maths overview, term 2 - the curriculum place - web view · 2013-09-25make appropriate...

MATHS OVERVIEW, TERM 2 YEAR LEVEL CONTENT DESCRIPTORS ASSESSMENT

6 Number & Algebra Investigation:DURATION ACMNA122 Identify and describe properties of prime, composite, square and triangular numbers

ACMNA123 Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operationsACMNA124 Investigate everyday situations that use positive and negative whole numbers and zero. Locate and represent these numbers on a number lineACMNA125 Compare fractions with related denominators and locate and represent them on a number lineACMNA126 Solve problems involving addition and subtraction of fractions with the same or related denominatorsACMNA127 Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies

ACMNA128 Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers

ACMNA129 Multiply decimals by whole numbers and perform divisions that result in terminating decimals, with and without digital technologiesACMNA130 Multiply and divide decimals by powers of 10ACMNA131 Make connections between equivalent fractions, decimals and percentages

ACMNA132 Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologiesACMNA133 Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequenceACMNA134 Explore the use of brackets and order of operations to write number sentences

Create an itinerary for1. Plan a return flight route

and possible itinerary. (Compass points and direction, time zones, longitude and latitude).

2. Research and choose a commercial airline. Think about what is the end product? (Timetables, costing)

3. Outline of predicted flight route to London (return). (Compass points and direction, time zones, longitude and latitude - 24 hour time).

4. Daily itinerary-transport to and from sporting events. (Timetables and time)

Their budget must include:

1. Flight costs.2. Sporting Event tickets

costs.3. Accommodation & food

costs.

10 WeeksLINKS TO OTHER LA’s

Measurement & Geometry ACMMG135 Connect decimal representations to the metric system

ACMMG136 Convert between common metric units of length, mass and capacity ACMMG137 Solve problems involving the comparison of lengths and areas using appropriate units

ACMMG138 Connect volume and capacity and their units of measurementACMMG139 Interpret and use timetablesACMMG140 Construct simple prisms and pyramidsACMMG142 Investigate combinations of translations, reflections and rotations, with and without the use of digital technologiesACMMG143 Introduce the Cartesian coordinate system using all four quadrants

ACMMG141 Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles

Diocese of Cairns, Catholic Education Services

Statistics & Probability DEVELOPING INQUIRING & REFLECTIVE LEARNERS

ACMSP144 Describe probabilities using fractions, decimals and percentages ACMSP145 Conduct chance experiments with both small and large

ACMSP146 Compare observed frequencies across experiments with expected frequenciesACMSP147 Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variablesACMSP148 Interpret secondary data presented in digital media and elsewhere

COMMUNITY CONTRIBURORLEADER AND COLLABORATOREFFECTIVE COMMUNICATORACTIVE INVESTIGATORDESIGNER AND CREATORQUALITY PRODUCER


CROSS CURRICULAR PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


2. current environmental issues

GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions assess the feasibility, possible risks and

benefits in the implementation of their


ideas transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as:o What is the meaning of right and wrong and can I be

sure that I am right?o Why should I act morally?o Is it ever morally justifiable to lie?o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


Week: 1 2 3 4 5 6 7 8 9 10

Strand: CONTENT DESCRIPTORS

Number & Algebra ACMNA122 ACMNA123 ACMNA124 ACMNA125 ACMNA126 ACMNA127ACMNA128 ACMNA129 ACMNA130 ACMNA131 ACMNA132 ACMNA133 ACMNA134

Measurement & Geometry ACMMG135 ACMMG136 ACMMG137 ACMMG138 ACMMG139ACMMG140 ACMMG142 ACMMG143 ACMMG141

Statistics & Probability ACMSP144 ACMSP145 ACMSP146 ACMSP147 ACMSP148

IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESDescribe and represent mathematical situations using appropriate terminology and conventionsSelect and apply appropriate strategies in undertaking investigations and solving problemsGive valid reasons for supporting one solution over anotherSelect and apply appropriate strategies to calculate using the four operationsCalculate and record lengths and distances using decimalsSelect appropriate units to calculate lengths and areasRead, interpret and use timetables using appropriate units of measureOrder the likelihood of simple events on a number line from 0 to 1

Teacher Instruction Shared/Independent Practice AssessmentWeek 1- Measurement & Geometry (mapping, longitude & latitude, time zones, & coordinates).

Introduction to the task:

Discuss students ideas about travel- use “think aloud strategy” to talk about the similarities and differences between local travel and journeys to other parts of Australia or oversees.

Week 2 Focus- using addition and subtraction to work out travel times.

