Gifted and Talented Education
Extract from Support package: Curriculum differentiation
Stage 4
Interdisciplinary Project
The Interdisciplinary Project (IDP): A cross-curricular
enrichment strategy
Acknowledgements
Peter Heath, GAT Coordinator and HT History
Paul Owens, HT Administration
Jo Wright, HT Creative Arts
No. 7. Sample unit: A cross-curricular enrichment strategy
Context
e Interdisciplinary Project (IDP) is a structured cross-curricular enrichment
strategy for high-ability students in Year 8. By compacting the Stage 4 curriculum
in all subject areas we “buy time” from traditional subject areas, allowing students to
engage in learning strategies across the curriculum. Students are given the opportunity
to complete a rich task of high intellectual quality and present their findings to a
variety of audiences. e project encourages genuine “stretch’’ in learning through
the application of creative problem solving strategies and engagement with the real
world. is paper outlines the aims, rationale and organisation of a project which last
year was presented as an International Games Expo.
Rationale, aims and development
Sydney Technical High School is a selective school which offers the IDP as a
cross-curricular enrichment strategy to students in Year 8 in the Student Extension
Program (SEP). SEP is an ability grouping program for Years 7 and 8 students. In
Year 7, SEP students are grouped according to their ability using their scores in the
General Ability and English components of the Selective Schools Test. In Year 8,
SEP students are grouped according to a range of criteria, including their classroom
performance in Year 7.
e idea of offering students a project across traditional subject areas evolved from
the evaluation of the SEP program in 1999, which indicated that students would
benefit from a more structured approach to extension and enrichment in all subject
areas. In order to do this effectively there needed to be some compacting of the
traditional curriculum to “buy time” for truly challenging learning. e idea of a
cross-curricular program developed from the observation that students tended to
compartmentalise their learning into traditional subject areas and often lose the “big
picture” approach to problem-solving which is encouraged in primary school. It was
hoped that structured enrichment in the form of a cross-curriculum project would
address these issues.
us, the project’s aims were: to extend and provide challenge in learning, to enhance
transfer of learning between disciplines, and to encourage students to pose and solve
complex, real-life problems, both autonomously and collaboratively.
e project has now been running for four years, and each year has responded to
student and staff feedback; it continues to be modified and to evolve. Last year, in
particular, we attempted to embrace the ideas of productive pedagogy and to develop
a rich task of high intellectual quality which involved students in considerable
engagement with the real world. e actual task was developed collaboratively with
significant staff and student involvement in the development of both topic and task.
e topic of games was suggested. A generic rich task was created and supported by
the development of specific rich tasks. Students were then given the opportunity to
adapt and modify the task in negotiation with their teacher mentor. us, the process
involved the collaboration of a considerable proportion of the school community
(approximately a third of the staff ) in the process from the beginning to the end of
the project.
40
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The task
e topic in 2003 was an International Games Expo, in which small teams of students
were expected to complete the following task:
Identify, analyse and resolve problems and issues in completing a specific
IDP task in relation to a game or games. e project may take many forms,
for example: inventing, redesigning, performing and/or marketing. It should
cross several disciplines, but students may wish to explore some subject areas
in more depth than others. Students are expected to make connections with
the real world and to consider the social, cultural and ethical issues involved in
games. e final presentation will utilise three main modes: oral/aural, visual/
graphic and technological, and will be made at an international games expo in
front of appropriate audiences.
Using the generic task, each team was asked to develop their own specific tasks
using project language descriptors (“identify”, “analyse” and “evaluate”, “theorise”,
“engage”, “resolve”, “present”). Four specific tasks were also provided as models: these
included, e hundred metres sprint, Sporting celebrities, Soccer Australia, Drugs in sport
and Games and popular culture. Again, these could be modified or adapted by students.
e end product was to be an International Games Expo, in which students would
exhibit and present their findings to a variety of audiences consisting of parents,
guests, students and teachers.
Students were expected to keep a process diary throughout the project and this was
monitored. e diary was an individual reflection which documented the evolution
of the project and the student’s ability to solve problems in a rigorous way. Diaries
were intended to be a record of the process and an insight into the students’ thoughts,
discoveries and learning. Students were formally evaluated at the conclusion of
the project and were an important part of the process component of the project
evaluation.
Project management
e thirty students in the SEP class organised themselves into eight small teams of
3–5 students each. ey were given ten weeks (approximately 30 x 80-minute periods
or 40 hours) to complete their task for presentation at the expo.
is was made possible by compacting the Stage 4 curriculum in all subjects for the
Year 8 SEP class. e periods “bought” came from all subject areas and required
students to complete course outcomes in all subjects earlier than would otherwise
be the case.
