Personal & Identify factors that influence decision making and consider the usefulness of in making their own decisions Social Capability Ethical Examine and explain ethical concepts such as and justice that contribute to the achievement of a particular outcome Understanding Explain what constitutes an ethically better or worse outcome and how it might be accomplished Explore the reasons behind there being a variety of ethical positions on a social issue Intercultural Explain perspectives that differ to expand their understanding of an issue Understanding Cross-curriculum priorities N/A Proficiency strands Understanding Demonstrate an understanding of measurement through discussion and exploration of the relationship between perimeter and area (Activity 5: Herding hens) Fluency Use knowledge of statistical representations to create appropriate graphs to display data using technology (Activity 4: Cats or dogs?) Use knowledge of fractions, decimals and percentages to calculate percentage discounts (Activity 3: Cheap, cheap!) Problem solving Apply knowledge of problem solving to make choices, interpret and analyse data in comparison to national data (Activity 3: Cheap, cheap!) Investigate mathematical concepts while designing and making (Actvitiy 7: Chicken run) Diversity of learners Teachers use the Australian Curriculum content and achievement standards first to identify current levels of learning and achievement, and then to select the most appropriate content (possibly from across several year levels) to teach individual students and/or groups of students. This takes into account that in each class there may be students with a range of prior achievement (below, at and above the year level expectations) and that teachers plan to build on current learning. National Consumer and Financial Literacy Framework (Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.) Dimension Student learnings by the end of Year 6
Personal & Social Capability Identify factors that influence decision making and consider the usefulness of in making their own decisions Ethical Understanding Examine and explain ethical concepts such as and justice that contribute to the achievement of a particular outcome Explain what constitutes an ethically better or worse outcome and how it might be accomplished Explore the reasons behind there being a variety of ethical positions on a social issue Intercultural Understanding Explain perspectives that differ to expand their understanding of an issue Cross-curriculum priorities N/A Proficiency strands Understanding Demonstrate an understanding of measurement through discussion and exploration of the relationship between perimeter and area (Activity 5: Herding hens) Fluency Use knowledge of statistical representations to create appropriate graphs to display data using technology (Activity 4: Cats or dogs?) Use knowledge of fractions, decimals and percentages to calculate percentage discounts (Activity 3: Cheap, cheap!) Problem solving Apply knowledge of problem solving to make choices, interpret and analyse data in comparison to national data (Activity 3: Cheap, cheap!) Investigate mathematical concepts while designing and making (Actvitiy 7: Chicken run) Diversity of learners Teachers use the Australian Curriculum content and achievement standards first to identify current levels of learning and achievement, and then to select the most appropriate content (possibly from across several year levels) to teach individual students and/or groups of students. This takes into account that in each class there may be students with a range of prior achievement (below, at and above the year level expectations) and that teachers plan to build on current learning. National Consumer and Financial Literacy Framework (Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.) Dimension Student learnings by the end of Year 6
unit-of-work-yr6-its-raining-cats-and-dogs-and-chickens.docx