Macarthur Girls High School Integrated Curriculum Unit Project Based Learning

UNIT TITLE: Sustainability UNIT DESCRIPTION: Insert outline of the unit Overview of Project Insert overview of exactly what students will be creating in this unit. LENGTH: 6 weeks YEAR: 2014

Key concepts This section addresses the Deep knowledge element of the quality teaching model. Key concepts should be able to be expressed starting with that. i.e. The key concepts I want students to learn are that: Reporting outcomes

Why does this learning matter? This section addresses the Significance dimension of the Quality Teaching model in particular focusing on connectedness, knowledge integration and cultural knowledge elements. The learning matters because: Sustainability is an incredibly significant issue in the 21st century. This unit focuses on the integration of learning across the curriculum demonstrating the fact that learning is a continuum and interrelated.

TAS 4.2.1 4.6.2 Visual Art 4.6 4.8 Science WS8 Visual Art outcomes Select the outcomes from the syllabus appropriate for the unit of work. It is recommended that all outcomes be written in full for easy reference. 4.6 selects different materials and techniques to make artworks 4.8 explores the function of and relationships between the artist artwork world audience

TAS Outcomes Select the outcomes from the syllabus appropriate for the unit of work. It is recommended that all outcomes be written in full for easy reference. 4.2.1 generates and communicates creative design ideas and solutions 4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects

Science Outcomes Select the outcomes from the syllabus appropriate for the unit of work. It is recommended that all outcomes be written in full for easy reference SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems Assessment Indicate key assessments and opportunities for assessment for learning and focusing on the Quality Teaching model element of Deep understanding Assessment of learning Standard assessment

Subject D Outcomes Select the outcomes from the syllabus appropriate for the unit of work. It is recommended that all outcomes be written in full for easy reference

Resources List resources required for the unit

Assessment for learning Contributing evidence

Learning Across the Curriculum Areas These are the areas identified in the New Australian Curriculum E.g. Aboriginal and Torres-Strait Islander histories and cultures Asian and Australias engagement with Asia Sustainability Critical and Creative Thinking Ethical Understanding ICT Capability Literacy Numeracy Personal and Social Capability Civics and Citizenship Difference and Diversity Work and Enterprise

21st Century Learning Skills These are the skills which were identified in the Melbourne Declaration and in LEAP 21 E.g. Collaboration Critical Thinking Creativity Flexibility Real-World Problems Problem Solving Skills

IQ1 Deep knowledge IQ2 Deep understanding IQ3 Problematic knowledge

Intellectual Quality IQ4 Higher-order thinking IQ5 Metalanguage IQ6 Substantive communication

QLE1 Explicit quality criteria QLE2 Engagement QLE3 High expectations

Quality Learning Environment QLE4 Social support QLE5 Students self-regulation QLE6 Student direction

S1 Background knowledge S2 Cultural knowledge S3 Knowledge integration

Significance S4 Inclusivity S5 Connectedness S6 Narrative

Outcome/Content descriptors For the outcomes and teaching and learning sequence, you can organise them in any way you wish. You might like to group all the outcomes from each subject together with the teaching and learning activities which meet those outcomes OR you might like to intertwine them all.

Teaching and learning sequence What do you want them to do? Consider how the activities will reflect the elements of the intellectual quality dimension of the NSW model of pedagogy. For each activity, consider if elements of the quality teaching framework are reflected, as appropriate to the activity . This section should: 1. 2. 3. 4. list the activities in which students will engage in explicit detail show the sequence of activities show how students learning will develop over the duration of the unit include a culminating activity that brings all the learning of the unit together.

Resources
List resources required for each of teaching and learning strategies

Use the codes listed in the footer the highlight the Quality Teaching elements that are a focus of each activity. Consider marking activities used for assessment with an (A).

IQ1 Deep knowledge IQ2 Deep understanding IQ3 Problematic knowledge

Intellectual Quality IQ4 Higher-order thinking IQ5 Metalanguage IQ6 Substantive communication

QLE1 Explicit quality criteria QLE2 Engagement QLE3 High expectations

Quality Learning Environment QLE4 Social support QLE5 Students self-regulation QLE6 Student direction

S1 Background knowledge S2 Cultural knowledge S3 Knowledge integration

Significance S4 Inclusivity S5 Connectedness S6 Narrative

Evaluation of Unit Teacher Evaluation How did the unit rate in these areas? Time allocated for topic Student understanding of content Opportunities for student reflection on learning Suitability of resources Variety of teaching strategies Integration of Quality Teaching strategies Integration of ICTs Literacy strategies used Numeracy strategies used NAPLAN targets addressed Differentiation for Learning Support students Differentiation for GAT students Girls education/Cultural diversity strategies Date commenced: Comments/Variations After you have taught the unit of work, record in this section your evaluation of the unit and any variations you implemented or would choose to implement the next time you teach the unit.

Date completed:

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Head Teachers signature

IQ1 Deep knowledge IQ2 Deep understanding IQ3 Problematic knowledge

Intellectual Quality IQ4 Higher-order thinking IQ5 Metalanguage IQ6 Substantive communication

QLE1 Explicit quality criteria QLE2 Engagement QLE3 High expectations

Quality Learning Environment QLE4 Social support QLE5 Students self-regulation QLE6 Student direction

S1 Background knowledge S2 Cultural knowledge S3 Knowledge integration

Significance S4 Inclusivity S5 Connectedness S6 Narrative