Teachers were asked to nominate a number of periods in each subject on a pro rata
basis which became dedicated IDP periods and timetabled as such over a ten-week
period. For example, English “gave” seven periods out of a possible thirty, Science
“gave” five, Art “gave” three etc. Dedicated IDP periods were booked in the library
unless otherwise requested. Teams were required to bring everything they needed
to these periods e.g. project proposal, process diaries, project folder and any other
resources.
Each IDP team chose a mentor from their class teachers to give specific help with
their project. e role of teacher mentor was to help and supervise the team from the
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41
initial period of task negotiation, the achievement of project and subject outcomes,
through to the completion of the task. Mentors worked closely with their teams,
both in and out of dedicated IDP periods, and proved to be a significant factor in the
success of the project.
The presentation
Each team made its presentation at an International Games Expo which was held
in the school library over three days to a variety of audiences consisting of students
from a neighbouring primary school, students from our school, and culminating in
an evening presentation to family and friends.
e library was divided into eight spaces or expo booths, one for each team. ese
booths consisted of attractive visual displays (such as an ethical code of conduct for
sports personalities), museum artefacts (such as early Olympic running shoes and
starting blocks), interactive computer games designed by students and PowerPoint
presentations. Students were expected to speak to visitors not only about the
social, cultural and ethical issues raised in their project but also on task design and
management issues.
e final presentation evening began with a debate on the proposition: “at the
game is more important than the result”. After the debate visitors were encouraged
to move freely from one team’s booth to another over a period of approximately an
hour and a half. e staff was invited to formally assess teams’ presentations during
this period.
Assessment
e project was assessed by both formative and summative means. Formative
evaluation consisted of regular interviews by mentors and periodic monitoring of
individual process diaries. Project proposals for tasks were negotiated and approved
before teams proceeded. Summative evaluation included assessment of processes and
products by individuals, peers and teachers on a set of agreed criteria. e outcomes
were included in the assessment for the end-of-year report. Awards of excellence
were issued for outstanding projects and commendation given to others.
Evaluation
Both students and teachers were very positive about the project and believed it to be
highly effective. Student comments included:
I thoroughly enjoyed the IDP and believe I came away from it with some
useful knowledge in group management and in research skills.
e expo was a great success … I’d love to do it again.
e best part of the IDP was the presentation part … however, it wasn’t all fun
and games. ere was a whole lot of theoretical work and a lot of researching
to find the information on our topic … is project was certainly the best
group project I’ve been involved in.
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More specifically, students reported that they had improved learning outcomes in
the following areas: research skills, problem-solving, working across subject areas,
communication skills, group work, creativity, lateral thinking and thinking skills.
(Created by Sydney Technical High School, Bexley)
e complete version of this enrichment task is available at
http://www.curriculumsupport.nsw.edu.au/gats/index.cfm
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43
IDP 2003 INTERNATIONAL GAMES EXPO
The IDP incorporates a range of knowledge, understanding, skills, values and
attitudes objectives.
SUBJECT OUTCOMES
ENGLISH
A student:
• responds to and composes texts for understanding, interpretation, critical analysis
and pleasure (1)
• uses a range of processes for responding to and composing texts (2)
• responds to and composes texts in different technologies (3)
• uses and describes language forms and features, and structures of texts
appropriate to different purposes, audiences and contexts (4)
• makes informed language choices to shape meaning with accuracy, clarity and
coherence (5)
• draws on experience, information and ideas to imaginatively and interpretively
respond to and compose texts (6)
• thinks critically and interpretively about information, ideas and arguments to
respond to and compose texts (7)
• makes connections between and among texts (8)
• demonstrates understanding that texts express views of the broadening world and
relationships within it (9)
• identifies, considers and appreciates cultural expression in texts (10)
• uses, reflects on and assesses individual and collaborative skills for learning (11).
MATHEMATICS
A student:
• identifies relationships and the strengths and weaknesses of different strategies and
solutions, giving reasons (WMS4.4)
• links mathematical ideas and makes connections with, and generalisations about,
existing knowledge and understanding in relation to Stage 4/Stage 5.1 content
(WMS4.5, WMS5.1.5)
• creates, records, analyses and generalises number patterns using words and
algebraic symbols in a variety of ways (PAS4.2)
• groups data to aid analysis and constructs frequency and cumulative frequency
tables and graphs (DS5.1.1)
• constructs arguments to prove geometrical results (SGS5.3.1).
SCIENCE
Knowledge and Understanding
A student:
• identifies areas of everyday life that have been affected by scientific developments
(4.3)
• identifies and describes energy changes and the action of forces in common
situations (4.6)
• applies models, theories and laws to situations involving energy, force and motion
(5.6)
• relates the interactions involved in using some common technologies to their
underlying scientific principles (5.12).
