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Food and Wellbeing - Australian Curriculum

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Food and Wellbeing - Australian Curriculum

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"The Australian Curriculum Connection: Food and wellbeing provides a framework for all young Australians to understand and value the importance of good nutrition for health and wellbeing both across learning areas"

Helpful to get an understanding on what is the expectation set in the Australian curriculum.

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To maximise the effectiveness of any nutrition, health and wellbeing or home economics program delivered in schools, learning should be sequential. The dimensions of this learning are: individuals, families and communities nutrition and food specialisations materials (textiles) and technologies specialisations (Years 7-10 home economics only).

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The above research paper explores how pedagogical practices can benefit student learning. It reports the results of school reviews over 3 terms: focusing on 3 main factors, a whole school approach to pedagogy, student empowerment and professional learning.

Great case study to see how tracking student progress can be beneficial.

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Digital innovation unlocking a world of possibilities

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Digital innovation unlocking a world of possibilities

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​​​​​​​​​​​​Every student, every classroom, every school connected to limitless learning opportunities.

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​Digital innovation unlocking a world of possibilities​​​

We are embedding future-focused learning practices connecting students and teachers across Queensland.

Digital technologies are essential to respond and adapt to a changing world. We are empowering schools to prepare every child and student for a culturally diverse and digitally enabled future.

Our educators are strengthening their digital capability so they can take advantage of virtual teaching opportunities. Embracing the flexibility enabled by these technologies will give teachers access to a variety of teaching and learning options. Our digitally confident teachers will help students engage and thrive in a digital world.

Our system actions to embed digital innovation in teaching and learning:

enhance the capability and confidence of teachers in digital ​teaching and learning

improve connectivity through bandwidth upgrades

connect all students to digital learning opportunities through access to devices and technology

establish a virtual academy to enhance access across the state to teaching expertise

streamline access to data insights and evidence to inform system, regional and school planning and responses.

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A student's potential is global - no longer limited to what can happen within the school gates.

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Equity and Excellence in action: Immersive pedagogy v​​irtual reality for student centred learnin​​g​​​​

Transcript

Students at Bentley Park College, Gordonvale State High School and Woree State High School access engaging and immersive lessons on history, music, science and more through virtual reality (VR) enabled lessons aligned to the Australian Curriculum.

The Far North Queensland schools identified a shared problem of practice - student disengagement. Partnering with industry, the schools used their teacher's expertise to develop and share lesson content. The VR lessons combine technology and pedagogy to bring learning experiences to life for students who may be disengaged from learning.

Related links

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equity and excellence; equity; excellence; digital innovation; teaching; learning;

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Digital innovation in teaching and learning

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​​​​​​​​​​​​Every student, every classroom, every school connected to limitless learning opportunities. ​ ​ We are embedding future-focused learning practices connecting students and teachers across Queensland. Digital technologies are essential to respond and adapt to a changing world. We are empowering schools to prepare every child and student for a culturally diverse and digitally enabled future.

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Created this group of generalised resources to help me (and hopefully you reading this) to properly understand and create a useful collection

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Howell, J. 2012. Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Melbourne, Victoria: Oxford University

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This chapter taken from, Teching with ICT: Digital Pedagogies for Collaboration and Creativity, even though it was published in 2012 is still very relevant and maybe even more in today's society with technology being such an integral part of our lives.

A key takeaway personally would be the focus on how it's the understanding of HOW digital pedagogy transforms teaching. With educators needing to also continuously learn and adapt alongside the increased use of technology.

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Home Economics & Hospitality

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Digital Tools

Unit Plans

Teaching Ideas

Lesson Plans

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Mshayisa, V. V. (2022). Student perceptions of collaborative and blended learning in food science and technology. International Journal of Food Studies, 11(1), 1-18. https://doi.org/10.7455/ijfs/11.1.2022.a1

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Collaborative and Blended Learning Case Study

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Collaborative and Blended Learning Case Study

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This study put to the test the effectiveness of blended and collaborative learning specially for Food Science and Technology. It helped refine potential lesson plans, teaching ideas and the use of digital tools by showing results of a blended learning approach, collaborative learning and taking on board actual student preferences.

Hopefully a helpful resource for other disciplines as well as the results of the study does show a significant improvement in student engagement, satisfaction and learning out comes.

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Design and Technologies – Years 9 and 10

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Design and Technologies – Years 9 and 10

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n this curriculum, students explore:

Sustainability and ethical considerations in design and production.

Advanced design processes, including prototyping and iteration.

Digital and physical technologies to develop solutions for real-world challenges.

Collaboration and industry connections, preparing students for future careers in design and technology.

The curriculum is structured to encourage creativity, critical thinking, and technological fluency, ensuring students can apply their knowledge in practical and meaningful ways.

