Productive Unit Overview
Pedagogy By Nerida Fraser
Alexander the duck is stuck. What can we do to help?
This is a stand alone unit, yet it fits neatly into the unit for the term that will follow;
Connected How do I share what I think, in which students will recognise a variety of
ness to the communication techniques including literacy, numeracy, visual arts, multimedia and
world computer based technologies and use these to share their thinking with others.
integration This unit is a Technology driven, problem solving unit with a literacy focus.
Engageme Students will engage in critical literacy skills using the focus text; Alexanders’
nt Outing by Pamela Allen.
The unit will provide opportunities for the children to be “Working Technologically”
using problem solving strategies and recognising that; problems are usually
solvable, there is often more than one way to solve a problem, and the role of
inventors and inventions in using problem solving to meet a recognised need.
As students explore the text, Alexanders Outing, through the planned activities,
they will learn to recognise the conventions used to write letters and stories and
ways to present and communicate information. This will lead to developing oral
skills to present information confidently and sequentially and respond to questions
Exploring the text will provide opportunities for the students to be drawn into the
social and cultural aspects of literacy as they link the feelings, emotions and plight
of the characters in the story to their own feelings and those of other real life people
Students are to design and produce an idea/tool to retrieve a duck from a deep
hole in the “ground”. The duck is a character from a story. There will be a model of
the duck (toy) stuck deep down in the hole set up in the classroom for students to
trial their tools/ideas.
N.B. This class has been formed out of a recognised need by all relevant
stakeholders. The students were enrolled for year one at the start of the year,
however it was soon evident that a number of the students would benefit form a
“transition” year before entering year one.
There are ten boys and nine girls. The students are diverse in their skills, abilities,
behavioural needs, social skills etc.
Because of the unique nature of the class the outcomes have been written
specifically for this cohort by the class teacher. The students have already
demonstrated the outcomes for the pre-school year, yet are considered not yet ready
to work towards the outcomes for level 1.
Transition outcomes relevant to this unit. LMQ 2 Level 1 QSA Syllabus outcomes-future
Investigating and understanding environments.
T1: Makes plans and chooses materials and actions to Technology:
carry out ideas. Technology Practice
T4: Uses a range of thinking and planning strategies as TP1.1 Students gather knowledge, ideas
a means to solve problems, consider relationships and and data from familiar environments and
cause and effect. consider how they will use this information
T6: Conducts simple investigations and experiments to to meet design challenges.
test ideas and study cause and effect, making TP 1.2 Students generate design ideas
predictions and observations and recording information. and communicate these through
Thinking : Investigating (Sub strand) experimentation, play and pictures.
T12: Represents and records information using personal TP 1.3 Students make products that are
recording systems and developing awareness of formal meaningful to them and describe their
recording systems. production procedures.
Thinking: Environments (Sub strand) TP 1.4 Students express thoughts and
T13: Identifies familiar products and processes used in opinions to evaluate their own and others’
everyday life and demonstrates understanding of these design ideas and products.
by their use in classroom activities.
T14: Create and design objects for use in projects.
L1: Recognises the conventions used to write letters, Operational
directions and stories and ways to present information OP 1.1: S/L Students show an awareness
including text, labelled diagrams and drawings. of the stages of simple texts when
Communication speaking and listening; make meaning
C3: Communicates ideas through and responds to a from statements and questions by drawing
variety of medium including speech, drawing and on word order patterns of simple
construction. sentences, intonation and volume; use
Communication/Speaking (Sub strand) facial expressions, appropriate volume,
C4: Speaks clearly and articulately and can be intonation and sound effects.
understood. OP 1.3: W/S Students show awareness of
C7: Asks and responds to how, what, when and why some of the stages of generic structure,
questions. write simple sentences using capital
C8: Uses vocabulary to label, describe, classify, explain, letters, full stops and question marks, use
report, recount and compare. visual resources that convey information,
C9: Sequences and connects information and ideas with and letter sound relationships and letter
comprehension. patterns to spell frequently used words
C10: Develops oral skills to present information and attempt unknown words.
confidently and sequentially. Critical
Communication/Symbol systems (Sub strand) CR 1.3 W/S Students identify which visual
C14: Uses knowledge of symbols to model “personal resources they have chosen to represent
writing” demonstrating awareness of writing conventions people, places, events and/or things in
left to right and top to bottom in simple texts. particular ways, in their personal recounts
Sense of self and others and observation/comments.
S4 Demonstrates pride in own achievements and Cultural
develops skills of critical reflection and evaluation in CU 1.2: R/V Students identify the text type
relation to won performance and to provide feedback for and topic, and make connections between
others. the information conveyed by the written
and visual resources and their own
experiences, when reading and /or
viewing simple, predictable narratives,
personal recounts, rhymed verse,
instructions, factual and transactional
Creating and Designing VA 1.2 Students visually represent and
Art (Sub strand) explain
CD1: Experiment with drawing tools to represent and their experiences, feelings, ideas and
share ideas. observations through making images and
Also links to Technology:
MAT 1.1 Students identify characteristics
MAT 1.2 Students explore equipment and
techniques when joining and combining
materials for meaningful purposes
High order o Inventions are responses to a problem.
thinking o They are usually designed to meet a need.
o All problems have the potential to be solved, there is usually more than one way
Deep to solve a problem and there is often more than one solution to a problem.
understanding o We need to listen to the ideas of others and accept that others have different
o We need to use our thinking skills to solve problems.
Significant questions to be answered
What is a problem?
What steps should I follow to solve the problem?
Problem based How can I represent and communicate my ideas/designs to others.
curriculum How do I take my idea/design from written form in 2D to producing it in 3D.
How do test and evaluate my ideas/designs?
Declarative Knowledges – as a result Procedural Knowledges – as a result of
LMQ: 2 of this unit, students will know or this unit students will be able to produce
understand that… …….
Inventions are responses to a problem. An idea/tool to get Alexander the Duck out
Acquire and of the hole.
Integrate Inventions are usually designed to
Knowledge meet a need. A design plan for the idea/tool.
All problems have the potential to be An oral presentation of their plan and
solved, there is usually more than one tool/idea.
way to solve a problem and there is
often more than one solution to a
problem. How to apply the conventions of writing a
We need to listen to the ideas of others
and accept that others have different
We need to use our thinking skills to
It is necessary to make plans and
choose appropriate materials and
actions when carrying out ideas.
Using Problem solving steps is an
effective problem solving strategy
Communicating ideas can be done
through a variety of media and it needs
to be made clear to others.
Sometimes ideas might not work and
need to try another way to solve a
The design process of ideate,
investigate, produce and evaluate.
Conventions apply when writing books
What strategies will be used to help What will be done to help students
students construct meaning for, construct models for, shape, and
organise, and/or store this internalise the knowledge?
knowledge? Participating in activities
Construct Participating in inductive reasoning
Story – character using thinking process.-graphic organiser.
skills to solve problems. Going through problem solving
Think Box activity steps.-Design plan
Story- Alexanders’ Outing Participating in technology design
Inductive reasoning process.- process. -Design plan.
looking at problems from all Presenting, explaining and justifying
Technology design process – Evaluating design. Self evaluation
thinking skills, making plans, checklist.
choosing actions. Copying the letter using
Looking at books and letters to recognised/modelled format.
discuss their attributes.