Integrated Unit Activities: Created collaboratively by Lisa Johnson 18673047 and Christopher Jones 18256266

Title: The Olympics

Questions: What is special/unique about the Olympic Games? How have the Olympics changed over time? What does it mean to be an
Olympian?
Rationale: This unit will focus on the Olympic games. Students will gain knowledge of what the Olympics are, as well as the values and
traditions surrounding the Olympic games. They will discover more about the 2016 host city of Rio as well as learning about Australias
history at the Olympic games.

Curriculum achievement
outcomes
Note: Curriculum outcomes
were drawn from the
National Curriculum Learning
Area Achievement
Standards:
http://www.acara.edu.au/ver
ve/_resources/Achievement_
on_a_Page_Year_6.pdf

Humanities: History, Geography, Civics &

Citizenship

The Arts: Drama, Visual Arts, Music, Dance

History

Drama

- Students explain the significance of an

event/development, an individual or group

- Students explain how dramatic action and meaning

is communicated in drama they make, perform and
view

- Students compare the experiences of different

people in the past
- Students represent information in chronological
order and represent time by creating timelines
Geography
- Students describe the location of places in
selected countries
- Students describe the interconnections between
different people in different places, identify factors
that influence these interconnections and describe
how interconnections change places and affect
people
- Students record and represent data and the
location of places and their characteristics in
different graphic forms, including large-scale and
small-scale maps

- Students explain how drama from different cultures,

times and places influences their own drama making
- Students work collaboratively as they use the
elements of drama to shape character, voice and
movement in improvisation, play building and
performances of devised and scripted drama for
audiences
Visual Arts
- Students explain how ideas are represented in
artworks they make and view
- Students use visual conventions and visual arts
practices to express a personal view in their artworks
- Students demonstrate different techniques and
processes in planning and making artworks
Music

Civics and Citizenship

- Students explain the role and importance of
people, institutions, and processes to Australias
democracy and legal system.
- Students describe the rights and responsibilities
of Australian citizens and the obligations they may
have as global citizens.
- Students locate, collect and organise useful
information from a range of different sources to
answer these questions.

- Students describe how their music making is

influenced by music and performances from different
cultures, times and places
- Students use rhythm, pitch and form symbols and
terminology to compose and perform music
- Students sing and play music in different styles,
demonstrating aural, technical and expressive skills
by singing and playing instruments with accurate
pitch, rhythm and expression in performances for
audiences.
Dance
- Students explain how the elements of dance,
choreographic devices and production elements
communicate meaning in dances they make, perform
and view
- Students structure movements in dance sequences
and use the elements of dance and choreographic
devices to make dances that communicate meaning.
- Students work collaboratively to perform dances for
audiences, demonstrating technical and expressive
skills.

Australian curriculum
links

Organise and represent data in a range of formats

including tables, graphs and large- and small-scale
maps, using discipline-appropriate conventions
(ACHASSI124)

Explore dramatic action, empathy and space in

improvisations, play building and scripted drama to
develop characters and situations (ACADRM035)

Sequence information about peoples lives,

events, developments and phenomena using a
variety of methods including timelines
(ACHASSI125)

Rehearse and perform devised and scripted drama

that develops narrative, drives dramatic tension, and
uses dramatic symbol, performance styles and
design elements to share community and cultural
stories and engage an audience (ACADRM037)

Examine different viewpoints on actions, events,

issues and phenomena in the past and present

Explain how the elements of drama and production

elements communicate meaning by comparing

(ACHASSI127)
Work in groups to generate responses to issues
and challenges (ACHASSI130)
Differences in the economic, demographic and
social characteristics of countries across the world
(ACHASSK139)
The worlds cultural diversity, including that of its
indigenous peoples (ACHASSK140)

drama from different social, cultural and historical

contexts, including Aboriginal and Torres Strait
Islander drama (ACADRR038)
Develop and apply techniques and processes when
making their artworks (ACAVAM115)
Plan the display of artworks to enhance their
meaning for an audience (ACAVAM116)
Explain how visual arts conventions communicate
meaning by comparing artworks from different social,
cultural and historical contexts, including Aboriginal
and Torres Strait Islander artworks (ACAVAR117)
Rehearse and perform music including music they
have composed by improvising, sourcing and
arranging ideas and making decisions to engage an
audience (ACAMUM090)
Explain how the elements of music communicate
meaning by comparing music from different social,
cultural and historical contexts, including Aboriginal
and Torres Strait Islander music (ACAMUR091)
Explore movement and choreographic devices using
the elements of dance to choreograph dances that
communicate meaning (ACADAM009)
Perform dance using expressive skills to
communicate a choreographers ideas, including
performing dances of cultural groups in the
community (ACADAM011)
Explain how the elements of dance and production
elements communicate meaning by comparing
dances from different social, cultural and historical
contexts, including Aboriginal and Torres Strait
Islander dance (ACADAR012)

