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==HELLO CLASS 6SA, WELCOME TO THE VIRTUAL WORLD OF LEARNING == | |||
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'''''Get your thinking caps on, creativity skills in tact, higher order thinking skills on and be | '''''Get your thinking caps on, creativity skills in tact, higher order thinking skills on and be | ||
ready for a journey to the virtual world''''' | ready for a journey to the virtual world''''' | ||
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''For the next 2 lessons we will be looking at a variety of interactive, engaging, realistic, and creative different worlds where you will be working individually on different tasks and also working collaboratively in groups'' | ''For the next 2 lessons we will be looking at a variety of interactive, engaging, realistic, and creative different worlds where you will be working individually on different tasks and also working collaboratively in groups'' | ||
You will be guided through creating your own personal avatar character, choosing a setting of environments, developing social interaction using | ''You will be guided through creating your own personal avatar character, choosing a setting of environments, developing social interaction using Second Life, developing short projects, using language, HSIE, buildings, environments and knowledge about your social surroundings.'' | ||
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Here is an outline of | Here is an outline of the content, activities, and assessment for the next 2 lessons. | ||
Stage: 3 (Grade 5 & 6) | '''Stage''': 3 (Grade 5 & 6) | ||
KLA: English, HSIE | '''KLA''': English, HSIE | ||
Date: 13 May 2014 | '''Date''': 13 May 2014 | ||
Subject/theme: My Virtual World | '''Subject/theme:''' My Virtual World | ||
Lesson titles 1 & 2: A journey to your virtual world, Lets Talk Tell me about your world | '''Lesson titles 1 & 2''': A journey to your virtual world, Lets Talk; Tell me about your world | ||
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'''Lesson proceeding:''' | '''Lesson proceeding:''' | ||
These 2 lessons will allow students to experience culture, social communication and role play and connect these three to the virtual world of | These 2 lessons will allow students to experience culture, social communication and role play and connect these three to the virtual world of Second Life. In the previous lessons, students have already activated their prior knowledge in global cultures of the world, diversity, cultural differences, ethnicity and dialogue. Activities have been established in class in groups where students have previously researched different cultures of the world, created information reports using ICT, and shared their responses with the class. | ||
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'''Lesson following:''' | '''Lesson following:''' | ||
During the next 2 lessons students will further their learning by following a class culture topic researched in previous lessons; culture of Morocco. Teachers will provide explicit instruction and guided scaffolding for students as they work in groups of 2 to develop a tour to the built environment of Morocco and design a role play at Morocco using | During the next 2 lessons students will further their learning by following a class culture topic researched in previous lessons; culture of Morocco. Teachers will provide explicit instruction and guided scaffolding for students as they work in groups of 2 to develop a tour to the built environment of Morocco and design a role play at Morocco using Second Life. | ||
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'''Syllabus / outcomes ''' | |||
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'''ENGLISH''' | '''ENGLISH''' | ||
EN3-3A | |||
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 | |||
'' •Recognizes the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups '' | '' •Recognizes the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups '' | ||
'' • Explains sequences of images in print texts and compare these to the ways | '' • Explains sequences of images in print texts and compare these to the ways hyper linked digital texts are organised, explaining their effect on viewers' interpretations '' | ||
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'''HSIE''' | '''HSIE''' | ||
CUS3.4 | |||
CUS3.4: Examines how cultures change through interactions with other cultures and the environment. | |||
''• Identifies the impact that the environment can have on any culture'' | ''• Identifies the impact that the environment can have on any culture'' | ||
''• Identifies some of the influences of technology on cultural change, eg television, internet, satellites, short wave radio, fax.'' | ''• Identifies some of the influences of technology on cultural change, eg television, internet, satellites, short wave radio, fax.'' | ||
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'''CREATIVE ARTS''' | '''CREATIVE ARTS''' | ||
''DRAS3.1 Develops a range of in-depth and sustained roles'' | ''DRAS3.1: Develops a range of in-depth and sustained roles'' | ||
''• Collaborates to convey dramatic meaning by responding abstractly to represent ideas, feelings, objects and situations'' | ''• Collaborates to convey dramatic meaning by responding abstractly to represent ideas, feelings, objects and situations'' | ||
''DRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms.'' | ''DRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms.'' | ||
''•Interprets a dramatic context through the use of a combination of various drama forms, improvisation, movement, mime, storytelling, puppetry, mask, video drama and | |||
''•Interprets a dramatic context through the use of a combination of various drama forms, improvisation, movement, mime, storytelling, puppetry, mask, video drama and play building'' | |||
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• Computers (Lab) | • Computers (Lab) | ||
• Butchers paper (Brainstorming/ | • Butchers paper (Brainstorming/ Mind map) | ||
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''''Lesson outline'''' | |||
''Duration: 10 min) | |||
Last lesson we looked at the properties and characteristics of online technologies for learning, looking at examples and why they are important in learning. For the next 2 long lessons, you will be creating your own account using Second Life, create your own avatar character, choose the clothes, trends, outfit and accessories for your avatar and the journey begins here where you will be developing your own virtual world reality, choosing your own land, setting, environment, friends, places to visit, cultures of the world, social surroundings and your own life of 'yourself in a virtual world. | Last lesson we looked at the properties and characteristics of online technologies for learning, looking at examples and why they are important in learning. For the next 2 long lessons, you will be creating your own account using Second Life, create your own avatar character, choose the clothes, trends, outfit and accessories for your avatar and the journey begins here where you will be developing your own virtual world reality, choosing your own land, setting, environment, friends, places to visit, cultures of the world, social surroundings and your own life of 'yourself in a virtual world. | ||
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'''There are two types of virtual worlds:''' | '''There are two types of virtual worlds:''' | ||
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''• Entertainment-Based: These virtual worlds are strongly influenced by fantasy, science fiction, and anime genres of literature and film.'' | ''• Entertainment-Based: These virtual worlds are strongly influenced by fantasy, science fiction, and anime genres of literature and film.'' | ||
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(Techopedia, 2010). | (Techopedia, 2010). | ||
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'''Activity 1, Lesson 1''' | '''Activity 1, Lesson 1''' | ||
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Topic: '''World Cultures( Morocco)''' | Topic: '''World Cultures( Morocco)''' | ||
You will work on this part together as a class, through explicit instruction. Follow the example and guidelines on the IWB with the teacher. | |||
[http://www.secondlife.com Click Here to Secondlife.com] | [http://www.secondlife.com Click Here to Secondlife.com] | ||
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'''Objectives''' | '''Objectives''' | ||
Students will: | ''Students will: | ||
'' | |||
* Explain the cultural competence of Moroccan culture | *Explain the cultural competence of Moroccan culture | ||
* Define vocabulary terminology during the lesson | *Define vocabulary terminology during the lesson | ||
*Identify the importance and impact of marketplace in cultures | |||
* Summarize the culture of Morocco | *Summarize the culture of Morocco | ||
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''Duration:30 min | |||
1. | '''1.''' Log into Second Life and use your research report papers as guidance upon understanding about Moroccan culture. | ||
2. In pairs, | '''2.''' In pairs, brainstorm ideas in the form of a mind-map, using butchers paper. The ideas will be based on the topic of ‘Moroccan culture’. Using your information report from previous lesson, you will elaborate further with other ideas and using creativity and imagination in the type of marketplace, setting, built environment, objects, characters, and communication the you would like to create (Think, Pair, Share assessment). | ||
3. Teacher guidance and scaffolding will be provided for students during this process. Using the Interactive Whiteboard, the teacher will guide students to an example of creating a marketplace in Morocco and students will follow. Students will gather in the virtual marketplace at SecondLife in Morocco and be led on a virtual tour through the marketplace. | '''3.''' Teacher guidance and scaffolding will be provided for students during this process. Using the Interactive Whiteboard, the teacher will guide students to an example of creating a marketplace in Morocco and students will follow. Students will gather in the virtual marketplace at SecondLife in Morocco and be led on a virtual tour through the marketplace. | ||
