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- Interview staff members about life without mobile phones and computers and internet + writing it up as a magazine article. Lesson 1 - develop questions. LEsson 2 - Interview Lesson 3 - Reflect on information collected Lesson 4/5 - write article about interview.

- Have students interview a grandparent about what technology was like when they were younger. Have them record their findings on a mini poster.

- Do a visual timeline about a chosen piece of technology. (E.g. lightbulb, telephone...etc...) this way students will be able to see how rapidly technology is changing.

-What are the positives and negatives of certain technologies, for instance, mobile phones, internet, video games.

- Have a group debate/discussion about the most important technology to benefit humankind. (sanitation) - write a diary entry from time before sanitation.

-Ancient Rome and central heating.

-Ancient egypt and preserving things.

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Strand: Shape and Space
Phase: 4

Conceptual Understandings:
- Data can be presented effectively for valid interpretation and communication.
- Range, mode, median and mean can be used to analyse statistical data.

Learning Outcomes:
- understand that different types of graphs have special purposes.
- understand that the mode, median, mean and range can summarise a set of data.
- collect, display and interpret data in circle graphs (pie charts) and line graphs.
- design a survey and systematically colelct, record, organise and display the data in a bar graph, circle graph, line graph.

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Strand: Living things, Forces and energy.

Skills:
- Use scientific vocabulary to explain their observations and experiences.
-Identify or generate a question or problem to be explored.
- Interpret and evaluate data gathered in order to draw conclusions.

Learning Outcomes:
- Analyse the positive and negative ways in which technology supports the functioning of workplaces.
- Investigate technological developments.
- discuss and debate why and how we use different technologies.

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Strand: Continuity and change through time, resources and the environment.

Skills:
- Formulate and ask questions about the past, the future, places and society.
- orientate in relation to place and time.
- identify roles, rights and responsibilities in society.

Learning Outcomes:
- identify and describe examples in which technology has changed the lives of people.
- examine the impact of particular technologies on human life.
- describe the positive and negative functions of technology in everyday life.
- reflect on the role of technology in his or her own life.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 5

Conceptual Undertsandings:
-Spoken language can be used to persuade and influence people.
- People draw on what they already know in order to infer new meaning from what ther hear.

Learning Outcomes:
- participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations.
- generate, develop and modify ideas and opinions through discussion.
- infer meanings, draw conclusions and make judgements about oral presentations.
- show open-minded attitudes when listening to other points of view.
- use oral language to formulate and communicate possibilities and theories.
- use speech responsibly to inform, entertain and influence others.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 5

Conceptual Undertsandings:
- Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.

Learning Outcomes:
- Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects.
- Navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations.

WRITTEN LANGUAGE_ READING
Phase: 5

Conceptual Undertsandings:
- Synthesizing ideas and information from texts leads to new ideas and understanding.

Learning Outcomes:
- understand that authors use words and literary devices to evoke mental images.
- consistently and confidently use a range of resources to find information and support their inquiries.
- use the internet responsibly and knoledgeably, appreciating its uses and limitations.
- locate, organise and synthesize information from a variety of sources including the library/media centre, the internet, people in the school, family , the immediate community or the global community.

WRITTEN LANGUAGE_ WRITING
Phase: 5

Conceptual Undertsandings:
- knowing what we aim to achieve helps us to plan and develop different forms of writing.

Learning Outcomes:
- use planning, drafting, editing and reviewing processes independently and with increasing competence.
- use standard spelling for most words and use appropriate resources to check spelling.
- use a dictionary, thesaurus, spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 5
Conceptual Undertsandings:
Metaphorical language creates strong visual images in our imagination.

Learning Outcomes:
-participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations.
- generate, develop and modify ideas and opinions through discussion.
-understand and use figurative language such as simile, personification and metaphor.
-reflect in communication to monitor and assess their own learning.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 5
Conceptual Undertsandings:
Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.

Learning Outcomes:
- Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects.
-show how body language, for example, facial expressions, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effets and influence meaning.

WRITTEN LANGUAGE_ READING
Phase: 5
Conceptual Undertsandings:
Synthesizing ideas and information from texts leads to new ideas and understanding.

Learning Outcomes:
-participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and appreciating what it means to be an author.
-understand that authors use words and literary devices to evoke mental images.
-identify and describe elements of a story - plot, setting, characters, theme - and explain how they contribute to its effectiveness.
-participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding.

WRITTEN LANGUAGE_ WRITING
Phase: 5
Conceptual Undertsandings:
Effective stories have a purpose and structure that help to make the author's intention clear.

Learning Outcomes:
-demonatrate an increasing understanding of how grammar works.
-use written language as a means of reflecting on their own learning.
-locate, organize, synthesize and present written information obtained from a variety of valid sources.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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Reflective
Knowledgeable
Open-minded

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Commitment
Confidence
Creativity

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Form, function and change

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Communication and future

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Phase:
Conceptual Understandings:
Learning Outcomes:

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Printmaking

RESPONDING
Phase: 4
Conceptual Understandings: Through exploring arts across cultures, places and times we can appreciate that people innovate.
Learning Outcomes: Understand the role and relevance of visual art in society.
CREATING
Phase: 4
Conceptual Understandings: Arts provide opportunities to explore our creative potential and engage in a personal artistic journey.
Learning Outcomes: develop an awareness of their personal preferences.

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Strand: Movement ( Interaction)
Phase: 3
Conceptual Understandings: a plan of action is a necessary strategy for a group to achieve its goal.
An effective group capitalizes on the strengths of its individual members.
Learning Outcomes: recognize that committing to shared goals in groups situations improves individual and shared experiences and outcomes.
identify individual strengths that can contribute to shared goals.

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Research skills: Formulating Questions, Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data, Presenting Research.

Communication skills: Listening, Speaking, Reading, Writing, Viewing, Presenting, Non-verbal communication.

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A debate for and against the impact of technology on human life.

Lay out a technology and they discuss in their presentation the arguments for and against a particular technology

Collaborative timeline throughout the Unit - Summative will be based on what will happen in the future.

A Newspaper article explaining what they think will change and why (in the next 100 years).

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The way people use technology at home, school and in the community is changing.

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- Definition of technology.
- The exploration of various types of technology.
- The ways people communicate have changed over time