21st Century Skills
This I-Quest develops important 21st century skills including:
o High order thinking and metacognition in students.
This unit encourages students to look at "why" they need to be healthy and what implications it has on their lives and community. Inquiry-based tasks that foster responsibility for learning are employed for this purpose.
Metacognitive activities include self-reflection through the class blog, where students can discuss and share their personal learning.
o Advocating for or taking action what students learn-
Students are familiarized with campaigns, and are required to take action supporting their cause through various mediums. Campaign methods are scaffolded for each medium.
o Being of an integrated, interdisciplinary nature, including elements from across the curriculum
This unit is cross-curricular, featuring elements of VELS domains such as Heath and Physical Education, Civics and Citizenship, Humanities, English, Mathematics, Personal Learning, Communication, The Arts, Design Creativity and Technology, and Information and Communications Technologies. Please visit our "For Teachers" page for more detailed information on curriculum standards.
o Communication and technology skills
This IQuest fosters and scaffolds communication and technology skills that prepare students for later life in the 21st Century. We use sites such as Voicethread, Vimeo, Podomatic,and Wordpress for the completion of tasks, an in assessment For, Of, and As Learning.
o High order thinking and metacognition in students.
This unit encourages students to look at "why" they need to be healthy and what implications it has on their lives and community. Inquiry-based tasks that foster responsibility for learning are employed for this purpose.
Metacognitive activities include self-reflection through the class blog, where students can discuss and share their personal learning.
o Advocating for or taking action what students learn-
Students are familiarized with campaigns, and are required to take action supporting their cause through various mediums. Campaign methods are scaffolded for each medium.
o Being of an integrated, interdisciplinary nature, including elements from across the curriculum
This unit is cross-curricular, featuring elements of VELS domains such as Heath and Physical Education, Civics and Citizenship, Humanities, English, Mathematics, Personal Learning, Communication, The Arts, Design Creativity and Technology, and Information and Communications Technologies. Please visit our "For Teachers" page for more detailed information on curriculum standards.
o Communication and technology skills
This IQuest fosters and scaffolds communication and technology skills that prepare students for later life in the 21st Century. We use sites such as Voicethread, Vimeo, Podomatic,and Wordpress for the completion of tasks, an in assessment For, Of, and As Learning.
Desired Results
We have considered:
1. That our desired results are achievable:
We used the backwards planning design to come up with our desired results. We considered:
o The VELS / Australian curriculum:
See the "For Teachers" page, and welcome pages for student-friendly descriptions.
o The key understandings, essential questions, content knowledge and skills to be developed:
See the welcome pages for a student-friendly version, and the assessment pages for further insight.
o Quality over quantity: Every task is assessable, valid and engaging.
1. That our desired results are achievable:
We used the backwards planning design to come up with our desired results. We considered:
o The VELS / Australian curriculum:
See the "For Teachers" page, and welcome pages for student-friendly descriptions.
o The key understandings, essential questions, content knowledge and skills to be developed:
See the welcome pages for a student-friendly version, and the assessment pages for further insight.
o Quality over quantity: Every task is assessable, valid and engaging.
Rich Task
In this unit, we have:
o Developed a rich task that is explained in the IQuest.
We have developed a rich, real-world task that is engaging for students and allows them to take action surrounding their new knowledge and beliefs. Each activity is scaffolded through the IQuest.
o Developed criteria for assessing the rich task which will be teacher & student evaluated.
We have prepared tools in formative and summative assessment for this IQuest, including those listed on the Assessment Page. The class blog is an important and ongoing method of formative assessment, For and As Learning.
o Considered the logistics of the rich task, including learning experiences and resources:
To deal with time restraints and to avoid an overload of information, students are grouped in order to collaboratively produce the rich task of the campaign. The separate group tasks are scaffolded in the IQuest, and students share learning experiences and resources through strategy conferences in class, and through the class blog.
o Developed a rich task that is explained in the IQuest.
We have developed a rich, real-world task that is engaging for students and allows them to take action surrounding their new knowledge and beliefs. Each activity is scaffolded through the IQuest.
o Developed criteria for assessing the rich task which will be teacher & student evaluated.
We have prepared tools in formative and summative assessment for this IQuest, including those listed on the Assessment Page. The class blog is an important and ongoing method of formative assessment, For and As Learning.
o Considered the logistics of the rich task, including learning experiences and resources:
To deal with time restraints and to avoid an overload of information, students are grouped in order to collaboratively produce the rich task of the campaign. The separate group tasks are scaffolded in the IQuest, and students share learning experiences and resources through strategy conferences in class, and through the class blog.
