– Knowledge Bank Case Study –
Contact details
Jason Bysouth
Weeroona College Bendigo
Ph. 5443 2133 Fax.5442 7641
weeroona.co@edumail.vic.gov.au
Title
How can we reinvent the way science is taught and learnt to improve
engagement and student outcomes.
Abstract
This project investigated the effect of negotiated curriculum and project
based learning on engagement and student outcomes. Over two
semesters I implemented a project based learning elective titled Mythbusters that allowed students to investigate, research and negotiate
projects that they were interested in. Throughout this process students
were engaged and a number of teaching, planning and implementation
resources were developed.
Key words
Negotiated Learning, Self Directed Learning, Science by doing, E5 Instructional
Model, Myth-busters, KWL (What I Know, What I want to Know, What I Learnt)
PMI Checkpoint, Work Rating Continuum, Rubric, Weekly Planner, Focus
Questions, Myth-busters Student Booklet, Immersion Activities, Risk
Assessment,
1. Introduction
At Weeroona College there was a lack of student involvement and engagement
in science. Student numbers in electives were well down. To resolve this
problem a student directed negotiated science elective was developed, which
aimed to increase student engagement and introduce science to students who
had traditionally not considered science as a pathway. A key message that
came through this study was student directed learning or negotiated learning
still required considerable structure from the teacher.
2. How did the idea for the project come about?
1
The idea for this project was developed as a result of two things. The first was
an experience I had in a mathematics class where I was able to see a
significant improvement in student outcomes as a direct result of allowing
students to negotiate their investigations and projects. The second reason this
project came about was there had been a steady decline in the number of
students electing to study science and I wanted to investigate a way that I
could encourage student interest in science and encourage the idea of learning
science by doing. There had also been a discussion amongst science staff,
about how we could engage students with interesting subject titles such as
‘slice and dice’ etc. that lead to the naming of the elective. I realised that
students were already engaging with the SBS television science program Mythbusters and therefore thought if we could replicate some of this in the
classroom part of my job would already be done.
3. Why was this project important?
This project allowed students to see links between what they do in the
classroom and how these relate to understanding our world. This project aimed
to increase student interest in science and improve outcomes. It was also a
unique opportunity to trial new and innovative ways of delivering curriculum in
alignment with the initiatives involved with the Bendigo Education Plan. It
allowed staff to observe and become involved in what was a non-traditional
method of curriculum delivery and enable them to reflect on their own teaching
practices.
4. What was done/what was produced?
As a result of completing this project there were many different resources
produced. Some resources were specific to teaching and running the mythbusters elective, while others were more general and could be utilised by staff
across the whole school. The resources produced included: Student handbook
for developing scientific inquiries, PMI Checkpoint, Work rating continuum,
Rubric outline for meeting, Teacher Criteria Card (See Appendix 1), Student
weekly planner (See Appendix 2) Myth busters E5 instructional Model (See
Appendix 3), Project based learning planning Sheet, A large range of
immersion activities, a large number of resources, , a new elective titled “Sport
2
Science” (taught semester 2, 2008) (See Appendix 4), an integrated unit
focusing on Genetics (See Appendix 5), a curriculum pathways map of levels 5
& 6 at Weeroona College and a template for students to develop integrated
inquiries (See Appendix 6), and an Inquiry planner (See Appendix 7)
5. What was innovative about the project/practice?
This was a totally new way of teaching science at this school. It enabled
students to select scientific investigations or passions that they have and
develop an inquiry or investigation based on these interests. This allowed
students to relate what they already understood or are interested in to things
that we wanted them to learn or understand in the science curriculum anyway.
It also allowed students to integrate the curriculum, incorporating areas such
as Maths, Humanities and P.E., making it more relevant to the student,
therefore enhancing engagement.
6. How did you measure its impact on teaching and learning? What
was its impact?
Throughout this project it was essential to continually reflect and assess how
various aspects of the unit were going. This refection resulted in the unit being
taught in a significantly different manner during semester 2 when compared to
semester 1.
A student booklet was developed to allow students to develop their ideas for
inquiries and to give the teacher a clear indication of where students were up
to and what they were doing at any given time. As well as this students were
required to complete 2 PMI checkpoints with their teacher, complete 3 work
rating continuums and develop a presentation that was assessed against a
rubric (See Appendix 1)
Completing these activities in a handbook and ensuring each student was
responsible for it allowed me to easily identify where students were up to and
what they should be doing at any given time. It also identified the students
that required additional support and encouragement.
7. What went well & why? What didn’t work so well? How did you deal
with these issues?
It was fortunate that the myth-busters elective was only run for a semester
length period of time. This allowed the opportunity to reflect on what worked
well and what did not. Of course I was able to learn significantly more from my
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failures rather than my successes. I found that a semester is a very long
period of time for this type of work and that I needed to include many teacher
directed activities to keep students focussed. Students were extremely
demanding of my time and required a number of different resources at any
given time. To deal with this I was forced to develop a prac request form (see
appendix 8) and a protocol that students were required to follow to get the
required materials.
8. What are your future plans i.e., is the project/practice ongoing?
How?
On the basis of improved engagement and increased student interest in
science the Myth-busters elective is going to run again next year. There has
been a significant amount of interest in this program and as a result it is
anticipated that this method of teaching will be incorporated into core science
and many other learning units that involve inquiry. Many of the teaching
resources developed for the myth-busters elective have been modified to
become more generic planning and tracking tools.
9. References and Appendices
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Appendix 1
Mythbusters Science
Elective
Weeroona College Bendigo
Year 10
2008
Name:
Form:
Name:
Class: Mythbusters
School: Weeroona College
5
What do I already know about science and what do I
want to learn more about?




Biological
Earth
Forensic
Chemical



Environmental
Physical
Other
6
What have I learnt mythbusters need to do in order to explore
myths?
7
Ok…
You are now ready to be a mythbuster. You will now need to select a
question/hypothesis to investigate using the scientific process.
You will need to create an investigation that is supported by an experiment
or hands on data collection.
You will demonstrate your understanding of science, how to design an
experiment and report on and explain your findings.
So…..
What new Myth /Scientific area will I investigate?
These are ideas I want to inquire about…
What might I do?
I don’t have to pick a
question yet…I’m just
playing with ideas.
My inquiry involved:
Chatting to these 2 people_________________________,
____________________________
Visiting these internet site
_________________________________________________
Reading these
books__________________________________________________________
Seeing/hearing this
_________________________________________________________
Quick chat with the
teacher____________________________________________________
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MY MYTHBUSTER QUESTION IS …
Individual Student Investigation Contract
I ________________, agree to complete my investigation and present my
findings
__________________________.
In order to complete my investigation I agree to meet the following nonnegotiable criteria…
 Attend 2 conferences with my teacher and complete PMI.
Dates _____________________, _________________________
 Attend a conference with my support group and complete PMI
Date _____________________
 Complete 3 work rating continuums
Dates _____________, _____________, _____________
 Complete Finding Out
________________________________________________________
_______________________________________________________
 Complete 2 from Recording and Sorting

