NBCS Primary Years Program

Stage 3 Term 2, 2014

Stage 3
ECO Warriors 2014

Contents:
1. Scope and Sequence
2. Aim
3. Program Outline and Timeline
4. Implications for Learning
5. Changes made from previous programs
6. Christian Focus
7. Links to other KLAs
8. Outcomes
9. Resources
10. Assessment
11. Rubric
12. Tasks and Activities
13. Register and Teacher Evaluation


NBCS Primary Years Program
Stage 3 Term 2, 2014

Scope & Sequence
HOST KLA - HSIE
Australian Colonies

Eureka! Gold rush simulation
game

CCS3.1
Explains the significance of
particular people, groups, places,
actions and events in the past in
developing Australian identities
and heritage.
describes some aspects of colonial
exploration and expansion and its impact
on all Australians, including Aboriginal
peoples
identifies the origins of events, days and
actions of national significance to
Australian citizenship and examines these
events from different perspectives
examines viewpoints of women, and of
Aboriginal, Chinese and British people
about events, people and actions
associated with the goldrush era in
Australia
describes ways of life associated with
the goldrush era and colonial expansion
from different perspectives, including
those of women, children, Aboriginal
people, Chinese people, miners and
settlers
identifies places associated with
nationally significant events and people
outlines the effect that events from the
past have had on a particular issue of
significance
examines countries that have influenced
Australias heritage.
CUS3.4 Examines how cultures
HOST KLA ARTS
Creative Arts


Absolutely Everybody - Musical/
Passion Project

Creative Arts - Outcomes
VAS3.4 Communicates about the
ways in which subject matter is
represented in artworks.
MUS3.1 Sings, plays and moves to
a range of music, individually and
in groups, demonstrating
knowledge of musical concepts.
DRAS3.1 Develops a range of in-
depth and sustained roles.
DRAS3.2 Interprets and conveys
dramatic meaning by using the
elements of drama and a range of
movement and voice skills in a
variety of drama forms
DRAS3.3 Devises, acts and
rehearses drama for performance to
an audience
DAS3.1 Performs and interprets
dances from particular contexts,
using a wide range of movement
skills and appropriate expressive
qualities.
DAS3.2 Explores, selects, organises
and refines movement using the
elements of dance to communicate
intent
HOST KLA SATE
Working Scientifically


Ministry of Science including
sustainability

Built Environments
BES3.1 Creates and evaluates built
environments, demonstrating
consideration of sustainability and
aesthetic, cultural, safety and
functional issues.

Living Things
LTS3.3 Identifies, describes and
evaluates the interactions between
living things and their effects on
the environment.

Physical Phenomena
PPS3.4 Identifies and applies
processes involved in the
manipulating , using and changing
form of energy

Investigating
INVS3.7 Conducts own
investigations and makes
judgments based on the results of
observing, questioning, predicting,
testing collecting, recording and
analyzing data, and drawing
conclusions.
HOST KLA ARTS/PDH
Creative Arts


Shine - (including Protective Behaviours)

Physical Phenomena
PPS3.4 Identifies and applies processes
involved in the manipulating , using
and changing form of energy

Creative Arts Outcomes:
VAS3.1 Investigates subject matter in
an attempt to represent likenesses of
things in the world.
VAS3.2 Makes artworks for different
audiences assembling materials in a
variety of ways
VAS3.3 Acknowledges that audiences
respond in different ways to artworks
and that there are different opinions
about the value of artworks
MUS3.2
Improvises, experiments, selects,
combines and orders sound using
musical concepts
MUS3.3 Notates and discusses own
work and the work of others.
MUS3.4 Identifies the use of musical
concepts and symbols in a range of
musical styles.
DRAS3.4 Responds critically to a range
of drama works and performance
styles.
NBCS Primary Years Program
Stage 3 Term 2, 2014

change through interactions with
other cultures and the
environment
ENS3.6
Explains how various beliefs and
practices influence the ways in
which people interact with,
change and value their
environment.
evaluates alternative views about the
use of the natural and built environments
examines how natural, cultural,
religious, historical, economic and
political factors can influence peoples
interactions with environments
identifies the different viewpoints of
groups and individuals, including
Aboriginal people, farmers and miners,
about uses of land
expresses a personal point of view on an
environmental issue and provides
supporting evidence

