Language kits .au



Language kits

Central to the Victorian Essential Learning Standards is an integrated learning approach which supports deeper understanding, and more meaningful and engaging contexts for learning. Through participation in cross curricula learning students will increasingly see the connectedness between learning areas.

A number of curriculum support kits have been developed by the Languages Other Than English team in the Department of Education & Training in collaboration with a range of other education services such as

• Royal Botanic Gardens, Melbourne

• Sovereign Hill Museum, Ballarat.

Activities in the kits have been designed to provide cross-curricular learning opportunities.

Supplements aligning the kits to the Victorian Essential Learning Standards are now available for a range of languages including Chinese, French, German and Indonesian. Supplements for other languages kits will be published progressively during 2006.

Each supplement outlines the domains covered by the kit and the knowledge and skills developed by the teaching and learning activities. The supplements also include samples of contextualised assessment tasks, assessment criteria and possible sources of evidence.

Sovereign Hill Chinese Resource Kit, Dinkum

Botanic Garden French Resource Kit, Mille Feuilles

Botanic Garden German Resource kit, Bäume, Büsche, Blumen

Botanic Garden Indonesian Resource kit Ayo ke Kebun Raya

Dinkum

The Chinese kit Dinkum should be used in conjunction with a visit to Sovereign Hill, Ballarat to further explore aspects of Chinese history and culture and gain a deeper understanding of the experiences of Chinese immigrants in 19th century Australia.

Victorian Essential Learning Standards

The use of this kit provides opportunities to identify learning that students need to focus on and opportunities for students to demonstrate achievements against the standards in:

• LOTE,

• Interpersonal development

• Personal Learning

• Communication, Design

• Creativity and Technology

• Information and Communication Technology

• Thinking Processes.

• The Humanities (History, Geography and Economy)

The following table is an example of how this kit might be used to address some Level 5 Standards:

|Strand |Domain |Dimension |Key elements of standards addressed by the kit |

| | | | |

| | | |Students: |

|Physical, Personal and Social |Interpersonal |Working in teams |… accept responsibility as a team member and |

|Learning |development | |support |

| | | |other members … |

| |Personal Learning |Managing personal learning|… develop strategies to |

| | | |manage their emotions and develop positive |

| | | |attitudes towards learning … |

|Discipline-based Learning |Humanities - Economics |Economic knowledge and |… form and express opinions on economic issues |

| | |understanding |that interest and/or impact on … |

| |Humanities - Geography |Geospatial skills |… identify and gather geographical information |

| | | |from fieldwork and organise, process and |

| | | |communicate it … |

| |Humanities - History |Historical knowledge and |… analyse change and continuity over time and |

| | |understanding |compare key aspects of past and present societies |

| | | |… |

| | |Historical reasoning and | |

| | |interpretation |… evaluate historical sources for meaning, point |

| | | |of view, |

| | | |values and attitudes … |

| |LOTE |Communicating in a |… participate effectively in interactions such as |

| |Pathway 1 |language other than |role-plays and conversations … |

| |Level 5 |English | |

| | | |… draft their writing and use a |

| | | |variety of writing techniques and tools to present|

| | | |information … |

| | | | |

| | |Intercultural knowledge |… demonstrate understanding of aspects of |

| | |and language awareness |interpretation and |

| | | |translation by using appropriate language and |

| | | |levels of respect in different circumstances … |

|Interdisciplinary Learning |Communication |Presenting |… present information and learning in a coherent |

| | | |and appropriate manner … |

| |Design, Creativity and |Producing |… produce products and systems, |

| |Technology | |taking full account of the appropriateness of |

| | | |their properties, characteristics or expected |

| | | |outputs … |

| |Information and |ICT for creating |… use ICT efficiently to capture, validate and |

| |Communication | |manipulate data |

| |Technology (ICT) | |for required purposes … |

| |Thinking |Reasoning, processing and |… use a range |

| | |inquiry |of appropriate strategies of reasoning and |

| | | |analysis to evaluate evidence … |

Further information on the Standards is available at

Teaching and learning activities

These activities could be implemented by LOTE and generalist teachers in primary schools, or LOTE and the Humanities teachers in secondary schools as a teaching team. Students will have the opportunity to use Chinese in an authentic language context in relation to Chinese history and culture.

