MAPPEN - Concept-based learning sequences

Concept-based learning

In our 32 concept-based learning sequences, we provide opportunities for students to explore content and skills through real-world scenarios.

An eight-week learning sequence is delivered over the course of a term, designed around one of eight concepts outlined below.
Our scope and sequence outlines how we recommend all concepts be explored over the course of 8 terms (2 years).
All years/stages will investigate the same concept simultaneously, creating common themes and language across the school and at home - promoting rich conversations at the dinner table and encouraging students to ask meaningful questions about their world.

VIEW SCOPE AND SEQUENCE

the eight concepts

Anatomy of a MAPPEN Concept-based Learning Sequence

Immerse yourself in our concept-based learning sequences below, filtering by curriculum and stage of your students.

The Eight Concepts

Community

Students learn about the importance of community membership; to show respect, listen to and care for each other at school and at home, develop an interest in their local community and the services that it provides, understand the history of the Australian community, its traditions and the experiences of different cultures, and understand their community’s values, rules and responsibilities.
Sustainability

Students learn about the conditions required for sustaining the environment in order to better care for the world around us, how to take responsibility for our environment so that it is preserved for future generations, the importance of habitats for plants and animals, and how the changes we are making to the natural world motivates us to think and act sustainably.
Social Justice

Students learn about social justice through the lens of fairness and friendship, develop an appreciation of multicultural Australia including aspects and traditions of different cultures, imagine how they would feel and act if they were in someone else’s shoes, and understand some of the biggest problems facing children around the world in order to gain perspective.
Creativity

Students learn to use different strategies to think creatively, gaining the confidence to explore new environments and solve new problems, consider the purpose of everyday objects and the design process undertaken to build them, find new opportunities to be creative in their day-to-day lives and analyse more deeply the things they consume and how they have been produced.
Identity

Students consider and learn ways to express what they like to be better able to set and reach new goals, understand how they will grow and change physically, socially, and emotionally, identity safe or unsafe situations, navigate conflict and challenge, and develop strategies that support the maintenance of their sense of self-worth and well-being.
Change

Students learn how many things in their lives keep changing, how and why these changes occur, and how this will help them in their daily lives, like caring for pets or gardens, or choosing outfits. They will consider change in the context of our history, identifying catalysts and impacts of change, and learn how to make predictions for the future.
Discovery

Students develop a curiosity about the science in their world, gain scientific knowledge and skills through hands-on exploration and experimentation with design and technology, undertake practical and engaging explorations of physics, engineering and coding and learn to value the process of discovery rather than the destination.
Connections

Students learn how animals are connected with places and why and how we should care for habitats, how to use knowledge about past generations to prepare for the future, how to identify connections with other people, places and environments in their lives, and identify and investigate contemporary economic and business issues or events.

Each 8-week learning sequence typically includes the below elements, with all activities, resources, tracking, and notation tools available online.

Don’t forget we have all the Curriculum Maps you need to show you the links to your mandated curriculum. We also include Literacy and Numeracy suggestions to support teachers to integrate across these learning areas.

Students are immersed in the big-picture concept into which they will be inquiring, using a video or hands-on tasks that pique curiosity, allow for sharing of ideas and encourage clarifying questions.
Students undertake a pretest to determine what they already know about the content and skills they will be learning during the learning sequence. These tests can be repeated at the end of the learning sequence to monitor student progress.
Students are provided with an overview of the project sheets and rubrics involved in the learning sequence and are prompted to ask clarifying questions. From year one onwards, students begin a journal of their guided reflections.
Students learn about two Habits of Mind per learning sequence and will practise them in context. These habits provide a powerful mechanism to teach thinking, social and behavioural dispositions to students.
Students work individually or in groups as they are exposed to and practise the skills necessary to complete a rich assessment task. Students are introduced to different thinking tools, cooperative strategies and opportunities to connect what they are learning with their lives.
Throughout each sequence, students are prompted to develop questions that they have about what they are learning. During week six of each eight-week sequence, students from years three to six are provided with an opportunity to conduct an independent inquiry into one of their questions.
Each learning sequence culminates in a rich assessment task. Students use rubrics to guide their progress and to self or peer assess. Many learning sequences include an opportunity for students to exhibit their completed project with parents, visitors and other students.
During the final task in each sequence, students are prompted to consider how they will use what they have learnt in the future. They record a reflection, share their ideas with others or create a product to remind them of the skills and knowledge that they have gained.