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Humanities Curriculum Project: VISS Grade 6

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Student Number 32381808Surname Vanvelzer

Given name DeanEmail [email protected]

Unit Code EDU 688Unit name Curriculum Development for Practitioners

Enrolment mode InternalDate April 19, 2014

Assignment number Assignment #4Assignment name Humanities Curriculum Project: VISS Grade 6

Tutor Claire Macrae

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Word count : 3000 minus tables and in text citations

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Background and Rationale

The purpose of this project is to address current issues in the Grade 6 Humanities (social studies) curriculum at Victoria International School of Sharjah (VISS). Ironically, when this project began, it was thought that a simple change from Australian content to UAE/Middle Eastern content was needed. However, upon further study, a number of issues came to light and a more comprehensive change was needed.

VISS is a K through to Grade 12 private school located in the Emirate of Sharjah in the UAE that utilizes the Australian National Curriculum (AusVELS) and International Baccalaureate Curriculum (I.B.) with approximately 1500 students. The Senior School is comprised of students in Grades 6 through to I.B where, philosophically, Grade 6 is considered a transition year into high school and is timetabled and planned accordingly.

A review of literature and analysis of the curriculum pointed out that the humanities are being marginalized at VISS. Of the three domains in Humanities (History, Geography, Economics) only economics is being currently taught in Grade 6. Teachers’ attitudes and autonomy in planning coupled with systematic issues have contributed to this problem. As a result, learning gaps have emerged in later grades because students lack some knowledge and skills in the Humanities.

In addition to marginalization, the Humanities content fails to address the needs of the students by reflecting the society in which they live. Murray Print (1991) in his book on curriculum development and design suggested that curriculum is a cultural construct and ‘considers the society in which people live and reflects the nature of that culture’ (p. 15). VISS serves students from diverse backgrounds and cultures promoting diversity as one of its core values. Therefore, an inclusion of UAE and Middle Eastern content is suggested so students develop an understanding of where they live, their own culture and environment, and how this relates to the rest of the world (global context).

It was also highlighted through a situational analysis that literacy is an issue affecting student learning in the Humanities. The majority of students at VISS are English Second Language Learners (ESL); an analysis of school data revealed that over 88% of students are ESL. This is significant since humanities are text laden subjects and much of the learning and assessment is done through reading and writing. Curriculum planning will integrate literacy with Humanities as numerous studies have shown that this will provide meaningful context to students and allow them to make connections across the curriculum (Hinde, 2005; Beane, 1991). This said, it is important that integration of literacy is not done at the expense of the Humanities curriculum objectives, as Alleman and Brophy (1991) noted in their study on integration of literacy and social studies.

In light of these issues, a change in the curriculum is needed in Grade 6. The rest of this report will address these issues through designing and developing a new curriculum. It will be approached from a liberal/progressive perspective as the overall goal of the Humanities curriculum will attempt to emphasize knowledge, skills and values while integrating literacy, learning and higher order thinking skills so students become independent learners and global citizens.

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Design Process

To develop the new curricula successfully a cyclical model will be employed. There are various cyclical models available and for the scope of this project, and due to the fact that this curriculum project is being developed by one individual educator, the model developed by Audrey and Howard Nicholls (1978) will be utilized as this approach works well in school based curriculum development (SBCD) and when there is a need for change (Print, 1993, p. 73). Moreover, cyclical models provides a clear, logical, prescriptive approach to curriculum development because many teachers lack a clear understanding of curriculum terms, concepts and models and thus need this kind of logical and prescriptive model is needed (Print, 1993).

In addition to this, Nicholl’s model will be utilized because it has a clear beginning. The cyclical model commences with a situational analysis which offers developers ‘baseline data which objectives can be developed from’ (Print, 1993, p. 111). This project began with a set of concerns with the Humanities curriculum in Grade 6, but it wasn’t until the situational analysis and needs assessment were completed that these were corroborated with clear data. Moreover, the situational analysis identified other areas which included a change in curricular content, literacy skills, the need to focus on higher order thinking skills, and explicitly teaching and evaluating learning skills (Appendix 3) “for” learning. The situational analysis also revealed systematic problems related to the curriculum development process at VISS.

The other argument that can be made for the use of this model in the development of the curriculum is the nature of the cyclical models allows for unpredicted situations and changing circumstances (Print, 1993 p. 73). Over the past few years there has been tremendous growth and change at VISS. The school population has grown 250% since 2007 and there has been a curriculum change to the new Australian National Curriculum, not to mention a constant turnover of teachers from various countries in the world. A school that utilizes this model will be able to deal with this change. As Print (1993) explained, this model is “able to cope with new situations, consequently reacting to changing circumstances” (p. 73). Therefore, the use of this model will account for the changes the school will experience in the future as it allow for curriculum change as the people and circumstances change.

Selection of Content, Learning Activities, and Assessment

When planning the content, Print (1993) suggested “resisting the temptation to begin by planning what content is most valuable to learners” (p. 140). With this in mind, I began by formulating a purpose, aim and then goals for the humanities curriculum in Grade 6. Some of the key content goals of the curriculum will include knowledge (Geography, History, Economics), skills (include literacy, high order thinking, and content skills), and attitudes and approached through a process approach (aligning with the liberal/progressive orientation) as learners need the skills to acquire knowledge, as knowledge in the fields of the Humanities can quickly change and become outdated (Appendix 1). Therefore, while knowledge of the UAE and Middle East is important, the ability to acquire the information in these

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disciplines is more important. Therefore, skill development (literacy, thinking, and learning) will be a major part of the content (Appendix 1 and 2).

