Create; Make; Donate

Create; Make; Donate!  Students will run a business enterprise in order to raise money to donate to a charity of their choice. They will design or modify a product, make quantities of that product and sell the product. They will analyse 2 charities to decide which to donate their money to. Task 1 and 2  Working in homogenous teams, students will conduct a business enterprise in order to raise money to donate to a charity of their choice. They will design/innovate on a product, produce numbers of that product, sell them at a market stall at school, donating the resulting profits to their chosen charity. Individually, students will investigate 2 charities, noting the guiding principles, how money is raised, how and to whom it is distributed. They will write an analytical exposition stating their findings, and justifying their choice of charities.  Outcomes assessed by Task 2  Systems, Resources and Power   4.2 Students plan and manage an enterprise that assists a community or international aid project. 4.5 Students classify values that underpin campaigns and organisations associated with human or environmental rights  Writing and viewing   Cu4.3 When writing and shaping, students:  Select subject matter according to purpose, text type, audience and medium  Organise subject matter that develops a topic and supports a point of view. Op 4.3 When writing and shaping, students:  Organise and link ideas using generic structure, paragraphs, topic sentences and theme position.  Elaborate ideas and support a position through dependent and independent clauses, extended noun groups.  Make choices in cohesion and analytical features of communication. Deep understandings  Systems, Resources and Power 4.5 Students classify values that underpin campaigns and organisations associated with human or environmental rights.  Charities have a social motive and work towards social well being in different ways.  Writing and viewing Cu4.3 Cultural strand: making meanings in context  Analytical expositions are a logical, organised text type for explaining and analysing issues. Op 4.3 Operational strand: using linguistic resources  Texts we construct can be more or less powerful according to the choices we make within language systems. E.g. generic structure, grammar, vocab etc We need evidence of student’s ability to:  Differentiate between charities by the ways they raise money, the cohorts they assist, and the nature of that assistance.  Synthesise ideas and make choices about charities through written text. Criteri a Standards & criteria KNOWLEDGES Knowledge and understanding of the values of charities and how these underpin operations. In-depth information that: Accurately details core values, campaigns and actions of two charities Gives examples of how funds are used for social good. Shows understanding of the social values associated with charities Accurate information that shows: Knowledge about the values, campaigns and actions of two charities. Analysing & Synthesising Determines significant aspects of the issue Develops thesis In depth, logical analysis that: Identifies the beliefs and actions of two charities Clearly and coherently develops own thesis PROCESSES Communicating Compares and contrasts 2 charities Well constructed writing demonstrating very effective use of: Sophisticated language The language strategies available for this text type. Spelling and punctuation Well constructed writing demonstrating some use of: The language strategies available for this text type. Correct spelling and punctuation. Writing demonstrating: Limited use of the language strategies available. and/or Limited concern for spelling and punctuation. SELF AND OTHERS Persistence and organisation when completing work independently Standar ds Worki ng Beyon d Achie ved Analysis that: Identifies the beliefs and actions of two charities. States thesis Worki ng Towar ds Information that shows: Knowledge about two charities. Analysis that: Identifies some beliefs and actions of two charities Needs Suppo rt Information that shows: Limited knowledge about charities. Setting up the arguments  WB. Greenpeace and Australian Volunteers International both have great reputations. I will now look at analysing each organisation’s core values, concerns and campaigns. The following arguments will decide which organisation deserves my profit.  A. Both of these charities we have chosen have important concerns, brief history and core values. I’m going to deal with these issues one at a time.  WT. Both charities do great things to try and help with world wide problems. Following arguments will assist with my reasoning as to which charity to decide. The topics I will cover will be the charities brief histories and campaigns.  NS. For my analytical exposition paragraphs there are history, core values, and concerns, and campaigns. Thesis   WB. In summary, while both charities appear to be well organised and have many achievable goals, I believe that education and health care are crucial. Therefore I have decided to choose Australian Volunteers International. A. In conclusion of my analytical exposition, I have examined my research and I have come to the decision to give my profit to Greenpeace for they have the courage and commitment to challenge world leaders on environmental issues. WT. A.V.I is a charity that has the brief history and campaigns that I fully believe in. I think that A.V.I. will make a difference to the world and it’s Australian so it’s supporting Australia too. Therefore I think that A.V.I. is the charity that should get our money. NS. Now from the 2nd hand to both feet, I was sitting on the fence of a hard decision to whom I would donate my money to, A.V.I. or Greenpeace? In the end I chose A.V.I. because I feel the majority of people have chosen Greenpeace so I decided to do the opposite.   