Planning for Learning Using the Syllabus s1

Qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklzxcvbnTransformation: mqwertyuiopasdfghjklzxcvbnmqwertyLeading Quality uiopasdfghjklzxcvbnmqwertyuiopasdfgCurriculum hjklzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwertKaren Yager – Knox Grammar School yuiopasdfg yuiopasdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghjklzxcv bnmqwertyuiopasdfghjklzxcvbnmqwer tyuiopasdfghjklzxcvbnmqwertyuiopasd fghjklzxcvbnmqwertyuiopasdfghjklzxcv bnmqwertyuiopasdfghjklzxcvbnmrtyui opasdfghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzxcvbnmqwerty CONCEPTS AND KEY LEARNING IDEAS

“It is about learning to learn, about becoming independent thinkers and learners. It is about problem solving, team-work, knowledge of the world, adaptability, and comfort in a global system of technologies, conflict and complexity. It is about the joy of learning and the pleasure of productivity of using one’s learning in all facets of work and life pursuits” (2006, Fullan, Hill and Crevola, Breakthrough).

Planning for learning using the syllabus

The Quality teaching model can be used as an effective and transformative tool for programming and assessment for all students. With its focus on deep knowledge and deep understanding through conceptual frameworks, it reminds us about our core business of teaching: the learning of students.

When teachers focus on the three dimensions - Intellectual quality, Quality learning environment and Significance - to inform our programming and assessment they are ensuring that the key elements that invite life-long learning are present. Research has demonstrated that pedagogy focusing on high levels of intellectual quality and connected to the real world has the potential to improve the learning outcomes of all students.

The conceptual model is grounded in the Quality teaching model and has been informed by other models by Kaplan, Williams and Maker and by Wiggins and McTigh’s assessment by design. This model is:

. Holistic and conceptual connecting learning with syllabus content, knowledge and skills and the explicit teaching strategies . Focused on learning . Driven by the concepts and key learning ideas . Grounded in the relevant syllabi . Focused on integrated assessment for and of learning using backward mapping . Informed by prior knowledge of students and relevant data such as Naplan . Focused on the explicit and systematic teaching of literacy and numeracy . Centred on using ICT as a powerful learning tool

The model enables schools and teachers to:

. Design cross-disciplinary units of work and/or assessment tasks . Integrate curriculum . Focus on higher-order thinking and problematic knowledge

The design process is not fixed or linear. As teachers identify the targeted outcomes, the concept, the key learning ideas, the key questions and the assessment task/s each one could change slightly so that they are all connected and accurate. Step 1: The Syllabus/Syllabi and the topic or focus

When designing a unit of work or program the syllabus or the syllabi must provide the focus and shape the concept. Thus, the first essential step is to identify the group of outcomes that are to be assessed.

Step 2a: The concept

‘What do I want my students to learn?’

Using overarching concepts and key learning ideas that are grounded in the syllabus reflecting the skills, knowledge and understandings of the content and outcomes being assessed ensures that teachers are programming for what the Quality teaching model refers to as Deep knowledge and Deep understanding. Programming using concepts and key learning ideas as the Deep knowledge requires relevant syllabus content to drivers enables teachers to: be organised in such a way . begin with higher-order thinking and achieve depth of that a small set of ideas or learning rather than breadth concepts is clearly established as the focus of . design holistically with teaching and learning activities the unit. and assessment being integrated and meaningful - QT Classroom Practice . create integrated cross curricular units of work and/or Guide assessment tasks

. plan for the continuum of learning creating a scope and sequence across a stage or stages that builds the learning and reflects the specific learning needs of the students being targeted

. cover the content of the syllabus or syllabi using a framework that connects outcomes and content.

It is at this step that the question is asked ‘What do I want my students to learn?

Examples of concepts

. English Stage 5: Representation: Students need to understand the process of representation whereby composers employ specific language features and form to shape and convey meaning (Outcome 2: A student uses and critically assesses a range of processes for responding and composing.) . PDHPE Stage 4: Well Being: Students understand about the interaction and the significance of cognitive, physical, social, emotional and spiritual components. (4.6. A student describes the nature of health and analyses how health issues may impact on young people; 4.8. A student describes how to access and assess health information, products and services.) . Geography Stage 4: Responsibility: Students understand significant global issues and the role they play as global citizens through an exploration of the impact of tourism on physical and human environments. (4.10 A student explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship; 4.9 A student describes differences in life opportunities throughout the world; 4.8 A student describes the interrelationships between people and environments; 4.7 A student identifies and discusses geographical issues from a range of perspectives; 4.5 A student demonstrates a sense of place about global environments; 4.4 A student uses a range of geographical tools; 4.3 A student uses a range of written, oral and graphic forms to communicate geographical information; 4.2 A student organises and interprets geographical information.

Key questions

. Is the concept grounded in the syllabus or syllabi?

. Does the concept capture the deep learning that you want students to have by the end of the unit of work?

. Is the concept appropriate and relevant for the specified students at that moment in time?

. Have you considered the concept in terms of the continuum of learning?

. Does the concept have significance and endurance?

Step 2b: The overarching question (If writing a unit of work for students)

Asking an overarching key question encapsulates what students need to learn by the end of the unit. The question must reflect the concept and the skills, knowledge and understanding that are to be covered in the unit.

A challenging question that is contentious is an effective way to introduce the Problematic knowledge element from the Quality teaching model and differentiate the learning. A ‘What’ question is not as higher order as a ‘How’ or ‘Why’ or ‘What if’ question. An example for Stage 4 English and the concept of rhetoric is: ‘Why and how do effective speeches continue to resonate?’ Step 2b: The overarching learning statement (If writing a program for teachers)

A single statement that reflects what teachers want their students to learn by the end of the unit of work. This overarching statement should reflect the concept and the identified foundation statements of the primary syllabus or syllabi or for secondary teachers the skills, knowledge and understanding of the syllabus that are to be covered in the unit.

Step 3a: The key learning ideas Knowledge is deep when it concerns the central ideas or Why does the learning matter? concepts of a topic or subject or KLA and when the knowledge is The key learning ideas must directly capture the judged to be crucial to the topic skills, knowledge and understandings of specific or subject or KLA. Deep outcomes or groups of outcomes and distill the knowledge is evident when either the teacher or the students overarching concept to ensure that programs are being provide information, reasoning or designed to achieve deep knowledge. For most five arguments that address the week units with a small number of outcomes only two to centrality or complexity of a key three key learning ideas would be needed. concept or idea, or when relatively complex relations are An example of key learning ideas in Graphics established to other central concepts. Technology Mandatory Stage 4 is: QT Discussion Paper Concept: Green Design: How can graphics tools be used to create a persuasive and effective campaign for raising awareness about caring for the environment? Outcomes: 4.2.1, 4.3.1, 4.4.1, 4.6.2 Key learning ideas: . The application of a range of graphics tools in the development of design projects: What are the most effective graphics tools for persuasive design projects? . The factors influencing design such as environmental and resource availability: What key factors influence design choices?

Step 3b: The key learning questions

Designing questions for each key learning idea that come directly from the outcomes and reflect the overarching concept is a powerful way to focus on the essential learning and differentiate the curriculum. Designing for Deep understanding through Assessment

“The aim of assessment is primarily to educate and improve student performance, not merely to audit it” (Wiggins, 1998). Assessment is the process of identifying, gathering and The design of assessment is an integral interpreting information about aspect of this process as it provides teachers with students’ learning. The central essential information for planning and adjusting each purpose of assessment is to subsequent unit of work, evaluates the quality and provide information on student extent of student achievement or performance in achievement and progress and set direction for ongoing teaching and learning and provides students with the information learning. they need about their learning and what they need to do to develop and grow as learners. It must be valid Principles of Assessment and and reliable. Reporting in NSW Government Schools DET NSW, 1996) All students must participate fully in learning experiences and assessment tasks - including those accessing life skills outcomes and content. Therefore, assessment tasks should be adjusted to reflect any adjustments to teaching and learning for students with special needs.

The four types of assessment that need to be considered and should be addressed in a balanced way in units of work and programs are:

. Pre-assessment: This can be informal but it is important as it informs teachers what the students know so that a unit of work or program can be differentiated to suit the learning needs of the students. The assessment from the previous unit of work provides rich information to inform the design process.

. Summative assessment: Assessment of learning is used to provide a snapshot of what the students know at a key point in time such as half way through or at the end of a unit of work. It enables teachers to monitor and evaluate student progress.

. Formative assessment: Assessment for learning is ongoing and builds the depth of students’ learning and provides valuable information to students about what they can do and what they need to do to improve their learning outcomes. . Self assessment: Assessment through learning occurs when students are critically evaluating and assessing their own learning. The skills and understanding needed for self assessment must be explicitly taught.

Effective assessment practice is:

. embedded in the syllabus having clear, direct links with outcomes . planned deliberately and integral to teaching . balanced, comprehensive and varied . fair, inclusive, valid and reliable . ongoing and sequential . engaging and student-centred . time efficient and manageable . supported by models, scaffolds or annotated exemplars that demonstrate what is expected and what can be achieved . reflects any adjustments made to teaching and learning.

In this step of the design process teachers begin by designing the assessment for learning and then plot sequentially the other types of assessment in the unit of work or program when they are planning what will happen during the course of the unit. Focus tasks on relating central Step 4: Assessment for learning concepts and ideas with other concepts, or to particular Where are my students now? contexts. Linking the task to How do I know when my students get there? previously addressed ideas (from either prior class work or The assessment task or tasks must assess other tasks) or to new, as yet the targeted outcomes and the skills, knowledge unexplored, concepts or and understanding that are being taught. It has to contexts are two ways to be explicit in what students are required to do or strengthen the deep knowledge produce. A clear and precise rubric and marking of a task. Ensure that the task guidelines that reflect the outcomes being connects and supports the key assessed and enable teachers to make consistent concepts being addressed. valid and reliable judgements are essential. -QT Framework The task expressed in the language students can comprehend should include:

. The outcomes being assessed: Include the full wording of the outcome. Only choose those outcomes that are to be the main drivers of the learning. Even if you will ‘hitting’ on other outcomes, do not use them as you want deep knowledge not wide, shallow knowledge. . The nature of the task: Set the task in a context and inform students what they are expected to do and why it matters. . Expectations: Derived from the outcomes and shaping the marking guidelines, and informing students how well they are expected to do the task.