There are many other questions to address when considering the content of curriculum; these include what is significant, what is relevant, what is useful in the real world, what is learnable and what will be of interest to the students? (Print, 1993) Of all these, the social relevance factor for content selection is a key consideration because we are teaching students from varied cultural backgrounds at VISS. A change in the curriculum content from the current Australian to a more localized UAE/Middle Eastern context would introduce a global perspective and form a new content goal because the situational analysis revealed this to be relevant and of interest to the students.

In order to plan using the overall objectives a scope and sequence document will be utilized for teachers to work from (Appendix 2). Integration of literacy will be a key component of the changed Humanities curriculum. When planning for integration, the literature review revealed that an appropriate model is needed to plan and integrate the curriculum effectively. The Pre-structured Core model will be used because “the problems addressed are predetermined, based on personal and social needs to the students” (Hinde, 2005, p. 106). The premise behind integrating literacy is to give meaningful context to language by exploring Humanities topics in depth, essentially creating an avenue for students to become skilled readers and writers.

Learning Activities

There are a number of learning activities available for teachers to use to facilitate learning. Wojcik, Heitsmann, Kilbrite, and Hartwell (2013) suggested that a variety of approaches should be used in the Humanities “to pique or maintain student interest and motivation, to meet assorted learning objectives, and to reach students from diverse learning styles” (p. 245.). Given the dramatic differences in cultural, language and learning aptitudes, it is important for teachers to utilize a number of learning activities at VISS. Print (1993) suggested that “not all students learn equally well when the same strategies are employed” (p. 166), so teachers of Humanities will need to ensure that they differentiate their instruction when teaching.

In the past, Humanities in Grade 6 were taught primarily through inquiry based learning; indeed, even the subject itself was called Inquiry and not Humanities or Social Studies. The lack of variety and sole focus on one type of learning was flawed methodology. In terms of cognitive development in Grade 6, students are just beginning to develop thinking and reasoning capacity, so instead of being the main strategy, students need to be introduced to inquiry based learning that is carefully facilitated by the teacher, again highlighting the liberal/progressive orientation which sees the teacher as the facilitator. Inquiry based learning develops high order thinking skills that are associated with humanities and conceptually these are important skills in the new curriculum. When planned effectively, inquiry based learning will allow students to begin to develop skills such as analyzing, searching, explaining, summarizing, discovering, and drawing conclusions (Fertig, 2010), all important skills from a liberal/progressive curriculum perspective.

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When planning learning activities a curriculum planning document will be used and a variety of approaches will be detailed through lesson plans (Appendix 4). In addition, the model developed (Figure 1) by Douglas Fisher and Nancy Frey (2008) will be encouraged to consider learning activities to sequence lessons and instruction. Fisher and Frey (2008) proposed a structured model to instruction which assists with the selection of learning activities, according to what stage of instruction you are at as a teacher. The ultimate goal of students in this model is to become independent learners; this is facilitated through teacher support and guidance. The benefit of this model is that a ‘purposively planned lesson will transfer responsibility from the teacher to the student’ (Fischer, p. 16). Conceptually, this model aligns with a curriculum that is oriented from a liberal/progressive perspective because one of the ultimate goals is for students to learn how to learn (Print, 1993).

Figure 1

Assessment

Assessment is an important component to the curriculum process and learning. To evaluate this curriculum and student learning, this project will align with the current policy that exists with Grades 7 to I.B. and make some minor changes in hopes that these could be adopted in other grades to ensure greater consistency, improved authenticity, and one that supports student learning and accurately evaluates student achievement.

To assess, teachers at VISS currently use the following guidelines (Table 1) which outlines the areas of student learning to evaluate.

Table 1 (Assessment Guidelines VISS 2012-2013)

33% (Classwork) 33% (Formative Assessment) 33% (Summative Assessment)-homework, effort, behavior, group work, etc.-currently these are very arbitrary and up to different teachers in their classroom (no rubric or set criteria).

-Assignments, worksheets, group work-these are decided upon by the teachers and faculty, but in Grade 6 there are only one or two chosen for assessment in this area.

-unit test

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While there are assessment guidelines for teachers at VISS, there are a number of problems with the way in which teachers are assessing. Under the classwork section of assessment, evaluation is based on systematic observation of various learning behaviors that varies according to different subject areas (Table 1). Currently, it is unclear what learning behaviors should be assessed amongst the grade level and within the humanities faculty itself. This is problematic because as Print (1993) noted, “to employ this technique effectively, teachers need to establish appropriate criteria for purposeful observation, systematically watch students and then record observations according to predetermined criteria” (p. 225). In its current form, observation of classwork is left completely up to the teacher. To address this issue, a learning skills rubric (Appendix 3) has been developed to promote assessment that is committed to helping students learn. This type of assessment involves students in the assessment process as well as providing helpful feedback. Moreover, this kind of assessment supports the notion that part of the assessment process should be “for” student learning. As Roland Case (2008) explained in his article on assessment in social studies, “advocates of assessment reform are emphatic about using assessment to enhance learning” (p. 363).

