Dates
Joining the rap
Rap points
Outcomes and content
Book rap support materials
Overview
Credits
This rap will be available during Term 3, 2005. This rap will provide opportunities for students to work on Stage 3 (Years 5 and 6) connected outcomes in the PDHPE, HSIE, and Science and Technology K–6 syllabuses.
| Dates |
*Rap live for subscription |
22 August (T3 Wk6)
|
*Introductions and Rap point 1 |
22 August (T3 Wk6) |
*Rap point 2 |
29 August (T3 Wk7) |
*Rap point 3 |
5 September (T3 Wk8) |
*Rap point 4 |
12 September (T3 Wk9) |
*Rap wrap up |
19 September (T3 Wk10) |
From 22 August 2005, you can view the support material for this rap and prepare to participate by entering your email address in the boxes below and clicking the Submit buttons. Please ensure you have registered the email addresses before doing so. Note that the rap does not start until the week of 15 August 2005.
Teacher email will not be archived to protect privacy. The teacher rap runs concurrently with the book rap to provide additional support for teachers, and the opportunity to discuss issues which may arise during the rap.
You will receive confirmation emails for your Class group and the Teacher support listserv. Please save these messages as they contain important email addresses, and simply follow the instructions these contain when posting messages once the rap starts.
Archives of the class email discussion
Gallery of student work
Book rap support materials
Rap points
Program and planning Stage 3
Implementing a rap (Book rap FAQs)
Email – instruction sheet for student
Parent information letter
These discussion questions guide the book rap. The question for the week is posted to the rap at the beginning of that week by the coordinator. Class groups post their answers and can respond via the rap to other school's replies during the relevant week for that rap point.
Rap point 1
Rap point 2
Rap point 3
Rap point 4
Rap wrap up
HSIE outcomes |
Indicators |
Change and Continuity
CCS2.1 Time and change
Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and environments.
CCS3.1 Time and change
Explains the significance of particular people, places, actions and events in the past in developing Australian identities and heritage.
Social Systems and Structures
SSS2.7 Resource systems
Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment.
SSS3.7 Resource systems
Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities.
------------------------------------- |
identifies places associated with nationally significant events and people
outlines the effect that events from the past have had on a particular issue of significance
examines reasons for changes in work and industries in Australia
identifies human rights and how these are respected, and situations when they are not respected in Australia
gathers information about Australia’s major exports
makes statements about global responsibilities
---------------------------------------
Indicators |
PDHPE Outcomes
SL S3.13 Safe Living
Describes safe practices that are appropriate to a range of situations and environments.
DM S3.2 Decision making
Makes informed decisions and accepts responsibility for consequences.
V4 Values and attitudes Increasingly accepts responsibility for personal and community health. |
devises strategies to respond to unsafe situations
predicts the consequences of their choices in unsafe situations |
Science and Technology outcomes |
Big ideas |
PS S3.5 Products and Services
Creates and evaluates products and services, demonstrating consideration of sustainability, aesthetic, cultural, safety and functional issues.
IC S3.2 Creates and evaluates information products and processes, demonstrating consideration of the type of medial, form audience and ethical issues
DM S3.8 Develops and resolves a design task by planning, implementing, managing and evaluating design processes |
communities create complex systems to provide services
systems that provide services to communities greatly influence how we live
people influence the quality of life in the future through the systems they create and use
people communicate in different ways using different technology
people select and manipulate information to create messages and perceptions
researches needs that influence the development of products, systems and environments and establishes criteria for the evaluation of produced designs
plans processes of design and production, adjusting the process as necessary to improve efficiency
|
Overview
Week 4 - 8 August |
Online registrations |
Week 5 - 15 August |
Introductions
Each class sends introductory statement to the rap.
|
Week 6 - 22 August |
Rap point 1
Theme: 150 years of rail in NSW
To be submitted to the rap
- Each class is to submit the three most interesting historical facts found in website research. It should answer who/what? Where? Why (purpose)? and How?
|
Week 7 – 29 August |
Rap point 2
Theme: The significance of places and events in developing Australian Heritage
To be submitted to the rap:
- Class selection of one to three examples of the “Where Am I?
|
Week 8 – 5 September |
Rap point 3
Theme:Transport in the future
To be submitted to the rap:
- three class determined key affirmative and negative points in the debate: Rail: the best environmental friendly suburban transport
|
Week 9 – 12 September |
Rap point 4
Theme:Personal safety on rail transport
To be submitted to rap:
- a class list of strategies useful for responding to potentially unsafe situations while using public transport
|
Week 10 – 19 September |
Rap wrap up
Final comments about rap and presentations, posters or leaflets begun in week 1 and week 3 for display on school libraries site. This could be an information product such as a multimedia presentation (using software such as PowerPoint, KidPix slideshow or web creation software) or a leaflet or poster to inform others about :
- rail history (wk 1 rap) OR
- ecological issues related to rail transport or another mode of public transport. (Wk 3 rap)
|
RailCorp, in partnership with the NSW Department of Education and Training (DET), is eager to support schools in developing strategies to ensure that the safety of students’ on and about trains is addressed.
Credits
Special thanks go to the divisions within RailCorp who have contributed to the development of this rap particularly the Communications Group, led by Helen Willoughby (Group General Manager), and the Rail Development Division, led by Dick Day (General Manager). A particular thankyou goes to Simon Ricketts and Nerida Morgan who work within those divisions for their feedback and support.
Thank you to Mary-Jane Mowbray, AP at Stanmore Public School for jointly developing support material with Ingrid Weiss, Manager, Rail Safety Education, DET.
Thanks also go to the CEO of the three syllabus areas, PDHPE, HSIE and Science and Technology, Rosemary Davis, John Gore, Glen Sawle and Lyndall Foster for supporting Senior Curriculum Advisers K–6, Darren Neagle, Anne Southwell, and Eleanor Igoe by allowing them time to provide syllabus related input and feedback.
|
