table of contents - vala · kensingtoncommunityhighschool) ) faci.p.&m&mvllen. )...

Kensington Community High School Faci. P. & M&MVLLEN.

Introduction Group Unit Outline 2010 1

Introductory Integrated Unit Outlines

Kensington Community High School Edited by Paul Faci and M&MVLLEN Compiled by the staff at KCHS, © 2010

Practical Learning for Positive Futures…



Table of Contents:

Preface: ............................................................................................................................. 3

How to Use This Resource:................................................................................................. 4

Critical Skills of the Staff: ................................................................................................... 5

Critical Skills for Students:.................................................................................................. 6 Numeracy:..............................................................................................................................................................6 Literacy:..................................................................................................................................................................6 ICT:............................................................................................................................................................................6 Interpersonal Development: ..........................................................................................................................6 Employability Skills: ..........................................................................................................................................7

Assessment and Reporting:................................................................................................ 8

Bicycle Business: ................................................................................................................ 9

Camping it up: ................................................................................................................. 13

Plan an Excursion:............................................................................................................ 19

Make a Film: .................................................................................................................... 23

Getting Dirty with Horticulture: ....................................................................................... 27

Probability – What are the odds?..................................................................................... 30

Appendices: ..................................................................................................................... 36 Lesson Planner.................................................................................................................................................. 36 Unit Assessment Rubric: ............................................................................................................................... 37 Annual Assessment Matrix .......................................................................................................................... 38 Student Log Book............................................................................................................................................. 40



Preface: We would like to take the time to acknowledge the hard work and dedication from all the staff and external literacy and numeracy experts who have supported the development of this document. Without their help we could not have achieved this. To provide our young people with a relevant and more hands on approach to their learning, the notion to move away from an inflexible and at times irrelevant curriculum model was decided. A focus on providing a ‘VCAL-‐like’ curriculum for our younger students at KCHS was needed. The intention is to establish a cohesive and sustainable curriculum to improve student engagement and outcomes. These unit outlines will cater for diversity, provide a safe, differentiated and challenging educational experience. They will allow the students in this group to become aware of the VCAL philosophy of an applied hands-‐on approach to learning. Employability skills are essential for positive pathways to further training and education post-‐schooling. These unit outlines will attempt to bring these to the forefront with a focus on Numeracy, Literacy, Interpersonal Development, Life, Employment and ICT skills. These skills are integrated and interconnected in the curriculum and measured by competency. The focus will be on identified critical skills in each area. The teaching of these skills will focus on applied learning linked to vocational and employment activities with a strong project-‐based, real-‐life approach.

The school offers an alternative education setting to students who:

• Have found mainstream schooling unsuitable; • Are committed to continuing their education; • Will not interfere with the opportunities of other students to learn; and • Can be supported to learn with the available resources of the school

The school will be structured into three levels – Introductory, Intermediate (pre, Foundation and Intermediate-‐VCAL) and Senior (VCAL) with the flexibility for students to move between levels based on their competency.

It should be noted that this document is a working document and that it is updated regularly. Moderated assessment and planning is essential to ensure that the employability skills or critical skills are kept at the forefront of all planning and assessment.



How to Use This Resource: Each unit outline is broken up into weekly blocks. Within each block, the outline has been divided into three 100-‐minute lessons. The staff from KCHS decided that the timetable would reflect three applied learning sessions per week to allow these units to take place. A color-‐coding system visually represents the type of skills used in each outline. The color code:

Learning Strand Color Numeracy Literacy ICT Interpersonal Development Use the outlines detailed as a guide only. You may need to change the content depending on the ability of your students and/or interests. In the appendices of this document users will notice a suggested lesson planning tool which may be adopted to plan and sequence individual lessons. This lesson format follows the e5 Instructional Model1 but allows for the implementation of an applied learning focus. Also in the appendices users will find a possible method of mapping student learning outcomes and critical skills. This can help you keep track of what critical skills students have acquired over the year. The assessment rubric is only a suggested model which users may/may not wish to implement. This rubric attempts to assess the level of each assessment criteria and capture whether or not the student has ‘participated’.

1 DEECD e5 Instructional Model – www.education.vic.gov.au/proflearning/e5/default.htm



Critical Skills of the Staff: A sustainable approach is fundamental to this resource. Planning and assessment needs to be consistent across the school. Staff are expected and supported to share a common set of goals, objectives, planning and assessment methods. To do this, the following critical skills have been identified:

-‐ Information sharing -‐ Willingness to learn and grow

(professional development) -‐ Patience -‐ Empathy -‐ Listening Skills -‐ Negotiating curriculum

-‐ Team work -‐ Communication competence -‐ Provision of a variety of tasks -‐ Use of applied

teaching/learning techniques -‐ Curriculum design including

curriculum differentiation



Critical Skills for Students: The skills below are interconnected within the unit outlines. They are essentially the employability2 and life skills necessary for our young people to have before they progress into the Pre-‐VCAL or VCAL stages.