Summative Assessment is another area that will be revised. Presently, summative assessment is based solely using traditional paper and pencil tests that include short answer, multiple choice questions, fill in the blanks, matching, and essay questions. These forms of assessments as Case (2008) noted, ‘emphasizes recall of information and signal to students what really matters is remembering facts’ (p. 359). In the new curriculum, assessments will represent the knowledge, skills and dispositions that we expect in the subject areas and of global citizens. One way in which we will assess knowledge, skills and dispositions, in addition to testing, is through a Performance Task in Grade 6 (Appendix 5). The Performance Task will be accompanied by rubrics and examples of student work in order to provide clear and consistent expectations for students. Obviously, not all students perform well on tests, and this will allow for teachers another method to assess student learning at the end of the unit, provided the task is planned properly and aligns with the humanities objectives.

The table below outlines the new assessment guidelines for Grade 6 Humanities which has been modified from current guidelines.

Table 2 (New Assessment Guidelines)

33% (Classwork) 33% (Formative Assessment) 33% (Summative Assessment)Assessment of and for learning Assessment of and for learning Assessment of LearningLearning skills using rubric (see Appendix 3)

-pre-determined assessment tasks that teachers all assess (not to be the same as classwork)

-unit test and performance task

Evaluation

Evaluation is the final part of the curriculum process; indeed the Nicholl’s cyclical model which is utilized lists this as the last step in an ongoing process of curriculum development. When considering evaluation as a concept, it is important to understand we are focusing on the curriculum - and as Print (1993) explained, evaluation of the curriculum is “devising appropriate evaluation procedures to

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determine if the curriculum has been effective in achieving its intention and if it requires further modification” (p. 189). In terms of this curriculum, the data collected through evaluation will be used to make further judgments about improvements, modifications, delineations, and additions to the new Humanities curriculum after it has been implemented.

In the context of VISS, an evaluation of the Humanities curriculum in Grade 6 is needed to determine what aspects of the new curriculum might need modification or change to improve. Contextually, an evaluation of the curriculum would be supported by stakeholders at VISS as all have supported the changes with the Grade 6 Humanities curriculum. The new Humanities curriculum seeks to integrate literacy with the Humanities and change the content to focus on the UAE and Middle East while focusing on learning skills and high order thinking skills. While there have been a number of changes that have been made, it is essential, as part of the curriculum process, to reflect on whether these improvements have met their goals and objectives and if improvements can be made in the process.

To effectively evaluate the curriculum, David Tripp’s model (2002) and theory of participatory action evaluation (PEA) will be employed. This model of evaluation is appropriate because it accounts and allows for change of programs and people, two issues which we have previously discussed. At VISS, the programs and people will inevitably change, but Tripp’s model accounts for these kinds of changes. As Tripp (2002) supported “projects and participants change, and to respond to what’s happening evaluation has to change research questions with program and people” (Tripp, p. 4). In addition to responding to change, PEA allows and “aims to tell the story of a project or a program” and is ‘not conclusive and resists the temptation to judge, it’s suggestive and allows collaboration between many participants’ (Tripp, 2002, p. 4). This model also allows for an effective evaluation of the Humanities curriculum as it focuses on ways in which to help improve the program itself.

The curriculum evaluation will be done through a quantitative and qualitative study (survey and open questions) involving the various stakeholders (3 Grade 6 teachers, Humanities faculty head, Curriculum Coordinator, students, parents, and the curriculum developer) involved in the curriculum process at the school and then presented in a short one paged report. All these stakeholders played some part in the development of the new curriculum, so it is important to understand their perceptions after it has been implemented. In addition, some stakeholders will be asked to continually reflect on the process of curriculum development using a diary and then asked questions at the end through a survey using closed and open ended questions. Some areas that will be considered are seen in the following table;

Table 3 – Curriculum Evaluation Guide

Curriculum Area QuestionContent Do you think the change in content made the curriculum more

interesting and relevant?

Learning Activities We’re learning activities varied and did the help with student learning and engagement?

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Literacy Integration Did literacy integration and focusing on reading and writing skills help students develop a better understanding of the content?

Assessment Did the changes in assessment give you a more accurate indication on student learning and also help with improving student learning?

Scope and Sequence Was the scope and sequence of the curriculum effective? Would you change or modify anything?

Revision What part do you think needs further revision of improvement?

Conclusion/Reflection

Clearly, curriculum design is a process that must be approached systematically using an appropriate model. VISS is extraordinary in the way it has a license to manage its own curriculum and allows teachers opportunities to change and modify curriculum. Evidently, teachers at VISS play a key role in curriculum planning and design. However, it would seem that many teachers have little experience in negotiating and developing curriculum.

In the context of VISS, there is currently no model used to develop curriculum. A model, when used appropriately, can successfully facilitate development and change in curriculum. At VISS, a model is needed to develop curriculum to meet the needs of students and because of the ongoing changes at the school. I would suggest that VISS utilize a single model to systematically plan curriculum and provide teachers with training on this model to improve the process. In retrospect, I would have preferred to use the model advocated by Murray Print (1993) because it begins with a curriculum presage, involving a number of people in the development and design process.

Upon reflection, the curriculum process should be viewed as ongoing process where educators seek to improve and make adjustments. Adjustments can be made through systematic evaluation and reflection - both key components of curriculum development. Unfortunately, in my experience, it is rarely performed systematically at the school level, and similarly, this is a current obstacle to curriculum improvement at VISS, as there is no model, and therefore no place to facilitate reflection and evaluation of curriculum.

