assessment 1 - communication unit of work final 3, year 5 unit duration: ... hsie cus3.3 describes...

S00046258/Kate Horder

S00049752/Lew Howard

S00049249/ Gemma Neal

PDHPE

INTERPERSONAL RELATIONSHIPS

COMMUNICATION

STAGE 3




Rationale

Personal Development, Health and Physical Education is a key learning area within the NSW School Curriculum. It encourages

valuing of self and others, while promoting physical activity in order to recognise physical, social and emotional growth. Within

PDHPE, students will explore and learn about interpersonal relationships, with a focus on communicative skills. As well as

understanding the importance of interpersonal relationships, students will learn and arrive at an understanding of how personal

development, health and physical education is vital to their general well being.

Whilst encouraging physical activity and a general understanding of the importance of health, PDHPE promotes self esteem within

each individual in and out of the classroom. As well as physical skills that students will learn in PDHPE, students will also learn core

skills such as communicating, interacting, moving, decision making and solving problems. These skills encourage a student centred

learning approach providing opportunities for students to practice them effectively. Students will also develop an appreciation and

commitment to healthy and socially just ways of living through values and attitudes reflected in PDHPE.

One of the key content strands in the syllabus is interpersonal relationships with subject matters of relationships, communication,

families, peers and groups. We have decided to focus on communication. Students are able to explore how communication is used to

express feelings, empathy and assertiveness whilst also looking at communication barriers such as body language. This subject

matter also allows for students to gain an understanding of the relationship between communication and conflict as well as

negotiation and also recognising and accepting different viewpoints.

While this content strand of interpersonal relationships is applicable to all years from Kindergarten to Year 6, we have decided to

focus on Stage 3, in particular Year 5. We feel that this is appropriate as they are willingly able to participate in class activities, in




groups and work independently. We have included activities that involve a range of skills and integration from the other key learning

areas that will stimulate interest and enhance participation from each student.

As part of our six consecutive lessons we have chosen activities that are enjoyable, maintain interest and involve participation from

each student whilst learning the importance of communication in daily lives. Such activities include group work, role plays,

discussions and critical analysis; all of which involve higher order thinking and multiple intelligences.

Each lesson incorporates some of the five core skills in the PDHPE syllabus. This ensures that students understand the importance

of interaction, problem solving, decision making and of course communication. Interaction can be seen through the use of group or

team work. In interacting students are communicating with one another which sometimes involves the subconscious skill of decision

making. For example, when exploring effective communication students are communicating as well as making decisions. When looking

at conflict resolution students will be problem solving as well as decision making and again communicating in forming conclusions.

Communication being a key element of interpersonal relationships forms part of all of our lessons.

Each lesson involves the integration of other KLAs so that concepts and ideas learnt in other areas can be reinforced in a fun and

enjoyable way. Our incorporation of other KLAs has been colour coded to ensure easy reading and identification. These are as

follows: PDHPE = Blue, English = Pink, Creative Arts = Purple, HSIE = Orange.

These lessons will provide a basis for students in their development of their own communication. The aim is to develop these

fundamental skills, promote higher order thinking and ensure that PDHPE is fun and enjoyable.




Let’s Communicate Stage: 3, Year 5 Unit Duration: 6 Lessons Weeks 1 2 3 4 5 6 Term 2

Foundation Statement Link • Students value the importance of communication and they practise positive ways to deal with conflict.

• They take responsibility for personal decisions, recognising the effects that decisions have on self and others.

Outcomes Integration with Other KLAs

PDHPE Knowledge & Understanding IRS3.11 Describes roles & responsibilities in developing &

maintaining positive relationships

Skills INS3.3 Acts in ways that enhance the contribution of self &

others in a range of cooperative situations

DMS3.2 Makes informed decisions and accepts responsibility for

consequences

COS3.1 Communicates confidently in a variety of situations

PSS3.5 Suggests, considers and selects appropriate alternatives

when resolving problems

GSS3.8 Applies movement skills in games and sports that

require communication, cooperation, decision making and

observation of rules

Values & Attitudes V2 Respects the right of others to hold different values &

attitudes from their own

V3 Enjoys a sense of belonging

ENGLISH Talking and Listening TS3.1 Communicates effectively for a range of purposes and

with a variety of audiences to express well- developed, well

organised ideas, dealing with more challenging topics

TS3.2 Interacts productively and with autonomy in pairs and

groups of various sizes and composition, uses effective oral

presentation skills and strategies and listens attentively

Writing WS3.9 Produces a wide range of well-structured and well-

presented literary and factual texts for a wide variety of

purposes and audiences using increasingly challenging topics,

ideas, issues and written language features.

