Teacher Information
Term 4 2014
English
Reading and viewing
Outcome A student:
Students:
Develop and apply contextual knowledge
Thinking imaginatively, creatively, interpretively and critically
Outcome A student:
Students:
Engage personally with texts
Reading and viewing
Outcome A student:
- 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
Students:
Develop and apply contextual knowledge
- understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
- analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
- recognise evaluative language, including emotive language and modality
Thinking imaginatively, creatively, interpretively and critically
Outcome A student:
- EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
Students:
Engage personally with texts
- think critically about aspects of texts such as ideas and events
Computer Skills
Computer Operations and Concepts
-Internet
Computer Operations and Concepts
- Recognises the typical features of an application window – title bar, toolbar, menu bar, status bar, scroll bar
- Selects menu items from a drop-down menu
- Starts an application and creates a document
- Names and saves a document in appropriate folder/directory
- Considers what needs to be printed eg pages to print
- Identifies cursor, knows 'I bar' and insertion point
- Has a knowledge of drop-down menus, what sub-menus they contain and conventions for activating them
- Inserts text
- Selects/highlights text
- Deletes text
- Varies font, size and style
- Understands cut, copy, paste
- Uses undo command
- Changes text alignment
- Changes margins and line spacing
-Internet
- Uses prepared bookmarks
- Chooses appropriate sites from a search
- Interprets information from a website
- Uses and understands hyperlinks/navigation buttons
- Understands the general structure of a web address
- Understands key features of a web page (links, site map, feedback, email)
- Determines whether information is current, accurate and reliable
Quality Teaching
Deep Knowledgeanalyse purpose of text, inserts text
Names and saves a document in appropriate folder/directory Chooses appropriate sites from a search Interprets information from a website Deep Understanding
thinks critically, inserts text
Names and saves a document in appropriate folder/directory Chooses appropriate sites from a search Interprets information from a website Problematic Knowledge
Is it fact or opinion - hard to tell when it is often mixed together. This requires that students research, apply and synthesise the information.
Higher Order Thinking
Metalanguage
fact, opinion, directory collaboration
Substantive Communication
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Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know what is expected - that they will studying and applying research skills skills to determine if a statement is a fact or an opinion.
Engagement
Most student, most of the time will be seen working on tasks at the computers.
High Expectations
Students know that they are expected, and encouraged to take a risk at the computer. They are told that at the very worst, we start again.
Social Support
Many students require differentiation and it can often take the form of peer support.
There is and embedded audio tract of the text. The computer room discourages negative comments. Student Direction
Student exercise some direction over the means and manner by which the activities will be done. Two of the four activities should be completed to pass but the opportunity to complete more either in class or at home is available.
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Background Knowledge
Students will draw upon previous knowledge of word processing, searching on the internet and books, general Australian facts and history from Stage 2.
Cultural Knowledge
Knowledge Integration
Students should make connections to the ILS - Desert Survivors.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Narrative
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Term 2 and 3 2014
English
Writing and representing
Outcome A student:
Reading and viewing 2
Outcome A student:
The general capability (this program is concerned with) is:
Information and communication technology capability
Writing and representing
Outcome A student:
- EN3-2A composes, edits and presents well-structured and coherent texts
- use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707, ACELY1717)
Reading and viewing 2
Outcome A student:
- 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
- explain and justify the responsible use of digital technologies
- identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
The general capability (this program is concerned with) is:
Information and communication technology capability
- The study of English enables students to develop and apply knowledge, understanding and skills of ICT in their composing, responding and presenting, and as part of the imaginative and critical thinking they undertake in English.
Students have the opportunity to become competent, discriminating and creative users of ICT as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information. Students will learn about the ethics of information communication through technology.