In terms of this project, time will tell whether this curriculum has achieved its goals. Considering the context, it is important to realize that curriculum is a continual process to which there are no perfect models or solutions. As educators, we can only hope to make the appropriate choices given the context in which we develop curriculum. Luckily, the process of curriculum development allows and encourages change, so this project may be improved in the future.

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Alleman, J., & Brophy, J. (1991). Is Curriculum Integration a Boon or Threat to Social Studies? Social Education, 57 (6), 287-91.

Beane, J. L. (1991). The Middle School: The Natural Home of Integrated Curriculum. Educational Leadership, 49, (2), 9-13.

Case, R. (2008). Four Principles of Authetic Assessment. In P. Clark, & R. Case, The Anthology of Social Studies: Issues and Strategies for Secondary Teachers (pp. 359-368). Vancouver: Pacific Educational Press.

Fertig, G. (2010). Teaching Elementary Students How to Interpret the Past. The Social Studies, 96, (1) 2-8. doi:10:3200/TSS.96.1.2-8

Fischer, D., & Frey, N. (2008). Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Fogarty, R. (1991). The Mindful School: How to Integrate Curriculum. Educational Leadership, 49, (2), 61-65.

Hinde, E. R. (2005). Revisiting Curriculum Integration: A Fresh Look at an Old Idea. The Social Studies, 96, (3), 105-111.

Print, M. (1993). Curriculum Development and Design. Australia: Allen and Unwin.

Tripp, D. (2002, December). A Methodological Account of Participatory Action Evaluation Process. Paper presented at the Annual Conference of the Austrlian Association for Research in Education. Brisbane.

Wojcik, T., Heitzmann, R., Kilbride, C., & Hartwell, D. (2013). Instructional Strategies: Recommended in Social Studies Methods Textbooks: A Historical Perspective. The Social Studies, 106, (6), 241-249.

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Appendix 1

Curriculum Grade 6 Integrated Humanities Curriculum Document

Purpose:

The new purpose of the Grade 6 Humanities curriculum will attempt to emphasize knowledge, skills and values while integrating literacy and high order thinking skills so students can be informed and successful leaners and global citizens.

Overall Aim:

Students will study UAE from early 1900s and the Bedouins to current day United Arab Emirates (UAE) including Federation in 1971. Students will learn about the way of life of the Bedouins and Emirati’s and people that have moved to the UAE. The will investigate why people have come to the UAE and what has contributed to the growth and development of the UAE as a nation. Students will be introduced to the history, geography and economic development of the UAE and their relationship with Middle East and the rest of the world.

Overall goals:

Students will understand the UAE and the Middle East as a region and their relationship with others in a global context.

Develop an understanding and appreciation for other cultures. Utilize literacy skills to learn knowledge and skills so students can become self-directed and

independent learners. Promote and explore personal attitudes and values and promote openness and understanding

of other viewpoints. To understand the importance of community and citizenship from a local, national, and global

perspective. To develop historical and geographical concepts and skills which are appropriate for the

development stage of Grade 6.

Objectives: there are three areas of desired objectives for the Humanities Curriculum in Grade 6. These include knowledge, skills and attitudes and are listed below.

Curriculum Content Areas

Objectives

Knowledge Understanding the groups of people who have migrated to the UAE and understand why people have migrated to the UAE.

Understand the contribution of the Bedouins to the development and progress of the UAE.

Understand where the UAE is located (relative location and absolute location) in the Middle East and where the Middle East is situated as a region in the world.

Understand the Middle East as a geographical region and identify similarities and differences among various countries.

Identify key figures and events that led to the federation of the UAE.

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Understand Islamic law and traditions and compare these with other laws and traditions.

Students will identify natural environments that exist in the UAE and Middle East and how these have contributed to settlement patterns.

Students will identify key landforms and geographical areas in the UAE and parts of the Middle East.

Understand key economic features of the UAE economy and how these have impacted the development of the UAE.

Understand their role as a consumer in the UAE economy and determine economic problems, how resources are allocated and what influences economic decisions.

Understand the importance of citizenship (locally/nationally) and what it means to be a global citizen.

Skills (humanities, thinking and literacy)

Sequence historical events, developments and periods using a timeline. Use historical concepts and vocabulary and compare and contrast. Formulate a range of questions about the past to inform historical inquiry. Identify and locate relevant sources, using ICT and other methods. Identify the origin and purpose of primary and secondary sources. Develop texts using descriptions and explanations that use evidence from a range of

sources that are cited. Use a range of communication forms (oral, graphic, written) and digital technologies. Use atlases, street directories and town plan maps to accurately describe the

distance, direction and location of places. Identify features from maps, satellite images, and oblique photographs. Draw sketch maps of their neighbourhood using simple mapping conventions such as

title, scale, orientation and legend. Analyse and synthesize information and draw conclusions about historical

information, data, maps, and graphs.

(Above bolded words are higher order thinking skills that will be explicitly taught)

Literacy Skills Summarize content and identify the main idea of a reading. Identify features of a textbook and how these understand the text. Define vocabulary in text using context clues and a dictionary and use these in

discussions and presentations. Make inferences based on reading. Compare/contrast Identify the difference between fact and opinion. Cause and Effect Use the 6 traits of writing to write an effective report and summary. Communicate using appropriate vocabulary.