Numeracy: -‐ Ratio / Proportion -‐ Estimation -‐ Positive risk taking -‐ Measurement and Conversion -‐ Percentages, decimals and fractions -‐ Shapes & Geometry -‐ Time (analogue / digital) -‐ Basic angles -‐ Use of mathematical tools, ruler, tape measure, calculator, stop watch

Literacy: -‐ Legible handwriting -‐ Provision of Personal Information (write your name, address etc) -‐ Functional literacy -‐ Understand and transfer knowledge -‐ Communicative literacy – give and receive instructions -‐ Effective use of written and oral language

ICT: -‐ Can use a word processor, Powerpoint and basic functions in a spreadsheet

program -‐ Can navigate, download, upload, share files using Internet Explorer -‐ Can use multimedia to communicate -‐ Computer Literacy

Interpersonal Development: -‐ Organisation Skills -‐ Following directions -‐ Boundary settings -‐ Social etiquette (not teacher-‐imposed) discipline -‐ Self awareness -‐ Leadership communication skills -‐ Mental health -‐ Emotional intelligence -‐ Social / Cultural literacy

2 These employability skills are specifically different from the Nationally Accredited eight employability skills. They were derived by staff at KCHS to address the unique learning needs of the student cohort at KCHS.



Employability Skills: The critical skills listed below, are essentially the employment skills we expect students from KCHS will acquire when participating in these units of work. The skills are interconnected and taught with links made explicit to the real world. The skills developed from these units of work are transferable into life after school, i.e. further education and training and/or employment.

Examples of such skills may include:• Reading instruction manuals • Workplace signage • OH&S literature • Team and independent work • Leadership potential • Problem solving and knowledge sharing • Effective collaboration • Openness to change and innovation • Respect for others • Integrity and a passion for excellence • Punctuality



Assessment and Reporting: The delivery and assessment strategies outlined here are guidelines and should be adapted, within the guidelines, to suit the student cohort (group). Assessment of each component of a project should not be made in isolation from the total project. The required skills can be demonstrated in a range of ways and subject areas. Final assessment should be moderated and made by the whole teaching team. Students must be informed from the beginning of:

• The skills the project will develop; • How these skills relate to the real world; • The degree of skill expected; • The ways in which these skills will be assessed; and • The cumulative and continuous nature of skill development over the year.

A sustainable connection with the wider community will be made by students engaging with these project-‐based units of work. The unit outlines in this document have been created with a focus on hands-‐on, applied, real-‐life learning. While the learning intentions and critical skills are related to the National Curriculum and to what we currently assess from VELS. The units are to be assessed on a ‘competency-‐based’ standard. Students participating in the projects will receive a progress report (see attachment) at the end of the project indicating participation, improvement and competence. This must be a positive experience for the student. They must be able to meet their Individual Learning Goals – these projects are one way of teachers improving student achievement. At the end of each semester there will be a formal report (see attachment) on outcomes indicating the critical skills the student has participated in with the level of competency assessed. NYC (Not Yet Competent) doesn’t mean that the student has failed; it simply means, for them to progress on to the next level, they need more assistance. Unit assessment needs to be consistent across the school. A suggested (see appendix) assessment rubric with clear achievable criteria is a good way to do this.

Note: Make sure that there is nothing on the walls in the classroom that doesn’t relate to the unit. The focus and stimuli used to engage students attention needs to be consistent and related directly to the topic.



Bicycle Business:

What critical skills does this unit of work require? Numeracy Literacy Interpersonal ICT Estimation Legible handwriting Team work Using presentation

software Shapes / Geometry Provide personal

information Organisational skills

Spreadsheet software

Measurement using tools

Understand / transfer knowledge

Communication skills

Digital story telling software

Ration / proportion

Boundary setting

Positive risk taking Follow instructions Social etiquette

Unit Title: Bicycle Business Overall Objectives / Aims: • To investigate, choose and prepare a

route that students wish to take and ride bikes along this route, enjoy a picnic lunch

• Includes: • Dismantle, rebuild a bicycle • Being aware of bike safety and etiquette

Suggested Time (weeks): Lessons Per Week: Four weeks 3 x 100-‐minute lessons per week



Week One: Lesson 1:

Mind Map – Bikes! Brainstorming activity Students participate in taking a bike apart and putting it back together.

o Students lead this activity by working together to problem solve, inquire with rationale and reason – In what order does it go together?

o How will we organize the parts so they don’t get lost? Lesson 2:

Putting the bike pieces back together Use the Internet to research a suggested way of assembling a bike

o Leading question / Reflection: “Sequencing” Did you put the bike back together in the same order as you dismantled it? Or did you change things around? Write exactly 20 words in your book to discuss this.

Take photos of the process. Save these photos to a secure place, these should be included in a final presentation, i.e. powerpoint or photostory presentation etc.

Lesson 3: Numeracy explicit lesson on circumference, diameter and the value of pi.

o Why is circumference so important? o How can the size of the circumference of wheels impact the bicycle?

Week Two: Lesson 1: History of the bicycle: students participate in student led inquiry into the history of the bicycle. Students may choose from a range of bicycle topics: (Students may use Powerpoint or a poster to illustrate their findings)

The first bicycle BMXing Tour De France Track Cycling Females and bicycle riding Fashion and accessories associated with bicycles

Lesson 2: Students collect data from generated surveys:

School – who rides bikes? For what purpose? What kind of bike? Visit a high volume traffic area in Melbourne – assess the bicycle usage to car usage. Count

number of Cars vs Bicycles. Use the data collected to introduce Mean, Mode, Median. Generate graphs using Excel. What

does this data tell us about bicycle usage in our school/society? Lesson 3: Bike Safety: students list the issues associated with bicycle riding in public. What are the dangers? http://www.bv.com.au/ is a good place to refer students to

Make your own bicycle safety message / advertisement / ad campaign to raise awareness.