. Exemplars or models

. Marking guidelines or scheme

As much as possible plan for authentic assessment that is connected to the real world and requires students to be creators and producers! When appropriate have students present or design their work for real audiences. Northern Beaches Manly Fairy Penguin Project is a perfect example of authentic assessment! Read Newmann et al’s direction for designing authentic assessment.

Considerations

. Include pre-assessment tools and if possible use the relevant data to determine what the students know and need to learn. . Build the field beginning with background knowledge and moving towards challenging and extending the students. Use a range of tasks to build the knowledge and understanding, and enable all students to access and demonstrate learning. Unless new knowledge becomes integrated with the learner's prior knowledge and understanding, this new knowledge remains isolated, cannot be used effectively in new tasks, and does not transfer readily to new situations. . Value the conceptual thinking behind work and the process, as much as the finished product. . Ensure that the task requires Substantive communication, such as research tasks – inquiry or project based, investigative tasks, critical reflections that focus on the key ideas or concepts. . Differentiate through Student direction. Encourage students to choose their own tasks based on the rubric and marking guidelines. Gifted and talented students will need to be provided with alternative activities, not more activities. . Consider the verbs in the task! Students reveal their understanding most effectively when they are provided with opportunities to explain, interpret, apply, shift perspective, justify, and self-assess. . Provide clear and explicit instructions – Explicit quality criteria - regarding the nature of the task, expectations and what the students will be assessed on. When you state “You will be assessed on how well you…” the expectations must reflect the intention and language of the outcomes. . Try to include Problematic knowledge in some tasks so that students are using Higher-order thinking skills to consider others’ perspectives or how knowledge is constructed. . Feedback should be precise, directed, timely and constructive. ‘The most powerful single modification that enhances achievement is feedback’ (Hattie, 2003).

Key questions 1. Are the assessment tasks inclusive of all learners? 2. Do the tasks relate to what is being taught and what the students need to learn? 3. Are the tasks integrated and connected to what is being taught? 4. Are the tasks linked to syllabus outcomes? 5. Do the tasks have clear and explicit instructions? 6. Are the tasks challenging and rich, inviting risk-taking and higher-order thinking skills? 7. Do the tasks invite student direction?

Authentic Assessment Tasks F.M Newmann, W.G Secada, & G. Whelage ‘The point is not to abandon all forms of “inauthentic” work in Definition: school, but to keep authentic The extent to which an assessment task achievement clearly in view as represents construction of knowledge through the the valued end.’ use of disciplined enquiry that has some value or meaning beyond success in school.

Criteria for Authentic Assessment Tasks

1. Construction of Knowledge . Students construct or produce knowledge rather than reproducing knowledge . This knowledge is expressed in written or oral discourse, or by making and repairing things, or and in performances . Students should hone their skills through guided practice, receive ongoing meaningful feedback, and have the opportunity to refine their task . Construction of knowledge is based on understanding or prior knowledge, builds on this knowledge, and is connected to other tasks

2. Disciplined Inquiry . The task draws upon prior knowledge . The task strives for in-depth understanding rather than superficial awareness . The students use elaborate forms of communication such as: narratives, extended expositions, explanations, justifications, elaborations, and so on, rather than brief responses such as: choosing true or false, multiple choice, filling in blanks, or writing short sentences

3. Value Beyond School . The task has value for the student beyond documenting his or her competence or assessing knowledge . The task is connected to real world contexts

Implications . Not all tasks will meet all three criteria. . Authentic tasks promote engagement and motivation. . There is still a valid place for “inauthentic” conventional tasks such as memory drills that are necessary to build knowledge.

Step 4: Explicit teaching and learning strategies

How will my students get there?

Now that teachers have determined what they want students to learn they will need to plan how they will use explicit teaching and learning strategies to get them there. The concept and the key learning ideas have provided the framework for the unit of work or program, and the assessment task or tasks determine the teaching and learning strategies that will support and enable students to access the outcomes and demonstrate learning. The pre-assessment, assessment of learning and the aim assessment task for learning should be plotted in first so that they direct the learning. The students’ prior knowledge must be assessed and the strategies adjusted accordingly. Then the learning must be broken into integrated, sequenced and meaningful chunks. Remember depth, enjoyment and engagement!

Explicit Teaching

. Links made with prior learning. . Processes, expectations and tasks modelled and demonstrated. . Scaffolds and exemplars provided. . Opportunities provided for students to apply new skills with guidance and support before expecting them to succeed independently.

Systematic Teaching

. Teachers must have a clear understanding of the skills and knowledge that need to be taught. . They must plan an appropriate sequence of activities. . A repertoire of teaching strategies to cater for and engage all students must be employed. . Learning must be broken into meaningful chunks and the learning scaffolded. . The literacy and numeracy demands of the syllabus content and the tasks must be identified. . Students’ progress must be monitored.

Quality teaching model

The Quality teaching model can be used as a lens. As teachers are designing the teaching strategies they can use the elements of the model to examine whether what they are doing is effective. Programming for Substantive communication ensures that students are provided with opportunities to discuss and write in depth with understanding about what they are learning. The element of Problematic knowledge that is too often absent from many programs and assessment tasks yet has the potential to make learning more challenging could be used to ascertain whether teachers have provided opportunities for students to consider different perspectives or other ways to arrive at a solution. Cultural knowledge reminds teachers that they might not have considered how to incorporate this element into programs.

Literacy and numeracy demands

The literacy and numeracy demands of the syllabus or syllabi are the responsibility of every teacher so they must be identified and then explicitly taught. The assessment task or tasks will also have specific literacy and/or numeracy demands so they must also be ‘Today’s digital kids think of addressed. Scaffolds, models and annotated information and communications exemplars are a powerful tool for enhancing student learning. The explicit teaching of the craft of writing technology (ICT) as something akin to is a necessity for every KLA such as: form, oxygen: They expect it, it’s what they structure, syntax, register, vocabulary, grammar, breathe, and it’s how they live; They punctuation, technical words and paragraphing. use ICT to meet, play, date, and learn; It’s an integral part of their social life; It’s how they acknowledge each other Information communication technology and form their personal identities.’ John Seely-Brown, 2004 ICT can be used by teachers as an engaging way to deliver information and learning and to differentiate learning and assessment. An important consideration is that is the learning not the technology that matters. ICT is an exciting tool for learning.

Students can demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. They can use ICT to communicate and work collaboratively and employ critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions. Teachers do need to incorporate the explicit teaching of ICT literacy into the unit of work or program. In the resource folder there is a handout that features ICT ideas and interesting places to visit.

Graphic organisers

Graphic organisers are a powerful visual medium that enable students to improve retention, recall and comprehension and to utilise critical thinking skills. They can be used to plan for crafting a written response, organising information, connecting con and making links between what is known and what is to be learned.

Considerations

If teachers have Life Skills students they must include the relevant outcomes and modified activities. For students with disabilities the necessary adjustments or accommodations must be made. Teachers do not have to create new work, but they do have to make the work accessible for all students.

ESL students must be catered for and the ESL outcomes included in all units of work. Alternative activities should be provided for gifted and talented students rather than extra work.

Integrated Stage 4 Assessment Task: Sustainability

Concept: Sustainability

Skills: Investigation, analysis, explanation, evaluation and synthesis

Nature of Assessment Task

Your task is to create a presentation in any form using any medium of production that represents your understanding of the importance of sustainability. The presentation must reflect each KLA: English, Science, Mathematics, HSIE, CAPA, PDHPE and Technology Mandatory. Before you begin the presentation, create your own research question that will shape the focus and direction of your research and presentation. You could pose a question for one of the following areas:

 Our ecological footprint – E.g. Why is it important to reduce our ecological footprint? OR What will be the consequences of ecological overshoot - when humanity's ecological resource demands exceed what nature can continually supply?  Global warming – E.g. What will the Antarctic’s future be if temperatures continue to rise? OR Why are developed countries contributing on a larger scale to global warming? OR Why is the issue of global warming so contentious?  Climate change – E.g. What will be the long term impact of climate change on Australia?  Pollution and solutions – E.g. How can schools address the important issue of garbage?  Deforestation – E.g. The Amazon region contains the largest body of fresh water and the largest rain forest in the world; what will be the long term consequences if we continue to allow its destruction?  Desalination – E.g. If the world adopts desalination what will happen to all of the waste and how will we cope with the high energy demand?  Rising sea-levels – E.g. If the sea levels rise five metres what will be the consequences for coastal Australia?  Depleting resources – E.g. What will be the consequences for Australia if oil is no longer an available resource?  Pandemics – E.g. What will happen if the bird flu strikes in Australia?  Extinction – E.g. Does it really matter if lost of our animal species are lost?

Form and Medium of Production Use your imagination, skills and passion to select the most appropriate form and medium of production for your presentation. You could use one of the following:

 A short video such as a slow-mation  An advertisement  A hypertext  Storyboard  Narrative  Podcast  Blog – using edublog.com  Web page or website  Sound recording  Slide show  Power point  Poster  A diorama including written information  Photographic essay that includes words  An ICT object for an interactive whiteboard  A recording or written transcript of a radio talk back show  A television show such as Hypothetical  A Wiki

Examples of a Sustainability Presentation

Ecological Footprint

Question: Why is it important to reduce our ecological footprint?

Presentation:

Form: A pod cast or a recorded interview or a recording or written transcript of a radio talk back show

Content: A series of voc pops with a range of people such as:

 Science: a scientist who explains what an ecological footprint is and the steps we could take to reduce it.  Mathematics: a student who has calculated his family’s ecological footprint in terms of electricity and water usage, amount of garbage, consumption of food and means of transport.  English: a poet who has composed a poem about reducing our ecological footprint.  CAPA (Visual Arts): an artist who has used recycled garbage to create artworks.  Geography Mandatory: a Geography teacher who explains our changing relationship with the environment because of the growing size of our ecological footprint or a person from a country such as India who expresses his or her anger at the disparity between the size of his or her country’s ecological footprint and the western world - The average American has an impact of 30 acres. By contrast, the average impact of someone living in India is 2 acres.  PDHPE: a sportsperson could argue that people need to walk more instead of using transport that depletes our resources and contribute to rising pollution.  Technology Mandatory Graphics: a graphic designer who describes his or her slow- mation that represents our ecological footprint.

Rising sea-levels

Question: If the global mean sea level rises by 50 cm what will be the consequences for coastal Australia?