Attitudes (Learning Skills)

Shows initiative and develop independency in learning. Be able to work positively and contribute to a group environment. Show a healthy respect other people by attempting to understand cultural

differences. Set goals and critically reflect on their own learning to set goals.

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Show resilience and risk taking when working in the classroom. Display organization skills. Display honesty, integrity and respect for others and self.

Appendix 2

Victoria International School of Sharjah

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Scope and Sequence Document

Term Grade AUSVELS level Unit title Domain Teacher/s

3 6 6 The UAE and Middle East in a Global Context

Humanities (History, Geography, and Economics)Level Description

Humanities Students will study UAE from early 1900s and the Bedouins to current day United Arab Emirates (UAE) including Federation in 1971. Students will learn about the way of life of the Bedouins and Emirati’s and people that have moved to the UAE. The will investigate why people have come to the UAE and what has contributed to the growth and development of the UAE as a nation. An introduction to the history, geography and economic development of the UAE and how this impacts the Middle East and the rest of the world.

Key Concepts Key concepts include continuity and change, cause and effect, understanding, acceptance, environmental influence, regionalism, community, and global citizenship

Knowledge and Understanding

Understanding the groups of people who have migrated to the UAE and understand why people have migrated to the UAE. Understand the contribution of the Bedouins to the development and progress of the UAE. Understand where the UAE is located (relative location and absolute location) in the Middle East and where the Middle East is

situated as a region in the world. Understand the Middle East as a geographical region and identify similarities and differences among various countries. Identify key figures and events that led to the federation of the UAE. Understand Islamic law and traditions and compare these with other laws and traditions. Students will identify natural environments that exist in the UAE and Middle East and how these have contributed to settlement

patterns. Students will identify key landforms and geographical areas in the UAE and parts of the Middle East. Understand key economic features of the UAE economy and how these have impacted the development of the UAE. Understand their role as a consumer in the UAE economy and determine economic problems, how resources are allocated and

what influences economic decisions. Understand the importance of citizenship (locally/nationally) and what it means to be a global citizen.

Skills

Sequence historical events, developments and periods using a timeline. Use historical concepts and vocabulary and compare and contrast. Formulate a range of questions about the past to inform historical inquiry.

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Identify and locate relevant sources, using ICT and other methods. Identify the origin and purpose of primary and secondary sources. Develop texts using descriptions and explanations that use evidence from a range of sources that are cited. Use a range of communication forms (oral, graphic, written) and digital technologies. Use atlases, street directories and town plan maps to accurately describe the distance, direction and location of places. Identify features from maps, satellite images, and oblique photographs. Draw sketch maps of their neighbourhood using simple mapping conventions such as title, scale, orientation and legend. Analyse and synthesize information and draw conclusions about historical information, data, maps, and graphs.

(Bolded words are higher order thinking skills that will be explicitly taught)

Literacy Skills

Summarize content and identify the main idea of a reading. Identify features of a textbook and how these understand the text. Define vocabulary in text using context clues and a dictionary and use these in discussions and presentations. Make inferences based on reading in Humanities. Compare/contrast two concepts, definitions, events or people. Identify the difference between fact and opinion. Identify and explain Cause and Effect in reading. Use the 6 traits of writing to write an effective report and summary. Communicate using appropriate vocabulary.

Attitudes/Behavior

Show initiative and develop independency in learning. Be able to work positively and contribute to a group environment. Show a healthy respect other people by attempting to understand cultural differences. Set goals and critically reflect on their own learning to set goals. Show resilience and risk taking when working in the classroom. Display organizational skills that will help with learning. Display honesty, integrity and respect for others and self.

Content Sequence

(Essential questions in brackets and all lesson plans are in the Humanities folder or on the S: Drive)

1. Understanding Humanities and how we study these subjects.a. (What are the humanities and why do we study?)b. (What sources do we use to study these subject areas? What is the difference between a primary and secondary source?)

2. Mapping the Middle East and identify the parts of a map. (What are the parts of a map?)3. Location/Place and determining the difference between absolute location and relative location (see Appendix 4, lesson plan).4. Map the Emirates of the UAE and all major cities. (Identify physical landforms and characteristics of the UAE).5. Study of Deserts (What is the habitat of a desert like? How do people cope with living in the desert? How has this determined the

way people live in the UAE and Middle East?)6. Settlement Patterns of the UAE and Middle East. (Where and why do people settle in certain locations)?7. Analyze Population Demographics of the UAE and draw conclusions from this data.8. Economy of the UAE – investigate economic indicators (GDP, unemployment rate, etc.) and resources of the UAE and how they

have changed and contributed to the history and development of the UAE.

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9. Identify different economic problems (scarcity, trade-offs, unemployment) and economic problems in the UAE and Middle East.10. Economic choices. (individual vs. country) What influences individual consumer choices and economic choices in the UAE?11. Bedouins in the Middle East and UAE and life in the desert. (Who were the Bedouins, what was their way of life?)12. Key events and people that contributed to federation of the UAE. (What events led to federation and who were the people who

contributed to the federation of the UAE?)13. Changes in the UAE and Middle East. What has contributed to the growth of the UAE and how has the UAE changed?14. Citizenship in the UAE. (What are Islamic laws and traditions? Who makes and controls laws? How? What is citizenship? What are

traits of a good local, national, and global citizen?)15. Investigate UAE in a global context through a study of Expo 2020. (What is it? Why do you think the UAE was chosen? Why is it

important for the UAE? How does UAE fit into the rest of the world? What does the UAE need to do to prepare?)16. The Middle East. What do countries in the Middle East have in common? Are there differences?17. Celebration and understanding of different cultures in the Middle East (Written Report and Presentation).

