Transfer Knowledge Into New Contexts
Identify, plan, justify and then evaluate the effectiveness of new knowledge to different contexts.
Progression Points - Students Can:
identify, plan and justify transference of knowledge to new contexts (yr 10)
evaluate the effectiveness of transferring knowledge to different contexts
justify reasons for decisions when transferring information to similar and different contexts (yr 8)
explain how they have used knowledge from one context in a different context
apply knowledge gained from one context to another unrelated context and identify new meaning (yr 6)
Subject Mapping
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English |
Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (yr10). |
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Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects. |
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Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes. |
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Mathematics |
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Science |
People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (yr10). |
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Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere. |
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History |
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Geography |
The application of human-environment systems thinking to understand the causes and likely consequences of the environmental change being investigated (yr10). |
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Economics & Business |
Reflect on the intended and unintended consequences of economic and business decisions (yr10). |
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Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations. |
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Civics & Citizenship |
Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues. |
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Dance |
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Drama |
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Media Arts |
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Music |
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Visual Arts |
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Digital Technologies |
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Design & Technologies |
Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication (yrs9&10). |
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Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (Yrs9-10). |
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Health and Physical Ed |
Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (Yrs 9-10). |
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Plan, rehearse and evaluate options (including CPR and first aid) for managing situtions where their own or others' health, safety and wellbeing may be at risk. |
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Design, implement and evaluate personalised plans for improving or maintain their own and others' physical activity and fitness levels. |
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Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time. |
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Transfer understanding from previous movement experiences to create solutions to movement challenges. |
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Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities. |
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Work Studies |