‘Persi in Citta’ unit of work for the Athelstone School VR project

Developing units of work that allow for student VR content creation involves: (a) sequencing and scaffolding learning for curriculum-mandated content and skill acquisition; and, (b) allowing time for students to develop new technology expertise via problem-solving, creative experimentation and collaboration.

In the Athelstone School VR project, primary (elementary) school students use the 360° VRTY platform to create a travel journey that demonstrates Italian language acquisition and knowledge of Italian culture. The learning objectives derive directly from the Australian Curriculum.

Below is the unit of work ‘Persi in Citta’ (Lost in the City), developed for the VR project by Athelstone language teacher Angelica Cardone and Jo Romeo. The unit of work was implemented this term with primary school students in Year 6 (11-12 years of age).

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‘Persi in Citta’ (Lost in the City) unit of work

Learning Intention – to use and develop directional language in the VR platform whilst creating different scenes in Italian cities.

Lesson 1

  • Introduce the booklets and go through it as a class (VRTY student handbook)
  • Re – familiarize themselves with the platform and look at where students were in Term 1 in terms of importing 360 degree images, information markers, portal markers and importing pictures etc.
  • Allow time to work on their world.

Lesson 2

  • Students to work on their information markers, limit to at least 4 per picture or scene.
  • Information marker must have information about the landmark they have chosen to use, information must be in English and have the Italian translation.

Lesson 3

  • After information markers have been used and checked by the teacher students to use portal markers so they can move through scenes.
  • Once portal markers have been used to move in and out of scenes directions will need to be written in to allow others to use the world as a new traveller to Italy. E.g. – Excuse me where is the Colosseum? Scusa dov’e` il Colosseo?

Lesson 4

  • Use directional language learnt in lessons and put them in their scenes.
  • Portal markers will need to transport the visitors to the location.

Lesson 5

  • Proposal to use the headsets and phones to view the worlds they have created in the VRTY platform. Proposal to use the 360 camera for producing own images to import into the VRTY platform.

Australian Curriculum Achievement Standards

Communication

  • Informing – Gather information from a range of sources (ACLITC043) and represent information appropriately for different audiences using a variety of modes (ACLITC044).
  • Creating – Create imaginative texts for different audiences such as digital stories using characters, places, ideas and events (ACLITC046)
  • Translating – Create simple bi lingual texts and discuss what translates easily or not (ACLITC048)

Understanding

  • Systems of Language – Use grammatical knowledge to interpret and create meaning in Italian (ACLITU052)
  • Language variation and change – Recognise that language use varies according to the context of situation and culture (ACLITU054)

Success criteria

 YesDeveloping
Can student import a 360 degree image correctly.  
Can student import an information marker and use effectively.  
Student can import a portal marker and use effectively.  
Student can use directional language appropriately to navigate through the scene.  
Was able to work collaboratively in pairs or small groups.  
Used the student handbook effectively for assistance if required.  

In addition to the Languages Curriculum outcomes the unit of work develops the following Level 4 General Capabilities from the Australian Curriculum:

ICT CAPABILITY

Investigating with ICT

  • Locate generate and access data and information: locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways

Creating with ICT

  • Generate ideas plans and processes: use ICT effectively to record ideas, represent thinking and plan solutions
  • Generate solutions to challenges and learning area tasks: independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for articular audiences and purposes

Communicating with ICT

  • Collaborate share and exchange: select and use appropriate ICT tools safely to share and exchange information and to safely collaborate with others

CRITICAL AND CREATIVE THINKING CAPABILITY

Inquiring – identifying, exploring and organising information and ideas

  • Identify and clarify information and ideas: identify and clarify relevant information and prioritise ideas
  • Organise and process information: analyse, condense and combine relevant information from multiple sources

Generating ideas, possibilities and actions

  • Imagine possibilities and connect ideas: combine ideas in a variety of ways and from a range of sources to create new possibilities

PERSONAL AND SOCIAL CAPABILITY

Self-management

  • Work independently and show initiative: assess the value of working independently, and taking initiative to do so where appropriate
  • Become confident resilient and adaptable: devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety

Social management

  • Communicate effectively: identify and explain factors that influence effective communication in a variety of situations
  • Work collaboratively: contribute to groups and teams, suggesting improvements in methods used for group investigations and projects
  • Make decisions: identify factors that influence decision making and consider the usefulness of these in making their own decisions

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