GAT Unit
Curriculum K-12, NSW DET
2004
Skills
A student:
• clarifies the purpose of an investigation and, with guidance, produces a plan to
investigate a problem (4.13)
• uses creativity and imagination to suggest plausible solutions to familiar problems
(4.21)
• undertakes a variety of individual and team tasks with guidance (4.22).
HISTORY
Knowledge and Understanding
A student:
• describes and explains the nature of history, the main features of past societies and
periods and their legacy (4.1)
• recognises the ways in which historical meanings can be constructed through a
range of media (E4.2)
• sequences major historical events or heritage features, to show an understanding of
continuity, change and causation (E5.3).
Skills
A student:
• identifies different contexts, perspectives and interpretations of the past (4.7)
• locates, selects and organises relevant information form a number of sources,
including ICT, to conduct basic historical research (4.8)
• uses historical terms and concepts in appropriate contexts (4.9)
• selects and uses appropriate oral, written and other forms, including ICT, to
communicate effectively about the past (4.10).
GEOGRAPHY
A student:
• identifies and gathers geographical information (4.1)
• organises and interprets geographical information (4.2)
• uses a range of written, oral and graphic forms to communicate geographical
information (4.3)
• uses a range of geographical tools (4.4)
• demonstrates a sense of place about global environments (4.5)
• describes the interrelationships between people and environments (4.8).
DESIGN AND TECHNOLOGY
A student:
• describes and follows a process of design when developing design ideas and
solutions (4.1.2)
• describes the impact of past, current and emerging technologies on the individual,
society and environments (4.2.1)
• communicates design ideas and solutions using a range of techniques (4.5.1)
• develops and evaluates innovative, enterprising and creative design ideas and
solutions (5.4.1)
• uses management strategies when developing design solutions (4.6.1).
LOTE
A student:
GAT Unit
Curriculum K-12, NSW DET
2004
•
•
•
demonstrates understanding of the importance of appropriate use of language in
diverse contexts (4.MLC.1)
demonstrates understanding of the interdependence of language and culture
(4.MBC.1)
demonstrates knowledge of key features of the culture of
French/German/Japanese-speaking communities (4.MBC.2).
VISUAL ARTS
A student:
• uses a range of strategies to explore different artmaking conventions and
procedures to make artworks (4.1)
• explores the function of and relationships between the artist – artwork – world –
audience (4.2, 4.8)
• makes artworks that involve some understanding of the frames (4.3)
• recognises and uses aspects of the world as a source of ideas, concepts and
subject matter in the visual arts (4.4)
• selects different materials and techniques to make artworks (4.6).
MUSIC
A student:
• performs in a range of musical styles demonstrating an understanding of musical
concepts (4.1)
• demonstrates an understanding of musical concepts through exploring,
experimenting, improvising, organising, arranging and composing (4.4)
• demonstrates an understanding of musical concepts through the analysis,
comparison, and critical discussion of music from different stylistic, social, cultural
and historical contexts (5.7)
• demonstrates an appreciation, tolerance and respect for the aesthetic value of
music as an artform (4.11).
PDHPE
A student:
• composes, performs and appraises movement in a variety of challenging contexts
(5.5)
• adopts roles to enhance their own and others’ enjoyment of physical activity (5.10)
• devises, justifies and implements plans that reflect a capacity to prioritise, think
creatively and use resources effectively (5.15).
GAT Unit
Curriculum K-12, NSW DET
2004
2003 IDP INTERNATIONAL GAMES EXPO
LANGUAGE DESCRIPTORS FOR IDP TASKS
Your research involves the identification, analysis and resolution of a problem.
These are mostly deductive reasoning processes, where you eliminate
extraneous information or move from a position where you have general
knowledge of a topic to one where you have specific or particular knowledge
about the subject you are investigating. This approach is balanced or
complemented by the action of inductive reasoning, where you create new ideas
or knowledge by theorising and engaging possibilities for exploration. In a way,
it is the moving between the two ways of thinking that completes the research
process and yields the richest results for presentation.
This ‘art’ of arguing between these two forms of logic is called a dialectic, or what
the 18th century German philosopher Hegel refers to as the philosophic process
of reconciling the contradictions of experience into a higher synthesis, or new
knowledge.
Use the following sets of language as a framework to accomplish successful IDP
research, and maybe, you’ll create new knowledge!