CREATIVE ARTS Drama DRAS3.3 Devises, acts and rehearses drama for performance

to an audience

HSIE CUS3.3 Describes different cultural influences and their

contribution to Australian identities

Focus Questions Contributing Questions / Lesson Overview

• What factors influence my ability to express and articulate

feelings, empathy and assertiveness?

• How are effective listening skills displayed and what barriers

can impact on this?

1. How can I use communication?

2. How can I communicate effectively?

3. What factors influence communication?

4. How can I tackle conflict?




• How does communication play a role in conflict resolution and

negotiation?

• What are the ways in which we can accept the viewpoints of

others?

5. Negotiating in a conflict situation

6. Recognising and accepting different viewpoints

Subject Matter Unit Evaluation Interpersonal Relationships Communication

• Appropriate expression of feelings

• Assertiveness

• ‘I’ messages

• Listening skills

• Barriers to communication

• Conflict resolution/negotiation

• Supporting others

• Recognising and articulating feelings

• Sample teacher and student unit evaluations (Appendix 1&2).

• Were students actively engaged in learning experiences?

• Were learning experiences appropriate for the stage of

learner?

• Were there adequate resources available to students?

• Did the learning experiences closely link to the stated

outcomes?

• Were the picture books appropriate for this Stage of

learner?

• Did the student assessment tasks cater for varying student

learning styles?

• Did the students achieve the stated outcomes?

• Did the lessons allow for and promote higher order thinking?

Risk Analysis Students with Special Needs • Teacher to set boundaries and to make the expectations of

behaviour clear during the activities in this unit. The safe

sharing of equipment is to be exhibited.

• Teacher to identify further foreseeable hazards, risks or

safety issues.

• Teacher to assess risks and eliminate/set control methods.

Students requiring specific focus with the task will be directed

as necessary. The lessons in this unit afford the opportunity for

each class member to be involved at varying degrees.

Student Assessment Resources • Assessment strategies are included in each session.

• A portfolio task for this unit is in Lesson 2.

• Students will be observed during group work and classroom

activities, with a focus on their responses.

• The class will be observed for overall communication change.

• NSW Board of Studies (1999). Personal Development,

Health and Physical Education K–6 Syllabus and Modules




Lesson 1: How can I use Communication? Duration: 1 hour

Outcomes and Indicators IRS3.11 Describes roles & responsibilities in developing & maintaining

positive relationships

• describes the factors that can influence communication e.g. listening, expression, feelings, body language etc


• Articulates positive comments to compliment peers • Recognises & articulates feelings • Uses reflective listening INS3.3 Acts in ways that enhance the contribution of self & others in

a range of cooperative situations

• Engages in class discussion • Demonstrates actions that support the rights and feelings of

others eg consideration of different points of view V3 Enjoys a sense of belonging

• Values positive relationships

TS3.1 Communicates effectively for a range of purposes and with a

variety of audiences to express well- developed, well organised ideas,

dealing with more challenging topics

• listens, observes and orally gives detailed recount of class group discussion

• Gives considered reasons for opinions and listens to those of others

WS3.9 Produces a wide range of well-structured and well-presented

literary and factual texts for a wide variety of purposes and audiences

using increasingly challenging topics, ideas, issues and written language

features.

• Writes paragraphs that contain a main idea and elaboration of the main idea

• Writes personal responses to subject area

Lesson Sequence and Organisation • Organise students into two groups and sit them in an inner circle and an outer circle.

• The inner circle is the discussion group. The outer circle is the observing group.

• The inner discussion group is given a topic “Is the recycling system in our school effective?” They discuss the topic among

themselves (5 mins).

• The outer group observes the discussion and communication skills used by the inner group.

• At the conclusion of the discussion the outer group comments and reflects on:

• What feelings were expressed? • What opinions were expressed? • Were any feelings expressed in a non verbal way? • How did people respond to the feelings and opinions of others? • Did all students participate in the discussion? • Were some students more spoken than others?




• How did students communicate their ideas? • Discussion points to be written on board and

• Swap the inner and outer groups so that each student has a turn at being a discusser and an observer. Start the discussion

again.

• Use the reflection questions and note any changes in discussion eg expression, body language, responses to different opinions,

participation.

• Changes in communication to be written on board.

• Teacher led discussion on how we use communication.