Cross curriculum links

Note that subsequent Humanities sections are

Note that subsequent Arts sections are coded with

coded with cross-curriculum priorities as follows:

cross-curriculum priorities as follows:

CCPA = Aboriginal and Torres Strait Islander

histories and cultures

CCPA = Aboriginal and Torres Strait Islander histories

and cultures

CCPE = Asia and Australias engagement with

Asia

CCPE = Asia and Australias engagement with Asia

CCPS = Sustainability

CCPS = Sustainability
General capabilities

Knowledge,
understanding and skills

Note that subsequent Humanities sections are

coded with the National Curriculum General
Capabilities (GCs) as follows:

Note that subsequent Arts sections are coded with

the National Curriculum General Capabilities (GCs) as
follows:

1 = Literacy

1 = Literacy

2 = Numeracy

2 = Numeracy

3 = ICT Capability

3 = ICT Capability

4 = Creative and Critical Thinking

4 = Creative and Critical Thinking

5 = Personal and Social Capability

5 = Personal and Social Capability

6 = Ethical Understanding

6 = Ethical Understanding

7 = Intercultural Understanding

7 = Intercultural Understanding

History

Drama

- Understand the significance of the Olympic

games and of the people who participate in them
(GCs 4, 5, 6, 7, CCPA)

- Understand the Opening and Closing Ceremonies of

the Olympic games are, and why they are important
(GCs 4, 5, 7)

- Know the differences between the ancient

Olympics and the modern Olympics and how they
have evolved over time (GCs 1, 4, 5, 6, 7)

- Know how different cultures are represented in the

Opening/Closing Ceremonies (GCs 4, 5, 6, 7)

- Students will develop their research skills (GCs

1, 3, 4, 5, 6, 7)
- Students will learn how to develop a
chronological timeline of events (GCs 1, 2, 4, 7)
Geography

- Know cultural features particular to Australia,

including the importance of our Aboriginal history,
and how these may be incorporated into an Opening
Ceremony (GCs 4, 5, 6, 7 CCPA)
- Understand and describe what elements (visual,
musical, dramatic) constitute the Opening/Closing
Ceremonies (GCs 3, 4, 5, 7)

- Identify cities that have hosted the Olympics,

and in which countries these cities are situated
(GCs 4, 5, 7)
- Know how to identify places on a map (GCs 2,
4, 5, 7)
- Understand that different countries have
different cultures and customs (GCs 4, 5, 6, 7)
- Students will develop their geographical
knowledge by locating major cities on a world map
(GCs 4, 5)
Civics and Citizenship
- Know the importance and influence of athletes
to Australian culture (GCs 6, 7)
- Understand the impact of particular athletes,
including those of Aboriginal descent such as
Cathy Freeman (GCs 6, 7 CCPA)
- Understand what it means to be an Olympic
athlete and what value they represent and uphold
(GCs 6, 7)
- Students will develop skills in case study
research and how to write interview questions.
(GCs 1, 6, 7)

- Students will develop their skills in creating and

performing a dramatic piece (GCs 4, 5, 7)
Visual Arts
- Understand the importance of visual
representations in conducting a global event (flags,
banners, the Olympic rings, etc) (GCs 3, 4, 5, 7)
- Know how Olympic host countries have been
represented through their Olympic mascots (GCs 4,
5, 7)
- What it means to be an Olympian living in another
country for the length of the games (see the Village
Art program below) (GCs 4, 5, 6, 7)
- Students will develop their creativity as well as their
composition and design abilities (GCs 4, 5)
Music
- Be able to recognise music particular to different
cultures who have hosted the Olympics (GCs 4, 5,
7)
-Identify musical differences in Opening/Closing
ceremonies between different countries (GCs 4, 5,
7)
- Understand that different cultures have different
musical styles (GCs 4, 5, 7)
- Students will develop skills in performance and
playing instruments through the development of a
Music Olympics (GCs
- Students will develop skills in organisation,
planning, creativity and performance (GCs 3, 4, 5,
7)
Dance