CAPA
DAS3.1 Performs and interprets
dances from particular contexts,
using a wide range of movement
skills and appropriate expressive
qualities.
DRAS3.3 Devises, acts and
rehearses drama for performance
to an audience
VAS3.4 Communicates about the
ways in which subject matter is
represented in artworks.
MUS3.1 Sings, plays and moves
to a range of music, individually
and in groups, demonstrating

PDH - Outcomes
INS3.3 Acts in ways that enhance
the contribution of self and others
in a range of cooperative situations.
MOS3.4 Refines and applies
movement skills creatively to a
variety of challenging situations.
COS 3.3 Communicates confidently
in a variety of situations.
PSS3.5 Suggests, considers and
selects appropriate alternatives
when resolving problems.
GSS3.8 Applies movement skills in
games and sports that in games and
sports that require communication,
and observation of rules.








PDH Outcomes
COS 3.3 Communicates confidently
in a variety of situations.
SLS3.13 Describes safe practices
that are appropriate to a range of
situations and environments




DAS3.2 Explores, selects, organises
and refines movement using the
elements of dance to communicate
intent
DAS3.3 Discusses and interprets the
relationship between content, meaning
and context in their own and others
dances.

PDH Outcomes
INS3.3 Acts in ways that enhance the
contribution of self and others in a
range of cooperative situations.
COS 3.3 Communicates confidently in
a variety of situations.
IRS3.11 Describes roles and
responsibilities in developing and
maintaining positive relationships.
SLS3.13 Describes safe practices that
are appropriate to a range of situations
and environments
V1 refers to a sense of their own worth and
dignity
V2 respects the right of others to hold different
in games and sports that values and attitudes
from their own
V4 increasingly accepts responsibility for
personal and community health

NBCS Primary Years Program
Stage 3 Term 2, 2014

knowledge of musical concepts.
MUS3.3 Notates and discusses
own work and the work of
others.

HOST KLA HSIE

Australia as a Nation

TERM 4 2014

Change and Continuity
CCS3.1 Explains the significance
of particular people, places,
groups, actions and events in the
past in developing Australian
identities and heritage.
CCS3.2 Explains the development
of the principles of Australian
democracy.

Cultures
CUS3.3 Describes different
cultural influences and their
contribution to Australian
identities.
CUS3.4 Examines how cultures
change through interactions with
other cultures and the
environment

Social Systems and Structures
SSS3.8 Explains the structures,
roles, responsibilities and
decision-making processes of
State and federal
HOST KLA SATE

Natural World - Around the world
in 50 days


TERM 1 2014



Earth and Its Surroundings
ESS3.6 Recognises that the earth is
the source of most materials and
resources, and describes
phenomena and processes, both
natural and human, that form and
change the earth over time.

Investigating
INVS3.7 Conducts own
investigations and makes
judgments based on the results of
observing, questioning, predicting,
testing collecting, recording and
analyzing data, and drawing
conclusions.

PDH Outcomes
SLS3.13 Describes safe practices
that are appropriate to a range of
situations and environments
HOST KLA SATE (TECH)/PDH
Material HOST KLA SATE
(TECH)/PDH

Eco Warriors

TERM 2 2014


Built Environments
BES3.1 Creates and evaluates built
environments, demonstrating
consideration of sustainability and
aesthetic, cultural, safety and
functional issues.


Living Things
LTS3.3 Identifies, describes and
evaluates the interactions between
living things and their effects on
the environment.


UTS3.9 Evaluates, selects and uses
a range of equipment, computer-
based technology, materials and
other resources to meet the
requirements and constraints of
investigation and design tasks.

HOST KLA SATE (TECH)
Working Technologically

B4M

TERM 3 2014

Information and Communication
ICS3.2 Creates and evaluates
information products and processes,
demonstrating consideration of the
type of media, form, audience and
ethical issues.

Environments
ENS3.5 Demonstrates an
understanding of the
interconnectedness between Australia
and global environments and how
individuals and groups can act in an
ecologically responsible manner.
ENS3.6 Explains how various beliefs
and practices influence the ways in
which people interact with, change
and value their environment.

Products and Services
PSS3.5 Creates and evaluates products
and services, demonstrating
consideration of sustainability,
aesthetic, cultural, safety and
NBCS Primary Years Program
Stage 3 Term 2, 2014






















governments and explains why
Australians value fairness and
socially just principles
SSS3.7 Describes how Australian
people, systems and communities
are globally interconnected and
recognises global responsibilities.

DMS3.2 Makes informed decisions
and accepts responsibility for
consequences.