Complete reporting, scientific report and 1 other – (presenting my
understandings so others can learn from them.)
________________________________________________
________________________________________________
Signed…
Scientist’s signature
_______________________________________________
Parent’s
signature__________________________________________________
Teacher’s
signature__________________________________________________
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Your Investigation
You will be conducting an investigation in order to answer your
MYTHBUSTER QUESTION
You may want to consider:
What constitutes an experiment?
Change over time?
What happens when you …
-add
-take away
-change a part of
- measure
-observe in a new way
-?
How does your investigation connect to other findings in science and the
real world?
My hypothesis is
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Finding Out
How will you find out?
1. Experiment / data collection
 Complete a daily observation chart or graph findings
 Conduct tests or experiments to collect information
 Create a time line to demonstrate your findings in chronological order
 other
2. Additional research- choose one of these methods
 Books
 Internet
 Interview an expert
 Video
 other
Recording and Sorting
Select two…






Start a reflective journal
Venn diagram the results
Create a cause and effect
wheel
Design a fish bone
Graph your information/ results
Keep a log book






Take some photos and attach
captions
Draw and Label your findings
Graph
Spread sheet (EXCEL)
Visual organiser
other
Reporting
You must prepare a scientific report on your findings.
Your report must include:
 Title
 Materials
 Discussion
 Aim
 Method
 Conclusion
 Hypothesis
 Results
You must support your report with at least one of the following;
 Talk/ speech
 Visual representation
 Model
 Photos
 Experiment demonstration
 other
 Video
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Appendix 2
Week
Session
1
1
Weekly Planner
What I will achieve
this session
Achieved
√/X
Yes / No
What I will have completed
by weeks end
Achieved
√/X
Yes / No
Signed
2
2
1
2
3
1
2
4
1
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Appendix 3
CURRICULUM PLANNER: TEACHER VERSION
INQUIRY QUESTION / TITLE OF UNIT
Myth Busters
Research question:
How can we reinvent the way science is taught and learnt to improve engagement and
student outcomes
Focus:
The effect of negotiated curriculum and project based learning on engagement and
therefore outcomes for science.
YEAR
DURATION
Year 10
20 Weeks (1 Semester)
THROUGHLINES
Students negotiate investigations and manage their own learning.
Students learn how to discover and learn new concepts
FOCUS
QUESTION(S)
‘Curriculum
Framing Questions
Essential Question:
Higher order questions, underlining reasons why we are investigating this unit of work
How can I investigate this better?
Unit Question:
Higher order thinking questions
How do I go about busting these myths?
What do variables have to do with the outcome of
experiments?
Content Question
What students need to learn/know?
How do I write up a practical report?
What safety considerations do I need to consider?
What is a risk assessment?
What myths would I like to bust?
BIG IDEAS /
UNDERSTANDINGS
Teaching and Learning Strategies- including higher order thinking
This unit is an elective aimed at students who are in year 10. It is a
project based unit that will run for one semester (approx. 20 weeks).
Initially students will be introduced to the importance of accurate
procedures in the science classroom. This will be achieved by
completing a number of practical investigations that require students
to obtain relevant information and understand what they are required
to do with this information (i.e. how they can use it). Students will
be encouraged to explore variables and the effect they have on the
outcomes of their experiments. Once students have demonstrated a
satisfactory knowledge of experimental design they will be
encouraged to come up with something that they wish to investigate.
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This should be something that they are interested in and can come
from any of the scientific fields (e.g. Biology, chemistry, physics,
etc). Students will then be required to complete a proforma
describing what they want to look at, how they are going explore it
and finally how this is then going to be presented. This must be
completed and discussed with the teacher prior to the
commencement of their investigation. Assessment will examine
Practical write-ups, proforma, scientific knowledge and application,
originality of their ideas and their ability to see a project all the way
through.
VELS
Science Knowledge and
Understanding
DISCIPLINE
BASED
LEARNING
DOMAIN(S)
ELEMENTS OF STANDARDS AND LEARNING FOCUS
At Level 6, students explain the behaviour and properties of materials in terms of their
constituent particles and the forces holding them together. They explain how similarities in
the chemical behaviour of elements and their compounds and their atomic structures are
represented in the way the periodic table has been constructed. They use the periodic table
to write electronic configurations for a range of elements representative of the major
groups and periods in the periodic table. They use atomic symbols and balanced chemical
equations to summarise chemical reactions, including neutralisation, precipitation and
combustion. They identify and classify the sources of wastes generated, and describe their
management, within the community and in industry. They use a specific example to
explain the sustainable management of a resource.
Students explain change in terms of energy in a range of biological, chemical and physical
contexts. They demonstrate the link between natural selection and evolution. They explain
the role of DNA and genes in cell division and genetic inheritance. They explain how the
coordination and regulatory functions within plants and animals assist them to survive in
their environments. They explain how the action of micro-organisms can be both
beneficial and detrimental to society. Students apply concepts of geological time to
elaborate their explanations of both natural selection and evolution, and the origin and
evolution of the Universe. They give both qualitative and quantitative explanations of the
relationships between force, mass and movement.
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Science at Work
At Level 6, students describe the science base of science-related occupations in their local
community. They use the relevant science concepts and relationships as one dimension of
debating contentious and/or ethically based science-related issues of broad community
concern. They demonstrate an awareness of the ways in which scientific vocabulary is
used incorrectly in the mass media, distinguishing between the intended meaning of such
terms and their meaning in non-scientific contexts. They provide two examples of the
work of scientists that demonstrate different approaches to developing scientific
knowledge or solving a scientific problem.
Students formulate their own hypotheses and plan and conduct investigations in order to
prove or disprove them. They use chemicals (including biomaterials), equipment,
electronic components and instruments responsibly and safely. They select appropriate
equipment and measurement procedures that will ensure a high degree of reliability in data
collected and enable valid conclusions to be drawn. They construct working models and
visual aids that demonstrate scientific ideas. They present experimental results using
appropriate data presentation formats, and comment on the nature of experimental errors.
They use Material Safety Data Sheets (MSDS) and risk assessment to evaluate the safety
of their investigations. They evaluate the appropriateness of the experimental design and
methodology used to investigate their predictions.
Communication
(Presenting)
INTERDISCIPL ELEMENTS OF STANDARDS AND LEARNING FOCUS
INARY
LEARNING
DOMAIN(S)
Managing Personal
Learning
PHYSICAL,
PERSONAL &
SOCIAL
LEARNING
DOMAIN(S)
At Level 6, students demonstrate their understanding of the relationship between form,
content and mode, and select suitable resources and technologies to effectively
communicate. They use subject-specific language and conventions in accordance with the
purpose of their presentation to communicate complex information. They provide
constructive feedback to others and use feedback and reflection in order to inform their
future presentations.
ELEMENTS OF STANDARDS AND LEARNING FOCUS
At Level 6, students initiate personal short-term and long-term learning goals and
negotiate appropriate courses of action to achieve them. Students allocate appropriate time
and identify and utilise appropriate resources to manage competing priorities and complete
tasks, including learner-directed projects, within set timeframes. They initiate and
negotiate a range of independent activities with their teachers, providing progress and
