1. Meet the Teacher Information Session
Stage One 2018

2. Meet the Team Year One Year Two Mrs Lauren Edwards Mrs Darleen Hogan
Mrs Lorena Haman Mrs Krysia Caldwell
Miss Amy Downs Tuck Mr Vicente Lao
Miss Jade Mieszkuc

3. OPS Strategic Directions School Plan 2018-2020
Knowledge Construction
Collaboration
Effective Feedback Strategies

4. Knowledge Construction
Knowledge construction activities require students to generate ideas and understandings that are new to them.
Students can do this through interpretation, analysis, synthesis, or evaluation.
Students are required to apply the knowledge they constructed in a different context, helping them to deepen their understanding further, and to connect information and ideas from two or more academic disciplines.

5. Collaboration
Students have shared responsibility for their work, and the learning activity is designed in a way that requires students to make substantive decisions together.
Students learn the collaboration skills of:
* Negotiation
* Conflict resolution
* Agreement on what must be done
* Distribution of tasks
* Listening to the ideas of others
* Integration of ideas into a coherent whole

6. Effective Feedback
Feedback is not advice, praise, or evaluation. Feedback is information about how we are doing in our efforts to reach a goal. Grant Wiggins
Effective Feedback occurs during the learning, while there is still time to act on it. Jan Chappius
Feedback should at the very least cause the students to think and be challenged

7. Integrated Unit of Work
Integrated units focus on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life.
Integration helps students to become life- long learners and allows efficient coverage and delivery of curriculum in terms of expertise, resources and time.

8. ‘Sounds Sensational’ Unit Summary
Students learn about how sound is produced through vibrations of objects, creating different sounds and investigating how the volume, pitch and types of sounds can be changed based on the action used to produce them.
Students are set a challenge to create a range of musical instruments including shakers, matchbox guitars and harmonicas. Students design a tutorial to teach other students how to create an instrument and film their tutorial.
Students learn about notating musical patterns using symbols. Students design a pattern to play on their instruments.
Students explore 3D shapes when designing a paper amplifier for their instruments/speakers.

9. Unit Overview

10. Links to Capabilities Literacy
This unit provides opportunities for students to develop their literacy skills as they:
Engage in discussions and record their thinking, ideas and questions in journals
Draw labelled diagrams
Present their information in an appropriate visual or written format
Listen to and interpret oral texts
Numeracy
This unit provides opportunities for students to develop their mathematical understanding as they:
Record and present data
Information and Communication Technologies
This unit provides opportunities for students to develop their ICT skills as they:
Use interactive websites to view scientific concepts visually
Use interactive technology to view, sort, record and analyse information
Critical and Creative Thinking
This unit provides opportunities for students to develop their critical and creative thinking skills as they:
Pose and respond to questions for investigation
make predictions
Plan investigations
solve problems through investigation
make evidence-based claims
Ethical Behaviour
This unit provides opportunities for students to develop their ethical behaviour as they:
Work as part of a team
Gather evidence to support their claims
Work safely with equipment
Personal and Social Competence
This unit provides opportunities for students to develop their personal and social competence as they:
Work together in teams to complete tasks
Participate in discussions

11. Science Inquiry Skills
Questioning and predicting
Respond to and pose questions, and make predictions about familiar objects and events
Planning and conducting
Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources
Processing and analysing data and information
Through discussion, compare observations with predictions
Evaluating
Compare observations with those of others
Communicating
Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play

12. Research

13. STEM Challenges What is STEM? Why is STEM important?
Authentic learning experience for the children that is both fun and educational.
It teaches students science, technology, engineering and maths as an integrated subject.
Puts the focus on the students
Students investigate the answers and information themselves using their critical thinking skills and doing lots of hands-on activities, rather than having the information being spoon-fed to them.
Why is STEM important?
Cultivate and foster 21st century skills
Creativity
Critical thinking
Collaboration
Communication
What are the STEM challenges?
Maraca
Guitar
Harmonica
Amplifier
Own Instruments

14. Examples of Knowledge Construction
Interpretation (means drawing differences beyond the literal meaning)
For example, students might learn about music from different historical periods and infer the way it impacted life for those people and the way they used music in society
Analysis (means identifying the parts of a whole and their relationships to each other)
For example, students might analyse how different instruments are played and determine what materials they will need to effectively create and play their own instrument.

15. Example of Collaboration
Students will work in pairs or groups of three to create their own musical instrument.

16. Examples of Effective Feedback
Sounds Sensational
Students will negotiate Success Criteria for the culminating activity as a class.
Students will then present their project to the class, who will use marking criteria to feedback to their peers.

17. Cont… Bump it Up Wall Are a visual display in classrooms so:
Students can see their progress while working towards achieving their learning intentions.
Teachers can keep track of how students are progressing.
Students therefore are able to self monitor:
Where they are,
Where they are heading
What they need to do to get there
And the success criteria to achieve their learning goals.

18. Learning Intentions: Success Criteria: Effective Feedback:
Are the goals of the lesson is.
Success Criteria:
Are the steps needed to work towards and achieve the learning intention.
(Cluster markings in Writing).
These are all discussed with students so they are familiar with the language and vocabulary. Students then understand why they are learning a particular topic, where they are headed and how they will get there as well as where to next?
They are working towards becoming critical reflectors of their own work and use positive statements in class such as “I can”.
Effective Feedback:
Is then given to students verbally and via cluster marking cards.

20. Student Wellbeing

21. Student Wellbeing at OPS
Healthy Life Skills Program
Growth Mindset
Values
School Based Student Wellbeing system
School Medals
Class Based/Values