Looking forward by looking back.

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Looking forward by looking back. by Mind Map: Looking forward by looking back.

1. Community assets from school context linked to and used in your unit

1.1. Newcastle City Council Waratah http://www.newcastle.nsw.gov.au/Living/Our-City/Suburbs/Waratah.aspx

1.2. Maroba Aged Care Facility; The Lodge Edith St, Waratah 2298 The Lodge - Maroba Caring Communities https://www.maroba.com.au/accommodation-options/the-lodge/

2. School Context

2.1. Waratah West Public School

2.2. Stage 3 Years 5/6

3. Global Education Perspective: Identity and cultural diversity – an understanding of self and one’s own culture, and being open to the cultures of others.

3.1. ACTION & PARTICIPATION Consider the concept of change and express ideas about change. Participate in activities that promote understanding about change.

3.2. VALUES & ATTITUDES Develop positive attitudes towards the future. Recognise that children have the capacity to shape the future. A willingness to learn from the experience of others.

3.3. KNOWLEDGE & UNDERSTANDING An understanding of the causes and consequences of change and strategies available to manage change. Understand that change is ongoing and a natural part of life. Recognise changes that occur in self and community.

3.4. SKILLS & PROCESSES Research and enquiry skills, evaluating and organising information, extrapolation and prediction and problem-solving skills in order to take personal or group action. Consider future possibilities. Recognise cause and effect.

3.4.1. Browett, Julie and Ashman, Greg 2008, Thinking Globally: Global perspectives in the early classroom, Curriculum Corporation, Carlton South

3.4.2. Global Perspectives: A framework for global education in Australian schools. (2008). 3rd ed. [ebook] Carlton South: Education Services Australia. Available at: http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf [Accessed 5 Jun. 2018].

4. Big Picture Theme

4.1. Change Past, present and future.

5. Core Values

5.1. Understanding, Tolerance and Inclusion Be aware of others and their cultures, accept diversity within a democratic society, being included and including others

5.2. Respect Treat others with consideration and regard, respect another person’s point of view

6. Global Values

6.1. Positive attitude towards diversity and difference. a sense of community

6.2. a sense of community

7. NSW General Capabilities

7.1. Critical and creative thinking

7.2. Information and communication technology capability

7.3. Intercultural understanding

7.4. Personal and social capability

7.5. Difference and diversity

8. NSW Cross Curriculum Priority

8.1. Asia and Australia's engagement with Asia

8.2. Aboriginal and Torres Strait Islander histories and cultures

9. Integrated KLAs..

9.1. History HT3-3 HT3-4 HT3-5 -The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, sciences, the arts, sport. -use sources such as oral history to research stories of migration to Australia, including the experiences of ONE Asian family, explaining reasons for migration.

9.2. Science and Technology ST3-5WT -developing a design brief individually and in collaboration with others. -developing design criteria that considers, where relevant, function, aesthetics, social and environmental considerations. -selecting and using techniques for documenting and communicating design ideas to others, eg drawings, plans, flow charts, storyboarding, modelling and presentations, using digital technologies. -self or peer assessing the final product by using the established design criteria. -for a design project, selecting and safely using a range of tools, equipment and related techniques to cut, edit, join, manipulate and shape materials and/or information

9.3. English EN3-5B -compose more complex texts using a variety of forms appropriate to purpose and audience. -identify and use a variety of strategies to present information and opinions across a range of texts. -discuss the conventions of a range of complex texts, eg layout conventions in print and digital texts.

10. Students will endeavour to predict how the world will be in the future and in doing so they will team up with a local aged care facility to investigate the differences between the residents experiences growing up, to that of the students'. Together they will develop a technological text exploring their discussions and research and how they feel the world will progress in the next 30 to 50 years, as well the differences between their own eras. The groups will need to consider how we will overcome any negative outcomes they foresee and in doing so accept that they are able to affect the future.