Outcomes

At the end of this unit students should have acheived sound knowledge and skills the ICT and SOSE curriculum as statements summarised in the Curriculum links page well as in other underlying areas such as collaboration, communication, real world working, and application of higher order thinking which are also included in most Essential Learning's syllabuses of every subject area. The curriculum statements focus on student's use of their knowledge, their indepth understanding and ability to apply it to real life. This is why this unit focuses heavily on the 'underlying' or real world working skills. The outcome for this unit is not for students to host a great event but to demonstrate collaborate planning, communication, idea development, indepth knowledge, application of knowledge, responsible behaviour, critical/creative thinking, and appropriate decision making. In today's knowledge economy such skills are essential, and this is what this unit seeks to teach.

Below are specific outcomes listed under four KLA's and several underlying learning areas which are 'real world working' and 'communication and collaboration'. Each table contains declarative and procedural knowledge. These outcomes are not exhaustive but are the essential knowledge and skills developed from the unit. Outcomes from the five unit focus areas (see prior knowledge page) this unit teaches are divided into separate tables except 'higher order thinking' since it is a means for learning rather than a KLA.

ICT
Declarative Knowledge
Where/how is it learnt
Legal, safe and ethical
Week 0, 1 & 2 through readings, reflection and teacher scaffolding
Proper attribution
Week 0, 1 & 2 through readings, reflection and teacher scaffolding
What is required concerning communication
protocol
Week 2 in readings about communication protocol
The many ICT tools
Beginning when students introduced to mindmapping, blogging, wikis,
and later on when they are using Prezis, powerpoints, podcasts and videos.
The different purposes of the tools
In the first few weeks. This knowledge is exercised when students use tools to create their
projects
How websites, pages and wikis can
be used to document and support collaborative
learning
When students use the scaffolded wiki to document, collect resources and outline ideas for
their projects
Online conferencing tools and how these
can be used
Week 2 when students conference internationally
The impact of ICT
Brainstormed in week 2 and exercised throughout the unit as students apply their ICT knowledge
to how they can use it to help the Maasai
The possibilities ICT holds for the
future. What can students do/acheive?
Week 2 through discussion and brainstorming
What makes a web resource valid
Week 1 & 2 when students learn and exercise research skills.

Procedural knowledge
Where/how it is used
Can use creative ICT fluently
Excercised throughout the unit as students use ICT to create
Can manage and organise
ICT functions
Developed as students work in wiki, engage in forums and become
familiar with working on the net.
Can research websites and develop
criterias for appropriate websites
Week 1 & 2 where students practise and learn about research skills

SOSE & English
SOSE declarative
Where/how is it learnt
Maasai culture
Week 1, 2 & 10 content
Our western culture
Week 8 when students must learn about
environmental issues and compare these to
elements of our culture.
Maasai history
Week 7
Maasai political issues and struggles
Week 8
Tanzanian history and society
Week 11
Global governments
Week 8
Environmental issues and conservation
Week 8
The influences the above factors have on
current lifestyles in our culture, their culture
and our global future. What can be done to
modify this?
Week 8 brainstorming activities
SOSE procedural knowledge
(written as declaractive statements which
students should be able to act upon)

How we can persuade people to understand these issues?
Week 3 & 9 where students must develop ideas for
presenting their cause. Students engage in content about
valid arguments and persuasion in week 9
What creates a valid argument?
Week 9 content
How can we use this information, what evidence is needed
to back up our requests?
Mostly week 9 content which is exercised through group
discussion, brainstorming and generated ideas.
How is Maasai political circumstances similiar to
the circumstances within our Indigenous community?
Week 8 whers students argue for and engage in political struggles
involving the Maasai
How can we represent the Maasai culturally?
Explored in brainstorming activities where students must identify their knowledge
of Maasai culture and explain how they will exhibit this and move people emotionally
through artworks and presentations.
What relevance do these cultures have to our lives? Why?
Explored in first weeks as students reflect on their understanding of the Maasai and what it means to them as a global citizen
What is our global responsibility?
Explored, reflected upon and discussed in the first few weeks of content and interaction

English declarative knowledge
Where/how it is used
How text can be used in multimedia creations
In creating powerpoints and Prezis
How text and word use can make specific impressions
When writing blogs
Effective grammar and word use
When writing blogs
How body language affects mood and presentation
When presenting
What is professional language
When discussing and planning how to present
a project
What is professional presenting
When discussing and planning how to present
a project
How to organise text with images, tables and media
When writing planning in wiki
For more information see the English Essential Learnings statements section in the 'Curriculum links' page.