summarise reports for teachers and stakeholders. They monitor and evaluate the
effectiveness of their task and resource management skills, reflecting on their progress and
suggesting and implementing appropriate management strategies for improvement. They
take responsibility for their learning environments, both at school and at home,
anticipating the consequences of their actions. They demonstrate control of impulses and
mood modulation. Students review and modify the criteria they use to check that their
work is relevant, accurate and meets task objectives and make appropriate changes to
completed tasks using these criteria. They identify and refine the strategies they use to
study, organise and revise their work, both at school and at home
E5 INSTRUCTIONAL MODEL
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LEARNING GOALS
It is important that students have a clear understanding of what is expected of
them and why they are learning science in a way that is probably foreign to
them. To enable this I think it is important students and teachers have an
understanding of what project based learning is and how it is going to be
approached in this classroom.
What PD might you require with in the context of this unit?
This unit is a project based unit that allows students to guide their own
learning by allowing them to explore and investigate problems that they
are interested in. There will be a minimal amount of whole class direct
instruction, after this time students will be required to design, develop,
investigate and present a myth that they have focussed on. Linked below
are a series of resources that can be used to discover more about Project
Based Learning.
What is project based learning?
A brief history of project based learning
Project based learning DVD’s
Project based learning planning sheet
ENGAGE Tuning
In
Project Based Learning Multimedia Presentation Checklist
Create your own checklist:
http://pblchecklist.4teachers.org/checklist.shtml
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PRIOR LEARNING
This unit develops the knowledge that students have gained throughout
their previous three years studying science at Weeroona College. This
enables students to utilise their skills of writing and analysing results to
enable them to further examine and present findings to others.
STUDENT QUESTIONS
Student questions are an extremely important component of this unit. Students
need to questions and enquire about almost everything that they encounter. One
of the most important things is that they question and investigate variables that
occur during their experiments.
Below are some useful resources for questioning:
 Question Matrix
 Scientific Variables Presentation
 What is a scientific investigation
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IMMERSION ACTIVITIES
Project based learning planning sheet
Project Based Learning Multimedia Presentation Checklist
Create your own checklist:
http://pblchecklist.4teachers.org/checklist.shtml
Introducing new knowledge
Experiments:
Go with the flow
Bubble Bomb
Balloon Blow up
Super Sparker
Hoopster
Secret Bells
Peel a raw egg
Newspaper tanning
Soap powered boat
Ice cube necklace
Mentos and Diet Coke Mentos Trigger
The Incredible Can Crusher
Easy Bottle Rocket Hose Connector Launcher
Fire Tornado
Urban Legends:
 Science urban legends http://www.snopes.com/science/science.asp
 Coke urban legends http://www.snopes.com/cokelore/cokelore.asp
 Automobile urban legends http://www.snopes.com/autos/autos.asp
 Horror urban legends http://www.snopes.com/horrors/horrors.asp
 Medical urban legends http://www.snopes.com/medical/medical.asp
 Sports urban legends http://www.snopes.com/sports/sports.asp
Mythbusters Activity Sheets:
Acceleration
Ancient Death Ray
Chemistry
Electricity
Lightning
Microbiology
Rusting
Physical and Chemical Change
Salsa Escape
Talking to plants
Shattering CD ROMS
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PLANNED LEARNING ACTIVITIES
EXPLORE
Finding Out
18
Assessment
Task
Towards the
At the level
level (Standard (Standard
level)
level)
Beyond the level
(Standard level)
Practical reports x
2
Students are able to
conduct
experiments and
draw conclusions
Risk Assessment
Students are aware
of risks involved
with practical
investigations.
Students are able to conduct
experiments draw relevant
conclusions and examine
variables that may impact on
their findings. Students are
able to design further
enquiry’s that enable them to
effectively explore such
variables.
Students are able to identify
possible risks involved with
practical work and create a list
of possible dangers and
preventions prior to
conducting practical
investigations
Safety Test
Students are able to
operate safely
within the
laboratory.
Science
investigation
prompt
Investigation
prompt completed
demonstrating a
satisfactory
understanding of
what they wish to
achieve as a result
of their
investigation.
Myth buster
science work
Myth buster
science
investigation is
creative and
demonstrates the
use of appropriate
scientific
techniques.
Presentations of
findings
Students present
their findings in a
clear concise
manner
Criteria:
Students are able
to conduct
experiments
draw relevant
conclusions and
examine
variables that
may impact on
their findings.
Students are able
to identify
possible risks
involved with
practical work
prior to
conducting a
practical
investigation.
Students are able
to operate safely
and identify
possible dangers
within the
laboratory.
Investigation
prompt
completed
demonstrating a
developed
understanding of
what they wish
to achieve as a
result of their
investigation.
Myth buster
science
investigation is
creative and
demonstrates the
use of
appropriate
scientific
techniques.
Students present
findings in a
creative manner
and suggest areas
for further
experimentation.
Students are able to identify
dangers and implement
procedures that will allow
them to operate safely within
the laboratory
Investigation prompt
completed demonstrating a
satisfactory understanding of
what they wish to achieve as a
result of their investigation,
highlighting areas for further
development.
Myth buster science
investigation is creative and
demonstrates the use of
appropriate scientific
techniques. Students are able
to identify variables that have
influenced their experiments
and use these to develop
further investigations.
Students present findings in a
creative manner and suggest
areas for further
experimentation. Students
follow up these suggestions
and create new investigations.
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GRAPHIC ORGANISERS / ICT TOOLS
Using visual organisers to ideas, concepts and stories.
Visual organiser
Planning pyramid
Clue planner document
Venn Diagram
Mind Map Tool http://www.thebrain.com/#-47
PROCESSING INFORMATION
A useful website to assist students with processing information
http://www.cap.nsw.edu.au/QI/TOOLS/index.htm
Planner for using Thinkers Keys
Five Whys Processing tool and example
Cluster Diagram
Capacity Matrix
FOCUSED LEARNING
EXPLAIN
Sorting Out
Throughout this unit there are many different focused learning activities that can
take place. You may find that different focused learning activities arise
depending upon the requirements of the specific group that you are teaching.
Some focused learning lessons that I have encountered:
 Laboratory Safety
 Risk Assessment
 How to Write a Practical Report
 How to complete a Prac/Equipment request form
 How to use digital camera and digital video camera
 How to edit and compile digital video
Comparison Matrix
Goal Setting SMART
How to make glowing Mountain dew
http://gizmodo.com/gadgets/diy/make-mountain-dew-glow-in-the-dark-like-alightning-bug-308316.php
Mountain dew information sheet
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How it could have been done (Busting the myth)
Glow stick formula
1. 50 grams of sugar
2. 25 mls of 50wt% NaOH
3. 5 mls of Isopropyl Alcohol
Slowly stir sugar into NaOH, Green colour will develop with no glowing
characteristics,
Add IPA only when you want the mixture to glow.
Have fun. Cheap to make too..
LINK TO PRIOR LEARNING
Throughout this unit students are required to negotiate their projects and choose
something that they have an interest in. To do this it is essential that they have
some previous knowledge of the topic or area that they are going to investigate.
It may be necessary for the teacher to help them make connections and see the
scientific relevance of the topic that they are going to investigate.
To assist with this the following resources may be useful:
Introducing new concepts and linking to prior knowledge POE (Predict, Observe
Explain)
STUDENT COLLABORATION
Students have the opportunity to work on projects as individuals, as pairs or in
teams. I have left it up to students to decide on their teams; however this is
because I feel I am teaching it to a cohort of students that are capable of
choosing their own groups.
To assist with assigning groups the following resources may be useful:
 Grouping students randomly
Student Work Samples
GENERALISING UNDERSTANDING
ELABORATE
Going Further
Throughout this unit students have been encouraged to investigate a topic that
has links to thing that they may encounter in the real world. This is why they
were able to negotiate their own topic rather than being assigned one. Below are
some resources that may be useful to assist students to make these
connections
 INTEL Seeing Reason Tool
http://educate.intel.com/workspace/tryit/SRTryIt.aspx?LID=en
 Writing a science report
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APPLY and TRANSFER
Many students have chosen to create a video/documentary as part of their
application of what they have learnt.
Students need to have a purpose for conducting their research and presenting a
write-up.
To give students this purpose I have found it useful to give them an intended
audience.
Students’ findings will be presented in a variety of fashions. However, it
would be great to link it in with activities that take place during science
week.
http://www.scienceweek.info.au/
Students could link in with the Discovery Centre Bendigo to present their
work. They could showcase it to a real audience making the project more
authentic
http://www.discovery.asn.au/
Student findings can be used to promote the school within the local area
and could also be used during various open nights
STUDENT REFLECTION
Students are required to keep a journal of what they have achieved and what
they plan to achieve throughout each lesson.
Project based learning planning sheet
Assessment of, for, as learning report.
EVALUATE
Making
Conclusions
Taking Action
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Assessment as Learning
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By introducing the notion of Assessment as Learning, I intend to
reinforce and extend the role of formative assessment for learning by
emphasizing the role of the student, not only as a contributor to the
assessment and learning process, but also as the critical connector
between them. Students, as active, engaged, and critical assessors, can
make sense of information, relate it to prior knowledge, and master the
skills involved. This is the regulatory process in metacognition. It occurs
when students personally monitor what they are learning and use the
feedback from this monitoring to make adjustments, adaptations, and
even major changes in what they understand. Assessment as Learning is
the ultimate goal, where students are their own best assessors.
Recordkeeping in assessment as Learning is a personal affair. Students
and teachers decide (often together) about the important evidence of
learning and how it should be organized and kept. Students routinely
reflect on their work and make judgements about how they can capitalise
on what they have done already. Comparison with others is almost
irrelevant. Instead, the critical reference points are the student’s own
prior work and the aspirations and targets for continued learning.
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PERFORMANCES OF UNDERSTANDING
Assessment of Learning
The predominant kind of assessment in schools is Assessment of
Learning. Its purpose is summative, intended to certify learning and
report to parents and students about students’ progress in school, usually
by signalling students’ relative position compared to other students.
Assessment of Learning in classrooms is typically done at the end of
something (eg, a unit, course, a grade, a Key Stage, a program) and takes
the form of tests or exams that include questions drawn from the material
studied during that time. In Assessment of Learning, the results are
expressed symbolically, generally as marks across several content areas to
report to parents.
MONITORING & TRACKING
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Closure and Evaluation
Features of Assessment of, for, and as Learning
Approach
Purpose
Reference Points
Key Assessor
Assessment of
Learning
Judgments about
placement, promotion,
credentials, etc.
Other students
Teacher
Assessment for
Learning
Information for
teachers’ instructional
decisions
External standards or
expectations
Teacher
Assessment as
Learning
Self-monitoring and
self-correction or
adjustment
Personal goals and
external standards
Student
Consider a combination of assessment practice (Assessment for, as & of)
www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp
Consider what form of evidence you will use to support your assessment
Myth Buster Results sheet http://mythbustersresults.com/
Progression points rubric
Project based learning checklist
Student self assessment
PMI criteria card – checkpoint 1
Criteria Card
My work rating card
RESOURCES
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Technology Hardware
Dr. Karl Kruszelnicki's Great Moments in Science, Rated: PG, Duration: 44 mins, 2002
Myth Busters DVD Series
Printed Materials
Dr Karl Kruszelnicki books
Bumbreath, Botox and Bubbles and other Fully Sick Science Moments, HarperCollins Publishers
Pty Ltd, Australia, 2003, ISBN 0 7322 6715 3.
Q&A With Dr. K - Why It Is So. Headless Chickens, Bathroom Queues and Belly Button Blues,
HarperCollins Publishers Pty Ltd, Australia, 2001, ISBN-0-7322-5855-3.
Great Mythconceptions - Cellulite, Camel Humps and Chocolate Zits, HarperCollins Publishers Pty
Ltd, Australia, 2004, ISBN 0 7322 8062 1.
Munching Maggots, Noah's Flood and TV Heart Attacks and other cataclysmic science moments,
HarperCollins Publishers Pty Ltd, Australia, 1998, ISBN-0-7322-5858-8.
Flying Lasers, Robofish and Cities of Slime - and other brain-bending science moments,
HarperCollins Publishers Pty Ltd, Australia, 1997, ISBN 0-7322-5874-X
Pigeon Poo the Universe & Car Paint - and other awesome science moments, HarperCollins
Publishers Pty Ltd, Australia, 1996, ISBN 0 7322 5723 9
Internet Recourses
Virtual Bibliography
Myth busters internet quiz:
http://dsc.discovery.com/fansites/mythbusters/games/mythsunmasked/mythsunmasked.html
Project based learning checklist:
http://pblchecklist.4teachers.org/testing.php3?idunique=3&max=6&checklist=9
Dr Karl Kruszelnickis home page
http://www.abc.net.au/science/k2/
Excellent range of science experiments
http://www.stevespanglerscience.com/
Evaluation of Unit Checklist
POLT Principle 1: Supportive and productive learning environment:
1.1
1.2
1.3
1.4
builds positive relationships with & between students
promotes a culture of value and respect
uses strategies that promote students' self-confidence and
willingness to take risks
each student experiences success with support
Principle 2: The learning environment promotes independence, interdependence and self
motivation:
encourages and supports students to take responsibility for their
2.1
learning
25
2.2
uses strategies that build skills of productive collaboration
Principle 3: Students' needs, backgrounds, perspectives and interests are reflected in the
learning program:
uses flexible strategies that are responsive to the values, needs
3.1
and interests of individuals
strategies support different ways of thinking & learning
3.2
3.3
3.4
builds on students' prior experiences, knowledge and skills
capitalises on experiences of a technology rich world.
Principle 4: Students are challenged and supported to develop deep levels of thinking and
application:
plans sequenced activities that emphasise connections
4.1
4.2
4.3
4.4
4.5
4.6
promotes substantive discussion of ideas
emphasises high expectations of achievement
strategies challenge/support students to question & reflect
strategies to develop investigating and problem solving skills
uses strategies to foster imagination and creativity.
Principle 5: Assessment practices are an integral part of teaching and learning:
5.1
5.2
5.3
 5.4
5.5
designs assessment practices that reflect the full range of learning
program objectives
ensures that students receive frequent constructive feedback that
supports further learning
makes assessment criteria explicit
uses assessment practices that encourage reflection and self
assessment
uses evidence from assessment to inform planning and teaching.
Principle 6: Learning connects with communities:
6.1
6.2
6.3
students engage with contemporary knowledge & practice
students to interact with local and broader communities
use technologies to reflect professional and community practices.
26
Appendix 4
Sport Science
Integrated Inquiry Planner
Inquiry Title:
How can we promote and maintain a healthy lifestyle?
Level
Year 9
Level 5.25-5.50
(whilst catering for higher and
Duration
20 Weeks
VELS Host Content Area
-Science
-Health & Physical Education
lower achievers)
Understandings:
 There are vast arrays of sciences
that affect all parts of our physical
lives.
 Technology is improving all the
time and this is contributing to
improved performances.
 Science is dynamic and our
understandings change as our
knowledge and technology
advance
Focus Questions:
Key Concepts:
 Change and Reaction
Contributing Concepts:
 Chemistry, Biology, Life & Living