Presentation:

Form: A faction narrative

Content: A narrative set in 2100 in the Hills District that incorporates factual information:

 English: the science fiction genre, the structure and the use of imagery and figurative devices.  Mathematics: the narrative incorporates the use of graphs and number (fractions and decimals) to represent the rising sea levels and future predictions; such as including an extract from a newspaper article that features these details.  Science: a scientist in the narrative offers creative and imaginative solutions to making the most of available resources.  PDHPE: the narrative includes a character suffering from mental health problems because of overcrowding, lack of fresh water and increasing pollution.  HSIE (History): the narrative includes factual information about the historical events that led to the rise in sea levels. Footnotes could be used to indicate where factual information has been included.  Technology Mandatory: the narrative includes a description of the factors affecting the design of housing and/or transport in 2040. A sketch of the design could be included in the narrative.  CAPA (Visual Arts and/or Music): the narrative that is presented as a power point or slide show includes a montage of images accompanied by music OR the narrative is a recording that includes music to reflect the mood and the shifting narrative.

You will be assessed on how well you:  Demonstrate understanding of the concept of sustainability through the exploration of your topic.  Demonstrate evidence and application of research.  Synthesise and apply the knowledge and skills of your KLAs.  Communicate your ideas and understanding through your selected form and medium of production.

Outcomes to be assessed:

Science:

4.4 Identifies choices made by people with regard to scientific developments 4.16 Accesses information from identified secondary sources 4.18 With guidance, presents information to an audience to achieve a particular purpose 4.26: A student recognises the role of science in providing information about issues being considered and in increasing understanding of the world around them.

Mathematics:

WMS4.5 - Working Mathematically: Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 4 content. PDHPE:

4.6 A student describes the nature of health and analyses how health issues may impact on young people

HSIE (Geography):

Focus Area: 4G4 - Global Issues and the Role of Citizenship 4.2 A student organises and interprets geographical information 4.3A student uses a range of written, oral and graphic forms to communicate geographical information 4.5 A student demonstrates a sense of place about global environments 4.8 A student describes the interrelationships between people and environments English:

6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts

9. A student demonstrates understanding that texts express views of their broadening world and their relationships within it

Technology Mandatory - Graphics:

4.1.1 applies design processes that respond to needs and opportunities in each design project 4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications 4.2.1 generates and communicates creative design ideas and solutions 4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources Visual Arts:

4.4 recognize and use aspects of the world as a source of ideas, concepts and subject matter in the visual arts

4.5 investigate ways to develop meaning in their artworks Resources

Climate Change, http://www.epa.gov/climatechange/

Desalination – Ask an Expert, http://www.abc.net.au/science/expert/realexpert/desalination/

Ecological Footprint, http://en.wikipedia.org/wiki/Ecological_footprint

Ecologic – Power House Museum, http://www.powerhousemuseum.com/education/ecologic/games.htm

Extinction, http://www.peripatus.gen.nz/paleontology/extinction.html

Footprint Calculator, http://www.bestfootforward.com/footprintlife.htm

Footprint Network, http://www.footprintnetwork.org/gfn_sub.php?content=glossary – glossary of relevant terms

Global warming, http://green.nationalgeographic.com/environment/global-warming/gw- overview.html (Includes videos and pod casts)

Green Facts, http://www.greenfacts.org/en/ecosystems/

WHO – Pandemics, http://www.who.int/csr/disease/influenza/pandemic/en/

Resource Depletion, http://en.wikipedia.org/wiki/Resource_depletion

Rising Sea levels, http://www.science.org.au/nova/082/082key.htm

Saving our Environment – Learn: Pollution, http://library.thinkquest.org/C0111401/learn_pollution.htm

Science Daily – Deforestation, http://www.sciencedaily.com/releases/2007/11/071114111144.htm

Science Daily – Extinction News, http://www.sciencedaily.com/news/plants_animals/extinction/

World View of Global Warming, http://www.worldviewofglobalwarming.org/ Assessment Task Marking Guidelines

Student Name: ………………………… Comment: ………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………

Performance Descriptor Marking Guidelines Insightful  Insightful understanding of the concept of Skilful sustainability  Skilful evidence and application of research  Insightful synthesis and application of the A knowledge and skills of the KLAs  Skilful communication of the ideas and understanding through form and medium of production Thoughtful  Thoughtful understanding of the concept of Effective sustainability  Effective evidence and application of research  Thoughtful synthesis and application of the B knowledge and skills of the KLAs  Effective communication of the ideas and understanding through form and medium of production Sound  Sound understanding of the concept of sustainability  Sound evidence and application of research C  Sound application of the knowledge and skills of the KLAs  Sound communication of the ideas and understanding through form and medium of production Limited  Limited understanding of the concept of sustainability  Limited evidence and application of research D  Limited application of the knowledge and skills of the KLAs  Limited communication of the ideas understanding through form and medium of production Elementary  Elementary or no understanding of the concept of sustainability  Elementary or no evidence and application of E research  Elementary application of the knowledge and skills of the KLAs  Elementary communication of the ideas and through form and medium of production Stage 5: Year 9 Weeks 1 2 3 4 5 6 7 8 9 10 Term Outcomes: 1, 2 & 11 Outcomes: 1, 7, 9 & 10 1 Unit & Concept: Connections: Close study Unit & Concept: Persuasion: Poetry – of a novel focusing on a key concept Protest Poetry & Songs Assessment task 1: Using the concept: Assessment task 1: Imaginative response: 1 Composing a narrative and reflection: 1, 2 & & 9: Composing a poem: Writing 11: Writing (Self & teacher assessment) (Teacher & self-assessment) Assessment task 2: Critical response: 1, 7 & 10: Reading & Writing Assessment task 2: Critical extended (Teacher assessment) response: 1: Reading & Writing Assessment task 3: Listening task: 1 & 9: (Teacher & peer assessment) (Teacher assessment) Term Outcomes: 1, 2, 5 & 9 Outcomes: 6, 8 & 9 2 Unit & Concept: Representation: Unit & Concept: Hybridity: Genre film ‘Shakespeare’s villains’ OR ‘Warrior Kings’ study Assessment task 1: Viewing & Representing Assessment task 1: Imaginative Task – the villain: 1 & 2: V & R. student directed and evaluation citing links (Teacher assessment) to genre and texts that inspired: 6, 8 & 9: Assessment task 2: Oral task: 2, 5 & 9: Reading & Writing Speaking OR Case for the Defense (Self & teacher assessment) (Peer & teacher assessment) Term Outcomes: 2, 3 & 4 Outcomes: 3,4, 5, 7 & 9 3 Unit & Concept: Manipulation: Marketing Unit & Concept: Faction: ‘Voices from the & Advertising: The visual and textual Past’ - power of stories through non-fiction features of advertisements and the power study. of persuasion. Assessment task 1: Speech: 4, 5, 7 & 9: Reading & Speaking (Peer & teacher assessment) Assessment task 1: Marketing Campaign: Assessment task 2: Visual representation of group work: 2,3 & 4 an event or famous person & report (Teacher & peer assessment) detailing research: 3, 4, 7 & 9 (Teacher assessment) Term Outcomes: 1, 5, 6 & 10 Outcomes: 2, 6, 8, & 11 4 Unit & Concept: Framing: Fiction – short Unit & Concept: Craft: Special interest – stories & picture books wide experience of a variety of texts Assessment task 1: Reflection on Assessment task 1: Composing short story composing, responding & learning: 2 & 11: & reflection or picture book: 1,5, 6 & 10: Reading & Writing Writing (Self & teacher assessment) (Self & teacher assessment) Assessment task 2: Viewing & Representing & synthesis task: 6, 8 & 11 (Teacher assessment)

Stage 5: Year 10 Weeks 1 2 3 4 5 6 7 8 9 10 Term Outcomes: 4, 6 & 9 Outcomes: 6, 8 & 9 1 Unit & Concept: Contextualisation: Unit & Concept: Auteur: Film – study of a film Context study: Close study of a novel & director its author Assessment task 1: Viewing response to film – Assessment task 1: Group presentations: report – students select own aspect of film to Imaginative & critical responses: 4, 6 & 9: report on: 6, 8 & 9: Reading & Writing students select tasks: Reading, Writing & (Self & teacher assessment) Speaking (Peer & Teacher assessment) Assessment task 2: Listening task based on Assessment task 2: Personal response: 4, director’s comments at end of DVD: 6: 6 & 9: Reading & Writing (Scaffold) Listening (Teacher assessment) (Teacher assessment) Term 2 Outcomes: 4, 6 & 8 Outcomes: 3, 5, 6 & 7 Unit & Concept: Transformation: Unit & Concept: Voices and Visions: Non- Transforming Shakespeare fiction – exploration of an issue Assessment task 1: Modern transformation of a scene: 4, 6 & 8: Assessment task 1: Students to select explorer Reading & Writing & use ICT to publish article fir the web, (Self & teacher assessment) magazine or TV show- such as: importing Assessment task 2:Critical Response: 4 & images, using digital camera; desktop 8: Reading & Writing publishing: 3, 5, 6 & 7: Reading & Writing (Teacher assessment) (Self & teacher assessment) Term 3 Outcomes: 1, 4, 7 & 9 Outcomes: 1, 2, 4 & 5 Unit & Concept: Imagery: Comparative Unit & Concept: Craft: ‘Pen to paper’ - poetry study Revisiting composing and responding skills Assessment task 1: 1, 4 & 9: Original Assessment task 1: Writing Portfolio – poem responding & composing tasks: 1, 2, 4 & 5: (Self & Teacher assessment) Writing Assessment task 2: 1, 4 & 7: Discussion (Self & teacher assessment) essay: Reading & Writing (Teacher assessment) Term 4 Outcomes: 2, 3, 6 & 10 Outcomes: 4, 5, 6, 8 & 11 Unit & Concept: Cultural representation: Unit & Concept: Synthesis: Special interest Media & multimedia – Cartoons & Anime Assessment task 1: Journal submitted: Assessment task 1: Viewing & reflections on responding, composing & representing task, such as: a storyboard: learning: 4, 5, 6 & 11: Reading & Writing 2, 3 & 6: V & R (Self & teacher assessment) (Self & teacher assessment) Assessment task 2: Research task – focus Assessment task 2: Extended synthesis on Japanese culture in anime/manga: 10: response: 8: Reading & Writing Reading & Writing (Teacher assessment) (Teacher assessment)

Implementing the Model through ICT Projects ‘Today’s digital kids think of information and communications technology (ICT) as something akin to oxygen: They expect it, it’s what they breathe, and it’s how they live; They use ICT to meet, play, date, and learn; It’s an integral part of their social life; It’s how they acknowledge each other and form their personal identities’ (John Seely-Brown, 2004).

