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UNICEF's DAY FOR CHANGEWednesday 28 October 2009Supported by NSW Department of Education, UNICEF (Aust) and NSW Teachers Federation
Years K-6There are aspects of several Key Learning Areas (KLAs) in Primary school that may provide a starting point to compare and contrast students’ lives with those of children in other countries, and understand the underlying similarities in terms of interests and aspirations of children of their own ages. The Connected Outcomes Groups (COGs) units of work address the main UNICEF themes for this year. Below are some suggestions of units and how the themes may be addressed. These units can be found on the Curriculum K–12 website at Curriculum planning framework with programming support Specific connections
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STAGE |
TITLE |
DESCRIPTION |
S3 |
This unit deals directly with Aid Organisations, social responsibility, health and organising a fund raising event. |
General connections within units
These following units explore concepts such as: how our identity is shaped; comparing and contrasting our lives with those of others; different families, customs, practices.
STAGE |
TITLE |
DESCRIPTION |
ES1 |
Developing an understanding of who we are by exploring what we have in common with others, and what is unique. How we express ourselves and communicate with others is part of our identity. |
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S1 |
Exploring the many groups that have different roles in our lives, including family groups, special interest groups and community groups. We can better understand others by understanding what is similar and unique about our families and groups to which we belong. |
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S2 |
Knowing what it means to be part of a unified and changing community. Significant events and contributions made by ourselves and others contribute to our heritage, our values and our Australian identity. |
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S3 |
Examininghow personal identity is shaped. Our identities, values and beliefs are influenced by significant events, significant people, our family, peers and the media. |
The units outlined below explore concepts such as: personal wellbeing, child protection, general health, roles, responsibilities and decision making.
STAGE |
TITLE |
DESCRIPTION |
ES1 |
Making informed positive health choices by learning about nutrition, preventative health strategies and how our bodies need energy. |
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S1 |
Understanding that living things grow and change over time, in cycles and in stages. Human communities also grow and change over time. |
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S2 |
Communicating with each other and within groups. Learning to negotiate in group work through class-based decision making activities provides a foundation. |
Other support materials and teaching ideas may be found at:
Convention on the Rights of the Child (A joint NSW DET & UNICEF (Aust) Internet project) |
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