This assessment item requires you to develop an A3 size detailed conceptual model of a term-long project for a middle years (primary) class group. Particulars relating to the model can be found in the Study Guide, and planning notes are included in this document. You are also required to complete two lead-up tasks which complement the model and which show evidence of having reflected upon the readings in this unit.Guide
to
Assignment
1
Project
model
notes
(Note:
referencing
not
required
on
the
model,
but
is
required
in
lead-­‐up
tasks):
Below,
you
will
find
the
detail
to
include
in
your
conceptual
model
for
assignment
1.
It
includes
Steps
1
and
2
of
the
3-­‐step
planning
model
in
the
Study
Guide.
It
is
in
table
format
just
to
show
you
the
areas
to
include
in
your
model,
however
you
will
produce
your
model
on
an
A3
page
(or
electronic
equivalent)
and
you
can
decide
how
to
format
it.
You
will
have
a
lot
of
information
to
fit
in,
so
it
might
be
useful
to
play
around
with
formats
with
a
pencil
and
paper
(or
electronically)
until
you
find
a
suitable
fit.
Some
people
might
like
to
use
boxes
with
connecting
arrows
that
flow
out
from
the
project
title
and
question
in
the
middle
or
at
the
top.
This
is
entirely
up
to
you

design
it
to
suit
your
conceptual
model.
We
can
share
possibilities
in
class
or
via
blackboard.
Detail
of
Conceptual
Model
1.
Nominate
project
question
Nominate
project
title
Nominate
Year
level
(primary)
2.
LEARNING
OUTCOME
TEXTS
AND
GROUPS
Nominate
learning
outcome
texts
for
each
group
-­‐
at
least
two
digital
outcomes
(Ensure
that
you
briefly
describe
the
constitution
of
each
group
next
to
the
major
text
objective

as
in
lead-­‐up
task
1)
3.
TEXT
CLUSTER
Nominate
a
range
of
specific
text
sources
from
which
students
will
develop
their
topic
content
knowledge.
Your
cluster
must
include
a
diverse
range
of
texts
and
modes
including:
digital
websites,
DVD/CDROM,
human
resources,
exhibits,
video,
print
books
and
should
reflect
a
variety
of
ideologies.
Include
approx
8-­‐10
texts
and
briefly
describe
why
each
is
included.
(the
text
from
lead-­‐up
task
2
can
be
included
here)
4.
PROJECT
CONTENT
:
KNOWLEDGE
PROCESSES
This
section
requires
an
outline
of
the
sub-­‐topics
(knowledge)
the
students
will
study
over
the
project
(highlighting
the
knowledge
processes
as
below).
For
example,
if
the
study
concerns
conservation,
examples
could
be
(include
more
detail
and
specific
egs):
• Experience
wetlands
and
beach
eco-­‐systems
through
field
studies
• Experience
and
share
previous
knowledge
of
media
debates
• Theorise
about
conservation
locally
and
more
globally
(What
differences,
what
similarities?)
• Identify
fields
of
study
of
interest
to
students
• Identify
and
compare
Natural
and
artificial
objects:
use;
disposability;
recycling
• Identify
Natural
resources:
Identities
and
conservation
• Theorise
about
weather
cycles,
storage
and
re-­‐cycling
• Analysing
waterways
and
their
environments:
eco-­‐systems
and
human
impact
• Analysing
and
theorising
about
human
energy:
time
and
motion
studies
• Analysing
water
recycling
viewpoints:
the
debate
• Identifying
Council
authorities
and
legislation
• Applying
knowledge
and
skills
appropriately
to
construct
these
text
types…
• Applying
knowledge
creatively
to
produce
multiple
representations
of
eco-­‐systems
You
need
to
describe
these
topics
as
processes
as
in
the
above
egs.
These
are
brief
egs
only
-­‐
you
need
to
include
substantive
content
that
will
sustain
a
10
week
project,
and
also
show
your
understanding
of
the
four
knowledge
processes.
Another
approach
is
to
have
four
separate
boxes
in
this
section

one
for
each
broad
knowledge
process
(experiencing,
conceptualising,
analysing,
applying).
Again,
this
is
up
to
you.
You
can
use
the
relevant
syllabus
documents
from
the
Queensland
Studies
Authority
(QSA)
(linked
under
relevant
websites
on
blackboard)
to
give
you
more
ideas.
The
next
section
requires
an
outline
of
the
design
repertoires
the
students
will
study
over
the
project.
Under
the
five
design
areas
of
text,
nominate
the
major
text
features
that
will
be
developed
(some
examples
are
provided
below
under
audio
and
linguistic).
Remember
that
these
will
be
nominated
in
relation
to
your
project
and
mode
of
presentation.
Use
the
Essential
learnings
documents
from
the
QSA
site
to
help.
For
example
the
English
essential
learnings
will
help
with
linguistic
design,
Arts
may
help
with
visual
or
gestural
design,
maths
may
help
with
spatial
design,
HPE
may
help
with
gestural
design
and
so
on.
5.
DESIGN
REPERTOIRE
TARGETS
(knowledge
processes
can
also
be
indicated
here)
Audio
design
Example:
• Adding
sound
effects
for
maximum
impact
eg…(EK)
• Adding
music
clips
to
enhance
mood
in
different
ways
eg…
(EN)
Visual
design
Spatial
design
Linguistic
design
• Text
types:

• Constructing
effective
paragraphs

topic
sentence,
elaboration,
summary
and
link
• Timeless
present
tense
to
indicate
authority
in
reports
Gestural
design
There
is
detailed
information
on
what
to
include
in
each
of
these
sections
in
the
study
guide.
Tips
for
the
model:
As
part
of
the
multiliteracies
pedagogy,
you
are
expected
to
design
this
model
in
your
own
way.
Some
websites
about
concept
mapping

remember
these
are
examples
only

your
conceptual
model
needs
to
include
all
of
the
above
headings
in
a
way
that
will
fit
on
an
A3
page.
BE
MORE
CONCERNED
ABOUT
CONTENT
THAN
TRYING
TO
PUT
LOTS
OF
ARROWS
ETC

YOU
HAVE
A
LOT
TO
FIT
ON
THE
PAGE!
Smart
Draw
with
free
download
of
software
and
concept
map
egs
http://www.smartdraw.com/examples/view/index.aspx?catID=.Examples.Smar
tDraw.Mind_Maps
wikipedia

concept
maps
http://en.wikipedia.org/wiki/Concept_map
concept
maps

includes
egs
and
software
downloads
http://users.edte.utwente.nl/lanzing/cm_home.htm
Inspiration
site
with
free
downloads
which
is
also
in
some
of
the
computer
labs
on-­‐campus.
http://www.inspiration.com/vlearning/index.cfm?fuseaction=concept_maps
There
are
lots
of
other
sites
if
you
google
‘concept
maps’
but
many
of
them
refer
to
broader,
less
detailed
concept
maps.
REMEMBER:
Your
model
is
a
detailed
conceptual
model
to
sustain
approximately
ten
weeks
in
a
class