Transdisciplinary Theme
Sharing The Planet
Central Idea
Access to opportunities affects equality.
Lines of Inquiry
Key Concepts
Form
Reflection
Change
Related Concepts
Equity
Justice
Citizenship
Sharing The Planet
Central Idea
Access to opportunities affects equality.
Lines of Inquiry
- Basic human rights
- Access to equal opportunities
- How humans can make a difference
Key Concepts
Form
Reflection
Change
Related Concepts
Equity
Justice
Citizenship
Sharing the Planet Pre-Assessment
Learning Outcomes:
To gain a better understanding on how much students know about human rights and equality.
“Everyone in the world has equal opportunities”
“It’s impossible for everyone to have equal opportunities”
“We need rich people in the world”
“I can help others who have less than me”
“I am privileged”
Assessment tool: Student responses, which they will reflect on at the end of the unit.
- 15 March 2017
Learning Outcomes:
To gain a better understanding on how much students know about human rights and equality.
“Everyone in the world has equal opportunities”
“It’s impossible for everyone to have equal opportunities”
“We need rich people in the world”
“I can help others who have less than me”
“I am privileged”
Assessment tool: Student responses, which they will reflect on at the end of the unit.
Reflection: This was a little boring.
Reflection: I feel sad when I saw the real background.
Bill of Rights for a New Planet – LOI 1 Formative Assessment
Date: 3 April 2017
Learning Outcomes:
Social Studies: Human systems and economic activities
PSPE: Identity
Task: A small new planet has been discovered that has everything needed to sustain human life. No one has ever lived there. There are no laws, no rules, and no history. You will all be settlers here and in preparation your group has been appointed to draw up the bill of rights for this all-new planet. Students had to come up with a bill of rights and explain why each right would be required or that planet.
Assessment Tool: Checklist and notes
Date: 3 April 2017
Learning Outcomes:
Social Studies: Human systems and economic activities
- Be able to identify ways in which people work together for mutual benefit
- Know about ways in which the communities, cultures and societies in the countries they have studied affect each other
PSPE: Identity
- Reflect on how they cope with change in order to approach and manage situations of adversity.
- Use understanding of their own emotions to interact positively with others.
- Recognise, analyse and apply different strategies to cope with adversity.
Task: A small new planet has been discovered that has everything needed to sustain human life. No one has ever lived there. There are no laws, no rules, and no history. You will all be settlers here and in preparation your group has been appointed to draw up the bill of rights for this all-new planet. Students had to come up with a bill of rights and explain why each right would be required or that planet.
Assessment Tool: Checklist and notes
Reflection: this was so fun.
Persuasive Text – LOI 2 & 3 Formative Assessment
Date: 21 April 2017
Learning Outcomes:
Social Studies: Social organisation and culture - Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups
PSPE: Identity
• Use understanding of their own emotions to interact positively with others.
• Recognise, analyse and apply different strategies to cope with adversity.
• Identify causal relationships and understand how they impact on the experience of individuals and groups.
• Use emotional awareness and personal skills to relate to and help others.
Interactions
Language Arts: English - Reading
• Explain how a range of text forms vary by using knowledge of: purpose, e.eg. to persuade
• Identify relevant and reliable information and decide on appropriate ways to use it upon a wide knowledge base to comprehend, e.g., text structure and organization, grammar, vocabulary.
Language Arts: English -- Writing
· • Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
• Explain the purpose and audience of a range of familiar text forms
• Use planning aids to plan and organize writing, e.g. flow charts, storyboards
• Use an increasing range of strategies throughout the writing process e.g. determine importance
• Draw upon semantic, graphophonic and syntactic knowledge when writing e.g. vocabulary knowledge, text-structure knowledge
• Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing
• Check punctuation, variety of sentence starters, spelling and presentation
Write independently demonstrating a personal voice as a writer.
· Select vocabulary and supporting details to achieve desired effects.