Science
Working Technologically
Outcome A student:
Working Technologically
Outcome A student:
- 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
- Students generate and develop ideas by: selecting and using techniques for documenting and communicating design ideas to others, eg drawings, plans, flow charts, storyboarding, modelling and presentations, using digital technologies
Computer Skills
Computer Operations and Concepts
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
-Internet
Computer Operations and Concepts
- Recognises the typical features of an application window – title bar, toolbar, menu bar, status bar, scroll bar
- Selects menu items from a drop-down menu
- Starts an application and creates a document
- Names and saves a document in appropriate folder/directory
- Understands difference between "save" and "save as"
- Retrieves, revises and renames a document
- Considers what needs to be printed eg pages to print
- Matches equipment to purpose - eg digital camera to capture images
- Identifies cursor, knows 'I bar' and insertion point
- Has a knowledge of drop-down menus, what sub-menus they contain and conventions for activating them
- Understands and uses dialogue boxes
- Discriminates in the choice of applications for a given purpose
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
- Locates and uses return/enter, space, delete/backspace, shift, caps lock
- Uses appropriate terminology - font, upper/lower case, bold, italics, underline
- Inserts text
- Selects/highlights text
- Deletes text
- Varies font, size and style
- Understands cut, copy, paste
- Uses undo command
- Creates text box
- Use find and replace
- Uses borders
- Uses spell checker
- Realises limitations of spell checker
- Changes text alignment
- Uses thesaurus
- Changes margins and line spacing
- Uses columns
- Adds a table to a document and edits rows and columns
- Understands factors that affect appearance of text on a page
- Understands use of Tab to indent
- Uses bullets, numbering
- Inserts graphics
- Understands copyright
-Internet
- Uses prepared bookmarks
- Uses and understands hyperlinks/navigation buttons
- Understands the general structure of a web address
- Understands key features of a web page (links, site map, feedback, email)
- Interprets information from a website
Quality Teaching
Deep KnowledgeSelecting text, fonts, cut, copy, paste, spell and grammar checkers, find, replace, insert graphic, headers and footers, columns and tables
Deep Understandingtables , columns and text boxes organise information in wordprocessing documents
Problematic KnowledgeHow best to present the pros and cons of a subject (biomass energy) This requires that students organise, reorganise, apply and synthesise the information.
Higher Order ThinkingMetalanguageSelecting / highlighting text blocks, font style, cut, copy, paste, spell and grammar checkers, find, replace, insert graphic, headers and footers, columns and tables, copyright
Substantive Communication |
Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know what is expected - that they will studying and applying common word processing skills.
EngagementMost student, most of the time will be seen working on tasks at the computers.
High ExpectationsStudents know that they are expected, and encouraged to take a risk at the computer. They are told that at the very worst, we start again.
Social SupportMany students require differentiation and it can often take the form of peer support.
There is and embedded audio tract of the text. The computer room discourages negative comments. Student Self Regulation
Because most students are actively engaged in computer based tasks, they regulate their own behaviour most of the time.
Student DirectionStudent exercise some direction over the means and manner by which the activities will be done.
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Background Knowledge
Students will draw upon previous knowledge of word processing.
Cultural KnowledgeKnowledge IntegrationStudents should make connections noting similarities and differences between menu/ keyboard commands of different software programs used home/ school.
InclusivityThe activities require all students regardless of ability, social or cultural background to participate.
ConnectednessNarrative |
Term 1 2014
English
Writing and representing
Outcome A student:
Reading and viewing
Outcome A student:
Information and communication technology capability
Writing and representing
Outcome A student:
- EN3-2A composes, edits and presents well-structured and coherent texts
- understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas (digitally)
- experiment and use aspects of composing that enhance learning and enjoyment
- recognise and discuss issues related to the responsible use of digital communication
- compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics
- create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
- use increasingly complex research data from print and digital sources to compose short and sustained texts
- assess the reliability of resources, including digital resources, when researching topics
- reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705, ACELY1715)
- use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707, ACELY1717)
Reading and viewing
Outcome A student:
- EN3-3Auses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
- explain and justify the responsible use of digital technologies
- identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
- recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups
- explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations (ACELA1511)
- select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
- navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
- interpret picture books, comic strips and sequences of digital images which do not contain written text
- use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1703, ACELY1713)
- summarise a text and evaluate the intended message or theme
- discuss aspects of literature that influence personal choice in reading
Information and communication technology capability
- The study of English enables students to develop and apply knowledge, understanding and skills of ICT in their composing, responding and presenting, and as part of the imaginative and critical thinking they undertake in English.
Students have the opportunity to become competent, discriminating and creative users of ICT as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information. Students will learn about the ethics of information communication through technology.
History Information and communication technology capability
Students develop ICT competence as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information at school, at home, at work and in their communities. Competence in ICT is most evident in historical skills associated with locating, processing and communicating historical information. This includes the use of information technologies to access a growing range of digitised online materials; spreadsheets and databases for analysing evidence and historical trends; digital technologies to create, publish and present their learning; communication technologies, for example wikis and blogs, to enhance students' analytical thinking capabilities in their study of history and online forums and videoconferencing to discuss and debate ideas.