Assessment

Assessment Advice has been provided to support assessing student achievement against the Standards that identifies three purposes:

• Assessment of learning

• Assessment for learning

• Assessment as learning

Further information on these can be found at:

()

The following table shows examples of assessment criteria which are drawn from relevant standards and associated tasks or activities. Teachers could choose to use some or all of these or use other activities in the kit to assess relevant standards.

|Standards |Assessment criteria |Examples |Evidence |

|Interpersonal development|Ability to cooperate with |Students create a wall story |Teacher observations and |

|Working in teams |others to contribute to the |describing the visit to Sovereign |records on student |

| |achievement of group goals. |Hill. |participation in teams. |

|Personal Learning |Ability to set goals and focus |Using photos taken during the |Teacher records on student |

|Managing personal |on task achievement. |excursion and magazines |time and resource management. |

|learning | |pictures/advertisements, students | |

| | |wrote captions for a poster on work, | |

| | |trades or professions in the 1850s and| |

| | |today. | |

|Humanities - Geography |Ability to gather geographical |Use an atlas to construct an |Key points of the journey are |

|Geospatial skills |information and communicate it |illustrated map of the journey from |recorded accurately in the |

| |using a range of oral, written,|China to Australia and then present it|atlas. |

| |visual and graphic forms. |orally. | |

| | | | |

|History |Ability to demonstrate |Students write a brief history of | |

|Historical knowledge and |understanding of the concept of|Chinese immigrants in 19th century |Accurate chronological record |

|understanding |chronology. |Australia and present events |of 19th century Chinese |

| | |chronologically. |migrations. |

| | | | |

|Historical reasoning and | |Write a diary account describing how | |

|interpretation |Ability to make judgements |the Europeans diggers treat the | |

| |about sources of evidence. |Chinese from the Chinese perspective. |Use of analytical skill is |

| | | |evident in the written piece. |

| | |Compare trades and businesses that | |

|Economy | |existed on the goldfields during 1850s| |

|Economic |Ability to form and express |with trades and businesses common | |

|knowledge and |opinions on economic issues |today. |A deep understanding of |

|understanding |that impact on the Australian | |economic issues is reflected |

| |economy. |Identify the types of businesses that |in the discussion. |

| | |Chinese miners established and discuss| |

| | |the contribution of the Chinese to | |

| | |life on the goldfields. | |

|LOTE |Ability to: |Study the rules of the See Yup Society|Teacher observations and |

|Communicating in a |apply grammatical information |(page 39, New Gold Mountain Studies of|records on students’ use of |

|language other than |and knowledge of words in |Asia Kit). |the target language in both |

|English |communication | |verbal and written |

| | |Draft a set of new rules for members |communication. |

| | |of the society. | |

| | | | |

| | |Stage an election to vote for a new | |

| |apply relevant conversational |president for the See Yup Society and | |

|Intercultural knowledge |rules and expectations. |use the new rules as a campaign focus.|Application of conversational |

|and language awareness | | |rules and expectations related|

| | |Develop a front-page newspaper story |to politeness. |

| | |describing how the Chinese presence is| |

| | |reflected in contemporary Australian | |

| | |society. | |

|Communication |Ability to select and use |Students write a feature column for a |Quality presentation of |

|Presenting |appropriate structure and |magazine describing ways in which |information. |

| |organisation to convey meaning.|Chinese people contributed to | |

| | |Australian society in the 19th | |

| | |century. | |

|Design, Creativity and |Ability to combine practical |Students present a photo display |Creative photo display |

|Technology |and design skills with |featuring the history of the | |

|Producing |knowledge and skills and |Australian gold rushes in 1850s, from | |

| |behaviour from other domains to|a contemporary perspective. | |

| |select and record creative | | |

| |methods of generating design | | |

| |options. | | |

|Information and |Ability to use ICT to produce |Design a web page presenting the |Effective use of the webpage |

|Communication Technology |information products. |history of the Australian gold rushes |design for the specified |

|(ICT) | |in the 1850s from a contemporary |context. |

|ICT for creating | |perspective. | |

|Thinking |Ability to use a range of |Analyse 19th century views concerning |Completion of research |

|Reasoning, processing and|question types, and locate and |Chinese immigration and compare them | |

|inquiry |select relevant information |to modern views. | |

| |from varied sources. | | |

LINK

Sovereign Hill ()

Mille Feuilles

The French kit Mille Feuilles is best used in conjunction with a visit to the Royal Botanic Gardens Melbourne, which engages the students in hands-on sensory experiences linked to French culture and provides opportunities for an integrated approach to learning.