What advances in technology enabled
improved sporting performances?
What are the links between science and
sport?
How can we use our scientific
understanding to improve our
understanding of physical activity?
What are the physiological processes
that take place in order for humans to
improve their fitness and wellbeing?
What different training techniques are
available to specifically target different
types of fitness?
 Energy and Motion
 Resources, Force, Change and
Continuity.
 Wellbeing
 Work & Leisure, Lifestyle,
Relationships, Social
Organisations, Resources &
Environment.
27
Resources
Websites:
Australian Institute of Sport: http://www.ausport.gov.au/ais/
Official site of 2008 Australian Olympic team http://www.olympics.com.au/
Careers in Fitness: http://www.fitness.edu.au/
Australian Sports and Nutrition training programs: http://www.australiansportsnutrition.com.au/programs.php
Science in sport: http://www.scienceinsport.com/
The science of sport: http://www.scienceinsport.com/
Notes
Strength and conditioning
Fatigue and Recovery
Biomechanics
Physiology
Activity for Physical Fitness
Tuning In
How can we: Engage students in the topic? Gauge interests and attitudes? Find out what they believe?
We need to: Provide opportunities for students to share their prior knowledge and ideas, introduce terms, identify gaps in their
knowledge and misconceptions, and allow this to inform our planning.
Mind Map – How to do a mind map.
Visual Organisers – Five Whys
-
Planner for using thinkers keys
Question Matrix
Goal Setting SMART
28
Finding Out
Focus Question
How can we: Take students beyond what
they already know? Challenge their ideas,
beliefs and attitudes? Enable them to use
skills and knowledge to collect new
information? Provide a range of experiences
to develop our understandings?
Which questions will guide this experience of
the inquiry?
Watch endless summer
Sorting Out
How will students sort out, organise, represent
and present what they have found out? How
can they communicate and express what they
know? How will they use preferred ways to
demonstrate their knowledge, skills and
values?
Making waves
Dance of the tides
The sun creates tides
Why do tides get later each day
Driving Range
Why does a golf ball have dimples?
Running and turning
Shoe design activity poster
Shoe flex test activity
Low cost sport shoe lab activity
Biomechanics of running
Calculate VO2 Max Lab
Attend a sporting event on the
weekend.
List requirements to run the event
Media eco footprint in sport
Watch Wimbledon
Hot Vs Cold Tennis Ball
Motion of a tennis ball
Measuring Ball speed
29
Going Further
How can we extend and broaden the unit? What other perspectives or dimensions can we explore? What are the ways which
students can negotiate their own personal inquiries?
Student Handbook
Drawing Conclusions and Reflection
What are the ways in which: Students can think about their learning (how, what and why)? We can identify changes in skills,
knowledge and values? Students can draw conclusions and make connections between ideas?
Taking Action
How can: Students take personal action? Make choices and apply their ideas? Relate their learning to real-life situations?
30
Assessment Summary (Ongoing: AS, FOR and OF learning)
What are the cumulative and summative opportunities for assessment? How can teachers and students monitor progress? What
strategies can we use to cater for variance in learning styles and progress? How can we allow for expected and unexpected
outcomes? How can we provide opportunities for self, peer, teacher, parent assessment?
Inquiry Stage
P
Description
Inquiry Evaluation
M
Purpose
I
31
Appendix 5
Genetics Inquiry Planner
Inquiry Title: Genetics
Level
4.25, 4.50, 4.75, 5.0,
5.25, 5.50, 5.75, 6.0, 6.25
Duration
10 weeks
Understandings:
LEVEL 5
Relate the structure and organization of different cells
to their function.
 Identify major structural components of cells as
viewed at a light microscope level.
 Determine the function of cells from observable
features.
 Describe the organizational relationship between
organs, tissues, cells and systems.
VELS Host Content Area