- Understand that dancing can be a global language

(GCs 4, 5, 7)
- Learn about rhythmic gymnastics and discuss
possible reasons why no other form of dancing is
represented in the Olympics (GCs 1, 4, CCPS)
- Students will develop their skills in creativity and
movement when they create an Australian cultural
dance for the Olympic Opening ceremony (GCs 4, 5,
7)
Teaching and learning
activities

History

Drama

1. Discuss the origins of the Olympics, focusing on

Olympic myths and legends from Ancient Greece.
A short video entitled The Ancient Origins of the
Olympics will be viewed (GCs 1, 3, 4, 5, 7)

1. Students will watch videos of past Olympic

opening ceremonies, taking particular note of how
different cultures are represented. They will discuss
the elements that make up an Opening Ceremony
and, as a class, they will play build an Australian
Opening Ceremony for performance. The integration
of Australias Aboriginal heritage into the Ceremony
will be a key component of this activity (GCs 3, 4, 5,
7, CCPA, CCPE)

2. The class will (as a group) create a

chronological timeline of the Olympics from
Ancient Greece to Rio 2016 (GCs 1, 2, 4, 5, 7)
Geography
1. As a class, we will plot cities that have hosted
the Olympics games, discussing which cities are in
which countries (see resources for a visual
example of this activity). This map will then be
used to plot the course of the Olympic flame on its
way to the 2016 Rio Olympics (GCs 1, 4, 7)
2. From the class map developed in the previous
activity, students will select one city that has
previously hosted the Olympics. They will write a
tour guide report of the city and the country that
it is in. These reports will be collated by the
teacher into a class Olympic Host City Travel
Book (GCs 1, 3, 4, 5, 7, CCPE)
Civics & Citizenship

Visual Arts
1. Students will create a piece of art that they can
send to the Olympic village for the athletes to
decorate their accommodation through the Village
Art program (see lesson resources below). The life of
an Olympian will be discussed in the lead up to this
task (GCs 4, 5, 6, 7)
2. Students will be shown a variety of Olympic
mascots from past host cities. Students will be asked
to create their own Australian Olympic mascot that
they feel best represents our country (including our
Indigenous peoples) (GCs 4, 5, 7, CCPA)
Music
1. Students will create instrumental and singing

1. The class will learn about the Olympic teams

A.S.P.I.R.E values and discuss how they relate to
everyday Australians and how we could practice
them as a class (GCs 3, 4, 5, 6, CCPA)
2. Each student will conduct a case study on a
famous Australian athlete (including indigenous
Australians) to present to the class (GCs 1, 3, 4,
5, 7, CCPA)
3. The class will participate in the in the "Chat to a
Champ" program
http://education.olympics.com.au/programs/chatto-a-champ/chat-to-a-champ (GCs 3, 4, 5, 6)

Assessment

events to be included in a Music Olympics. The

teacher will also teach a selection of music games to
be included (see resources below). Each student will
sign up to one event and will be given the
opportunity to rehearse with the schools instruments
or to bring their own from home (GCs 4, 5)
Dance
1. Students will design and choreograph a cultural
dance that could be used to represent Australia at
the Opening Ceremony of the Olympics. They will
need to ensure that their dance is inclusive of the
range of diverse backgrounds that constitute
Australia, particularly our Indigenous peoples (GCs
4, 5, 7, CCPA)

Note

Note

Formative assessment in the guise of questioning

and discussion will take place during all activities
and in all classes. Other formative and summative
assessments will be as follows.

Formative assessment in the guise of questioning

and discussion will take place during all activities and
in all classes. Other formative and summative
assessments will be as follows.

History

Drama

- Students will (individually) write a journal entry

from the perspective of a competitor in the first
Olympics, assessing their knowledge and
understanding in a creative format (GCs 1, 4, 5,
7)

-Students ability to implement play building

strategies will be informally assessed over the course
of this activity. This will involve checking for
understanding of concepts such as set building,
space utilisation and performance techniques (GCs
4, 5)

- The creation of an Olympic timeline will assess

students understanding of major events in
Olympic history (GCs 1, 2, 4, 5, 7)
Geography
- The various stages of the world map
development will be used as formative
assessments to check if students are becoming
more familiar with the location and key