Digital Storytelling

Everyone has a story to tell…

Using digital storytelling as a cross- curricular or multidisciplinary authentic assessment task could be a rich and engaging way to implement the conceptual model of programming. In producing digital stories, students from K-12 have access to a plethora of images, sounds and film clips to create rich stories or factual texts for any KLA.

The digital story should have a strict word limit such as 250 —300 words, a restricted number of images or photographs and can incorporate voiceover using an MP3 player with voice recording or a microphone, music, video clips and text. The students can create their digital stories in Power Point, Moviemaker, iMovie, Word, and Publisher and their stories could be: diary or journal entries, personal reflections, micro stories, sonnets, prose poetry, a short film, a documentary, a travel diary, a persuasive text, factual pieces, etc. The digital story can be used to present alternative endings, hybrid genres and faction. This can be achieved through hyper linking. In a factual piece, the students could include links to facts, statistics, images, documents, graphs, number lines, scientific facts, etc.

The project could be structured with an overarching concept such as ‘Narrative’ or ‘Identity’ or ‘Perspectives’ ‘Craft’ and then the content of each KLA could be represented through key concepts that reflect the overarching concept or selected KLAs could be focused on the same key concept such as:

a. ‘Perspectives’: In English – multicultural perspectives through texts; in LOTE - a travel diary or a cultural food fest story or a migrant’s perspective of Australia; in Science and Science & Technology - a scientist’s perspective of a new technology and the consequences for other countries; in Visual Arts – art from different cultures, etc. b. ‘Narrative’: In HSIE students could interview an elder or a community member and scan their original photos to tell their story. They could create a diary entry by a soldier at Gallipoli and add footage from YouTube or Australian Screen such as an interview with Hazlitt as well as a song such as ‘The Band Played Waltzing Matilda’; in English students could focus on the conventions and features of effective narratives and experience extracts from a range of biographies and auto-biographies; in Science or Science & Technology students could tell the personal story of a scientist or a famous designer – they could even download a podcast fromhttp://www.mos.org/educators/student_resources/podcasts that features weekly interviews with scientists and researchers and a collection of podcasts on the most current developments in science and technology; in Mathematics students could develop an imaginative piece based on probability, etc.

1. Students respond to the task and brainstorm possible approaches, and ensure that their digital story reflects the expectations of the task and the overarching concept. 2. Students create a storyboard or plan layout - Celtx, http://celtx.com/ - Easy download: Create and make storyboards, film and drama scripts, character profiles, budget for a film, etc – a brilliant site! 3. A bank of images, graphics, scanned photographs, podcasts, audio clips, music, video clips, etc are downloaded to a common folder. 4. Students use a program to create digital story.

Resources . http://www.bbc.co.uk/wales/audiovideo/sites/about/pages/howto.shtml – an interesting site where students can view interesting digital stories and learn how to create them\ . Digitales, http://www.digi-tales.org/ - more digital stories! . Digitales, http://www.ice.org.au/projects/digitales/ (Sydney – multicultural stories) . Changing Lives, http://www.changinglives.com.au/2008/04/abrar-autumn-and-i.html - digital stories by seven young Iraqi women living in Western Sydney . ACMI Digital Stories, http://www.acmi.net.au/digital_stories.htm . Photobus, http://www.photobus.co.uk/index.php?id=2&gallery=polyfoto.flv - some interesting digital tales and links to other good sites . The Elements of Digital Storytelling University of Minnesota, http://www.inms.umn.edu/elements/ . The Educational Uses of Digital Storyboarding, http://digitalstorytelling.coe.uh.edu/storyboarding.html . Art, Education, Storytelling and technology, http://www.jasonohler.com/storytelling/

Slow-motion

Slow-motion could be used for an integrated assessment task as it is a simple and easy way for students to write and create short films. The careful staging of each shot invites the student to consider composition, framing, lighting and content. Students use a digital camera to take a series of staged shots. Clay or plastic figures could be placed gradually in different poses and subtle changes made to the background as each shot is taken. The shots are then downloaded into a program such as Moviemaker 2 or iMovie and edited at a faster speed. Music, sounds and/or voiceover and text are added.

As with digital storytelling an overarching concept such as ‘Sustainability’, ‘Relationships’, ‘Identity’, ‘Perspectives’ or ‘Persuasion’ could be the driver.

Audio Tales: Recordings – MP3, Pod Casts, Mobile Phones…

An audio tale is another effective authentic assessment that can be used to reflect an overarching concept with students using an MP3 or a mobile phone or a recording straight to the computer. The concepts could be:

1. Innovation: Students could record their response to a famous event as if they are a reporter present at the time. E.g. The splitting of the atom, the invention of the telephone, man walking on the moon, etc. 2. Others’ Perspectives: Students can employ different voices and/or sound effects to add flavour and colour to the tale or represent different perspectives of an event or situation such as global warming.

Audacity or Garage Band (Mac) – a free download - can be used to construct an audio tale.

Resource: . http://radio.about.com/od/podcastin1/a/aa030805a.htm - Step by step guide to creating a podcast

Inquiry-based Research

Of we want our students to use higher-order thinking skills, learn to synthesise information and access problematic knowledge then they could be involved in inquiry-based or problem-solving research tasks that is guided by an overarching concept. The students pose a research question shaped by the concept and then find the answer through their own research and what they learn in class.

The research question should not be straightforward; rather it should be open-ended and contentious so that it invites debate and argument. It should encourage lively inquiry and research and uncover the subject’s controversies, puzzles and different perspectives. Students should avoid the "What is" questions such as "What is biodiversity." While these are important questions, they encourage students to copy and paste from the net instead of questioning ideas or formulating a plan of action.

Resources:

. Inquiry-based learning, http://www.youthlearn.org/learning/approach/inquiry.asp . Problem based learning resources, http://www.techforlearning.org./PBLresources.html . Inquiry Activities, http://www.exploratorium.edu/IFI/activities/index.html . Using the Internet to promote Inquiry based learning, http://www.biopoint.com/inquiry/ibr.html

Project-based Learning

A systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks. Students investigate a problem and apply it to a real-life situation using technology. They pose challenging questions or problems. The students engage in design, problem solving, decision making, and investigative activities. It allows students to work in groups or by themselves and allows them to come up with ideas and realistic solutions or presentations.

Project-based learning (PBL) provides complex tasks based on challenging questions or problems that involve the students' problem solving, decision making, investigative skills, and reflection that include teacher facilitation, but not direction. PBL is focused on questions that drive students to encounter the central concepts and principles of a subject hands-on. With PBL students learn from these experiences and take them into account and apply them to their lives in the real world. The students have to think in original ways to come up with the solutions to these real world problems. It helps with their creative thinking skills by showing that there are many ways to solve a problem.

If the project does not remain on task and content driven the student will not be successful in learning the material.

Teachers must create a classroom environment which stresses learning and exploration over correct answers, grades, and competition with others.

Features

. A well-designed project provokes students to encounter (and struggle with) the central concepts and principles of a discipline. . Emphasises learning activities that are long-term (3 weeks or more), interdisciplinary and student-centered. . Allows in-depth investigation fostering deep knowledge and understanding. . Students collaborate, working together to make sense of what is going on and taking responsibility for their own learning. . The student’s role is to ask questions, build knowledge, and determine a real- world solution to the issue/question presented. . May include jigsaw learning. Learners working in groups are given a specific piece of a problem to work on. They become experts in that part of the problem. Other groups are working on other parts of the puzzle and becoming experts themselves. Finally groups collaborate to provide a 'total view and solution'. . The teacher must regulate student success with intermittent, transitional goals to ensure student projects remain focused and students have a deep understanding of the concepts being investigated. It is important for teachers not to provide the students with any answers because it defeats the learning and investigating process. . An atmosphere of shared responsibility with the teacher as facilitator is essential. . A probing open-ended question or issue that is rich, real and relevant to the students’ lives is the first step. Students have to find answers to questions and combine them using critically thinking skills to come up with answers. . Real world use of technology - students is expected to use technology in meaningful ways to help them investigate, collaborate, analyze, synthesise and present their learning. . Student voice must be heard! . Multi-disciplinary . Outcomes-based, with an artifact, presentation, or action as a result of the inquiry. . Constructive feedback by teacher and peers.

Questions

1. Significance: Why is it important? 2. Perspective: What is the point of view? 3. Evidence: How do you know? 4. Connection: How does it apply? 5. Supposition: What if it were different?

1. Define: Projects start with sound instructional goals, a specific timeline, an audience identified and the formulation of an engaging question or problem 2. Plan: project broken down into meaningful chunks and stages. 3. Do: Investigate, test, design and produce. More questions are introduced to guide the investigation. Students reexamine the problem (collectively) in light of what they have discovered during their research. During this discussion, students supply information for the following categories: a. Data: students write down what they already know about the problem b. Ideas: students list possible solutions to the problem c. Learning Issues: students examine what deficiencies they have in their learning (what do they know? what do they still need to find out?) 4. Action: students make suggestions as to how they might proceed. 5. Review: The project ends with evaluation, reflection and supposition. 6. Abstraction: Students regroup to place the problem within the context of similar problems that they have encountered in the course of their study. Students attempt to link the problem with similar ones, attempting to find similarities, differences, and ways that knowledge of the old problem might help to solve the new one.

Technology

"Technology can extend and enhance what students are able to produce, whether the task at hand is writing a report or graphing dates. The selection and manipulation of appropriate tools for such purposes also appears to stimulate problem solving, and other thinking skills" (Means and Ohlsen, 1994).

 Enhances student interest by exposing students to sources of information that they deem as more "authentic"  Opens the classroom up to previously unreachable types of up-to-date information  Allows students to present their findings in a number of different ways  Provides fast and effective ways of diagnosing and correcting errors  Helps to manage the production of complex projects and artifacts.

