Statistics & Probability DEVELOPING INQUIRING & REFLECTIVE LEARNERS ACMSP144 Describe probabilities using fractions, decimals and percentages ACMSP145 Conduct chance experiments with both small and large ACMSP146 Compare observed frequencies across experiments with expected frequencies ACMSP147 Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables ACMSP148 Interpret secondary data presented in digital media and elsewhere COMMUNITY CONTRIBUROR LEADER AND COLLABORATOR EFFECTIVE COMMUNICATOR ACTIVE INVESTIGATOR DESIGNER AND CREATOR QUALITY PRODUCER CROSS CURRICULAR 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 bring 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 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 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
The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith. culture and natural heritage spirituality and to critically examine and/or challenge: social constructs prejudice and racism Communicate effectively with people of the region both within and outside Australia confidently Sustainability Education Social Emotional Learning Inclusive Education Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation. The curriculum provides opportunities to reflect upon: the gift of creation an attitude of responsible stewardship and to critically examine and/or challenge: the impact of human interaction with the natural, built and social environment current environmental issues Social and emotional competencies are integral to academic and work success and are the of resilience, relational quality and social capital. The curriculum provides opportunities to develop: Self Awareness Social Awareness Responsible Decision Making Self-Management Relationship Management It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions. The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities. GENERAL CAPABILITIES Literacy Numeracy Information and Communication Technology Critical and Creative Thinking Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas. Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful. As they become numerate, students develop and use mathematical skills related to: Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate ideas, plans, processes and products to Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that
Select appropriate units to calculate lengths and areas Read, interpret and use timetables using appropriate units of measure Order the likelihood of simple events on a number line from 0 to 1 about the similarities and differences between local travel and journeys to other parts of Australia or oversees. Week 2 Focus- using addition and subtraction to work out travel times. Students will look at time longitude, latitude and exchanges. Students will look at a variety of ways to plan a trip involving one or more modes of public transport Map reading Time Zones Timetables Laptops - research FISH- Red fish: What am I being asked to find out? Scootle activity (TLF ID L1111) to provide opportunities for students to revise map reading and practise timetable reading skills. Scootle activity Journey planner to provide opportunities for students to revise map reading and practice timetable reading skills. MENTAL COMPUTATION Estimation-how reasonable is my answer? (FISH KIT Strategy) MATHEMATICAL LANGUAGE Longitude Latitude Routes-direction 12 hour time, 24 hour time, a.m., p.m., Focus: Mapping – reading maps for direction. Students work in pairs to revise symbols, keys and world map reading. Focus: Route planning Using a template Australian map, students will find flights and plan the most effective route from Cairns to Sydney, Perth, Darwin and back to Cairns. Guided Group Reading timetables-24 hour time. Focus: Scootle activity. Students complete the online activity to consolidate their learning. RESOURCES Atlas Internet – Scootle
Calculate and record lengths and distances using decimals Select appropriate units to calculate lengths and areas Read, interpret and use timetables appropriate units of measure Order the likelihood of simple events on a number line from 0 to 1 Focus: Complete route planner and itinerary. Week 9 Review learning, paying particular attention to research and information collected throughout the unit. Re read task sheet to ensure students understand what is expected. Intended route/s Itinerary MENTAL COMPUTATION MATHEMATICAL LANGUAGE coordinates, compass points, 24 hour time, best buy. - Focus: Complete budget sheet either written or using IT Focus: Complete itinerary either written or using IT Focus: Review and edit drafts Guided & peer Focus: Extension activities- reflection and added information. RESOURCES planner- world map template Itinerary template Budget template Access to internet Journals Notes and research information REFLECTION