[T4R] A Family is a Family is a Family: L4 Connecting to a Similar Text

• creating arts works in a range of forms to communicate ideas from lived personal or social experiences; for example, creating a dance or scenes showing favourite activities such as games; using digital devices to record their peers playing a game and creating a voice-over that describes what’s happening; composing a song or chant about a favourite food or activity; drawing a home scene of people and animals
• creating works in response to inspiration from sources such as play, imagination, observation, literature, artworks from their cultures and communities or arts knowledge and skill development activities
• extending and varying known songs, chants or rhymes; for example, changing words, interpreting without using voice, adding movements/actions or improvising rhythm patterns as accompaniment
• manipulating objects, puppets, 2D images and/or available technologies to create or retell stories
• devising a chant/rap that a character from an animated series, a text or a fictional hero could use to communicate a health or sustainability message or to learn the steps in a process; recording the chant/rap using an available digital device and sharing live or via a school-managed space such as a learning management system
• repurposing materials and objects such as clothing or packing boxes as starting points for imagining and developing scenes and scenarios; for example, using packing boxes to create an imagined environment or vehicle
• considering as a class the characters and situations associated with a story and then re-imagining them by asking questions of the story, such as “What’s up?”, “What happens next?” or “What else might/could happen?” to support the development of their own socio-dramatic or miniature worlds play

• recognising symbols in everyday environments and discussing why they are used; for example, exit signs, school crossing signs, emblems or badges on school uniforms
• recognising symbols in everyday environments and discussing why they are used; for example, exit signs, school crossing signs, emblems or badges on school uniforms
• grouping texts according to topic; for example, grouping a set of texts, which may include informative and imaginative texts, about farm animals

• sharing aspects of events special to past generations of their family from provided stories and discussing why those events and places are special
• identifying a place in their local area that they like, and talking about why they like it and how they could care for it

• creating a display about a special place or family event using photographs, artefacts and/or drawings
• using terms about time when talking about their experiences; for example, “then”, “now”, “yesterday”, “today”, “tomorrow”
• using appropriate terms to describe the direction and location of a place such as “near and far”, “above and below”, “beside and opposite”