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VELS Outcomes Level 4. Grade 6 classroom:
Physical, Personal and Social Learning Domains Interpersonal Development (Whole Unit of Work)
The Passion Project allows students to work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. Working in small groups (e.g. creating audio and video feeds) and having class discussions, students gain a respect for diverse ideas and cultures. They accept and display empathy for the points of view and feelings of their peers and others. They identify and use a variety of strategies to manage and resolve conflict
Personal Learning and Development (Whole Unit of Work) The Individual Learner The Passion Project focuses on students developing knowledge about their personal characteristics and capabilities, and those they need to develop to support their approaches to and reflections about learning. Students explore and practise skills and behaviours which support learning. They develop the capacity to monitor their own learning, identifying learning strengths and areas requiring improvement. Managing Personal Learning Students develop and implement plans to complete short-term and long-term tasks within timeframes, set by the teacher, utilising appropriate resources. They undertake some set tasks independently, identifying stages for completion. They seek and use learning support when needed from peers, teachers and other adults. Civics and Citizenship (Writing letter to school principal) Community Engagement The Passion Project enables students to demonstrate a deep understanding of the roles and responsibilities of people of interest within the local and global community, and of democratic processes, when engaging in school and community activities. They present a point of view on a significant current issue and include recommendations about the actions that individuals and governments can take to resolve issues. Students demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision-making. Discipline-Based Learning Domains English (Reading, writing, speaking and listening) Reading At Level 4, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. They describe how texts are constructed for particular purposes, and identify how socio-cultural values, attitudes and beliefs are presented in texts.
Writing At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs, adjectives, and appropriate prepositions and conjunctions. Students also employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading. Speaking and Listening At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and adjust their speaking to take into account context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning. When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner. Mathematics (Graphing, categorisation) Measurement, Chance and Data Principal operations for computation with measurement include the use of formulas for evaluating measures, the use of technology such as dataloggers for direct and indirect measurement and related technologies for the subsequent analysis of data, and estimation of measures using comparison with prior knowledge and experience, and spatial and numerical manipulations. At Level 4, students present data in appropriate displays (for example, graphs – bar, pie or histograms). Arts (Creating audio and video)
Creating and Making At Level 4, students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works. They consider purpose and suitability when they plan and prepare arts works for presentation to a variety of audiences.
Interdisciplinary Learning Domain Information and Communications Technology ICT for visualising thinkingIn the ICT for visualising thinking dimension students use ICT tools to assist their thinking processes and reflect on the thinking strategies they use to develop understanding.ICT for creatingThe ICT for creating dimension focuses on students using ICT tools for creating solutions to problems and for creating information products. ICT for communicatingThe ICT for communicating dimension focuses on students using ICT to:
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