Identify
Research the following…
Choose an aspect of…
Consider the range…
Find/investigate…
Theorise
Make concept sketches and plans…
Imagine you are…
Initiate a dialogue…
Formulate a plan /map the extent of…
Analyse
Prepare a written…
Evaluate / Explore an area of…
View different/ changing perspectives
of …
Assess the current state of…
Engage
Experience real world examples
through…
Examine ethical/ social/cultural
issues…
Consult experts/incorporate advice
Modify plans/actions/outcomes…
Resolve
Create a /invent…
Synthesise your research…
Demonstrate how…
Prepare materials for use at…
Present
Display sketches, models, plans,
photos…
Enact an account of…
Produce…
Prepare, polish and present
GAT Unit
Curriculum K-12, NSW DET
2004
IDP 2003 INTERNATIONAL GAMES EXPO
Do you have a
problem with the
task? Ask your
IDP teacher.
Generic task
Students identify, analyse and resolve problems and issues in completing a specific IDP task in relation to aspects of a game(s).
The project may take many forms, for example: inventing, redesigning, performing and/or marketing. It should cross several
disciplines but students may wish to explore some subject areas in more depth than others. Students are expected to make
connections with the real world and consider the social, cultural and ethical issues involved in games. The final presentation
will utilise three main modes: oral/aural, visual/graphic and technological and will be made at an international games expo in
front of real audiences.
IDP Outcomes
Process outcomes
E -identifies, analyses and evaluates
solutions to problems
-engages with the real world
-manages resources and processes
-shows initiative and takes risks
-works cooperatively in teams
Product outcomes
-achieves project and subject
outcomes
-communicates in a variety of
modes (oral/aural, written/graphic,
technological)
-transfers knowledge between
disciplines and the real world
-demonstrates an understanding of
social and ethical issues
Subject learning outcomes
-English
-Mathematics
-Science
-History
-Geography
-Languages
-Visual Arts
-Music
-TAS
-PDHPE
Have considered
social, cultural and
ethical aspects?
Identify which of the specific IDP task(s)
your team wishes to complete. Modify or
negotiate alternative tasks with your
teacher mentor.
Your team may choose to:
-research the following…
-choose an aspect of…
-consider the range…
-find/investigate…
Analyse and evaluate the main problems
and issues involved in the task.
Your team may choose to:
-prepare a written paper on...
-evaluate/explore an area of...
-view different /changing perspectives...
-assess the current state of...
Resolve the main problems
and issues raised in completing the
task.
Your team may choose to:
-create/invent..
-synthesise research..
-demonstrate how…
-prepare materials for use at…
GAT Unit
Curriculum K-12, NSW DET
2004
Theorise about your project by developing
the following:
- a project proposal for your team in which
you outline your proposed task
- a process diary in which you reflect on the
process of the project.
Your team may choose to:
-make concept sketches and plan
-imagine you are…
-initiate a dialogue
-formulate a plan/map the extent of...
Engage or make connections with the real
world. Explore social, cultural and ethical
issues involved in your task.
Your team may choose to:
-consult experts/incorporate advice..
-modify plans/actions/outcomes…
Present your final product (task) and process diary to
an international games expo to be held in the library
at the end of Term 3 to an international audience
consisting of parents, students, teachers and visitors.
The presentation may involve:
-performing, marketing, etc.
-utilising a range of modes including: oral/aural,
visual/graphic and technological
-crossing several disciplines
-making connections with the real world & showing
an understanding of social, cultural & ethical issues.
Your team may choose to:
-display illustrations, models, plans, photos
-enact …
-produce …
Contact an expert in the
field to discuss the
project. Why not email,
write or phone?
Ideas, hints and comments
-Begin by researching a game
sport or an aspect of a sport
-Utilise experts to help e.g.
teachers, sports people, lecturers
in sports science, etc.
-Research the ethical issues and
problems involved
-Investigate the culture and
history of the target country to
optimize market share.
Task parameters
-task intensity: high
-teams should consist of 3-5
students
-each team will have a teachermentor responsible for that team
-students must produce a team
project proposal & process diary
-process diaries should be written
in regularly.
Sporting celebrities task
Students identify and profile four internationally renowned sporting celebrities from different cultures. Through an
analysis of various cultural perspectives of the athlete as hero students will present a promotional booth at the
international games expo to promote these sporting celebrities.
IDP Outcomes
Process Outcomes
E -identifies, analyses and evaluates
solutions to problems
-engages with the real world
-manages resources and processes
-shows initiative and takes risks
-works cooperatively in teams.
j
Product Outcomes
-achieves project and subject outcomes
-communicates in a variety of modes
(oral/aural, written/graphic,
technological)
-transfers knowledge between
disciplines and the real world
-demonstrates an understanding of
social and ethical issues.
Subject Learning Outcomes
-English
-Mathematics
-Science
-History
-Geography
-Languages
-Visual Arts
-Music
-TAS
-PDHPE
Identify and profile four
internationally renowned
sporting celebrities:
- Japanese Sumo wrestler
- Australian iron-man
- French Tour de France cyclist
- German soccer player.