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F-10 Curriculum | V9 Australian Curriculum

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ACARA acknowledges the Traditional Owners and Custodians of Country and Place throughout Australia and their continuing connection to land, waters, sky and community.

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1. Mood Board Creation in Miro

Objective: Students will collect inspirations, colors, textures, and themes related to sustainable fashion.

How: They can upload images, pin color palettes, annotate ideas, and collaborate in real time.

Tech Features: Sticky notes for feedback, frames for organizing themes, and live comments for peer discussion.

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Sign up | Miro | The Visual Workspace for Innovation

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Miro is a visual workspace for innovation where teams manage projects, design products, and build the future together. Join 60M+ users from around the world.

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A public database allowing users from all over the world to display the work of designers and creatives, sharing new and exciting works.

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The AI workspace that works for you. | Notion

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A tool that connects everyday work into one space. It gives you and your teams AI tools—search, writing, note-taking—inside an all-in-one, flexible workspace.

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A secure point of access to QCAA's data collections and applications for the education community.

Access

Administration and teaching staff at Queensland schools, learning providers and other education organisations.

Not for student access, please visit the QCAA website.

Browsers and devices

Supported: Chrome, Firefox, Internet Explorer 11 and Safari 8+.

Not supported: Microsoft Edge, mobile devices, iPad and other tablets.

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A secure point of access to QCAA's data collections and applications for the education community. Administration and teaching staff at Queensland schools, learning providers and other education organisations. Not for student access, please visit the QCAA website. Supported: Chrome, Firefox, Internet Explorer 11 and Safari 8+.

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Assessment 2 Student Profile

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Utilised for narrative storyboard in AT2

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Amazingly Simple Graphic Design Software – Canva

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Amazingly Simple Graphic Design Software – Canva

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Stay safe online with info, resources and advice for students and parents.

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Sustainable and Ethical Fashion | Darshana Gajare | TEDxDSBInternationalSchool

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Sustainable and Ethical Fashion | Darshana Gajare | TEDxDSBInternationalSchool

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Darshana Gajare explains the way we can use our grandmother's teachings in today's world to produce sustainable, fashionable clothes in a time when climate change poses such a serious problem. Darshana Gajare, Founder & CEO of Fairtrunk found her purpose in advocating Ethical Fashion and building an ecosystem to support this niche.

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Sustainable and Ethical Fashion | Darshana Gajare | TEDxDSBInternationalSchool

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What is Problem-Based Learning (PBL)? PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills, but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning.

See also: Just-in-Time Teaching

In implementing PBL, the teaching role shifts from that of the more traditional model that follows a linear, sequential pattern where the teacher presents relevant material, informs the class what needs to be done, and provides details and information for students to apply their knowledge to a given problem. With PBL, the teacher acts as a facilitator; the learning is student-driven with the aim of solving the given problem (note: the problem is established at the onset of learning opposed to being presented last in the traditional model). Also, the assignments vary in length from relatively short to an entire semester with daily instructional time structured for group work.

By working with PBL, students will:

Become engaged with open-ended situations that assimilate the world of work

Participate in groups to pinpoint what is known/ not known and the methods of finding information to help solve the given problem.

Investigate a problem; through critical thinking and problem solving, brainstorm a list of unique solutions.

Analyze the situation to see if the real problem is framed or if there are other problems that need to be solved.

How to Begin PBL

Establish the learning outcomes (i.e., what is it that you want your students to really learn and to be able to do after completing the learning project).

Find a real-world problem that is relevant to the students; often the problems are ones that students may encounter in their own life or future career.

Discuss pertinent rules for working in groups to maximize learning success.

Practice group processes: listening, involving others, assessing their work/peers.

Explore different roles for students to accomplish the work that needs to be done and/or to see the problem from various perspectives depending on the problem (e.g., for a problem about pollution, different roles may be a mayor, business owner, parent, child, neighboring city government officials, etc.).

Determine how the project will be evaluated and assessed. Most likely, both self-assessment and peer-assessment will factor into the assignment grade.

Designing Classroom Instruction

See also: Inclusive Teaching Strategies

Take the curriculum and divide it into various units. Decide on the types of problems that your
students will solve. These will be your objectives.

Determine the specific problems that most likely have several answers; consider student interest.

Arrange appropriate resources available to students; utilize other teaching personnel to support students where needed (e.g., media specialists to orientate students to electronic references).

Decide on presentation formats to communicate learning (e.g., individual paper, group PowerPoint, an online blog, etc.) and appropriate grading mechanisms (e.g., rubric).

Decide how to incorporate group participation (e.g., what percent, possible peer evaluation, etc.).

How to Orchestrate a PBL Activity

Explain Problem-Based Learning to students: its rationale, daily instruction, class expectations, grading.