• Students to record a reflection in their health books on the communication displayed in the classroom and how it can be used.

• Reflection: Whole class discussion on how communication could be improved in future group/class discussions. Pose the question

“Do you think our discussions would have been different if they were carried out in a different environment eg the playground?” Higher Order Thinking Skills Assessment

• Knowing – As a class discuss how communication can be used

in a discussion and how it effects the discussion

• Understanding – orally presenting and discussing the communication used during the group discussion

• Evaluating – Discuss the effectiveness of the group communication

Multiple Intelligences include: verbal; interpersonal and intrapersonal skills

Student responses to reflection questions.

Resources Evaluation

• Floor space of classroom

• Whiteboard

• PDHPE workbooks

• Were students actively involved in lesson?

• Did the question stimulate discussion?

• Are students more aware of how communication can be used

and how it affects the process of a discussion?




Lesson 2: How Can I Communicate Effectively? Duration: 1 hour



• describes the factors that can influence communication e.g. listening, expression, feelings, body language etc.

• Analyses the effect of words and actions on the feelings of others eg body language, active listening

INS3.3 Acts in ways that enhance the contribution of self & others in

a range of cooperative situations

• Demonstrates actions that support the feelings of others eg consideration, encouragement

• Expresses and acts appropriately on concern for others COS3.1 Communicates confidently in a variety of situations

• Articulates positive comments to compliment peers • Recognises & articulates feelings • Uses reflective listening V3 Enjoys a sense of belonging

• Values the need to work cooperatively • Values positive relationships

DRAS3.3 Devises, acts and rehearses drama for performance to an

audience

• Performs a drama to convey communication and to show what factors influence it.




• listens, observes and orally gives detailed recount of class group discussion

• Gives considered reasons for opinions and listens to those of others




features.

• Writes a comic strip that contains the main idea

Lesson Sequence and Organisation • In groups of 4, students complete the Effective Communication Activity (Appendix 3). • As a result students to discuss and list factors that influence communication (interpretation, judging, bringing up your own

feelings, friendships, changing the subject/facts)

• In the groups of 4, students create word walls of effective communication to be displayed in classroom.

• Students to use magazines in classroom to analyse pictures of communication/expression (eg facial, body communication)

• Students to paste them in their workbooks labelling the pictures.

• Students to create a comic strip demonstrating effective communication

• Comic strips to be presented to class




Higher Order Thinking Skills Assessment • Knowing – Select pictures that demonstrate types of

communication

• Understanding – Role plays of how communication is influenced and discussion

• Analyse – Pictures of communication/expression • Creating – A comic strip demonstrating effective

communication

Multiple Intelligences include: verbal; visual; interpersonal and intrapersonal skills

Students to view a television program, approved by their

guardian, and prepare an information report on communication.

• What type of communication was used?

• Was it effective?

• What was not effective?

• How could communication be improved?


• Effective Communication Activity Sheet • Whiteboard

• Butchers paper for word wall displays

• Magazines

• PDHPE Workbooks



• Did the Effective Communication Activity help in understanding effective communication?




Lesson 3: What factors influence communication? Duration: 1 hour



• Describes the factors that can influence communication e.g. listening, expression, feelings, body language etc.

•


• Recognises & articulates feelings V2 Respects the right of others to hold different values & attitudes

from their own

• Shows sensitivity to the needs, rights, feelings of others • Shows concern for the welfare of others




• Attempts to use new strategies to communicate more effectively • Listens to and gives detailed descriptions of another person TS3.2 Interacts productively and with autonomy in pairs and groups of

various sizes and composition, uses effective oral presentation skills

and strategies and listens attentively

• Listens to oral presentation and summarises main points • Uses gesture, posture, facial expression, tone of voice, pace of

speaking to engage the interest of an audience Speaks with clarity and uses appropriate intonation, volume and pauses when presenting

Lesson Sequence and Organisation

• Class discussion: On board/butcher paper create a checklist- “A good listener…” (ie, eye contact, body facing others, facial

expression, gestures)

• Class discussion: On board/butcher paper create a checklist- “A good talker…” (ie, clear voice, posture)

• Small group: In groups of 3-4 list barriers to communication (interrupting, criticising, body language, changing the subject, joking, laughing, bringing up own experiences). Discuss as a class and assign each group 1 barrier. Each group implements their

barrier whilst talking about a chosen topic. Students then discuss how it made them feel.

