Integrated Learning
Students study Integrated Learning at Year 12 (Stage 2) level. The course is worth 20 credits
Integrated Learning at CaFE SACE is built around Attachment Theory, Learning Dispositions and parenting. Students attend SACE playgroup with their children. This time together is designed to explore the ‘here and now’. The theoretical learning taking place in Integrated Learning provides material for
discussion, research and assessment and involves parents in their child’s learning. Students are introduced to the idea of play as learning and the importance of the early years to human brain development.
Students attend Circle of Security Parenting - an eight week course that highlights the importance of, and strategies to develop secure attachment between parents and children. This information is used to develop student portfolios and provides a context from which to explore Learning Dispositions.
It also provides a basis for the student’s Research Project.
The Learning Dispositions of curiosity, confidence, communication, cooperation, resourcefulness and purposefulness and persistence are ‘unpacked,’ with students learning to recognise them, develop strategies to support them in their children and understand their link to life-long learning
for their children and themselves.
Learning Requirements
In this subject students are expected to
1. Develop and apply knowledge, concepts, and skills to achieve a purpose
2. Investigate and analyse concepts, ideas, and skills from different perspectives, using a variety of sources
3. Work collaboratively with others
4. Demonstrate self-awareness in reflecting on, and evaluating learning
5. Communicate ideas and informed opinions
6. Develop and understand connections between the program focus and the capability in each chosen area
Key areas of Study
In this subject students are expected to focus on the key areas of:
Key Area 1: Developing the capability for Learning
Key Area 5: Developing the capability for Communication
Key area 1: Developing the capacity for Learning includes
* Accessing, organising and using information
* Thinking and inquiring critically, ethically and reflectively
* Learning and applying knowledge and skills
* Recognising how knowledge changes over time and is influenced by people.
For our students this may mean they are able to
* Find and use information relating to learning and dispositions
* Reflect on both themselves and their children, as well as others, in ways that are critical and ethical
* Know and use ideas to support their children’s learning as well as their own, and understand that knowledge is not fixed but can be understood from many perspectives
Key area 5: Developing the capacity for Communication includes
* Communicating for particular purposes and contexts
* Communicating within and across cultures
* Achieving literacy and numeracy, and using information and communication technologies, and
* Expressing feelings, ideas and opinions.
For our students this may mean they are able to
* Communicate the importance of developing the Learning Dispositions for themselves and their children
* Communicate their understanding of Attachment Theory, the Learning Dispositions and parenting with a variety of people
* Communicate their learning with a wide range of people from various cultural backgrounds
* Use a wide range of technologies to illustrate their literacy and numeracy development
* Use a wide range of technologies to communicate their understanding of Attachment Theory, the Learning Dispositions and parenting
* Express feelings, ideas and opinions about what it means to be an effective, positive parent.
Assessment Tasks
Students complete six assessment tasks. If students misplace any of the tasks they are able to download the tasks from the Resources section of this website.
Task one: identification of future options for your child and how to support the development of the Learning Dispositions to achieve the goals identified
Task two: investigation of theoretical basis for Learning dispositions at different life stages
Task three: investigation of application of development of Attachment Theory
Task four: students negotiate group activities such as designing and implementing a play activity to support a specific disposition, designing and
implementing an outing to support the development of dispositions, or designing a resource to support other parents to develop their child’s
dispositions
Task five: folio and presentation
Task six: project
Students study Integrated Learning at Year 12 (Stage 2) level. The course is worth 20 credits
Integrated Learning at CaFE SACE is built around Attachment Theory, Learning Dispositions and parenting. Students attend SACE playgroup with their children. This time together is designed to explore the ‘here and now’. The theoretical learning taking place in Integrated Learning provides material for
discussion, research and assessment and involves parents in their child’s learning. Students are introduced to the idea of play as learning and the importance of the early years to human brain development.
Students attend Circle of Security Parenting - an eight week course that highlights the importance of, and strategies to develop secure attachment between parents and children. This information is used to develop student portfolios and provides a context from which to explore Learning Dispositions.
It also provides a basis for the student’s Research Project.
The Learning Dispositions of curiosity, confidence, communication, cooperation, resourcefulness and purposefulness and persistence are ‘unpacked,’ with students learning to recognise them, develop strategies to support them in their children and understand their link to life-long learning
for their children and themselves.
Learning Requirements
In this subject students are expected to
1. Develop and apply knowledge, concepts, and skills to achieve a purpose
2. Investigate and analyse concepts, ideas, and skills from different perspectives, using a variety of sources
3. Work collaboratively with others
4. Demonstrate self-awareness in reflecting on, and evaluating learning
5. Communicate ideas and informed opinions
6. Develop and understand connections between the program focus and the capability in each chosen area
Key areas of Study
In this subject students are expected to focus on the key areas of:
Key Area 1: Developing the capability for Learning
Key Area 5: Developing the capability for Communication
Key area 1: Developing the capacity for Learning includes
* Accessing, organising and using information
* Thinking and inquiring critically, ethically and reflectively
* Learning and applying knowledge and skills
* Recognising how knowledge changes over time and is influenced by people.
For our students this may mean they are able to
* Find and use information relating to learning and dispositions
* Reflect on both themselves and their children, as well as others, in ways that are critical and ethical
* Know and use ideas to support their children’s learning as well as their own, and understand that knowledge is not fixed but can be understood from many perspectives
Key area 5: Developing the capacity for Communication includes
* Communicating for particular purposes and contexts
* Communicating within and across cultures
* Achieving literacy and numeracy, and using information and communication technologies, and
* Expressing feelings, ideas and opinions.
For our students this may mean they are able to
* Communicate the importance of developing the Learning Dispositions for themselves and their children
* Communicate their understanding of Attachment Theory, the Learning Dispositions and parenting with a variety of people
* Communicate their learning with a wide range of people from various cultural backgrounds
* Use a wide range of technologies to illustrate their literacy and numeracy development
* Use a wide range of technologies to communicate their understanding of Attachment Theory, the Learning Dispositions and parenting
* Express feelings, ideas and opinions about what it means to be an effective, positive parent.
Assessment Tasks
Students complete six assessment tasks. If students misplace any of the tasks they are able to download the tasks from the Resources section of this website.
Task one: identification of future options for your child and how to support the development of the Learning Dispositions to achieve the goals identified
Task two: investigation of theoretical basis for Learning dispositions at different life stages
Task three: investigation of application of development of Attachment Theory
Task four: students negotiate group activities such as designing and implementing a play activity to support a specific disposition, designing and
implementing an outing to support the development of dispositions, or designing a resource to support other parents to develop their child’s
dispositions
Task five: folio and presentation
Task six: project