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Goal - Educate the local community about an invasive species in our area

Role - Science reporter

Audience - South Australian community

Situation - Have been hired by the CSIRO to create a news report about invasive species in South Australia

Product – Produce a newspaper/magazine article/ media video/article to educate the community

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MYP 2 Acceptance and Inclusivity poetry 

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MYP 2 Acceptance and Inclusivity poetry 

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Goal

Your goal is to analyse a series of poems and songs about acceptance and inclusivity using the SWIFT analysis technique, before creating your own acceptance/inclusive poem.

Role

You are a poetry critic who is also aspiring to become an inspirational poet interested in the importance of acceptance and inclusivity for all.

Audience

Publication company (such as Penguin) who are looking to create a new anthology of poems about acceptance and inclusivity.

Situation

You have been asked by a publishing company (Penguin) to recommend a series of poems for an upcoming anthology publication.  You have decided to sneak your own poem into the mix.

Product

You will analyse 2 poems using the SWIFT method and write a TEEL paragraph that justifies why you think these poems should be included.  You will also include your own poem to be taken into consideration.

Standards

You will be assessed from components of Objectives A, B, C and D

Objective A: Analysing

1. Identify and explain the content, context, language, structure, technique and style of text(s) and the relationship among texts

Objective B: Organising

1. Employ organisational structures that serve the context and intention

Objective C: Producing text

1. Produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process

2. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

Objective D: Using language

1. Use appropriate and varied vocabulary, sentence structures and forms of expression

2. Write and speak in an appropriate register and style

3. Use correct grammar, syntax and punctuation

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Objective A: Knowledge and understanding
describe scientific
knowledge
ii. apply scientific knowledge
and understanding to
solve problems set in
familiar and unfamiliar
situations
iii. analyse information
to make scientifically
supported judgments.

Objective D: Reflecting on the impact of science
Describe the ways in which
science is applied and
used to address a specific
problem or issue
ii. discuss and analyse the
various implications of
the use of science and its
application in solving a
specific problem or issue
iii. apply scientific language
effectively
iv. document the work of
others and sources of
information used.

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G: Your goal is to design and produce a battery powdered LED edge lit acrylic torch  R: as a designer working for a promotional manufacturing company A: you need to convince the client S: that your prototype is suitable for their needs  P: as a torch to promote the brand / event S: a successful prototype will have a functioning electric circuit, include a 3D printed handle, etched acrylic design and meet the size and client specifications 

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G: Your goal is to design and produce a battery powdered LED edge lit acrylic torch  R: as a designer working for a promotional manufacturing company A: you need to convince the client S: that your prototype is suitable for their needs  P: as a torch to promote the brand / event S: a successful prototype will have a functioning electric circuit, include a 3D printed handle, etched acrylic design and meet the size and client specifications 

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In order for a student to apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations, students must communicate their skills. They can do this by exchanging thoughts, messages and information effectively through interaction.

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Goal - Your task is to write a persuasive essay to convince your audience to change a particular way of living to become more sustainable.

Role - You are an environmentally-conscious student of Willunga High School who is trying to convince leaders in the school to adopt sustainable practices.

Audience - Your audience will be Willunga High School Leadership or the school’s Governing Council.

Situation - The world requires us as humans to change our ways to protect the environment for generations to come.  As a student who cares for the environment, you are determined to change the mindset of the school’s leaders.

Product - You will produce a letter with three arguments, convincing the school about the sustainable practice you would like to see implemented.

Standards - You will be assessed against criteria from Objective B, C and D

Objective B: Organising

1. Employ organisational structures that serve the context and intention

2. Organise opinions and ideas in a coherent and logical manner

3. Use referencing and formatting tools to create a presentation style suitable to the context and intention

Objective C: Producing texts

1. Produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process

2. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

3. Select relevant details and examples to develop ideas

Objective D: Using language

1. Use appropriate and varied vocabulary, sentence structures and forms of expression

2. Write and speak in an appropriate register and style

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Goal

Your goal is to create an anthology of 3-5 poems that focus on the importance of physical and emotional wellbeing.  You will also analyse the poetic techniques you used in one poem through a writer’s statement.

Role

You are an aspiring poet who is trying to raise awareness about the importance of self-care through the written or spoken word.

Audience

Teenagers who connect with written and spoken word to draw inspiration or advice from.

Situation

The challenge involves creating poems that are relatable and of interest to your audience.

Product

You will create an anthology of 3 – 5 poems, and a writer’s statement.  The poems can be spoken, sung or written.

