How do you link a future-focused pedagogy with the curriculum?

How do you link a future-focused pedagogy with the curriculum?

Twenty-first-century skills can be included in the classroom through:

real-world, project-based learning projects

creating lessons that promote critical thinking, communication, collaboration and creativity.

Learning intentions

Knowledge and understanding and process and production skills defining and solving problems through digital systems, critical and creative thinking and applying computational thinking.

Exploration of teaching and learning strategies including general capabilities and cross curriculum priorities.

Investigation of relevant digital tools and technologies including: SAMR model for a technology, Computational Thinking, websites and ACARA Technologies Curriculum

Level Description - Years 1 and 2

Achievement Standard -Years 1 and 2

Content Descriptors - Years 1 and 2. The descriptors are divided into two sections i.e. Knowledge and Understanding/Process and Production Skills.

You are able to compare the Digital Technologies Curriculum Learning Area with the Design and Technologies Learning Area for the Foundation/Prep Year Levelhere.

Note how Foundation now has its own Year Level. Each time you engage with the Australian Curriculum Website you will deepen your knowledge of the Technologies Learning Area.

Lets take a look at a few theoretical frameworks and models that may be used by educators when considering the use of technologies when teaching Digital Technology or their use in other learning areas. Dont worry, you do not need to know the models we will explore in detail, but you do require a beginning understanding. You will need to demonstrated some knowledge of these frameworks for your assessments.

We will start with the SAMR Model. SAMR stands forSubstitution(Technology acts as a direct tool substitute with no real functional change),Augmentation(Technology acts as a direct tool substitute with functional improvements),Modification(Technology allows for significant task redesign) andRedefinition(Technology allows for the creation of new tasks previously inconceivable).

EDTE260

Assessment Task 1

Part A: Design a PBL experience and share via a website.

Link: (insert your URL here)

Checklist: Make sure you have included:

Homepage

Intro to the site

Setting the context

Course code

Student Name

Tut. Group

LIC / tutor

Challenge Problem or Question Statement

Sustained Inquiry

Assessment Strategy

Work Samples

Part B: Reflection (400 words)

This page should be in correct APA 7 formatting and with correct referencing, if applicable.

Unit Title

7651115-353059QCAA Effective Planning 2019

00QCAA Effective Planning 2019

KLA:

Year Level:

Duration:

General Capabilities -121812078200Literacy -292682078200Numeracy -260351905000Ethical Understanding -326390952500Intercultural Understanding 963930571500Sustainability

Cross Curriculum Priorities

-259202297500Critical & Creative Thinking -29325265600Personal & Social Capability -33655254000Digital Literacy 1009015000Aboriginal and Torres Strait Islander Histories & Culture 9766873048000Asia and Australias Engagement with Asia

Unit Overview

Lessons in Sequence:

L1:

L2:

L3:

Curriculum v:

Achievement Standard Content Descriptors

Curriculum v:

Achievement Standard Content Descriptors

Curriculum v:

Achievement Standard Content Descriptors

Unit Outcomes

Learning Intention: Success Criteria:

We are learning to:

*

* We are successful when we can:

*

*

Assessment

Assessment Task Differentiation

At Level Beyond Level

Lesson 1:

Learning Intention: (from the Achievement standard)

Success Criteria: (from the Content Descriptors)

Lesson Sequence:

Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. Include differentiation if applicable.- teaching strategies Resources:

Reflection:

Lesson 2:

Learning Intention: (from the Achievement standard)

Success Criteria: (from the Content Descriptors)

Lesson Sequence:

Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. Include differentiation if applicable.- teaching strategies Resources:

Reflection:

Lesson 3:

Learning Intention: (from the Achievement standard)

Success Criteria: (from the Content Descriptors)

Lesson Sequence:

Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. Include differentiation if applicable.- teaching strategies Resources:

Reflection:

Website Title: Exploring Our Community - A Project-Based Learning Experience for Grade 1**

**1. Home Page:**

- Welcome to the "Exploring Our Community" website, designed to provide educators with a comprehensive resource for implementing a project-based learning sequence that engages Grade 1 students in exploring their local community.

- **Course Code:** XYZ456 | **Student Name:** [Your Name] | **Tutorial Group:** T2B | **LIC/Tutor:** [Tutor's Name]

**2. Challenging Problem or Question Statement:**

- **Problem Statement:** How can Grade 1 students contribute to making our community a better place through design and innovation?

- **Justification:** This project aligns with the Design and Technologies Curriculum by fostering creativity, problem-solving, and collaboration skills in young students while promoting community engagement and social responsibility.

**3. Sustained Inquiry:**

- **Activity 1: Community Mapping and Design (Bloom's Taxonomy, Gardner's Multiple Intelligences)**

- Students will create a map of their community using digital tools, identify areas for improvement, and design solutions to enhance community spaces, engaging their spatial intelligence and critical thinking skills.

- **Activity 2: Community Helper Interviews (Digital Play Framework)**

- Students will conduct virtual interviews with community helpers using video conferencing tools, gaining insights into different roles in the community and developing their communication and digital literacy skills.

- **Activity 3: Community Project Proposal (SAMR Model)**

- Students will collaborate to develop a proposal for a community project using ICT tools to enhance their project at the redefinition level of SAMR, integrating technology to create innovative solutions for community needs.

**4. Assessment Strategy:**

- Students will be assessed based on their ability to:

- Demonstrate understanding of community mapping and design principles.

- Communicate effectively with community helpers during interviews.

- Develop a well-considered community project proposal that addresses a real-world issue.

- Rubrics and assessment criteria will be provided for each activity to guide students and teachers in assessing learning outcomes.

**5. Work Samples:**

- Annotated work samples showcasing exemplary student work for each activity and the final community project proposal will be provided, demonstrating creativity, critical thinking, and collaboration skills in Grade 1 students.

**References:**

- Include references to relevant literature, programs, and resources used in developing the project-based learning experience.

- Hyperlinks to websites, YouTube clips, and additional information to enhance educators' understanding and implementation of the PBL sequence.

This website aims to serve as a valuable resource for educators seeking to engage Grade 1 students in a meaningful project-based learning experience centered around community exploration, design thinking, and ICT integration. By fostering creativity, collaboration, and social awareness, this project encourages young learners to become active contributors to their community while developing essential 21st-century skills.