Art
Declarative knowledge
Where/How it is used
The importance of Art in culture and identity
Week 7 topic and thinking routines and week 10 cultural
celebration
The different art forms used to express emotion
and meaningful stories
Week 7 and 10 in thinking routines
Use of language in art
Week 6 onwards when students must create presentations and dramas
they explore and learn language use
How art is use in media, the importance of this
When creating Prezis and powerpoints
Elements of art and what elements are most effective
in expressing what infomation and knowledge
Week 7, 8 & 10 when students must brainstorm how they are going to
present message through their group's task
For more infromation see the Art Essential Learnings statements section in the Curriculum links page

Real world working
Declarative and procedural knowledge
Where/how it is used
What needs to be considered before planning
Week 4, 5 & 6. Students must cooperate and plan for
assignment 1
What instutions are needed to support what projects
The organisers group must find this out, inform other and make
decisions
How group work and tasks should be organised
Groups must consider this when alloting roles and designing tasks
Effective budgeting
The organisers must work this out when considering how much money they
have and how much they can spend. They must inform other groups
How to plan for and find necessary resources
This will be taught in first weeks and modelled by the teacher as students use resources
to create their projects
How to work effectively within a group
Week 2 students learn about effective group work and must exercise this throughout
the unit as they create their group projects
How to plan and organise planning
Week 4, 5, & 6 where students plan and put together their first assignment
Problems involved in real world working
Week 9 when students learn about effective money raising and what must be considered when
doing this
How to make decisions and thinking independently/
interdependently
Students must design and direct their own learning through their projects and creations
with some teacher scaffolding
How to inform each other of decisions
Week 2 students learn how to communicate effectively and when planning their projects must
exercise consistent communication to prevent misunderstandings
How to deal with disputes, give and take
Week 2 and will be exercised throughout group work
The requirements and precautions to take when organising
a project (what are the most effective strategies)
Week 9 and early weeks in the unit when students learn about what is required for effective money
raising, what problems they may face and how they will deal with these.

Collaborative and communication skills
Declarative and procedural knowledge
Where/how it is used
Students can use appropriate communication protocol
Week 2 content. Students must apply this for the rest of unit
Students suggest creative ideas and gives feedback
Students develop these skills when planning in groups and working
online
Students can identify conferencing tools
Week 2 students are introduced to different conferencing media
Students know how to engage in forums and collaborate via
wikis, Google docs, chat programs and others
Students must develop these skills as they engage in the wiki, use blogs,
and other programs to develop their projects
Students can resolve conflicts and suggest alternatives
Week 2 content. Students brainstorm effective teamwork strategies. The teacher should scaffold this where problems do arise throughout the unit
Students can gives and take appropriately
Week 2 content. Explored and exercised as students plan and work together.
Students understand and can explain what effective group work is
Brainstormed in week 2
Students are responsive to feedback
Week 2 content talks about how students can respond and use other's ideas. These skills should be demonstrated throughout the rest of the unit.
Students can explain how technology has influenced communication and advanced it
Reflected upon in week 2 and integrated throughout the rest of the unit in students use of ICT in communication and creation.
Students understand and can avoid difficulties in online communication
Week 2 content. Students should explain how this can be done and consistently implement strategies to avoid difficulties. The teacher should monitor students progress in this and give feedback. Thus students will learn it throughout the unit.


References

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

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://home.sprynet.com/~gkearsley/engage.htm

http://www.wellsfortanzania.org/

http://moodle.cqu.edu.au/mod/resource/view.php?id=156852

http://webquest.org/

Marzano, R., Pickering, D., Arredondo, D., Blackburn, G., Brandt, R., Moffett, C.,
Paynter, D., Pollock, J. & Whisler, J. (1997). Dimensions of learning:
Teacher’s manual 2nd edition. Colorado: Mid-continent Regional Educational
Laboratory.

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism

http://www.elearnspace.org/Articles/connectivism.htm

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

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

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