· Draft and write individual, group or class persuasive letters for real purposes, e.g. put a point of view, comment on an emotive issue, protest; to edit and present to finished state
• Write a commentary on an issue on paper or screen (e.g. as a news editorial or leaflet), setting out and justifying a personal view; to use structures from reading to set out and link points, e.g. numbered lists, bullet points
• Construct an argument in note form or full text to persuade others of a point of view and: present the case to the class or a group; use standard English appropriately; evaluate its effectiveness. Explore how ICT or other use of multimodality might support this. (e.g. develop a PowerPoint presentation.)
• Understand how persuasive writing can be adapted for different audiences and purposes, e.g. by using formal language where appropriate, and how it can be incorporated into or combined with other text types.
Task: Students chose one issue that is happening to people today that they felt was unfair. They came up with three arguments (focal points) for that topic and found supporting evidence from various sources. From there, they wrote a letter to raise awareness, hoping that they could make a difference to give others equal opportunities.
Assessment Tool: Checklist and notes
Date: 21 April 2017
Learning Outcomes:
Social Studies: Social organisation and culture - Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups
PSPE: Identity
• Use understanding of their own emotions to interact positively with others.
• Recognise, analyse and apply different strategies to cope with adversity.
• Identify causal relationships and understand how they impact on the experience of individuals and groups.
• Use emotional awareness and personal skills to relate to and help others.
Interactions
- Apply different strategies when attempting to resolve conflict
Language Arts: English - Reading
• Explain how a range of text forms vary by using knowledge of: purpose, e.eg. to persuade
• Identify relevant and reliable information and decide on appropriate ways to use it upon a wide knowledge base to comprehend, e.g., text structure and organization, grammar, vocabulary.
- Reflect regularly on reading and set future goals
- Read and evaluate letters, e.g. from newspapers or magazines, intend to inform, protest, complain, persuade, considering: how they are set out, and how language is used, e.g. to gain attention, respect, manipulate.
- • Read other examples (e.g. newspaper comment, headlines, adverts, fliers) to compare writing which informs and persuades, considering for example the deliberate use of ambiguity half-truth, bias; how opinion can be disguised to seem like fact
- • Select and evaluate a range of texts, in print and other media, on paper and on screen, for persuasiveness, clarity, quality of information
- • From reading, to collect and investigate use of persuasive devices such as words and phrases, e.g. ‘surely’, ‘it wouldn’t be very difficult...’; persuasive definitions, e.g. ‘no one but a complete idiot...’, ‘every right-thinking person would...’, ‘the real truth is...’; rhetorical questions, e.g. ‘are we expected to...?’, ‘where will future audiences come from...?’; pandering, condescension, concession, e.g. ‘Naturally, it takes time for local residents...’; deliberate ambiguities, e.g. ‘probably the best...in the world’ ‘known to cure all...’, ‘the professional’s choice’
Language Arts: English -- Writing
· • Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
• Explain the purpose and audience of a range of familiar text forms
• Use planning aids to plan and organize writing, e.g. flow charts, storyboards
• Use an increasing range of strategies throughout the writing process e.g. determine importance
• Draw upon semantic, graphophonic and syntactic knowledge when writing e.g. vocabulary knowledge, text-structure knowledge
• Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing
• Check punctuation, variety of sentence starters, spelling and presentation
Write independently demonstrating a personal voice as a writer.
· Select vocabulary and supporting details to achieve desired effects.
· Draft and write individual, group or class persuasive letters for real purposes, e.g. put a point of view, comment on an emotive issue, protest; to edit and present to finished state
• Write a commentary on an issue on paper or screen (e.g. as a news editorial or leaflet), setting out and justifying a personal view; to use structures from reading to set out and link points, e.g. numbered lists, bullet points
• Construct an argument in note form or full text to persuade others of a point of view and: present the case to the class or a group; use standard English appropriately; evaluate its effectiveness. Explore how ICT or other use of multimodality might support this. (e.g. develop a PowerPoint presentation.)
• Understand how persuasive writing can be adapted for different audiences and purposes, e.g. by using formal language where appropriate, and how it can be incorporated into or combined with other text types.
Task: Students chose one issue that is happening to people today that they felt was unfair. They came up with three arguments (focal points) for that topic and found supporting evidence from various sources. From there, they wrote a letter to raise awareness, hoping that they could make a difference to give others equal opportunities.