Assessment

Classwork and Learning Skills Summative Assessment Final AssessmentSee VISS Learning Skills Rubric (see Appendix 3)

Common Assessment TasksMapping Stations StudyMapping AssignmentResearch ActivityPresentationUAE Population Demographics AssignmentGlobal Citizenship Assignment

1) Performance Task Assignment (Report and Presentation on a country in the Middle East) – see Appendix 5

2) Final Unit Test

Resources

Unit resources on S Drive: (link)

Assessment tasks on S Drive: (link)

Websites:

Appendix 3

Learning Skills Rubric: Victoria International School Sharjah

Learning Skills Needs Improvement (4-5) Satisfactory (6-7) Good (7-8) Excellence (9-10)Notebook and Note I display little to no care I display some care for my There is only a small My notes are complete,

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taking for my notes. They are incomplete and not neat.

notes, but there is room for improvement in the completion and neatness.

room for improvement. My note taking is neat and organized, but there are a few things missing.

neatly done and organized consistently.

Group Work I do not work well with peers and when in groups am off task and distract the group.

I work with my peers, but need to work consistently and share my ideas and listen more.

I work well with my peers, sharing ideas, contributing and encouraging others to participate. Little improvement is needed.

I willingly work with others, model positive behavior and think critically and elaborate on and encourage other ideas.

Responsibility I complete little course work.

I frequently submit course work late.

I complete course work, but not consistently.

Occasionally I submit work late.

I complete work consistently with care.

I hand in work on time.

I complete work with extreme care and look to do more than is needed.I hand in work on time and meet all deadlines.

Independent Work I frequently do not follow instructions.

I do not use class time wisely.

I listen to class instructions, but sometimes need reminders.

I inconsistently use class time to finish tasks.

I listen to class instructions and begin my work on my own.

I utilize class time to complete tasks.

I listen to class instructions and provide assistance to others.I utilize class time consistently and contribute in a positive manner to the classroom environment.

Initiative and Empathy I display a negative attitude towards learning.

I only care about my own needs.

I do not try new things. I need encouragement to try things.

I display a positive attitude towards learning most of the time, but improvement could be made.

I care about my own interests and rights.

I am hesitant to try new things, and need some encouragement.

I have a positive attitude towards learning.

I care about my own interest and rights as well as others.

I am willing and interested in trying new things.

My enthusiasm for learning influences the learning environment and others.

I respect my rights and responsibilities and those of others.

I am willing, eager and interested in trying new things and have ideas of my own in how to challenge myself.

Organization I make no plans and have no priorities.

I arrive into class with no resources; workbooks and others resources are disorganized.

I make some plans but need some assistance.

I arrive to class with some resources with some consistency, but sometimes forget materials; an attempt is made to organize work and notes.

I independently make a plan and establish priorities.

I arrive in to class with all of my resources and have only occasionally forgotten things; I organize my work and resources.

I make plans and establish priorities and follow through.

I arrive to class with all of my things and identify, gather, and utilize other learning resources.

Reflective I do not think about my work or my learning habits and how can I improve.

I reflect inconsistently and fail to set realistic and relevant goals to improve.

I reflect on my work and set goals to improve my work and learning.

I reflect on my work setting high and achievable standards to improve work and learning and follow through on these.

Appendix 4

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Lesson Plan/Grade 6 VISS Humanities Period Length: 50 minutes

Lesson Objectives (Humanities) Understand the concept of place and location. Students will understand the difference between absolute and relative location. Students will be able to use grid reference points of a map to determine the absolute location of Student will describe the relative location of the UAE and other places in the world.

Literacy Skills Using appropriate vocabulary to write a description of a location Writing, vocabulary, and describing

High Order Thinking Skills Describing, compare/contrasting

Attitudes/Learning Skills Independent work, group work, initiative

Time Lesson Sequence1) Begin the lesson by asking student to describe where they are located. Ask them

where their house is located. (They will have very simple descriptions).2) Once this has been done, explain to them we are attempting to find out the relative

location of a place. Show them a map of Canada and give them the following relative location. Give them an example of the relative location of Toronto, Ontario.

3)Toronto is located in North America in the country of Canada and the province of Ontario. It is located near Lake Ontario and is South of the capital of Canada which is Ottawa and just one hour northwest of Niagara Falls.

Discuss the elements of a good written description (Brainstorm these on the board). Literacy

Brainstorm descriptive words that assist with direction and place.

4) Now have the students’ pair with a partner. Display a map of the world. Ask them to describe where the Middle East is in the world. With a partner they will discuss and then write in their books the relative location of the UAE and define the term relative location.

5) Open the Atlas to the Middle East. Review lines of latitudes and longitude. What do they help us do? Using the map together on the SMARTBOARD, we will determine and work through a few examples and determine the absolute locations, writing the grid points of several locations.

6) Once students have done this, give them the worksheet (longitude and latitude worksheet) and have them work individually to determine the grid points of the various places.

