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Programme for 2024
Term 1 2024
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Term 2 2024
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Term 3 2024
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Term 1 2024
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Library Information and ICT Capability Skills
Information Skills Progress
Library Knowledge
For hyperlinks to be active, please download the files at the top of the page.
Source Documents / resources:
2018 Primary Libraries Conference
2019 Primary Libraries Conference
School Library Association of Victoria: “Teacher Librarian Program P-6 – Outcomes” 2004 (IS, IL, LS)
ACARA “Information and Communication Technology Capability learning continuum” https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf
https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/reading-and-viewing/?subElementId=50915&scaleId=50736
ACARA “Literacy continuum: Visual Knowledge” http://docs.acara.edu.au/resources/General_capabilities_-_LIT_-_learning_continuum.pdf
Office of the eSafety Commissioner https://www.esafety.gov.au/
Hornsby North Public School Scope and Sequence Draft 1, 2018-2020
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10/content-and-text-requirements
Source Documents / resources:
2018 Primary Libraries Conference
2019 Primary Libraries Conference
School Library Association of Victoria: “Teacher Librarian Program P-6 – Outcomes” 2004 (IS, IL, LS)
ACARA “Information and Communication Technology Capability learning continuum” https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf
https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/reading-and-viewing/?subElementId=50915&scaleId=50736
ACARA “Literacy continuum: Visual Knowledge” http://docs.acara.edu.au/resources/General_capabilities_-_LIT_-_learning_continuum.pdf
Office of the eSafety Commissioner https://www.esafety.gov.au/
Hornsby North Public School Scope and Sequence Draft 1, 2018-2020
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10/content-and-text-requirements
hardware and software
Programs - WordProcessing
PROGRAMS - powerpoint
PROGRAMS - Drawing (kidpix)
For hyperlinks to be active, please download the files at the top of the page.
Source Documents / resources:
2018 Primary Libraries Conference
2019 Primary Libraries Conference
School Library Association of Victoria: “Teacher Librarian Program P-6 – Outcomes” 2004 (IS, IL, LS)
ACARA “Information and Communication Technology Capability learning continuum” https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf
https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/reading-and-viewing/?subElementId=50915&scaleId=50736
ACARA “Literacy continuum: Visual Knowledge” http://docs.acara.edu.au/resources/General_capabilities_-_LIT_-_learning_continuum.pdf
Office of the eSafety Commissioner https://www.esafety.gov.au/
Hornsby North Public School Scope and Sequence Draft 1, 2018-2020
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10/content-and-text-requirements
2018 Primary Libraries Conference
2019 Primary Libraries Conference
School Library Association of Victoria: “Teacher Librarian Program P-6 – Outcomes” 2004 (IS, IL, LS)
ACARA “Information and Communication Technology Capability learning continuum” https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf
https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/reading-and-viewing/?subElementId=50915&scaleId=50736
ACARA “Literacy continuum: Visual Knowledge” http://docs.acara.edu.au/resources/General_capabilities_-_LIT_-_learning_continuum.pdf
Office of the eSafety Commissioner https://www.esafety.gov.au/
Hornsby North Public School Scope and Sequence Draft 1, 2018-2020
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10/content-and-text-requirements
Programme for 2023
Term 1 2023
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Term 2 2023
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Term 3 2023
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Term 1 2023
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PROGRAMME FOR 2022
PROGRAMME FOR 2021
Term 1 2021 |
Term 2 2021 |
Term 3 2021 |
Term 4 2021 |
PROGRAMME FOR 2020
Term 1 2020
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Term 2 2020
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Term 3 2020
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Term 4 2020
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PROGRAMME FOR 2019
2019 Term 1
English
Reading and viewing 2
Outcome
A student:
The general capability (this program is concerned with) is:
Information and communication technology capability
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.