Analyse various cultural perspectives of the
athlete as hero, exploring:
- notions of athleticism and ideal body type
- the evolution and social value of each
sport within its country of origin
- conventions of representation
(photographic/portrait/iconic) and
documentation (media analysis).
Resolve your research by:
- creating promotional material
and supporting information that
work together to persuade
potential clients to take up fan
club involvement and
merchandise
- assessing the cost/benefit of
celebrity status to the individual,
sport and country.
GAT Unit
Curriculum K-12, NSW DET
2004
Theorise/formulate a plan to determine:
- what fans want - celebrity interviews, chat
rooms/home pages, autographed photos,
Internet surveys, etc.
- what you can merchandise – knowledge,
goods- product and price list
- strategies for effective promotion at Expo
– signed celebrity poster giveaways, video
display, visitor book, faux photo booth,
active chat lines, etc.
Engage real world examples
through visits to ‘expos’,
reviewing internet fan club sites,
publications and PR links, and
through contact with sporting
organisations for information on
sporting infrastructure.
Present a promotional booth at Expo which:
- attracts visitors/customers through visual / auditory
means
- provides information packages on the celebrity
sportsmen
- uses active strategies to elicit and maintain visitor
interest
- promotes merchandise and services.
Think like an
entrepreneur
Sporting
Celebrities
Whilst optional & subformatted to task, it
may provide a setting
& help provoke or
confront different
dimensions within the
problem space.
Drugs in sport task
Scenario: Drugs in sport is currently a hot topic of debate and discussion floods the airwaves and print media about the latest scandals. The
controversy has escalated because two recent international polo stars were given light or suspended penalties when it appears obvious in Australia that
they were gaining an unfair advantage and “avoiding appropriate sanctions by means of technical argument and deception” (Daily Telegraph, March
2003). Over the past week anger has erupted when our own Don Bradman, after having tested positive to nandrolone (steroid), erythropoietin (EPO)
and epitestosterone (masking agent), was suspended for two years. Backed by an outraged ACB, he will appeal the decision on the grounds that advice
given by his natural therapist was misleading and the products were inadvertently added as a result of poor manufacturing standards. A special
television expose or hypothetical has been planned with a panel of experts that represent various interests in the Drugs in sports debate. A studio
audience will also be present. The producers have vowed that the program will inform the community and bring balance to the debate, exposing the
sensationalised reaction, misguided comment and urban myths that abound whenever the issue of drugs in sport is raised.
Theorise/formulate/create:
IDP Outcomes
Identify:
Process outcomes
E -identifies, analyses and evaluates
solutions to problems
-engages with the real world
-manages resources and processes
-shows initiative and takes risks
-works cooperatively in teams
j
Product outcomes
-achieves project and subject outcomes
-communicates in a variety of modes
(oral/aural, written/graphic,
technological)
-transfers knowledge between
disciplines and the real world
-demonstrates an understanding of
social and ethical issues
Subject learning outcomes
-English
-Mathematics
Higher-order thinking:
-Science
to deconstruct and
-History
judge.
-Geography
-Languages
-Visual Arts
-Music
-TAS
-PDHPE
Reconcile information by
offering either single,
multiple or parallel
GAT Unit
solutions.
Drugs in Sport
9 major areas of consideration & impact
9 drug authorities & instrumentalities
9 prohibited of drugs & their effects
9 government/sport legislation/codes
9 sports’ groups most exposed/at risk
9 prominent figures/experts in their field
9 crucial cases & decisions
9 population statistics re drug use in sport
9 multilateral agreements re anti-doping
9 drug detection techniques/tests.
Analyse & evaluate:
Engage real world examples:
9 current testing regimes/practices
9 drug(s) properties
9 effectiveness of drug policies
9 ‘win at all costs’ forces/pressures
9 tribalism and how it changes perceptions
9 media influence and power
9 differential treatment of ‘icons & mortals’
9 the role of body image & celebrity
9 drug testing protocols.
9 visits to drug companies
9 information from sporting bodies
9 discussions with MP/local member
9 web sites
9 summit involving invited guests
9 excursion to AIS
9 contact media outlets/sports journalists
9 consult AMA rep or team GP.
Resolve:
Present to an audience a balanced
understanding of drug use in sport.
You may wish to comment on the
following: extent, use, effects,
perceptions, regulation, future
prospects and issues.
You may focus on a broader range or
more focussed issues.