Victorian Essential Learning Standards

The use of this kit provides opportunities to identify learning that students need to focus on and opportunities for students to demonstrate achievements against the standards in:

• LOTE

• Interpersonal development

• Personal Learning

• Communication, Design, Creativity and Technology

• Information and Communication Technology

• Thinking Processes

• Science

• The Arts

• Humanities (History)

The following table is an example of how this kit might be used to address some Level 4 Standards:

|Strand |Domain |Dimension |Key elements of standards addressed by the kit |

| | | | |

| | | |Students: |

|Physical, Personal and Social |Interpersonal |Working in teams |… work effectively in different teams and take on |

|Learning |development | |variety of roles … |

| | | | |

| | | |… accept responsibility for their role and tasks …|

| |Personal Learning |The individual learner |… demonstrate the ability to learn independently |

| | | |and with peers … |

| | |Managing personal learning| |

| | | |… develop and implement plans to complete tasks |

| | | |within a set timeframe … |

|Discipline-based Learning |The Arts |Exploring and responding |… interpret and compare key features of arts works|

| | | |made in a range of times, places and cultures ... |

| |Humanities (History) |Historical reasoning and |… with support, they frame research questions and |

| | |interpretation |plan their own inquiries … |

| |LOTE |Communicating in a |... demonstrate sound discrimination … |

| |Pathway 1 |language other than | |

| |Level 4 |English |… participate in oral interactions to convey and |

| | | |receive information … |

| | | | |

| | | |… organise and apply grammatical information and |

| | | |knowledge of words ... Using print and electronic |

| | | |resources, they draft, self-correct, access |

| | | |dictionaries ... |

| | | | |

| | | |… read short passages or modified texts for |

| | | |meaning and for use as models in their own writing|

| | | |… |

| | | | |

| | | |… apply relevant conversational rules and |

| | |Intercultural knowledge |expectations related to politeness … |

| | |and language awareness | |

| | | |… demonstrate an understanding of cultural |

| | | |differences in writing conventions … |

| | | | |

| | | |… demonstrate effective reflection on their |

| | | |language learning by sharing a learning strategy |

| | | |they use successfully … |

| |Science |Science knowledge and |… identify and explain the relationships that |

| | |understanding |exist within and between food |

| | | |chains in the environment … |

|Interdisciplinary Learning |Communication |Presenting |… use a range of presentation formats to summarise|

| | | |ideas and organise information logically and |

| | | |clearly to meet the needs of audience and purpose |

| | | |… |

| |Design, Creativity and |Producing |… work safely with a variety of materials and |

| |Technology | |components, paying attention to quality and |

| | | |function … |

| |Information and |ICT for creating |… independently use a range of skills, procedures|

| |Communication | |and functions to process different data types and |

| |Technology (ICT) | |produce suitably formatted products to suit |

| | | |different purposes and audiences … |

| |Thinking |Reasoning, processing and |… use information they collect to develop |

| | |inquiry |concepts, solve problems or inform decision making|

| | | |… |

Teaching and learning activities

This kit could be implemented by LOTE and generalist teachers in primary schools, or LOTE and Science teachers in secondary schools as a teaching team. The kit provides students with the opportunity to use French in an authentic language context in relation to the environment and to develop an understanding of the interdependence of plants and insects.