Advantages

. Encourages students to become independent workers, creative and critical thinkers, and lifelong learners. . Facilitates social responsibility. . Students participate in activities that force them to learn relevant concepts and ideas in a meaningful manner. . It is cumulative - all new skills, information, and concepts build upon the foundation of what the student already knows. . It is goal-oriented - students are generally more successful when they are cognizant of the goal towards which they are working. . It is diagnostic - students further the learning process by engaging in frequent self-evaluation and self-monitoring; such practices aid the students' comprehension and help to ensure that they are continue actively to pursue their goals. . It is reflective.

Links http://www.genyes.org/ - a highly successful PBL program http://www.projectfoundry.org/pblHQ.html http://www.thinkquest.org/en/projects/index.html http://www.edutopia.org/tech-integration http://pbl-online.org/ http://www.novelapproachpbl.com/21stCenturySkills.htm http://www.2learn.ca/Projects/Together/KWORDS/projecta.html http://www.bobpearlman.org/BestPractices/ProjectWorkSingapore.htm http://pblmm.k12.ca.us/ Google Docs, https://www.google.com/accounts/ServiceLogin? service=writely&passive=true&nui=1&continue=http%3A%2F%2Fdocs.google.com %2F&followup=http%3A%2F%2Fdocs.google.com%2F<mpl=homepage&rm=false – share ideas and documents Stage 4: Technology Mandatory Cross Curricular Outcomes Concept: Green Design: ICT Work Employment Enterprise Key Question: What is the role of Civics and Citizenship 4.1.2. Describes factors influencing design in Literacy Built Environments design and emerging 4.2.1. Generates and communicates creative technologies in responding to Environmental and Designs reports (scaffold provided) design ideas and solutions climate change and global 4.3.1. Applies a broad range of contemporary Spelling and technical language warming? and appropriate tools, materials and techniques Oral presentation Key Learning Ideas with competence in the development of design Texts projects  Application of a range of graphics A range of internet websites and teacher generated 4.4.1. Explains the impact of innovation and tools in the development of information sheets and power point emerging technologies on society and the design projects: What are the Assessment Tasks environment most effective graphics tools for Assessment task 1: Original Project Design using a 4.6.1. Applies appropriate evaluation persuasive design projects? range of graphics tools - (Teacher assessment) techniques throughout each design project  Understanding of the factors Assessment task 2: Green design Campaign: creating 4.6.2 Identifies and explains ethical, social, influencing design such as products to raise environmental awareness using a environmental and sustainability considerations environmental and resource range of graphics tools related to design projects availability: What key factors influence design choices? Area of Study Built Environments Rationale

This stage 4 unit for Technologies Mandatory continues the focus of Term 1 on Design. The overarching concept is Green Design and is used to connect the students’ knowledge, skills and understanding of Graphic technology with the current and significant issue of global warming and climate change. The students will be challenged to produce an original design project using a range of graphics tools such as CAD that demonstrates understanding of the important role that technology and design plays now and in the future. To build on the students’ knowledge, skills and understanding the second assessment task involves students working collaboratively in teams to produce a Green Design Campaign to raise environmental awareness. The students will further develop their ICT and graphics skills to design at least three products that will raise awareness in their peers at school. Learning should be meaningful, challenging and connected to the real world. Hopefully this unit of work provides students with an engaging and connected approach to life-long learning. Stage 5 English: Concept: Hybridity Key Question: Are genres constant or are they fluid and dynamic, morphing to suit the times?

Key Learning Ideas:

 Genre theory: conventions, sub-genres and hybridity: Why do genres evolve over time?  How filmic features and details shape and convey meaning: How do filmic features and details shape and convey meaning?  How texts can explore universal themes & social reality, and reflect different values and attitudes: What universal themes have been explored by your two key texts? Main Text/s to be Explored in Unit:

A range of films and extracts reflecting a genre such as: Bollywood, Horror, Science Fiction, Satire

Assessment task 1:Interpretative Task Cross Curricular: Outcomes: based on films studied – 1, 6 & 9: Speaking Literacy: Spelling & Vocabulary; Imaginative 1. A student responds to and composes (Teacher assessment) text; Film report increasingly sophisticated and sustained texts Assessment task 2: Imaginative Task – a Multicultural for understanding, interpretation, critical hybrid text: 6, 8 & 9: Reading & Writing Difference & Diversity analysis and pleasure. (Self & teacher assessment) 6. A student experiments with different ways Language modes of imaginatively and interpretively Reading/Writing/Speaking transforming experience, information and ideas into language. 8. A student investigates the relationship between and among texts. 9. A student demonstrates understanding of the ways texts reflect personal and public words. Rationale This stage 5 unit focuses on genre theory and how genres are essentially dynamic and hybrid. You will explore the conventions, textual features, values, sub-genres and hybridity of films. You will revisit filmic techniques and how meaning is shaped and conveyed. We will view extracts and study two films. The assessment tasks are open to negotiation as long as the alternative tasks satisfy the outcomes to be assessed for this unit of work. This encourages self-direction and enables you to have control over the choice of the delivery and the form of your assessment tasks. The first assessment task with its focus on critically responding to one or two films prepares you for the creation of your own imaginative text. Stage 4: Science - Global Citizenship Cross curriculum content Outcomes Concept: Interconnectedness Civics & Citizenship & Multicultural Key Question: How and why is there a Difference and Diversity connection between living things, ICT: Research, Blogs, Pod casts, 4.4 Identifies choices made by people with regard to ecosystems and the earth? multimedia presentations scientific developments Key Learning Ideas Literacy 4.8 Describes features of living things  The impact global warming has Spelling & Vocabulary 4.9 A student describes the dynamic structure of Earth on health and ecosystems Website analysis and its relationship to other parts of our solar system and  Impact microbes have in our Critical reflections the universe. society Reports 4.10 Identifies factors affecting survival of organisms in an  The effects humans have on School to Work ecosystem ecosystems Team work: Assign different tasks to 4.16 Accesses information from identified secondary Assessment Tasks team members to meet deadline sources Initiative and enterprise 4.18 With guidance, presents information to an audience Assessment Task 1: Planning to achieve a particular purpose Problem solving 4.21 Uses creativity and imagination to suggest plausible Portfolio with all experiments, database Cultural understanding solutions to familiar problems evaluations and critical reflections: 4.4, Language modes 4.25 Recognises the relevance and importance of 4.8, 4.9, 4.10, 4.16, 4.18, 4.21, 4.25 Reading/writing/speaking lifelong learning and acknowledges the continued impact Texts: of science in many aspects of everyday life Assessment Task 2: Integrated DVD, photographs, original songs by assessment task: 4.4, 4.16, 4.18 & 4.21 Milton Brown, websites such as SurfAid International Rationale "Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has." - Margaret Mead, anthropologist, author, intellectual 1901-1978 It is so easy to be immersed in your own world and not realise that all over the world there are teenagers like you with little or no access to education and technology, living in poverty and suffering from disease. Our neighbours the Indigenous Mentawai people have suffered from malaria, dysentery, and loss of land. A mosquito net that costs less than a movie ticket can make a big difference to their lives. In Science you are exploring global environmental issues and your role as a global citizen by focusing on the Mentawai Islands and the support provided for the Mentawai people by SurfAid International. This unit explores the key concept of interconnectedness and its ramifications for the Mentawai. You will examine the local and global implications of current science issues, research and development on society and the environment. Through discussion and debate of current issues you will develop lifelong values and attitudes that underpin ethical behaviour and the desire and skills to actively evaluate the consequences of the applications of science. Syllabus Content & Outcomes Topic/Subject/Context/Outcomes

Concept + Key Question (Deep Knowledge) Overarching idea of the unit

Key Ideas + Question Key Ideas + Question Key Ideas + Question

What students will learn by the end Reflect intent of the outcomes and Focus on skills, knowledge and of the unit concept understanding

Assessment of and for learning (Deep understanding, Problematic knowledge, Higher-order thinking, Explicit quality criteria) Demonstration of key learning ideas - Not too many outcomes- Aim for Integrated & Authentic Assessment

Pre-testing (connections to prior learning) Use the DATA, Brainstorming, Graphic organisers – KWL, mind mapping, Y chart, Lotus diagram. Quiz

Teaching Strategies Teaching Strategies Teaching Strategies Learning Activities Learning Activities Learning Activities Explicit / Systematic Explicit Literacy & Numeracy ICT for teaching & learning Building the Field Strategies

Teaching Strategies Teaching Strategies Learning Activities Learning Activities Connected & higher-order Scaffolds / Models – annotated

Resources PLANNING FOR ASSESSMENT

. What do the students need to learn?

. Why does it matter?

. What do they already know?

. What do I want the students to do or produce to demonstrate their learning and understanding? . How will they get there? Outline teaching strategies and resources

. How well do I expect them to do it? Assessment Task

Outcomes to be assessed: (In full)

Concept/s:

Essential Learning Goal:

Key Learning Ideas:

Nature of Task: (Clear description of what the requirements of the task.)

You will be assessed on how well you: (These statements must reflect the demands of the outcomes and will be used to form the marking guidelines)

Marking Guidelines A . . . . B . . . . C . . . . D . . . . E . . . .

Examples of Concepts that Arise from the Syllabus Outcomes Concepts and Key Learning Ideas – 7-10 Science Syllabus Contexts can be chosen to assist students to develop conceptual meaning. Students develop a greater understanding of the many concepts used in science if they can easily make connections between the things with which they are already familiar (the known) and the knowledge and understanding being presented (the unknown). The importance of making such links in a highly conceptualised subject such as science cannot be overstated. Successful science learning is characterised by the provision of teaching/learning environments that assist students to make these links and by students’ recognition of their own interplay in the life situations in which science is involved.

