Collection of Teaching Resources K-6
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Rescooped by Dean Dray from New Web 2.0 tools for education!

Free Primary school teaching resources - KS1 - KS2 - foundation phase - role play - literacy - mathematics - science - Geography - design and technology - history - religious education - Bee Bots etc

Free Primary school teaching resources - KS1 - KS2 - foundation phase - role play - literacy - mathematics - science - Geography - design and technology - history - religious education - Bee Bots etc | Collection of Teaching Resources K-6 |
Primary treasure chest offers display ideas, downloadable primary teaching resources, early years teaching, Life Cycle Resources, resources, teaching aids, cooking activities, books, welsh language, role play resources, certificates and rewards,...

Via Kathleen Cercone
netquester's curator insight, July 10, 2014 4:23 AM

For KS2 - Good for times tables booklets and is play work in maths

super EYFS and KS1 material

Rescooped by Dean Dray from HSIE K-6!

GEP Primary resources for learning and teaching

GEP Primary resources for learning and teaching | Collection of Teaching Resources K-6 |
Engaging resources for the primary classroom to enrich learning and teaching with a global perspective.

Via Catherine Smyth
Catherine Smyth's curator insight, June 2, 2014 10:32 PM

This Scoop.It site, curated by Global Education Project Victoria, is a collection of suitable resources with a global perspective for the primary classroom.


Rescooped by Dean Dray from CCES1 • Changes in Their Lives, Both Past and Present.!

Window written by Jeannie Baker

Window written by Jeannie Baker | Collection of Teaching Resources K-6 |

Via J
Dean Dray's insight:

A resource that can be used in the classroom HSIE

J's curator insight, April 7, 2014 10:18 AM

The Window by Jeannie Baker is a fantastic picture book that highlights environmental and structural changes over a period of time. It is a perfect teacher resource for Early Stage 1 classes as it visually explores the idea of change from the past to the present. There are a variety of lessons and activities that can be based around this book – all of which are appropriate for EAL/D students be able to participate and create a deeper understanding of the message of the book.


Lesson Idea! ~  'Look out the Window'

Link with other KLAs: English and Creative Arts (Visual Arts)


Resources/Materials Needed:

* Window by Jeannie Baker

* A3 paper – one for each student

* Coloured paper

* Crayons/oil pastelsPaint



* Read Window by Jeannie Baker to the class on carpet.

* Ask students a series of questions to describe, compare and contrast.

-        “What was happening as we kept going through the book?”

-        “What was changing?”

-        “What stayed the same?”/”What was different?”

-        “What is outside your window?”

NB: Prepare visuals and corresponding words for brainstorming and place on the board as each suggestion is made.

--> eg. pictures of trees, houses, schools, shopping centres, roads, dogs, birds,…etc

--> eg. printed words such as parks, houses, buildings, roads, animals…etc

* Students back at desks.

* Each student is given one A3 piece of paper with a window frame (with 2 panels) template already drawn/printed on it.

* Prepare a Google map image screenshot of your local area and display it on the IWB.

* Students recreate the Google map image in the left panel (showing the past) with a variety of materials (paper collage, oil pastels, finger painting).

* Students now think about what is outside their own window or the window at school and create that image in the right panel (showing the present).

* Once finished, display around the classroom and reflect on the aspects and techniques the students’ used to create similarities and differences between the two times.

Rescooped by Dean Dray from Environments: everyday words for location, position and direction, eg left, right, mountain, city.!

MATH Lesson Plan

MATH Lesson Plan | Collection of Teaching Resources K-6 |
Children will go on a Shape Hunt around the classroom to identify and recognize the various shapes in a book.

Via Alyssa Sadowskyj
Dean Dray's insight:

Great resource created by a friend from Uni

Alyssa Sadowskyj's curator insight, April 6, 2014 8:49 AM

“Rosie’s Walk” is simple story of Rosie the hen, who decides to leave the chicken coop and sets out for a walk across the farm.  Right behind Rosie, a slyly fox is trying to catch her.  Rosie's walk is uneventful and eventually leads her back across the farm to the chicken coop.  She is unaware of the fox's efforts as he tries - unsuccessfully - to navigate through the obstacle course that Rosie has led him (Hutchins, 1968).  After reading Rosie’s Walk, a focus question could be “How can we map Rosie’s walk around the farm?” developed from the subject matter “everyday words to describe the location, position and direction” (BOS, 2006, p. 49). 