Curriculum K-12, NSW DET
2004
9 strategies to combat drug use in sport
9 why sports people may feel a need to cheat
9 a media campaign designed for sports’ youth
9 why penalties don’t work
9 promotional literature for a new drug
9 contrasting newspaper front page perspectives
9 chemical analyses of sports’ drugs
9 comparative data that illustrates drug enhanced
performance (graphs, tables, etc)
9 drug chemistry & testing techniques.
Present: a booth at an expo that simulates a television
expose:
9 supporting documents and data
9 media clips/bytes
9 drug and sport artefacts
9 posters & other communicative media
9 profiles
9 promotional packages
9 science ‘laboratory’.
Synthesise:
new
knowledge
from old.
The same task could be
presented in various
ways. Novel & multiple
presentation mediums to
be encouraged.
Soccer Australia Task
Scenario : The Crawford report has been tabled and investigates the management of Soccer Australia. The current committee of Soccer Australia
is meeting for the first time since receiving the report and will discuss its implications and recommendations. Based on the report’s findings,
arguments will be put and plans made to ensure the best way forward for the game in Australia. Committee members will be nominated by the IDP
group but may include key players such as: president, marketing manager, players’ association representative, report author, events’ manager,
medical representative, etc. You may wish to select one or two issues such as the: National Soccer League, promotion, player retention,
institutional governance, etc. The discussion will canvass opinion in relation to multiple perspectives and draw from these in framing future
recommendations.
Whilst optional & subformatted to task, it may
provide a setting & help
provoke or confront
different dimensions
within the problem
space.
Theorise/Formulate/Create:
IDP Outcomes
Process Outcomes
E -identifies, analyses and evaluates
solutions to problems
-engages with the real world
-manages resources and processes
-shows initiative and takes risks
-works cooperatively in teams
j
Product Outcomes
-achieves project and subject outcomes
-communicates in a variety of modes
(oral/aural, written/graphic,
technological)
-transfers knowledge between
disciplines and the real world
-demonstrates an understanding of
social and ethical issues
Subject Learning Outcomes
-English
-Maths
Higher order thinking:
to deconstruct and
-Science
judge.
-History
-Geography
-Languages
-Visual Arts
-Music
-TAS
-PDHPE
Reconcile information by
offering GAT
either single,
Unit
multiple Curriculum
or parallel
K-12,
solutions.
2004
Identify:
9 management structures
9 areas of responsibility
9 major players (on/off the field)
9 participation levels, jnr/snr etc
9 talent development programs
9 current aims & purpose
9 injury: incidence & frequency
9 finance statistics: corporate,
subscription, gate, funding, etc.
9 what principles & practices support good sports
governance?
9 who owns a national game?
9 at what cost national & international success?
9 a solution to an identified (report) problem
9 the effects of real or perceived conflicts of interest
9 media (poster etc) promotions
9 how can decisions be representative of grass roots support
9 a plan for greater international participation.
Analyse/Evaluate:
9 the pressures of international success
9 recent world cup campaigns
9 corporate reliance and influence
9 the maintenance of momentum from
junior to senior ranks
9 the influence of cultural factors
9 the extent to which the common good is
is hijacked by internal rivalries
9 free market & regulated controls.
Ideas hints and comments
- research the nature and design of
effective sport administration
Synthesise: new
knowledge from
old.
Engage real world examples:
9 survey current/past players & administrators
9 interview player(s) from local professional
team(s)
9 contact SBS sports department
9 excursion to Soccer Australia
9 email clubs from around the world
9 visit Parliament House, Sydney.
Resolve (by way of):
Present: a booth at an expo that simulates a board
meeting:
9 concurrent and/or competing
factors when proposing solutions
9 series of recommendations
9 opposing views & balanced debate
9 plan for future progress
9 timetable or action plan
9 consensus & conciliation.
9 a dramatisation of the board meeting, which may
include prepared statements & improvised debate
9 third person narration & analysis
9 minutes outlining meeting discussions
9 support material (static/dynamic, multimedia)
9 constitutional declaration.
NSW DET
Soccer Australia
The same task could be
presented in various
ways. Novel & multiple
presentation mediums to
be encouraged.
Whilst optional & subformatted to task, it
may provide a setting &
help provoke or
confront different
dimensions within the
problem space.
The 100 metres sprint task
Scenario : Sprinters represent the pinnacle of athletic prowess. They demonstrate the best of human achievement and the worst of
human fallibility. In Athens, the world will be captivated by an event that is over in less than 10 seconds. Your master class will
illustrate the physical, mechanical and psychological qualities required to succeed in this sport and at the same time highlight
through anecdote/narrative and other aides the pitfalls, temptations and diversions that for the athlete may invite disaster.
Alternative: Produce a documentary using various forms of animation, narration and graphics that explores the issues and satisfies
the requirements outlined above.