- Each student will submit one page of script to

illustrate their understanding of script writing
conventions (GCs 1, 4)
Visual Arts
-The art the students create for the Village Art
program will be used to formatively assess their
understanding of design and composition elements

demographics of cities over the course of the unit

(GCs 1, 4, 5, 7, CCPE, CCPS)
- The written guidebook report will form a
summative assessment students understanding
of a particular city/country, while formatively
assessing their research and report writing skills.
(GCs 1, 3, 4, 5, 7)
- Road to Rio assessment resources (see resources
below)
Civics & Citizenship
- After learning about the A.S.P.I.R.E values, the
class will be split into six groups. Each group will
create a poster describing their understanding of
one of the six values (GCs 1, 3, 4, 5, 6, 7, CCPA)
- Summative assessment will take place in the
form of a five-minute oral presentation in which
each student presents the findings of their case
study (GCs 1, 4, 5, 6, 7, CCPA)
- As a formative assessment of literacy and critical
thinking, students will be asked to each prepare
two questions that they might like to pose to an
Olympic athlete in the Chat to a Champ program
(GCs 1, 4, 5)

using paint media (GCs 4, 5, 7)

- The mascot that each student creates to represent
Australia will be utilised as a summative assessment.
Student work will be assessed in the areas of creative
design, incorporation of cultural elements and
creating meaning for their audience (GCs 4, 5, 7,
CCPA)
Music
- Formative assessment will occur informally in every
rehearsal, with the teacher circulating through the
room checking for understanding of key skills such as
rhythm and timing (for example) (GCs 4, 5)
- Each students performance in the Music Olympics
will be a summative assessment of their work in this
activity. They will be assessed on their ability to
creatively compose a musical act which engages
their audience (GCs 4, 5)
Dance
- Students understanding of the cultural and
historical contexts of different dances will be
assessed in the form of a short write to be
completed after they have viewed the videos of
various cultural dances (GCs 1, 4, 5, 7, CCPA,
CCPE)
- Students will be formatively assessed in the areas
of choreography and dance production elements
throughout the course of this activity (GCs 4, 5)

Resources

Note

Note

All classes will require ordinary teaching

materials, such as whiteboard markers and
discussion points. These will be detailed in
individual lesson plans. Resources listed here are
requirements unique to the planned activities

All classes will require ordinary teaching materials,

such as whiteboard markers and discussion points.
These will be detailed in individual lesson plans.
Resources listed here are requirements unique to the

History

planned activities.

1. YouTube video The Ancient Origins of the

Olympics https://www.youtube.com/watch?
v=VdHHus8IgYA

Drama

2. Paper stuck together in a long line and art

implements for students to create the timeline
Geography
1. Large scale world map on which students can
plot the Olympic Host cities
2. Road to Rio lesson resources found at
http://education.olympics.com.au/eduresource/mp
-activity-2-road-to-rio
3. Access to computers for a research lesson in
preparation for the students host city report
Civics & Citizenship
1. Handout of the Australian Olympic Teams
A.S.P.I.R.E values http://aoccdn.s3.amazonaws.com/corporate/live/files/dmfile/
ASPIREvalues_26Nov2014.pdf
2. List of Indigenous Olympians (used a teacher
resource in preparation for the case study lesson)
http://corporate.olympics.com.au/olympicfeature/indigenous-stars
3. A.S.P.I.R.E Olympic Education resources
http://education.olympics.com.au/eduresource/a-sp-i-r-e-values
4. Web conferencing set up for Chat to a Champ
program
http://education.olympics.com.au/programs/chatto-a-champ/chat-to-a-champ

1. YouTube video London Opening Ceremony

highlights https://www.youtube.com/watch?
v=smMJi1SrFSE
2. YouTube video Beijing Opening Ceremony
highlights https://www.youtube.com/watch?
v=tOijH0xinTE
3. YouTube video Sydney Opening Ceremony
highlights https://www.youtube.com/watch?
v=VKhqKHidUZU
4. Access to drama department wardrobe and set
dressings
Visual Arts
1. Village Art program website:
www.education.olympics.com.au/programs/village-art
2. Art supplies
3. Design your own mascot worksheet:
http://www.forteachersforstudents.com.au/site/wpcontent/uploads/AOC/OlympicEdu/pdfs/olyedudesign-mascot.pdf
Music
1. Instruments from the music department (students
to have option to bring their own instruments from
home)
2. Ideas for Musical Olympics games can be found at
http://colorinmypiano.com/wpcontent/files/Musical_Olympics_Camp.pdf
Dance
1. YouTube video Rio cultural dance at the 2007
Olympics https://www.youtube.com/watch?v=doTs-

g3ogtI
2. YouTube compilation 21 cultural dances from
around the world (including an Australian Aboriginal
dance) https://www.youtube.com/watch?
v=BI851yJUQQw&list=PLMa-wuUZYtvhmCv8qmB5t4A5NpwFbWJM

Concluding activity

The Olympics unit will culminate with the students hosting their own Olympic games day. Parents will be
invited to attend. The day will begin with the Opening Ceremony designed by the students in their Drama
activity (and this will include the cultural dance choreographed in the Dance activity). Events over the day
will include the Music Olympics events practiced in Music, a viewing of the Olympic mascots created in
Visual Arts, a display of the timeline created in History and brief oral presentations on the host cities from
the Class Guide Book created in Geography. Events will be informally assessed with clap-o-metre style
applause. Students will be assessed on their participation and work throughout the day, with the teacher
to give a short written feedback to each student in the days following the event.

