1. Curriculum development Importance of development - Creating a set of rules - Planning ahead of time - Implementation of the Stage 6 syllabus - The end product/ project Valuing the HSC - Strongly scaffold by the BOS - Important to cover all content for the HSC and school assessments

2. UbD backwards Mapping Resources Identify desired results - What you want the students to learn - Determine acceptable evidence - How you will get students to show learning - Assessments etcPlan learning experience and instruction - Assess student progress -

3. What is Project Based Learning? Students make decisions within a prescribed framework. There’s a problem or challenge without a predetermined solution. Students design the process for reaching a solution. Students are responsible for accessing and managing the information they gather. Evaluation takes place continuously. Students regularly reflect on what they’re doing. A final product (not necessarily material) is produced and is evaluated for quality. The classroom has an atmosphere that tolerates error and change.

4. How can PBL be used in stage 6? Implementing projects related to units of work Through the use of PBL, Students are able to fulfil the outcomes listed in the stage 6 syllabus predominately through their major work and group focused activities.

5. Encourages maximum amount of interaction between teachers and students Ideally with a 70/30 split between student participation and lecture structure Goal: Develop students character, provide confidence and motivation to express ideas, opinions and emotions Interactive Teaching Resources: definition

6. Benefits More effective than traditional teaching methods Uses continuous engagement to create a more effective way to engage contemporary students Motivates students to learn and have ownership over this learning Provides the students to teach peers, thus enhancing their own learning Creates a sense of community within a classroom Teaches collaboration and cooperation/ ‘life’ skills

7. Implementation Start simply and build this process  EG: learning partners  Small group projects  Whole class projects Method of implementation – Summative – identifying/test student knowledge gained – Formative – assign task directly to students – Motivation – create an environment to elicit student response Eg: total physical response – students retain more through a physical setting Pair students to discuss pros/cons of topic Encourage experimentation – don’t be afraid to make mistakes = learning For conclusion of lesson: summarise lesson with one word and review lesson accurately

8. Examples Test tournament Youtube video quizes Interactive game learning/Gamified learning Role playing Pop culture statistics

9. Critical Thinking Process of breaking down a problem and an analysis of the information to Literal and factual Researching facts to form questions and find problems

10. Creative Thinking Using facts and merging your own spin to create a new idea Brainstorming is a popular method

11. Critical Vs Creative Analitical Probability Answer Yes, BUT Left Brain Generative Possibility AN Answer Yes, AND Right Brain

12. In our Syllabus Critical thinking can be treated as researching and obtaining facts ans “set in stone” information about existing products (research) Creative thinking could be considered idea generation and idea conceptualsation (combining existing knowledge and your own ideas)