Assessment

The Victorian Essential Learning Standards supports a combination of assessment practices:

• Assessment of learning

• Assessment for learning

• Assessment as learning

Further information on these can be found at:

()

The following table shows examples of assessment criteria which are drawn from the relevant standards and associated tasks or activities. Teachers could choose to use some or all of these or use other activities in the kit for assessment.

|Standards |Assessment criteria |Examples |Evidence |

|Interpersonal development|Ability to contribute to the |Participate in the game of |Teacher observations and records on |

|Working in teams |achievement of group goals. |consequences with each |student participation in composing a |

| | |student adding a further |virtual story. |

| | |statement to complete a story| |

| | |(Feuille 10). | |

|Personal Learning |Ability to set goals and focus on |Use activities in the kit to |Teacher records on student time and |

|Managing personal |task achievement. |monitor and record the |resource management. |

|learning | |learning progress of | |

| | |individual students. | |

|The Arts |Ability to interpret and compare |Complete the following |Teacher observations and records of |

|Exploring and responding |key features of arts works. |activities: |students’ interpretation of Monet’s |

| | |explore links between art, |paintings. |

| | |literature and gardens | |

| | |compare representations of | |

| | |the Nymphaea Lake with | |

| | |Monet’s paintings | |

| | |compose a postcard | |

| | |illustrated by a | |

| | |representation of the | |

| | |Nymphaea Lake (Feuille 13). | |

| | | |Completed post card |

|Humanities (History) |Ability to frame research |Complete the following |Teacher observations and records of |

|Historical reasoning and |questions and plan |activities: |the research process. |

|interpretation |their own inquiries with support. |research on a French explorer| |

| | |select from a number of | |

| | |suggested subjects (Feuille | |

| | |16) | |

| | |give a Power Point | |

| | |presentation on a French | |

| | |explorer. |Power Point presentation |

| | | | |

|LOTE |Ability to provide and obtain |Participate in a short |Use of target language in oral |

|Communicating in a |information about everyday |role-play or conversation to |communication. |

|language other than |activities |ask a parent’s permission to | |

|English | |sign and pay for a class | |

| | |visit to the Royal Botanic | |

|Pathway 1 | |Gardens or to negotiate the | |

|Level 4 | |contents for a nutritious but| |

| | |easy-to-carry picnic meal. | |

| |Ability to read a wide range of |Read texts aloud or silently |Teacher records on students’ |

| |short or modified texts for |to prepare and store new |pronunciation, intonation, phrasing |

| |meaning. |words in a data bank. |and expression, when reading aloud. |

| | | | |

| | | |Students’ ability to comprehend and |

| | | |extract relevant information, when |

| | | |reading silently. |

| |Ability to apply grammatical |Complete one of the |Evidence of relevant ideas on the |

| |information and knowledge of words|following: |topic developed for purpose of |

| |in communication |draw cartoons and write |writing in the appropriate text type,|

| | |captions to illustrate the |directed at an audience, presented |

| | |variety of plant life, |with reasonable grammatical accuracy.|

| | |insects and birds in the | |

| | |Royal Botanic Gardens, | |

| | |Melbourne. | |

| | |write a postcard to a friend | |

| | |about the Royal Botanic | |

| | |Garden (Feuille 13) | |

| | |write a short letter about a | |

| | |virtual visit to Monet’s | |

| | |Garden in Giverny, to compare| |

| | |with your visit to the Royal | |

| | |Botanic Gardens, Melbourne. | |

| | |(Feuille 11). | |

|Science |Ability to explain the |At the Gardens, students |Demonstrated understanding of food |

|Science knowledge and |relationships that exist within |observe the interaction of |chains through the successful |

|understanding |and between food |plants and other living |completion of tasks. |

| |chains in the environment. |things (Feuille 6). | |

| | | | |

| | |Make a board game about | |

| | |garden creatures and their | |

| | |eating habits. | |

|Intercultural knowledge |Intercultural knowledge |Grasp the rudiments about |Sensitivity and openness to cultural |

|and language awareness |Demonstrate an understanding of |text types, especially with |difference and “others”. |

| |differences in writing |reference to differences | |

| |conventions. |between cultures, e.g. | |

| | |letters, register. | |

| |Share a (language) learning | | |

| |strategy |Exchange ideas about grammar | |

| | |and memorising vocabulary / | |

| | |expressions. | |

|Communication |Ability to organise ideas and |Plan, import, draft, edit and|Use of PowerPoint presentation. |

