Content Links
This section provides examples for teachers of opportunities
for linking content across key learning areas through the
synthesis of a range of skills that are developed across
the curriculum.
Also included is sample mapping of units and modules from
different key learning areas linked through content.
Computer Based Technology
The following ideas have been developed following discussion
with classroom teachers. They provide some suggested learning
experiences enabling students to use computer-based technology
to demonstrate their knowledge, skills and understanding
in K-6 English and HSIE. While only a few indicators have
been "unpacked", teachers will be able to identify other
examples and opportunities.
Two subject areas completed are:
English 
HSIE
General comments
Software
Software should be chosen carefully. Teachers need to:
- find out what software is currently available within
the school;
- find out what software is currently available on the
market;
- evaluate the appropriateness of the software to meet
the learning needs of students;
- ensure the software will run on the existing hardware;
and
- consider how software can be used by individuals or
with groups of students and how they will relate to
units or programs.
Capabilities
Learning experiences are provided to assist development of students' capabilities
in:
- locating, accessing, evaluating, manipulating, storing
and retrieving information;
- expressing ideas and communicating with others using
computer-based technology;
- developing an awareness of the range of applications
available; and
- learning to be discriminating in the choice and use
of computer-based technologies.
(Capabilities from Computer-based technologies in the
Primary KLAs, Department of Education and Training,
1997)
Sourcing material
As well as developing these capabilities students need
to critically evaluate information sources. Students
should learn to use and apply the information skills
process to help them to analyse their information for
validity and reliability
through investigating both the content and source of the data. For example
asking who is providing the information, what is being said, when the information
was published and what is its purpose. Teachers will need to support students
in developing effective strategies to make these judgments.
Copyright
Students need to be aware that deliberately copying the
work of others and claiming ownership is plagiarism.
All work including graphics and data
must
be correctly referenced through the use of quotation marks, footnotes and
bibliography.
Additional links
Computer-based technology links are also being developed
for other key learning areas to show a range of possible
learning experiences. These
will be added
to the linkages website during the year.
Other mapping activities that
will provide linkages include information skills, numeracy,
fine motor skills, generic skills, eg researching,
communicating, problem solving, using technology, evaluating, task
management, cooperation
and broad concepts such as 'change', 'built environments'.
Fine Motor Skills
click here to view Fine
Motor Skills
Fine motor skills are those skills which require a child
to manipulate and gain control over a range of materials
and tools. These are often for communication purposes
both functional and expressive, eg writing a name or message,
manipulating a computer mouse, creating a sculpture. Opportunities
to develop these skills exist in all six key learning
areas of the primary curriculum.
The components of fine motor skills can be considered to
be:
- Grasping - eg using a crayon, pencil, brush, glue
stick, beater, blocks
- Manipulating - eg playdough, clay, unifix, centicubes,
paper, sewing, scissors, fingerplays
- Hand-eye co-ordination - eg writing, cutting, threading,
moving a cursor, using a glue gun
Mapping Units of Work 
(259k)
(154k)
The material in the section of Linkages has been developed
in collaboration with the NSW Primary Principals’ Association
Curriculum Reference group. The material is provided to
assist teachers to address the issue of the crowded curriculum.
Teachers from six schools worked collaboratively to identify
outcomes and units that provide opportunities for teachers
to link commonly taught units with units and outcomes from
other key learning areas in an authentic way.
The suggestions provide an extensive number of possibilities
and will be helpful for schools using a cyclic scope and
sequence and schools with multi-age or across-stage groupings.
Each unit suggests a number of possible links to other units
and specific outcomes from other key learning areas that
will allow teachers to mix and match to develop an integrated
unit. By changing the emphasis, for example, from an HISE
focus as the ‘host’ KLA to Science and Technology
as the host, teachers can easily include different learning
sequences and use the same or similar resources, by changing
the focus.
Unpacking Outcomes (98k) (60k)
Syllabus outcomes are derived from the content of the syllabus.
They provide clear statements of the knowledge, skills,
understandings and values and attitudes expected to be gained
by most students as a result of effective teaching and learning
by the end of a stage. An activity that has proved helpful
for teachers is to unpack the outcome. The worksamples
included are from Holy Spirit Primary School, North Ryde
and form a workshop with teachers from Inner Western Region
of the Archdiocese of Sydney. The blank proformas used in
the activity are included in the downloadable word or pdf
documents.
Mapping Verbs (27k) (96k)
Mapping Verbs in K-6 Syllabus Outcomes. Teachers may find
the above table useful when selecting assessment strategies
in and across the key learning areas. The table has been
developed after mapping of the stage outcomes in the following
syllabus documents: English K-6 Syllabus (1998), Mathematics
K-6 Outcomes and Indicators (1998), Human Society and Its
Environment K-6 Syllabus (1998), Personal Development, Health
and Physical Education K-6 Syllabus (1999), Science and
Technology K-6 Outcomes and Indicators (2000) and Creative
Arts K-6 Syllabus (2000).