Justifying why this Unit of Work is Educationally Sound and Appropriate for Year 6 Students

By Lisa Johnson

Submitted as EDU5MTM Assessment 2, Part 2

Due Date: 7th July
Instructor: Anne Sparks
Word Count: 880

In 2008, Australias Ministerial Council on Education (MCE) ratified the Melbourne

Declaration on Educational Goals for Young Australians (EdGoals) (Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2016). This document formed the basis of the
National Curriculum. It stated that the goals of educators should include enabling all young
Australians to become successful learners, confident and creative individuals and active and
informed citizens (MCE, 2008). The current paper will seek to justify the educational soundness of
the above Integrated Unit (IU) utilising these goals as a framework for analysis (see Appendix A for
the specific subsections of each goal). Furthermore, this essay will argue that integrated curriculum
(IC) is particularly appropriate for Grade 6 classrooms. This assertion will be discussed in the
context of teaching methods for middle year students, the developmental capabilities of Grade 6
learners and the differentiation potential of ICs.
To be a successful learner, the EdGoals suggest that students should be actively engaged,
develop skills in literacy, numeracy and ICT, be able to obtain and evaluate evidence, be able to plan
and implement activities both independently and as members of a group and actively think about the
world around them (MCE, 2008). These skills are reflected in the General Capabilities (GCs) and
Cross-Curriculum Priorities (CCPs) of the Australian Curriculum, which set out the core skills that
teachers should be incorporating into lessons to foster successful learning. In the IU, each knowledge
area, learning activity and assessment item is coded with the relevant GCs and CCPs in order to
ensure that the Unit as a whole is educationally sound and covers each of the successful learning
goals across the different learning activities. The wide variety of these learning activities has been
developed in line with research suggesting that the use of IC increases student motivation and
engagement (Virtue, Wilson & Ingram, 2009). This aligns with another successful learning EdGoal,
which states that students should be motivated to reach their own potential (MCE, 2008). By
including activities in the Unit that focus on areas such as academic research, dramatic performance,
musical performance, artistic expression and written expression, the IU gives every student the
opportunity to grow as a confident and creative individual, regardless of where their strengths lie.
This aligns with the second subsection of the EdGoals and also with research that suggests that

opportunities for creative expression in a variety of methods is correlated with positive outcomes for
students (Beghetto & Kaufman, 2014). The final subsection of the EdGoals focuses on the
importance of teaching students to be active and informed citizens. The IU fulfils these goals in a
number of ways. For example, it highlights the importance of Indigenous Australian culture with the
natural inclusion of Indigenous heritage in activities such as developing artwork/performances that
represents Australia. The geography activities focusing on past host cities could be used by the
teacher to begin a discussion about our close Asian neighbours. These are two examples of how the
IU is educationally sound in the area of encouraging active and informed citizenship in students and
how it has been developed in consideration with the CCPs.
Not only should a Unit fulfil the EdGoals and be educationally sound, but it should also be
appropriate for the particular age group of the students undertaking it. The IU has been designed for
Grade 6 students, around 11-12 years of age. Research has suggested that this age group experiences
many benefits from ICs including active engagement in their learning (Dowden, 2007), a more
holistic middle years school experience (Hare, 2006) and increased achievement and success in their
studies (Watkins & Kritsonis, 2008). Additionally, this middle year age group is experiencing the
rapid growth and physical changes associated with early adolescence (Salyers & McKee, 2007). ICs
generally include lots of movement and active, hands-on learning, such as the drama and dance
activities included in the IU, making IC developmentally appropriate for Year 6 students in addition
to being educationally sound (Earl, Hargreaves & Ryan, 2013). In addition to enduring that a Unit of
work is appropriate for the developmental stage of the students in the class, it is also crucial to
remember that the capabilities of two students of the same age may be very different. Therefore, in
order for any Unit to be considered educationally sound/appropriate, it needs to lend itself to
differentiation for students of varying learning styles and abilities. ICs allow for a natural form of
differentiation by including activities that allow opportunities for every middle years student,
whether they consider themselves more academic or more artistic, to learn (VanTassel-Baska &
Wood, 2010). The IU includes activities based in reading, writing, research, music, drama, art, and
dance (and each of these areas can include further differentiated activities). This ensures that every