Science Knowledge and
Understanding
Science at work
Focus Questions:
Level 5




How does a microscope work?
What are cells?
What are the functions of cells?
What are the cell organelles and what are their
functions?
LEVEL 6
Level 6
Describe the genetic basis of inheritance.
 Model the basic structure of chromosomes in
terms of DNA and genes.
 Compare the outcome of mitosis and meiosis in
relation to genetic inheritance.
 Explain pedigrees tracing the inheritance of one
characteristic resulting from ‘dominant’ or
‘recessive genes.
 Chart the outcome of simple monohybrid
crosses including complete and partial
dominance.
 Identify ways in which inheritance can be
manipulated by human intervention.





Key Concepts:
Contributing Concepts:

Evolution

Life & Living, Change & Continuity

Adaptation

Life & Living, Survival,
Interdependence, Change &
Continuity

Technological Advances

Inventions, Resources,
Consumption, Resources,
Production, Supply & Demand,
Global Society, Needs & Wants,
Change & Continuity
What Does DNA look like?
What is DNA made of?
What are Traits and how are they passed on?
Can we predict patterns of inheritance?
Are there ethical considerations that need to be
made relating to genetics and advancements in
genetic technology?
32
Resources
(Level 5)
Activities
Experiment investigating habitats
Population Genetics homework task
Parts of a cell worksheet
Animated DNA site http://www.brainpop.com/health/cellsandbodybasics/dna/preview.weml
Build a cell interactive website http://www.bioscope.org/taste/builda.htm
The cell song learning tool http://www.songsforteaching.com/scienceinsong/cells.htm
Introduction to DNA http://learn.genetics.utah.edu/units/basics/tour/dna.swf
Genetic engineering new plants from old – Lesson 1 Worksheet
New Plants From Old - Lesson 2 Worksheet
New plants from old lesson 3
Assignments
Ecosystem web quest
Our city is planning a new zoo webquest
Notes
Cells Alive website http://www.cellsalive.com/
Equipment
Microscopes
Digital Microscope
(Level 6)
Activities
Comparing Genetic Traits
Building DNA you can eat
Traits Bingo
Recipe for dog traits
Crossword Puzzle for Biological Basis of Heredity
Inventory of traits
DNA extraction from bananas
Traits Prac
Pedigrees worksheet
Notes
Introduction to genetics
Basic Cell Structures
Cell Reproduction
DNA and Inheritance definitions
Mitosis genes and chromosomes notes
Page 176 Genetics Review Questions
Inheritance
Mendel and inheritance peas
Assignments
GE foods webquest
Genes webquest
GENETICA webquest
Level 6 Genetic Disease Assignment
Equipment
Jurassic Park (DVD)
Evolution (DVD)
33
Tuning In
How can we: Engage students in the topic? Gauge interests and attitudes? Find out what they believe?
We need to: Provide opportunities for students to share their prior knowledge and ideas, introduce terms,
identify gaps in their knowledge and misconceptions, and allow this to inform our planning.
Level 5
Finding Out
How can we: Take students beyond
what they already know? Challenge
their ideas, beliefs and attitudes?
Enable them to use skills and
knowledge to collect new information?
Provide a range of experiences to
develop our understandings?
Microscopes
Focus
Question
Which
questions will
guide this
experience of
the inquiry?
Sorting Out
How will students sort out, organise, represent and present what they have found out?
How can they communicate and express what they know? How will they use preferred
ways to demonstrate their knowledge, skills and values?
Microscopes, that use a beam of light or electrons, are used to magnify the object
sufficiently so that its structures can be seen. Chemical stains are used to identify
some organelles and to make them appear more distinctly. For example, iodine
stains starch in plant cells and aceto-orcein stains the DNA in chromosomes.
The plasma membrane, or cell membrane, cannot be seen with a light microscope.
Most cell organelles cannot be seen without an electron microscope and the
chemistry of their function is complex.
Students could examine a range of plant and animal cells using slides of fresh or
prepared material and photomicrographs. The use of live cheek cells or blood tissue
derived from humans as class material is not permitted for health reasons.
Suitable fresh plant tissue includes:
 spirogyra (pond slime)
 onion or rhubarb epidermis (skin of a spring onion)
 moss leaf.
Suitable live animal cells include (mounted in methyl cellulose to slow their rate of
movement):
 mixed pond organisms
 cultures of amoeba or paramoecium.
Suitable prepared slides or photomicrographs include:
 human cheek cells
 human and frog blood cells.
Students should look for the cell wall, evidence of the plasma membrane, nucleus,
chloroplasts, starch grains and vacuoles and compare the size and shape (including
whether or not the shape of the cells is regular).
Parts of a cell worksheet
Students should be able to identify:
 evidence of a cell membrane
 cytoplasm
 nucleus
 cell wall
34
 chloroplasts
 starch grains.
Students could be asked to consider their observation of the differences between
organelles in plant and animal cells to realise that:
 only plant cells have a cell wall, chloroplasts and starch grains
 all cells have a plasma membrane and a nucleus at some time of their life.
Students should use reference material to determine the function of each of the
organelles that they identify.
Population Genetics homework
task
Genetic engineering new plants from old – Lesson 1 Worksheet
New Plants From Old - Lesson 2 Worksheet
New plants from old lesson 3
Level 6
Finding Out
How can we: Take students
beyond what they already know?
Challenge their ideas, beliefs and
attitudes? Enable them to use
skills and knowledge to collect new
information? Provide a range of
experiences to develop our
understandings?
Inventory of traits
Comparing Genetic Traits
Traits Bingo
Focus Question
Which questions will guide
this experience of the
inquiry?
Sorting Out
How will students sort out, organise, represent and present what they have
found out? How can they communicate and express what they know? How
will they use preferred ways to demonstrate their knowledge, skills and
values?
Introduction to genetics
Inheritance
1. This unit builds on work completed for Level 5, particularly cells. Teachers
are encouraged to review students’ understanding of cell structure and
function at the beginning of the unit.
2. This unit can be presented in a number of ways. The teaching of the
indicators for this learning outcome can be begun by studying Mendelian
genetics or its application to predicting heredity and by studying DNA and
the molecular nature of heredity. The concepts developed are that:

some features of organisms are inherited

the expression of some features is modified by the environment of the
organism

information about the features of an organism is encoded in its DNA and
stored in its chromosomes

chromosomes are replicated and passed from parent cells to daughter
cells in an organism by mitosis

chromosomes of many organisms are replicated and passed from parent
to progeny by the production of gametes (meiosis), and fertilisation.
Recipe for dog traits
Crossword Puzzle for
Biological Basis of Heredity
Differences can be due to the environment
Introduce the idea of the influence of environment on inherited features in
determining characteristics. Most features are influenced by both environment
and heredity. Students can list human characteristics mainly influenced by
environment (music tastes, hair length), mainly influenced by heredity (height,
eye colour), and influenced by both (weight, skin colour, hair colour). This
exercise will focus students’ attention on the characteristics most relevant in
investigating inheritance.
This activity provides background for an investigation of pedigrees. Once
students are aware of some easily observed features of humans that are
inherited they can choose one to investigate over several generations.
This investigation can be extended by an examination of the influence of two
variables (genes and the environment) on gene expression. Identical twins,
with the same genes, are useful to study in that one of the two variables
(genes) is controlled leaving environment as the variable.
Provide students with photos or videotape of identical twins separated at an
early age. Students identify those characteristics which are similar (hence
inherited) and those due to environmental influences.
35
This activity will:

indicate students’ ability to differentiate between genetic characteristics
and those due to environment

help students understand the influence of genes on behaviour as well as
structure

introduce students to effective data recording techniques.
Building DNA you can eat
Modelling DNA
Students should construct a model of DNA either using materials such as
cardboard or pegs and string. Many versions of this activity exist in textbooks
for this level or for VCE Biology. It is important that the model used provides
some rationale for the base-pairing rules of adenine with thymine and cytosine
and guanine.
The model of DNA can be used to:

model DNA replication, once the base-pairing rules have been explained

make a model of mRNA once the adenine-uracil base pairing of RNA
has been explained

explore the idea that, if the DNA code is changed, the mRNA and thus
the protein it codes for will also be changed.
DNA extraction from
bananas
DNA and Inheritance
definitions
Mitosis genes and
chromosomes notes
Page 176 Genetics Review
Questions
Students can examine living cells such as spirogyra or onion epidermis and
prepare a wet mount stained with acetic-orcein to show DNA. They will
observe that chromosomes (as short, thickened threads) are not normally
visible in ‘working’ cells since the DNA is uncoiled in the nucleus where is
provides the information for the construction of proteins in the cytoplasm.
Therefore, staining for DNA will show stain in the nucleus but not
chromosomes.
Students can then examine prepared slides of onion root tip which will show
chromosomes as thin threads since they are dividing. This material will be
developed in more detail in the study of mitosis and should be used here as a
comparison to ‘working’ and dividing chromosomes.
Students can then discuss the differences observed between the two types of
cells. Cells that are dividing have the DNA of the chromosomes coiled tightly
to prevent damage to the molecule. Cells that are working normally have the
chromosomes uncoiled so that the DNA can be used as a plan for protein
construction.
Pedigrees worksheet
A genetic cross represents possible gametes and therefore genotypes.
Gamete types include the ratio of each type. The combination of each
gamete type produces the ratio of each genotype: a statistical probability.
If a parent is homozygous with respect to a characteristic, say BB, all of its
gametes will contain one B allele: a probability of 1. If a parent is
heterozygous with respect to the characteristic, that is, Bb half of its
gametes will contain B and half b. If only one gamete is produced, as is
usually the case for human ova, the probability that the ova will contain B
is 50% and the probability that it will contain b is 50%.
The probability of each of the genotypes of the progeny is calculated by
multiplying the probability of each of the gametes.
Going Further
How can we extend and broaden the unit? What other perspectives or dimensions can we explore?
What are the ways which students can negotiate their own personal inquiries?
Level 5
Level 6
Ecosystem web quest
Our city is planning a new zoo webquest
GE foods webquest
Genes webquest
36
GENETICA webquest
Level 6 Genetic Disease Assignment
Student Integrated Inquiry Planner Handbook
Drawing Conclusions and Reflection
What are the ways in which: Students can think about their learning (how, what and why)? We can identify
changes in skills, knowledge and values? Students can draw conclusions and make connections between
ideas?
Taking Action
How can: Students take personal action? Make choices and apply their ideas? Relate their learning to real-life
situations?
Assessment Summary (Ongoing: AS, FOR and OF learning)
What are the cumulative and summative opportunities for assessment? How can teachers and students
monitor progress? What strategies can we use to cater for variance in learning styles and progress? How can
we allow for expected and unexpected outcomes? How can we provide opportunities for self, peer, teacher,
parent assessment?
Inquiry Stage
Description
Purpose
37
P
Inquiry Evaluation
M
I
38
Appendix 6
Learning
Areas
Focussed Learning
Units
Language
English