The following digital website: provides teachers with activities to help students answer the above focus question.  All the activities are built around encouraging the development of positional vocabulary including:  “In front of – located before or ahead of; Next to - beside, along; Behind – at the back of; Under – on a lower level than; Above – physically over, on top of; On - positioned at the upper surface of, touching from above; Near – close to; Far – distance in space or time; Inside – interior, in something” (M.A.T.H, 2011). 

A formative assessment that gauges whether students have understood positional language could consist of students drawing and annotating their own map of the farm.  On the IWB, the teacher creates a word bank with all the positional terminology needed.  Students imagine that they are Rosie on her walk and write a recount of the journey Rosie takes.  They should include words from the word bank.  The activity integrates across other KLA’s, such as English.  Students “EN1-2A:  plan, compose and review a small range of simple texts for a variety of purposes on familiar topics” (BOS, 2012, p. 55). 

A benefit of using formative assessment is that it allows for a “continuous monitoring of the teaching and learning process, which ensures effectiveness” (McInerney and McInerney, 2010, p. 360).  After collecting the students work, the teacher can assess:  How well the students are learning? What do they appear not to understand? and What have they achieved?  Another way the students’ learning goals can be measured is simply through teacher observation whilst the activity is in progress. 



BOS. (2006). Human Society and Its Environment K-6 Syllabus.  Retrieved 6 April, 2014 from


BOS. (2012). NSW Syllabus for the Australian Curriculum:  English K-10 Syllabus. Retrieved 6 April, 2014 from


Hutchins, P. (1968). Rosie’s walk.  New York : Macmillan. 

M.A.T.H. (2011). Take a Walk with Rosie. Retrieved 6 April, 2014 from


McInerney, D., & McInerney, V.  (2010). Educational Psychology: Constructing Learning. NSW: Pearsons Australia.

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Tale of two schools - Exploring similarities and difference at a School level

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Rescooped by Dean Dray from ESOL, TESOL, TESL, ESL!

Primary Literacy Teaching Resources and Printables - SparkleBox

Primary Literacy Teaching Resources and Printables - SparkleBox | Collection of Teaching Resources K-6 |
FREE printable Literacy resources for Primary school teachers.

Via Robin Yu, BilingualStudyGuides
Robin Yu's curator insight, March 6, 2013 11:38 AM

Primary materials for teaching English.


Rescooped by Dean Dray from Resources for primary Mathematics!

3D Nets

3D Nets | Collection of Teaching Resources K-6 |
3D printable nets for the 5 platonic solids: tetrahedron, cube, octahedron, dodecahedron, and icosahedron. Simply cut out and make a 3d shape. Fun with maths.

Via Kate Houston, MsPedagogicalProwess
Dean Dray's insight:

Mathematics in the Primary classroom

Kate Houston's curator insight, September 27, 2013 2:20 PM

From Stacy Stackhouse: Great manipulatives that you could use for all sorts of activities; not just in math....!

MsPedagogicalProwess's curator insight, April 13, 2014 12:16 AM

A fun site with a lot of great resources for teaching about 3D objects and 2D shapes.  The worksheets are able to download in PDF.  I love this polygon song, because it’s fun, interactive and engaging:

Rescooped by Dean Dray from Exploring the Cultural Cohesiveness of Australia (CUS3.3)!

Aboriginal Cultural Perspective

Aboriginal Cultural Perspective | Collection of Teaching Resources K-6 |
Dean Dray's curator insight, March 28, 2014 6:09 AM

This resource is recommended for a stage 3 classroom. Students will investigate the cultural diversity amongst the Australian Aboriginal culture of the Murray Darling region. However I believe for this activity to me more effective and meaningful for the students, it needs to be localized.


Classroom teachers can use this as a template and adapt it to the local Indigenous community, allowing students to investigate the varying cultural practices, languages groups and customs within small region. To supplement this activity students could observe a language map to view the differentiation within the Aboriginal culture.


To develop a greater understanding of the diversity within the Aboriginal culture students could be assessed through investigating the similarities and differences between two language groups. The teacher could scaffold the lesson through the use of a graphic organizer, for example a vein diagram. This allows students to organise information in a logical manner, furthermore this may assist in linking it to prior knowledge.  


This activity allows students to critically analyse the information and form connections between the two language groups. Therefore students are become facilitators of their own learning and are participating in an inquiring pedagogy of learning.  


Discovering HSIE. 2012. HSIE Pedagogy. [online] Available at: [Accessed: 28 Mar 2014].

Rescooped by Dean Dray from Continuing and changing roles, traditions, practices and customs in the local community!

