Beruflich Dokumente
Kultur Dokumente
Year Level
Content
Descriptors
Literacy
Numeracy
Ethical Behaviour
Culture
with Asia
HASS:
Aboriginal and Torres Straight Islander Peoples ways of living were adapted to
available resources and their connection to country/place has influenced their
views on the sustainable use of these resources, before and after colonisation
(ACHGK023).
The natural resources (eg. water, timber, minerals) provided by the
environment and different views on how they can be used sustainably
(ACHGK024).
Visual Arts:
Use a variety of techniques and forms such as sculpture, mixed media,
printing, drawing and painting (ACAVAM111).
Presentation and display of artworks to enhance meaning (ACAVAM112).
ICT
Intercultural
Understanding
Sustainability
Year Level
Achieveme
nt
Standards
English:
Plan, draft and publish imaginative, informative and persuasive texts
containing key information and supporting details for a widening range of
audiences, demonstrating increasing control over text structures and language
features (ACELY1694).
Use a range of software including word processing programs to construct, edit
and publish written text, and select, edit and place visual, print and audio
elements(ACELY1697).
Knowledge
Skills
LEARNING OUTCOMES:
Students will be able to...
List the different views people have on the sustainable use/management of natural resources.
Research information on the importance of the interconnections between people, plants and animals, and present findings in
various formats.
Describe the connection that Australias First Peoples have to Country/Place.
Demonstrate, using visual arts, an Aboriginal and Torres Straight Islander Peoples way of sustainable living.
Task description:
Students are expected to be able to answer the question: Why is it important to sustainably manage natural resources? In the form
of one of four product options:
Written: Informative newspaper article.
Oral: Informative radio news report (as a voice recording).
Visual: Informative infographic (ICT).
Combination: Informative news report (as a video recording).
Students are to complete the draft of this task individually and then work in pairs for the final product; this task will be due by the end
of topic one. The target audience includes the parents/carers and other receivers on the email list of the schools weekly news bulletin
(one page will be dedicated to four differently presented written, oral, visual (in the form of a web-link) and combination products
each week).
Assessment Criteria:
Students identify the main characteristics of their natural environments and describe the importance of the interconnections between
people, plants and animals at the local to global scale.
Assessment recording template:
Appendix A rubric with criteria: Describes why it is important to sustainably manage natural resources in reference to the
interconnections between people, plants and animals at the local to global scale.
Feedback:
After students complete their draft they are encouraged to reflect and have their pair reflect on the draft against Appendix A. All
students who were predicted by themselves/their partner to be below a five are to receive effective strategies from educator in order
to help them progress to the required level for them to commence their final product.
After final product, educator lists commendations, recommendations, and effective strategies in order to help student progress to the
required/next level - In appendix A.
Self-assessment:
Students fill out Appendix A after completing their final product according to how they think they went/how they can improve.
Task description:
Students are expected to be able to answer the question: If you applied an Aboriginal and Torres Straight Islander Peoples view of
sustainable living to your own life (or the life you want in the future), what would it look like? In the form of one of five product
options:
Learning Experiences
Assessment For/As
Learning (Formative
Assessment)
Resources
Informal diagnostic
assessment:
Anecdotal record used to
gauge prior knowledge
during group discussions
(write concerns on sticky
labels).
Informal formative
assessment: Appendix
G.
(Appendix G is a checklist
to gauge students
understanding and,
therefore, which students
need more guided
learning) checklist
includes concern
regarding students
answers/questions and
involvement during
discussions.
Appendix F and G.
Access to twitter (twitter.com).
iPads (one per student).
Informal formative
assessment: Appendix
Sticky labels.
G.
Notes and note taking
skills: Students expected
to accurately summarise
information and write at
least five dot points in
own words. Peer then
educator assistance is
given to students
unable/struggling to
complete task as notes
will be used for
summative assessment
one.
Reporting:
In an email to parent/carer include information on: Online portfolio (email confirmation from parents must be granted for
access to only their childs work), how their child is going, make them aware of previous/current/future learning, list
commendations of their child, and recommendations for homework (if needed to further students learning to
higher/appropriate level). Ensure parent/carer is aware of your availability and eagerness to be contacted for any of their
childs needs.
Informal formative
assessment: Appendix
G.
Checklist: students
answers/questions and
involvement during
discussions. Note taking
skills: Students expected to
summarise information and
write dot points in own
words.
Venn diagram: accurately
displays enough
information to progress to
next task/formal formative
assessment.
Peer then educator
assistance is given to
students unable/struggling
to complete task.
Self reporting
strategy:
Prior to learning
activity, students give
thumbs
up/down/middle to
demonstrate
understanding of topic
(Appendix H).
Formal formative
assessment:
Appendix B.
Students fill out Appendix
Reporting:
In a phone call to parent/carer remind them of the online portfolio, make them aware of the effect their presentations had
on the school board/local council, let them know how student is going and what future learning will take place, and ensure
parents that all feedback and results have now been posted on their childs online portfolio.
Alignment
Inquiry
HASS
Learning
Achievement
Skills
Standard
Students
Students identify
reflect on
the main
prior
characteristics of
knowledge.
their natural
environments.
Students
Students describe
begin their
the importance of
learning by
the
developing
interconnections
questions to
between people,
research.
plants and animals
at the local to
global scale.
Students
Students
then analyse recognise that
collected
people have
information
different views on
for different
the sustainable
perspectives use of natural
and present
resources and
in different
describe how they
formats.
can be managed
Learning
area
Resources
LA1
(Week 1)
LA1-2 & 4
(Week 1-2)
3.
Supportive
classroom
environme
nt.
LA3-5
(Week 2)
4. Working
with and
valuing
difference.
and protected.
Students describe
the connection
that Australias
First Peoples have
to Country/Place.
Students present
findings using a
range of
communication
forms appropriate
to audience and
purpose, using
relevant terms.
Students reflect on
findings to
propose an action.
LA7
(Week 4)
Reporting justification
The three methods used to report to parents include: an email, a three-way
interview and a phone call. In each method of reporting parents/carers will
be informed of their childs achievement, strengths, effort, compliance and
attitude all in reference to personal philosophy and school policy. Each report
will also include routines and policies (only if changes in consecutive
reports), information on what the child has learned (through a link to their
personal online portfolio: app.seesaw.me/), what they are currently learning,
and what they are to learn in the future. Finally, parents/carers are requested
to respond to reports (if not be fully involved with their childs learning), and
students are to collaborate with the teacher on items for discussion with
parents/carers to ensure full transparency and so each party gains a
common understanding.
The reason why the interview was three-way, as opposed to the common
parent-teacher conference is because parents/carers are informed
independent of their child through the other two reporting methods, and it
gives students the opportunity to demonstrate what they know by showing
their parents/carers themselves. Another benefit of the three-way conference
is that strategies for improvement can be negotiated with student input,
promoting shared responsibility for learning and empowering them to take
ownership of their participation (thus enhancing their self esteem).