Across our school, students in years K-6 create a passion project that is linked to a topic they have studied during the year in the areas of dance, drama, music, media, visual arts, science, history, geography and values education. In this learning module kindergarten students work in class groups to brainstorm ideas, create a plan for their class project, evaluate their plans, and then create their passion projects. These are shared through performance/presentations'displays. Underpinning these passion projects is a focus on developing students' ICT skills and their social capabilities.
Collaboration, ICT, Arts, History, Geography, Science, Values Education.
This learning module is based on the Australian Curriculum.
PERSONAL and SOCIAL CAPABILITY
Typically by the end of Foundation Year, students:
SELF-AWARENESS
Recognise personal qualities and achievements
Understand themselves as learners
Develop reflective practice
SELF-MANAGEMENT
Express emotions appropriately
Work independently and show initiative
SOCIAL AWARENESS
Appreciate diverse perspectives
Understand relationships
SOCIAL MANAGEMENT
Communicate effectively
Work collaboratively
Make decisions
Negotiate and resolve conflict
INFORMATION COMMUNICATION TECHNOLOGIES
Typically by the end of Foundation Year, students:
APPLYING SOCIAL AND ETHICAL PROTOCOLS AND WHEN USING ICT
Recognise intellectual property
Apply digital information security practices
Apply personal security protocols
Identify the impacts of ICT in society
INVESTIGATING WITH ICT
Define and plan information searches
Locate, generate and access data and information
Select and evaluate data and information
CREATING WITH ICT
Generate ideas, plans and processes
Generate solutions to challenges and learning area tasks
COMMUNICATING WITH ICT
Collaborate, share and exchange
Understand computer mediated communications
Learning Intention:
To reflect on learning highlights for the year and think of options for my passion project.
Success Criteria:
Comment/Reflection:
Bluebell:
My possible 2-3 topics are .............
I ranked them in this order .........
I chose this topic because ........
Background: This 5 week learning module is a culminating unit for students to reflect on what they have learnt throughout the year in their integrated units and select a topic to explore in more depth. It focuses on learner engagement, provides students with agency in their learning, and is an opportunity to apply their knowledge creatively - something we don't always have time for.
Term 4 Timeframe
Update 1: What will I investigate?
Update 2: Concept Mapping
Update 3: Why is this worth investigating?
Update 4: My Passion Project
Update 1 - Purpose: To support students to reflect on topics they have studied throughout the year in their integrated units and to brainstorm areas they would like to focus on in their passion projects.
Teaching Tips
In week 1 of the term, conduct a brainstorm for students to think about what they have learnt during the year in their integrated units. This should be a 15-30 minute activity.
Possible strategies for the brainstorm:
Use prompting questions such as:
After the brainstorm, explain to students that they will be working on passion projects in the last 5 weeks of the term. In weeks 1-5, they will be exploring ideas and coming to a decision about their focus by the end of week 5.
Based on the initial brainstorm, students/teachers can then record possible focus areas for their passion projects on post-it notes and add them to a noticeboard. They can continue to add to the noticeboard over the next 4 weeks. Encourage students to sort the ideas - placing like ideas together; this can happen at any time by any students. Making this process visible will enable students to think about a range of ideas and refine their topic choices over time.
In week 5, conduct a ranking activity where students select 3-5 possible topics they could focus on and rank them in order of preference. They share and justify their ranking with a partner/buddy. This justification will help them to think more deeply about their ranking and perhaps reorder it. Encourage partners to question each other about their ranking and possible avenues to explore in more depth.
Collaborative strategies:
Having decided on their top idea, students can focus on it immediately in week 6. Of course, if they change their mind, they can go with their second or third ranked idea.
Students who have similar focus areas may work in a group - this might be a way that students who need more support can work with the teacher. This might be particularly useful for a performance too - dance, music, drama etc. More independent students can work on individual or pair projects with support from their year 3 and 4 buddies.
Alternatively, four or five groups can be formed depending on student choice, and each teacher in the unit works with a group that is focused on a particular area/topic.
Learning Intention:
To form a learning goal for my passion project and what I want to include in it.
Success Criteria:
Your Passion Project
You have a 5 week learning opportunity to explore a topic that is linked to your learning in 2017 and that you are interested in exploring in more depth. You can decide on your format (performance, artwork, talk/presentation, model, creative writing, information report, video, photo story etc). To support your passion project, you will need to include a:
You can negotiate with your teacher to present your passion project in other formats or in small groups.
Comment/Reflection:
Bluebell:
Sitting in an inside outside circle, discuss the following:
My buddy helped me to....
One thing we found hard/tricky was...
One thing I am excited about is....
How could I be a bucket filler towards my buddy for the next session ....
Purpose: In this update teachers set goals and expectations, clarify audience and purpose, model how to formulate an inquiry question, and support students to complete their overview of their passion project, using ICT.
The planning stage is important as incorporates some of the social skills of the Australian Curriculum, ensures the passion project is more than a busy activity, and allows students to develop ICT skills in using mindmapping software.
Teaching Tips
As you complete a model of a Passion Project Overview, make your expectations clear. Students could complete the corresponding section in their overview.
Students then use ICT such as Simple Mind, Popplet, Padlet, MindMeister, Mindmup, Mindomo - most of these are available on Apple or Chrome.
A template for the overview is attached for students to use and, once completed, to transfer to their concept maps. They can modify their overviews as they think of more ideas when creating the concept map and with input from buddies.
Two examples (artist and scientist) are included here. They can be used to model how to complete the overview or you can create your own model related to one of your own interests.
Learning Intention:
To think critically about my project plan.
Success Criteria:
Comment/Reflection:
Bluebell:
Using T-P-S, discuss the following questions as a reflection tool at the end of the lesson.
My buddy helped me to....
One thing we found hard/tricky was...
I have improved my project by .......
One thing I am excited about is....
My social goal for the next session is....
Purpose: This update supports students to critically evaluate their overviews and concepts maps. It also raises the intellectual quality of the work that students do on their projects.
Teaching Tips
Teachers should model this first for students as a large group/whole class. Then students can be supported by their buddies to complete their evaluations. Use the language of "making my plan better" rather than "evaluations". Students complete a simple Plus/Delta (Langford – Tool Time for Education, page 108) to evaluate their projects. Their buddies will use a more complex template so will find this quite straightforward. Their main focus is on how the plan could be improved.
PLUS + What is good? What are the positives? |
DELTA ♦ What could I improve? What would I add/change/delete? |
Once they have completed their Plus/Delta charts, students should revise their concepts maps.
Learning Intention:
To create and present an interesting and engaging passion project.
Success Criteria:
Comment/Reflection:
Bluebell:
During the Gallery Walk, remember to think of the following:
How my buddy helped me to complete my task ....
One thing we found hard/tricky was...
One thing I enjoyed was....
What I am proud of ........
Purpose: In this update students start their projects and learn about the criteria to guide them as they complete it.
Teaching Tips
Monitor students' progress and use a Kagan structure such as Inner-Outer Circle for students to check in with each other.
Prior to the Gallery Walk, students will complete a reflection sheet which may be used to assist them in the presentation. These reflections could be placed in their portfolios.
In Week 10, students should present their passion projects to their peers and buddies. A Gallery Walk would enable concurrent presentations as individual presentations can be time-consuming. This could alsbe incorporated in the end of year event when parents visit the school.
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