7) To end the lesson and for homework, compare/contrast using a Venn diagram the concepts of relative and absolute location using the Burj Khalilfa as their example

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place.

Assessment Learning skills rubric Venn Diagram Find the absolute and relative location of the Burj Khalifa and submit to EDMODO.

Materials Homework Map of the World, Middle East, and UAE

(on the whiteboard) Worksheet longitude and latitude Atlas

Venn Diagram comparing/contrasting the relative and absolute location of the UAE.

Find the relative and absolute location of the Burj Khalifa and submit to Edmodo.

Appendix 5

Performance Task for Grade 7 Humanities

Celebration and Understanding of Countries in the Middle East

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Student Name: ___________________________ Parent Signature: _______________________

We have been learning about the UAE focusing on concepts such as location, demographics, growth, population, settlement patterns, landforms, history, economic indicators, landmarks, culture, etc. This task will require you to utilize all the skills and knowledge about these concepts and apply them to write a report and give a presentation on a country in the Middle East. There are over 25 countries, so choose a country which interests you or choose your home country if it is in the Middle East.

Part A: Written Report

In the first part, you will be doing an explanatory piece of writing in the form of a written report on your country. Remember the elements of a good written report includes;

Introduction Use of subheadings Use of TEEL paragraphs (topic sentence, explanation, evidence, ) Title page and table of contents Maps, graphs, diagrams, illustrations, captions, etc. Graphics Citations and References Conclusion (summarize content and offer your own thoughts)

You will need to ensure that it is presented properly, but also include key information covering these areas. Determine how you will effectively research and organize the information below.

Location (absolute and relative) Demographics (population demographics) Settlement Patterns (where are people located and why?) Landscape and landforms in the country (what are some major landforms and habitats found in

your country?) Country capital, provinces/states and major landmarks A brief history (When and how did they become a country, and what have been some major

historical events in the countries’ history?) Government (type, leaders, key elements of the government) Economic indicators (currency, GDP, natural resources, imports/exports, and trade partners) Culture (Language, religion, people, customs and traditions)

Timeline for Research Report

Item Due dateCountry choice April 24thResearch Questions May 8thOutline and Citations of Sources May 15th

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Research May 22ndRough Copy due May 29thGood Copy June 12thPresentations June 8 – 12thAssessment Rubric for Written Report

Below Standard Approaching Standard At Standard Above StandardParagraphing Paragraphs were

poorly developed and organized.

There was evidence of organization of development and organization but little evidence of consistent explanation and evidence.

There was evidence of paragraphing with only a few errors in organization, development, and explanation. Shows some understanding of TEEL.

Almost all of the paragraphs were organized, developed, and explained.

Referencing There was no referencing of sources at the end of the report.

There was evidence of referencing but many errors or omissions.

There was referencing and citations and only a 1 or 2 errors or omissions.

Referencing was done with no omissions or errors.

Introduction There is no introduction of the topic.

An attempt was made to introduce the topic, but what is to be covered is unclear.

There is an introduction that outlines what is to be covered in the report.

The introduction is completely developed, clear and concise and outlines all of the relevant topics to be covered in the report.

Organization andFormat

There are many problems with organization and format.

There are some problems with organization and format.

There are few problems with organization and format.

There are no problems with organization and format of the report.

Information/Content There was some attempt made, but much of the information and topics are not included.

There was an attempt made, but a few of the topics and information are not included.

All of the topics of covered, but in some areas there was a need for a little more development and information.

All the topics have been thoroughly covered with evidence and explanation.

Use of Graphics, maps, illustrations, etc.

There are few graphic, maps, or illustrations used to improve the report.

There are some graphic, maps, or illustrations used to improve the report.

Graphic, maps, graphs or illustrations are used to enhance and explain information related to the report.

Graphic, maps, graphs, or illustrations are used to enhance and explain information related to the report.

Conclusion The conclusion ineffectively summarizes little of the information in the report.

The conclusion summarizes some information and attempts to offer some insights and reflection.

The conclusion summarizes the report and makes some attempt at personal reflection.

The conclusion summarizes the report and makes interesting and relevant comments on the topic.

Part 2: Presentation

Using Power Point, Explain Everything or Prezi, develop a presentation based on your research to inform your classmates about the country in your written report. Attempt to make this presentation interactive and interesting. The presentation is to be no more than 5 minutes in length and must

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cover all of the information above. In addition, in the conclusion you need to develop some of your own thoughts about the country as a whole. (Is it a good country? Are there problems? Would you visit? Where would you go? What are the best/worst things about the country?)

Assessment Rubric for Presentation

Assessment Area Below Standard Approaching Standard

At Standard Above Standard

Speaking Student has difficulties speaking. Displays nervousness, problems with pronunciation, grammar, and explanations.

Student needs some improvement in use of intonation, voice, and displays some comfort and confidence in explanations and speaking.

Student speaks and uses intonation, voice, and displays comfort and confidence in explanations and speaking.

Student speaks extremely well and uses intonation, voice, and displays comfort and confidence in explanations and speaking.

Content There were more than 4 missing parts to the presentation and topic.

Covered most of the required topic although 1 to 3 missing parts.

Covered all the required topics and areas.

Covered all the required topics and areas and gave insightful and personal comments.

Organization There was little to no organization of the content, sequencing did not make sense.

