Try this for generating random question stems.
We are researchers.
We can formulate questions and locate and use a wide range of sources and techniques to investigate problems, interests and issues. We think critically about the information we gather and we are careful to acknowledge our sources.
curious, courageous, resourceful
We are thinkers.
We can think logically, creatively and reflectively. We think about how we use our thinking and have different strategies for making our thinking visible to others. We remain open-minded and no that our thinking changes as we learn.
open-minded, flexible, persistent
We are collaborators.
We can work with others on shared goals, questions and challenges. We know how to be a constructive part of a team, to use different roles for different tasks and to actively listen to and respect other people’s views. We understand how our behaviour affects others.
empathetic, compassionate, reliable
We are self-managers.
we can learn independently and can make wise decisions about our learning. We know ourselves as learners and can set and work towards personal goals. We know we can continually improve as learners.
resilient, responsible, reflective
We are communicators.
We can communicate ideas confidently in different ways and for different purposes. We listen thoughtfully to what others communicate to us. We can adapt our communication style to different contexts.
confident, responsive, respectful
BBC Bitesize – Explanation Writing – Structure, Quiz and Game
Try out this game with your class to introduce some of the elements. Year 3 plus I suggest.
Check out this Blog Post about rubrics: http://www.brilliant-insane.com/2014/10/single-point-rubric.html
Genres across the Australian Curriculum
Teaching and Learning Cycle
SOLO Taxonomy Resources:
Advantages of SOLO Taxonomy:
Graphic Organisers to help students synthesise information/ look for links/ relationships:
SOLO Identifying features
Achievement Standards for each curriculum area:
Italian: Italian Achievement Standards
Civics and Citizenship: australian-curriculum-achievement-standard-civics-citizenship
Design Technologies: australian-curriculum-achievement-standard-design-technologies
Digital Technologies: australian-curriculum-achievement-standard-digital-technologies
Economics and Business: australian-curriculum-achievement-standard-economics-business
Health and PE: australian-curriculum-achievement-standard-health
Sentence Structures/ Achievement Standard using the Language and Literacy Levels
SOLO Blank Rubric:
Unit Planner 2015 NPSV2.0
Design and Technology: Materials
Design and Technology: Digital Technologies:
Economics and Business:
Civics and Citizenship:
Health and Physical Education:
Website with significant events ordered on a timeline. Famous paintings to focus discussion on Aboriginal lifestyles prior to European settlement.
Teacher Resource to go with this:
Reconciliation SA Education Packs – ideas for Early Years, Primary and Middle Years.
Refer to The Dreaming – A teacher reference resource with a DVD of Dreaming Stories from different parts of Australia, several from SA.
Splash/ ABC – Lots of different content appropriate for different year levels
Indigenous Language Map
RECONCILIATION YR 3 SAME RIGHTS_final
There are also many resources on Scootle. Get there directly from the Learnlink homepage now!
The Burnt Stick, Anthony Hill – A story about a child removed from his mother. Very powerful. A copy is in our library.
Idjhil, Helen Bell – A story about a child removed from his people/ country. We have a copy in our library.
Archie Roach – Took the Children Away – Song related to Stolen Generation
The Rabbits, Shaun Tan – A metaphorical story related to colonisation.
Noel Pearson’s Eulogy at Gough Whitlam’s funeral would be a great literary challenge for year 6/7 students. Although lots of complex language is used, it is very powerful and gives a good summary of more recent Aboriginal history through one man’s perspective.
Mabo Website – Lots of resources – Middle Years
Aboriginal History in Pictures, a PowerPoint
Here is a model of a descriptive report which I will be using with students from R-2 to examine the structure and language features of this type of text. If you have some good models you would like to share, let me know and I can add them here to share.
|The red-bellied piranha is a type of fish that lives in the Amazon River.|
|It has an orange belly, grey back, and very sharp teeth set in strong jaws. It grows up to 33 centimetres in length.|
|The red-bellied piranha hunts in shoals of 20-30 fish. They feed on a diet of fish, insects, snails, plants, and river animals. They hide in vegetation in order to ambush prey, and they also chase prey and scavenge for food. The younger, smaller fish hunt by day, and the older, bigger fish hunt at dawn and dusk.|
|Reproduction||The female lays a clutch of up to 1 000 eggs.|
|Life expectancy||Piranhas can live for about 100 years.|
Attached is a copy of a Teaching and Learning Cycle model.
Macro-Invertebrates Unit R-2
Feel free to add/ delete/ change to suit. Let me know which aspects you would like me to focus on in RBL/ICT sessions.