What role should intuition, reason, emotion, duty or have in ethical decision making? perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management). accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians. Learning and Teaching Strategies Week 1 2 3 4 5 6 7 8 9 10 General Capabilities Cross Curricular Priorities CE SEL IE Engage → Explore → Explain → Elaborate → Evaluate Engage Resources Lesson 1. Student Resources: iPad
Resources: CRITERIA SHEET TITLE Criteria A B C D E The student work demonstrates evidence of: Appropriate choice of materials for their design needs. (ACTDEK011) (ACTDEP014) Student demonstrated insightful understanding of appropriate material choices for their design needs. Student demonstrated detailed understanding of appropriate material choices for their design needs. Student demonstrated sound understanding of appropriate material choices for their design needs. Student required support to make appropriate material choices to meet their design needs. With Explicit support, student made some appropriate material choices to meet their design needs.
construct, share, change, plan, annotate, ways their group could improve, how jobs were allocated, test, predict outcomes. change, plan, annotate, ways their group could improve, how jobs were allocated, change, plan, annotate, ways their group could improve. construct, share, change. Collaboration during design and construction processes. (ACTDEP018) Student insightfully contributed information and ideas. They listened attentively and responded respectfully to the ideas of others. Student confidently and cooperatively worked in a team, in various roles, sharing and contributing to the process. Student consistently contributed information and ideas, and listened to and respectfully responded to the ideas of others. Student cooperatively worked in a team, in various roles, sharing and contributing to the process. Student actively contributed information and ideas, and listened to and respectfully responded to the ideas of others. Student satisfactorily worked in a team, in various roles, sharing and contributing to the process. With prompts, student contributed information and ideas, and listened to and respectfully responded to the ideas of others. With support, student worked in a team, in various sharing and contributing to the process. With explicit support, student contributed information and ideas, and listened to and respectfully responded to the ideas of others. With explicit support, student worked in a team, in various roles, sharing and contributing to the process. Appropriate choice of digital technologies to explain, create and reflect on design, construction and collaboration. (ACTDIK007) (ACTDIP009) (ACTDIP013) Students creatively chose four or more digital tools to explain, create and reflect on their design, construction and collaboration. Students competently chose three or more digital tools to explain, create and reflect on their design, construction and collaboration. Students successfully choose two or digital tools to explain, create and reflect on their design, construction and collaboration. With prompts, students chose a digital tool to explain, create and reflect on their design, construction and collaboration. With explicit support, students chose a digital tool to explain, create and reflect on their design, construction and collaboration.
Student name Appropriate language eg. angles, friction etc Evaluates and revises plan Shares responsibility Encourages others during construction process Questions of the group to seek clarification Reflects on ideas and opinions of others. Peer Reflection What your buddy did well in the design of their Marble Run?