Victorian Essential Learning Standards: INTEGRATED ...
|Victorian Essential Learning Standards: INTEGRATED TEACHING and LEARNING PLANNER |
|Inquiry/Theme/Topic/Unit Title: |Level/s: |
|Term/Date: |Duration: |
|Strands | |Disciplinary Learning | |Inter-disciplinary Learning | |Physical, Personal & Social Learning |
|and | | | | | | |
|Domains | | | | | | |
| | | English | | Communication | | Health & Physical Education |
| | |Mathematics | |Design, Creativity & Technology | |Personal Learning |
| | |Science | |ICT | |Interpersonal Development |
| | |The Arts | |Thinking | |Civics & Citizenship |
| | |LOTE | | | | |
| | |History | | | | |
| | |Geography | | | | |
| | |Economics | | | | |
|Dimension|English |Maths |Science |The Arts |
|s | | | | |
| | Speaking & Listening | Number | Science knowledge & understanding | Creating & making |
| |Reading |Space ( |Science at Work |Exploring & responding |
| |Writing |Measurement, Chance & Data | | |
| | |Structure | | |
| | |Working Mathematically | | |
| |History |Geography |Economics |LOTE |
| | Historical knowledge & understanding | Geographical knowledge & understanding | Economic knowledge & understanding | Communicating in a LOTE |
| |Historical reasoning & interpretation |Geospatial skills |Economic reasoning & interpretation |Intercultural knowledge & language awareness |
| |Communication |Design, Creativity & Technology |ICT |Thinking |
| | Listening, viewing & responding | Investigating & designing | ICT for visual thinking | Reasoning, processing & enquiry |
| |Presenting |Producing |ICT for creating |Creativity |
| | |Analysing & evaluating |ICT for communicating |Reflection, evaluation & metacognition |
| |Health & Physical Education |Interpersonal development |Personal Learning |Civics & Citizenship |
| | Movement & physical activity | Building social relationships | The Individual learner | Civic knowledge & understanding |
| |Health knowledge & promotion |Working in teams |Managing personal learning |Community engagement |
|Teaching and Learning Strategies |
|Teacher Planning Frameworks & Tuning In Strategies |Graphic Organisers |Questioning |
| Three Storey Intellect | Concept map | Closed (Skinny) Questions |
|PBL (Problem-based learning) |Mind map |Open questions |
|Bloom's Taxonomy |Venn diagram |Hypothetical/Scenario-based questions |
|Multiple intelligences |Issues map |Socratic questioning |
|Thinker's Keys |Flow diagram |Reflective questioning |
|Six Thinking Hats |Storyboarding |Thinking/content questions |
|CoRT |Fishbone diagram |Interpersonal or collaborative questions |
|Inquiry based learning |Gantt chart (Projects Planning) |Personal learning questions |
| |Cause & Effect Wheel |Question matrix |
|Brainstorming |Affinity diagram (Sorting data) |The 5 Whys |
|Think, Pair, Share |K-W-L-H | |
|Y Chart |T Chart |DATT tools: |
|Placemat |Spider Map |PMI |
|Graffiti Wall |Force Field Analysis (Action planning) |CAF |
|Sunshine wheel |SWOT Analysis (Action planning) |C&S |
|A-Z | |OPV |
| | |APC |
| | |Other |
|Structures for Effective Collaborative Learning |
|Collaborative Learning Strategies |Personal Learning |Generic skills & competencies |
| Establishing roles | Reflective questioning | Collecting, analysing & organising information |
|Inside/Outside Circles |Share time |Communicating ideas & information |
|Four Corners |Reflection circles |Planning & organising activities |
|Three Step Interview |Reflective journals |Working with others and in teams |
|Jigsaw |Capacity matrix |Using mathematical ideas & techniques |
|Fishbowl |Learning journals |Solving problems |
|Debate |Whole brain learning |Using technology |
|Discussion |Habits of mind | |
|Role play & drama |Goal setting | |
|Code of cooperation |Design brief | |
|Action planning |Problem solving | |
|Classroom meetings | | |
|Multi-voting technique | | |
|Nominal group technique | | |
|MAJOR VELS STRAND FOR UNIT: VELS DOMAIN: |
|FOCUS |
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|LEARNING STANDARD |
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|KEY SOCIAL COMPETENCIES |
|To be explicitly taught, modelled & discussed through unit |
