BIG+IDEA

**[[image:robot.jpg width="162" height="96"]]BIG IDEA PLANNING 2013**
= = = Semester 1- What is Community? =

**Map of Learning**

 * **Essential Questions**
 * //Why do we need others?//
 * //How do community form?//
 * //What is a community group?//


 * The Challenges**
 * Students could aim to solve a local issue or challege?
 * i.e-


 * Guiding Questions**
 * //Which of our community helpers is the most important ?//
 * //Which community helper would you most like to be?//
 * //Who are some community helpers?//
 * //What do community helpers do?//
 * || **What are we trying to achieve with the students?**
 * students working in teams on project based tasks learning skills of research and analysis


 * What will students produce?**
 * products of their choice that show understanding of content and ideas
 * videos, podcasts, posters, ibooks, itunes content, QR codes....

|| **Celebration Day Plan (what we have learnt?)** ||
 * How are classrooms working together?**
 * students are in project teams
 * **Immersion Day Plan (how will we learn?)**
 * **Immersion Day Plan (how will we learn?)**

Refer to these links for guidance with planning and implementation-

Challenge Based Learning sites
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Ringwood North Planning guides-

Design Thinking- []

Planning for Deep Understanding Model What is the teaching focus? What opportunities will students have to rehearse and refine their understandings? What resources are needed? || What will you explicitly teach? (modelled) What is the learning context? What opportunities will there be for interdependent learning? (shared) What opportunities will there be for scaffolding? (guided) What will students do independently? || What will be the evidence of this learning? Knowledge Skills Behaviours **As Of For** **For student, Summative, Formative & teacher Judgements, Feedback** || What is the big idea? What deep understandings do you want students to have? What is it essential for students to learn? What are the logical connections to the essential learnings? What knowledge, skills and behaviours are desired? || Unit Planning Guide
 * **4** || **3** || **2** || **1** ||
 * Planning What is the focus? || Teaching for deep understanding What will be taught explicitly? || What Assessment How will we know? || What is the deep understanding? ||
 * How will students apply the new knowledge, skills and behaviours?
 * **engage** || **Criteria** ||
 * [[image:woolsthorpeps/583358339_175dafedef.jpg width="98" height="69"]] || **Finding/Sorting Out:**
 * Experiences to assist students to gather, process and work with information and ideas they have gathered.
 * What specific understandings are desired?
 * What key knowledge will the students acquire as a result of this unit?
 * What provocative question/s will foster inquiry, understanding and transfer of learning?
 * What skills will students be able to demonstrate as a result of this unit?
 * How will students’ beliefs and values be developed throughout this unit?
 * How can I stimulate interest and curiosity in learning?
 * What is students’ prior knowledge?
 * How can I use learning intentions to make learning explicit to students?
 * How will I use and design quality assessment tasks?
 * How will I explicitly use strategies to support students’ thinking?
 * How will I assist students to monitor their own learning?
 * How will I use technology to engage students? ||
 * **explore** || **Criteria** ||
 * [[image:woolsthorpeps/23644.jpg width="121" height="76"]] || **Finding/Sorting Out:**
 * Experiences to assist students to gather, process and work with information and ideas they have gathered.
 * Going Further:**
 * Activities to further challenge and extend their thinking about the unit.
 * How will I use questions to draw out students’ prior knowledge?
 * How will I address students’ misconceptions across different disciplines?
 * How will I ensure there is a productive learning environment?
 * How will I use real world applications?
 * How will I use technology to make learning more relevant and real? ||
 * **explain** || **Criteria** ||
 * [[image:woolsthorpeps/Choose_050308.jpg width="146" height="92"]] || **Making Connections:**
 * Assist students to demonstrate what they have learned and __reflect on their learning.__
 * Taking Action:**
 * Activities for students to act on what they have learned and apply to a meaningful and real-life contexts use intellectually challenging tasks that build skills and knowledge?
 * How will I represent the content in different ways?
 * How will I allow time for the practice of new skills?
 * How will I use technology in order for students to model their learning of skills and knowledge?
 * How will I model the language of different disciplines and learning areas? i.e in Numeracy I use mathematical language explicitly in conversations with students.
 * How will I set clear success criteria that is visible to students? ||
 * **elaborate** || **Criteria** ||
 * [[image:woolsthorpeps/ipad.jpg width="119" height="111"]] || **Taking Action:**
 * Activities for students to act on what they have learned and apply to a meaningful and real-life contexts use intellectually challenging tasks that build skills and knowledge?
 * How will I seek feedback from students?
 * How will I set clear criteria which students can achieve?
 * How will I ensure I allow for substantive conversations in the classroom?
 * How will I use quality feedback?
 * How will I modify instruction and tasks during learning?
 * How will I allow for students to build on their learnt skills and knowledge by sharing their learning? i.e blogs, video, social media, performances, presentations, podcast, projects ||
 * **evaluate** || **Criteria** ||
 * [[image:woolsthorpeps/REPAIR_help_key.jpg width="114" height="110"]] || * How will I seek feedback about tasks from students?
 * How will I plan new tasks based on the feedback from students?
 * How I ensure that my judgments about student work are consistent with other staff?
 * How will I demonstrate and assist students to reflect on their learning?
 * How will I assist students to identify their future learning goals?
 * How will I improve the quality of the tasks I design for students?
 * How will I provide fairness and consistency of my assessment methods? ||


 * Resources and Links**

**intel Education**- []

**//Designing Effective Projects// resource**- []

**Why Project-Based Learning**? []

[|http://educate.intel.com/au/AssessingProjects/AssessmentStrategies/EncouragingSelfDirectionAndCollaboration/]
 * Assessing and tracking Projects for students **


 * e5 Links- **
 * []
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 * Concepts and Skills Charts **
 * []


 * Graphic Organisers **
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 * Sample Units **
 * [|http://vels.vcaa.vic.edu.au/support/units/units.html#]


 * Questioning **
 * __[|http://vels.vcaa.vic.edu.au/support/tla/question.html#]__


 * Ideas and Units of work.............**


 * Science/Maths**
 * Mousetrap Car Instructions


 * Humanities**
 * Why Should I Care About Poverty?


 * [|Australian Water Education Toolkit for Victoria]


 * Health**

Complete healthy eating, healthy body and exercise programme. Total of 12 units linked to the Victorian curriculum. Developed by the Australian Institute of Sport.