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Parallel to curriculum activities
has been the ongoing promotion and fund-raising work in the community
and beyond regarding the project. To complement this work it was decided
to 
produce
promotional T-shirts which would be sold to the public. Initially, the
idea was to incorporate the idea into a student enterprise activity using
their designs. While the student enterprise avenue wasn't pursued, the
use of children's designs remained, becoming a school wide competition
to design a "Bandicoots at the Beach" t-shirt. All children in the school
were involved in the competition and in the process learnt basic design
principles while creating a text for a specific purpose.
Elements of the children's
designs were taken by a local artist and incorporated into the end product
which has been sold at the school since mid 1997.
Key Learning Outcomes:
The Arts: Creating, Making and Presenting 1.21, 2.21,1.22, 2.22, 1.18, 2,18, 3.18
All
students students in prep were involved in the writing, production
and presentation of a dance/drama depicting the plight of the eastern barred
bandicoot. It involved a range of arts activities and applied the knowledge
the children had gained through the SOSE focus on the animal. Its value
was considered such that it was performed at a district arts forum
showcasing exemplary work in K-12 schools.
Initially, the plot was
devised by the class as a group using information gained from visiting
speakers and field investigations. It showed bandicoots in their natural
habitat disappearing due to land clearing, domestic pets and human activity.
It concluded with positive activities to protect the bandicoot, such as
clearing feral vegetation and replanting as well as keeping pets
indoors at night. These resulted in the lost animals reappearing.
The play was refined by
the teacher to include all children. Roles included bandicoots, bulldozer
drivers, cats, dogs home owners and locals planting trees.
The children were involved in making and painting
papier mache bandicoot masks as well as other props and costumes.
The were also involved in choosing music to accompany the performance by
discussing the type of music used in TV and movies for different scenes.
The result was a valuable
dance/drama that crossed curriculum areas and was enjoyed by the children
involved.
Key Learning Outcomes:
SOSE: Time
Continuity and Change
(Interpretations and Perspectives)
1.2, 3.2, 1.3, 3.3, 4.3
(Care of Places) 2.6
THE ARTS Creating,
Making and Presenting 1.1, 2.1, 3.1, 1.2, 2.2, 3.2, 1.3,
2.3, 3.3, 1.6, 2.6, 3.6, 1.7, 2.7, 3.7, 1.8, 2.8,
3.8, 1.21, 1.22
HEALTH AND PHYSICAL EDUCATION
Human Relations 1.13, 2.13
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Outcomes |
menu background arts science sose outcomes|
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Early childhood children studied the homes of bandicoots and other native animals as well as the signs animals leave behind , such as footprints and droppings.
Using reference material and field excursions near the school, the children were encouraged to identify and draw or paint an animal and its home. These were compiled in a class book. A separate focus was a bandicoot homes book. Children were also encouraged to use a range of media to make models of animal homes.
Field work also involved
looking for the signs left behind by different animals. Children
discussed and had reference to simple pictorial information which they
then used to help identify scats and footprints in the school grounds and
in the coastal reserve nearby. Data was collected and comparisons made
between different studied areas.
Key Learning Outcomes:
ENGLISH Writing(Texts)
1.9, 2.9, 3.9
(Linguistic Features) 1.11,
2.11
(Strategies) 1.12, 2.12a,
2.12b
MATHEMATICS Chance
and Data (Collecting Data) 1.24, 2.24
(Organising Data) 1.25, 2.25
(Displaying Data) 1.26/1.27,
2.26
(Interpreting Data) 2.27
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Outcomes |