Computer Skills
Internet
Using computer-based technologies to locate, access, evaluate, store and retrieve information and to express ideas and communicate with others
Internet
Using computer-based technologies to locate, access, evaluate, store and retrieve information and to express ideas and communicate with others
- Understands purpose of a browser
- Understands the general structure of a web address
- Equates URL with web address
- Uses prepared bookmarks
- Uses and understands the features of a browser (back, forward, stop, search, refresh, history, home buttons, address bar, loading status)
- Understands and uses key words in a simple search
- Understands key features of a web page (links, site map, feedback, email)
- Bookmarks a location
- Uses and understands hyperlinks/navigation buttons
- Interprets information from a website
- Cites any electronic references to information used
- Contributes to the creation of a basic web-page - text, graphics, hyperlinks
- Determines whether information is current, accurate and reliable
2019 Term 2
Computer Skills
Spreadsheets
Using computer-based technologies to locate, access, evaluate, manipulate, store and retrieve information
Spreadsheets
Using computer-based technologies to locate, access, evaluate, manipulate, store and retrieve information
- Understands the purpose/structure of a spreadsheet
- Interprets data from an existing spreadsheet
- Understands terminology - column, row, cell, cell range
- Understands cell addressing
- Understands active cell
- Enters data (labels, text, values) in a cell
- Formats data in a cell eg. bold, alignment
- Generates appropriate graphs eg. bar, column, line
- Changes column width and row height
- Adds/deletes row/columns
- Uses sum formula and undertakes basic calculations
- Formats data to currency, time, number, percentage
- Sorts data
- Understands strengths and weaknesses of a spreadsheet
Mathematics
Data 1
Outcomes
A student:
Students:
BACKGROUND INFORMATION
Column graphs are useful in recording categorical data, including results obtained from simple probability experiments.
A scale of many-to-one correspondence in a column graph or line graph means that one unit is used to represent more than one of what is being counted or measured, eg 1 cm on the vertical axis used to represent 20 cm of body height.
Line graphs should only be used where meaning can be attached to the points on the line between plotted points, eg temperature readings over time.
Dot plots are an alternative to a column graph when there are only a small number of data values. Each value is recorded as a dot so that the frequencies for each of the values can be counted easily.
Students need to be provided with opportunities to discuss what information can be drawn from various data displays. Advantages and disadvantages of different representations of the same data should be explicitly taught.
Categorical data can be separated into distinct groups, eg colour, gender, blood type. Numerical data is expressed as numbers and obtained by counting, or by measurement of a physical attribute, eg the number of students in a class (count) or the heights of students in a class (measurement).
LANGUAGE
Students should be able to communicate using the following language: data, survey, category, display, tabulate, table, column graph, vertical columns, horizontal bars, equal spacing, title, scale, vertical axis, horizontal axis, axes, line graph, dot plots, spreadsheet.
Data 1
Outcomes
A student:
- 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
- MA3-18SP uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables
Students:
- Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
- Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
- tabulate collected data, including numerical data, with and without the use of digital technologies such as spreadsheets
- construct column and line graphs of numerical data using a scale of many-to-one correspondence, with and without the use of digital technologies
- name and label the horizontal and vertical axes when constructing graphs (Communicating)
- choose an appropriate title to describe the data represented in a data display (Communicating)
- determine an appropriate scale of many-to-one correspondence to represent the data in a data display (Reasoning)
- construct dot plots for numerical data, eg the number of siblings of each student in the class
- consider the data type to determine and draw the most appropriate display(s), such as column graphs, dot plots and line graphs
- discuss and justify the choice of data display used (Communicating, Reasoning)
- recognise that line graphs are used to represent data that demonstrates continuous change, eg hourly temperature (Communicating)
- recognise which types of data display are most appropriate to represent categorical data (Communicating)
- Describe and interpret different data sets in context (ACMSP120)
- interpret line graphs using the scales on the axes
- describe and interpret data presented in tables, dot plots, column graphs and line graphs, eg 'The graph shows that the heights of all children in the class are between 125 cm and 154 cm'
- identify and describe relationships that can be observed in data displays, eg 'There are four times as many children in Year 5 whose favourite food is noodles compared to children whose favourite food is chicken' (Communicating, Reasoning)
- use information presented in data displays to aid decision making, eg decide how many of each soft drink to buy for a school fundraising activity by collecting and graphing data about favourite soft drinks for the year group or school (Reasoning)
BACKGROUND INFORMATION
Column graphs are useful in recording categorical data, including results obtained from simple probability experiments.