• Pair conversation: In pairs, student A (the talker) talks for 2-3 min about a topic of their choice (ie. favourite pet, person, place, food, object). Student B (the listener) then introduces their partner to another student B and tells the pair about their

partner. Whilst student B is talking both student A’s are ticking off the attributes that their partner is using from the

checklist. Students change roles.

• Reflection: In group workbook, students answer the question: “What factors influence communication?” (Students prompted to

use information covered during lesson)




Higher Order Thinking Skills Assessment • Knowing - Write a list of qualities that a good listener and

good talker show

• Applying - Using knowledge of qualities of good listener and good talker apply these when communicating with others

• Evaluating - Discuss the effectiveness of the qualities shown of a good listener and good talker

Multiple Intelligences include: verbal; visual; kinaesthetic and interpersonal skills

Group workbook


• Butcher paper/whiteboard

• Floor space

• Checklists: “A GOOD listener…” and “A GOOD talker…”

(Appendix 4)

• PDHPE workbooks



• Did the checklist help students to try different strategies to

communicate more effectively?




Lesson 4: How can I tackle conflict? Duration: 1 hour






features.

• Writes paragraphs that contain a main idea and elaboration of the main idea

• Writes personal responses to subject area TS3.1 Communicates effectively for a range of purposes and with a



• Explores ideas in a group set up teacher or peer • Engages in more than one point of view about events and people • Gives considered reasons for opinions and listens to those of

others

TS3.2 Interacts productively and with autonomy in pairs and groups of

various sizes and composition, uses effective oral presentation skills

and strategies and listens attentively

• Engages in informal and more formal conversation with a wide range of people

• Makes a decision to work constructively with a peer to solve a problem

• Uses group interaction strategies to work collaboratively • Uses a range of strategies to participate cooperatively in small-

group discussions • Speaks with clarity and uses appropriate intonation, volume and

pauses when presenting

Lesson Sequence and Organisation • Class discussion: What is conflict? (to disagree or clash or to fight. Conflicts are a normal part of life and can be managed in a

positive or negative way. They provide us with an opportunity to learn and to grow and develop)

• Individual: Create a list of conflicts in your life and in the world. (ie, sibling rivalry, war, parents always working, ) • Class discussion: Students share a conflict in their life/the world. What causes conflict? (ie, different opinions, jealousy).

• In pairs: Either use conflicts that students have brought up or use the following to discuss possible solutions. Students set out in the form of brainstorm. Discuss as a whole class afterwards.

• An older student is bullying and teasing you in the playground at lunch

• Your brother/sister says that it is their turn to choose the next X-Box game

• A friend is having a party but you are not invited

• An older student is putting pressure on you to steal a classmates new set of textas

• You are going swimming at the beach with your friends. Your mum says that you should swim in between flags but your

friends say that it is safe to swim anywhere.




• Reflection: In group workbook, students write 2-3 sentences about: “What is conflict?, “I try to fix a conflict situation by…”

(Students prompted to use information covered during lesson)

Higher Order Thinking Skills Assessment

• Knowing - As a class discuss what conflict is • Understanding - Identify some conflicts in our lives • Applying/Evaluating - In pairs come up with possible

solutions to a conflict

Multiple Intelligences include: verbal; interpersonal and intrapersonal skills

• Student responses to solutions

• Reflection response



• PDHPE workbook



• Were students able to come up with realistic and appropriate

solutions to conflict?




Lesson 5: Negotiating in a conflict situation Duration: 1 hour

Outcomes and Indicators IRS3.11 Describes roles & responsibilities in developing &

maintaining positive relationships • Demonstrates effective ways of resolving conflict

INS3.3 Acts in ways that enhance the contribution of self &

others in a range of cooperative situations • Use strategies to resolve conflict e.g. negotiation


when resolving problems • Selects the most appropriate solution to a given problem. • Reflects on the outcomes of the chosen solution

V2 Respects the right of others to hold different values &

attitudes from their own • Appreciates the similarities and differences between themselves

and others

TS3.1 Communicates effectively for a range of purposes and


organised ideas, dealing with more challenging topics • Listens to a variety of scenarios and joins in on class discussion • Gives considered reasons for opinions and listens to those of

others

DRAS3.3 Devises, acts and rehearses drama for performance to

an audience • Devises role plays in order to retell a story

Lesson Sequence and Organisation • Review work that had been completed on conflict in the previous lesson.

• Discuss the outcomes that can result from having a conflict. E.g. win/win, lose/lose and win lose. Ask students which

outcomes they think we should strive for, and if it is possible to have win/win all of the time?

