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Students were required to design a soil analysis experiment and present a scientific report in pairs. Students needed critical and creative thinking, information and communication technology capability (presenting a digital report and collaborating online), literacy and numeracy skills, personal and social capabilities as it involved working with others. The syllabus information is disconnected. The skills are presented as an add on. These skills are usually taught unconsciously but not specifically and with clear intent to and with the students. Students are encouraged to reflect on their knowledge understanding in formative conversations but we do not often include skills in these conversations.

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Assessment requirements for Stage 6 including Trial and HSC do not enable the assessment of subject knowledge in an authentic way.

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Task: Writing a response to a text

Skills:
Orally share their ideas with a partner/whole group (turn taking, articulating an idea and responding in a logical sequence)
Understanding Print conventions - left to right, spaces between words, basic punctuation
Phonic knowledge - stretching sounds and writing them in order

How were the skills integrated:
Through the gradual release model: explicit, modelled teaching
shared
small group/independent practice

How does the syllabus provide guidance:
Making Connections in English document. Shows how the various outcomes can run in parrallel

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Literacy Intervention- Sentence structure (Stage 2)

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Literacy Intervention- Sentence structure (Stage 2)

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After listening to a picture book, students were given a passage of text from the book. The students had to identify the components of the text the author used (adverbs, verbs, conjunctions, preposition) and reflect upon their own independent Writing goals.
Students were then given the opportunity to change the text based on their individual Writing goal, then re-write the passage.
The syllabus provides information on sentence structure components that need to be included.

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Year 10 English - analysing effect of colour & lighting in a scene. Learning intention: encourage collaboration with a very risk adverse class.

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Year 10 English - analysing effect of colour & lighting in a scene. Learning intention: encourage collaboration with a very risk adverse class.

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Skills - applying knowledge, analysis, taking a risk, growth mindset, collaboration, listening, synthesising ideas, broadening perspectives
Integration
- Individual: used CSI to record initial thoughts then
- (groups of 4) Micro Lab Protocol (Share, Pause, Repeat, Discuss) to talk way to understanding
Syllabus support - syllabus outcomes provide scope of content & skills eg critically assesses technology & media

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Completing an English unit with Year 10 called 'Humanity in Print'. Students had to write an analytical response to a question looking at how literature reflects human behaviour using the classic text they had studied and built the unit to develop the skills to complete the task as we went.

We integrated the skills for the writing throughout the unit which were connected to different components of an analytical response.

In this particular lesson we collaboratively came up with general statements about the power of literature/ language to communicate human behaviour/ experiences.

Students then had to think of novel examples that supported at least one statement. But most were encouraged to do two to three.

From there they looked at what the human behaviour was and where it is in the real world to establish whether the situation in the novel was making a comment on overall human behaviour.

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Writing lesson - understanding texts - Collaboration - ability to listen to each others ideas and work together to challenge thinking, Communication - ability to articulate learning in different ways, Critical and Creative thinking - Ability to be a thinker and foster love for learning and  natural curious questions and strive for learning, ability to see things from different perspectives beyond their own.  It isn't one of the skills, but ability for kids to self regulate to then engage in learning. 

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Writing lesson - understanding texts - Collaboration - ability to listen to each others ideas and work together to challenge thinking, Communication - ability to articulate learning in different ways, Critical and Creative thinking - Ability to be a thinker and foster love for learning and  natural curious questions and strive for learning, ability to see things from different perspectives beyond their own.  It isn't one of the skills, but ability for kids to self regulate to then engage in learning. 

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Collaborating and communicating skills - learning how to sit, focus, listen, hold a pencil correctly, starting at the right spot

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Thesis statement development Collaboration through Google doc

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Thesis statement development Collaboration through Google doc

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The lesson involved students working in groups to compose thesis statements for a HSC module.  Groups were set by teacher to ensure a spread of ability. The students needed to allocate roles and contribute to the group task via a google doc. The syllabus (EA-12-9) makes reference to collaborative processes; however, we drew on the Collaborative competency from Deep Learning. The syllabus does not provide guidance on collaboration.

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Not all of the LAC touchpoints are relevant or applicable in all cases. There are times when students are too early in their learning of a subject to possess the understanding to, for example, reflect critically on their work. Likewise, use of technology should be judiciously used.

Students were learning about the house.
This linked well to communication, but none of the other skills.
Subject content is seen (rightly or wrongly) as trumping other curricular needs.

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Students were learning to convert am pm time to 24 hour time
Communication - students sharing their thinking of why time was moving from 1300hrs onwards
Collaboration - students working in pairs to match am pm time to 24 hour time
Syllabus provided guidance in regard to content descriptor

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Year 7 Indonesian - using the currency exchange to work out the value of various currency relative to the Australian dollar. Learning across the curriculum - numeracy and intercultural understanding.
Collaboration - working in small groups to determine information about the currency - country of origin, name of currency, significance of symbols etc.

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Students had to explain their thinking and justify their responses. We then discussed which were the most efficient strategies and why.
Skills included critical thinking and communication.
Syllabus provided guidance through content descriptors and Working Mathematically  - reasoning.

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Technology skills - online lesson & coding
Communication skills - explanation in own words
Creative thinking - how could this be used in real-life situation
Truthfully - I didn't look for the teaching across the curriculum section