Curriculum+Links

The unit 'Creating a Sustainable Future' has been developed accordingly with the Queensland Studies Authority Essential Learnings in the key learning area of Studies of Society and Environment (SOSE). The knowledge and understanding complies with the strand Place and Space. Cross-curriculum priorities include the integration of the selected ICT processes for the inquiry and research of the set unit.

• Sustainability requires a balance between using, conserving and protecting environments, and involves decisions about how resources are used and managed || //Studies of Society and Environment (SOSE)////﻿// • Plan investigations using inquiry models
 * Essential Learnings by the end of year 7: **
 * **//Knowledge and Understanding//** || **//Ways of Working//** ||
 * //Studies of Society and Environment (SOSE)//

• Respond to investigation findings and conclusions by planning and implementing actions

• Reflect on and identify different perspectives, and recognise and clarify beliefs and values relating to social justice, the democratic process, sustainability and peace

• Reflect on learning, apply new understandings and identify future applications || • Make judgments and justify opinions using information and ideas from texts, and identify how aspects of texts contribute to enjoyment and appreciation
 * //English// //﻿// • In presentations, speakers make meaning clear by organising subject matter, identifying their role and selecting relevant resources || //English//  //﻿//  • Identify main ideas and the sequence of events, make inferences and draw conclusions based on ideas and information within and across texts

• Reflect on learning, apply new understandings and identify future applications.

|| **D2** Lifestyle choices can contribute to environmental impact both locally and globally **P2**Respond and communicate conclusions based on evaluations of texts **P3** Reflect on understandings, perspectives and opinions of environmental impact **P4** Formulate a plan of action as a presentation using ICTs for the purpose of contributing to a sustainable future
 * **//Declaritive Knowledge//** || //**Procedural Knowledge**// ||
 * **D1** Sustainability requires a balance between the use and management of resources
 * D3** An ecological footprint is a tool to measure environmental impact
 * D4** Protecting the environment is vital to a sustainable future
 * ** || <span style="font-family: Arial,Helvetica,sans-serif;">**P1**Evaluate information and draw conclusions based on issues surrounding sustainability
 * ** || <span style="font-family: Arial,Helvetica,sans-serif;">**P1**Evaluate information and draw conclusions based on issues surrounding sustainability

**QCAR Cross-Curriculum Priority by the end of Year 7:** <span style="font-family: Arial,Helvetica,sans-serif;">• U se digital concept maps to plan research projects and curriculum tasks by analysing the topic and identifying key aspects to research <span style="font-family: Arial,Helvetica,sans-serif;">• P articipate in online challenges or webquests || Students will use an online webquest that is structured through the phases of inquiry that includes detailed challenges and projects that they will engage at their own pace. They will utilise digital concept maps that range from Bubbl Us to an interactive Venn diagram that requires students to analyse information, organise it accordingly in the suggested format and compare concepts. Students will collaborate and share ideas and perspectives through online communication tools. They will also compare and document results using these tools. Additionally tasks will be structured to incorporate higher order thinking strategies. || <span style="font-family: Arial,Helvetica,sans-serif;">• R eflect on their participation in a collaborative online project //﻿// || Digital devices that include the use of a class camera or camcorder to document their ideas and information of their action plan will be encouraged.They will utilise a blog to relfect on their actions and contributions throughout the learning sequence. || <span style="font-family: Arial,Helvetica,sans-serif;">• C ommunicate with others online with a password protected identity //﻿// || Students will sign a contract that details examples and expectations of respectful ICT practices which will be also be reminded upon each activity that they that engage in within the online environment. They will be provided with their own password protected identity to enable them to do so. || //﻿// || Students will use navigation features through the online webquest in a scaffolded manner. The navigation of the webquest includes accessing various online websites and videos. ||
 * **//Cross-Curriculum Priority//** || **//Links to Learning Sequence//**  ||
 * //Inquiring with ICT// //﻿// <span style="font-family: Arial,Helvetica,sans-serif;">• O nline communication tools such as blogs, wikis, RSS and databases
 * //Creating with ICT// //﻿// <span style="font-family: Arial,Helvetica,sans-serif;">• C ollect, combine and manipulate digital images, text and sounds when creating digital products || Students are expected to utilise a range of ICT to create a digital product that requires them to manipulate images, text and sound. As a component of the criteria students will be graded on their ability to utilise the ICT effectively to deliver to the intended audience. ||
 * //Communicating with ICT// //﻿// <span style="font-family: Arial,Helvetica,sans-serif;">• U se digital devices to collect and share ideas and information
 * //Ethics, issues with ICT// //﻿// <span style="font-family: Arial,Helvetica,sans-serif;">• U se responsible and respectful ICT practices reflecting accepted values including sharing materials responsibly, and respecting self and others
 * //Operating ICT// //﻿// <span style="font-family: Arial,Helvetica,sans-serif;">• S elect and use navigation features within learning objects, software, simulations and websites