials and processes to make or
revision in their plan
model products and places. • Discuss what will make the gift successful. Jointly construct this list on chart • shows a link between the
UTES1.9 Identifies and uses a limited paper that the students can refer to later. (This list will become the criteria for plan and product (the gift).
range of equipment, computer-based
students to use to plan their process for making the gift and to evaluate the
technology, materials and other
success of how well they planned the process of making the gift (design These criteria relate to
resources when undertaking exploration
outcomes PSES1.5,
and production process) and the final product [the gift].) DMES1.8.
• uses a range of classroom equipment Generating ideas and realising solutions
and materials to design and make
• Students brainstorm a range of ideas for gifts they could make.
things and to explore and investigate.
• Explore and discuss the materials and equipment that could be used to make
English the gift.
TES1.2 Demonstrates basic skills of • Students draw a plan or talk about how they will make the gift and share the
classroom and group interaction, makes plan with a friend. Students may modify their plan in response to feedback given.
brief oral presentations and listens with
• In groups students share their plans for the gift and discuss the materials and
reasonable attentiveness.
equipment needed to make it.
TES1.3 Recognises that there are • Students refer to their list of criteria for success and feedback from the group to
different kinds of spoken texts and make further modifications to their plan.
shows emerging awareness of school
• Students make their gift and explain how it meets the criteria.
purposes and expectations for using
spoken language.
Evaluating processes and solutions
Outcomes Learning experience Planned assessment
TES1.4 With teacher guidance, identifies • Students display their gifts and talk about the recipient and how they help meet
some basic language features of familiar
their needs.
spoken texts.
• Students give their gift to their chosen recipient.
• Students report back to the class the response from the recipient as a result of
receiving the gift. Was the gift well received? Would you change anything in the
process if making the gift again?
(Literacy link: with teacher support, listens to contributions from others and discuss
how they may change or modify their work)
HSIE Work people do for the community
SSES1 Identifies ways in which their • Brainstorm and list the work that people need to do in the community, consider
own needs and the needs of others are
the occupations of parents and other people they know e.g. fire officer, police
met, individually and cooperatively
• contributes to developing a list of officer, nurse, crossing supervisor, ambulance officer, lifesaver. Discuss how
helpers in the community each of these occupations helps us and contributes to the community.
• expresses interest in the roles and • Students select an occupation they would like to know more about and develop
responsibilities of adult work
five questions they would like to ask each guest. (Introduce what, when, where,
• develops some questions to ask
classroom visitors. why and how questions and model these as a class e.g. How long have you had
this job? Why do you like your job?)
English • Students make an invitation for parents/community members to come to the
TES1.2 Demonstrates basic skills of classroom to talk about their occupations.
classroom and group interaction, makes
• Organise the focus questions so that each student has an opportunity to ask a
brief oral presentations and listens with
reasonable attentiveness. question. (If possible, model and rehearse questions and answers i.e. pausing to
listen to the answer, eye contact, saying thank you)
TES1.3 Recognises that there are • Record the visit using a digital camera and/or video
different kinds of spoken texts and
shows emerging awareness of school
purposes and expectations for using (Literacy link: identifies the features of a question and asks a question to an adult,
spoken language. considering voice and response.)
TES1.4 With teacher guidance, identifies
some basic language features of familiar
spoken texts.