4. As a facilitator, the teacher will then discuss the importance of a ‘marketplace’ with the students and how this is important in the topic of ‘culture’ and how the marketplaces help form many cultures especially through interactions which is what students will create in pairs. | '''4.''' As a facilitator, the teacher will then discuss the importance of a ‘marketplace’ with the students and how this is important in the topic of ‘culture’ and how the marketplaces help form many cultures especially through interactions which is what students will create in pairs. You will take a tour around the room and view the mind-map of other students. (Peer Evaluation, Formative Assessment)and briefly report your ideas developed in the brainstorm. | ||
'''5.''' On SecondLife, click on ‘world’ tab, then ‘search’ button in your pair, type in ‘Morocco’ under ‘places’ in the search tab and choose one landmark and teleport it. This will provide you a set environment to begin your project with your partner. | |||
'''6.''' The teacher will provide an example on the IWB (Medina Quarter of Morocco) which will guide you and provide you some inspiration of what is expected (Refer to Appendix 1). | |||
'''7.''' You will now begin to teleport your desired land, avatar character, and built environment to recognize the culture of Morocco across SecondLife. As the teacher has shown you examples, you may now experiment with tools such as flying, walking, running, change the appearance of your avatar at different stations, record, chat, speak, take snap shots of areas of interest for next lesson. | |||
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''Duration:5 min | |||
'''Scaffolding''' | '''Scaffolding''' | ||
In order to assist students who may have issues with navigating and working their way around SecondLife, there will be handouts available for them to look at with useful tips and button configuration guides for students. | In order to assist students who may have issues with navigating and working their way around SecondLife, there will be handouts available for them to look at with useful tips and button configuration guides for students. | ||
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Appendix 1: Example: Screen Capture of Lesson Environment | Appendix 1: Example: Screen Capture of Lesson Environment | ||
[[File: | |||
[[File:Capture.JPG]]'' | |||
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[[File: | ''Reference: http://information-literacy.blogspot.com.au/2009/12/from-library-20-to-library-3d.html'' | ||
[[File:Capturee.JPG]] | |||
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[[File:picture 3.JPG]] | [[File:picture 3.JPG]] | ||
''Reference: | |||
http://world.secondlife.com/place/7f9c640b-f2b3-59f8-4620-288c63a676f2'' | |||
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Observe and assess how well the students are paying attention throughout instructions of the tour example at SecondLife. The skills and information that the students learned will be tested through a brief presentation at the end of the lesson which students will briefly report back to the class, for example students in pairs will report back to the class about one surrounding experience they encountered as a pair in SecondLife. (Refer to Appendix 2). | Observe and assess how well the students are paying attention throughout instructions of the tour example at SecondLife. The skills and information that the students learned will be tested through a brief presentation at the end of the lesson which students will briefly report back to the class, for example students in pairs will report back to the class about one surrounding experience they encountered as a pair in SecondLife. (Refer to Appendix 2). | ||
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This lesson has been a brief presentation of developing technological knowledge, understanding and skills through developing a task with another peer in recognizing, identifying and evaluating social surroundings, and a cultural | This lesson has been a brief presentation of developing technological knowledge, understanding and skills through developing a task with another peer in recognizing, identifying and evaluating social surroundings, and a cultural artifact of Morocco as a class, building upon previous knowledge about culture and activating their prior knowledge about landmarks, environments, human society, and cultural importance. | ||
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'''Activity 2, Lesson 2''' | |||
'' | Topic: '''Sight Seeing, Role play Second Life''' | ||
Students will move on from identifying built environments, social surroundings, landmarks, and cultural importance. As a continuation from last lesson, students will make the transition from the real world to a virtual online world. As a form of communication, speaking, socializing, and developing connections, students will develop a conversation and a dialogue with other members in the class on | |||
Students will move on from identifying built environments, social surroundings, landmarks, and cultural importance. As a continuation from last lesson, students will make the transition from the real world to a virtual online world. As a form of communication, speaking, socializing, and developing connections, students will develop a conversation and a dialogue with other members in the class on Second Life. This will involve role play on Second Life which students will develop as their final project in this lesson. This provides students the benefit of a controlled environment but in with real world experience and as a result, students will be able to take on different personalities and practice the English language appropriate for a Moroccan environment. | |||