Standards

You will be assessed on Criteria A, B, C, D

Analysing:

i. identify and explain the content, context,

language, structure, technique and style of text(s) and the relationship among texts

ii. identify and explain the effects of the creator’s choices on an audience

Organising:

i. employ organizational structures that serve the context and intention

Producing texts:

i. produce texts that demonstrate thought,

imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

Using language:

i. use appropriate and varied vocabulary, sentence structures and forms of expression

iii. use correct grammar, syntax and punctuation

iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy

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G: Design and produce an electronic device (mobile phone/tablet/ipad) holder from timber products to identify appropriate materials and learn how to use various tools safely in the workshopR: You are a research and designer for a sustainable company promoting a circular economyA: designing for a client who needsS: to view an electronic device hands freeP: in a functional, but creatively shaped electronic device holder S: a successful electronic device holder will hold the device hands free at an appropriate angle, include a product label promoting a circular economy and meet the specifications of the task.

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G: Design and produce an electronic device (mobile phone/tablet/ipad) holder from timber products to identify appropriate materials and learn how to use various tools safely in the workshopR: You are a research and designer for a sustainable company promoting a circular economyA: designing for a client who needsS: to view an electronic device hands freeP: in a functional, but creatively shaped electronic device holder S: a successful electronic device holder will hold the device hands free at an appropriate angle, include a product label promoting a circular economy and meet the specifications of the task.

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G – Your goal is to educate others on how the function of resources can support others to make informed decisions on healthy eating practicesR – You are a nutritionist. A – Your audience are adolescents. S – Adolescents you know are not eating a balanced diet and are turned off by ‘healthy’ foods.  P – You will create a stir fry recipe that incorporates at least four of the five different food groups. You must ensure the stirfry looks visually appealing to encourage others to try something new. S – Your work will be assessed by;Application of knowledge and understanding in preparation and justification of an appropriate recipe.Demonstrating knowledge and use of kitchen procedures in practical lessons

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G – Your goal is to educate others on how the function of resources can support others to make informed decisions on healthy eating practicesR – You are a nutritionist. A – Your audience are adolescents. S – Adolescents you know are not eating a balanced diet and are turned off by ‘healthy’ foods.  P – You will create a stir fry recipe that incorporates at least four of the five different food groups. You must ensure the stirfry looks visually appealing to encourage others to try something new. S – Your work will be assessed by;Application of knowledge and understanding in preparation and justification of an appropriate recipe.Demonstrating knowledge and use of kitchen procedures in practical lessons

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G – Your goal is to write a narrative where the character’s actions or the theme teach the reader a lesson in human nature and dignity, moral reasoning, or ethical judgment. You will support this story with a short writer’s statement (150 -200 words) that reflects on conceptual and debatable questions.

R – You are a writer who is wanting to teach your audience a valuable lesson (e.g. right vs wrong).

A – Your audience is the age level you are targeting your narrative at (upper primary, lower secondary)

S – The situation you find yourself in is a storyteller, teaching a story through the creative writing process and development of characters and theme.

P – You will create a narrative either written or as an audiobook/picture book.  Alternatively, you could present a multimodal narrative as a means of incorporating visuals.

Standards:

Your work will be judged by: Criterion B: Organsing, Criterion C: Producing Texts and D: Using Language.

Your product must meet the following standards: No more than 500 words or 3 minutes in length for the short story, and 150-200 for the writer’s statement.

Objective A: Analysing

i. identify and explain the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. identify and explain the effects of the creator’s choices on an audience

iii. justify opinions and ideas, using examples, explanations and terminology

Objective B: Organising

i. Employ organsiational structures that serve the context and intention

Objective C: Producing Texts

i. Produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process

ii. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

Objective D: Using language

i. Use appropriate and varied vocabulary, sentence structures and forms of expression

ii. Write and speak in an appropriate register and style

iii. Use correct grammar, syntax and punctuation

iv. Spell with accuracy

v. Use appropriate non-verbal communication techniques

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all 4 criteria assessed for each of these tasks

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all 4 criteria assessed for each of these tasks

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In order for a student to organise opinions and ideas in a coherent and logical manner, students must write and use language to gather and communicate information.  They will learn to do this by using scaffolds provided to them.

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In order for students to identify strategies to enhance interpersonal skills, students must manage and resolve conflict, and work collaboratively in teams. They will do this by participating in a numer of team games and take on a variety of roles. 

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In order for students to identify strategies to enhance interpersonal skills, students must manage and resolve conflict, and work collaboratively in teams. They will do this by participating in a numer of team games and take on a variety of roles. 

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In order for students to employ organisational structures that serve the context and intention the students must organise and depict information logically. They will learn to do this through using appropriate forms of writing for different purposes and audiences

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In order for students to identify strategies to enhance interpersonal skills, students must manage and resolve conflict, and work collaboratively in teams. They will do this by participating in a number of team games and take on a variety of roles. 

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In order for students to identify strategies to enhance interpersonal skills, students must manage and resolve conflict, and work collaboratively in teams. They will do this by participating in a number of team games and take on a variety of roles. 