ASSESSMENT: AS LEARNING OF LEARNING FOR LEARNING(p.184 English K-10 Syllabus)
• plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)• plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACEY1720, ACEY1731)• use and reflect on metacognitive processes used for planning, including brainstorming, mindmapping, storyboarding, role-play and improvisation(EN4-9E)• identify, plan and prioritise stages of tasks, making use if organisational strategies such as drawing up a schedule, monitoring progress and meeting deadlines (EN4-9E)• understand the roles and responsibilties of individuals in groups, performing an allocated role responsibly in a group and assessing the success of individual and collaborative processes (EN4-9E)
The personal and social capability involves students in a range of practices including recognising and regulating emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.The Australian Curriculum: English assists students to develop theskills necessary to investigate, analyse and communicate ideas andinformation related to sustainability, and to advocate, generateand evaluate actions for sustainable futures.
The HSC is a bluntinstrument ...… and we are all being beaten to death by it one mindless, pre- prepared essay at a time.
I have enjoyed the fact that this project based learning seems to unite more the work done in class and the work done at home. Especially when done with Edmodo, and in groups, the classes and homework become less separate. Without this it is very much learning the information at school and then working on something with that information at home to get a good mark, whereas the project-based learning sort of unites these two better together, as its all just working together with the class to create or finish something. Has it challenged me to think differently as a learner or about English. I would have to say probably not, but I dont think this is the fault of the project-based learning but rather the fault of the way that teachers are required to teach in school. It seems to me that school is completely driven by the HSC test at the end of the year. Far less do you hear a teacher say "this is interesting to know" than you hear "you will need to know this for the HSC".Since everything is focused around this test that gets you into university or tafe or whatever, I dont really think you consider yourself as a learner at school but rather as going through a year of obstacles, that if you achieve well in, you will later be able to do the important learning at university or tafe or wherever. Since school is run by the HSC people view school as a means to get to a place where you learn, not as a place where you learn. So I dont think under this that project based learning can change the way I think as a learner, because the goal of school is only to get somewhere else, not to learn. This is in my opinion :P However I would say that this is not true all the time :P
Year 8Poetry – narrative poetry:DQ: ‘Can storytellers change how we see the world? ’Product: Collaborative poem. Individual monologue.Audience:Present poems to class & year group.
Year 8Shakespeare – A Midsummer Night’s Dream:DQ: ‘What is true happiness?’Product: 60 second Shakespeare skit.Class documentary.Audience: Family and friends.
Year 9Poetry – protest poetry:DQ: ‘Can people use their voices to bring about positive change?’Product: Collection of protest poems.Audience: Published collection online: "Poems for the Silenced." Selected poems published in OzTeacher magazine.
Year 9Literature CirclesDQ: What makes a book a ‘good read’?Product:Book trailer.Audience: Online – book trailer uploaded to YouTube.
Year 9Passion Project: Cause We CareDQ: How can we raise awareness In our local community about a charity or cause we feel passionately about?Product: make posters, a documentary, a short film, a PowerPoint, a prezi, a blog, a website, social media campaign (etc.) to raise awareness for cause/communityAudience:Online and news media coverage.
Year 10Poetry:DQ: ‘Can Cyborgs Write Poetry?’Product:Own poem conveying response to DQ.Video representation of poem.Audience:Online - video uploaded to YouTube.
Year 10Poetry:DQ: ‘Why do emos write poetry?’Product:Critical essay on two poems.Collaborative podcast.Audience:Present podcasts to guest expert Craig Schuftan (author and producer at Triple J).
Year 10Novel: Catcher in the RyeDQ: Can stories help young people in the 21st century develop resilience?’Product:Anthology of short stories published as an eBook.Audience:Book launch with family & friends.
Year 10Shakespeare – Macbeth:DQ: ‘Is the tragedy of Macbeth relevant today?’Product:Entry into a promotional poster design competition.Audience:Posters displayed in the library.
Year 10AOS: Individual and Authority:DQ: ‘How can we make a film for an online community to change peoples view on individuals and authority?’Product:Short film.Audience:Class film-fest and selected films uploaded to YouTube.
Year 12 – EE1Creative writing – Romanticism:DQ: ‘Should artists challenge the ways of thinki ng of their contemporaries?’Product: Collaborative novella.Audience: Published online as an eBook.
Year 12 – EE1Critical composition & representation:DQ: ‘How can we make a website that helps Year 12 students ace the EE1 elective Romanticism ?’Product: Build a website as a team.Audience: Website launch with special guests – Prof Will Christie, Dr Jen Scott Curwood, pre-service English teachers and family.
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