1 / 28

enter

INTEGRATED CURRICULUM. enter. CONTENTS. Year Level and Target Areas Rationale The Big Picture Key Outcomes Structure Assumed Prior Knowledge Learning Areas Development Resources References. Back. Fwd. YEAR LEVEL & TARGET AREAS. Year 8 Drama English Health & PE Maths Science

morgan
Download Presentation

enter

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. INTEGRATED CURRICULUM enter

  2. CONTENTS Year Level and Target Areas Rationale The Big Picture Key Outcomes Structure Assumed Prior Knowledge Learning Areas Development Resources References Back Fwd

  3. YEAR LEVEL & TARGET AREAS Year 8 Drama English Health & PE Maths Science SOSE 4 classes x 25 students Back Fwd

  4. RATIONALE • The environment is in crisis • Our future generations will bear the burden of our continued inaction • Alternate way through sustainability • Theme = six learning areas + essential learnings + key competencies • Integrated Multidisciplinary • Practicality of delivery • Integrated day Back Fwd

  5. STRUCTURE Back Fwd

  6. design and construction renewable energy water solutions waste management eco-transport Designing anenvironmentally sustainable community conservation community consultation THE BIG PICTURE Back Fwd

  7. KEY OUTCOMES Integrate a core theme with an appropriate curriculum, which easily adapts to all subject areas Appreciation for sustainable livingPractical applicationEmpowering students to effect social changeMaking connections between all subject disciplinesCreating life long learnersFostering and valuing creativity Assessment: Final presentation 50% Subject based work 40% Journal 10% Back Fwd

  8. STRUCTURE Back Fwd

  9. STRUCTURE Back Fwd

  10. ASSUMED PRIOR KNOWLEDGE Each subject will determine prior knowledge in the initial weeks of the term (pre-assessment) Given the constructivist nature of integrated curriculum, we seek to build upon, and have students construct, knowledge Back Fwd

  11. DRAMA Back Fwd

  12. DRAMA Back Fwd

  13. ENGLISH Back Fwd

  14. ENGLISH Back Fwd

  15. HEALTH & PE Week 4 Energy Aim: To develop an understanding of the role of energy in the body and an appreciation of how energy can be harvested from everyday activities. Energy intake diary: Students record their own energy consumption over a week, so that this data can be analysed and synthesized in a way to better their own health. Back Fwd

  16. HEALTH & PE Video of Eco-Dancefloor:  View a practical application of alternative energy sources in a way that is interesting, meaningful, and innovative. Students then design their own energy capturing generating device relating to anything of interest: bike, speed hump, dance floor, discussing the pros and cons of such an application. Back Fwd

  17. HEALTH & PE Week 6 - Housing - A house and a body are both living things. Aim: To develop students awareness of life processes with reference to the efficiency and sustainability of these systems. Back Fwd

  18. HEALTH & PE A house takes in materials, energy and produces waste. It then hibernates for some time, emitting a range of chemicals, it interacts with its environment and requires maintenance. Without adequate ventilation and maintenance it will rot and may die. Back Fwd

  19. HEALTH & PE A body is made of materials, requires energy and produces waste. It goes through periods of greater and lesser energy demands, and changing rest cycles. It emits a range of chemicals through interactions with its environment, and requires maintenance. Without proper maintenance and respiration/circulation, it will rot and may die. Back Fwd

  20. HEALTH & PE Compare the life-cycles of a human cell and a house brick, in terms of energy requirements, use of materials and durability. Both are functional components of a greater whole. Back Fwd

  21. MATHS … Back Fwd

  22. MATHS … Back Fwd

  23. SCIENCE • Energy & Materials • Advantages and disadvantages of renewable energy resources. Improve current renewable energy technologies? Use in a new and innovative way? • Investigation of physical and chemical properties of materials to best assess their effective utilisation in an ecologically sustainable house • Working Scientifically values: • explore, generate, test and relate ideas; ask questions and seek explanations • open-mindedness, critical-mindedness and persistence • understand the provisional, expanding and constructed nature of knowledge • SACSA Strands – Energy Systems, MatterStandard 4.3, 4.4, 4.7, 4.8 Back Fwd

  24. SCIENCE Back Fwd

  25. SOSE Water Use, management, conservation, supply and treatment (sanitation, water quality, health, disease prevention) Critical inquiry and reflection with a view to the third world and the differing perspectives between first world and third world (ie: wealth, social, cultural, political etc) SOSE values of ecological sustainability and social justice SACSA Strand: Place, Space & Environment Standard 4.4, 4.5, 4.6 Back Fwd

  26. SOSE Back Fwd

  27. DEVELOPMENT http://educ3608.wikispaces.com/ Back Fwd

  28. REFERENCES Beane, J. A. (2005) A Special Kind of Unity in Brown, E and Saltman, K (eds) The Critical Middle School Reader, Routledge, New York, p. 395-408.Beane, J. A. Organising the Middle School Curriculum, National Middle School Association Website (Online, Accessed 23 October 2009) URL: http://www.nmsa.org/Publications/WebExclusive/Organizing/tabid/651/Default.aspxBlack, P. and Wiliam, D. (1998) Inside the Black Box - Raising Standards Through Classroom Assessment, Phi Delta Kappan, vol 80, no. 2, p. 139-148.Chadbourne, R. (2003) What Makes Middle Schools and Middle Schooling Distinctive, If Anything? Queensland Journal of Educational Research, vol. 19, no. 1, p. 3-12.Hayes et al (2006) Productive Pedagogies in Teachers and Schooling Making a Difference – Productive Pedagogies, Assessment and Performance, Allen and Unwin, Crows Nest, NSW, p. 32-81.Lounsbury, J. H. (1996) Key Characteristics of Middle Level Schools (Online, Accessed 23 October 2009) URL: http://ceep.crc.uiuc.edu/eecearchive/digests/1996/louns96.htmlWhitehead, K. (2005) Integrated Curriculum in the Context of Challenges to Middle Schooling: An Australian Perspective, Middle School Journal, vol. 36, no. 4, p. 41-50. Back Fwd

More Related