Rugby World Cup
Section Five
Context: Rugby World Cup Year Group: 5/6 Duration: 3½ weeks
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Learning Experiences
In groups write a conceptual statement "What do you want to achieve... We want to... " (as teacher modelled in learning experience 2) Use newsprint sheets to develop ideas... |
AO's
1,2,3,4 |
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7. Each student writes in one corner, then they come together, share ideas and write the conceptual statement in the middle. Share with other groups and gain consensus/debate whether more should be added. All students have to be happy with the conceptual statements as they will be working together toward the same event. Students to determine what they need to know and why, and who/how they may be able to find this out from. Write a clear list – this will be handed in for the teacher to check over. |
5 |
Visit the OnTV studio and participate in a workshop session where a short piece of film is created by the students. This directly relates to the video group, and provides all children with some skill learning in the area of video productions. (needs to be booked in advance)
Predetermined Learning Outcomes
Create a short video presentation to demonstrate the skills of using a video camera
(Skill Outcome)
AO's
1
Assessment Criteria
Use a video camera effectively to produce a short video presentation as per guidelines discussed (at Capital E)
Assessment Strategies
See www.capitale.co.nz – they organise everything, teacher free to observe, learn and help students.
Assessment through observation
Meet with group and rank brief ideas to produce a group brief with attributes identified
These will be modified as the group works through their technological practice.
Predetermined Learning Outcomes
Develop a brief for their part of the technological process
(Knowledge outcome)
AO's
5
Assessment Criteria
Identify a need or opportunity appropriate to the established context or issue and develop a conceptual statement to communicate what they are developing and why.
Develop a brief for their group which reflects this conceptual statement and attributes identified.
Undertake if necessary a refinement or modification of their brief as their knowledge develops (including understandings of the context/issue and feedback from direct stakeholders).
Reference:
Compton & Harwood, Making progress on progression in technology: 'Components of Practice' as key features for the development of a progression matrix in New Zealand, www.techlink.org.nz
Assessment Strategies
Collect the individual briefs and check – this will give a good indication of those who understand and those who don't understand the requirements of a brief. There may need to be some re-teaching during the unit to ensure all students have this skill
(refer to techlink case studies for further examples of brief development).
Check, through reporting sessions and individual journals, that the brief is being modified as necessary – specific journal session can be used to focus entries for assessment purposes.