Week Three: Lesson 1: Bicycle Safety Continued… Stopping distances, Estimating Speed, Allowing for other bicycle user’s mistakes on the road:

Get students to estimate (using meters) how long they think it takes the following vehicles to stop once brakes are applied traveling at a consistent speed (i.e. 30km p/h)

o Plane o Train o Truck o Car o Bicycle o Scooter

• Students to use the Internet to research the stopping distances for each of these modes of transport. Responses to be written in books.

What are the road rules for bicycle riders? Are they the same for all other road users? Investigate, discuss. Are these road rules fair? Encourage a friendly debate. Lesson 2: Using Speed Gun – Students can measure their speed on basketball court on a bicycle. Ensure students are wearing all protective gear including gloves and helmet. (be sure to capture this on video / camera) Mark out a mark on the ground where the student is to apply the breaks once traveling. Have a student record the speed of the bike with the speed gun. Another student will measure the distance from the breaking point to the front wheel of the bicycle when it has stopped. Record these variances. Leading Questions / Reflection:

What can we say about the impact speed has on our stopping distances? How important are reaction times by the bicycle rider? How much space should we leave between us and other riders/cars?

Lesson 3: Plan an Event: The Great Race: Docklands to Kensington Community High School Students plan a race from a starting point at Docklands (bike path at Harbor Esplanade and Bourke Streets). One group use bicycles to get back to KCHS, the other group go by school bus.

What are the rules? Both groups to follow all road rules, stick to their designated paths?

Week Four: Lesson 1: The Great Race – Make predictions who will win. Keeping in mind the rules set from previous class, ensure everyone is familiar with road rules and where they need to go. Both groups will travel as a whole group. The race is not over until all members are back on school grounds. Have the race! Celebrate the victory and commiserations… Reflection / Discussion

Who won? What factors would have impacted on the result? Did both groups stick to the rules?



Week Four Continued… Lesson 2: Plan a picnic lunch and mountain bicycle ride in the You Yang National Park.

What equipment will we need? Where is the You Yang National Park? How long will it take us to get there? Permission forms to be sent out, signed and returned Letter to school council Food preparation

o What else needs to be considered? Lesson 3: Go on You Yang National Park picnic / Mountain Bicycle Ride. Take lots of pictures for reflections at the end. Students encouraged to make photostory, or digital story of their experience.



Camping it up:

What critical skills does this unit of work require? Numeracy Literacy Interpersonal ICT Estimation Legible handwriting Team work Using presentation

software Measurement of mean, median, mode

Provide personal information

Organisational skills


Budgeting, cost analysis




Positive risk taking Industry specific literacy through OH&S

Boundary setting Internet location sites: GoogleMaps™

Follow instructions Social etiquette

Unit Title: Planning a Camp Overall Objectives / Aims: Collaboratively organising, costing, executing a

camp to a designated campsite. The length of the camp needs to be tailored to the students participating




Week One: Lesson One: Students watch the movie Two Hands (Heath Ledger). Introduce the topic of making positive and negative choices.

• What were some of the main themes that came from this movie? • Pose the question: “What would happen if we didn’t take any risks at all?”

Lesson Two: What is involved in organizing a camp? Brainstorm all the activities and tasks required to have a successful camp. Decide on a location for the camp. Use GoogleMaps™ to help choose a location and point out specific interest spots or popular tourist attractions. May need to have a vote… What foods will we need to take on the camp? Why would we choose such foods over others? Students need to create a To Do list. Who will be responsible for doing what? Lesson Three: Budgeting: introduce the concept of income, expenses, surplus, deficit and balanced budget. Where will students get money from? What needs to happen to acquire money? Cost analysis: students need to estimate how much the camp will cost. Create a “benefit vs cost” analysis.

Week Two: Lesson One: After a location for the camp has been negotiated, do some research on the location chosen. Geographically where is it? How far is it from the school? Population of the town? Students may choose to work in small groups to present a small presentation of their findings. Lesson Two: Sustainable Environment: What does this mean? How can we preserve a natural environment? What are some of the things we must keep in mind when visiting someone else’s town/property/city? Lesson Three: DEECD excursion risk assessment needs to be filled in. Half students to work on this, ensuring that it is filled in correctly. May need to consult camp coordinator, school bursar, school principal etc. The other half of the group must start constructing a permission letter to go home to parents seeking approval for student to go on camp. The letter must state:

• Location of camp • Duration, dates leaving, dates returning (and times) • Mode of transport • Supervising teachers, contact details for staff • Medical information needed for child • Costs associated going on the camp (if any)



Additional resource needed for this week3

3 Rock Water Program: www.newcastle.edu.au/research-‐centre/fac/workshops/rock-‐and-‐water/workshop-‐dates.html

Week Three: Lesson One: Students need to decide on a roster of clean up duties for when they’re on camp. They also need to discuss who is going to do what, how, what resources are needed. Create a working schedule or roster for clean up duties that students negotiate with each other, and adhere to. OH&S: what are the health and hygiene issues when on camp? First aid kit stocked and functional? Ensuring that staff members going have a current first aid certificate. What other equipment are we going to need on camp? (remembering to take into account our location and the type of activities undertaken) Lesson Two: Property prices of destination compared to local property prices: before the camp, do a search on www.realestate.com.au and jot down some average priced homes. Introduce the concept of Mean / Mode / Median. Where might students need this in their daily lives? Lesson Three: Understanding that there are going to be times on the camp where people disagree with each other. How do we disagree respectfully? Use the Rock and Water program to teach emotional intelligence through physical activity. Disagree but still ‘save face’ through effective communication and positive body language. Being aware of the other person’s feelings and communication.

