Planning for Learning Using the Syllabus

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“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 Deep knowledge requires key relevant syllabus content to learning ideas as the drivers enables teachers to: be organised in such a way . begin with higher-order thinking and achieve that a small set of ideas or depth of learning rather than breadth concepts is clearly established as the focus of . design holistically with teaching and the unit. learning activities and assessment being integrated and meaningful - QT Classroom Practice Guide . create integrated cross curricular units of work and/or 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

. Living Land Stage 3: Adaptation: How we adapt designs to suit the environment; how we respond to and are inspired by different environments in the creative arts; management of and response to natural disasters. . 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. E.g. Stage 3 HSIE – Concept: Diversity; Key Statement: Students will have an understanding of the cultural diversity of Australian society past and present.

Step 3a: The key learning ideas

Why does the learning matter?

The key learning ideas must directly capture Knowledge is deep when it concerns the central ideas or the skills, knowledge and understandings of specific concepts of a topic or subject or outcomes or groups of outcomes and distill the KLA and when the knowledge is overarching concept to ensure that programs are judged to be crucial to the topic being designed to achieve deep knowledge. For or subject or KLA. Deep knowledge is evident when either most five week units with a small number of the teacher or the students outcomes only two to three key learning ideas would provide information, reasoning or be needed. arguments that address the centrality or complexity of a key An example of key learning ideas in Graphics concept or idea, or when Technology Mandatory Stage 4 is: relatively complex relations are established to other central Concept: Green Design: How can graphics tools be concepts. used to create a persuasive and effective campaign QT Discussion Paper 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).

The design of assessment is an integral Assessment is the process of aspect of this process as it provides teachers with identifying, gathering and essential information for planning and adjusting each interpreting information about subsequent unit of work, evaluates the quality and students’ learning. The central extent of student achievement or performance in purpose of assessment is to learning and provides students with the information provide information on student they need about their learning and what they need to achievement and progress and set do to develop and grow as learners. It must be valid direction for ongoing teaching and learning. and reliable. Principles of Assessment and All students must participate fully in learning Reporting in NSW Government experiences and assessment tasks - including those Schools DET NSW, 1996) 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.

Step 4: Assessment for learning

Where are my students now? Focus tasks on relating central How do I know when my students get there? concepts and ideas with other concepts, or to particular The assessment task or tasks must assess contexts. Linking the task to the targeted outcomes and the skills, knowledge previously addressed ideas and understanding that are being taught. It has to (from either prior class work or be explicit in what students are required to do or other tasks) or to new, as yet produce. A clear and precise rubric and marking unexplored, concepts or guidelines that reflect the outcomes being contexts are two ways to assessed and enable teachers to make consistent strengthen the deep knowledge valid and reliable judgements are essential. of a task. Ensure that the task The task expressed in the language connects and supports the key students can comprehend should include: concepts being addressed. -QT . The outcomes being assessed: Include the Framework 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 Definition: forms of “inauthentic” work in The extent to which an assessment task school, but to keep authentic represents construction of knowledge through the achievement clearly in view as use of disciplined enquiry that has some value or the valued end.’ 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 addressed. Scaffolds, models and annotated exemplars are a powerful tool for enhancing student learning. The explicit teaching of the craft of writing is a necessity for every KLA such as: form, structure, syntax, register, vocabulary, grammar, punctuation, technical words and paragraphing. ‘Today’s digital kids think of The EMSAD website features excellent information and communications literacy and numeracy teaching activities and technology (ICT) as something akin to strategies - 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 https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/naplan_publications.htm

Information communication technology

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.

In the resource folder there is a handout that features some examples of graphic organisers.

