Browse Public Designs
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New learning design
Description:
This pedagogical project employs an active, group-based learning approach to explore the physicochemical properties of water and ice and their application in food science and processing. Focusing on concepts like water content and water activity, the course investigates how these properties can be leveraged to design processes such as freeze-drying, dehydration, and freeze-concentration.
The project centers around student analysis of media clips depicting a relevant food process. Students first analyze the clip in small groups, guided by pre-provided questionnaires to activate prior knowledge and direct observation. This initial analysis is followed by the first of two instructor interventions, providing targeted theoretical input. Students then re-analyze the clip, applying the new concepts. After a second theoretical input expanding on related elements, groups undertake a final analysis, tasked with evaluating the feasibility of the depicted process and proposing alternative solutions if necessary. This iterative process, facilitated by the instructor, aims to develop students' ability to link theoretical and practical aspects and engage in higher-order thinking and problem-solving. Questionnaires serve to guide this process and potentially assess changes in understanding
Intended Learning Outcomes:
- LO1: To understand the differences between moisture content and water activity
- LO2: To be able to critically analyze a fictional food process through the lens of water activity and water interactions
- LO3: To develop own concept of food processing from fictional concept involving water activity and interactions
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New learning design
Description:
The design is intended for a Stage 5 (Year 10) secondary science unit about chemical reactions. Students first watch informative videos and try simulations at home to explore things like chemical change indicators and the law of conservation of mass, and then do in-class explorations and writing. It uses learning analytics to keep track of how learners interact, find where they have problems, and offer personalised guidance. With these statistics, teachers can help students and students can help themselves. The purpose is to help students develop science reasoning, team up to solve problems, and learn to reflect, all following the NSW curriculum and Stage 5 outcomes.
Intended Learning Outcomes:
- Spot and explain the signs of a chemical change and express them in both words and symbols.
- Use the law of conservation of mass to analyze experimental results and to predict what happens in chemical reactions that are closed.
- Make scientific arguments in writing by using the CER framework and including data and the right scientific words.
- Consider their progress by reviewing feedback from analytical tools (e.g., AcaWriter, OnTask), self-assessment rubrics, and their peers, and use this to improve further.
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Copied: Pythagoras, Trigonometry & Linear Relationships – Year 9 Mathematics Pathway
Description:
Description
This six-week unit for Year 9 Mathematics Pathway A covers essential content including Pythagoras’ Theorem, an introduction to trigonometry, and linear relationships. With eight lessons per week, the design combines explicit teaching, hands-on problem-solving, and structured digital content. It uses the Cambridge Maths Stage 5 NSW (3rd ed.) textbook as a core resource. Learning analytics from Google Forms and Schoolbox LMS guide real-time feedback and targeted support.
Intended Learning Outcomes:
- MA5-TRG-C-01: Apply trigonometric ratios to solve right-angled triangle problems
- MA5-TRG-C-02: Apply trigonometry to solve problems, including bearings and angles of elevation/depression
- MA5-TRG-P-02: Establish and apply properties of trigonometric functions (Pathway: Advanced)
- MA5-LIN-C-01: Determine midpoint, gradient, and length of intervals; graph linear relationships
- MA5-LIN-C-02: Graph and interpret linear relationships using gradient/slope-intercept form
- MA5-LIN-P-01: Apply transformations, midpoint, gradient/slope and distance formulas (Pathway: Advanced)
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Australian Defence College Preparation Course
Description:
The Australian Defence College Preparation Course, delivered by the Defence International Training Centre, is designed to support international military personnel in their transition to postgraduate academic and strategic military programs facilitated by the Australian Defence College. The Learning Management Package employs a blended delivery model that incorporates scaffolded and problem-based learning strategies. These are intended to strengthen academic literacy, military communication conventions, and reflective practice. Delivery modes include both synchronous and asynchronous learning modalities.
Synchronous components involve instructor-led discussions and classroom-based activities underpinned by constructivist and behaviourist andragogical approaches. Constructivist strategies include case study analysis, fostering critical engagement and contextual application of knowledge. Behaviourist strategies, such as instructor demonstrations and automated quizzes, are used to reinforce procedural accuracy and skill acquisition. Asynchronous elements, such as structured study tasks and flipped classroom preparation, promote autonomous consolidation and extension of learning, supporting engagement, procedural reinforcement, and deeper participation in syndicate discussions.
Intended Learning Outcomes:
- LO1 – Demonstrate English speaking ability through active participation in a range of speaking contexts.
- LO2 – Write an essay that conforms to academic and military writing conventions.
- LO3 – Take notes from oral academic or military presentations.
- LO4 – Take notes from a range of written academic or military resources.
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Cinema Studies
Description:
Cinema Studies is a blended, discussion-based course for high school students (Years 7–10) offered through the school’s Beyond enrichment program. This course takes a constructivist approach to learning and is designed to foster attentiveness, communication and critical thinking through a focus on the close study of significant works of cinema. The learning cycle is structured around alternating weekly sessions of film viewing and in-depth discussion, allowing students to move purposefully between immersive experience and collaborative analysis. Activities that promote metacognitive reflection are embedded throughout the course to enhance students’ agency and deepen their awareness of how they learn. Through focused viewing, textual analysis, and inquiry-driven discussions (both in person and online), students develop their cinematic literacy and verbal communication skills while exploring how visual storytelling can deepen observation and social discourse.
The driving question which underpins the course is: How might we enhance our capacity for attentiveness and communication through the viewing, close study and discussion of significant works of cinema?
Intended Learning Outcomes:
- Critically analyse and reflect on the visual, narrative, and stylistic elements of film.
- Sustain focused, self-regulated attentiveness during extended film viewing.
- Contribute constructively to in-person and online discussions, articulating connections and insights with clarity and respect.
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