Words: 2000
( Please make sure to give the citation in every paragraph as possible )
This task offers you the freedom to choose an integrated approach that appeals to you and your beliefs about teaching and learning. Using your preferred approach to integrating learning and curriculum, you are to plan an integrated unit of work that will include learning experiences that allow students to explore in some depth, a question/problem of interest to them.
Your plan must fit within specific learning areas and must align with the relevant national and/or state or territory curriculum used in your state of residence.
In your unit plan and rationale, you will need to demonstrate a clear connection between your planning choices and other information, such as class composition, previous learning experiences, etc. You will also need to justify the choices you make to create this plan in an accompanying rationale.
To begin this submission, you’ll need to:
• Decide on a year level to plan for. Think about what is particular to this cohort of students and the range of learners within it.
• Decide on a topic/issue/question to explore, using relevant curriculum documents.
• Present ideas about how you might tackle this topic and the strategies you might use to allow for exploration, engagement and learning.
• Seek out some stimulus and engagement material e.g.picture books, archival information/footage, images, photographs, sound recordings. Include a list of these materials in your final submission (you can include hyperlinks to web-based materials).
Once you have made these decisions, use the Integrated studies plan template provided in Additional resources to create an integrated unit plan. This should include the following:
1. A brief description of your chosen year level (no more than 100 words).
2. The discipline area/s to be integrated and links to the relevant national and/or state or territory curriculum selected.
3. The learning outcome/s students will work towards, which will be drawn from the selected curriculum area/s.
4. The essential question, problem or statement of understanding (depending on your approach to integration).
5. The phases of the inquiry.
6. A unit overview outlining the ‘big picture’ of the unit, including key skills, understandings and skills that students will achieve by completing this unit (look at Kath Murdoch for ideas).
7. Key resources (e.g. stimulus materials, picture books, guest speakers, computer programs). Include a list of stimulus materials/resources you plan to use. These resources must include specific details—for instance, the title of a book rather than simply stating that you will use a book. This can be included as an appendix or resources section.
8. A statement describing the prior knowledge and experience students already have in the curriculum areas you’re integrating, relevant to the unit of work. This will act as a means of understanding where this unit/sequence sits. For example, at the beginning of their learning about the specific focus you’ve selected, or as a means of deepening their knowledge and understanding through a culminating unit of work.
9. Opportunities for assessment, which should be highlighted throughout the unit.
10. A rationale justifying the decisions you have made in relation to the curriculum areas selected to explore a particular topic/question/issue, the use of stimulus material, links to learning outcomes, and assessment strategies/opportunities. The rationale must draw on current and relevant scholarly and professional literature, and must include a description of the model of integration (refer to the models discussed in the Module 2 learning materials, for instance see models described by Fogarty) that fits most closely with your chosen approach
11. 15 references