Reading

Writing

Speaking &
Listening
Core English
Core English
VCE / VETiS /
VCAL
English
Language Units
1&2
Everyday English
English Units 1&2
Level 6
Core English
Core English
Creative Writing
Love Potion
Extension English
LOTE (French &
Indonesian)
LOTE: French
LOTE: Indonesian
Mathematics
Maths
Senior Curricular Pathways
Level 5
Core Units
Core Mathematics
Semester 1
-Whole number
review
- Coordinates,
maps and
networks
- Statistical data
- Whole number
patterns
- Length, mass
and time
Patterns and
symbols
Semester 2
-Triangles,
quadrilaterals and
constructions
- Decimals
- Length, mass
and time
LOTE: French
LOTE French
Film Appreciation
LOTE French
Semester2
- Numbers and
applications
- Linear equations
- Twodimensional and
French Units 1&2
Auslan Units 1&2
Chinese as a
second language
Units 1&2
German Unit 1&2
LOTE: Indonesian
Core
Mathematics
Semester 1
- Positive and
negative numbers
- The Cartesian
plane and graphs
- Sets
- Algebra
- Statistics and
technology
- Perimeters and
areas
Philosophy Unit
1&2
Literature Units
1&2
LOTE Indonesian
LOTE Indonesian
Core Mathematics
Semester 1
Core Mathematics
Semester 1
- Consumer
mathematics
- Length, area and
volume
- Linear algebra
and linear
relations
- Quadratic
expressions
-Trigonometry
-Computational skills
- Pythagoras’
Theorem
-Algebra skills
-Geometry
- Probability
Semester 2
-Indices and scientific
notation
-Trigonometry
-Measurement:
length, area and
volume
- Linear equations
Indonesian Units
1&2
General Maths A
Semester 2
- Indices and surds
- Variation and
modelling
- Geometry
- Pythagoras
-Statistics
- Probability
39
three-dimensional
shapes
- Surface area
and volume
- Percentages
and applications
Probability and
simulation
- Constructions
- Indices
Rates
and simultaneous
equations
- Statistics
- Linear relations
- Quadratic relations
Support Mathematics
Extension
Mathematics
Community
& Work
Related
Learning
-Coordinates,
maps and
networks
-Probability
-Fractions
-Expressions,
symbols and rules
- Area, volume
and capacity
-Polygons and
polyhedral
-Equations and inequations
Inquiry
Science
- Quadratic graphs
Support
Mathematics
Mathematical
Methods
Further
Mathematics
General Maths B
Units 1&2
Maths Methods
Units 1&2
Core Careers
Industry &
Enterprise Unit
1&2
Certificate II in
Community
Services Work
Core Science
Core Science
Core Science
Core Science
Semester 1
- Chemical Safety
- Mixtures
- Particle Theory &
Heat
- Classification
systems
Semester1
- Ecology &
Adaptations
- Water Tests
- Machines
- Energy
Transfers
Semester 1
- Elements and
Compounds
- Old Problems New
Solutions Energy
Resources
- Chemical Reactions
- Cells and
Organelles
Semester 1
- Forensics
- Usefulness of
materials to society
- Force, mass,
acceleration &
velocity using
quantitative data
- Nervous system
and driving
Semester 2
- Microscopes &
Cells
- Geology
Processors &
Rock Types
- Force fields
magnets &
electricity
- Our place in
space
Semester 2
- Heat, Light &
Sound
- Medical science
- Chemical
Reactions
- Discoveries in
Astronomy
Semester 2
- Sport Science:
Photosynthesis and
respiration
- Electrostatic and
atomic structure.
Chemical bonding
- Periodic table and
atomic structure
- Natural and artificial
selection of species
Human Biology
Semester 2
-Scales of Time
- Evolutions of the
Universe
- Evolution of Life
- Ecosystems and
Biocycles
Advanced Biology
Biology Unit 1&2
Certificate II in
Equine Industry
40
Sport Science
Mythbuters
Humanities
Introduction to
Psychology
Core Humanities
Chemistry VCE
preparation
Physics VCE
preparation
VCE Psychology
Unit 1&2
Core Humanities
Core Humanities
Core Humanities
Semester 1
Mapping G
Ancient History H
Semester 1
Bendigo Creek
G/H?
Medieval History
H
Semester 1
Australian History C/H
Emerging
Independence C/E
Semester 1
Multiculturalism
C/G/H
WWI H
Semester 2
Rainforests C/G
The Real Game E
Semester 2
China G/H
Politics/Econ. C/E
Semester 2
Farming/Sustainability
G
Globalisation / Global
Issues E/G
Environmental
Management
Semester 2
Living with the Law
C/H
Crash C
Physical
Education Units
1&2
Agricultural &
Horticultural
Studies
Environmental
Science Unit 1&2
Chemistry Unit
1&2
Physics Unit 1&2
Psychology Units
3&4
Certificate II in
Conservation &
Land
Management
Geography Unit
1&2
Economics Unit
1&2
Legal Studies
Unit 1&2
International
Politics Unit 1&2
Travel & Tourism
Leading Edge
Small Business
Management
Business
Management Unit
1&2
Accounting Units
1&2
Certificate II in
Business
41
Administration
Twentieth Century
Conflict
Creativity
Systems Electrical /
Mechanical
IT Core
IT Core
Basics
Formatting/Layout
Excel
Power point
ICT Safety
Virus
Worms
Phishing
etc
Smarter
Drawing Toolbars
(Foundations for
Flash/Vector
drawings
Sound
Editing
Formats
ICT Safety
Limewire
MSN
My Space
Chat
Powerpoint
animations
Computer Aided
Design (CAD)
Computer Aided
Design (CAD)
Certificate II in
Information
Technology
Desktop Publishing &
Production
Introduction to
Programming
Advanced
Programming
Energy Vehicles
Energy Vehicles
Engineering
Workshop Practice
Woodwork
Sheetmetal
Woodwork Core
Metals Core
Classical
Societies &
Cultures Unit 1&2
History: 20th
Century Unit 1&2
History:
Renaissance Italy
Unit 1&2
Robotics
Robotics
Automotive/Small
Engines
Automotive Small
Engines
General Metalwork
Decorative Metal for
girls
Metal Fabrication
Wood Technology
General Metalwork
Decorative Metal
for girls
Metal Fabrication
Wood Technology
Information
Technology
(software
development)
Unit 1&2
Information
Technology
(Applications)
Unit 1&2
Certificate II in
Electrotechnology
Certificate II in
Engineering
Studies
Systems
Engineering Unit
1&2
Design &
Technology Units
1&2
Certificate II in
Automotive
Technology
Certificate II in
Building &
42
Construction
Certificate II in
Furnishing
(Cabinet Making)
Hobby woodwork for
girls
Electronics
Creative Fashion &
Textiles
Textiles
Foods
Art/Visual
Communication
Textiles Core
Foods Core
Art Core Yr 7
Visual Literacy,
(Art Elements), is
an underpinning
factor in all
curriculum design
Semester 1 or 2
Term 1/3: Art
-Drawing: Line,
texture, colour
-Painting : Colour
mixing.
-Clay: basic hand
building
-Assignment:
responding to an
art work.
Term 2/4: Visual
Communication.
-Name design :
communicating
Art Core Yr 8
Visual Literacy,
(Art Elements and
some principles),
and art history are
underpinning
factors in all
curriculum
design,
Introduction to
Fashion Design &
Illustration
Textiles Fashion
Design
Foods
Art
Drawing
Visual
Communication
Design
Ceramics & Sculpture
Introduction to
photography
Hobby woodwork
for girls
Electronics
Textiles
Accessories
Textiles Fashion
Design
Fashion Design &
Illustration
Textiles Fashion
Design
Food for life
Working in the
food industry
Design & Decorate
Art
Drawing
Visual
Communication
Design
Ceramics &
Sculpture
Photography
Food &
Technology Unit
1&2
Certificate II in
Hospitality
Visual
Communication &
Design Units 1&2
Studio Arts Units
1&2
Semester 1 or 2
Term 1/3: Art
-Drawing: Tone,
Surrealism, colour
rendering. Australian Artist:
Practical and
written response
-Painting:
Techniques,
colour
-Printmaking: Lino
cuts, positive and
neg designs
43
Drama
Music
visually, design
process.
-Logo designs:
effective design.
Presentation skills
-Grid enlarging:
measuring and
ruling, scale
Term 2/4: Visual
Communication.
-Responding to a
design brief.
-Back of Truck
design: Life and
Death.
-Google Design:
-1 point
perspective/
Personal Letter
design.
Drama
Drama Core