Week Four: Lesson One: GO ON CAMP! Lesson Two: Share and reflect through a presentation of student choice:

• What were some of the differences in the environment between camp location and home? • What were the mean / median price differences between camp location and home? • Difficulties experienced? • Positive moments experienced? • Highlights vs Lowlights? • Pictures, video footage

Students choose how they want to present their camp summary. Powerpoint, photostory, poster… Lesson Three: Students present to class their presentation individually/small groups. Respond to questions from class. Students actively engage in listening to other presentations and asking questions.



Mixing it up with the Community:

What critical skills does this unit of work require? Numeracy Literacy Interpersonal ICT Budgeting Legible handwriting Team work Using presentation

software Scheduling, roster Provide personal

information Organisational skills





Responding to media

Boundary setting Internet search engines

Follow instructions Social etiquette OH&S

Unit Title: Mixing it up with the Community Overall Objectives / Aims: Being aware of charities and organisations that

help others in the local community. Learning how to hold a fundraising event to raise funds for a chosen charity. Understanding what values are, and a sense of ‘what is important’.




Week One: Lesson One: Show some images of people/celebrities/organisations that use/support different charities. Conduct some research -‐ what do students already know about charities?

-‐ Brainstorm a list of charities that students know -‐ Select a small sample of these for students to research further.

Use Internet to research charities of their interest. • What is a mission statement? • What is the purpose of the chosen charity? • Who does the charity serve?

Lesson Two: Develop a questionnaire for one of the local charity shop workers. What happens on a day-‐to-‐day basis. How does the charity survive? What people does the charity attract? Enter the community, and interview the charity/employee. Small groups (2 – 3 people) How do we speak to people we have never met before? Introductions and using respectful language. Lesson Three: Small budget: provide a theme where students are required to purchase a ‘costume’ from a charity store. Student will select their costume/theme carefully. Who has the ‘best’ costume? What makes their costume the best? What criteria will be used to judge? Talk about ‘values’ and how this might relate to this activity, and life beyond school.

Week Two: Lesson One: Hold a fundraising activity to raise money for a chosen charity. Brainstorm activities, class vote to decide. Plan for the fundraising activity

o List of jobs. Who is going to do what? o Creating a budget: list of income, expenses that will be incurred

Lesson Two: Marketing, how will people know about this event? Who needs to be contacted? Advertising – Where, Who, How much, When? OH&S conditions discussed and noted Lesson Three: Cultural Diversity: what are the cultural circumstances that need to be taken into consideration for this? Religion, location, acknowledging elders, social customs, demographics? Legal rights? Do we need a permit? Where is this going to be hosted? Use the Internet to check your local council conditions.



Week Three: Lesson One / Two: Prepare to hold the event! Acquire the resources, materials needed. Contact people who need to get involved. Logistics, transport of goods/services Get advertising out, posters up, advertisement on school website, notification to school newsletter, school council notified and invited to attend. Lesson Three: Hold the event! Ensure that safety measures are being conducted and adhered to. Ensuring that everyone is conducting their role. Any money collected/raised, must be counted, recorded, securely stored, handed to the school bursar. Clean up!

Week Four: Lesson One: Presenting the cheque / funds to the charity. Let the local paper know what is happening and invite them to publicise the event in the media to raise the public profile of the school. Lesson Two: In groups or individually, students must complete a reflection on the unit. Students have a choice of presentation methods:

-‐ Powerpoint/Movie/Photostory illustrating the learning journey. How did this make you feel to help a charity? What positive impacts do you think the charity would gain from this activity? What could be done next time to improve the fundraising event? Lesson Three: Presenting findings, presentations to class, small group, with an overall presentation at school assembly



Plan an Excursion:

What critical skills does this unit of work require? Numeracy Literacy Interpersonal ICT Read timetable Legible handwriting Team work Using presentation

software Use and interpret maps

Provide personal information


Word processing software

Use measuring equipment




Calculate radius Responding to media

Boundary setting Internet search engines

Reflective Follow instructions Social etiquette OH&S

Unit Title: Planning an Excursion Overall Objectives / Aims: Students work in small groups with each group

organising a different excursion to a destination of their choice within 10 km radius of the school. Group 1 – Excursion by train. Group 2 – By Tram. Group 3 – By mini-‐bus

Suggested Time (weeks): Lessons Per Week: Five weeks 3 x 100-‐minute lessons



Week One: Lesson One: Teacher provides each student with a manila folder. Student can design, and create their own front cover, clearly labeled with the unit title, their name, date. All work is to be kept in this folder. The folder is submitted with all work, including rough drafts. Stress the importance of keeping all rough drafts – assessing the ‘learning journey’ is important – therefore, don’t throw anything away. Warm-‐up (Engage) -‐ Students brainstorm: What do we need to do to organise an excursion? Teacher shows powerpoint with brief overview of the project and how it will be assessed. (5 -‐ 10mins) Hand out student log books (see appendices), explain how they are meant to fill it in (this will be part of their assessment) Outline the behviour required (this will be assessed also) Real world activity – how do we act in public?

Students negotiate and come up with a list of standards or rules as to how they should act and respond when in public. Students to own these rules and self regulate when in public.

Set up THREE student groups (student leaders, teacher to use strategy to ensure an even balance of competence in each group) – 1 group for Train, 1 for tram, 1 for mini-‐bus. Teacher records key points on whiteboard – uses this later to create word wall of key vocabulary. (15mins) Lesson Two:

1. Ask the group to list group tasks/roles using ideas from brainstorm. Each group to write up a list of tasks. (5 -‐10 ins)

2. Mapping Costs Times/timetables Information letter to parents etc Group assigns tasks to group members – some tasks may be done together. Again this needs to be written neatly with names next to each task and submitted to teacher at end of session Students may wish to use timetables from the following:

http://www.metlinkmelbourne.com.au/ http://www.yarratrams.com.au/desktopdefault.aspx Reflection in learning log under two headings:

What we did this lesson? What did I learn this lesson? What did I find challenging?

Lesson Three: 10 k radius from the school -‐ what does this look like? (Teacher to devise explicit teaching activity – possible resource – Maths for Living/Work activity book). Introduce the use of compass on a map. Scale, 1cm = 5km, therefore, 2cm will equal a 10km radius. Satellite map view from Google Maps ™ (5-‐10mins). Radius added to word wall.

• Introduce using a compass, • Using a ruler to scale on a map, • Interpreting maps, legends, key

ICT task – use Google maps to indentify 10k radius around school. (15 mins) What did students learn or find challenging today? 20-‐word reflection in logbook.



Week Two: Lesson One: Department of Education Risk Assessment overview

http://www.education.vic.gov.au/management/schooloperations/edoutdoors/risk.htm • Why do we need this document? • What are the legal requirements when planning an excursion? • Students in their groups to answer the questions on the above link. This will help them

focus their planning for their intended excursion. Lesson Two and Three: Student groups need to decide how they want to present their findings. Poster, PowerPoint, photostory etc. The following needs to occur over two sessions:

1. Teacher to remind students to keep all drafts, notes as record of their work. 2. Groups to use Melways & GoogleMaps™ and discussion to decide on destination. 3. Skills – using Melways grid to give Melways reference, using scale to measure distance on maps

etc 4. Further work on radius – use GoogleMaps™ to draw radius of 2k, 5k, 10k and 15k. 5. Use Internet to research train, tram times and costs Keep record of times traveled in a table for

each method of transport. Allow the recording of costs associated. Compare the efficiency of each mode of transport.

6. Written task: Teach letter writing conventions. Each group member to draft a brief letter to parents informing them of details of excursion. Group chooses one student letter to be used. Teacher pre-‐prepares a scaffold on PowerPoint to help students draft a short letter to display after first having a short brainstorm with group on key points to cover in letter.

a. The letter will need to include: i. Date ii. What we are doing iii. How much it will cost iv. Where we are going v. When vi. Who vii. Why

Week Three: Lesson One: Ensure that permission letters have been returned signed and dated by parent/caregiver. Those who haven’t, need follow-‐up phone calls to gain permission before students can go on excursion. Start to think about equipment to take on excursion. Flip Camera, digital cameras, stop watch etc. Lesson Two and Three: Permission has been sought from parents, planning has been done in groups. Students lead excursion. Each group takes their selected mode of transport on the bus. Students need to account for time and cost to travel and follow intended set of guidelines tailored in week 1. Students to reflect on experience and start putting together their evidence.



Week Four: Lesson One and Two: Students work in their groups (or individually) to start putting their presentations together. Students are encouraged to use ICT where appropriate. An even distribution of work is crucial. This journey should be recorded in student logbooks. Lesson Three: Students present their work to the class, and maybe invite other students in to help celebrate their work. Allow students/teachers to ask the presenting group questions about their experience. How students respond to questions can be assessed also.



Make a Film:

What critical skills does this unit of work require? Numeracy Literacy Interpersonal ICT Sequencing Legible handwriting Team work Using presentation

software Time Communicative

literacy (written and oral)



Financial: budgeting




Functional literacy Boundary setting Research using Internet

Follow instructions Social etiquette

Unit Title: Making a film Overall Objectives / Aims: Students work together to create their own

short film. They must sequence scenes correctly, understand the use of cameras, editing hardware/software. The use of angles and lighting will be looked at. Students present their product to a small audience on completion.

Suggested Time (weeks): Lessons Per Week: 5 (6 if needed) 3 x 100-‐minute lessons



Week One: Lesson One:

• Students complete a short questionnaire about vampires. • Introduce concept of clichés • Small group discussion where students compile a list of the clichés of vampire stories.

Lesson Two:

• Students watch the first part of the movie 30 Days of Night • Whilst watching the movie students keep two lists. One of clichés that the text uses and one for

the clichés that the movie breaks. • End session with a discussion of how clichés have been employed or disregarded with an

emphasis on students opinion if this has enhanced of damaged text’s enjoyability. Lesson Three:

• Students are given a world map and in small groups try to design theories to explain focus questions.

Why does Alaska have 30 days of night? Based on their theory which other countries do they believe experience the same

thing. • The phenomenon is explained using an inflatable globe, a small beach ball and a torch. The class

works together to recreate the effect and then are then asked to put the idea back into their own words by writing their own individual explanation in their humanities books

• The class finishes watching the movie.

Week Two: Lesson One: Begin with a class discussion.

What did students think of the movie: 30 Days of Night? What are the reasons for their opinions? What was good about the movie? In what ways could it have been better?

• Students complete an adjective exercise to build their literacy vocabulary. • Students watch a series of YouTube™ film review videos. As they watch each they have to make

a list of the compliments and criticisms that the reviewers have of the film. • We look at a structure for film reviews, based on the structure employed in the videos we have

seen. • Using the Internet, photostory, and a headset microphone students create their own review

videos. Lesson Two:

• Students finish their review videos and we have a class screening. • We then ask ourselves the question: “Could we do it better?” • Students brainstorm ideas for their own horror movie creating a giant mindmap.

Lesson Three:

• Introduction to three act structure and the plot development concepts of introduction, conflict, climax, resolution.

• Students complete a ‘plot mapping’ exercise employing the ideas to which they have been just introduced.

• Students then take the mindmap and use it to structure a plot outline which follows the three act structure.



Week Three: Lesson One:

• Storyboarding exercise: Students watch a short scene from 30 Days and try and put tiles in order to represent the way the camera was used to create the scene.

• We have a discussion of how camera use can affect the way a scene is perceived by the audience. Could introduce the notion of angles and how this can capture different perspectives from characters within a movie. A numeracy mini-‐lesson on basic angles would be effective. Acute, Obtuse, right angle, straight line, Reflex are key terms that should be utilized.

• Watch a series of movie excerpts and discuss how the pace and the shot types create different moods.

Lesson Two:

• Students are given two lessons to create a technical exercise. They must create a short video of a physical sequence (in camera edit).

• Before students begin shooting, they must write a letter to the principal explaining their intentions and seek permission for this to be done on school grounds. Letter writing conventions should be made explicit here.

• Students begin planning their video, looking for locations, making props, deciding who will be the actors, writing the script and rehearsing the scene.

Lesson Three:

• Students shoot their technical exercise. • Video screening • Debrief:

How well did they work together as a team? How could they have been a more effective team? Was the video successful? Why or why not?

Week Four: Lessons One, Two and Three:

• Introduce the moviemaking passport. • Students divide up the preparatory tasks and begin to do all the ground work for their own

horror production. Tasks are divided up between the following strands. Writing/Storyboarding: getting the plot ready for camera Research: investigating all the aspect of film craft the students will need and

creating reports. Budgeting: Making lists of items they will require. Researching prices and

organising a budget. • Before this can be done, a mini-‐lesson needs to be taught about

budgeting. Student will learn how to create a budget using the following terms:

o Income, Expenses, Surplus, Deficit, Balanced Budget; o Understand the importance of budgeting; and o Know how to apply a budget to their daily lives for living.

Students work together to ensure that all tasks are being attended to as discussed. All props needed are made/acquired.



Week Five: Sessions One, Two and Three:

• Students use this week to shoot their film and digitally compile the film using ICT • After each session there is a debrief where students resolve issues and plan for the next session. • By the end of the third session, depending on how much progress has occurred, students may

require more time. • The last session will involve inviting the school to show the “movie premiere” • Students write a reflection that captures the process of working in a team environment, making

the movie, what they learnt along the way and how they could improve if done again.



Getting Dirty with Horticulture:

What critical skills does this unit of work require? Numeracy Literacy Interpersonal ICT Problem solving Legible handwriting Team work Using presentation

software Volume, capacity, measurement

Communicative literacy (written and oral)


Internet use

Recording test results



Digital camera use

OH&S Negotiating with

each other

Unit Title: Getting Dirty with Horticulture Overall Objectives / Aims:

Suggested Time (weeks): Lessons Per Week: Four weeks 3 x 100-‐minute lessons



Week One: Lesson One, Two and Three: A trip to CERES in Brunswick to investigate, take photos of, and ask questions regarding their vegetable garden area. Students will be exposed to the horticulture area. Senior students currently participate in a Certificate II in Horticulture here – this will give students a ‘preview’ of what they might like to do in later years. Resources: Money, seed raising soil, dotter, seeds

• Brainstorm what seedlings students want to grow. Check on the Internet to ensure that we are in suitable climate to grow their desired plants

• Students to go to Bunnings. • At Bunnings students to check back of packaging and choose right seeds for season. • Students to work out purchase details • Students plant seeds – seeds to be labled.

Investigation

• Soil testing – ph testing • Investigate the structure of soil, composition, use ph testing kits • Show students photos of environments – discuss requirements for seeds to grow • Record experiments on soil testing in books. Discuss findings

Week Two: Lesson One:

• Take students over to garden area – water and look and discuss • Students to decide what vegetable they are taking ownership of.

Lesson Two: Learn structure of letter writing

• Letter to school canteen informing about growing and that we’ll be expecting ‘fresh produce’ in the coming weeks. Be specific about what quantities students are expecting for each produce.

Lesson Three:

• Letter to Bunnings: informing the of the school, its culture, and programs running. Seeking future funding, donations of gardening equipment, seedlings, other materials to ensure similar programs can continue. The letter should follow standard letter writing conventions and written as a group to ensure that everyone has input.



Students can be working simultaneously on another unit of work after week three of this unit as the last week is basically observing and recording plants growth.

Week Three: Lesson One, Two and Three:

• The Dirt on Soil – soil structure – Origin and resident organisms • Computer and internet access required:

o Access to “The Dirt on Soil” Sheet www.discoveryeducation.com • Students to look at and investigate the meanings of Latin words for the names of plants. • Students to design the name on paper and then laminate. • Students to get A3 paper and draw into weeks – each week with photos and a sentence to

describe the progress of what is happening in the garden beds.

Week Four: Students to continue observing the growth of their seedlings and recording results on their charts. Reflection:

• Are there any issues with some of the plants? • Have people being watering them and following planting instructions? • If the seedlings are struggling, what could be wrong? How can we save them? • Take photos of end produce, how were they used in the canteen? • Work with the Food Technology team to ensure they get the produce at their freshest state



Probability – What are the odds?

What critical skills does this unit of work require? Numeracy Literacy Interpersonal ICT Problem solving Legible handwriting Team work Use a computer Measurement Communicative



Internet use

Recording test results



Predicting

Unit Title: Probability – What are the odds? Overall Objectives / Aims: Heavily focuses on numeracy in learning about

probability, deciding on odds, making decisions, risk taking. How these skills relate to life outside of school.

Suggested Time (weeks): Lessons Per Week: Three weeks 3 x 100-‐minute sessions



Week One: Lesson One, Two and Three: Warm-‐Up: Put a combination of colored counters in a bag. eg 16 red, 4 Blue and 1 yellow. (total of 20) At this stage you could either tell them nothing, or tell them the total, or even tell them that there are 3 colors. You then allow them to choose 5 with replacement and they note these down. They then make a prediction and record it. Over the next few lessons you bring the bag out and make another 5 selections and they can then adjust their prediction. A great deal of discussion can be had around why they change their prediction. Finally at the end of the unit you can reveal what it in the bag and talk about how the more observations got them closer to the actual distribution. Introduce the words Set and Venn Diagram – write on board. Choose two sets whereby a student could be a member of both. eg. Is male/female and blue eyes/not blue eye.

• Ask students to divide into two sets based on one criteria eg. Blue eyes • Define name of a set (Capital letter) element of a set (ε) listed set (names of each student in the

set) defined set (blue-‐eyed students and non-‐blue eyed students) • Introduce a third set that has no members eg. Red eyed – this is defined as a “null set”

Create a Venn Diagram on board. Using the information from the activity above, plot this data into the Venn Diagram. Students to copy this into their books. Reflection: students to write their own definition of the following terms:

-‐ Set -‐ Venn Diagram -‐ Probability

Week Two: Lesson One, Two and Three: Warm-‐Up, continue with same warm up activity, discuss as appropriate All students will need access to a laptop and use the following website: http://www.math.psu.edu/dlittle/java/probability/plinko/index.html In order to avoid the tendency to jump to theoretical probability choose activities where the probabilities are not obvious. Using the website complete the Everybody Wins and/or Clown Game Share and reflect: 20-‐word reflection what you learnt. Must be exactly 20 words, not 19, not 21. Choose your words carefully!!



Additional resource required for this week4

4 Consumer Affairs Victoria, (2009), “Responsible Gambling: Building resilience for young learners”, pp 22 – 24.

Week Three: Lesson One, Two and Three: Warm up – continue the previous warm up activity, ask students to predict what’s going to happen in the next lesson… Using the Responsible Gambling resource: Consumer Stuff (see footnote) – A Fair Toss Have a small debate: What is a fair toss? What are the odds of getting a tails when tossing a coin? If I toss this coin 100 times, will I get tails 50 times? Why/Why Not?..... prove me wrong…. Students to work in individually to complete the 100-‐toss of a fair coin to determine a probability test. Answer questions associated with this activity, class discussions of results.



Measuring it up: drugs in sport…

What critical skills does this unit of work require? Numeracy Literacy Interpersonal ICT Problem solving Legible handwriting Team work Word processing Measurement Communicative



Internet use

Recording results Understand / transfer knowledge


Time Debating skills OH&S Positive risk taking

Unit Title: Measuring it up: drugs in sport Overall Objectives / Aims: The students learn about drugs in sport, the use

of measurements in sports in a supportive yet competitive nature. Students organize a ‘whole-‐school’ sports day




Week One: Lesson One, Two and Three

-‐ Beep Test – record these results -‐ Mean, Mode, Median – statistics in sport – where would you see these stats? -‐ Survey, “attitudes towards exercise”. What would you like to do vs how much you actually do. -‐ Measuring – brainstorm, what would you have to measure? Where? Why? Health, calorie

intake, BMI (body mass index), to improve sport performance.

-‐ What is “sportsmanship”? – discussion, brainstorm, attitudes towards violence etc. -‐ Drugs in Sport, Role Modeling. Watch some videos and read some articles about sports people

caught up in drugs -‐ Why do sports people seek out drugs to be the best?

-‐ Plan the Sports day, brainstorm what sports we can host, who will be involved, who needs to do

what? -‐ Start planning for marketing etc.

Week Two: Lesson One, Two and Three

-‐ Continue working on Stats and measurement/data -‐ Contact a footy club to come in and talk about the training regime they endure to be the elite

athletes they are. -‐ Plan a training program to meet a goal. – Personal Fitness -‐ Calorie intake/expenditure -‐ Budget, how much money does the group need to host the event.

-‐ Debate – drugs in sport, i.e. Ben Cousins, or Travis Tuck. Should AFL be more punitive? Or was it

good that they gave him a second chance? Other sports people, Marion Jones, Lance Armstrong, Arnold Swartzenigger (steroids). Homophobia in AFL – should players be allowed to come out of the closet – Jason Acka. Men and Women in Tennis, equity, prize money – students choose one.

-‐ Investigate a ‘major sporting controversy’ – not necessarily about drugs, Melbourne Storm, salary capping

-‐ Using a computer, write a letter to principal to seek funding. Letter writing conventions.

-‐ Create posters, flyers to market the event -‐ Seek funding from school principal -‐ Food and nutrition at sporting events – the social, money side of eating at the footy, four n’

twenty pie and beer V’s, a salad roll?



Week Four: Lesson One, Two and Three

-‐ Money Matters: Compare salary wages between a number of sporting stars. What proportion of their money is from sponsorship and prize money, endorsements.

-‐ How many hours a week do AFL players “work” in a average job – compare this to the average citizen working a 38 hour job.

-‐ Beep Test – compare results from week one.

-‐ Continue watching the movie – create a powerpoint presentation/poster about the messages you take away from the movie

-‐ How did the movie impact you?

-‐ Whole School Sports Day -‐ Review and reflect the event.

Week Three: Lesson One, Two and Three

-‐ Graphing data for health tests – using a measuring tape to determine measurements: o Standing jump o Sit n’ reach your toes o Push up – count how many can be done until fatigue o Sit up – count how many can be done until fatigue

-‐ Have the debate on drugs in sport – follow debating conventions. -‐ Have an independent audience, principal, other teachers to judge.

-‐ Watch the movie Invictis or Coach Carter -‐ What are the social, racial themes from these movies? Find a lesson plan around one of these

movies.



Appendices:

Lesson Planner Use the following template to plan your individual lessons. Keep referring to the critical skills discussed earlier. This template incorporates the e5 model to assist with differentiation and consistent planning and assessment.

Project Title: Length of Unit (weeks): Lesson number: Learning goals:

Resources needed:

Warm Up Task: (Whole class 5 – 10 minutes) Engage

Mini-‐Lesson: (Whole class 5 -‐ 10 minutes) Explain and Explore

Independent and/or small group work: (Whole class: 30-‐40 minutes) Elaborate and Extend

Whole-‐class share /reflect of learning: (5-‐10 minutes) Evaluate



Unit Assessment Rubric:

Criterion Participate (Y / N)

4 3 2 1 Not Assessed

Can read and interpret measurement units from a tape measure

Uses a measuring tape and record exact measurements in mm

Uses a measuring tape and interpret mm with 2 mm variation

Uses a measuring tape and interpret mm with 5 mm variation

Can use a measuring tape with assistance and interpret within 10mm

Is not yet able to use a measuring tape to interpret units of measure

Can safely operate electrical equipment in accordance with OH&S standards

Uses all OH&S options and operates equipment safely. Leaves the site safe and secure

Uses all OH&S options and operates equipment generally safely. Needs prompting to secure work area before leaving

Uses all OH&S options when operating electrical equipment. Is reminded to secure work area

With prompting, uses most OH&S options when using electrical equipment. Is reminded to secure work area

OH&S options when operating electrical equipment are not followed. Work area not secure.

Can work cooperatively in a small group

Uses effective oral communication when working with others. Clear voice, and uses hand signals

Generally effective communication when working with others. Uses hand signals well

With support, uses oral communication when working with others, does not use hand signals well.

When reminded, uses appropriate communication methods to work with others

Effort to communicate effectively when working with others is not shown.

Can follow sequenced written/oral instructions

Consults instructions frequently and ensures previous step is complete and accurate before moving on to next step. Seeks affirmation from leader

Acknowledges instructions and refers back to them periodically to ensure staying on track. Checks with leader sometimes

With prompting, asks questions for next steps. Generally checks to ensure previous step is done before moving on

With reminders from leader, checks to see if it is safe to continue with next steps

No evidence of sequenced order or procedure. No evidence of reflection to see if final product looks right.

Demonstrates ability to estimate

Makes an estimate and be accurate within 5mm

Can make an estimate and be accurate within 10mm

Can make an estimate with help and be accurate within 15mm

With one-to-one support from leader can make an estimate and be accurate within 20mm

Not yet able to demonstrate an accurate estimation within 100mm

Uses basic knowledge of angles to construct basic shapes out of wood

Builds a 3D closed shape where all angles are ‘square’ and secure to the nearest degree

Builds a 3D closed shape where all angles are intact and square within 3 degree variation

Builds a 3D closed shape where all angles are intact and square within 5 degrees of variation

Builds a 3D closed shape where most angles are intact. Angles may not be square

Not yet able to join two pieces of wood to make a right angle

Teacher Comment & Overall Mark



This is only an example of an assessment rubric. Depending on the project, the criterion will differ. This criteria that students are assessed on, must include:

The skills the project will develop;

How these skills relate to the real world;

The degree of skill expected;

The ways in which these skills will be assess; and

The cumulative and continuous nature of skill development over the year.

Annual Assessment Matrix

On the following page, teachers can use this matrix to keep record of the critical skills and units of work, students have participated in and gained competency. This assessment matrix should be moderated and used in a ‘team assessment’ environment whereby all teachers involved in the implementation of the unit will have input into the assessment for each student. Consult with students regularly though out the year so that they can see what critical skills they need to meet in order to pass. Use frequent ‘review dates’ to allow for student-teacher consultation.



Student Log Book

Students fill in date, the task or activity they have done (key stages), then write a comment and reflect on any challenges, what worked well, who contributed, what they need to focus on next lesson.

Date Task/Activity Comment/Reflection

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