Encourage students to share their ideas about modes of travel and the importance of planning when travelling further afield (holidays).

Go to www.worldatlas.com/aatlas/world.htm

Students will look at time zones, longitude, latitude and exchanges. Students will look at a variety of ways to plan a trip involving one or more modes of public transport

Map reading Time Zones Timetables Laptops - research FISH- Red fish: What am I being

asked to find out?

Adding and subtracting time. Go to www.worldatlas.com/aatlas/world.htm

Use this website to identify different time zones and discuss how this will influence arrival and departure times.

Scootle activity (TLF ID L1111) to provide opportunities for students to revise map reading and practise timetable reading skills.

Scootle activity Journey planner (TLF ID L1111) to provide opportunities for students to revise map reading and practice timetable reading skills.

MENTAL COMPUTATIONEstimation-how reasonable is my answer? (FISH KIT Strategy)

MATHEMATICAL LANGUAGELongitudeLatitudeRoutes-direction12 hour time, 24 hour time, a.m., p.m.,


http://www.scootle.edu.au/

http://www.worldatlas.com/aatlas/world.htm



GROUP ONE GROUP TWO GROUP THREE GROUP FOUR

Focus: Mapping – reading maps for direction. Students work in pairs to revise symbols, keys and world map reading.

Focus: Route planningUsing a template Australian map, students will find flights and plan the most effective route from Cairns to Sydney, Perth, Darwin and back to Cairns. Guided Group

Focus: Reading timetables-24 hour time.

Focus: Scootle activity.Students complete the online activity to consolidate their learning.

RESOURCESAtlas

Internet – ScootleTimetable template

Travel brochures

Bus timetables

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10





SE IE


Teacher Instruction Shared/Independent Practice AssessmentWeek 3 Focus: Decimals (money)

Week 4 Focus: Best buy-comparing prices (airfares, hotels, events, travel in London).

Examples of different budgets-household -shoppingholidays- camping in Australiaextended-overseas trips

Laptops: Research airline costsTravel within London to attend events (best buy)

Accommodation costs

Template budget costing

Best Buys, Costing of a variety of airlines, Costing of accommodation and Train, bus taxi costs

MENTAL COMPUTATIONEstimating

MATHEMATICAL LANGUAGEBest buy, compare, budget, dollars, cents, percentage


- GROUP ONE GROUP TWO GROUP THREE GROUP FOUR

Focus: Laptops-Students research airfares (return) to London from Cairns. Compare prices from other major Australian cities.Guided Group

Focus: Calculating costs-Work in pairs to work out possible costs when planning a trip overseas. KWL chart fill out what you know (costs), what you want to find out (hidden costs) and then compare with others in the group-discuss what you have learned.Guided Group

Focus: Maths game Scootle http://www.scootle.edu.au/ec/pinobject?objectId=L1928&pin=OFJITR&userid=67596Use this site activity to practise addition and subtraction of decimals (including money).

Focus: Best Buys: Students use a variety of shopping leaflets to compare prices of a variety of items to find the best buy.

RESOURCEShttp://www.scootle.edu.au/ec/pinobject?objectId=L1928&pin=OFJITR&userid=67596

http://www.london2012.com/REFLECTION


http://www.london2012.com/

http://www.scootle.edu.au/ec/pinobject?objectId=L1928&pin=OFJITR&userid=67596



Week: 1 2 3 4 5 6 7 8 9 10





CE SE IE


Teacher Instruction Shared/Independent Practice AssessmentWeek 5 Focus: Students write correct number sentences.Introduce the lesson with examples of number sentences involving money.Model thinking by arranging numbers on the board in a variety of ways to work out totals of sums.Use a variety of numbers including decimals (money) to demonstrate the importance of place value.Week 6 Focus: Using a route planner on the IWB show examples of flight paths, train and bus route leaflets, online travel planners. Ask students “What are some of the things to consider?” Day of the week, season, times, costs etc.

Week 6 Focus: Students connect decimal representations to the metric system and choose appropriate units of measurement to solve problems. TimeInvite students to share different ways that decimals can be represented e.g. distance, money etc.Encourage students to relate thinking to the context of the investigation – how does this apply here? (Distance to travel, time zones, costing).Students will look at a variety of ways to plan a trip involving one or more modes of public transportWeb search-http://www.london2012.com/

Budget Focus- Number & Algebra. Decimal addition, subtraction & multiplication using money. Back tracking to check answers. Estimating strategies.Week 6 Complete IXL activities (adding and subtracting decimals, including money).Week 7 Complete budget templates.Week 6 Research location of events and how they will travel from accommodation to events. http://www.london2012.com/

Week 7 Focus- Using information collected students will complete their draft travel route including flights, best route to attend events.