Students develop ICT competence as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information at school, at home, at work and in their communities. Competence in ICT is most evident in historical skills associated with locating, processing and communicating historical information. This includes the use of information technologies to access a growing range of digitised online materials; spreadsheets and databases for analysing evidence and historical trends; digital technologies to create, publish and present their learning; communication technologies, for example wikis and blogs, to enhance students' analytical thinking capabilities in their study of history and online forums and videoconferencing to discuss and debate ideas.
Computer Skills
Computer Operations and Concepts
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
-Graphics
-Internet
Computer Operations and Concepts
- Recognises the typical features of an application window – title bar, toolbar, menu bar, status bar, scroll bar
- Selects menu items from a drop-down menu
- Starts an application and creates a document
- Names and saves a document in appropriate folder/directory
- Understands difference between "save" and "save as"
- Retrieves, revises and renames a document
- Considers what needs to be printed eg pages to print
- Matches equipment to purpose - eg digital camera to capture images
- Identifies cursor, knows 'I bar' and insertion point
- Has a knowledge of drop-down menus, what sub-menus they contain and conventions for activating them
- Understands and uses dialogue boxes
- Discriminates in the choice of applications for a given purpose
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
-Graphics
- Uses freehand drawing tools - pencil, straight and curved lines
- Uses shape tools/objects
- Uses paintbrush, paintbox/fill with colour, spray can/airbrush, eraser
- Selects objects with selection tool
- Crops selected objects
- Copies/duplicates graphic elements
- Uses line properties - thickness/colour
- Uses fill pattern/colours/shading
- Flips, rotates objects
- Moves clip art/graphics within a document
- Inserts graphics from various sources eg. clip art, digital image
- Changes the size of displayed clip art/graphics
- Recognises similarities between graphics programs and applies that knowledge to a new situation
- Uses a digital camera to create a graphics file
- Uses a scanner to convert a picture into a graphics file
- Understands animation/illusion of movement
-Internet
- Uses prepared bookmarks
- Uses and understands hyperlinks/navigation buttons
- Understands the general structure of a web address
- Understands key features of a web page (links, site map, feedback, email)
- Interprets information from a website
Quality Teaching
Deep Knowledgedraw a graphic, label graphics meaningfully, use colour to emphasize aspects of the graphic
make an animated GIF. Deep Understanding
export graphics so that the file type can be changed, know what an animated GIF can do
Problematic Knowledge
From partner discussions students need decide what a typical Aussie is and depict it visually with annotations. This requires that they organise, reorganise, apply and synthesise the information.
Higher Order Thinking
Constructing a GIF requires analysing the incremental steps required to make smooth transition once the topic is addressed.
Metalanguage
freehand drawing tools, curved lines, shape tools /objects, paintbrush, fill (with colour), spray can/ airbrush, eraser,
selection tool, crop, copies/ duplicates, line properties - thickness/colour, fill pattern/ colours/shading, flips, rotates, insert, resize, incremental steps, loop, export Substantive Communication
Tasks require students to communicate with their partner their understanding of a Typical Aussie, reach agreement and record their perception visually for a class audience.
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Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know what is expected - that they create a visual solution of a Typical Aussie. - make an animated GIF to use in a later assignment. - review parts of a computer (hardware and operating systems)
Engagement
Most student, most of the time will be seen working on tasks at the computers.
High Expectations
Students know that they are expected, and encouraged to take a risk at the computer. They are told that at the very worst, we start again.
Social Support
Many students require differentiation and it can often take the form of peer support. The computer room discourages negative comments.
Student Self Regulation
Because most students are actively engaged in computer based tasks, they regulate their own behaviour most of the time.
Student Direction
Student exercise some direction over the means and manner by which the activities will be done.
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Background Knowledge
Students continue to identify and interpret different forms of visual information, including animations and images. They use their drawing skills developed at home and school.
Cultural Knowledge
Knowledge Integration
Students should make connections noting similarities and differences between menu/ keyboard commands of different software programs used home/ school.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Students are expected to draw comparisions to things they have tried to get that were just out of their reach.
Narrative
The lesson includes the personal experience of drawing a typical librarian.
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