Invictus Games Sydney 2018 – Stage 3 – Adaptivity and Invictus

Primary KLAs:
Human Society and its Environment, Mathematics, Personal Development, Health and Physical Education, Science and Technology
Educational levels:
Year 5, Year 6

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Teams playing sitting volleyball at the Invictus Games.

This photograph courtesy Australian Government Department of Defence.

This Stage 3 unit explores the idea of ‘adaptivity’ and identity across a number of KLAs. Students will answer the question ‘What is adaptivity?’ and will develop an understanding of how adaptivity serves inclusivity, especially in relation to adaptive sport. Students will explore the history and future of prosthetics. Finally, students are challenged to construct their own prototype prosthetic limbs using classroom equipment in a group STEM activity. This resource is also downloadable as a SCORM file: the downloaded version will only work if you upload it to a webserver, such as Moodle or Canvas.

NSW syllabus outcomes

(EN3-1A) communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

(EN3-3A) uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

(EN3-7C) thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

(EN3-8D) identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts

(EN3-9E) recognises, reflects on and assesses their strengths as a learner

(MA3-1WM) describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

(MA3-3WM) gives a valid reason for supporting one possible solution over another

(MA3-13MG) uses 24-hour time and am and pm notation in real-life situations, and constructs timelines

(ST3-5WT) plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints

(ST3-2VA) demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures

(HT3-5) applies a variety of skills of historical inquiry and communication

Australian curriculum content descriptions

(ACELT1613) Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

(ACMSP118) Pose questions and collect categorical or numerical data by observation or survey

(ACSIS086) Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks

(ACSIS091) Reflect on and suggest improvements to scientific investigations

(ACSIS093) Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts

(ACHASSI098) Examine primary sources and secondary sources to determine their origin and purpose

(ACHASSI101) Evaluate evidence to draw conclusions

More information

Resource type:
Interactive Resource
Audience:
learner, teacher
ScOT topics:
Disability, Sports, Prostheses, Sports equipment, Accessibility, Sportspeople, Personal identity, War veterans
Activities:
Analysis, Data manipulation and interpretation, Games, Interactives, Practical activity, Problem solving, Research project
Language/s:
en-AU
Author:
State of NSW, Department of Education
Publisher:
State of NSW, Department of Education
Date created:
Thursday, 20 September 2018

Resource ID: 48f8b97c-e225-438e-800e-f293ab664bb6