PDH Outcomes
INS3.3 Acts in ways that enhance
the contribution of self and others
in a range of cooperative situations.
COS 3.3 Communicates confidently
in a variety of situations.
PSS3.5 Suggests, considers and
selects appropriate alternatives
when resolving problems.
GDS3.9 Explains and demonstrates
strategies for dealing with life
changes.
IRS3.11 Describes roles and
responsibilities in developing and
maintaining positive relationships.
SLS3.13 Describes safe practices
that are appropriate to a range of
situations and environments
ALS3.6 Shows how to maintain and
improve the quality of an active
lifestyle.
GYS3.10 Demonstrates coordinated
actions of the body when
performing gymnastic sequences
V1 refers to a sense of their own worth and
dignity
V2 respects the right of others to hold
different values and attitudes from their
own
V4 increasingly accepts responsibility for
personal and community health

functional issues.

Designing and Making
DMS3.8 Develops and resolves a
design task by planning,
implementing, managing and
evaluating design processes.

Using Technology
UTS3.9 Evaluates, selects and uses a
range of equipment, computer-based
technology, materials and other
resources to meet the requirements
and constraints of investigation and
design tasks.

PDH Outcomes
COS 3.3 Communicates confidently in
a variety of situations.
INS3.3 Acts in ways that enhance the
contribution of self and others in a
range of cooperative situations.
DMS3.2 Makes informed decisions and
accepts responsibility for
consequences.


Material World NEW Outcome
ST3-15ME describes information and
communication systems and how
social influences impact on their
design and use

NBCS Primary Years Program
Stage 3 Term 2, 2014


Aim

This unit will aim to focus on both Built Environments and Living Things within an eco/ sustainability context. The unit will explore life in todays world and
look at needs for living, environments and how we impact environments. It will also explore future construction possibilities and look deeply into behaviors and
systems needed for a functioning society in todays global community. The unit will conclude with a PBL task that will see all students included in a team that
will contribute the city of Eden as a development project. Each team will need to contribute their proposal and ideas and add models to the scaled city model.
Program Outline and Timeline
Program/ Unit Explanation:
Eco Warriors is a Stage 3 Unit designed to cover three outcomes in the following strands; Built Environments, Living Things and Technology. (See
outcomes) Students will be required to complete a minimum of two and up to 8 compulsory tasks (with a minimum of one for Built Environments and
one in Living Things strands). This will be determined and agreed between students and their home class teacher.
Students will then work towards qualifying themselves (by completing tasks) to earn a degree that will allow them employment in one of their two
choices of teams.
In week 6 Students will undergo compulsory Safety Training in order to use the maker space and tools area. In week 7 we will have completed all
compulsory tasks and begin the PBL collaborative project.
In teams the students will plan, make, construct and document the making of a sustainable, environmentally responsible and community orientated
futuristic city. The project and documentaries will be on display as wee showcase the city model at the Exhibition night in week 9 of the term.

1. Launch Day:
- Eco Warriors will be introduced.
- Students receive their Student Journal
- Students set up Power Point document
- Students look through tasks and select tasks they wish to complete to give them qualifications in the area for the team they wish to join.
2. Week 1-6: Students work on their agreed tasks and submit on PETE
3. Week 6/7: Maker Space Safety Training for students will be completed
NBCS Primary Years Program
Stage 3 Term 2, 2014

4. Week 7: PBL Launch and Team establishment (Planning week)
5. Week 8/9: Construction of model city and preparation for EXHIBITION day!
6. Term Planning:
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
No Matrix Matrix Launch

Begin planning
tasks and teams
with students
Students
working on
completing
selected
compulsory
tasks.
Students
working on
completing
selected
compulsory
tasks.

Teacher Safety
Training
Students
working on
completing
selected
compulsory
tasks.
Students
working on
completing
selected
compulsory
tasks.

Student Tool
Safety Training
PBL Teams
announced and
Launched

Start PBL
And Student
powerpoints.

Staff blogging
weekly.
PBL- Making,
planning etc.




Staff blogging
weekly.
Completion of
PBL.

Exhibition Night
Thu 26
th
June

Staff blogging
weekly.

Staff evaluation.
Subject Matter and Focus
The main subject matter will be around environments and sustainability and human impact on both of these as we look to the future.
Central Idea:

Design and Construct an element of a city that shows how living things depend on each other and careful human management

Key Concepts:
Sustainability, Environmental Responsibility, Community

Lines of Inquiry:
What impact do culture, safety and sustainability have on the environment?
How do living things impact on one another?
How do living things impact the environment?

