The document outlines activities for students to complete as part of a learning scenario where they are shipwrecked on an island. The activities are designed to introduce students to tools and thinking routines to support their learning, including Bloom's taxonomy, thinking hats, graphic organizers, and key competencies. Students will draw maps, conduct SWOT analyses, design flags for their tribe, and use semaphore to communicate with other tribes. The final activity has students complete a PMI to reflect on their learning.

2. Blue Thinking Hat To help your group run smoothly you will need to take it in turns to ‘wear’ the blue thinking hat. The blue thinking hat is the ‘thinking’ or ‘process control’ thinking hat. This means that the person wearing the blue thinking hat will organise and coordinate the group for each activity. They will make sure everyone has a say, go or role in the group and after discussions bring everybody’s opinions together to make a final decision.

3. Unity! Over the next two days, you will need to work in a group with members of your class to complete a number of activities. You will need to work in unity with others. Use a y-chart to show what this should feel, look and sound like.

4. Abandon Ship! Your group is in on a ship in the middle of the Pacific Ocean. Your ship strikes a reef and the captain and all the crew are mortally wounded. Your group has 5 minutes to get to the lifeboats. There are many islands nearby. Grab all the survival materials you can collect. Thinking Routine: Chalk Talk Bloom’s Level: Remembering

5. Lifeboats! When you get to the lifeboat you realise there is only enough space in the lifeboat for each person to take one item. Each person must choose their most valuable item from the supplies you have gathered. Graphic Organiser: Tournament Prioritiser Bloom’s Level: Understanding (At each round you must explain to your group, why you have made your selections.)

6. Key Competency Reflection Point: Managing Self This key competency is about self motivation and having a can do attitude. Good self managers: ● Make personal goals ● Make plans and manage projects ● Set high standards ● Use strategies to meet challenges ● Are self motivated ● Are resourceful ● Are reliable ● Are resilient ● Are enterprising ● Act appropriately (independently and in a team) ● Can self assess and use success criteria to improve their learning

7. Land Ahoy! You spot a nearby island and you head towards it. You land your boat and of the island. You discover: • A lush tropical island • Mountains and plains • Clean water in rivers • Bamboo • Coral reefs • Coconut trees and bananas • Footmarks • Two human skeletons • Necklace • Smoke from the mountain • Growling noises from the forests Draw a map of the island. Bloom’s Level: Applying

8. Island! Now that you have explored the island, you must decide where to build a fort. Complete a SWOT analysis for the island. Graphic Organiser: SWOT analysis Bloom’s Level: Analysing Add four new features to your map (e.g. fresh water lake). Decide where to put your fort and draw it on the map. Strengths Weaknesses Opportunities Threats

9. Key Competency Reflection Point: Participating and Contributing This key competency is about being actively involved. Good participators and contributors: ● Makes connections with others ● Works well in a team ● Are Inclusive ● Balance rights, roles and responsibilities ● Contributes and care for groups of people, different places and the environment.

10. Rules! You have realised that as you will be stuck on the island permanently you will need some group rules. Use a copy of the fishbone diagram below to help you brainstorm some rules for your community. Graphic Organiser: Fishbone

11. Key Competency Reflection Point: Relating to Others This key competency is about talking and working with a variety of different people in different situations. Good relaters: ● Share ideas ● Negotiate ● Cooperate ● Recognise different points of view. ● Listen actively ● Take on different roles ● Are open to new ideas ● Know how their words and actions affect others.

12. Tribe! After a month of living on the island, you discover that there are 5 other groups of children from the boat that sank living on the island. They have created their own fort and own rules. You decide that to distinguish yourself from these other groups that your tribe needs it’s own flag. As a group, design a flag for your tribe, remember every symbol or colour chosen for a flag should have some meaning. Cooperative Thinking Tool: 1:4:P:C:R Bloom’s Level: Designing/Creating From your final design, make two copies of your flag…you will use these later.

13. Key Competency Reflection Point: Thinking This key competency is about thinking. Good thinkers are creative and critical and can: ● Make sense of information ● Build understanding ● Actively seek knowledge ● Use and create knowledge ● Reflect on learning ● Make connections ● Ask questions ● Challenge ideas, ● Make decisions and shape actions

14. Message! You decide to communicate with one of the other tribes on the island. The problem is that they are a long way away. However, you have just made flags for your tribe. Write a message and then use your flags to pass your message using semaphore to the other tribe. Bloom’s Level: Applying

15. Key Competency Reflection Point: Language, Symbols and Texts This key competency is about communicating and making meaning. Language, symbols and text may be: ● Written ● Oral (speaking) ● Aural (listening) ● Visual (e.g. diagrams, symbols) ● Mathematical Good communicators: ● Understand ● Interpret ● Respond ● Express themselves ● Confidently use ICT ● Are aware of audience ● Are flexible

16. Group Reflection Complete a PMI to reflect on the process and new learning we have experienced whilst working through our Tuning In scenario. Bloom’s Level: Evaluating I Ideas M Minuses P Pluses