DEC Scan Journal : Volume 33 Issue 2
2014 Volume 33, Issue 2 14 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews develop their own inquiry questions across a range of KLAs. Teachers of Stage 4 gave their classes curriculum- related clues where the answer was a letter. All the letters made The word – DIVISION. Students, in groups, created a question for all of their subjects to which the answer was DIVISION. The word division was chosen because it could be used in all subjects, obviously in Mathematics; in Human Society and its Environment (HSIE) as in social division and in Science as in cell division. Students wrote their questions on a prepared sheet, handed them in and the best correct questions won a prize. In 2014 we hope to play the game again, perhaps with The number instead, using feedback from staff about the practicalities of the game. Some of the Stage 4 syllabus outcomes met by The word are outlined in the table on the left. The Renaissance game Inspired by suggestions from a Visual Arts teacher and a Technological and Applied Studies (TAS) teacher, this cross-curricular game for Stage 4 combined a CSI-type crime and a quest, modelled on the idea of the television show The amazing race. It was played in three levels. Level 1 The Year 9 Drama class performed prompts in the quad at lunchtime, introducing our time traveller, Leo (based on inventor and artist Leonardo da Vinci) and students were invited to guess the time period–the Renaissance. Leo had travelled to 2013 and wanted to stay. Those who guessed correctly won a canteen voucher. STAGE 4 SYLLABUS OUTCOMES FOR THE WORD GAME English K – 10 EN4-9E A student: uses, reflects on and assesses their individual and collaborative skills for learning Mathematics K –10 MA4-1WM A student: communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols MA4-2WM A student: applies appropriate mathematical techniques to solve problems MA4-3WM A student: recognises and explains mathematical relationships MA4-4NA A student: compares, orders and calculates with integers, applying a range of strategies to aid computation Science K – 10 SC4-4WS A student: identifies questions and problems that can be tested or researched and makes predictions base on scien- tific knowledge SC4-5WS A student: collaboratively and individually produces a plan to investigate questions and problems SC4-14LW A student: relates the structure and function of living things to their classification, survival and reproduction SC4-15LW A student: explains how new biological evidence changes people’s understanding of the world Geography Years7–10 A student: 4.8 describes the interrelationships between people and environments 4.9 describes differences in life opportunities throughout the world The Mona Who? Parkes High School students play cross curricular literacy games ... this type of cross-curricular activity could be adapted for a different historical period or to emphasise different sets of learning skills in Geography, Science, Languages or Creative Arts. The possibilities are endless.
Volume 33 Issue 3
2014 Issue 1