Evidence for Learning
Throughout this unit we have included:
o Evidence for learning aside from the rich task:
This includes assessment that is ongoing throughout the unit. Each of the tasks set are assessable in formative or summative methods. See the Assessment Page for more information.
o Opportunities for students to reflect on and evaluate their own learning, and that of their peers.
This assessment is purposeful and meaningful to students, as it relates directly to our desired results.
See the assessment page and class blog for examples.
o Evidence for learning aside from the rich task:
This includes assessment that is ongoing throughout the unit. Each of the tasks set are assessable in formative or summative methods. See the Assessment Page for more information.
o Opportunities for students to reflect on and evaluate their own learning, and that of their peers.
This assessment is purposeful and meaningful to students, as it relates directly to our desired results.
See the assessment page and class blog for examples.
Learning Experiences
The learning experiences in this IQuest:
o Utilise one of the inquiry models discussed in the subject.
o Follow a clear sequence that builds towards the rich task.
There is a clear sequence of tasks through the IQuest page design and it is easily followed though "Next" buttons and navigation instructions.
o Scaffold learning at all steps of the inquiry sequence.
Every activity includes modelling and scaffolding, with on- and off- site materials.
o Include all resources to support the scaffolding of activities:
Instructions for printables are made explicit and examples are given. Class blog tasks are modelled and explained. Games and interactive activities include easy-to-follow instructions appropriate for our specified age group.
o Include assessment materials that we have developed from our set desired results.
Please see the assessments page for specific assessment tools, including checklists and rubrics.
o Consider where and when assessment items, including the rich task, should be introduced and how they will be scaffolded:
Our IQuest follows a linear model, which students can navigate by following the instructions given. We focus on obtaining and assessing prior knowledge, then formatively assessing tasks through the For and As Learning models. (See Assessment Page). Summative assessment is undertaken at the end of the unit.
Items of assessment have been carefully placed to inform learning throughout the unit and to encourage reflection in an ongoing manner.
o Encourage students to actually care about their learning so that they want to advocate or take action.
"Why?" is our biggest question in this IQuest, and students are encouraged to constantly reflect upon their ideas and feelings through the class blog. We encourage our students to become passionate about their cause by engaging them in the the theme. This involves constant individual and group reflection of what it means to be healthy and why it is important.
o See a progression from lower to higher order thinking, including Metacognition:
This unit requires students provide their opinions and thoughts on a "real-world" problem, on an ongoing basis.
It is important to us that students understand what healthy eating is, but it is more important that they understand why it is important, and what repercussions it may have for their future. They come to understand that they can make a difference, and how they will do so. Students reflect upon their own learning in the class blog and assessment tasks.
o Utilise one of the inquiry models discussed in the subject.
o Follow a clear sequence that builds towards the rich task.
There is a clear sequence of tasks through the IQuest page design and it is easily followed though "Next" buttons and navigation instructions.
o Scaffold learning at all steps of the inquiry sequence.
Every activity includes modelling and scaffolding, with on- and off- site materials.
o Include all resources to support the scaffolding of activities:
Instructions for printables are made explicit and examples are given. Class blog tasks are modelled and explained. Games and interactive activities include easy-to-follow instructions appropriate for our specified age group.
o Include assessment materials that we have developed from our set desired results.
Please see the assessments page for specific assessment tools, including checklists and rubrics.
o Consider where and when assessment items, including the rich task, should be introduced and how they will be scaffolded:
Our IQuest follows a linear model, which students can navigate by following the instructions given. We focus on obtaining and assessing prior knowledge, then formatively assessing tasks through the For and As Learning models. (See Assessment Page). Summative assessment is undertaken at the end of the unit.
Items of assessment have been carefully placed to inform learning throughout the unit and to encourage reflection in an ongoing manner.
o Encourage students to actually care about their learning so that they want to advocate or take action.
"Why?" is our biggest question in this IQuest, and students are encouraged to constantly reflect upon their ideas and feelings through the class blog. We encourage our students to become passionate about their cause by engaging them in the the theme. This involves constant individual and group reflection of what it means to be healthy and why it is important.
o See a progression from lower to higher order thinking, including Metacognition:
This unit requires students provide their opinions and thoughts on a "real-world" problem, on an ongoing basis.
It is important to us that students understand what healthy eating is, but it is more important that they understand why it is important, and what repercussions it may have for their future. They come to understand that they can make a difference, and how they will do so. Students reflect upon their own learning in the class blog and assessment tasks.