Assessment Tool: Checklist and notes
Reflection: this was very interesting!
STP Summative Assessment
Date: 28 April 2017
Learning Outcomes:
Social Studies:
Human systems and economic activities
•Be able to identify ways in which people work together for mutual benefit
Social organisation and culture
•Know about ways in which the communities, cultures and societies in the countries they have studied affect each other
•Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups
PSPE- Identity:
• Reflect on how they cope with change in order to approach and manage situations of adversity.
• Use understanding of their own emotions to interact positively with others.
• Recognise, analyse and apply different strategies to cope with adversity.
• Identify causal relationships and understand how they impact on the experience of individuals and groups.
• Use emotional awareness and personal skills to relate to and help others.
Interactions:
• Develop a shared plan of action for group work that incorporates each individual’s experiences and strengths
• Apply different strategies when attempting to resolve conflict
• Reflect on shared and collaborative performance
• Reflect critically on the effectiveness of group during and at the end of the process
• Build on previous experiences to improve group performance
• Work towards a consensus, understanding the need to negotiate and compromise
Language Arts: English -- Speaking and Listening
• Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs/groups to develop oral presentations
• Use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context
• Select listening behaviours to suit purpose and audience
• Organise thoughts and feelings before speaking
• Use a variety of processes and strategies when listening, e.g. ask questions to seek confirmation
Argue persuasively and defend a point of view.
Organise thoughts and feelings before speaking
Present their own point of view and respect the views of others
Language Arts: English -- Viewing and Presenting
- Show how body language, e.g., facial expression, gesture, movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning.
- Realise that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience.
Language Arts: English - Reading
• Identify relevant and reliable information and decide on appropriate ways to use it upon a wide knowledge base to comprehend, e.g., text structure and organization, grammar, vocabulary.
Language Arts: English -- Writing
• Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
Task: Students worked in groups where they decided on one human rights topic and how it can affect equality. They created a performance (song, dance, skit, etc.) that showed their understanding as well as brought awareness to the issue to their audience.
Assessment Tool: Checklist and note
Date: 28 April 2017
Learning Outcomes:
Social Studies:
Human systems and economic activities
•Be able to identify ways in which people work together for mutual benefit
Social organisation and culture
•Know about ways in which the communities, cultures and societies in the countries they have studied affect each other
•Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups
PSPE- Identity:
• Reflect on how they cope with change in order to approach and manage situations of adversity.
• Use understanding of their own emotions to interact positively with others.
• Recognise, analyse and apply different strategies to cope with adversity.
• Identify causal relationships and understand how they impact on the experience of individuals and groups.
• Use emotional awareness and personal skills to relate to and help others.
Interactions:
• Develop a shared plan of action for group work that incorporates each individual’s experiences and strengths
• Apply different strategies when attempting to resolve conflict
• Reflect on shared and collaborative performance
• Reflect critically on the effectiveness of group during and at the end of the process
• Build on previous experiences to improve group performance
• Work towards a consensus, understanding the need to negotiate and compromise
Language Arts: English -- Speaking and Listening
• Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs/groups to develop oral presentations
• Use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context
• Select listening behaviours to suit purpose and audience
• Organise thoughts and feelings before speaking
• Use a variety of processes and strategies when listening, e.g. ask questions to seek confirmation
Argue persuasively and defend a point of view.
Organise thoughts and feelings before speaking
Present their own point of view and respect the views of others
Language Arts: English -- Viewing and Presenting
- Show how body language, e.g., facial expression, gesture, movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning.
- Realise that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience.
Language Arts: English - Reading
• Identify relevant and reliable information and decide on appropriate ways to use it upon a wide knowledge base to comprehend, e.g., text structure and organization, grammar, vocabulary.
Language Arts: English -- Writing
• Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
Task: Students worked in groups where they decided on one human rights topic and how it can affect equality. They created a performance (song, dance, skit, etc.) that showed their understanding as well as brought awareness to the issue to their audience.
Assessment Tool: Checklist and note
Reflection: this made me nervous because I am not good at singing.