Concerns  WB. Inadequate Education is one of Australian Volunteers International’s central concerns. They are very much also concerned about inadequate health care, lack of good governance and urbansiation. I strongly believe in these concerns because education helps communication, health care helps people to survive and lack of good governance can lead to negative behaviour. While Greenpeace’s concerns are important, I believe e3most of the concerns focus more on the environment. Those concerns being nuclear threats, climate change, wars and conflict, toxic damage, destruction of old growth forests, health of our oceans and genetically modified organisms. Although our environment is a very important issue, I still believe communication and understanding between countries is more important. WT. A.V.I.’s campaigns appear to stand out more to me because they need the education just like we do. If kids don’t get education they will get nowhere in life. Their country needs leaders, professional workers, tradesmen and academics for the future. NS. Now on with Core Values! A.V.I. believes in treating all people fairly and equally and having respect for beliefs and cultures of other countries. They have set rules for volunteer’s behaviour and respect for the different ways of living overseas. A.V.I. vonunteers work with the locals to create a better future. Now from the 1 st hand to the 2. Greenpeace is a very independent organisaton they accept no money from governments, businesses or political parties. They do not wich to be influenced by sponsors. Greenpeace does a lot of ‘Bearing Witness’ to let perpetrators know that their environmental crimes are being watched. Greenpeace does anything to protect Earth. They just do it in a non-violent way but some get sent to jail anyway.   Analytical expositions are used to ANALYSE and EXPLAIN Analytical expositions are a formal text with fairly rigid a topic, and MAKE RECOMMENDATIONS based on the structure. evidence. In your analytical exposition you must: .Thesis: Introduce your topic, say why you are investigating it, and what you have decided is the best action for you. present information about 2 charities, present arguments for and against those charities, giving .Arguments for and against: These arguments should be evidence, and put in paragraphs, with each paragraph about one main idea, make recommendations based on the evidence on which or argument. Main ideas might include things like History, charity you wish to patronize. Values, Where they work, What they are doing now etc. You WHO USES ANALYTICAL EXPOSITIONS? Schools, universities: To show what you know and have learned, and what you believe. They are very important in high school and university. If you can’t analyse why things are as they are, and express your thoughts in an analytical exposition in high school and university, you will probably struggle to achieve well. Parliament, public meetings, board meetings: To make decisions. Although they are often read out, they are usually written down first Newspapers: Editorials and letters to the editor, as well as feature articles. should choose main ideas that are important to you, and make sure you say why they are important. Each .Conclusion: paragraph must have a topic sentence first, expressing the main idea for that paragraph. The remaining sentences in that paragraph could do any of the following: explain, describe, list, illustrate, summarise. You could put your ‘arguments for’ in separate paragraphs from your ‘arguments against’. Or you could put them in the same paragraph. You could put your information about the charities in separate paragraphs. It’s up to you. BUT, let us know what you are doing in your topic sentence. Summarise charities, Restate your decision  Give reasons for that decision your conclusions about the worth of both .Make sure you use topic sentences to show the reader what each paragraph is about. Only put ideas about that topic sentence in that paragraph. .Use personal pronouns. Eg. I believe that …..; It is my opinion that ….; I plan to …….. .Make good use of conjunctions to show logical relationships in your writing. Time: firstly, at this point, meanwhile, in future Cause/conditional: consequently, so, yet, otherwise, therefore Comparison: on the other hand, rather, also, differs from, nevertheless Additional: also, as well, neither, besides, whereas, in addition, but Show results: for example, such as, for instance, these include, as a result .Use ‘thinking’ processes: I believe, I like, It is my belief that…, I hope .Use sophisticated language to express judgments: imperative, marginal, superficial, unimportant, unique, central, crucial ….. .Introduce different points of view: On the other hand, however, nevertheless, at the same time, ... .Use Summing up phrases: I recommend .., Consequently, it seems better to …, So, in summary, …. .Reference: Use different noun groups to refer to your charities. Eg. This world wide charity; This long standing charity; Or use pronouns: It etc. CURRICULUM INTENT What do we want the students to learn and be able to do? School Curriculum Framework Prior learnings Real life and life like contexts Deep understandings Key Processes EFFECTIVE ASSESSMENT IN TECHNOLOGY Enactment of the Unit of Work, 6 to 8 weeks. What do students need to know and do to complete the tasks? Week 1 Week 2 Week 3 Week 4 Week 5 etc EVIDENCE PRODUCED Product Performance ICT application Exhibition etc Sequenced, planned learning activities & teaching strategies. On-going assessment throughout the unit. EVIDENCE/ASSESSMENT What are the contexts in which we want the students to demonstrate their learning? .Quality assessment tasks .Other forms of assessment Observation Consultation Focused Analysis Self/Peer Tina Bendon 2006 Freshwater State School TASK SHEET What must students do? QUALITY ASSURANCE How can we be sure that judgements are consistent across all drafts? Year level moderation CRITERIA SHEETS On what basis will we make judgements about students work? REPORTING •By task •KLA specific CELEBRATING! 13