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''Duration:30 min | |||
'''Lesson 2''' | '''Lesson 2''' | ||
1. Before | 1. Before you log on to SecondLife, you need to refocus and prepare to answer some questions given by the teacher. | ||
The teacher will provide some higher order questions on the IWB for you to work independently, such as why is culture and technology important, how would you generate a plan to create a different culture on Second Life and what would it be and why, record your responses on the cue cards provided by the teacher. These questions will further activate your prior knowledge and when you develop your social role play on Second Life, through various characters, interaction with your peers on Second Life, vocabulary and formal speech. | |||
2. | 2. You will be assigned in groups of two, one student will take the role of a visitor and another will assume the role of tour guide. | ||
3. Role cards will be handed out to each student. These role cards will give students a reference point to work from | 3. Role cards will be handed out to each student. These role cards will give students a reference point to work from | ||
4. | 4. You will be provided 8 minutes to study the role cards and develop sentences, speeches words of communication with others on Second Life through the chat tool and form their role plays around your environment on Second Life. | ||
5. | 5. You will then save your work and capture screen shots, which you will need to present as a oral presentation to the class. | ||
'''Evaluation:''' | '''Evaluation:''' | ||
''Duration:5 min | |||
Students will present their role plays on Second Life to the class and will be assessed on their final product. | |||
The teacher will develop a checklist before presenting, to ensure you have followed the guidelines,outcomes and lesson expectations. At the end of the session each group will be given their evaluation through the use of Exit Cards, where you will be able to ask questions and most important reflect on your learning from lesson 1, and 2. | |||
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'''Appendix 1: Example: Screen Capture of Lesson Environment''' | |||
[[File:pictiure 5.jpg]] | [[File:picture.4.jpg]][[File:pictiure 5.jpg]] | ||
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*BOA., (2014). NSW Syllabus for the Australian curriculum: Creative Arts. New South Wales. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES | *BOA., (2014). NSW Syllabus for the Australian curriculum: Creative Arts. New South Wales. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES | ||
* | * Techopedia (2010). Virtual world. Retrieved from http://www.techopedia.com/definition/25604/virtual-world | ||
Techopedia (2010). Virtual world. Retrieved from http://www.techopedia.com/definition/25604/virtual-world | |||
Latest revision as of 03:18, 11 May 2014
==
HELLO CLASS 6SA, WELCOME TO THE VIRTUAL WORLD OF LEARNING
Get your thinking caps on, creativity skills in tact, higher order thinking skills on and be
ready for a journey to the virtual world
For the next 2 lessons we will be looking at a variety of interactive, engaging, realistic, and creative different worlds where you will be working individually on different tasks and also working collaboratively in groups
You will be guided through creating your own personal avatar character, choosing a setting of environments, developing social interaction using Second Life, developing short projects, using language, HSIE, buildings, environments and knowledge about your social surroundings.
Here is an outline of the content, activities, and assessment for the next 2 lessons.
Stage: 3 (Grade 5 & 6)
KLA: English, HSIE
Date: 13 May 2014
Subject/theme: My Virtual World
Lesson titles 1 & 2: A journey to your virtual world, Lets Talk; Tell me about your world
Lesson proceeding: These 2 lessons will allow students to experience culture, social communication and role play and connect these three to the virtual world of Second Life. In the previous lessons, students have already activated their prior knowledge in global cultures of the world, diversity, cultural differences, ethnicity and dialogue. Activities have been established in class in groups where students have previously researched different cultures of the world, created information reports using ICT, and shared their responses with the class.
Lesson following: During the next 2 lessons students will further their learning by following a class culture topic researched in previous lessons; culture of Morocco. Teachers will provide explicit instruction and guided scaffolding for students as they work in groups of 2 to develop a tour to the built environment of Morocco and design a role play at Morocco using Second Life.
Syllabus / outcomes
ENGLISH
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
•Recognizes the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups
• Explains sequences of images in print texts and compare these to the ways hyper linked digital texts are organised, explaining their effect on viewers' interpretations
HSIE
CUS3.4: Examines how cultures change through interactions with other cultures and the environment.