There was some organization, but some of the information could have been reworked for improvement.

Student organized there presentation, although 1 or 2 things could have been changed.

Student organized presentation and information well and not changes could have been made.

Use and explanation of graphics, maps, illustrations, and graphs.

Student included some relevant maps, graphs, and illustrations. No explanation or summary was provided.

Student included some relevant maps, graphs, and illustrations. Some explanation or summary was provided.

Student included maps, graphs, and illustrations and provided accurate explanation to most of the graphics.

Student included relevant and interesting maps, graphs, and illustrated and provided accurate explanation to all of the graphics.

Understanding of Humanities concepts

The student displayed little understanding of humanities concepts.

The student displayed some understanding of humanities concepts. There was some explanation.

The student displayed understanding of humanities concepts. Explanation was provided for most parts.

The student displayed a thorough understanding of humanities concepts. All information was explained well.

Student: _____________________Presentation ____ + Written Report = Final Mark for Assessment Task _____

Comments:

EDU688 Assignment 4: Curriculum Project (CP) (40%) Name:

Essential requirements Submitted by e-mail as a Word document with your name in the subject heading of the email (+cc below) Filename of document given in correct format (eg EDU688Assign4SurN12345678) Submitted with completed Murdoch front cover sheet and copy of this rubric Within the word limit of 2500-2700 words (excluding appendices), and final word count noted Copy submitted to Turnitin folder prior to submission, and final copy cc’d to [email protected]

Unsatisfactory Satisfactory Very effective Excellent Exceptional

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Fail Pass Credit Distinction High Distinction

0 – 2 (0 – 4) 2.5 (5) 3 (6) 3.5 (7) 4 - 5 (8 – 10)Report clearly introduces project by describing context and purpose (5)

No clear introduction or description of

context or purpose

A basic outline of either context or purpose, but

not both

A good outline of rationale clearly specifying context,

and purpose/goal

Excellent outline of rationale clearly specifying context, purpose/goal, and learning from the literature review

Engaging introduction with overview of rationale clearly specifying context,

purpose/goal, with clear focus on the problems the CP will address and how the literature aided your understanding

Report clearly outlines curriculum development process including the type of model used and why (5)

No clarity on the process used or why particular model was

chosen

Brief outline of curriculum process & reference to choice of model but no justification for its use

Good description of CD process, with reference to

the choice of model and why it was used

Detailed description of CD process, with clear reference to the choice of model and

why it was used

Detailed analytical description of the process undertaken and

comprehensive understanding of the choice of model, justified for own

purpose/aims.Report explains and justifies selection of content, learning activities and assessment in terms of purpose (10)

No clear outline of elements chosen, or reference to purpose

Brief outline of elements chosen, but insufficiently

justified in terms of purpose, very little

variety in activities and strategies

Clear selection of all 3 elements, with some links to

curriculum purpose, and displaying some variety in activities and strategies

Detailed discussion on selection of all 3 elements, with good links to relevant curriculum purpose, some

variety in activities and strategies

Detailed analytical explanation of selection of all 3 elements, clearly

justified in terms of curriculum purpose, and displaying a good variety of

activities and strategies.

Report clearly explains your curriculum evaluation design (5)

No evaluation design explained

Evaluation design merely summarised without

clear insight into what is involved.

Good overview of the evaluation

context, OR aspects to evaluate, OR method to use, but not all of these

Detailed overview of the evaluation

context, aspects to evaluate, and method to use, and

linked back to the chosen model

Excellent, well-written overview of the evaluation

context, aspects to evaluate, and method to use, with analytical

understanding of its importance in the curriculum process in the light of the

chosen modelReport concludes with a personal review of the project ( hindsight : what you might have done differently)(5)

No clear conclusion, or no indication of personal

growth of understanding

Very brief review of what may be improved,

obstacles to be faced and/or chances of

achieving the curriculum goal

Good conclusion, reviewing what may be improved, obstacles to

be faced and chances of achieving the curriculum

goal

Excellent reflective conclusion, reviewing what may be improved, obstacles to be faced and the extent of the potential success of the

curriculum goal

Excellent, critically reflective conclusion, reviewing the learning

achieved in the CP, consideration of what may be improved, obstacles that

may still be faced and how far the overall goal of the curriculum is likely to

be or has been achieved.Essay includes sample lesson plans, assessment etc in appendices (0 – 4)

No appendices provided (0) or minimal provided with no connection

to project (1)

Appendices provided but selection lacks clear connection to report on

curriculum project (2)

Good appendices provided, linked to content, learning activities and

assessment (3)

Excellent appendices provided on each of content, learning activities

and assessment - that highlight quality of proposed curriculum (4)

Essay is clearly articulated with no errors in grammar, spelling or punctuation (0 – 3)

Many spelling, grammar and punctuation errors, affecting meaning (0) or many errors but not seriously

affecting meaning (1)

Good clear writing with only minor textual errors (2) Excellent, engaging writing – with few/ no errors. (3)

Essay includes a consistent APA referencing style (0 – 3)

No references provided (0) or references provided but many in-text or end-text errors (1)

References provided but several minor in-text or end-text reference errors (2)

References provided with no in-text or end-text errors (2)

TOTAL out of 40 0

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Documents

Web viewStudent’s Declaration: Except where indicated, the work I am submitting in this assignment is my own work and has not been submitted for assessment in