NBCS Primary Years Program
Stage 3 Term 2, 2014

Implications for Learning
The implications for learning will cover both the Key concepts and Lines of inquiry for the outcomes which this unit is based around. This includes:
Key Concepts: Sustainability, Environmental Responsibility, Community

Lines of Inquiry:
What impact do culture, safety and sustainability have on the environment?
How do living things impact on one another?
How do living things impact the environment?

Additional implications for learning will include;
- Student use of the new Maker Space and undergoing safety training in tool use.
- The unit will see a great deal of collaborative learning take place, and in fact requires this to be a success.
- Learning will be relevant and made real to students as they prepare and work towards showcasing their work at the final EXHIBITION for
families, parents and students from other stages.

Changes Based on Previous Evaluations
Based on previous evaluations this unit will aim to;
- Use more kinaesthetic and a wide range of learning avenues
- Simplify task cards and make them easier to follow and understand
- Use blendspaces as a tool or resources.
- Separate the task card from the blendspace

Christian Focus
Genesis 1:28
English Standard Version (ESV)
28
And God blessed them. And God said to them, Be fruitful and multiply and fill the earth and subdue it, and have dominion over the fish of the sea and over
the birds of the heavens and over every living thing that moves on the earth.
NBCS Primary Years Program
Stage 3 Term 2, 2014

Genesis 2:15
English Standard Version (ESV)
15
The LORD God took the man and put him in the garden of Eden to work it and keep it.
Genesis 1:26
English Standard Version (ESV)
26
Then God said, Let us make man
[a]
in our image, after our likeness. And let them have dominion over the fish of the sea and over the birds of the heavens and
over the livestock and over all the earth and over every creeping thing that creeps on the earth.
The unit will look closely at Gods instruction for humankind to take care of and manage the earth he created for them to exist within. The bible clearly states that
the Garden of Eden, meaning garden of God is a representation of how earth should be. A perfect harmony between nature and humans which we can strive
for into the future.
Notes and Links to KLAs
Literacy Notes
This unit allows students to respond in a number of ways, including, but not limited to written and oral.
Students will read and respond to a range of texts from a range of sources.

Links to KLAs
English: written and oral responses in a range of text types.
HSIE: Living Things and Built Environment Strands
Visual Arts: students will use visual arts as part of this unit. Mrs Hill will be holding specialized Recycled Art sessions for students to engage in as part of the
unit. These artworks will be displayed as part of the EXHIBITION at the end of term.
Numeracy: Students will be required to use measuring, estimating, problem solving skills etc as they make and construct a scaled model of a city.

Outcomes

UTS 3.9(Technology)- Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and
constraints of investigation and design tasks.
NBCS Primary Years Program
Stage 3 Term 2, 2014

LTS3.3 (Living Things)- Identifies describes and evaluates the interactions between living things and their effects on the environment.
BES3.1 (Built Environments)- Creates and Evaluates built environments, demonstrating consideration of sustainability and aesthetic, cultural, safety and
functional issues.
National Curriculum Links:


Relevant Technology Outcomes:


NBCS Primary Years Program
Stage 3 Term 2, 2014



Resources
1. Resources for this unit include blendspaces that are made up of various tasks. They are located on the PETE portal.

Additionally the unit will incorporate: Microsoft Office, Googke Sketch Up, edmodo, Google drive, Maker Space and Hand Tools. There is also a gantt chart for
student planning and a Student Journal to assist with keeping them focused on the main concept and working towards the end goal- the exhibition.
On the Portal there are a range of tools for students to utilize in order to assist them with completing necessary tasks/ work. This includes the Student Journal
from which they will be working from throughout the term.
Click Here for link.

NBCS Primary Years Program
Stage 3 Term 2, 2014

Assessment Plan
Teachers will agree with each student on a number of compulsory tasks they must complete. This must include at least 1 task in the Living Things and 1 task in
the Built Environment strands.
Date Outcomes Activity see PETE for all tasks
Week 1-6 UTS3.9, LTS3.3, BES3.1 Each student will complete a number (minimum 2) of compulsory tasks as agreed between
them and their teacher. There are 8 compulsory tasks to choose from. Students must complete
at least 1 task in the Living Things strand and 1 task in the Built Environments Strand.

