Dandenong West P.S and Barking Spider

Dandenong West P.S Inquiry Learning Unit Change When we work together we are strong Level: 3 Term: 3 Year: 2012 Duration: 10 weeks Key Understandings: 1. Know that we all bring different skills, beliefs and understandings to a group 2. Identify the feelings and needs of others and manage own feelings 3. Understand that there are steps we can take to resolve problems 4. Enable group members to take on different roles 5. Identify personal learning strengths and challenges in team situations 6. Respect the rights of others to express opinions

VELS Content: Domain / Elements of Standards / Learning Focus Dimension Arts Creating and making  Create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings.  Select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies.  Show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making.  Refine their work in response to feedback and self-evaluation. Exploring and responding  Comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes.  Identify and describe key features of arts works from their own and other cultures  Use arts language to describe & discuss communication of ideas, feelings & purpose in their own and other people’s arts works

VELS Skills: Interpersonal Personal Communication Thinking ICT Development Learning

Building Social Managing Listening, Viewing and Reasoning, ICT for Creating Relationships Personal Responding Processing and  Follow simple plans  Behave Learning  Listen attentively when Inquiry and use tools and a appropriately in a required and learn to  Collect information range of data types range of social  Set short- respond and interject from a range of to create situations. term, appropriately. sources to answer information  Identify the feelings achievable  Learn about appropriate their own and products designed and needs of other goals in body language when others’ questions. to inform, reacting to a speaker people. relation to  Question the persuade, entertain Use feedback from specific tasks. validity of sources or educate peers and the teacher on Working in Teams  Complete when appropriate. particular short tasks by their own body language to audiences.  Apply thinking planning and improve their reactions.  Cooperate with strategies to  Create information allocating others in teams for • Practise paraphrasing organise products to assist appropriate agreed purposes, what a speaker has said to information and in problem solving time and taking roles and check meaning concepts in a in all areas of the resources. following guidelines • Ask clarifying questions variety of curriculum. established within  Undertake the task. some multi- where meaning is unclear. contexts, including  With minimal  Describe and step, problem solving assistance, use ICT evaluate personal extended • Explore a range of aural, activities. tools to capture and contribution, and tasks written and visual  Provide reasons save images. the team’s progress independentl communication forms such for their towards the y. as the Internet, film, texts conclusions. and music  Use simple editing achievement of  Comment on functions to agreed goals. task progress • Explore reasons for other Creativity manipulate the and interpretations not being images for use in achievements the same as theirs  Apply creative their products. .  Learn to respect the ideas in practical  Manage their right of others to express ways and test the  Make ongoing feelings in opinions. possibilities of modifications to pursuit of ideas they their work to correct goals and • Explore the use of verbal generate. the spelling of demonstrate and non-verbal strategies,  Use open-ended frequently used a positive to enhance meaning and questioning and words and to rectify attitude engage their audience integrate available simple formatting towards their • Begin to order logically information to errors. learning. the ideas that they wish to explore ideas. communicate.  Evaluate the final Reflection, Presenting information product Evaluation and and describe how Metacognition  Begin to order logically well it meets its purpose. the ideas that they wish  Identify strategies to communicate. they use to Make adjustments  Experiment with various organise their  forms when developing ideas, and use to their equipment formal presentations appropriate and apply techniques that are  Reflect on their own and language to ergonomically others’ presentations explain their sound. and note the features thinking. that make them Identify and  ICT for effective. provide reasons Communicating for their point of view, and justify changes in their  Locate thinking. information on an intranet, and use a recommended search engine and limited key words to locate information from websites.

Teaching and Learning Strategies and Tools Developing Working Collaboratively Direct Thinking Experiences Eg incursions, excursions, special events  KWL Chart Students will be guided to find their own teams – focused on  Artist sessions  Y Chart areas of passion and interest, and to develop (building,  Final work  Flow diagram writing, rehearsing, scoring, filming, designing etc), the  Visual diaries  Brainstorming elements that will be brought together for final production. Artists will guide children in how to achieve what it is the  Mind Map children envisage – enable children to realize their vision.  Cluster Diagram Artists will guide children in how to keep an eye on “the big  PMI picture” of the project, as well as working on the details.  T Chart ICT Links:  Use flip cameras to record digital diary of artistic experience  Use digital photos to capture digital images from experiences  Use technology to make sound recordings  Creating folders/logins/digital graphic organisers  Use blog to record journey Dandenong West P.S and Barking Spider