Source Victorian Curriculum and Assessment Authority (Australia)
Subject Interdisciplinary, Interpersonal Development, Art, English Language Arts, Technology, Information and Communication
Grade Level 9, 10 |
Zines
The Zines unit includes an introduction, the learning focus, 5 teaching and learning activities, assessment criteria, and resources.
Unit description from source: In Zines, students discuss, investigate and evaluate popular print and online media and publish their own work. Building on their interests, students develop skills in researching, gathering information, and writing and presenting different kinds of texts and images through the publishing process. Students use information and communications technology, including the Internet, for researching and for publishing their own work online or in ‘hard copy’ publications.
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Source Victorian Curriculum and Assessment Authority (Australia)
Subject Interdisciplinary, Interpersonal Development, Information and Communication, Technology, Mathematics
Grade Level 5, 6 |
Who Are We?
The Who Are We? unit includes an introduction, the learning focus, 4 teaching and learning activities, assessment criteria, and resources.
Unit description from source: In Who are we? students work cooperatively in a team to develop and implement a class survey about selected characteristics of class members. They brainstorm ideas to develop suitable survey questions, collect survey data, and then use spreadsheets to organise and represent their findings. Survey results and inferences made are presented to the class using multimedia tools.
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Source Victorian Curriculum and Assessment Authority (Australia)
Subject Interdisciplinary, Economics, Communication
Grade Level 9, 10 |
Which Path for Me?
The Which Path for Me? unit includes an introduction, the learning focus, 3 teaching and learning activities, assessment criteria, and resources.
Unit description from source: In Which path for me? students research career paths and identify possible careers that match their skills and interests. They then research their chosen career path and present their research as a report. In completing this unit, students identify the education and training requirements for their chosen career path, select suitable resources and technologies to assist with their research, and use subject-specific language and conventions to communicate their findings effectively.
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Source Victorian Curriculum and Assessment Authority (Australia)
Subject Mathematics
Grade Level 9, 10 |
Visiting Vines
The Visiting Vines unit includes an introduction, the learning focus, 7 teaching and learning activities, assessment criteria, and resources.
Unit description from source: In Visiting vines students explore concepts and skills that have relevance to work in a vineyard. They apply their mathematical skills to estimate and calculate different aspects of the wine production process and participate in activities where they are encouraged to develop their problem solving strategies and reflect on the quality of their thinking shown throughout the unit. Students will also monitor and reflect on their progress as autonomous learners.
A visit to a vineyard is an essential component of this unit and illustrates how an excursion to an industrial setting can provide context and motivation for learning. This unit could be modified to suit other industries which may be more accessible or appropriate for your students. When organising an excursion teachers must consider the requirements of safe work practices and food handling, and the environmental issues that arise in a visit to a vineyard
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Source Victorian Curriculum and Assessment Authority (Australia)
Subject Interdisciplinary, English Language Arts, Technology, Information and Communication
Grade Level 9, 10 |
Victoria's Water
The Victoria's Water unit includes an introduction, the learning focus, 6 teaching and learning activities, additional activities, assessment criteria, and resources.
Unit description from source: In Victoria’s water students focus on developing understandings and skills which will allow them to prepare for, and participate in, a debate around the issue of what the government can do about Victoria’s water problem. Students also prepare a persuasive writing piece on the issue.
Procedurally, students access a range of views from different sources on how to resolve Victoria’s water problems. Using ICT visualising thinking tools and techniques, students conduct their analysis of the issue, and synthesise the facts and opinions in preparation for a debate, with the specific topic being teacher or student initiated. After the debates, students formulate a personal view and express it in a persuasive writing piece.
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Source Victorian Curriculum and Assessment Authority (Australia)
Subject Interdisciplinary, Interpersonal Development, English Language Arts, Humanities, Technology, Information and Communication, Mathematics
Grade Level 1, 2 |
Traveling to School
The Traveling to School unit includes an introduction, the learning focus, 6 teaching and learning activities, assessment criteria, and resources.
Unit description from source: Traveling to school uses student experiences of travelling to and from school to develop their knowledge of road safety and skills in graphing and mapping. Students conduct surveys and develop pictographs to show how students travel to and from school. They develop a pictorial map of a route they are familiar with, identifying key features along the way. They consider rules and behaviours that make travelling safer. They develop and publish an electronic text to demonstrate road safety knowledge, skills and behaviours.
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Source Victorian Curriculum and Assessment Authority (Australia)
Subject Interdisciplinary, Interpersonal Development, English Language Arts, Technology, Communication, Information Skills
Grade Level K |
Tools
The Tools unit includes an introduction, the learning focus, 8 teaching and learning activities, assessment criteria, and resources.
Unit description from source: Students will listen to short texts about tools and explore how tools work, what tools are, what they are used for, and how they developed over time. Following an investigation of simple tools used in the classroom, home and workplace, students design and construct their own tool. They develop skills in working with others, and write texts describing different tools. Students are introduced to the relationship between work and technology and develop an understanding of what work is and tools that are used for different jobs.
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Source Victorian Curriculum and Assessment Authority (Australia)
Subject Interdisciplinary, Interpersonal Development, English Language Arts, Information and Communication, Technology
Grade Level 1, 2 |
Tool Report
The Tool Reports unit includes an introduction, the learning standards, 4 teaching, learning, and assessment activities, assessment criteria, and resources.
Unit description from source: In Tool Report students focus on designing a tool that will make their lives easier. The assessment task requires them to write a report explaining the details and intent of their design.
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Source Victorian Curriculum and Assessment Authority (Australia)
Subject Interdisciplinary, Health and Physical Education, Interpersonal Development, Art, Communication
Grade Level 7, 8 |
The Right Moves
The The Right Moves unit includes an introduction, the learning focus, 6 teaching and learning activities, assessment criteria, and resources.
Unit description from source: In The right moves students work cooperatively in teams to develop, analyze and implement group tactics. Students use cooperative learning tasks to identify, understand and develop key concepts that lead to an appreciation and demonstration of tactics in team games. Students analyse games and collect data to assess their performances. Students are introduced to European handball. They analyze a series of structured physical activities to develop basic attacking and defensive skills that are used in team games including European handball and create a media product that communicates their understanding of rules and tactics to a specific audience.
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Source Victorian Curriculum and Assessment Authority (Australia)
Subject Science
Grade Level 9, 10 |
The Ins and Outs of Waste
The The Ins and Outs of Waste unit includes an introduction, the learning focus, 4 teaching and learning activities, assessment criteria, and resources.
Unit description from source: In The ins and outs of waste students learn about the scope and effect of resource use that supports their lifestyle and the implications of associated waste generation and disposal. They investigate a life cycle analysis (LCA) and assessment of a product, identifying and analyzing the inputs (resources) and outputs (wastes) at each stage of a product’s life. As part of their work, students monitor their management of a personal project and evaluate its effectiveness.
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