Tasks are submitted on PETE and marked by teachers, with grades entered on moodle
gradebook. Each task will be given a grade of 1-5.
Week 9 UTS3.9, LTS3.3, BES3.1 Students will submit their documentation of their PBL journey via a Power Point Presentation
This will be graded 1-5 (and will answer the questions/ main lines of inquiry for the unit)

In addition students will be marked on their collaborative effort and presentation at the
EXHIBITION at the end of term.

NBCS Primary Years Program
Stage 3 Term 2, 2014

ECO Warriors Rubric

Available to students on the portal- ECO Warriors EXTRAS.
NBCS Primary Years Program
Stage 3 Term 2, 2014

Differentiation

Nicholas Nalbandian Severe auditory processing student with a mild form of ADD. Student is unable to process more than one request at a time. Frequently, when using a computer
simultaneously with a task, the two processes cause him to fall behind or simply stare at his screen. It is better to get him to verbalise his thoughts while a teacher types and this also seems
to be beneficial when he is writing. It is important that when working with this student, that a teacher sits with him to scaffold his work, check back frequently as to what he understands
of the task required of him and where possible, limit the amount of computer he uses as it causes distress when he is unable to keep up. In literacy, this student has low confidence and
works best when a teacher provides a framework to guide his writing.

Daniel Gore Daniel has difficulty with attention, he has very slow processing speed and is an extremely literal learner. He can become anxious when unsure. Teachers are to take the
time to explain tasks to Dan. Allowing him to listen to music when working independently is helpful.

Saxon Wallace-Knight Saxon has dyslexia. He has extremely low working memory and processing speed.

Holly Saunders Limited motor function and spasticity, weakness of heart due to low blood pressure, processing delay with learning. This student relies heavily on kinaesthetic
activities to stimulate learning and cognitive development. This students has some gaps in her learning but processes instructions very well. Where possible, particularly with spelling
and grammar skills, promote the use of plasticine, mini white boards and highly visual imagery to teach rules. Check back frequently with the student to make sure that the skills taught
have been understood.

Sally Finn Cystic Fibrosis student. Student is often absent due to illness and has quite a few gaps in her learning. She frequently gets tired in class and needs scaffolding to help fill in
the gaps. Responds well to peer mentors and requires that teachers check in with her regularly to make sure she understands where the gaps in her knowledge may be. Sitting at the front
would be of benefit.

Jack Herbert Autism Spectrum Disorder student with ADD. He is taking ADD medication. Poor motor planning, poor organisation, finds learning in the classroom incredibly
difficult, poor social skills and needs regular task reinforcement and expectations clear. In order to support Jack the class teacher will: ensure he is sat at the front of the class, provide
visual outlines of tasks when possible, set modified goals of what should be achieved each lesson, allow him to use a laptop for writing when necessary, and support his independence by
encouraging him to look and check what others are doing first, before seeking support from the teacher.

Noah Vumbaca ODD Oppositional Defiance Disorder, ADHD, Obsessive Compulsive Disorder, Depression and anxiety. He is taking ADHD medication. Student needs to be seated
at the front with an emphasis on visual aids for learning. Monitor group work and intercede if necessary. Approach student firmly but gently so as not to provoke him.

Tom Beken Asperger student with ADHD and taking medication for ADHD. Strong visual learner. Can get highly anxious showing symptoms such as singing or pacing around the
room when overstimulated. Poor social and organisation skills. Please refer any issues directly to Marina Blythe or Jane Worthington.

Peter Herbert Asperger student, needs lots of scaffolding and one on one help. He is taking ADHD medication. Recommendation is that he is always seated near the front close to visual
stimulus.

NBCS Primary Years Program
Stage 3 Term 2, 2014





Tasks and Activities

Compulsory task options listed below within the two strands:

Living Things Built Environments
Task 5: Plants and Animals (LT)
Blendspace Link here
Task Card Link Here (Within this Document, below)
Task 1: Transport Systems (BE)
Blendspace Link here
Task Card Link Here (Within this Document, below)
Task 6: Physical Conditions Impacting Life (LT)
Blendspace Link here
Task Card Link Here (Within this Document, below)
Task 2: Power Grid (BE)
Blendspace Link here
Task Card Link Here (Within this Document, below)
Task 7: Needs for Life (LT)
Blendspace Link here
Task Card Link Here (Within this Document, below)
Task 3: Community Environments (BE)
Blendspace Link here
Task Card Link Here (Within this Document, below)
Task 8: Sustainable Future (LT)
Blendspace Link here
Task Card Link Here (Within this Document, below)
Task 4: Construction for the Future (BE)
Blendspace Link here
Task Card Link Here (Within this Document, below)
City Of Eden PBL:
Blendspace Link Here
Task outline at this link

