Browse Public Designs
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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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Social Mastery Development
Description:
In military terms social mastery is considered as the development and application of emotional and social competence through which leaders can generate effective teamwork and via inclusion achieve results.
Designed for implementation in the safety of the training environment to invite innovation and encourage participation in a risk and judgement free environment. It is tailor for the enlisted personnel to explore leadership styles and social competence early in their leadership development. It aims to enhance individual engagement and learning through adaptive and personalised pathways while working collaboratively to explore and solve problems in a variety of military contexts. Learners will have access will have access to a library of resources including doctrine, historic examples of military leadership and studies of leadership on the battlefield.
The approach this design is intended to apply is a collaborative jigsaw approach. Learners will be assigned to syndicates and challenged to investigate different aspects of the same problem or issue. As an example, each team, might be required to analyse a different but related case study, or consider a battlefield from the aspect of either side and develop viewpoints or actions from their aspect. The progression is once learners thoroughly understand their team’s aspect of the problem, they are form into new teams, in which everyone then explains their aspect of the problem in the new group. This way every learner not only has a role to explain/instruct others on their position they also learn from the other team members encouraging a collaborative learning environment and learning the value of social cohesion and valuing others. In this way, every student learns every aspect of the problem. These groups are then able to collaborate to combine the information to present a summary back to the larger course group.Intended Learning Outcomes:
- Build collaborative skills through engagement in problem solving activities and demonstrating the ability to work interdependently within diverse group.
- Enhance analytical and research skills by interrogating various forms of information and applying critical thinking to develop new viewpoints and meaning in differing contexts.
- A deeper understanding of self-competence through collaborative teamwork and effective knowledge sharing.
- Broader social competency through facilitating knowledge sharing with peers.
- Influence others to achieve outcomes through personal conduct and communication skills.
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Legal Studies Stage 6 Year 12 – Part 1 – The Criminal Trial Process
Description:
The learning design is for the Criminal Trial Process unit (“Unit”) of Part 1 – Crime, HSC Legal Studies (Legal Studies Syllabus, p18) (“Syllabus”). Having considered the nature or crime (Unit 1 of Part 1) and the criminal investigation process (Unit 2 of Part 1), students turn their attention to that part of the criminal justice system that adjudicates guilt.
The unit has been broken down into 9 one-hour classes and the following design maps the process for each of those classes which should be used in conjunction with the detailed lesson plans for each class and topic area. Students will engage with the content by:
- pre-reading background materials to understand context and the learning objectives of the class
- an opening activity to check understanding of prior learning
- teacher led explicit instruction on the detail of the pre-reading
- small group and whole of class discussion
- post class exercises.The summative task for the unit is a group based mock trial.
Intended Learning Outcomes:
- H1 – identifies and applies legal concepts and terminology relevant to the criminal trial process.
- H2 – describes and explains key features of the criminal trial process.
- H4 – evaluates the effectiveness of the criminal trial process in addressing issues associate with crime.
- H6 – assesses the nature of the interrelationship between the criminal trial process and society.
- H7 – evaluates the effectiveness of the criminal trial process in achieving justice.
- H9 – communicates legal information using well-structured and logical arguments.
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