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

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

Concept + Key Question

(Deep Knowledge)

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)

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 Strategies Teaching Strategies Teaching Strategies

Learning Activities Learning Activities

Resources Examples of Concepts that Arise from the Syllabus Outcomes

Concepts and COGS Key Learning Ideas

Early Stage 1 Our Place Representation of the Environment

. SciTech: Representing and modifying an environment . The importance of caring for the environment through modelling . How to represent and modify an environment through design and . Creative Arts: Responding to the environment creative expression . HSIE: Ecological sustainability – conservation and . The importance of safety in the environment recycling . PDHPE: Acting safely Stage 1 Local Places Relationship with the Land

. SciTech: Design of a safe school environment . The importance of safety and hazard reduction in the . Creative Arts: Sensory responses to the environment school environment . HSIE: Land management and respecting the . How Aboriginal people cared for and are connected to the environment land . PDHPE: Keeping safe in the environment . The impact of humans on the environment: pollution, sustainability and conservation . How we can respond creatively to the land Stage 2 Local Environments Interaction with the Environment

. SciTech: Design . Our relationship and interaction with the environment: health, . Creative Arts: Interpretation and artistic expression safety, artistic expression and sustainability . HSIE: Interaction . The importance of sustainable design . PDHPE: Environmental health and safety Stage 3 Living Land Adaptation

. SciTech: Adaptation . How we adapt designs to suit the environment . Creative Arts: Inspiration . How we respond to and are inspired by different . HSIE: Ecological sustainability and cultural knowledge environments in the creative arts . PDHPE: Environmental health and safety . Management of and response to natural disasters

Early Stage 1 Me Identity

. SciTech: Communication and information products . How we can explore self and the environment through the creative . Creative Arts: Engaging with the world and self arts . HSIE: Cultural characteristics . The importance of cultural and family heritage . PDHPE: Exploration of self and families . Respect for differences and family . How and why we communicate Stage 1 Our Families Cultural Identity and Relationships . The importance of positive relationships with others . SciTech: The design process and communicating to the . How to create effective information products community . The importance of cultural and family heritage, and memory . Creative Arts: Representing cultural celebrations and . How the creative arts can represent family, identity and culture expressing family and identity . HSIE: Heritage, memory and cultural understanding . PDHPE: Responsibilities and relationships Stage 2 Being Australian Australian Identity . How and why the Australian identity has changed . SciTech: Contribution of scientists, technologist and . The importance of respecting and understanding values of self designers to Australia and others . Creative Arts: Connecting to community and Australian . The importance of the contribution of scientists, technologists and identity through creative arts designers . HSIE: How the Australian identity has changed . How the creative arts can represent and connect with community . PDHPE: Personal identity and values and Australian identity Stage 3 Personal Identity

. SciTech: N/A . How identity can be represented and explored through the . Creative Arts: Representation of the concept of identity creative arts through creative expression . How and why the Australian identity and values have changed . HSIE: Different Australian identities . How our personal identity impacts on our health and well being . PDHPE: The factors that shape identity, values and beliefs and consequently health Early Stage 1

Foundation Statements Concepts

English

Talking and Listening:

. Give short talks and interact effectively in the classroom and in . Communication groups . Listen with attentiveness to follow simple instructions and ask relevant questions . Express ideas clearly, demonstrating an emerging awareness of how people use spoken language for different purposes . Register, Communication, Interpretation . Explore the way familiar spoken texts are constructed and the features of these texts

Reading: . Construction

. Develop reading, viewing and comprehension skills and strategies using context, grammar, word usage and phonics . Recognise, discuss and respond to the different kinds and purposes of various written and visual texts . Explore and identify some language features of written and visual texts . Comprehension, Communication

. Representation, Positioning Writing:

. Write with an increasing awareness of the nature, purpose and . Communication, Representation, Imagery conventions of written language . Produce simple texts that demonstrate an awareness of the basic grammar and punctuation needed . Know and use letters and sounds of the alphabet to attempt to spell known words and use most lower and upper case letters appropriately to construct sentences . Explore the use of computer technology to construct texts . Construction, Imagery

. Construction

. Construction, Conventions

. Communication, Construction, Representation Mathematics

Working Mathematically:

. Ask questions and explore mathematical problems . Problem Solving . Use everyday language, materials and informal recordings to . Communication, Manipulation, Experimentation demonstrate understanding and link mathematical ideas

Number:

. Count to 30 and represent numbers to 20 with objects, pictures, numerals and words and read and use ordinal numbers to at . Count, Representation, Recognition least ‘tenth’ place . Manipulate objects to model addition and subtraction, multiplication and division . Manipulation, Representation . Divide objects into two equal parts and describe them as halves . Recognise coins and notes . Deconstruction

Patterns and Algebra: . Recognition . Recognise, describe and continue patterns that increase or decrease

Measurement and Data: . Patterns, Recognition, Representation

. Identify length, area, volume, capacity and mass and compare and arrange objects according to these attributes . Name the days of the week and the seasons and they order events in a school day, telling the time on the hour . Use objects and pictures to create a data display and interpret data . Measurement, Identification, Comparison

Space and Geometry: . Sequencing

. Manipulate, sort and describe 3D objects using everyday language. They manipulate, sort and describe 2D shapes, . Interpretation, Representation identifying circles, squares, triangles and rectangles . Give and follow simple directions and describe position using everyday language

. Identification, Manipulation, Communication

. Representation, Comprehension, Communication Science and Technology

Investigating Scientifically:

. Explore immediate environment by using the senses, . Interrelationships, Investigation questioning, sharing ideas and identifying simple cause and effect relationships . Identify and safely use some equipment to explore

. Safety Designing and Making:

. Explore ideas, manipulate materials and trial designs through play to develop products and built environments . Identify and safely use some equipment and computer-based . Design technology to model and make things

. Safety The Natural Environment:

. Identify and group living and non-living things and recognise the different needs of living things . Recognise different forms of energy and identify its use in daily life . Identify ways in which the environment influences daily life . Classification . Explore the properties of both natural and made materials . Energy The Made Environment:

. Identify ways in which familiar products, including information . Interrelationships products, services and built environments meet the needs of . Properties people . Recognise the different ways that information is sent and received and how these influence communication . Identify the characteristics of a range of materials used to make commonly available products and built environments . Design . Communication

. Construction Human Society and Its Environment

Change and Continuity: . Cultural Identity, Heritage

. Identify personally significant events, places and people and compare these with those of their peers . Use language associated with time, change and place . Communication

Cultures:

. Examine characteristics common to people, including Aboriginal peoples, describing some of the similarities and differences . Interrelationships, Connections, Cultural Identity, . Acquire information by direct observation, talking to others, and Belonging by viewing, reading and listening to texts

Environments:

. Identify and explore familiar natural and built environments, how to care for them and the activities that occur in them . Sustainability, Adaption . Communicate knowledge and understanding orally, through writing and drawing, and by constructing models

Social Systems and Structures: . Communication, Representation

. Identify people’s needs and explain how these are met individually and cooperatively . Explore roles, responsibilities and rules in the classroom and at home

. Systems

. Responsibility Creative Arts

Visual Arts:

. Make pictures and other artworks using the media and materials . Representation given, representing both real and imagined situations . Appreciate that artists make artworks and they begin to describe some aspects of artworks

. Appreciation, Positioning Music:

. Sing, play and move to a range of music . Experiment with sounds and begin to organise them into basic structures . Listen and respond to a variety of music . Creativity, Movement . Composition, Performance Drama:

. Engage in roles through imaginative play and dramatic . Responding, Appreciating situations . Use movement, spaces and objects to dramatise personal experiences . Respond to different forms of dramatic experiences . Imagination, Interpretation

Dance: . Interpretation, Representation, Performance . Perform dances with some control over body movement and expression . Respond to a range of stimuli, drawing from experience and . Interpretation, Appreciation, Performance, Composition imagination, exploring the notion that dance is about moving the body to express ideas . Watch dance performances and begin to recognise some basic . Movement, Performance components of dance

. Expression, Musicality

. Appreciation, Composition PDHPE

Fundamental Movement and Physical Activity:

. Participate in regular physical activity through creative play, . Well Being dance, gymnastics and minor games . Practise body movement and control, demonstrating different ways the body can move by composing and sequencing simple . Movement movement patterns . Show awareness and consideration of others during play situations and practise the fundamental movement skills of balance, sprint run, vertical jump and catch . Describe the components of an active lifestyle and identify . Movement, Cooperation different ways to be active at school and at home

