Almost all big journeys begin with an idea, and from that idea a plan is presented, aided with scaffolding steps. Once the plan has been put on the table aided by scaffolding steps, resources are then next to help gather and organise the missing gaps. Seeing through the eye's of a foreigner is no different to this plan. The whole concept of this idea was for the learners to look into the world through someone elses eye's through a variety of collective and collaborative ICT tools. By doing this, the learners would become more understanding, sympathetic and knowledgeable to thousands of foreigners, asylum seekers and refugees that come into Australia every year. This Unit provides a great opportunity for learners to engage in and form new knowledge, and develop higher order thinking as they analyse and move beyond content recall. Students develop and form their own opinions and beliefs about the topic and reflect on how they can make a difference in the world around them. Bloom's Taxonomy was used for this journey and Bloom outlined that many journeys should be explored to establish effective learning. These journeys have been adapted to suit the overall journey and are as outlined below;
Journey 1: Knowledge - establish and construct it
Journey 2: Comprehension - interpret the knowledge and categorize it, make meaning of it
Journey 3: Comprehension Continued - interpret the knowledge and categorize it, make meaning of it.
Journey 4: Analysis - compare the knowledge, 'select' and 'sort' it, establish useful from less useful.
Journey 5. Application - put the knowledge to use, 'construct' and 'build' with it.
Journey 6. Synthesis - syncronise the knowledge, put all of the pieces together, review it and summarise it.
Journey 7. Evaluation - reflect and question the process, explain it and draw conclusions.
(Department for Education and Child Development, 2008)
Included in this lesson has been several ICT tools to help enhance, engage and scaffold learning. Technology is a very important part of this journey because without it, it would be very difficult to achieve the same result of education and engagement. Hence this journey has been created using different ICT.
The learning essentials (by the end of year 7) have been chosen and used as a guide for the learning. Studies of Society and Environment (SOSE) is the center piece and focus of this learning journey and it is difficult to dismiss curriculum cross overs. Other curriculum links are included but is not limited to that of; Information and Communication Technologies (ICT) and English Literacy.
The different realms of SOSE that will be explored throughout this learning journey are;
Australian citizenship involves values, attitudes and actions related to political equality and civil and human rights
Australia’s relationship with its Asian and Pacific neighbours is linked to events over a range of time periods, including events associated with the “White Australia” policy, refugees and immigration, free-trade agreements and military alliances.
Collecting and analysing information and evidence from primary and secondary sources
Evaluating sources of information and evidence for relevance, reliability, origins and perspective
Reflecting on learning, apply new understandings and identify future applications.
(Queensland Studies Authority, 2010)
As outlined above that other curriculum links are included. One of those links is ICTs. Throughout the learning journey learners will;
Plan, conduct and manage structured searches and advanced searches for data and information in response to questions
Express and creatively represent ideas, information and thinking
Creatively document and present their planning, thinking and learning using a combination of media
Develop operational skills and begin to use the extended functionality of a range of ICT devices
Collaborate, develop, organise and present new ideas
Apply suitable or agreed communication conventions and protocols.
(Queensland Studies Authority, 2010)
Also throughout this learning journey, learners will use and practice their English literacy to
Identify main ideas and the sequence of events, make inferences and draw conclusions based on ideas and information within and across texts
Reflect on learning, apply new understandings and identify future applications.
(Queensland Studies Authority, 2010)
Learners will discover that:
Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.
Bloom's Taxonomy was used for this journey and Bloom outlined that many journeys should be explored to establish effective learning. These journeys have been adapted to suit the overall journey and are as outlined below;
Journey 1: Knowledge - establish and construct it
Journey 2: Comprehension - interpret the knowledge and categorize it, make meaning of it
Journey 3: Comprehension Continued - interpret the knowledge and categorize it, make meaning of it.
Journey 4: Analysis - compare the knowledge, 'select' and 'sort' it, establish useful from less useful.
Journey 5. Application - put the knowledge to use, 'construct' and 'build' with it.
Journey 6. Synthesis - syncronise the knowledge, put all of the pieces together, review it and summarise it.
Journey 7. Evaluation - reflect and question the process, explain it and draw conclusions.
(Department for Education and Child Development, 2008)
Included in this lesson has been several ICT tools to help enhance, engage and scaffold learning. Technology is a very important part of this journey because without it, it would be very difficult to achieve the same result of education and engagement. Hence this journey has been created using different ICT.
The learning essentials (by the end of year 7) have been chosen and used as a guide for the learning. Studies of Society and Environment (SOSE) is the center piece and focus of this learning journey and it is difficult to dismiss curriculum cross overs. Other curriculum links are included but is not limited to that of; Information and Communication Technologies (ICT) and English Literacy.
The different realms of SOSE that will be explored throughout this learning journey are;
- Australian citizenship involves values, attitudes and actions related to political equality and civil and human rights
- Australia’s relationship with its Asian and Pacific neighbours is linked to events over a range of time periods, including events associated with the “White Australia” policy, refugees and immigration, free-trade agreements and military alliances.
- Collecting and analysing information and evidence from primary and secondary sources
- Evaluating sources of information and evidence for relevance, reliability, origins and perspective
- Reflecting on learning, apply new understandings and identify future applications.
(Queensland Studies Authority, 2010)As outlined above that other curriculum links are included. One of those links is ICTs. Throughout the learning journey learners will;
- Plan, conduct and manage structured searches and advanced searches for data and information in response to questions
- Express and creatively represent ideas, information and thinking
- Creatively document and present their planning, thinking and learning using a combination of media
- Develop operational skills and begin to use the extended functionality of a range of ICT devices
- Collaborate, develop, organise and present new ideas
- Apply suitable or agreed communication conventions and protocols.
(Queensland Studies Authority, 2010)Also throughout this learning journey, learners will use and practice their English literacy to
- Identify main ideas and the sequence of events, make inferences and draw conclusions based on ideas and information within and across texts
- Reflect on learning, apply new understandings and identify future applications.
(Queensland Studies Authority, 2010)Learners will discover that:
- Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.
(Queensland Studies Authority, 2010)