In Mathematics, the key ideas are the proficiency strands of understanding, fluency, problem-solving and reasoning. The proficiency strands describe the actions in which students can engage when learning and using the content. The Australian Curriculum: English uses standard grammatical terminology but applies it within a contextual framework, in which language choices are seen to vary according to the topics at hand, the nature and proximity of the relationships between the language users, and the modes or processes of communication available.
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Drake, (2004), states that integrating the curriculum has been identified as beneficial for students as it assists with their ability to make connections and further their understanding. This demonstrates the benefit of teachers embracing curriculum integration.
A demonstration of how this can occur has been created using the text “Rules of Summer” by Shaun Tan.
A full reading of the text is completed at the beginning of the class. Students are then advised that in pairs they are required to create a drama demonstrating a rule or law within the school or community and how it effects people if that rule or law is obeyed or disobeyed. Another read through of the book will occur, to further understand the text once this task has been discussed. Students then develop their performance and present it to the class. The audience will be identifying whether the rule is obeyed or not within the performance, this assists with students being able to make meaningful connections with the performance (Moore, 2002).
Guiding questions will include; “What was it that you saw that made you come to that conclusion?”, “What would need to happen to alter the outcome?”, “How do you think this would effect members of the community?”, “Why do we need rules and laws in our community?”. Student will be exploring the concept of fairness and what that looks and feels like through their role play and as a member of the audience, identifying why different rules and laws are important for our society (Killen, 2009).
This leads to a reflective literacy task. Students can use images from the text which will be displayed around the room or one of the performances they viewed to write what has happened from the point of view of the character they have chosen. This task will be scaffold with a pro forma requiring the students to identify the character, setting and situation that they have chosen before beginning the writing task. The students will be assessed formatively during the task on their team work skills and being able to identify the rule being demonstrated in others performance, this focuses the students attention on the important aspects they are considering (Earl, 2003). Summative assessment will be used to assess the quality of exploration of the topic in their reflective writing piece which will be marked to a rubric.
Australian Curriculum links;
Laws and citizens
“How and why people make rules(ACHCK002)”
(Australian Curriculum and Assessment Reporting Authority [ACARA] (a), 2015.)
Texts in context
“Identify the point of view in a text and suggest alternative points of view(ACELY1675)”
(ACARA (b), 2015)
“Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)”
(ACARA (c), 2015)
Critical and creative thinking – “evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives.”
(ACARA (d), 2015)
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Personal and social capability – “making responsible decisions, working effectively in teams and handling challenging situations constructively.”
(ACARA (e), 2015)
Ethical Understanding – “apply the skills of reasoning, empathy and imagination, consider and make judgments about actions and motives, and speculate on how life experiences affect and influence people’s decision making and whether various positions held are reasonable.”
(ACARA, (f), 2015)
Australian Curriculum V7.2 Updateeffective Curriculum Ideas Free
Australian Curriculum and Assessment Reporting Authority. (a) (2015). The Australian Curriculum: Humanities and social sciences: Civics and citizenship. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizenship/curriculum/f-10
Australian Curriculum and Assessment Reporting Authority. (b) (2015). The Australian Curriculum: English. Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level3
Australian Curriculum and Assessment Reporting Authority. (c) (2015). The Australian Curriculum: The Arts: Drama. Retrieved from http://www.australiancurriculum.edu.au/the-arts/drama/curriculum/f-10?layout=1#level3-4
Australian Curriculum and Assessment Reporting Authority. (d) (2015). The Australian Curriculum: General capabilities: Critical and creative thinking. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/critical-and-creative-thinking/introduction/introduction
Australian Curriculum and Assessment Reporting Authority. (e) (2015). The Australian Curriculum: General capabilities: Personal and social capability. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/personal-and-social-capability/introduction/introduction
Australian Curriculum and Assessment Reporting Authority. (f) (2015). The Australian Curriculum: General capabilities: Ethical understanding. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/ethical-understanding/introduction/introduction
Australian Curriculum V7.2 Updateeffective Curriculum Ideas List
Drake, S & Burns R. (2004). Meeting standards through integrated curriculum. VA, USA : ASCD
Earl, L. (2003). Assessment as learning: using classroom assessment to maximise student learning. London, UK: Corwin press.
Killen, R. (2009). Effective teaching strategies:Lessons from research and practice.(5thed). South Melbourne, VIC:Cengage
Australian Curriculum V7.2 Updateeffective Curriculum Ideas Examples
Moore, T. (2002). The importance of narrative to drama education in primary school. Applied theatre researcher v6. Retrieved from http://cms-dev.itc.griffith.edu.au/__data/assets/pdf_file/0006/54969/importance-narrative.pdf