Healthy Choices: . Well Being . Make simple decisions in relation to health and safety and identify medicines and how to store them . Describe balanced eating habits and healthy personal habits as well as safe and unsafe situations at home, on and near roads, travelling to and from school and near water . Identify people who can help and describe actions such as ‘no, go, tell’ that might be taken in unsafe situations . Safety, Well Being

Self and Relationships: . Safety, Well Being . Identify personal characteristics and qualities, and physical changes that have occurred since birth and identify different parts of the body . Express feelings and develop positive relationships . Interact and communicate with peers in a variety of play and group situations, listening, sharing and showing concern when working with others . Safety

. Identity, Growth, Change

. Relationships . Relationships, Cooperation Stage 1

Foundation Statements Concepts

English

Talking and Listening:

. Communicate with a wide range of people on familiar . Communication and introduced topics to achieve a variety of purposes . Interact effectively, adopting new speaking skills, in order to give confident oral presentations . Listen to instructions and share ideas with peers to complete tasks . Communication . Recognise that spoken language has a range of purposes and audiences and use this knowledge when attempting to communicate effectively with others . Communication, Cooperation . Investigate the different types and organisational patterns of common spoken texts and recognise features within them . Communication, Conventions

Reading:

. Read and view short literary and factual texts, using an increasing variety of skills and strategies including context, grammar, word usage and phonics to make . Communication, Construction connections between their own experiences and information in texts . Read, interpret and discuss texts, including visual and multimedia texts, using a range of skills and strategies . Explore and identify ways texts differ according to purpose, audience and subject and understand that . Interpretation, Connections, Construction, Conventions people produce texts . Recognise the basic structure and grammatical features of a limited range of text types Writing:

. Write simple literary and factual texts on familiar topics for known readers by planning and reviewing their writing . Interpretation, Communication, Construction, Positioning . Write using basic grammatical features and conventions of punctuation, showing awareness of different purposes, audiences and subject matter . Composition, Positioning . Spell using knowledge of sight words, letter-sound correspondence and other strategies . Write using letters of consistent size and slope in NSW Foundation Style and use computer technology to produce texts, recognising simple conventions, . Conventions, Construction language and functions

. Conventions, Construction

. Conventions, Construction, Communication

. Conventions

. Conventions, Construction Mathematics

Working Mathematically:

. Ask questions and use objects, diagrams and . Problem Solving technology to explore mathematical problems . Link mathematical ideas and use everyday language, some mathematical language and diagrams to explain . Application, Communication, Experimentation how answers were obtained

Number:

. Count, order, read and write numbers up to 999 and use a range of mental strategies, informal recording methods and materials to add, subtract, multiply and divide . Number . Model and describe objects and collections divided into halves and quarters . Sort, order and count money and recognise and describe the element of chance in familiar activities

Patterns and Algebra: . Representation

. Describe, create and continue a variety of number patterns and relate addition and subtraction facts to at . Probability, Numeracy least 20

Measurement and Data:

. Estimate, measure, compare and record using informal units for length, area, volume, capacity and mass . Patterns, Application . Recognise the need for formal units of length and use the metre and centimetre to measure length and distance. . Use a calendar to identify the date and name and order the months and the seasons of the year . Use informal units to compare and order the duration of events and tell the time on the half-hour . Gather, organise, display and interpret data using . Estimation, Measurement column and picture graphs

Space and Geometry: . Measurement . Identify, describe, sort and model particular 3D objects and 2D shapes . Represent and describe the position of objects . Sequencing

. Sequencing

. Representation

. Representation, Communication Science and Technology

Investigating Scientifically:

. Conduct guided investigations by following a series of . Investigation, Explanations steps that include questioning, making and testing predictions, collecting and recording data, observing patterns and suggesting possible explanations . Select and safely use a range of equipment, computer- based technology and other resources to investigate and explore

Designing and Making: . Safety

. Follow a guided design process to create products, including information products, services and built environments . Draw and model design ideas using accepted methods and practices . Select and safely use a range of equipment, computer- based technology and other resources when designing and making . Design

