A cross-curricular multiliteracies project concept¦

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 tDraw.Mind_Maps wikipedia “ concept maps concept maps “ includes egs and software downloads Inspiration site with free downloads which is also in some of the computer labs on-­campus. 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