Providing contexts related to conceptual meaning increases the opportunities students have of recognising that the concepts they are trying to understand are relevant to a number of situations other than those immediately apparent to them. Using contexts as a means of making links, either to other scientific concepts or to real-life situations, assists students to develop networks of concepts in networks of contexts, thus reinforcing their learning. 7-10 Science Syllabus Outcomes Concepts and Contexts Prescribed Focus Areas - must be addressed each year History of Science Concepts Stage 4: Stage 4/5: Transformation/Technology 4.1 identifies historical examples of how scientific knowledge has changed people’s understanding of the world Stage 5: 5.1 explains how social factors influence the development and acceptance of scientific ideas The nature and practice of Concepts science Stage 4/5: Creativity/Interdependence/Processes/ Motion/Validity Stage 4: 4.2 uses examples to illustrate how models, theories and laws contribute to an understanding of phenomena Stage 5: 5.2 describes the processes that are applied to test and validate models, theories and laws

Applications and uses of Concepts science Stage 4/5: Application/ Technology/ Sustainability/ Stage 4: Transformation/Urbanisation/Management/Biodiversity/Forensics (Stage 5) 4.3 identifies areas of everyday life that have been affected by scientific developments Stage 5: 5.3 evaluates the impact of applications of science on society and the environment Implications for society and Concepts the environment Stage 4/5: Choices/ Sustainability/ Ethics/ Perspectives Stage 4: 4.4 identifies choices made by people with regard to scientific developments Stage 5: 5.4 discusses evidence supporting different viewpoints Current issues, research and Concepts development Stage 4/5: Innovation/Investigation/ Transformation/ Forensics (Stage 5)/ Choices Stage 4: 4.5 describes areas of current scientific research Stage 5: 5.5 analyses how current research might affect people’s lives Domain

Stage 4: Concepts 4.6 identifies and describes Stage 4: Energy/Forces/ Propagation energy changes and the action of forces in common situations Stage 5: Circuitry/ Energy/ Forces/Motion/Propagation

Stage 5: Possible Contexts 5.6 applies models, theories and The Racetrack/ Surfing Safari/Weird Science laws to situations involving energy, force and motion Stage 4: Concepts 4.7 describes observed properties Stage 4: Properties/ Elements/ Behaviour/ Energy of substances using scientific models and theories Stage 5: Reaction/ Change/ Models Stage 5: 5.7 relates properties of elements, Possible Contexts compounds and mixtures to Future Energy Sources scientific models, theories and laws Stage 4 Concepts 4.8 describes features of living Stage 4: Structures (Organisation) /Systems (Function) things /Organisms/Relationships/Classification/Adaptations/Ecosystems Stage 5 5.8 relates the structure and Stage 5: Interdependence/ Organisms/ Systems/ Ecosystems/ Evolution/ Genetics function of living things to models, Biodiversity/ Relationships/ Reproduction theories and laws Possible Contexts In the Backyard/ Cloning/ Coastal Management Stage 4 Concepts 4.9 describes the dynamic Stage 4: Systems/Interconnectedness/ Structures/ Formation/ Change structure of Earth and its relationship to other parts of our Stage 5: Theories/ Formation/ Components/ Interconnectedness/ Phenonema solar system and the universe Stage 5 Possible Contexts 5.9 relates the development of the Space Exploration/ Natural Disasters/ Our local rock platform universe and the dynamic structure of Earth to models, theories and laws and the influence of time Stage 4 Concepts 4.10 identifies factors affecting Stage 4: Ecosystems/ Adaptation survival of organisms in an ecosystem Stage 5: Ecosystems/ 5.10 assesses human impacts on the interaction of biotic and abiotic Possible Contexts features of the environment Natural Disasters Stage 4 Concepts 4.11 identifies where resources Stage 4: Sustainability are found, and describes ways in which they are used by humans Stage 5: Sustainability/ Connections/ Conservation Stage 5 5.11 analyses the impact of Possible Contexts human resource use on the Global Warming/ Ecological Footprint/ Coastal Management biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources Stage 4 Concepts 4.12 identifies, using examples, Stage 4: Transformation/ Technology common simple devices and explains why they are used Stage 5: Technology/ Biotechnology/ Biomimetics/ Biodiversity Stage 5 5.12 relates the interactions Possible Contexts involved in using some common Biomimetic Technology/ Power technologies to their underlying scientific principles Concepts and Key Learning ideas – 7-10 Geography Syllabus Outcomes Stage 4 – Outcome 1 identifies and gathers geographical information Stage 5 – Outcome 1 identifies, gathers and evaluates geographical information Stage 4 – Outcome 2 organises and interprets geographical information Stage 5 – Outcome 2 analyses, organises and synthesises geographical information Stage 4 – Outcome 3 uses a range of written, oral and graphic forms to communicate geographical information Stage 5 – Outcome 3 selects and uses appropriate written, oral and graphic forms to communicate geographical information Stage 4 – Outcome 4 uses a range of geographical tools Stage 5 – Outcome 4 selects and applies appropriate geographical tools Stage 4 – Outcome 5 demonstrates a sense of place about global environments Stage 5 – Outcome 5 demonstrates a sense of place about Australian environments Stage 4 – Outcome 6 describes the geographical processes that form and transform environments Stage 5 – Outcome 6 explains the geographical processes that form and transform Australian environments Stage 4 – Outcome 7 identifies and discusses geographical issues from a range of perspectives Stage 5 – Outcome 7 analyses the impacts of different perspectives on geographical issues at local, national and global scales Stage 4 – Outcome 8 describes the interrelationships between people and environments Stage 5 – Outcome 8 accounts for differences within and between Australian communities Stage 4 – Outcome 9 describes differences in life opportunities throughout the world Stage 5 – Outcome 9 explains Australia’s links with other countries and its role in the global community Stage 4 – Outcome 10 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship Stage 5 – Outcome 10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship Concepts and Key Learning ideas – 7-10 Geography Syllabus Outcomes Concepts and Key Learning Ideas STAGE 4 Focus area 4G1 Investigating the world 4.1 identifies and gathers geographical information Geographic Investigation (using geographical tools and instruments) 4.2 organises and interprets geographical information . Describes the physical elements that produce different global 4.3 uses a range of written, oral and graphic forms to environments communicate geographical information . Describes the human elements that produce different global 4.4 uses a range of geographical tools environments 4.5 demonstrates a sense of place about global Interaction and Geographic Patterns (using geographical tools and environments instruments) 4.6 describes the geographical processes that form . Outline the interaction between the human and physical elements and transform environments that form global patterns in world environments. 4.10 explains how geographical knowledge, . Explain the importance of this interaction understanding and skills combine with knowledge of civics to contribute to informed citizenship. Focus Area 4G2 Global Environments 4.1 identifies and gathers geographical information Transformation of Environments (using geographical tools and 4.2 organises and interprets geographical information instruments) 4.3 uses a range of written, oral and graphic forms to . Describe the geographical processes that form and transform communicate geographical information global environments 4.4 uses a range of geographical tools . Explain how these processes operate to form ONE specific global 4.6 describes the geographical processes that form environment and transform environments Interaction and Geographic Relationships (using geographical tools 4.8 describes the interrelationships between people and instruments) and environments . Describe the relationship between ONE environment and ONE 4.10 explains how geographical knowledge, community who depend on this environment understanding and skills combine with knowledge of . Explain the changing nature of this relationship civics to contribute to informed citizenship. . Explain the management strategies of this changing relationship Focus area 4G3 Global Change 4.1 identifies and gathers geographical information Process of Globalisation (using geographical tools and instruments) 4.2 organises and interprets geographical information . Outline the process of globalisation 4.3 uses a range of written, oral and graphic forms to . Recognise the importance of technology in the process of communicate geographical information globalisation 4.4 uses a range of geographical tools . Describe how the world has changed as a result of globalisation 4.5 demonstrates a sense of place about global Distribution and Inequality environments . Identify and describe patterns of global inequality 4.7 identifies and discusses geographical issues from . Explain the variations in the distribution and access to resources a range of perspectives . Describe the management of global inequality by a global 4.9 describes differences in life opportunities organisation throughout the world 4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship. Focus Area 4G4 Global issues and the role of Citizenship 4.2 organises and interprets geographical information Geographic Issues and Sustainability (using geographical tools and 4.3 uses a range of written, oral and graphic forms to instruments) communicate geographical information . Identify and describes the nature of geographic issues 4.4 uses a range of geographical tools . Explain the links between human actions and sustainability on a 4.7 identifies and discusses geographical issues from global scale a range of perspectives Active Citizenship 4.8 describes the interrelationships between people . Identify TWO global issues and environments . Describe the spatial and ecological dimensions of these issues 4.9 describes differences in life opportunities . Describe the different perspectives of people and groups to these throughout the world issues 4.10 explains how geographical knowledge, . Explain the responses and the actions of people and groups to understanding and skills combine with knowledge of these issues civics to contribute to informed citizenship. STAGE 5 Focus Area 5A1 Investigating Australia’s Physical Environments 5.1 identifies, gathers and evaluates geographical Investigation of the Physical environment (using geographical tools information and instruments) 5.2 analyses, organises and synthesises geographical . Explain how the physical processes unique to Australia form and information transform the Australian environment 5.3 selects and uses appropriate written, oral and Interaction and Geographic Patterns and Relationships (using graphic forms to communicate geographical geographical tools and instruments) information . Explain how extreme elements of the physical environments cause 5.4 selects and applies appropriate geographical tools a natural hazard in an Australian environment 5.5 demonstrates a sense of place about Australian . Describe the environmental and socio-economic consequences of environments ONE natural hazard in Australia 5.6 explains the geographical processes that form and . Discuss the responses of individual, governments and other transform Australian environments groups to this hazard 5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship.

