Week+3+task

=**Curriculum emphases, concepts and teaching ideas** = Writing learning outcomes is an important skill when developing a unit outline. here is a chance for you to practise with your collaborative group.  As a  group choose one of the five leaning emphases of Global Education from pages 5 to 12 of //Global perspectives: A framework for global education in Australian schools.// Read the explanation and the ‘opportunities to learn’. Use Google Docs to communicate this decision. Will have a read of the document thoroughly tonight and add comments later, but I don’t have a preference for any of the 5 areas

Work t ogether to devise a table like the one shown below and enter concepts and possible teaching topics from the learning emphases that you chose. Draw on your own teaching experiences as well. Here is the start of an entry for the sustainable futures learning emphasis.  change  ecology  culture  conservation  economy  responsibility || Water use <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Ecosystems: Ants, worms and us <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Recycling: Our school and a school in Bali <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Growing and cooking vegetables at school <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> The impact of tourism: Locally and in the Pacific region <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Indigenous people’s relationship to land and resources ||  ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Curriculum emphasis** || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Concepts** || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Teaching ideas (units / topics) - highlight chosen topic.** || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Learning Outcomes related to chosen topic** ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Sustainable futures** || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">future

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Chose one of your teaching ideas and write four leaning outcomes in total for students in a year level of your choice. Also refer to pages 6 and 7 of <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Global perspectives: A framework for global education in Australian schools// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">and to <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> the curriculum for Global Education found on pages 5 to 7 of the the Oxfam GB (2006) reading from last week. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Include an outcome for: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 1. values and attitudes <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 2. knowledge and understanding <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 3. skills and processes <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 4. action and participation

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Here is an example for recycling. Note how each outcome uses a verb to describe what the students will do and that this action is assessable in some way. All learning outcomes should be worded in this way. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> At the completion of the unit students should be able to:
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">articulate their shared responsibility for the management of waste at school;
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">differentiate between renewable and non-renewable resources / recyclable and non-recyclable items. They will be able to relate their knowledge to local and SE Asian school contexts;
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">research, organise and evaluate information about recycling options for the school context; use problem-solving and collaborative skills to take personal and group action;
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">communicate the consequences of recycling / not recycling classroom waste and develop appropriate action.

Post your table to the Learning Outcomes discussion board and read the postings of others. Make sure you use the sentence beginning 'At the completion of the unit students should be able to:' to ensure you have written an outcome.
 * I just picked one out for no specific reason, pick it to bits if you wish to do so I will only learn from it I'm sure. **
 * Ingrid. **


 * **Curriculum Emphasis** || **Concepts** || **Teaching ideas (units/topics)-highlight chosen topic.** ||  || **Learning Outcomes related to chosen topic.** ||


 * || Identity and Cultural Diversity ||  || Identities of others

Diverse Groups

The arts

Cultural awareness ||  || Cultural exchange questionnaire. (See att. 1).

School excursion to church, community group with a different cultural background.

Explore different roles, through role play, music and visual arts.

A visit and cooking experience from a community member from a different cultural background. ||  ||


 * Attachment 1. I found an activity that includes questions in regards to media, money, religion, time and home life. E.g. Your favourite song? Do you have an allowance? Do you say prayers at night? What time do you get up? Does your family eat together at dinner? The students are not to feel pressured if they do not want to answer a specific question. The aim is to compile a composite picture of how we live-our similarities and our differences. **


 * 4 learning outcomes for Cultural awareness: At the completion of the unit students should be able to: Identify the uniqueness of self and others, recognize and respect diversity in self and others, research and formulate opinions and identify charecteristics i.e. gender, appearance, habits and tastes. **


 * Ages-5-7 **
 * 4 learning outcomes for Cultural awareness: **


 * Values and attitudes: appreciate and recognize a sense of personal indignation, with a sense of community responsibility for others in the wider sphere. **
 * Knowledge and understanding: value an appreciation of diversity and contribution of different cultures, values and beliefs. **
 * Skills and processes: the ability to identify unfairness and take appropriate action. **
 * Action and participation: encourage and value the participation or others, with a capacity to reflect and evaluate forms of action. **

To further highlight cultural diversity in the classroom, create a wall display of a big world map. On the city where the school is located place a large nail then each student uses a thumb tac to mark their place of birth, parents place of birth, grandparent etc. Link these thumbtacs to the nail with string, perhaps attaching a photo of the student to their trail. The idea is to end up with a web of string, emphasising the diversity of our backgrounds. This could be an introduction to a unit on celebrating diversity, students could research countries, customs, flags, food, involve parents/grandparents who share stories about growing up in a different place etc.


 * Hi Heather, What a great idea it would show just how much diversity could be in one class without that the students may never know. I've just realised that the table that i produced in word is not compatible with Wiki so will have to watch out next time. I have the new 2010 version so still floundering my way around. **
 * Cheers Ingrid. **

Hi Guys. Something really simple but effective I saw on prac was having a citizen of the week, the children take it in turns and each week a different child is citizen. They tell their 'story' and all the other kids collaborate to write a biography about them. This is displayed on a special board and the citizen can bring in things from home such as photos, drawings or anything special to them they want to display. At the end of the week all the children in the class write 'compliments' to the citizen, they tell them what they found interesting about their life and what they like about them. These all go in a sealed envelope which each child takes home to read at the end of term. I thought it was a lovely idea for all ages and makes the kids feel so special. Josie.
 * Sounds like a good idea Josie, would be good for a real diverse classroom. Where I live everyone is related to everyone in the country so may not work as well as where I volunteer with at least three from other countries and no one is related to anyone. Thats Tassie though. **
 * cheers Ingrid. **