The Natural Environment:

. Identify and describe ways in which living things grow . Design and change . Identify a variety of energy forms and describe their . Safety use in the community . Describe ways in which living things depend on the Earth and its environment . Identify how the properties of natural and made materials relate to their use The Made Environment: . Classification

. Identify the difference between natural and built environments and model built environments designed . Energy to suit the needs of users . Communicate messages using a variety of media and technologies . Interrelationships, Sustainability, Adaption . Describe and apply production processes using a range of materials and techniques to grow, make or process products . Properties

. Design

. Communication

. Production Human Society and Its Environment

Change and Continuity:

. Recount important family and community traditions . Cultural Identity, Heritage, Traditions, Belonging and practices . Sequence events in the past and explain changes in their lives, in their communities and in other . Heritage, Change & Growth communities Cultures:

. Explore the composition of a number of groups, including Aboriginal peoples, in their community and recognize that groups have specific identifying . Cultural Identity, Belonging features, customs, practices, symbols, religion, language and traditions . Acquire information about their local community by direct and indirect experience and communicate with others using various forms of electronic media

Environments: . Communication . Make comparisons between natural, heritage and built features of the local area and examine the human interaction with these features . Investigate the relationship between people and environments including the relationship between Aboriginal peoples and the land . Use the language of location in relative terms and construct and use pictorial maps and models of familiar areas . Interaction, Sustainability, Adaptation Social Systems and Structures:

. Identify roles, responsibilities and rules within the family, school and community and explore their . Interrelationships, Sustainability, Adaptation interaction . Describe how people and technologies link to produce goods and services to satisfy needs and wants

. Representation . Responsibilities, Interactions, Systems

. Production, Connections, Interrelationships, Communication Creative Arts

Visual Arts:

. Make artworks representing both real and imagined . Representation, Imagination situations exploring a range of techniques and media . Discuss qualities of artworks such as subject matter and technique, recognising that artists create artworks for different audiences . Interpretation, Positioning

Music:

. Sing, play and move to music, demonstrating an awareness of their own capability in using voice and . Creativity, Performance, Musicality other sound sources . Organise sounds into simple structures and begin representing creative ideas symbolically . Listen to, and identify, simple features of music and make judgements about musical effectiveness and . Composition, Representation preference . Interpretation, Positioning Drama: . Explore and convey stories, events and feelings through roles and they work collaboratively to communicate and express feelings about the action of the drama . Experience and respond to a range of drama forms . Narrative, Communication, Cooperation and elements by making, performing and appreciating drama

Dance: . Interpretation, Performance, Positioning

. Perform dances with some understanding of body movement and expression, exploring a range of . Movement, Performance movements to make choices in order to convey ideas, feelings and moods . Describe the ideas, feelings and moods conveyed by . Interpretation, Positioning dances PDHPE

Fundamental Movement and Physical Activity:

. Participate and perform in dance, gymnastics, minor . Well Being, Participation games and sports . Complete simple movement sequences that show an understanding of dynamics, spatial awareness, . Movement relationships, timing and rhythm of movement . Demonstrate fair play and cooperation in small groups . Develop proficiency in the fundamental movement skills of the hop, side gallop, skip, overhand throw, kick and two-handed strike . Cooperation . Participate in physical activities that promote enjoyment and recognise the importance of these for health and lifestyle balance . Movement Healthy Choices:

. Describe ways to keep healthy and safe and explore choices relating to food, sun protection and personal safety . Well Being . Identify the appropriate use, administration and . Safety, Well Being storage of medicines . Safety . Describe strategies to stay safe at home, on and near roads, when travelling to and from school, and near water . Safety . Recognise safe and unsafe environments and situations and suggest a range of protective strategies for dealing with unsafe situations . Safety Self and Relationships:

. Describe similarities and differences between themselves and others . Relationships, Identity . Describe different body parts and how the body grows . Change & Growth and changes . Relationships . Explore different types of relationships and describe . Relationships, Self Concept the skills needed to develop and maintain positive relationships . Identify the effects of bullying