MENTAL COMPUTATIONEstimating and mental calculations

MATHEMATICAL LANGUAGE



http://www.australiancurriculum.edu.au/Glossary?a=M&t=decimal

http://www.australiancurriculum.edu.au/Glossary?a=M&t=number

GROUP ONE GROUP TWO GROUP THREE GROUP FOUR

Focus: Use London 2012 website to research accommodation and transport to and from hotels. Compare distance, times and costs.

Focus: Students work in pairs to write and work out a variety of number sentences involving whole numbers and decimal fractions including money.

Focus: LaptopsStudents research flight paths of major airlines to find most direct route.

Focus: Use template to complete a draft travel route.Guided group

RESOURCESFlip Chart, travel brochures, store saving brocures.Websites: ixl.com.au, http://www.london2012.com/http://greatmathsgames.com/place-value/item/36-place-value-charts.html

http://www.lessonplanspage.com/MathPlaceValue4th.htm

http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/4e/4e1166b5-4b9c-4b21-b8aa-0b7df795bda0/Place%20Value.notebook#

REFLECTION


http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/4e/4e1166b5-4b9c-4b21-b8aa-0b7df795bda0/Place%20Value.notebook

http://www.lessonplanspage.com/MathPlaceValue4th.htm

http://greatmathsgames.com/place-value/item/36-place-value-charts.html


http://www.ixl.com.au/

Week: 1 2 3 4 5 6 7 8 9 10





CE SE IE


Teacher Instruction Shared/Independent Practice AssessmentFOCUS: Budget.Week 8 Using the costing template model thinking using 5 W’s on the board to organise and categorise costs in an easy to read format. What are my major costs, where/when will the costs be charged, what currency will I pay in etc.?Focus: Complete route planner and itinerary.

Week 9 Review learning, paying particular attention to research and information collected throughout the unit.

Re read task sheet to ensure students understand what is expected.

Encourage students to clarify what is expected and discuss organisation of information (see template).

Students draw up a final route planner using a world map template. They will include:

Intended route/s

Itinerary

MENTAL COMPUTATION

MATHEMATICAL LANGUAGEcoordinates, compass points, 24 hour time, best buy.


- GROUP ONE GROUP TWO GROUP THREE GROUP FOUR

Focus: Complete budget sheet either written or using IT

Focus: Complete itinerary either written or using IT

Focus: Review and edit draftsGuided & peer

Focus: Extension activities- reflection and added information.

RESOURCESRoute planner- world map template http://www.worldatlas.com/aatlas/worldout.htmItinerary templateBudget templateAccess to internetJournalsNotes and research information

REFLECTION


http://www.worldatlas.com/aatlas/worldout.htm

Week: 1 2 3 4 5 6 7 8 9 10





CE SE IE


Teacher Instruction Shared/Independent Practice AssessmentCulminating activity: Mini Olympics GamesStudents investigate angles. They investigate combinations of transformations and apply the enlargement transformation.

Tell students that now they have completed their task they will now compete in a variety of mini games:Paper Shot putJavelin (using straws)Finger racing (app on i pod)Discus (paper plates or Frisbees)Jump rope challenge (how many jumper per minute)Potatoes sack racing or three legged raceMarble bowls

Focus: Measuring distance, height, and time.Students will allocate a judge for each team-they will be responsible for recording data on the collection sheet.Organise groups of 4/5 students into countries (teams).Games will be set up around the classroom (or in an outdoor area).Collect recording tools.Discuss rules and expectations (good sportsmanship, respect fair play etc)

Reflect of learning and the purpose of the unit investigation (to attend 2 events at the Olympic games).Collect data on event results and graph

MENTAL COMPUTATION

MATHEMATICAL LANGUAGEData, length, measurement, time, distance, (millimetres, centimetres, metres


http://www.australiancurriculum.edu.au/Glossary?a=M&t=transformation

RESOURCESPaper, Straws, Marbles, Frisbees, Paper Plates, Jump ropes, Whistle, iPads, Score cards, Stopwatches

REFLECTION


CLASSROOM ACCOMMODATIONS FOR WHOM

Seat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOM

Adjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOM

Reduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option


NOTE TAKING STRATEGIES FOR WHOM

Provide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOM

Use calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOM

Peer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials


Assessment Tasks-Olympic Adventure Logo

Date commenced: Date due:

Learning Area/s: Mathematics

Student Name: Year Level:

Name of Task: Olympic Adventure Teacher:

Type of Task: ☐ Oral ☐ Written ☐ Other

Task Conditions: ☐ Individual ☐ Pair ☐ Group Work☐ In Class ☐ Homework ☐ Other

Opportunities toAccess ☐ Books ☐ Notes ☐ Library ☐ TechnologyAssessed by ☐ Self ☐ Peer ☐ TeacherTask Description:

The Olympics are soon to be held in London this year. Because of the strong Australian economy Australian Tourism Minister has provided 10 school age children to be a part of a once in a lifetime opportunity to attend this event. To qualify children must submit their travel itinerary and budget.