|Presenting |information logically. |format data to produce a | |

| | |specialised document, e.g. | |

| | |PowerPoint Presentation, | |

| | |entitled | |

| | |Visite au Jardin Botanique de| |

| | |Melbourne. | |

|Design, Creativity and |Ability to use information and |Create a recipe (Feuilles |Students produce a recipe. |

|Technology |communication technology tools and|2&3) and prepare a ‘plant’ | |

|Producing |techniques to research, develop |meal for the family and | |

| |and communicate ideas. |compile a dossier (Feuille | |

| | |4). | |

|Information and |Ability to use ICT to produce |Design a packet for a tisane |Students’ use of ICT for creating an |

|Communication Technology |information products. |and write and record a short |avertissement. |

|(ICT) | |radio or television | |

|ICT for creating | |advertisement. | |

|Thinking |Ability to use thinking strategies|Use the clue ’Australian |Teacher observations and records on |

|Reasoning, processing and|for gathering and processing |weeds in France’ to find out |development of critical thinking as |

|inquiry |information. |what happens to Australian |students analyse and evaluate |

| | |plants such as mimosa, that |information they encounter. |

| | |have been taken to France. | |

LINK

Royal Botanic Gardens Melbourne ()

Bäume, Büsche, Blumen

The German kit Bäume, Büsche, Blumen is best used in conjunction with a visit to the Royal Botanic Gardens Melbourne, which engages the students in hands-on sensory experiences linked to German culture and provides opportunities for an integrated approach to learning.

Victorian Essential Learning Standards

The use of this kit provides opportunities to identify learning that students need to focus on and opportunities for students to demonstrate achievements against the standards in:

• LOTE

• Interpersonal development

• Personal Learning

• Communication, Design, Creativity and Technology

• Information and Communication Technology

• Thinking Processes

• The Humanities (Geography and History)

• Science

The following table is an example of how this kit might be used to address some Level 4 Standards:

|Strand |Domain |Dimension |Key elements of standards addressed by the kit |

| | | | |

| | | |Students: |

|Physical, Personal and Social |Interpersonal |Working in teams |… work effectively in different teams and take on |

|Learning |development | |variety of roles … |

| | | | |

| | | |… accept responsibility for their role and tasks …|

| |Personal Learning |The individual learner |… demonstrate the ability to learn independently |

| | | |and with peers … |

| | |Managing personal learning| |

| | | |…develop and implement plans to complete tasks |

| | | |within a set timeframe … |

|Discipline-based Learning |The Arts |Creating and Making |… work safely with a variety of materials and |

| | | |components, paying attention to quality and |

| | | |function … |

| |Humanities - Geography |Geographic knowledge and |… use maps to identify and describe |

| | |understanding |characteristics of local and global environments… |

| |Humanities - History |Historical knowledge and |… demonstrate an understanding of key aspects of |

| | |understanding |immigration and Australian History, including |

| | | |learning about Aboriginals and also about the |

| | | |contribution of German immigrants to social life |

| | | |within Australia … |

| |LOTE |Communicating in a |… participate in interactions to convey and |

| |Pathway 1 |language other than |receive information … |

| |Level 4 |English | |

| | | |… organise and apply grammatical information and |

| | | |knowledge ... |

| | | | |

| | | |… read a wide range of short and/or modified texts|

| | | |for meaning and for use as models in their own |

| | | |writing … |

| | | | |

| | |Intercultural knowledge |… demonstrate an understanding of cultural |

| | |and language awareness |differences in writing conventions … |

| |Science |Science knowledge and |… develop an understanding how scientists work |

| | |understanding | |

| | | |explain relationships that exist between systems |

| | | |in the environment … |

|Interdisciplinary Learning |Communication |Presenting |… use a range of presentation formats to summarise|

| | | |ideas and organise information logically and |

| | | |clearly to meet the needs of audience and purpose |

| | | |… |

| |Information and |ICT for creating |… independently use a range of skills, procedures|

| |Communication | |and functions to process different data types and |

| |Technology (ICT) | |produce suitably formatted products to suit |

| | | |different purposes and audiences … |

| |Thinking |Reasoning, processing and |… use information they collect to develop |

| | |inquiry |concepts, solve problems or inform decision making|

| | | |… |

Further information on the Standards is available at

Teaching and learning activities

These activities could be implemented by LOTE and generalist teachers in primary schools, or LOTE, Science and Humanities teachers in secondary schools as a teaching team. Students will have the opportunity to use German in an authentic language context in relation to the environment. They develop an understanding of indigenous and introduced plants in Australia. Ferdinand von Mueller played an important role in plant discovery in Australia. Students consider the scientific contributions he made both at the Royal Botanic Gardens Melbourne and in the area of plant sciences in general.