| |Responsible decision making | |Communication in a range of social | |Flexible coping skills | |Perception & interpretation of social cues |
| | | |relationships | | | | |
| |Constructive conflict resolution | |Recognition & appropriate expression of | |Social problem solving | |Self-management |
| | | |emotions | | | | |
|KEY HABITS OF MIND |
|To be explicitly taught, modelled & discussed through unit |
| |Persisting | |Thinking about thinking (metacognition) | |Thinking and communicating with clarity & | |Taking responsible risks |
| | | | | |precision | | |
| |Managing impulsivity | |Striving for accuracy & precision | |Gathering data through all senses | |Finding humour |
| |Listening with understanding and empathy | |Questioning and posing problems | |Creating, imagining, innovating | |Thinking interdependently |
| |Thinking flexibly | |Applying past knowledge to new situations | |Responding with wonderment and awe | |Remaining open to continuous learning |
|KEY CONCEPTS |
|To be explicitly taught, modelled & discussed through unit |
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| Word Processing | Graphic organisers | Hot Lists | Web Authoring |
|Templates |Using digital objects |Scrapbook |Other authoring tools |
|Graphics |Using a digital camera |Web Quest |Video-conferencing |
|Desktop Publishing |Scanning |Web Search |Sound editing |
|Databases |Video capture and editing |Paperless product |Programming |
|Spreadsheets/Graphs |Animation |Paperless assessment |E-Mail |
|Interactive Multimedia |Data-logging |Digital profiles | |
|Multimedia Presentation |Simulation | | |
|Weeks 1 - 2 ESTABLISHING THE TOPIC |
|“Big Bang” Activity: |
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|CORE - Must Do - Assessment Activities |Curriculum Focus |Thinking Tool/s or Processes |Assessment Activities |
|Determining Prior & Post Knowledge | | | |
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|Weeks 3 – 7 IMMERSION and INVESTIGATION |
|SPECIFIC CONTENT & “MUST KNOW” INFORMATION (Focus for Immersion) |
|Skills, Processes And Procedures |
|A student will be able to: |
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|Key understandings |
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|INVESTIGATING THE TOPIC ~ INQUIRY |
|Once students have base scaffolding – must know information upon which all their learnings can be based – what are they going to do with that knowledge? This is Lane’s “So what . . .?” phase. |
|Learning Activity |Curriculum Focus |Thinking Tool/s or Processes |Assessment Activities |
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|Weeks 9 – 10 BRINGING IT ALL TOGETHER |
|Sharing & Explaining to Make Connections |
|Reflecting upon knowledge gained, choices made, and goals set and implemented as a process for future decision-making. |
|How can we assist students to pull it all together? How can we determine if they are making connections? What curriculum processes would help? (Art, drama, music, language ...?) |
|Reflection and Action |
|Activities that give students the opportunity to reflect and act upon what they have learned. How can we empower students to act on what they have learned? |
|Learning Activity |Curriculum Focus |Thinking Tool/s |Assessment |
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|RESOURCES and MATERIALS |
|This is a ‘living’ document. As useful resources come to hand - particularly websites - all staff members are asked to include these references |
|Teacher Reference |
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|Print Media |
|Computer Software, Internet sites, Intranet links, email addresses |
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|Realia |
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|Excursions and guest speakers |
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BLOOM AND GARDNER LEARNING MATRIX
| |WORD |LOGIC AND |SPACE AND VISION |BODY |MUSIC |PEOPLE |SELF |
| | |MATHS | | | | | |
|UNDERSTANDING |Summarise |Explain |Draw to show |Act out |Name the song |Describe behaviour |Describe self |