Serve as a model and resource to the PBL process; work in-tandem through the first problem

Help students secure various resources when needed.

Supply ample class time for collaborative group work.

Give feedback to each group after they share via the established format; critique the solution in quality and thoroughness. Reinforce to the students that the prior thinking and reasoning process in addition to the solution are important as well.

Teacher's Role in PBL

See also: Flipped teaching

As previously mentioned, the teacher determines a problem that is interesting, relevant, and novel for the students. It also must be multi-faceted enough to engage students in doing research and finding several solutions. The problems stem from the unit curriculum and reflect possible use in future work situations.

Determine a problem aligned with the course and your students. The problem needs to be demanding enough that the students most likely cannot solve it on their own. It also needs to teach them new skills. When sharing the problem with students, state it in a narrative complete with pertinent background information without excessive information. Allow the students to find out more details as they work on the problem.

Place students in groups, well-mixed in diversity and skill levels, to strengthen the groups. Help students work successfully. One way is to have the students take on various roles in the group process after they self-assess their strengths and weaknesses.

Support the students with understanding the content on a deeper level and in ways to best orchestrate the various stages of the problem-solving process.

The Role of the Students

See also: ADDIE model

The students work collaboratively on all facets of the problem to determine the best possible solution.

Analyze the problem and the issues it presents. Break the problem down into various parts. Continue to read, discuss, and think about the problem.

Construct a list of what is known about the problem. What do your fellow students know about the problem? Do they have any experiences related to the problem? Discuss the contributions expected from the team members. What are their strengths and weaknesses? Follow the rules of brainstorming (i.e., accept all answers without passing judgment) to generate possible solutions for the problem.

Construct the problem statement in your own words and take into account the team's knowledge and experience as previously discussed as well as what else needs to be known to solve the problem. Proceed through the following steps:

Get agreement from the team members regarding the problem statement.

Put the problem statement in written form.

Solicit feedback from the teacher.

Be open to changing the written statement based on any new learning that is found or feedback provided.

Generate a list of possible solutions. Include relevant thoughts, ideas, and educated guesses as well as causes and possible ways to solve it. Then rank the solutions and select the solution that your group is most likely to perceive as the best in terms of meeting success.

Establish a timeline with concrete actions.

Include what needs to be known and done to solve the identified problems.

Prioritize the various action steps.

Consider how the steps impact the possible solutions.

See if the group is in agreement with the timeline; if not, decide how to reach agreement.

Generate a list of what else your team needs to know about the problem to solve it. Consider what information the teacher can provide.

What resources are available to help (e.g., textbooks, primary/secondary sources, Internet).

Determine research assignments per team members.

Establish due dates.

Organize and write the team's report (draft/final) of the problem solution. Make sure to add supporting documents. Follow the teachers' instructions as to the format and expectations of the report.

Determine how your group will present the problem solution and also identify the audience. Usually, in PBL, each group presents their solutions via a team presentation either to the class of other students or to those who are related to the problem.

Both the process and the results of the learning activity need to be covered. Include the following: problem statement, questions, data gathered, data analysis, reasons for the solution(s) and/or any recommendations reflective of the data analysis.

It is important to note that a goal of PBL is to present the conclusions as well as the foundation for them that the team worked on. Thus, it is essential to be aware of the following:

A well-stated problem and conclusion.

The process undertaken by the group in solving the problem, the various options discussed, and the resources used.

Your solution's supporting documents, guests, interviews and their purpose to be convincing to your audience.

In addition, be prepared for any audience comments and questions. Determine who will respond and if your team doesn't know the answer, admit this and be open to looking into the question at a later date.

Reflective thinking and transfer of knowledge are important components of PBL. This helps the students be more cognizant of their own learning and teaches them how to ask appropriate questions to address problems that need to be solved. It is important to look at both the individual student and the group effort/delivery throughout the entire process. From here, you can better determine what was learned and how to improve. The students should be asked how they can apply what was learned to a different situation, to their own lives, and to other course projects.

See also: Kirkpatrick Model: Four Levels of Learning Evaluation

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Problem-Based Learning (PBL) - Educational Technology

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What is Problem-Based Learning (PBL)? PBL is a student-centered approach to learning that involves groups of students working to solve a real-world

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Online safety resources and training for teachers, schools and communities

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Bloom’s Taxonomy of Educational Objectives (Original)

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Technologies, Design and Technologies, Years 9 and 10

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WS01 - Design project: To market | V9 Australian Curriculum

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Teacher Collaboration: Spreading Best Practices School-Wide

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Teacher Collaboration: Spreading Best Practices School-Wide

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At Wildwood IB World Magnet School, teacher collaboration fosters a supportive professional culture, lessens teacher conflict, and provides students with school-wide best practices.

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Teacher Collaboration: Spreading Best Practices School-Wide