DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer CROSS CURRICULA PRIORITIES Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia The overarching purpose of Catholic schools of the past, as well as the future, is to the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future. Defining Features, Diocese of Cairns The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith. Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. The curriculum provides opportunities to and respect: traditional knowledge and practices culture and natural heritage spirituality and to critically examine and/or challenge: social constructs prejudice and racism This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia. The curriculum provides opportunities to know, understand and be able to: Understand ‘Asia’ Develop informed attitudes and values Know about contemporary and traditional Asia Connect Australia and Asia Communicate effectively with people of the region both within and outside Australia confidently Sustainability Education Social Emotional Learning Inclusive Education
CRITERIA SHEET ‘WHO IS THE BUSIEST IN YOUR FAMILY’ Criteria A B C D E Knowledge and Understanding Part 1 Justification of Who is the Busiest in Your Family Student identifies busiest person and provides a comprehensive reason for their choice. Student identifies busiest person and provides a thorough reason for their choice. Student identifies busiest person and provides a satisfactory reason for their choice. Student identifies busiest person. No reason is provided for their choice. Student does not identify the busiest person or provide a reason. Part 2 Compare and Contrast the Busiest Family Member to the Family Student thoroughly a range of jobs to show how busy the person is and comprehensively compares and contrasts the two people chosen. Student satisfactorily a range of jobs to show how busy the person is and attempts to compare the two people chosen. Student satisfactorily lists a range of jobs to show how busy the person is. Student may list 1 job to show how busy the person is. Student does not list any jobs to show how busy the person is or provides irrelevant answer. Skills Part 3 Job Student displays a comprehensive understanding of the progression from past to present to future by isolating technological advances within the chosen job/task. Student displays a thorough understanding of the progression from past to present to future by isolating technological advances within the chosen job/task. Student displays a satisfactory understanding of the progression from past to present to future by isolating technological advances within the chosen job/task. Student displays a limited understanding of the progression from past OR present OR future by isolating technological advances within the chosen job/task. Student does not display any progression between past to present to future within the chosen job/task.
Home Life Collecting and folding washing from the line Clearing the table and washing the dishes Collecting the eggs from the chicken coop Collecting vegetables from the vegetable garden Care for any younger siblings Work Life Going to school Monday to Friday 9 am – 3pm Recreation Life Sewing lessons Playing piano Going to Church and helping with Church activities Listening to radio