Assessment

Assessment Advice has been provided to support assessing student achievement against the Standards that identifies three purposes:

• Assessment of learning

• Assessment for learning

• Assessment as learning

Further information on these can be found at:

()

The following table shows examples of assessment criteria which are drawn from relevant standards and associated tasks or activities. Teachers could choose to use some or all of these or use other activities in the kit to assess relevant standards.

|Standards |Assessment criteria |Examples |Evidence |

|Interpersonal development|Ability to contribute to the |Students participate in group |Teacher observes and records |

|Working in teams |achievement of group goals. |games (e.g. Junge Botaniker auf |student participation in teams |

| | |Beutesuche). |and group work. |

| | |Studentstake part in role-play | |

| | |games (e.g. Besuch bei der | |

| | |Kräuterhexe) | |

|Personal Learning |Ability to set goals and focus on |Many activities in the kit can be |Teacher takes notes and gives |

|Managing personal |task achievement. |used to monitor and record the |journal entries describing how |

|learning | |learning progress of individual |students complete short-term |

| | |students. |and long-term tasks. |

|The Arts |Ability to develop, make and |Students make and present a |Teacher evaluates effort and |

|Creating and Making |present arts works |collage to the story The Rainbow |result to model a snake |

| | |Serpent. |collage. |

|Humanities - Geography |Ability to read and interpret |Students use a map to orientate in|Teacher observes and records on|

|Geographic knowledge and |maps. |the Royal Botanic Gardens as |development of geospatial |

|understanding | |requirement to solve other tasks. |skills. |

| | | | |

| | |Students use a map to follow the | |

| | |routes of the early explorers. | |

| | | |Teacher observes and records |

| | | |ability to memorise and draw |

| | | |the routes into an empty map. |

| | |Students demonstrate their | |

|Humanities – History | |understanding of Aboriginal and |Teacher observes and records |

|Historical knowledge and | |German tales by retelling and |ability to memorise stories and|

|understanding |Ability to follow and present |comparing them. |to draw conclusions. |

| |narrations with particular | | |

| |historical contexts. |Students use a range of sources | |

| | |from the kit to investigate the |Teacher observes and records |

| | |past and demonstrate their |ability to compare and question|

| |Ability to investigate people’s |findings to the class. |sources, make judgements about |

| |lives and recognise their |(e.g. see worksheets Ferdinand von|opinions and to use appropriate|

| |influence on development of |Mueller or Grass Trees) |historical language. |

| |society and environment. | | |

| | | | |

|LOTE |Ability to apply grammatical |Teachers can select any of the |Teacher observes and records |

|Communicating in a |information and knowledge of words|activities about animals or plants|students’ use of the target |

|language other than |in communication |or can use the language games |language in both verbal and |

|English | |included in the kit. |written communication. |

| | |Students can |Students also get a certificate|

| | |describe animals or plants. |stating that they have |

| | |describe the relationship between |successfully completed the |

| | |people and nature. |tasks as botanical experts, |

| | |write and perform role-plays. |with evidence that they are |

| |Ability to apply relevant |read stories aloud. |able to use the German |

| |conversational rules and |distinguish animals or plants and |language. |

|Intercultural knowledge |expectations. |label parts of them. | |

|and language awareness | |answer questions in German | |

| | |reorganize information | |

| | |take part in German children’s | |

| | |games which support language use | |

| | |and develop intercultural | |

| | |awareness | |

| | |learn German sayings | |

|Science |Ability to research scientific |Students conduct scientific |Teacher records the results of |

|Science knowledge and |information. |research on the usage of plants by|a fact sheet. |

|understanding | |Aboriginals (Sheet: Wissenswertes | |

| | |über die Ureinwohner im | |

| | |Zusammenhang mit dem Botanischen | |

| | |Garten) | |

|Communication |Ability to organise ideas and |Students carry out investigation |Teacher records effective |

