Doomadgee State School Planning Documents
Know, Do, Think Table
KLA
Learning Intention:
“We are learning to…”
Achievement Standard SC
Paste in the “A, B or C” level
from the C2C GTMJ
Recognises how
strengths and
achievements contribute
to identities.
Translates information
from the identity table
to create a picture book
about their own identity
and strengths and
achievements
Recognises differences
between their strengths
and achievements and
those of and their
friends.
Health C2C Unit Health
We are learning to recognise how our and our friend’s different strengths and achievements contribute to ours and others identities.
Learning Wall SC (student friendly)
“We know we’ve learned it when we
can…”
We know we’ve learnt it when
we can recognise how our
strengths and achievements
make up our identity and write
it in a table.
We know we have learnt this
when we can create a picture
book using the information on
the table.
We know we’ve learnt it when
we can recognise how our
friend’s strengths and
achievements make up their
identity and talk about how
they are different.
Year Level 2
Know
What the students need to know
about
- What are strengths?
- What are
Achievements?
- What is identity?
- Name.
- Age.
- Country lived in.
- People living with
you/long-distance
friend.
- Transport used
to get to school.
- Favourite subject/s
at school.
- Hobbies
- Chores at home.
- Special event looking
forward to celebrating
- How it is celebrated
- What are strengths?
- What are
Achievements?
- What is identity?
- Friends have different
strengths and
identity.
Teacher Kayleen and Elise
Do
What the students need to do, to
demonstrate this knowledge
- Record information about
themselves in identity
table.
- Translate information from
table to picture book.
- Write answer in picture
book.
- Read/listen to Story A day
in the life of Tanji’ and ‘,A
day in the life
of Monty’.
- Complete the identity table
on either Tanji or Monty.
- Compete the identity table
about the student.
- Circle Strengths and
Achievements in table.
- Write a sentence about
Think
Differentiation Overview (details
What do the students need to be
provided in learning sequence)
thinking
- What are my - Small group work.
strengths? - Model response.
- What are my - Use of IPad to record
achievements? information.
- How do these things - Sound Field Amplifier.
contribute to my - Visual cues.
identity?
- What is my Name? - Sentence Starter.
- What is my Age? - Visual cues / images.
- What Country do I - Letter examples.
Live in?
- ECT
- What are my friends
Strengths?
- What are my friend’s
achievements?
- How are they
different?
Describes how their We know we’ve learnt it when - What are strengths? - Explain in a sentence how - How am I different or
strengths and we can Describe how our - What are their identity is different similar to my friends
achievements are friend’s strengths and Achievements? from their friends. identity.
different from or similar achievements make up their - What is identity?
to others’ strengths and identity and talk about how - Friends have different
achievements. they are different. strengths and
identity.
- How is my friends
identity different from
mine.

Learning Sequence Term ? 2019

Teacher/s: Kayleen and Elise
Year Level: 2 Learning Area: Health Unit: 2 Unit Name: Our Culture
Assessment Type & Picture book
Description of Task
GTMJ LOA: A, B Learning intention: We are learning to recognise how our and our friend’s different strengths and achievements contribute to ours and others
or C identities.
Success Criteria: We know we are successful when we can: Pole: ie. Knowledge & Understanding.
c We know we’ve learnt it when we can recognise how our strengths and achievements make up our Knowledge & Understanding.
identity and write it in a table.
A We know we have learnt this when we can create a picture book using the information on the table. Knowledge & Understanding.
B We know we’ve learnt it when we can recognise how our friend’s strengths and achievements make up Knowledge & Understanding.
their identity and talk about how they are different.
Differentiation/Reasonable Educational
Week Topic Learning Activities
Adjustments
Introduction
- Create a concept map of the word identity/ discuss
What the word means.
Model
- Go through the PowerPoint what identity is, adapted
What is identity? from twinkle.
2 Shared
- Fill in identity table about students self.
- Identify Strengths and Achievements.
Guided
- Students work in pairs to fill continue to fill in their
identity table.
Independent

3 Similar but different
4 Writing about our Identity
What is identity?
5 Shared
- Complete the all about me worksheet.
Review
- Review the meaning of the word identity.
Review
- Review previous lesson and content.
Model
- Students read about a day in the life of Tanji and
Monty and complete a table about their identities.
Shared
- Continue to fill in the identity table
- Discuss similarities and difference between people
Guided
- They identify own and others’ strengths and
achievements
Independent
- Students write a sentences on how your strengths
and achievements are different from or similar to
that from Tanji or Monty.
Review
- Students read sentences to elbow partners.
Model
- Model page one of picture book( Answer Question
one)
- Using table which has already been filled out.
Shared / Guided
- Complete second page together.
Independent
- Allow students to complete the second page of the
assessment.
Review
- Review student’s knowledge and share the
information.
Introduction
- Create a concept map of the word identity.
Model
- Go through the PowerPoint what identity is.
- Fill in identity table
Guided
- Students work in pairs to fill in their identity table.
Identifying strengths and weakness.

6 Similar but different
7 Writing about our Identity
What is identity?
8 -
Independent
- Complete the all about me worksheet.
Review
Review the meaning of the word identity.
Review
- Review previous lesson and content.
Model
- Students read about a day in the life of Tanji and
Monty and complete a table about their identities.
Shared
- Continue to fill in the identity table
- Discuss similarities and difference between people
-
Guided
They identify own and others’ strengths and
achievements
Independent
- Students write a sentences on how your strengths
and achievements are different from or similar to
that from Tanji or Monty.
Review
Model
- Model page one of picture book( Answer Question
one)
- Using table which has already been filled out.
Shared / Guided
- Complete second page together.
Independent
- Allow students to complete the second page of the
assessment.
Review
Review student’s knowledge and share the information.
Introduction
- Create a concept map of the word identity.
Model
- Go through the PowerPoint what identity is.
Shared
Fill in identity table
Guided
- Students work in pairs to fill in their identity table.
Identifying strengths and weakness.
Independent

9 Similar but different
10 Writing about our Identity
- Complete the all about me worksheet.
Review
Review the meaning of the word identity.
Review
- Review previous lesson and content.
Model
- Students read about a day in the life of Tanji and
Monty and complete a table about their identities.
Shared
- Continue to fill in the identity table
- Discuss similarities and difference between people
Guided
- They identify own and others’ strengths and
achievements
Independent
- Students write a sentences on how your strengths
and achievements are different from or similar to
that from Tanji or Monty.
Review
Students read sentences to elbow partners.
Model
- Model page one of picture book( Answer Question
one)
- Using table which has already been filled out.
Shared / Guided
- Complete second page together.
Independent
- Allow students to complete the second page of the
assessment.
Review
Review student’s knowledge and share the information.