• Give the class some scenarios and have them decide which outcome e.g. win/lose, results for the different characters.

• Divide class into groups of 3 and have them write a story which includes a conflict.

• Have them role play these to the class.

• Give each group a different group’s scenario and have them negotiate the conflict. Encourage students to aim for a win/win

solution but emphasise that it might not always be achievable.

• Students role play their responses to their conflict scenarios.

• Discuss with the class the student’s responses to the conflict situation and decide which outcome the group aimed for.




Higher Order Thinking Skills Assessment • Knowledge – Determine the outcomes that can result in

having a conflict

• Applying – Using knowledge of conflict outcomes, create a role play with a reasonable conclusion

• Analysing – Discuss students role plays and the outcomes in which eventuated

Multiple Intelligences include: verbal; kinaesthetic and interpersonal skills

• Teacher evaluates student’s second role play. Decides

whether or not they achieved their intended outcome.

Resources Evaluation • Floor space of classroom

• Whiteboard

• PDHPE workbooks


• Did the questions and activities stimulate learning?

• Did the students understand the different possible

outcomes of conflict?




Lesson 6: Recognising and accepting different viewpoints Duration: 1 hour

Outcomes and Indicators IRS3.11 Describes roles & responsibilities in developing &

maintaining positive relationships • Demonstrates effective ways of resolving conflict • Models behaviour that reflects sensitivity to the needs, rights,

feelings of others

INS3.3 Acts in ways that enhance the contribution of self &

others in a range of cooperative situations • Uses ‘I messages’ to help resolve conflict


when resolving problems • Selects the most appropriate solution to a given problem • Reflects on the outcomes of the chosen solution

GSS3.8 Applies movement skills in games and sports that

require communication, cooperation, decision making and

observation of rules • Participates in games requiring movement and decision making

V2 Respects the right of others to hold different values &

attitudes from their own • Understands that other peoples values and culture can affect their

viewpoints • Displays a willingness to accept other peoples viewpoints

TS3.1 Communicates effectively for a range of purposes and


organised ideas, dealing with more challenging topics • Gives considered reasons for opinions and listens to those of

others • Engages in discussions involving more than one point of view about

characters and events

DRAS3.3 Devises, acts and rehearses drama for performance to

an audience • Devises role plays in order to retell a story

CUS3.3 Describes different cultural influences and their

contribution to Australian identities • Identifies some contemporary tensions that occur in a culturally

diverse society • Examines the different viewpoints people might have according to

their culture and background

Lesson Sequence and Organisation

• Take students outside and have them line up in one line.

• Set out witch’s hats as shown in Appendix 5.

• Explain the activity to the students. One side of the witch’s hats is agree and the other side of the witch’s hats is disagree. The teacher will read out different statements and students need to decide whether or not they agree or disagree with the

statement. Students run to the appropriate side then back into the centre. Emphasise that people will have different opinions

on things and that it is a personal choice on whether or not you agree or disagree. Examples of statements include:




o I like to go swimming

o I like to use the computer

o I feel like I am ready to begin high school

• Bring students back inside and pose the question “Did everybody agree on everything?”

• Explain that often conflicts arise due to people having different viewpoints. These viewpoints can arise from a number of

factors including family beliefs and culture and one way which helps us accept different viewpoints and helps others accept our

viewpoints is by using ‘I messages’.

• Explain what ‘I messages’ are and the benefits of using this approach. E.g. I messages are statements which begin with “I felt”

or “I feel” and contain acknowledgement of the other persons viewpoint. They are used in conflicts to avoid being accusatory.

• Highlight the difference between using ‘I messages’ and not using ‘I messages’. E.g. “I feel that what was said was really

hurtful” compared to “You were really mean with what you said!” Ask the class which one would help to resolve the conflict.

• Write a number of scenarios on the board and have students copy these down then reply to the conflict with an ‘I message’

which can be used by one of the characters.

• Have students form groups and role play one of the scenarios they have copied down. Have them respond to the scenario using

an ‘I message’ and discuss with the class whether or not this would have helped to resolve the conflict.

Higher Order Thinking Skills Assessment • Understanding – recognising different viewpoints • Applying – using role plays show the effective use of ‘I

messages’

• Evaluating – Discuss whether or not the ‘I message’ helped in resolving the conflict

Multiple Intelligences include: verbal, kinaesthetic and interpersonal skills

• Teacher assesses student participation in outside activity

• Students written responses incorporating ‘I messages’.