Focus Area 5A2 Changing Australian Communities 5.1 identifies, gathers and evaluates geographical Transformation of Communities (using geographical tools and information instruments) 5.2 analyses, organises and synthesises geographical . Describe past and present demographic patterns information . Describe the factors that have caused this change 5.3 selects and uses appropriate written, oral and . Explain how the changing nature of Australia’s demographics have graphic forms to communicate geographical and are influencing the nature and identity of Australian society information Interaction and Geographic Relationships (using geographical tools 5.4 selects and applies appropriate geographical tools and instruments) 5.7 analyses the impacts of different perspectives on  Select ONE community in Australia and geographical issues at local, national and global . Describe the factors that contribute to the communities sense of scales identity (i.e. making the community identify as one and different 5.8 accounts for differences within and between from other communities) Australian communities . Examine the dynamic nature of this community (examining how 5.9 explains Australia’s links with other countries and and why it is changing) its role in the global community . Discuss and analyse individuals, governments and other groups 5.10 applies geographical knowledge, understanding responses to these changes and skills with knowledge of civics to demonstrate informed and active citizenship. Focus Area 5A3 Issues in Australian Environments 5.1 identifies, gathers and evaluates geographical Interaction and Sustainability (using geographical tools and information instruments) 5.2 analyses, organises and synthesises geographical . Describes the nature of geographic issues affecting Australian information environments 5.3 selects and uses appropriate written, oral and . Explain the interaction of physical and human elements that create graphic forms to communicate geographical geographic issues information Active Citizenship promoting sustainability (using geographical tools, 5.4 selects and applies appropriate geographical tools instruments and Fieldwork) 5.5 demonstrates a sense of place about Australian . Identify TWO issues affecting Australian environments environments . Describe the geographical processes relevant to this issue 5.6 explains the geographical processes that form and . Discuss and analyse the different perspectives of people, transform Australian environments governments and groups to these issues 5.7 analyses the impacts of different perspectives on . Evaluate the responses and the actions of people and groups to geographical issues at local, national and global these issues scales 5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship. Focus Area 5A4 Australia in Its Regional and Global Contexts 5.2 analyses, organises and synthesises geographical Linkages in regional and global contexts (using geographical tools and information instruments) 5.3 selects and uses appropriate written, oral and . Locate and identify Australia in its regional and global context graphic forms to communicate geographical . Describe Australia’s regional and global links information Active Citizenship promoting humanitarianism (using geographical 5.4 selects and applies appropriate geographical tools tools and instruments) 5.7 analyses the impacts of different perspectives on  Select ONE regional/global link Australia has with other nations (from geographical issues at local, national and global aid, defence, migration or trade) and scales . Describe the link and explain the purpose and importance of this 5.8 accounts for differences within and between link Australian communities . Describe the roles of government and non-government 5.9 explains Australia’s links with other countries and organisations in relation to this link its role in the global community . Discuss and evaluate the importance of this link to Australia and 5.10 applies geographical knowledge, understanding other countries involved in this link and skills with knowledge of civics to demonstrate . Analyse the implications for social justice and equity in relation to informed and active citizenship. this link Transformation and implications (using geographical tools and instruments) . Describe current and future demographic trends in Australia . Explain Australian government policies in managing demographic changes . Analyse the changing demographics on ecological sustainability and urban planning Active Citizenship promoting reconciliation (using geographical tools and instruments) . Define and Identify human rights agreements . Discuss responses from individuals, governments and groups to human rights challenges in Australia . Compare other countries responses and recognise the implications for the international community . Propose strategies for improved human rights in the future

Concepts and Key Learning ideas – 7-10 History Syllabus Outcomes Stage 4 – Outcome 1 describes and explains the nature of history, the main features of past societies and periods and their legacy Stage 5 – Outcome 1 explains social, political and cultural developments and events and evaluates their impact on Australian life Stage 4 – Outcome 2 describes significant features of Aboriginal and indigenous cultures, prior to colonisation Stage 5 – Outcome 2 assesses the impact of international events and relationships on Australia’s history Stage 4 – Outcome 3 explains the ways indigenous and non-indigenous peoples of the world have responded to contact with each other Stage 5 – Outcome 3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia Stage 4 – Outcome 4 identifies major periods of historical time and sequences people and events within specific periods of time Stage 5 – Outcome 4 sequences major historical events to show an understanding of continuity, change and causation Stage 4 – Outcome 5 identifies the meaning, purpose and context of historical sources Stage 5 – Outcome 5 identifies, comprehends and evaluates historical sources Stage 4 – Outcome 6 draws conclusions about the usefulness of sources as evidence in an inquiry Stage 5 – Outcome 6 uses sources appropriately in an historical inquiry Stage 4 – Outcome 7 identifies different contexts, perspectives and interpretations of the past Stage 5 – Outcome 7 explains different contexts, perspectives and interpretations of the past Stage 4 – Outcome 8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research Stage 5 – Outcome 8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry Stage 4 – Outcome 9 uses historical terms and concepts in appropriate contexts Stage 5 – Outcome 9 uses historical terms and concepts in appropriate contexts Stage 4 – Outcome 10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past Stage 5 – Outcome 10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences Outcomes Concepts and Key Learning Ideas STAGE 4 Topic 1: Investigating History 4.4 identifies major periods of historical time Investigation and sequences people and events within specific periods of time  Describe the meaning of History? 4.5 identifies the meaning, purpose and context  Explain how and why historians investigate the past? of historical sources  Examine why conserving our heritage is important? 4.6 draws conclusions about the usefulness of sources as evidence in an inquiry 4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past. Topic 2: Societies and Civilisations of the Past 4.1 describes and explains the nature of Legacy history, the main features of past societies and periods and their legacy Students must investigate at least TWO societies (ONE society from 4.5 identifies the meaning, purpose and context Group A and ONE society from Group B). At least ONE of the of historical sources societies studied must be non-European. 4.8 locates, selects and organises relevant  Explain what we can learn about societies and civilisations of the information from a number of sources, including ICT, to conduct basic historical past? research  Describe what have been the legacies of past societies and 4.10 selects and uses appropriate oral, written civilisations and other forms, including ICT, to communicate effectively about the past. Topic 3: Aboriginal and Indigenous Peoples, Colonisation and Contact History 4.2 describes significant features of Aboriginal Colonisation and indigenous cultures, prior to colonisation  What can we learn about Aboriginal and indigenous peoples? 4.3 explains the ways indigenous and non-  What has been the nature and impact of colonisation on Aboriginal, indigenous peoples of the world have indigenous and non-indigenous peoples? responded to contact with each other Students must study Section A (Australia 1788–1900) and at least one 4.7 identifies different contexts, perspectives and interpretations of the past country or region from Section B (not in Australia). 4.9 uses historical terms and concepts in appropriate contexts 4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past. Topic 4: The Shaping of the Modern World (optional) 4.1 describes and explains the nature of Transformation history, the main features of past societies and periods and their legacy  How has a significant person, group or event helped to shape the 4.5 identifies the meaning, purpose and context modern world? of historical sources 4.7 identifies different contexts, perspectives and interpretations of the past 4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research. STAGE 5 Topic 1: Australia to 1914

5.1 explains social, political and cultural Development developments and events and evaluates their impact on Australian life  Describe what life was like in Australia at the turn of the century? 5.3 explains the changing rights and freedoms  Explain how and why Federation occurred? of Aboriginal peoples and other groups in Australia  Examine what were the voting rights of various groups in Australia at 5.5 identifies, comprehends and evaluates Federation? historical sources  Explain why and how the Immigration Restriction Act of 1901 was 5.8 locates, selects and organises relevant introduced? historical information from a number of sources, including ICT, to undertake historical inquiry 5.9 uses historical terms and concepts in appropriate contexts. Topic 2: Australia and World War I 5.2 assesses the impact of international events Continuity and relationships on Australia’s history 5.4 sequences major historical events to show  Explain why Australia became involved in World War I? an understanding of continuity, change and  Describe the experiences of Australians in the Gallipoli campaign? causation  Explain how and why the Anzac legend created? 5.5 identifies, comprehends and evaluates historical sources  Evaluate the impact of World War I on the Australian home front 5.6 uses sources appropriately in an historical 1914–18? inquiry 5.7 explains different contexts, perspectives and interpretations of the past 5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences. Topic 3 Australia between the War 5.1 explains social, political and cultural Causation developments and events and evaluates their impact on Australian life  Describe the differing experiences of various groups during the 5.4 sequences major historical events to show interwar period? an understanding of continuity, change and  Evaluate the contribution and analyse the significance of at least causation ONE Australian, ONE important event and ONE political 5.5 identifies, comprehends and evaluates development during the interwar period? historical sources 5.6 uses sources appropriately in an historical At least ONE study to be chosen from EACH of Sections A, B, C and D in EITHER the inquiry 1920s AND/OR the 1930s: (Section A: Group, Section B: Individual , Section C: 5.7 explains different contexts, perspectives Event ,Section D: Political) and interpretations of the past 5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry. Topic 4 Australia and World War II 5.2 assesses the impact of international events Change and relationships on Australia’s history 5.3 explains the changing rights and freedoms  Explain why Australia was involved in World War II? of Aboriginal peoples and other groups in  Describe some of the experiences of Australians as a result of their Australia involvement in the war? 5.4 sequences major historical events to show  Analyse the impact of the war on the Australian home front? an understanding of continuity, change and causation  Explain how the relationship changed between Australia and Britain 5.5 identifies, comprehends and evaluates and Australia and the USA during World War II? historical sources 5.7 explains different contexts, perspectives and interpretations of the past. Topic 5 Australia in the Vietnam War Era 5.1 explains social, political and cultural Changing perspectives developments and events and evaluates their impact on Australian life  Explain how the Australian government responded to the threat of 5.2 assesses the impact of international events communism after WWII? and relationships on Australia’s history  Examine why Australia become involved in the Vietnam War? 5.3 explains the changing rights and freedoms  Analyse the various groups’ responses to Australia’s involvement in of Aboriginal peoples and other groups in the Vietnam War? Australia  Evaluate the impact of the war on Australia and/or neighbouring 5.4 sequences major historical events to show an understanding of continuity, change and countries? causation 5.5 identifies, comprehends and evaluates historical sources 5.7 explains different contexts, perspectives and interpretations of the past. Topic 6 Changing Rights and Freedoms A student: Transformation 5.1 explains social, political and cultural developments and events and evaluates  (Critically?) evaluate the changing rights and freedoms of Aboriginal their impact on Australian life peoples and other groups in Australia during the post-war period? 5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in When studying each part, i.e. Change over Time, Group and Events/Issues, Section A Australia is compulsory, plus EITHER Section B OR Section C (Section A: Aboriginal Peoples 5.8 locates, selects and organises relevant Section B: Migrants Section C: Women) historical information from a number of sources, including ICT, to undertake historical inquiry 5.9 uses historical terms and concepts in appropriate contexts 5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences. Topic 7 People Power and Politics in the Post-war Period 5.1 explains social, political and cultural Democracy developments and events and evaluates their impact on Australian life  Describe the role Australia has played in international affairs in the 5.2 assesses the impact of international events post-war period? and relationships on Australia’s history  Describe some important political developments in post-war 5.3 explains the changing rights and freedoms Australian history? of Aboriginal peoples and other groups in  Explain and assess how significant individuals and groups have Australia 5.7 explains different contexts, perspectives exercised their democratic rights in the post-war period? and interpretations of the past Section A is mandatory. A choice of ONE event/individual from Section B and ONE 5.8 locates, selects and organises relevant Prime Minister in Section C.(Section A: Australia as a Global Citizen Section B: People historical information from a number of Power Section C: Prime Ministers and Policies) sources, including ICT, to undertake historical inquiry 5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences. Topic 8: Australia’s Social and Cultural History in the Post-War Period A student: Social and Cultural Change 5.1 explains social, political and cultural developments and events and evaluates  Examine the major social and cultural features of a post-war decade? their impact on Australian life 5.2 assesses the impact of international events and relationships on Australia’s history 5.4 sequences major historical events to show an understanding of continuity, change and causation 5.5 identifies, comprehends and evaluates historical sources 5.6 uses sources appropriately in an historical inquiry 5.7 explains different contexts, perspectives and interpretations of the past. Concepts and Key Learning Ideas – 7-10 PDHPE Syllabus Outcomes Concepts and Key Learning Ideas Strand 1: Self and relationships Objective: Students will enhance their sense of self, improve their capacity to manage challenging circumstances and develop caring and respectful relationships Stage 4: Stage 4: Self: Identity; differences; self-acceptance; physical, 4.1. describes and analyses the influences on a sense of self social and emotional changes that impact on self Stage 5: Stage 5: Interdependence: Health and wellbeing; supporting 5.1 analyses how they can support their own and others’ self and others sense of self Stage 4: Stage 4: Connectedness: Relationships with others; 4.2. identifies and selects strategies that enhance their ability challenges to belonging; support networks; interpersonal to cope and feel supported communication Stage 5: Stage 5: Challenges: Personal growth; responsibilities; 5.2. evaluates their capacity to reflect on and respond stereotypes; consequences positively to challenges Stage 5: Resilience: Overcoming adversity; dealing with change Stage 4: Stage 4: Relationships: Respect; power; bullying and 4.3. describes the qualities of positive relationships and harassment; personal safety strategies to address the abuse of power Stage 5: Relationships: Positive personal power; forming Stage 5: relationships; abuse situations 5.3. analyses factors that contribute to positive, inclusive and Stage 5: Inclusivity: Diversity; others’ perspectives; satisfying relationships discrimination Strand 2: Movement skill and performance Objective: Students will move with confidence and competence, and contribute to the satisfying and skilled performance of others Stage 4: Stage 4: Movement: Skills, performance, safety; 4.4. demonstrates and refines movement skills in a range of specialization contexts and environments Stage 5: Stage 5: Performance: movement skills development; 5.4. adapts, transfers and improvises movement skills and practice and participation; modifications concepts to improve performance Stage 4: Stage 4: Composition and Performance: Creativity; 4.5. combines the features and elements of movement improvisation; group movement composition to perform in a range of contexts and environments Stage 5: Composition and Performance: Skills; group Stage 5: performance; critical analysis of performance and 5.5. composes, performs and appraises movement in a variety constructive feedback of challenging contexts Strand 3: Individual and community health Objective: Students will take actions to protect, promote and restore individual and community health

