Term 3 in Levels 3 & 4

 

Inquiry

Social Justice:  In their Shoes

 

Students will learn empathy for those less fortunate than themselves. They will learn about being proactive when addressing injustice, where and when they see it occurring. Students research an area in our community where support is needed. They will research a charity that supports this need. Students will develop a product and work in teams to sell this product at a mini-market. All proceeds from the sales of their product will be donated to the charity of their choice.

Guiding/ essential questions:

    • How do we as a society show fairness to the disadvantaged?
    • How can I show that I believe in social justice?

Expected knowledge/understandings:

·         There are many charities which help the less fortunate and disadvantaged in the community

·         The community can assist charities to do their work by volunteering and donating

·         We can all make a difference to those who need the most assistance in our community

Expected skills:

·         Researching charities in the community

·         Identify challenges others faced in our community

·         Research and record data to establish needs for support in our community

·         Developa plan to make/find a product to sell

·         Use ICT to research, create and present information

·         Be able to discuss ways in which we are fair and unfair in our society

·         Describe factors that can positively influence relationships and personal wellbeing

 

Other Learning Areas

 

 

Health & Physical Education

Personal, Social and Community Health

 

Describe factors that can positively influence relationships and personal wellbeing

 

 

The Humanities /

 

Civics and Citizenship

 

Government and Democracy

 

  • Identify how and why decisions are made democratically in communities
  • Explain the roles of local government and some familiar services provided at the local level
  • Identify features of government and law and describe key democratic values

 

 

Laws and Citizens

 

  • Distinguish between rules and laws and discuss why rules and laws are important
  • Explain how and why people make rules

 

 

Capabilities / Critical and Creative Thinking

 

Meta-Cognition

 

  • Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses
  • Consider concrete and pictorial models to facilitate thinking, including a range of visualisation strategies
  • Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal

 

 

Questions and Possibilities

 

  • Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas
  • Construct and use open and closed questions for different purposes

 

 

Reasoning

 

  • Explore distinctions when organising and sorting information and ideas from a range of sources
  • Distinguish between main and peripheral ideas in own and others information and points of view
  • Investigate why and when the consequences of a point of view should be considered
  • Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view

 

 

Capabilities / Ethical Capability

 

Decision Making and Actions

 

  • Discuss the role of personal values and dispositions in ethical decision-making and actions

 

 

Understanding Concepts

 

  • Discuss the ways to identify ethical considerations in a range of problems

 

 

Capabilities / Personal and Social Capability

 

Self-Awareness and Management

 

  • Identify how persistence and adaptability can be used when faced with challenging situations and change
  • Identify personal strengths and select personal qualities that could be further developed

 

 

 

Social Awareness and Management

 

  • Identify the importance of including others in activities, groups and games
  • Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate

 

Tracking ID: UA-59210082-1