student can excel in their preferred area, while also working to improve in learning styles they may
not be as comfortable with.
This paper has analysed the IU in the context of the Australia EdGoals. It has suggested that
IC is particularly appropriate for Grade 6 students and that it lends itself to student engagement and
differentiated strategies. Overall, this paper has argued that the IU is educationally sound and is a
good framework for encouraging students to be successful learners, confident and creative
individuals and active and informed citizens.

Appendix A
Educational goals for young Australians as set out by the Ministerial Council on Education,
Employment, Training and Youth Affairs (retrieved from
http://www.australiancurriculum.edu.au/home/australian-curriculum-overview)
In 2008 all Australian governments committed to the Melbourne Declaration on Educational Goals
for Young Australians. The development of world-class Australian Curriculum and assessment was
one of eight interrelated areas for action designed to achieve the following.
Successful learners:

develop their capacity to learn and play an active role in their own learning

have the essential skills in literacy and numeracy and are creative and productive users of
technology, especially ICT, as a foundation for success in all learning areas

are able to think deeply and logically, and obtain and evaluate evidence in a disciplined way
as the result of studying fundamental disciplines

are creative, innovative and resourceful, and are able to solve problems in ways that draw
upon a range of learning areas and disciplines

are able to plan activities independently, collaborate, work in teams and communicate ideas

are able to make sense of their world and think about how things have become the way they
are

are on a pathway towards continued success in further education, training or employment,

and acquire the skills to make informed learning and employment decisions throughout their
lives

and are motivated to reach their full potential.

Confident and creative individuals:

have a sense of self-worth, self-awareness and personal identity that enables them to manage
their emotional, mental, spiritual and physical wellbeing

have a sense of optimism about their lives and the future

are enterprising, show initiative and use their creative abilities

develop personal values and attributes such as honesty, resilience, empathy and respect for
others

have the knowledge, skills, understanding and values to establish and maintain healthy,
satisfying lives

have the confidence and capability to pursue university or post-secondary vocational

qualifications leading to rewarding and productive employment

relate well to others and form and maintain healthy relationships

are well prepared for their potential life roles as family, community and workforce members

and embrace opportunities, make rational and informed decisions about their own lives and
accept responsibility for their own actions.

Active and informed citizens:

act with moral and ethical integrity

appreciate Australias social, cultural, linguistic and religious diversity, and have an
understanding of Australias system of government, history and culture

understand and acknowledge the value of Indigenous cultures and possess the knowledge,
skills and understanding to contribute to, and benefit from, reconciliation between Indigenous
and non-Indigenous Australians

are committed to national values of democracy, equity and justice, and participate in
Australias civic life

are able to relate to and communicate across cultures, especially the cultures and countries of
Asia

work for the common good, in particular sustaining and improving natural and social
environments

and are responsible global and local citizens.

(Melbourne Declaration on Educational Goals for Young Australians page 7-9)

References
Australian Curriculum, Assessment and Reporting Authority. (2016). Australian Curriculum
Overview.

Retrieved

from

http://www.australiancurriculum.edu.au/home/australian-

curriculum-overview
Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability
Studies, 25(1),

53-69.

Retrieved

from

http://www.tandfonline.com.ez.library.latrobe.edu.au/doi/pdf/10.1080/13598139.2014.905247
Dowden, T. (2007). Relevant, challenging, integrative and exploratory curriculum design:
Perspectives from theory and practice for middle level schooling in Australia. The Australian
Educational Researcher, 34(2), 51-71. doi: 10.1007/BF03216857
Earl, L., Hargreaves, A., & Ryan, J. (2013). Schooling for change: Reinventing education for early
adolescents. London, UK: Routledge
Hare, J. (2006). Towards an understanding of holistic education in the middle years of
education. Journal

of

Research

in

International

Education, 5(3),

301-322.

doi:

10.1177/1475240906069453
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne
Declaration

on

Educational

Goals

for

Young

Australians.

Retrieved

from

http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_G
oals_for_Young_Australians.pdf

Salyers, F. & McKee, C. (2007). The Young Adolescent Learner (1st ed.). Annenberg Media.
Retrieved

from

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