• Whiteboard

• PDHPE workbooks

• Witch’s Hats/outside area

• Were students actively involved in the lesson?

• Did the students gain knowledge of how and why we use ‘I

messages’?




Bibliography

Catholic Education Office: Diocese of Broken Bay. Personal Development and Health Education Resources. You, Me and Us: Stage 3.

NSW Board of Studies (1999). Personal Development, Health and Physical Education K–6 Syllabus and Modules. Sydney: NSW Board

of Studies.

NSW Board of Studies (1998). Human Society and its Environment K-6 Syllabus. Sydney: NSW Board of Studies.

NSW Board of Studies (1998). English K-6 Syllabus. Sydney: NSW Board of Studies.

NSW Board of Studies (2000). Creative Arts K-6 Syllabus. Sydney: NSW Board of Studies.

PDHPE Lecture Notes

Teachers Educational Software Publications (TESS) 2003 – 2007 <www.tess.com.au > Accessed 26 March 2008.




Appendix 1

Teacher Unit Evaluation

Unit: Let’s Communicate Year: 5

Sample Questions Strongly Agree

Agree Disagree Strongly Agree

Were all students actively

engaged in the learning

experiences?

Did students achieve the

stated outcomes?

Were the learning activities

appropriate to the stage of the

learner?

Was the unit long enough?

Did the home-school activity

meaningfully involve parents in

the learning?

Were you comfortable teaching

the unit?

Were the resources adequate

and accessible?

Did students enjoy the unit?

Did the learning experiences

cater for all students needs

and abilities?

Were the assessment tasks

fair and challenging?

Do you have any further ideas as to changes that may need to be made to this unit?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Teacher _______________________________________ Date ____________________




Appendix 2

Student Unit Evaluation Year 5

Student Name: ____________________________ Class: _____________

Unit / Topic: ______________________________

Think about the Personal Development & Health Education Unit you have just

finished and complete the sentences below.

1. I like the unit because ________________________________________

___________________________________________________________

___________________________________________________________

2. I learnt about ______________________________________________

___________________________________________________________

___________________________________________________________

3. I learnt to _________________________________________________

___________________________________________________________

___________________________________________________________

4. I value the need to ___________________________________________

___________________________________________________________

___________________________________________________________

5. I would like to learn more about _________________________________

___________________________________________________________

___________________________________________________________

6. I would like some more help with _________________________________

___________________________________________________________

___________________________________________________________

7. The things I would like to change about this unit are __________________

___________________________________________________________

___________________________________________________________




Appendix 3

In groups of four, students assume the roles of friend, friend, teacher and principal.

Group member 1 (friend) reads the following scenario: Imagine you are a witness to one of

your best friends stealing. You see your friend steal a football card from your another one

of your friends collections. The collection of cards was kept in your friend’s bag. During

lunch, you see your friend open up the school bag and take one of the cards that does not

belong to them. You look around and no one else is there. You are the only one to witness

this but you know that the card does not belong to this person. You also know that your

friend’s cards are labelled. Your friend puts the card in their pocket and quickly checks

that no one is looking. Your friend then walks back to the playground where you have been

playing, pretending that nothing has happened. After lunch your other friend notices the

missing card from their collection.

You now tell the details of this incident to your friend whose card was stolen (group

member 2). Ask them to remember these details & give evidence to the teacher.

Evidence is given to the teacher about the incident that has occurred. The teacher asks

the friend (group member 2) the following questions:

1. When did this happen?

2. Where were your football cards kept?

3. Is the card labelled?

4. Where were you during the incident?

5. How do you know about the incident?

6. Who took the card?

7. Did you actually see the card being taken?

The teacher discusses this with the principal to address the problem of bring football

cards into the school. The teacher must relay all this information regarding the incident to

the principal.

In the group of four, students discuss:

• Was the friend a good witness?

• Was the friend a good listener?

• Do you think that the friend communicated the facts of the incident effectively?

• What factors stopped the friend from reporting the facts of the incident correctly to

the teacher?

• Do you think the teacher relayed the information correctly to the principal?

• How could these factors be overcome?




Appendix 4

A GOOD listener…

� � � � � �

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

A GOOD talker…

� � � � � �

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________




Appendix 5

Teacher

# X #

X

# X #

X

# X #

X

# X #

X

# X #

X

# X #

X

# #

X : Students

# : Witch’s hats

assessment 1 - communication unit of work final 3, year 5 unit duration: ... hsie cus3.3 describes...

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