• Identifies the impact that the environment can have on any culture
• Identifies some of the influences of technology on cultural change, eg television, internet, satellites, short wave radio, fax.
CREATIVE ARTS
DRAS3.1: Develops a range of in-depth and sustained roles
• Collaborates to convey dramatic meaning by responding abstractly to represent ideas, feelings, objects and situations
DRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms.
•Interprets a dramatic context through the use of a combination of various drama forms, improvisation, movement, mime, storytelling, puppetry, mask, video drama and play building
Resources
• Research information report from previous lessons
• Posted Role Cards
• Computers (Lab)
• Butchers paper (Brainstorming/ Mind map)
'Lesson outline'
Duration: 10 min)
Last lesson we looked at the properties and characteristics of online technologies for learning, looking at examples and why they are important in learning. For the next 2 long lessons, you will be creating your own account using Second Life, create your own avatar character, choose the clothes, trends, outfit and accessories for your avatar and the journey begins here where you will be developing your own virtual world reality, choosing your own land, setting, environment, friends, places to visit, cultures of the world, social surroundings and your own life of 'yourself in a virtual world.
First let's go through a definition and short introduction about virtual world and what Second Life has to do with this. With the person next to you, discuss what virtual world would mean to you? Think back to the brainstorm activity completed in class last lesson.
The students will share their answers with the class. The teacher will provide guided instruction here about the connection between virtual worlds and Second Life.
'Provide these students with the definition'
(5 min) ;Virtual World
A virtual world is a computer-based online community environment that is designed and shared by individuals so that they can interact in a custom-built, simulated world.
Individuals control their avatars using input devices like the keyboard, mouse and other specially designed command and simulation gadgets.
There are two types of virtual worlds:
• Entertainment-Based: These virtual worlds are strongly influenced by fantasy, science fiction, and anime genres of literature and film.
• Social Interaction-Based: Focuses on user interaction, education and training through simulated worlds which offer a more open-ended experience such as exploring landscapes, playing adventurous sports, socializing with communities, taking part in political debates or experiments, attending educational sessions, training in a simulated environment and countless other virtual possibilities. (Techopedia, 2010).
Activity 1, Lesson 1
Topic: World Cultures( Morocco)
You will work on this part together as a class, through explicit instruction. Follow the example and guidelines on the IWB with the teacher.
1. Join Second Life by clicking on Join Now page and register. You’ll need to choose a standard avatar, an in-world name, and provide basic contact information such as your school email address
2. Download the Second Life Viewer
3. Login and Begin on Welcome Island
4. Design Your Avatar
5. Follow instructions set out by the teacher
Objectives Students will:
- Explain the cultural competence of Moroccan culture
- Define vocabulary terminology during the lesson
- Identify the importance and impact of marketplace in cultures
- Summarize the culture of Morocco
Duration:30 min
1. Log into Second Life and use your research report papers as guidance upon understanding about Moroccan culture.
2. In pairs, brainstorm ideas in the form of a mind-map, using butchers paper. The ideas will be based on the topic of ‘Moroccan culture’. Using your information report from previous lesson, you will elaborate further with other ideas and using creativity and imagination in the type of marketplace, setting, built environment, objects, characters, and communication the you would like to create (Think, Pair, Share assessment).
3. Teacher guidance and scaffolding will be provided for students during this process. Using the Interactive Whiteboard, the teacher will guide students to an example of creating a marketplace in Morocco and students will follow. Students will gather in the virtual marketplace at SecondLife in Morocco and be led on a virtual tour through the marketplace.
4. As a facilitator, the teacher will then discuss the importance of a ‘marketplace’ with the students and how this is important in the topic of ‘culture’ and how the marketplaces help form many cultures especially through interactions which is what students will create in pairs. You will take a tour around the room and view the mind-map of other students. (Peer Evaluation, Formative Assessment)and briefly report your ideas developed in the brainstorm.
5. On SecondLife, click on ‘world’ tab, then ‘search’ button in your pair, type in ‘Morocco’ under ‘places’ in the search tab and choose one landmark and teleport it. This will provide you a set environment to begin your project with your partner.