IDP Outcomes
Process outcomes
E -identifies, analyses and evaluates
solutions to problems
-engages with the real world
-manages resources and processes
-shows initiative and takes risks
-works cooperatively in teams.
j
Product outcomes
-achieves project and subject outcomes
-communicates in a variety of modes
(oral/aural, written/graphic,
technological)
-transfers knowledge between
disciplines and the real world
-demonstrates an understanding of
social and ethical issues.
Higher order
thinking: to
deconstruct and
judge.
Identify:
9 dietary regimes
9 current & past champions
9 race elements
9 historical origins and
developments
9 equipment, past and present
9 rules & regulations
9 major events
9 statistics over time.
Theorise/formulate/create:
9 infinite improvements / law of diminishing returns
9 a multi-disciplinary training session and/or season plan
9 complementary therapies and practices
9 a sprint is more ballet than race; sport or beauty?
9 is the triumph in the winning or taking part (Olympic creed)?
9 the perceptions and influences of culture and race
9 the human need for speed
9 evolutionary factors: built for speed or deed?
Analyse/Evaluate:
9 physiological factors; physics of running
9 race tactics
9 training techniques & regimes
9 psychological race perspectives
9 running styles of champions
9 historical progression
9 contribution of technology
9 the effect and impact of drugs
9 personality traits & the will to win
9 measuring techniques (times, bio-mechanics).
Subject learning outcomes
-English
Resolve:
-Mathematics
through dialogue, demonstration and
-Science
self-appraisal the issues that confront
-History
sprinters in becoming elite athletes.
-Geography
-Languages
-Visual Arts
Reconcile information by
-Music
offering either single,
-TAS
multiple or parallel
-PDHPE GAT Unit
solutions.
Curriculum K-12, NSW DET
2004
The 100 Metre
Sprint
Synthesise: new
knowledge from
old.
Engage real world examples:
9 excursion to university testing centres
9 action research: STHS athletics carnival
9 contact consulting sports’ psychologist
9 excursion to AIS
9 case study: Patrick Johnson.
Present: a booth at an expo that simulates a master class
for talented young athletes:
9 practical and theoretical demonstrations
9 fitness/training equipment
9 diagnostic equipment
9 computer simulations and analysis
9 video analysis
9 question & answer interaction
9 athlete profiles.
The same task could be
presented in various
ways. Novel & multiple
presentation mediums to
be encouraged.
2003 IDP – Games People Play
THE PROCESS DIARY
The diary documents the evolution of your interdisciplinary project –
your ability to solve problems by identifying, analysing and resolving
research in an interesting and rigorous way. The diary becomes a
record of this process, and allows others an insight into your
thoughts, discoveries and learning.
•
Students will develop a process diary while undertaking the interdisciplinary
project. Each student will keep his own process diary for the purposes of
individual assessment, but some duplication of entries is likely within your
team structure.
•
The process diary could take many forms. It could be a combination of the
following: an A4 botany book for notes, diary entries, transcripts or ideas, an
A4 display folder for collected 2D material such as computer printouts and
resources, a large drawing diary for plans and sketches, or a container for 3D
models or mock-ups.
•
Students are to date entries, similar to a journal or diary and use it in a
number of subjects. It can be monitored by your mentor, and it will be
assessed twice during its development, and at the conclusion of the
interdisciplinary project.
•
There should be a clear connection between what is in the diary and
what is produced as a project. The diary is not the finished product, but a
record of the PROCESS of your investigation into a selected topic or task. It
should be presented, with your product, at the final display.
•
Diary research may include investigations of:
9 interpretations of the task or topic
9 media analysis
9 other research on the subject
9 related cultural, historical and ethical issues
9 interesting presentation ideas
9 imagery, photographs, plans, maps etc
•
The diary is also a forum for ongoing evaluation of your teamwork and
task progress. This could include your reflections, records of team
discussions, communications with teachers, documenting changes or
alternatives to your initial thinking.
GAT Unit
Curriculum K-12, NSW DET
2004
2003 IDP – Games People Play
THE PROCESS DIARY
The visual/ verbal format
The mapping format
e annotated format
The plans and sketches format
The collection (taxonomy) format
The photographic record format
GAT Unit
Curriculum K-12, NSW DET
2004
2003 IDP – Games People Play
THE PROCESS DIARY
How will your diary be assessed?
Each student’s process diary will be monitored during development in Term 2 week 8 and Term3 - week 2, and at the conclusion of the interdisciplinary project.
The following criteria will be assessed:
Evidence of the research process
Evidence of productive learning
Documenting connections between the diary, project and
presentation
Use of evaluation strategies
GAT Unit
Curriculum K-12, NSW DET
2004
2003 IDP – Games People Play
THE PROCESS DIARY
How will your diary be assessed?