You have been given a budget of $4000 to travel to London to attend 2 sporting events on behalf of your community’s local travel agent.You will:

1. Plan a route2. Plan and write and itinerary3. Create a budget

Task Procedure


You Will1. Plan a return flight route and possible itinerary. (Compass points and direction, time zones, longitude and latitude).2. Research and choose a commercial airline. Think about what is the end product? (Timetables, costing)3. Outline of predicted flight route to London (return). (Compass points and direction, time zones, longitude and latitude - 24 hour time).4. Daily itinerary-transport to and from sporting events. (Timetables and time)5. Create a budget for the trip.

Your budget must include:Flight costsSporting Event tickets costs.Accommodation & food costs.

RESOURCES:

ICT – TRAVEL WEBSITES, TICKET PURCHASING, ACCOMODATION, OLYMPIC VENUES, TRANSPORT OPTIONS.

TRAVEL BROCHURES

CLASS NOTES

ATLAS

TIMETABLES

ROUTE PLANNER/COSTING TEMPLATE


OLYMPIC ADVENTURE BUDGET PLANNERCriteria A B C D E

TASK The student work demonstrates evidence of:

ROUTE PLANNER

Created the most direct route to and from Australia on a world map and used coordinates to locate cities on a world map.

Gathered information demonstrated the use of coordinates and directional arrows to show possible routes and identified the quickest route to London including compass points and other key features.

Gathered information demonstrated the accurate use of coordinates and directional arrows to show possible routes to London including compass points.

Gathered information demonstrated use of coordinates and directional arrows to show a route to London.

With some assistance, gathered information demonstrated no coordinates but included basic directional arrows to show a route to London.

Was unable to read a map to use coordinates or directional arrows to show a route to London.

ITINERARY

Gathered and recorded accurate information to assist the traveller to find their destinations easily.

The itinerary included a detailed list of arrival and departure times using 24 hour time, transition times, costs and other instructions to assist the traveller to find their destinations easily.

The itinerary included accurate arrival and departure times for all transport from Australia to London with detailed lists of times and costs to assist the traveller to find their destinations.

The itinerary included accurate arrival and departure times for all transport from Australia to London and to chosen Olympic events.

Needed to be reminded of the features of an itinerary, for example arrival and departure times. Information was not always correct.

The travel itinerary lacked the basic elements of correct arrival and departure times and was difficult to read.

BUDGET

Researched information used to prepare a budget for the trip.

Budget was clearly set out with a sensible title and headings. Included a detailed list of all costs. Calculated total costs accurately.

Itemised all the costs involved in the trip. Organised the information into a budget that was easy to read and included some hidden costs.. All calculations were error free.

Organise information on costs into a usable budget for most obvious costs. Needed prompting to look for any hidden costs. Checked the calculations with the teacher.

Was unable to organise the information on costs into a budget without considerable assistance. Needed help with all calculations.

Made very simple lists of costs but did not understand the requirements of a budget. Did not attempt any calculations.

REFLECTION ON LEARNING

Used information to reflect on and justify travel plans and expenditure.

Justified the final travel plan by discussing the pros and cons of the different options and referred to the flight path, budget and itinerary.

Justified the final travel plan by describing the different options and by referring to the flight path, budget and itinerary.

Explained briefly, why the route was chosen and some reasons for budget and itinerary choices.

Recommended a route and simple budget but was not able to rely on any results to justify the decision when questioned.

Was not able to offer any justification for chosen route, budget or itinerary.


REPORTING BACKWORLDMAP1. Compare your map and flight information with a peer, check the accuracy of their flight directions and their coordinates for each stop on the travel route.2. Justify the flight path you chose and include the cost. Was there a cheaper option?ITINERARY & BUDGET1. Was the cheapest trip necessarily the best option?2. Did the itinerary allow for adequate time between the different stages of the journey?3. Was the set allowance enough to complete your holiday including extra activities or costs not mentioned?4. Discuss the challenge of the varying travel costs and choices you made

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