| |Describe |Demonstrate |Draw what you know about |Move to the beat |Name the music |Demonstrate to the class |Describe own experiences |
| |Research | |Make a flow chart |Mime |Sing this song |Discuss in a group |Autobiography |
| |Retell | |Make a book |Scavenger hunt |Tap out the rhythm | |Describe feelings |
| |Interpret | |Make a poster | |Record the sounds of | |Personal scrapbook |
| |Define | |Make a picture story | | | |Personal timeline |
| | | |Make a collage (basic) | | | | |
| | | |Make a mural (basic) | | | | |
| | | |Do a timeline for | | | | |
|APPLYING |Write a letter |Make a pattern |Make a mobile |Juggle |Make sound effects for |Be a leader |Self-assessment using |
| |Write story about |Draw plans |Make a photo essay |Exercise |Play an instrument |Tell a joke |proforma |
| |Make word-search |Draw a scale |Make a maze |Dance | |Tell a story to the group |Explain why you feel this |
| |Write a newspaper article |Estimate |Make a pop-up book |Play a sport | |Work in a group |about |
| | |Prepare a graph |Draw a cartoon |Make a model | |Perform for the class | |
| | | |Make a puppet |Make a diorama | |Play a group game | |
| | | |Make a jigsaw |Do needlework | |Do a family tree | |
| | | |Draw a map |Play a floor game | |Make a group decision | |
| | | |Do perspective drawings |Do orienteering | | | |
| | | |Make an overhead |Perform a play | | | |
| | | |Draw a graph | | | | |
| | | |Interpret a map | | | | |
|ANALYSING |Write a report on |Do a survey |Do a Venn diagram |Demonstrate how to |Why do these sounds have |Research a biography |Self-reflection |
| |Review a book |20 questions |Review art |Do a role play |this effect? |Interview |Self-analysis |
| | |Classify |Make a mind map |Play charades |Why does this music have |Write instructions for |Self- report |
| | |Categorise |Make a display |Analyse body language |this effect? |Peer tutor about |How do you respond when |
| | |Make a grid |Make a decorative design | |Identify the instruments in|Teach …to |How do you compare with |
| | |Make a matrix |for | |Find mood music for |Organise others to | |
| | |Do an experiment |Review film | | |Give feedback to others | |
| | |Compare & contrast |Do a decorative border | | |Identify characteristic | |
| | |Solve this problem |using elements from theme | | |behaviour of/for | |
| | |Make strategic plan for | | | |Predict behaviour | |
| | |Hypothesise | | | |Analyse behaviour | |
| | | | | | |Solve social problem | |
|EVALUATING |Review a book |What might happen if |Review art |Evaluate music |Review acting |Review performance |Set personal goals for & |
| |Debate |Rank & rate |Review visual effects |Evaluate sporting | |Review presentation to |evaluate success |
| |Argue for |Find evidence for |Evaluate products & |performance | |class |Personal rankings & reasons|
| |State conclusions about |Prove |creations |Evaluate movements | |Evaluate as a group |Reflections |
| | |List criteria for | | | | |Self-assessments |
| | |Write an evaluative report | | | | |Opinions & values |
|CREATING |Write a poem |Make up a puzzle |Make a board game |Create a dance |Create a soundscape |Write & perform a play |Make a … for yourself |
| |Write a creative story |Make up a problem |Create a …& draw a plan |Create exercises for |Write a song about |about |(personal logo etc) |
| |Write an advertisement |Make up a code |Design a |Make up & perform a play |Compose a song about |Create an advertising | |
| |Make up dialogue |Write a program for |Create a badge |Make a puppet show about |Compose music for |campaign | |
| |Make up a language |Make up an experiment |Create a logo |Create a sculpture |Devise musical mnemonics |Plan strategies for getting| |
| |Make a newspaper | |Make computer graphics for |Make a collage |Devise a chant for |people to | |
| | | |Redesign |Make a mural paint | |Devise an experiment about | |
| | | |Make a treasure map |Devise body mnemonics for | |behaviour | |
| | | |Create a label for |Make a rap about | |Create a group game | |
| | | |Create packaging | | | | |
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|Plus |Minus |Wonderings |
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