A scale of many-to-one correspondence in a column graph or line graph means that one unit is used to represent more than one of what is being counted or measured, eg 1 cm on the vertical axis used to represent 20 cm of body height.
Line graphs should only be used where meaning can be attached to the points on the line between plotted points, eg temperature readings over time.
Dot plots are an alternative to a column graph when there are only a small number of data values. Each value is recorded as a dot so that the frequencies for each of the values can be counted easily.
Students need to be provided with opportunities to discuss what information can be drawn from various data displays. Advantages and disadvantages of different representations of the same data should be explicitly taught.
Categorical data can be separated into distinct groups, eg colour, gender, blood type. Numerical data is expressed as numbers and obtained by counting, or by measurement of a physical attribute, eg the number of students in a class (count) or the heights of students in a class (measurement).
LANGUAGE
Students should be able to communicate using the following language: data, survey, category, display, tabulate, table, column graph, vertical columns, horizontal bars, equal spacing, title, scale, vertical axis, horizontal axis, axes, line graph, dot plots, spreadsheet.
Quality Teaching
Deep KnowledgeCharacter, field, record, file, data types, cell, row, column
Deep Understanding
Cell, row, column
Problematic Knowledge
How best to present the fields in a record to satisfy a query. This requires that students organise, reorganise, apply and synthesise the information.
Higher Order Thinking
Metalanguage
ribbon, datasheet, design view, field name, character, field, record, file, data types, field type, cell, row, column, selecting / highlighting text blocks, font style, cut, copy, paste, insert graphic, 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 be creating a database of Prime Ministers to search.
Engagement
Most student, most of the time will be seen working on tasks at the computers or in the library with books.
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 will draw upon previous knowledge of searching databases.
Cultural Knowledge
Knowledge Integration
Students should make connections noting similarities and differences between menu/ keyboard commands of different software programs used at home/ school.
Narrative
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Narrative
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Quality Teaching
Deep KnowledgeDeep Understanding
Problematic Knowledge
Higher Order Thinking
Metalanguage
Substantive Communication
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Explicit Quality Criteria
High Expectations
Engagement
Social Support
Student Self Regulation
Student Direction
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Background Knowledge
Cultural Knowledge
Knowledge Integration
Inclusivity
Connectedness
Narrative
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Quality Teaching
Deep KnowledgeDeep Understanding
Problematic Knowledge
Higher Order Thinking
Metalanguage
data, collect, category, display, table, column graph, scale, axes, two-way table, side-by-side column graph, misleading, bias, survey, tabulate, vertical columns, horizontal bars, title, scale, vertical axis, horizontal axis, axes, line graph, dot plots, spreadsheet.
Substantive Communication
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Explicit Quality Criteria
Engagement
High Expectations
Social Support
Student Self Regulation
Student Direction
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Background Knowledge
Cultural Knowledge
Knowledge Integration
Inclusivity
Connectedness
Narrative
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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
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Quality Teaching
Deep KnowledgeSelecting text, fonts, cut, copy, paste, spell and grammar checkers, find, replace, insert graphic, headers and footers, columns and tables
Deep Understanding
tables , columns and text boxes organise information in wordprocessing documents
Problematic Knowledge
How 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 Thinking
Metalanguage
Selecting / 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
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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 common wordprocessing skills.
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 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 will draw upon previous knowledge of wordprocessing.
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
Narrative
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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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Programme for 2023
Term 1 2023
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Term 2 2023
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Term 3 2023
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Term 1 2023
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