Stage 4: Stage 4: Health: Lifestyle; components of health; influential 4.6. describes the nature of health and analyses how health factors; drugs, sexual health, road safety issues may impact on young people Stage 5: Stage 5: Wellbeing: Food habits; mental health; media 5.6. analyses attitudes, behaviours and consequences related influence; sexual health; drugs; road safety to health issues affecting young people Stage 4: Stage 4: Consequences: Risk taking; harm minimization; 4.7. identifies the consequences of risk behaviours and personal safety describes strategies to minimise harm Stage 5: Stage 5: Risk-taking: Influences; supportive environments in 5.7. analyses influences on health decision making and the community (Could be a separate concept); inequities develops strategies to promote health and safe behaviours

Stage 4: Stage 4: Information: Health information; critically analyzing 4.8. describes how to access and assess health information, information; accessibility products and services Stage 5: Stage 5: Health Knowledge: Consumerism; health 5.8. critically analyses health information, products and information and services services to promote health

Strand 4: Lifelong physical activity Objective: Students will participate in and promote enjoyable lifelong physical activity Stage 4: Stage 4: Lifestyle: Balance; physical activity and its benefits 4.9. describes the benefits of a balanced lifestyle and participation in physical activity Stage 5: Sustainability: Lifelong physical activity; benefits; Stage 5: barriers 5.9. formulates goals and applies strategies to enhance participation in lifelong physical activity Stage 4 Stage 4: Fitness: Life-long physical activities; skill and health 4.10. explains how personal strengths and abilities contribute related components to enjoyable and successful participation in physical activity Stage 5: Stage 5: Commitment: Enhancing enjoyment in physical 5.10. adopts roles to enhance their own and others’ enjoyment activities; role of coaches, etc.; community involvement of physical activity Skills that enhance learning in PDHPE (To be integrated into four strands) Objective: Students will develop and apply the skills that enable them to adopt and promote healthy and active lifestyles Stage 4 Communication 4.11. selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations Stage 5 5.11. adapts and evaluates communication skills and strategies to justify opinions, ideas and feelings in increasingly complex situations Stage 4 Decision-making 4.12. assesses risk and social influences and reflects on personal experience to make informed decisions Stage 5 5.12. adapts and applies decision making processes and justifies their choices in increasingly demanding contexts Stage 4 Interaction 4.13. demonstrates cooperation and support of others in social, recreational and other group contexts Stage 5 Cooperation 5.13. adopts roles and responsibilities that enhance group cohesion and the achievement of personal and group objectives

Concepts and Key Learning Ideas – 7-10 English Syllabus

Outcomes Concepts and Key Learning Ideas Stage 4: Craft: Composing and responding to a range of texts Outcome 1: A student responds to and composes texts for Representation: Representing a text visually understanding, interpretation, critical analysis and pleasure. Critical Reflection: Qualities of own work and work of others Contextualisation: The impact of times on context on Stage 5: responding and composing Outcome 1: A student responds to and composes Genre: Conventions of texts increasingly sophisticated and sustained texts for Interpretation: Interpretations of ideas and meaning in texts understanding, interpretation, critical analysis and pleasure. Stage 5: Others’ Perspectives: Consideration of different reading positions of texts Stage 4: Representation: The processes of representation and how Outcome 2: A student uses a range of processes for meaning is conveyed responding to and composing texts. Reflection: Processes of planning, editing, reflecting, meeting deadlines and evaluating the quality of own and others’ texts Stage 5: Outcome 2: A student uses and critically assesses a range of processes for responding and composing. Stage 4: Constructedness: Responding to ICT texts and how meaning Outcome 3: A student responds to and composes texts in is constructed and conveyed and/or composing texts using different technologies. ICT Manipulation: How images can be manipulated and used to Stage 5: position an audience Outcome 3: A student selects, uses, describes and explains Popular Culture: How media shape, reflect and convey how different technologies affect and shape meaning. popular and youth cultures Stage 5: Ethics: Use and impact of ICT Stage 4: Craft/Artistry: Composing and responding to written, spoken Outcome 4: A student uses and describes language forms and visual texts focusing on the conventions, form, audience, and features, and structures of texts appropriate to different purpose and structure using the metalanguage purposes, audiences and contexts. Imagery: Composing texts employing evocative imagery Adaptation: Adapting an original text to create an original text Stage 5: Mainly Stage 5: Contextualisation: The impact of context, Outcome 4: A student selects and uses language forms and purpose and audience on composing and responding to texts features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning. Stage 4: Persuasion: Expressing points of view in writing or speeches Outcome 5: A student makes informed language choices to and responding to persuasive texts how points of view, shape meaning with accuracy, clarity and coherence. inference, emphasis and language shape meaning Narrative Voice: Developing a distinctive narrative voice Stage 5: Craft: Composing personal texts such as narrative, Outcome 5: A student transfers understanding of language poetry, speeches and scripts concepts into new and different contexts. Adaptation: Adapting own or familiar texts Stage 4: Imagination OR Creativity: Composing a range of Outcome 6: A student draws on experience, information and imaginative texts including narrative, poetry, instructions, ideas to imaginatively and interpretively respond to and scripts, advertisements and websites compose texts. Transformation OR Subversion: Transforming or subverting original texts Stage 5: Directorial Vision: How filmmakers create films Outcome 6: A student experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts. Stage 4: Persuasion OR Bias OR Manipulation: The techniques and Outcome 7: A student thinks critically and interpretively about validity of persuasion and/or argument such as rhetoric, bias information, ideas and arguments to respond to and compose and modality and the medium such as debating texts. Synthesis: Locating, synthesizing information and organising information, ideas and opinions visually Stage 5: Interpretation: Personal opinion and interpretation of texts Outcome 7: A student thinks critically and interpretively using and ideas information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts. Stage 4: Connections: Compare and contrast texts and/or different Outcome 8: A student makes connections between and perspectives of a similar subject matter or event or themes OR among texts. composing a range of texts connected to an original text Adaptation: Connections between an original text and its Stage 5: adaptation such as a novel and a film Outcome 8: A student investigates the relationships between Intertextuality: How intertextuality is used to shape meaning and among texts. in texts Stage 5: Auteurism: The style of a director Stage 5: Subversion: Composing sub-genres or texts that subvert the ideology or form of a text Stage 5: Hybridity: The conventions and iconography of genres and how they evolve Stage 4: Story or Narrative Voice: Responding to and composing Outcome 9: A student demonstrates understanding that texts stories OR how narrative voice invites empathy and express views of their broadening world and their relationships understanding within it. Representation: Assessing representations of people, places and events in film and media Stage 5: Personal Response: Ways of thinking and views of the world Outcome 9: A student demonstrates understanding of the through texts ways texts reflect personal and public worlds. Stage 5: Others’ Perspectives: Alternative readings of a text and how they are shaped by context, experiences and values Stage 4: Cultural Perspective: Impact of cultural assumptions, Outcome 10: A student identifies, considers and appreciates personal experience and perspectives on responding to and cultural expression in texts. composing texts Cultural Representation: How different cultures including Stage 5: Aboriginal Australians are represented in texts Outcome 10: A student questions, challenges and evaluates Archetypal Stories: Exploration of myths, legends, fairy tales cultural assumptions in texts and their effects on meaning. and key cultural stories Stage 5: Cultural Experiences: How texts reflect different cultural experiences, beliefs and values Stage 4: Critical Reflection: Reflecting on own and others’ texts and Outcome 11: A student uses, reflects on and assesses own learning strengths and weaknesses individual and collaborative skills for learning. Collaboration: Working in groups, performing a role and meeting deadlines Stage 5: Outcome 11: A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness.