Curriculum links

Explanation of curriculum links

This is an overview linking each week to curriculum statements. All statements are summarised from the 'Year 7 Essential Learnings' by the Queensland Studies Authority (2009). The statements have been summarised for easy readability, however some sections that were relatively straight forward are left in their original quotes. All statements have been refences as belonging to the Queensland studies authority, direct quote or summarised. Of the QSA Essential Learnings this unit links primarily to the ICT and the SOSE outcomes covering the majority of statements found in these documents. Below this curriculum overview is another overview outlining the English and Arts Essential Learnings that this unit links to . English and Art are note the focus in this series of designed learning experiences, however they do underlie most activities. For this reason the learning statements in these KLA's have not been linked to set weeks. Instead they have the been linked to the entire unit in general. Going back to the first curriculum overview it may be noticed that most of the ICT and SOSE outcomes are covered in the first few week. Iniatially these outcomes are repeated throughout all the weeks but have they have only been recorded in the first several weeks to save extensive repetition. For example the summarised statements 'collaborate with ICT' and 'work in groups with ICT' are covered in every week through forums, conferencing and text sharing, but have only been mentioned in week 1 and 11. The outcomes that have been repeated throughout several weeks are numbered at the beginning of the statement indicating the 1st, 2nd or 3rd time it has been listed in the unit.
In the first weekly ICT and SOSE curriculum overview each statement is tagged with brackets indicating which catagory of the Essential Learnings document it is found in. In the second Art and English curriculum overview each statement is listed under a catagory heading found in the original document. Thus no tags are needed. The Art and English overview also gives occasional examples of what activities and areas of the unit the statements link to. It must be noted that all the essential learning statements listed are not exhaustive. Many more could have been added and undelie the unit structure. However only the most obvious ones were chosen. Lastly it should be mentioned that some Art essential learnings statements do appear in the weekly ICT and SOSE curriculum overview, however they are explored in more detail in the second overview.

Weekly links to the Queensland Studies Authority (2009/2010) Essential Learnings Year 7

Week 0

ICTs Essential Learnings

- Codes of practice should be applied (QSA, 2009). (Ethics, issues and ICTs)
- ICT use should be reviewed considering safety, ethical practice, legality and responsibility (QSA, 2009). (Ethics, issues and ICTs)
- Proper attribution must be given to owners of information and resources (QSA, 2009). (Ethics, issues and ICTs)

Week 1

ICTs Essential Learnings

- ICT collaboration (QSA, 2009). (Inquiring with ICTs)
- ICT is used to work in groups with (QSA, 2009). (Inquiring with ICTs)
- Identity and profile should be established in communication (QSA, 2009). (Communicating with ICTs)
- There are new and different ICT operations and different ways tasks can be performed (QSA, 2009). (Operating ICTs)
- 1 It is necessary to know the validity of information from sources (QSA, 2009). (Inquiring with ICTs)
- 1 Be able to reflect the value of ICT (QSA, 2009). (Inquiring with ICTs)

SOSE Essential Learnings

- Find ways to contribute to representative groups and participate in civic activities (QSA, 2010). (Ways of working)
- 1 Identify different perspectives on social justice, democracy, sustainability and peace (QSA, 2010). (Ways of working)
- 1 Students use their SOSE knowledge to identify global issues and connect it with their experiences (QSA, 2010). (Ways of working)
- Understand different geographic wildernesses countries, governments, developed and developing countries (QSA, 2010). (Knowledge
and understanding: Place and space)

- Understand and can read maps including longitude, latitude and compasses (QSA, 2010). (Knowledge and understanding: Place and
space)

The Arts Essential Learnings

- Be able to analyse works of art based on their cultural and spiritual background (QSA, 2010). (Ways of working)

Week 2

ICTs Essential Learnings

- Apply prevention and safety strategies when using ICT (QSA, 2009). (Ethics, issues and ICTs)
- Apply communication protocols (QSA, 2009). (Communicating with ICTs)
- Consider how ICTs can enhance relationships with people from other cultures and environments (QSA, 2009). (Communicating with
ICTs)

- Communicate with people globally using ICT (QSA, 2009). (Communicating with ICTs)
- Collaborate online creating and organising ideas (QSA, 2009). (Communicating with ICTs)
- Select and use digital media for communication (QSA, 2009). (Communicating with ICTs)
- Reflect on their communication use of ICT and how it could be improved (QSA, 2009). (Communicating with ICTs)
- 1 Identify information and technological sources (QSA, 2009). (Inquiring with ICTs)
- 2 Know the validity of information from sources (QSA, 2009). (Inquiring with ICTs)
- 1 Be able to organise and categorise information they find (QSA, 2009). (Inquiring with ICTs)

SOSE Essential Learnings

- Question and identify issues (QSA, 2010). (Ways of working)
- Plan investigations (QSA, 2010). (Ways of working)

Week 3

ICTs Essential Learnings

- 2 Identify information and technological sources (QSA, 2009). (Inquiring with ICTs)
- Be able find data and information in response to questions (QSA, 2009). (Inquiring with ICTs)
- 3 Know the validity of information from sources (QSA, 2009). (Inquiring with ICTs)
- 2 Be able to organise and categorise information they find (QSA, 2009). (Inquiring with ICTs)
- 2 Be able to reflect the value of ICT (QSA, 2009). (Inquiring with ICTs)

SOSE Essential Learnings

- 1 Understand the tradition and celebrations that have evolved that reflect the cultures and values of groups (QSA, 2010). (Knowledge
and understanding: Time, continuity and change)

- Collect and use information from primary and secondary sources (QSA, 2010). (Ways of working)
- Evaluate information based on its source, relevance, reliability and perspective (QSA, 2010). (Ways of working)
- 2 Identify different perspectives on social justice, democracy, sustainability and peace (QSA, 2010). (Ways of working)
- 2 Students use their SOSE knowledge to identify global issues and connect it with their experiences (QSA, 2010). (Ways of working)
- 1 Have respect for different cultural groups (QSA, 2010). (Ways of working)
- Respond to conclusions by implementing actions (QSA, 2010). (Ways of working)

Week 4

The Arts Essential Learnings

- Develop ideas for creations depending on the intended audience (QSA, 2010). (Ways of working)
- Make decisions about what art elements to use (QSA, 2010). (Ways of working)

Week 5

ICTs Essential Learnings

- Design projects using ICT features (QSA, 2009). (Creating with ICTs)
- Present thinking and ideas creatively (QSA, 2009). (Creating with ICTs)

Week 6

ICTs Essential Learnings

- Demonstrate operational skills (QSA, 2009). (Operating ICTs)
- Describe ICT devices using ICT terminology (QSA, 2009). (Operating ICTs)
- Use ICT appropriate to audience (QSA, 2009). (Creating with ICTs)
- 1 Document and present planning, learning and thinking using creative and various ICT tools (QSA, 2009). (Creating with ICTs)

Week 7

SOSE Essential Learnings

- 3 Identify different perspectives on social justice, democracy, sustainability and peace (QSA, 2010). (Ways of working)
- 3 Students use their SOSE knowledge to identify global issues and connect it with their experiences (QSA, 2010). (Ways of working)
- 2 Have respect for different cultural groups (QSA, 2010). (Ways of working)

Week 8

SOSE Essential Learnings

- Understand that natural hazards are increased by human activity (QSA, 2010). (Knowledge and understanding: Place and space)
- Understand how sustainability is about using resources but without destroying the environment. E.g recycling (QSA, 2010).
(Knowledge and understanding: Place and space)

- 1 'Perceptions of different cultures and groups are influenced by local, national and world events and by representations in the media'
(QSA, 2010) (Knowledge and understanding: Culture and identity)

Week 9

SOSE

- 1 'Material and non-material elements influence personal identity and sense of belonging of groups' (QSA, 2010). (Knowledge and
understanding: Culture and identity)

- 2 Understand the tradition and celebrations that have evolved that reflect the cultures and values of groups (QSA, 2010). (Knowledge
and understanding: Time, continuity and change)

Week 10

ICTs Essential Learnings

- 2 Collaborate with ICT (QSA, 2009). (Communicating with ICTs)
- 2 Work in groups with ICT (QSA, 2009). (Communicating with ICTs)
- 2 Collaborate online creating and organising ideas (QSA, 2009). (Communicating with ICTs)

SOSE Essential Learnings

- 2 ‘Material and non-material elements influence personal identity and sense of belonging of groups’ (QSA, 2010). (Knowledge and
understanding: Culture and identity)

- 2 ‘Perceptions of different cultures and groups are influenced by local, national and world events and by representations in the media’
(QSA, 2010) (Knowledge and understanding: Culture and identity)

- 3 Understand the tradition and celebrations that have evolved that reflect the cultures and values of groups (QSA, 2010). (Knowledge
and understanding: Time continuity and change)

- 3 Have respect for different cultural groups. (Ways of working)

Week 11

ICTs Essential Learnings

- 2 Design projects using ICT features (QSA, 2009). (Knowledge and understanding: Creating with ICTs)
- 2 Present thinking and ideas creatively (QSA, 2009). (Knowledge and understanding: Creating with ICTs)

SOSE Essential Learnings

- Draw conclusions and make decisions by analysing patterns in information (QSA, 2010). (Ways of working)
- 2 Understand different geographic wildernesses countries, governments, developed and developing countries (QSA, 2010).
(Knowledge and understanding: Place and space)

Week 12

ICTs Essential Learnings

- Use ICT appropriate to audience (QSA, 2009). (Creating with ICTs)
- Demonstrate operational skills (QSA, 2009). (Operating ICTs)
- Understand the impact of ICT in society (QSA, 2009). (Ethics, issues and ICTs)
- 2 Document and present planning, learning and thinking using creative and various ICT tools (QSA, 2009). (Creating with ICTs)

The Arts Essential Learnings

- Build upon and shape other art works to add another cultural flavour (QSA, 2010). (Ways of working)
- Modify and polish art works using technical skill (QSA, 2010). (Ways of working)
- Present artwork to audiences in the traditional art technique (QSA, 2010). (Ways of working)


Overall Links to the Queensland Studies Authority (2010) Essential Learnings Year 7

Essential Learnings: Art

Ways of working

- Develop ideas for creations depending on the intended audience (QSA, 2010).
- Make decisions about what art elements to use (QSA, 2010).
Example: Students must decide what images, art or music to put in their presentations, performances and other media artworks.
- Build upon and shape other art works to add another cultural flavour (QSA, 2010).
Example: Students may decide to use a video of different environments and put it to Maasain music to give the movie a different focus.
- Modify and polish art works using technical skills (QSA, 2010).
- Present artwork to audiences in the traditional art technique (QSA, 2010).
Example: When students host their event they must consider how to introduce the art, Maasain culture, and performances.
- Be able to analyse works of art based on its cultural and spiritual background (QSA, 2010).
Example: Used in the ‘see, think and wonder’ routine.

Knowledge and understanding: Dance

- Quick movements represent intensity and slow movements represent more peaceful things (QSA, 2010).
- Body language movements represent emotion (QSA, 2010).
- Dance can be used to draw attention to specific places (QSA, 2010).
Example: These elements will be used if the actors wish to use dance in their performance. If dance isn’t used these components can still be applied to abstract dramatic plays.

Knowledge and understanding: Drama

- Dramatic action should be interpreted, prepared and shaped through scenarios and scripts (QSA, 2010).
Example: The actors group must consider all this when planning their performance. They will be required to write scripts and show their planning.
- Roles and characters should be properly represented through voice, movement and focus (QSA, 2010).
- It is important purpose and context are considered when conveying a character (QSA, 2010).
- Characters should be properly represented in relation to context (QSA, 2010).
Example: The actors group must have a sound knowledge of these elements and how to perform if they want to convey a moving message. Through acting they learn what techniques, voices and actions make certain impressions.

Knowledge and understanding: Media

- Moving and still images, with appropriate edits, convey moods and messages (QSA, 2010).
- Certain editing programs and techniques can edit movies appropriately (QSA, 2010).
- Images, sounds and words are used to convey persuasive messages or represent themes (QSA, 2010).
Example: Students must create movies and presentations to persuade and engage their audience. This will include editing, playing with special effects, sound, movement and colours in media programs. These creations will also accommodate the use of modern literature through which students understand the power of words.
- Movies and images should appropriately represent indigenous cultures (QSA, 2010).
Example: Cultural protocol, understanding and boundaries will be discussed early in the unit.

Knowledge and understanding: Music

- ‘Relative softness and loudness and emphasis of sounds are used to change dynamic levels and expression of music’ (QSA, 2010).
- Emotion can be expressed with intended purposes through music (QSA, 2010).
Example: Music isn’t a direct focus of this unit, however students must use their musical understanding and judgement when applying it to movies and presentations. What mood/impressions do musical pieces give? How can we use and manipulate those impressions?

Knowledge and understanding: Visual art

- Emotions and concepts should be used with intended purposes to intended audiences (QSA, 2010).
- Colours are used to create depth and symbolism (QSA, 2010).
- Lines and colours are used to define abstraction and symbolism (QSA, 2010).
Example: Throughout the unit students will be asked to discuss and analyse art to gain an understanding of culture and the impressions created.

Essential Learnings: English

Ways of working

- Recognise and select vocabulary deciding whether or not figurative or literal language is best used (QSA, 2010).
Example: This element is interwoven into every activity when writing blogs and presenting audios where students must convey a specific point of view.
- Construct literacy texts using dialogue, descriptions and subject appropriate language (QSA, 2010).
Example: The actors group must consider how dialogue and descriptions will be used in the play script.
- Understand how the wording and use of terms is ethical or unethical in relation to groups and gender (QSA, 2010).
Example: Students must consider, when presenting or writing that they use language that isn’t sexist or deriding of cultural and minority groups.
- Justify opinions by backing it up with text (QSA, 2010).
Example: In some activities where students brainstorm opinions they are required to justify them by providing quotes or articles of reliable sources. Note the ‘week 8’ activities.

Knowledge and understanding: Speaking and listening

- Oral language can persuade, influence and establish points of view. (QSA, 2010).
- There are different ways to speak/present depending on the audience (QSA, 2010).
Example: Students are encouraged to explore the different ways of presenting including crowd interaction and approach during their ‘week 6’ presentation.
- Statements questions and commands can take positions and represent information (QSA, 2010).
- Phrasing, body language, pitch, pronunciation give a variety of impressions (QSA, 2010).
- Body language is used to represents the intended mood (QSA, 2010).
Example: The above three statements apply to any form of communicating whether presenting or collaborating in person. Interaction is a huge part of this unit, especially in person, with the amount of projects students need to complete.
- Speakers should organise and explain their information sequentially (QSA, 2010).
Example: Students will need to consider how they are going to explain and present their information. What topics are they going to talk about? What sequencing makes the information the clearest and easiest to understand?
- Speakers should consistently use different strategies to engage listeners such as questioning, summarising and much more. Such
things are identifying prior knowledge, activating purpose, and identifying main ideas (QSA, 2010).

Example: This statement also relates to presenting. Presenting is a vast skill which includes most language elements which is why students should engage in it. Through presenting students learn how to be persuasive, expressive, act, use body language and as well as understand content. Expressing point of view and information clearly is important in the 21st century.

Knowledge and understanding: Reading and viewing

- Sometimes it is necessary to look for information in texts by skim reading and looking for language type and texts (QSA, 2010).
Example: This unit requires students to look for many information sources. Skim reading is necessary as is knowing what words, sentences, and style to look for when finding appropriate articles.
- Prior knowledge should be related to a story or text or it should be noticed where prior knowledge conflicts (QSA, 2010).
- Comprehensions skills are needed to make sense of information read (QSA, 2010).
- Images and text styles can persuade and represent things differently (QSA, 2010).
Example: Students explore this in detail when creating movies and presentations. Large bold texts speaks very differently from simple texts, a technique students use to emphasise points in their message.

Knowledge and understanding: Writing and designing

- Punctuation and grammar affect meaning and should be used carefully (QSA, 2010
- Words and phrases effect meaning (QSA, 2010).
Example: Students should be aware of their grammar use when writing blogs, scripts and passages/descriptions in their wiki

Knowledge and understanding: Language elements

- ‘Paragraphs sequence information and arguments, and include topic sentences that emphasise a point or argument’ (QSA, 2010).
- ‘Vocabulary is chosen to establish relationships, persuade others, describe ideas and demonstrate knowledge’ (QSA, 2010).
- ‘Auditory, spoken, visual and nonverbal elements add meaning, interest, immediacy and authority to multimedia texts’ (QSA, 2010).
Example: Students, through their creation of videos, power points and presentations experiment with the moods different auditory and text materials impress.
- ‘High-frequency words are replaced by more complex forms of vocabulary and give more specific descriptions’ (QSA, 2010).
- ‘Figurative language, including similes, metaphors and personification, develops imagery and humour’ (QSA, 2010).
- ‘Evaluative language, including adjectives, can appeal to certain groups, express opinions, and represent people, characters,
places, events and things in different ways’ (QSA, 2010) .

Example: Students must consider the above three statements when writing in blogs, communicating or presenting. Language can be used in so many ways, for many purposes to create a variety of outcomes. Students are encouraged to explore this in subtle ways throughout the unit.
- ‘Paragraphs sequence information and arguments, and include topic sentences that emphasise a point or argument’ (QSA, 2010).

Knowledge and understanding: Literary and non-literary texts

- ‘Non-literary texts evaluate, inform, present arguments and persuade’ (QSA, 2010).
Example: Students will be reading and evaluating a range of non-literary/academic texts and should become familiar with the variety or purposes and positions these texts take.
- ‘Main ideas, issues and events are selected and organised to sustain a point of view and to project a level of authority that matches
a purpose and an intended audience’ (QSA, 2010).
Example: Through designing presentations and speeches students learn what information and quotes are needed to back up their argument. How can sources be used to give a presentation authenticity and authority?


References

http://webquest.org/

http://moodle.cqu.edu.au/course/view.php?id=17115

http://www.wellsfortanzania.org/

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_english_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_sose_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_arts_yr7.pdf

http://www.smartcopying.edu.au/scw/go/pid/1

http://education.qld.gov.au/