elements of
theatre

theatre
workshops

character
development

theatre sports

improvisation

play writing

set and
costume
design

sound and
lighting
effects

performance

movement
and voice
work
inter/intra personal
development in
group work
*elements of
theatre
*theatre
workshops
*Character
development
*Theatre sports
*Improvisation
*Play writing
*set and costume
design
*sound and
lighting effects
*performance
*voice and body
movement
*ancient Greek
Theatre
*inter/intra
personal
development in
group work
Year 7 1/2 OR 3/4
-Music Elements.
-Creative
composing
-Music notation
-Music
performance
Music Options
available
Drama
Music
-Styles: The Blues.
-Theory tasks
-Music elements
-individual skills
-Ensemble work
-computers
Drama
Music
-Styles: Jazz ,
Classical and The
musical.
-Theory tasks
-Music elements
-individual skills
Theatre Studies
Unit 1&2
Music
Performance
Units 1&2
Music Styles
Units 1&2
44
-Sound/the ear
-Look at musical
instruments.
-Assignment.
Students construct
own musical
instrument.
Round –robin
activities.
-computers
-keyboards
-dance routine
-CD cover/class
talk
-rap song
- Project: How to
organise a variety
night.
Music & Dance
-Dance Movements
-improvisations
-choreograph own
dances.
-Work with
choreographer
-Research a dancer
-Analysis of dance
film.
Styles. An
introduction to
Classical and
Rock music.
Wellbeing
Health & Physical
Education
Instrumental Music
-Technical skills
-Performance skills
-repertoire
-history
-theory
-analysis
Media Studies
-Ensemble work
-computers
-Project. Organise
a short concert.
Music & Dance
Dance Movements
-improvisations
-choreograph own
dances.
-Work with
choreographer
-Research a dance
company.
-Analysis of dance
film.
Instrumental Music
-Technical skills
-Performance skills
-repertoire
-history
-theory
-analysis
Media Studies
Core Physical
Education
Semester 1
(Movement)
-Fitness
-Athletics
-Aussie Rules
-Basketball
-Volleyball
(Health &
Promotion)
-Sun smart /
Hydration
-Exercise for life
Core Physical
Education
Semester 1
(Movement)
-Fitness
-Athletics
-Badminton
-European
Handball
-Soccer
(Health &
Promotion)
-Fitness poster
-Smoking
Core Physical
Education
Semester 1
(Movement)
-Fitness
-Athletics
-Soccer
-Aussie Rules
-Soft Lacrosse
(Health &
Promotion)
-Training Principles
-Healthy Eating
Canteen
Core Physical
Education
Semester 1
(Movement)
-Fitness
-Athletics
-Touch Rugby
-Netball
-Archery
(Health &
Promotion)
-Personal Fitness
Profile
-Public Health
Semester 2
Semester 2
Semester 2
Semester 2
Dance Units 3&4
Certificate II in
Dance
Certificate III in
Music Industry
Media Units 1&2
Certificate III in
Multimedia
Certificate II in
Beauty Services
BRIT Certificate II
in Hairdressing
(PreApprenticeship)
Physical
Education Unit
1&2
45
(Movement)
-Softball
-Soft Lacrosse
-Fundamental
Motor Skills
-Netball
(Heath &
Promotion)
-Health promotion
Poster
-Fries with that
(Movement)
-Cricket
-Hockey
-Volleyball
-Softball
(Heath &
Promotion)
-Factors
influencing health
-Body Shapes
(Movement)
-Volleyball
-Badminton
-Basketball
-Softball
(Heath & Promotion)
-Alcohol
-Drugs in Sport
Core Personal
Development
Advance (Red Cross)
Boys in Sport
Girls in Sport
(Movement)
-Badminton
-Basketball
-Volleyball
-Tennis
(Heath &
Promotion)
-Eating Disorders
-Illegal drugs
Advance Red
Cross Leaders
Program
-Risky Business
-Striking Sports
-Risky Business
-Striking Sports
Endurance Sports
Health & Human
Development Unit
1&2
Endurance Sports
Certificate II in
Community
Recreation /
Fitness
Outdoor Education
Outdoor &
Environmental
Studies Unit 1&2
Certificate II in
Outdoor
Recreation
BEP Recommendation: That a variety of paths of progression (pathways) is available to all students and that Year 9 and 10 curriculum is expanded to allow greater access to a wider range of courses by
increasing the cohort of students through schools linking or sharing resources.
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Appendix 7
These are the domains that I will
Focus on in my Inquiry
List of Domains (I need to address at least 4)
Health and Physical Education
The Arts
A (Geography)
Humanities
Communication
Interpersonal Development
English
Humanities (History)
Design, Creativity and Technology
Personal Learning
(LOTE)
Mathematics
(ICT)
Civics and Citizenship
Humanities (Economics)
Science
Thinking Processes
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Appendix 8
Prac/Equipment Request Form
Student Names:
Date Required:
Equipment Required

Quantity
Comments
Please note sufficient time must be allowed between submitting this form and date
that equipment is required.
Comments:
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