Chinese New Year Video - Chinese New Year -

Chinese New Year Video - Chinese New Year - | Collection of Teaching Resources K-6 |

The 15-day long Chinese New Year celebration originated from an ancient Chinese legend of the monster Nian.

Via Joycelyn Lee
Dean Dray's insight:

HSIE resource created by a friend from Uni

Joycelyn Lee's curator insight, April 7, 2014 8:14 PM


This video is great for students in stage 2 and teachers, due to the simplicity in its information given throughout the video. This video gives viewers knowledge of the worldwide tradition and customs of the Chinese New Year, or known by other names such as ‘the Lunar New Year’ and ‘the Spring Festival’. This video shows us how Chinese people within China, celebrate this festive holiday. It shows what they do throughout the 15 day festival for example what symbols they believe in, what food they eat, what they do on particular days and how they celebrate with family. This resource can be looked at through global perspective because of the world-wide tradition brought from Chinese migrants moving to other countries.


Teaching Idea: Students are given four way table to which it would have 4 different countries that celebrate Chinese New Year. This activity looks to give students a chance to learn about the differences and similarities Chinese people, living all around the world, and other people who wan to be a part of Chinese New year make it happen. Students will be given a number from 1 to 4. The students that have number one will look at China and how Chinese celebrate this tradition, students receiving number 2 will get Australia and number 3 and 4 will get America and the UK. Students will research their given countries and take down notes, which would be scaffolded by the teacher, to find factual and relevant information. This activity can happen throughout the week and at the end of the week students are to break off to create a new group where they will be the expert and have to explain their country to other people who have other countries. Students then can fill out the rest of the table with information given to them by other students.


This activity allows for students to have a wider understanding because of the thinking strategy of comparing and contrasting one tradition that is celebrated every year world-wide. Using the idea of a table allows them to see the differences and similarities countries celebrate Chinese New Year. Students are reflecting on their prior knowledge and finding new ones which help them to see the wider view of comparing and contrasting (McDonald and Gilbert, 2011, p. 104).




McDonald, H. and Gilbert, R. (2011). Planning for student learning. In R. Gilbert and B. Hoepper (4th Ed.), Teaching Society and Environment (pp. 99-121). Victoria, Australia: Cengage Learning Australia Pty Limited.

Rescooped by Dean Dray from CUS3.3 the influence of current events. Anzac Day.!

The First World War and the Anzac Legend


Via Ann Eagles
Dean Dray's insight:

Excellent resource from a friend from Uni

Ann Eagles's curator insight, April 5, 2014 10:18 PM

This is a great teaching resource as it is full of activities stage 3 students can use with scaffolding from the teacher. The resource gives information about Australia's link to Britain, why Australia went to war in 1914, what happened at Gallipoli, Ashmead Barlett's account of the Gallipoli war, the Anzac Legend, Western front, what is happening at the Australian Front and conscription.


Teaching activity: Students have already completed lessons on the First World War and the Anzac Legend. What was British involvement in creating an Australian identity? Students look at page 92. In pairs, students divide their paper into a "T-chart" (Hancock & Leaver, 2006, p. 63). They list the connections Australia had with Britain before 1914. Students then highlight and list the reasons why Australia started to break away from Britain on page 2 on    on the opposite side of the T-chart. A T-chart is a "graphic organiser" (Hancock & Leaver, p. 63), which is used to help students organise their thoughts. The students are to present their findings to the rest of the class. They add their answers to one T-chart that is in front of the class. In groups, the students do a "think, pair, share"  (Hancock & Leaver, p. 67) activity, where they think what response they could give and then they discuss what they think the answer is to what the British involvement was in creating an Australian identity. They then share their answers to another pair in the class. The teacher sums up by asking one person from each group what response they had come up with.


Literacy strategy: Students scan the texts to find the information. Students think and locate vocabulary.


Reference: Hancock, J., & Leaver, C. (2006). Teaching Strategies for Literacy. Norwood, S. Aust.: Australian Literacy Educators Association.


Webb. (2008). The First World War and the Anzac Legend. Cambridge University Press. Retrieved from


Willoughby, E. (n.d.). Our Federation Journey 1901-2001. Retrieved from



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Where are Australia's refugees and skilled migrants coming from?

Where are Australia's refugees and skilled migrants coming from? | Collection of Teaching Resources K-6 |
See where Australia's skilled migrants and refugees originate from with this interactive map
Dean Dray's insight:

This may be used in teaching HSIE - Migration

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