Each student’s process diary will be monitored during development in Term 2 week 8 and Term3 - week 2, and at the conclusion of the interdisciplinary project.
The following criteria will be assessed:
Evidence of the research process
•
•
•
•
identify
analyse
theorise
engage
•
resolve
• present
Evidence of productive learning
• intellectual quality – higher-order thinking, deep knowledge and
understanding; use of substantive conversation, knowledge as problematic
and metalanguage
• relevance – connectedness to world, background knowledge and knowledge
integration, problem-based curriculum
• supportive learning environment – student directed and regulated, team
support and academic engagement and specialisation
• recognition of difference – cultural knowledge; representing and giving
voice to notions of identity, ethics and citizenship.
Documenting connections between the diary, project and
presentation
•
•
•
•
•
•
•
•
photos, drawings that record process
media articles, critiques
plans, mindmaps, brainstorms
presentation, layout ideas
progress statements
transcripts, interviews
internet resources
links to real world people, places and events.
Use of evaluation strategies
•
•
•
•
•
reflective diary entries
annotations
documentation of changes
transcripts of team/teacher/mentor meetings
formal, written evaluation at end of task.
GAT Unit
Curriculum K-12, NSW DET
2004
IDP PROJECT CHECKLIST 2003
Use the following as a final checklist of your project
Team number and Names:
Date:
Check that your team has:
‰
Included a range of subject outcomes
List them:
‰
Engaged with the real world
Give examples:
‰
Communicated in a variety of modes
Oral/aural:
Visual/graphic:
Technological:
‰
Treated a variety of issues
Social/cultural:
Ethical:
‰
Showed initiative and taken risks
Give examples:
‰
Organised the presentation and discussed it with your mentor
Please return to Mr Heath when completed.
GAT Unit
Curriculum K-12, NSW DET
2004
Interdisciplinary Project
TEACHER ASSESSMENT
TEAM NO..………………………….NAMES ..............…………………………………………………………………………………………………..
PROJECT TITLE…………………………………………………………………………………………………………………………………………..
LEVEL OF ACHIEVEMENT
PROCESS OUTCOMES
EXCELLING
COMPETENT
PROGRESSING
EXPERIENCING
DIFFICULTY
Identifies, analyses and evaluates solutions to
problems
Engages and makes connections with the real world
Communicates and manages processes
Shows initiative and takes risks
Works cooperatively in teams
LEVEL OF ACHIEVEMENT
PRODUCT OUTCOMES
EXCELLING
COMPETENT
PROGRESSING
EXPERIENCING
DIFFICULTY
Achieves task requirements and a range of subject
outcomes
Communicates in a variety of modes (oral/aural,
written/graphic and technological)
Transfers knowledge and understanding between
disciplines and the real world
Demonstrates an understanding of social, cultural and
ethical issues
COMMENT
.................................................................................................................................................................................................................................
.................................................................................................................................................................................................................................
…………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………
...............................................................................................................................................................................................................................
…………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………
Name (of assessing teacher).........................................................
Date.......................................... Signature.......................................
Please make sure you have completed both sides of this sheet before returning to Mr Heath
GAT Unit
Curriculum K-12, NSW DET
2004
IDP PROJECT ASSESSMENT CHECKLIST
Use the following as a checklist to help you assess the project.
Please comment and give examples on each of the following:
1. Identified, analysed and evaluated solutions to problems.
.........................................................................................................................................................
.........................................................................................................................................................
.............................................................................................................................................……….
2. Included a range of subject outcomes. Tick subjects addressed. Two or more ticks for subjects addressed well.
English
Maths
Science
History
Geography
Languages
TAS
Visual Arts
Music
PDHPE
………………………………………………………………………………………………………………
…………………………………………….…………………………………………………………………
…………………………………………………………………………………………………...................
3. Engaged with the real world.
.........................................................................................................................................................
.........................................................................................................................................................
.............................................................................................................................................………
4. Communicated in a variety of modes.
Oral/Aural:
.........................................................................................................................................................
.............................................................................................................................................………
Visual/Graphic:
.........................................................................................................................................................
.............................................................................................................................................………
Technological:
.........................................................................................................................................................
.............................................................................................................................................………
5. Covered a variety of issues.
Social/cultural:
.........................................................................................................................................................
.............................................................................................................................................………
Ethical:
.........................................................................................................................................................
.............................................................................................................................................………
6. Showed initiative and took risks
.........................................................................................................................................................
..............................................................................................................................................………
………………………………………………………………………………………………………………
GAT Unit
PleaseK-12,
makeNSW
sure you
Curriculum
DEThave completed both sides of this sheet before returning it to Mr Heath
2004