|Presenting |information logically. |on a particular feature of the |presentation. |

| | |Royal Botanic Gardens and report | |

| | |their results orally or in | |

| | |writing. | |

|Information and |Ability to use ICT to produce |Use their digital images to |Teacher records the results of |

|Communication Technology |information products. |prepare a PowerPoint presentation |a Power point presentation. |

|(ICT) | |of the Garden visit. | |

|ICT for creating | | | |

|Thinking |Ability to use thinking strategies|Process their experiences and |Teacher observes and records |

|Reasoning, processing and|for gathering and processing |observations in the Royal Botanic |development of thinking skills.|

|inquiry |information. |Gardens and express ideas and | |

| | |opinions about topics represented | |

| | |in the Stationen. | |

LINK

Royal Botanic Gardens Melbourne ()

Ayo ke Kebun Raya

The Indonesian kit Ayo ke Kebun Raya is best used in conjunction with a visit to the Royal Botanic Gardens Melbourne to further promote students appreciation of the need to preserve natural habitats and develop an understanding of the threats and consequences of loss of biodiversity. The session engages students in hands-on sensory experiences linked to Indonesian culture and provides opportunities for an integrated approach to learning.

Victorian Essential Learning Standards

The use of this kit provides opportunities to identify learning that students need to focus on and opportunities for students to demonstrate achievements against the standards in:

• LOTE

• Interpersonal development

• Personal Learning

• Communication, Design

• Creativity and Technology

• Information and Communication Technology

• Thinking Processes

• The Humanities (Geography and History)

• Science

The following table is an example of how this kit might be used to address some Level 4 Standards:

|Strand |Domain |Dimension |Key elements of standards addressed by the kit |

| | | | |

| | | |Students: |

|Physical, Personal and Social |Interpersonal |Working in teams |… work effectively in different teams and take on |

|Learning |development | |variety of roles … |

| | | | |

| | | |… accept responsibility for their role and tasks …|

| |Personal Learning |The individual learner |… demonstrate the ability to learn independently |

| | | |and with peers … |

| | |Managing personal learning| |

| | | |…develop and implement plans to complete tasks |

| | | |within a set timeframe … |

|Discipline-based Learning |Humanities - Geography |Geographic knowledge and |… use maps to identify and describe the human and |

| | |understanding |physical characteristics of local and global |

| | | |environments… |

| |Humanities - History |Historical knowledge and |… demonstrate an understanding of key aspect of an|

| | |understanding |Asian country within the Australian region … |

| | | | |

| | | |… describe customs and religious traditions ... |

| |LOTE |Communicating in a |… participate in oral interactions to convey and |

| |Pathway 1 |language other than |receive information … |

| |Level 4 |English | |

| | | |… organise and apply grammatical information and |

| | | |knowledge of words ... |

| | | | |

| | | |… read a wide range of short and/or modified texts|

| | | |for meaning and for use as models in their own |

| | | |writing … |

| | | | |

| | |Intercultural knowledge |… demonstrate an understanding of cultural |

| | |and language awareness |differences in writing conventions … |

| |Science |Science knowledge and |… explain relationships that exist between systems|

| | |understanding |in the environment … |

|Interdisciplinary Learning |Communication |Presenting |… use a range of presentation formats to summarise|

| | | |ideas and organise information logically and |

| | | |clearly to meet the needs of audience and purpose |

| | | |… |

| |Design, Creativity and |Producing |… work safely with a variety of materials and |

| |Technology | |components, paying attention to quality and |

| | | |function … |

| |Information and |ICT for creating |… independently use a range of skills, procedures|

| |Communication | |and functions to process different data types and |

| |Technology (ICT) | |produce suitably formatted products to suit |

| | | |different purposes and audiences … |

| |Thinking |Reasoning, processing and |… use information they collect to develop |

| | |inquiry |concepts, solve problems or inform decision making|

| | | |… |

Further information on the Standards is available at

Teaching and learning activities

These activities could be implemented by LOTE and generalist teachers in primary schools, or LOTE, Science and Humanities teachers in secondary schools as a teaching team. Students will have the opportunity to use Indonesian in an authentic language context in relation to the Indonesian environment and their own local environment and to develop an understanding of the similarities and differences between biodiversity of plants in Indonesia and Australia.

