The project-based nature of program covers content descriptions across the curriculum for students in Years 5 & 6, particularly in:
The cross-curriculum priority of sustainability is addressed as well as a number of general capabilities.
The FEAST program explores the food system, food waste and nutrition. It provides context to introduce the content description “Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy.” (ACTDEK021)
By questioning and seeking solutions to this real world-problem, students will develop an understanding of science and technology and how it influences our community and the natural world.
When applying the process of “Design and Production”, students engage actively with real world solutions and use technological skills, knowledge and understanding to create solutions to reduce food waste.
Through applying their science inquiry skills, students develop their understanding of scientific evidence in making informed decisions about the use of Science and Technology in their lives.
The creation of the School Cookbook facilitates the literacy aspect of the program as students read, interpret and create procedural and other informative written and multimodal texts.
Following and writing recipes provides students a real life application for working mathematically, investigating measurement, estimating, using fractions, problem solving and representing and interpreting data.
While the unit is targeted at Years 5 and 6 students, this is a suggested age range only and teachers are encouraged to adapt and change the program to suit your school’s needs. The topics are based on content descriptions of the Australian Curriculum, on a number of general capabilities and the sustainability cross curriculum priority. We recommend you run the unit over a 10 week period.
Although the unit integrates a range of key subject areas, it is not designed to be a total program. It is assumed that regular routines that operate in the classroom will continue to run parallel with the unit of work.
The Solution Fluency Model is the path to gain problem solving skills and foster a deep understanding of local community issues. It offers students the opportunity to develop a wide range of life-long learning skills including:
- Community engagement
The interactive teaching and learning approach uses the solution fluency six phases: Define; Discover; Dream; Design; Deliver and Debrief.
- Define: Intellectually engages students with a challenge, problem, question and task.
- Discover: Includes activities in which students can explore, investigate, research, read, discuss, gather, organise and compare knowledge and data.
- Dream: Enables students to imagine and develop possible solutions and explanations for the challenge, problem, question or task.
- Design: Provides opportunities for students to apply new knowledge to situations, mapping production processes and developing a deeper understanding of a challenge, problem, question or phenomenon.
- Deliver: This phase has two stages (a) production where the task comes to life and the student completes the work (b) presenting or publishing the work to an audience.
- Debrief: Provides an opportunity for students to revisit, review and reflect on their own learning, new understanding and skills. Source: Solution Fluency