6. The teacher will provide an example on the IWB (Medina Quarter of Morocco) which will guide you and provide you some inspiration of what is expected (Refer to Appendix 1).
7. You will now begin to teleport your desired land, avatar character, and built environment to recognize the culture of Morocco across SecondLife. As the teacher has shown you examples, you may now experiment with tools such as flying, walking, running, change the appearance of your avatar at different stations, record, chat, speak, take snap shots of areas of interest for next lesson.
Duration:5 min
Scaffolding In order to assist students who may have issues with navigating and working their way around SecondLife, there will be handouts available for them to look at with useful tips and button configuration guides for students.
Appendix 1: Example: Screen Capture of Lesson Environment
Reference: http://information-literacy.blogspot.com.au/2009/12/from-library-20-to-library-3d.html
Reference: http://world.secondlife.com/place/7f9c640b-f2b3-59f8-4620-288c63a676f2
Evaluation
Observe and assess how well the students are paying attention throughout instructions of the tour example at SecondLife. The skills and information that the students learned will be tested through a brief presentation at the end of the lesson which students will briefly report back to the class, for example students in pairs will report back to the class about one surrounding experience they encountered as a pair in SecondLife. (Refer to Appendix 2).
This lesson has been a brief presentation of developing technological knowledge, understanding and skills through developing a task with another peer in recognizing, identifying and evaluating social surroundings, and a cultural artifact of Morocco as a class, building upon previous knowledge about culture and activating their prior knowledge about landmarks, environments, human society, and cultural importance.
Activity 2, Lesson 2
Topic: Sight Seeing, Role play Second Life
Students will move on from identifying built environments, social surroundings, landmarks, and cultural importance. As a continuation from last lesson, students will make the transition from the real world to a virtual online world. As a form of communication, speaking, socializing, and developing connections, students will develop a conversation and a dialogue with other members in the class on Second Life. This will involve role play on Second Life which students will develop as their final project in this lesson. This provides students the benefit of a controlled environment but in with real world experience and as a result, students will be able to take on different personalities and practice the English language appropriate for a Moroccan environment.
Objectives:
Students will:
- Distinguish past from present tense in sentences
- Be able to demonstrate knowledge of using information about Moroccan culture by speaking in situations encountered in their role.
- To identify errors in sentences by evaluating their classmates correctly when speaking
Duration:30 min
Lesson 2
1. Before you log on to SecondLife, you need to refocus and prepare to answer some questions given by the teacher. The teacher will provide some higher order questions on the IWB for you to work independently, such as why is culture and technology important, how would you generate a plan to create a different culture on Second Life and what would it be and why, record your responses on the cue cards provided by the teacher. These questions will further activate your prior knowledge and when you develop your social role play on Second Life, through various characters, interaction with your peers on Second Life, vocabulary and formal speech.
2. You will be assigned in groups of two, one student will take the role of a visitor and another will assume the role of tour guide.
3. Role cards will be handed out to each student. These role cards will give students a reference point to work from
4. You will be provided 8 minutes to study the role cards and develop sentences, speeches words of communication with others on Second Life through the chat tool and form their role plays around your environment on Second Life.
5. You will then save your work and capture screen shots, which you will need to present as a oral presentation to the class.
Evaluation:
Duration:5 min
Students will present their role plays on Second Life to the class and will be assessed on their final product. The teacher will develop a checklist before presenting, to ensure you have followed the guidelines,outcomes and lesson expectations. At the end of the session each group will be given their evaluation through the use of Exit Cards, where you will be able to ask questions and most important reflect on your learning from lesson 1, and 2.
Appendix 1: Example: Screen Capture of Lesson Environment
References
- BOA., (2014). NSW Syllabus for the Australian curriculum: Human Society & its Environment. New South Wales. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/93415130-2afa-4654-a740-cf3d399d2627/k6_hsie_syl.pdf?MOD=AJPERES
- BOA., (2014). NSW Syllabus for the Australian curriculum: English. New South Wales. Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/
- BOA., (2014). NSW Syllabus for the Australian curriculum: Creative Arts. New South Wales. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES
- Techopedia (2010). Virtual world. Retrieved from http://www.techopedia.com/definition/25604/virtual-world