Assessment

Assessment Advice has been provided to support assessing student achievement against the Standards that identifies three purposes:

• Assessment of learning

• Assessment for learning

• Assessment as learning

Further information on these can be found at:

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The following table shows examples of assessment criteria which are drawn from relevant standards and associated tasks or activities. Teachers could choose to use some or all of these or use other activities in the kit to assess relevant standards.

|Standards |Assessment criteria |Examples |Evidence |

|Interpersonal development|Ability to contribute to the |Students participate in a bamboo |Teacher observations and |

|Working in teams |achievement of group goals. |construction experience at the |records on student |

| | |Gardens. |participation in teams. |

|Personal Learning |Ability to set goals and focus on |Many activities in the kit can be |Journal entries describing |

|Managing personal |task achievement. |used to monitor and record the |how students complete |

|learning | |learning progress of individual |short-term and long-term |

| | |student. |tasks. |

|Humanities - Geography |Ability to read and interpret |Complete the following set of tasks |Use a map to introduce |

|Geographic knowledge and |maps. |in The Wallace line: |environmental issues. |

|understanding | |assemble a ‘jigsaw’ map | |

| | |name the islands, oceans and seas on| |

| | |the map of Indonesia | |

| | |describe the climate, flora and | |

| | |fauna of the Indonesian Archipelago.| |

|LOTE |Ability to: |Teachers can select any of the |Teacher observations and |

|Communicating in a |apply grammatical information and |activities in the four topics of |records on students’ use of |

|language other than |knowledge of words in |Biodiversity, Building materials, |the target language in both |

|English |communication |The Wallace line and Designing a |verbal and written |

| | |tour of the Gardens as assessment |communication. |

| | |tasks. | |

| | | | |

| | |For examples: | |

| | |illustrate the life cycle of plants | |

| |apply relevant conversational | | |

|Intercultural knowledge |rules and expectations. |write a short paragraph about the | |

|and language awareness | |importance of biodiversity | |

| | |describe the relationship between | |

| | |people and nature | |

| | |perform a role-play (Worksheet 23). | |

| |Ability to read a wide range of |Read texts aloud or silently to |Teacher records on student’s |

| |short or modified texts for |prepare and store new words in a |pronunciation, intonation, |

| |meaning. |data bank. |phrasing and expression, when|

| | | |reading aloud. |

| | | | |

| | | |Students’ ability to |

| | | |comprehend and extract |

| | | |relevant information, when |

| | | |reading silently. |

|Science |Ability to research scientific |Choose one of the following topics |Fact sheet |

|Science knowledge and |information. |and conduct a scientific research: | |

|understanding | |the relationships between plants and| |

| | |other living things | |

| | |rare and endangered species like the| |

| | |Titan Arum which grow in the | |

| | |rainforests of Western Sumatra in | |

| | |Indonesia. | |

|Communication |Ability to organise ideas and |Make a short oral presentation in |Effective oral presentation |

|Presenting |information logically. |the target language about what they | |

| | |learned, liked/disliked about their | |

| | |visit to the Gardens. | |

|Design, Creativity and |Ability to use information and |Construct a model of a traditional |Model of a house |

|Technology |communication technology tools and|Indonesian house. | |

|Producing |techniques to research, develop | | |

| |and communicate ideas. |Design and produce a poster or | |

| | |brochure promoting the Royal Botanic|Poster/brochure |

| | |Gardens. | |

|Information and |Ability to use ICT to produce |Use their digital images to prepare |Power point presentation. |

|Communication Technology |information products. |a PowerPoint presentation of the | |

|(ICT) | |Gardens visit. | |

|ICT for creating | | | |

|Thinking |Ability to use thinking strategies|Process the information gathered |Teacher observations and |

|Reasoning, processing and|for gathering and processing |during their visit to the Gardens |records on development of |

|inquiry |information. |through activities such as reviewing|thinking skills. |

| | |the pre visit list and predictions, | |

| | |and devising their own true or false| |

| | |activity. | |

LINK

Royal Botanic Gardens Melbourne ()

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