NBCS Primary Years Program
Stage 3 Term 2, 2014


NBCS Primary Years Program
Stage 3 Term 2, 2014

Task 1

NBCS Primary Years Program
Stage 3 Term 2, 2014


Task 2

NBCS Primary Years Program
Stage 3 Term 2, 2014


Task 3

NBCS Primary Years Program
Stage 3 Term 2, 2014


Task 4


NBCS Primary Years Program
Stage 3 Term 2, 2014

Task 5

NBCS Primary Years Program
Stage 3 Term 2, 2014

Task 6

NBCS Primary Years Program
Stage 3 Term 2, 2014


Task 7


NBCS Primary Years Program
Stage 3 Term 2, 2014

Task 8

NBCS Primary Years Program
Stage 3 Term 2, 2014


Teacher Registration and Program Evaluation www.zoneecowarriors.weebly.com Password: ecowarriors
Teachers will implement reflective practice as part of their program evaluation. Each week every stage 3 teacher will document learning on the Learning Blog
(link above). This will see true reflective practice take place as the program can be altered slightly to suit the needs of the environment, students and teachers. It
will also allow for spontaneous teaching situations and for the working around possible constraints we may face in the PBL/ Making process.
Teachers will blog weekly. This will be their weekly program reflection and sign off as was done successfully within the PIP maker unit in 2013.
Teachers responsible for implementation of this unit:
- Daniel Wearne,
- Imma Buone,
- Katie Morrison
- Jane Worthington
- Marina Blythe
- Margie Hofmeyr
- Skender Cameron
- Liana Simpson

RFF/ Relief/ Directed Studies staff: Lilla Vincent, Peter Grimes, Ryan Desaulnier, Sue Skilton, Rhonda Johnson

Notes for future improvements (To be completed as a team at the end of Term 2): (General Evaluation from the team)
UTS 3.9(Technology)- Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and
constraints of investigation and design tasks:


LTS3.3 (Living Things)- Identifies describes and evaluates the interactions between living things and their effects on the environment:


NBCS Primary Years Program
Stage 3 Term 2, 2014

BES3.1 (Built Environments)- Creates and Evaluates built environments, demonstrating consideration of sustainability and aesthetic, cultural, safety and
functional issues:




Register:
Register
Week 5H 5M 5W 6BW 6C 6S Directed
Studies
2



6/5/14

Exciting intros
6/5/14

7/5/14
3

13/5/14

Students working hard to
complete compulsory tasks
13/5/14

13/5/14
4

20/5/14

Continuing with
compulsory tasks
20/5/14

20/5/14
5

27/5/14

27/5/14
NBCS Primary Years Program
Stage 3 Term 2, 2014


Continuing with
compulsory tasks
27/5/14
6

3/6/14

Safety testing and
finalising tasks.
3/6/14

6.6.14
7

10/5/14

Intro to PBL City of Eden.
10/6/14 Some still
completing compulsory
tasks

13.6.14
8

17/5/14

Working in teams for PBL.
17/6/14 Some still
completing compulsory
tasks

20.6.14
9
27.6.14



NBCS Primary Years Program
Stage 3 Term 2, 2014

Stage 3 Teaching Team Evaluation Comments:
It was great to start with tasks to grow in knowledge. The City of Eden was an encouraging way to end the term. DW
- I loved the booklet and weebly reflection tasks. PBL a great reward as an end of term project. Would like to see an emphasis on more explicit teaching
for tasks as Yr 5 still showing gaps in their ability to research and synthesise info. MH
- The children really looked forward to Matrix this term. PBL very successful. KM
- Matrix activities were engaging for the students. Some struggled to convert the tasks into meaningful learning to explain sustainability, community and
environmental impacts. PBL very successful. JW
I like the balance of specific teaching and task development first half of the term..and the very hands on building/creating makerspace work...second half
of the term. Congratulations Liana for vision and oversight. We need to do this program again in two years to consolidate what we as teachers have
learned. If we do this...next time it will be even better. SC
- Some students found the tasks confusing at first and found it difficult to see the relationship to the PBL. PBL was very motivating. MB
27.6.2014