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programme for 2024
Term 1 2024 |
Term 2 2024 |
Term 3 2024 |
Term 4 2024 |
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)
Coding - (Beebots)
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
Past Programmes
(Those older than 2019 have been archived.)
programme for 2023
Term 1 2023 |
Term 2 2023 |
Term 3 2023 |
Term 4 2023 |
programme for 2022
Term 1 2022 |
Term 2 2022 |
Term 3 2022 |
Term 4 2022 |
PROGRAMME FOR 2021
Term 1 2021 |
Term 2 2021 |
Term 3 2021 |
Term 4 2021 |
PROGRAMME FOR 2020
Term 1 2020 |
Term 2 2020 |
Term 3 2020 |
Term 4 2020 |
PROGRAMME FOR 2019
Quality Teaching
Quality Teaching
Deep Knowledgesubmit; download; save; email address; bucket; shading; resize; graphic; image; drag 'n'drop; double click; delete/backspace navigate portal
Deep Understanding
multitasking: 2 pages open; rebus stories; reading for information;
Problematic Knowledge
Higher Order Thinking
Students are presented with questions that require them to take information from their background, and reorganise it into a different format.
Metalanguage
scroll bar, delete/ backspace, reading for information; submit; download; save; email address; bucket; shading; rebus stories; resize; graphic; image; drag 'n'drop; double click; delete navigate portal
Substantive Communication
Tasks require students to communicate their understanding with a partner and complete a task together in Word.
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Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know it is expected that they can drag 'n' drop, delete, highlight, open/ close a browser and save their work.
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.
Student Self Regulation
Because most students are actively engaged in computer based tasks, they regulate their own behaviour most of the time.
Social Support
Many students require differentiation and it can often take the form of peer support. The computer room discourages negative comments.
Student Direction
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Background Knowledge
Community helpers and transportation
Cultural Knowledge
Knowledge Integration
Students should be able to make connections between the Integrated Learning Sequence -'Community' and rebus stories on the websites.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Narrative
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Quality Teaching
Deep Knowledgedownload; save; bucket; shading; cut, paste, space bar; caps lock; shift; text size; bold; italics; cursor; drag 'n'drop; double click; delete/backspace navigate portal
Deep Understanding
multitasking: 2 pages open; saving in class folder
Problematic Knowledge
Higher Order Thinking
Metalanguage
download; save; bucket; shading; cut, paste, space bar; caps lock; shift; text size; bold; italics; cursor; drag 'n'drop; double click; delete/backspace navigate portal
Substantive Communication
Tasks require students to communicate their understanding with a partner and complete the tasks together in Word.
Student DirectionAll the lessons are online and students can work at their own pace.
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Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know it is expected that they can drag 'n' drop, delete, highlight, open/ close a browser and save their work etc.
Engagement
Most student, most of the time will be seen working different tasks at the computers. They may be seen helping each other and therefore moving about the classroom.
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.
Student Self Regulation
All the lessons are online and students can work ahead if they choose to.
Because most students are actively engaged in computer based tasks, they regulate their own behaviour most of the time. Social Support
Many students require differentiation and it can often take the form of peer support.
The lessons have talking avitars that read directions to students. The computer room discourages negative comments. |
Background Knowledge
Word processing
Cultural Knowledge
Knowledge Integration
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Narrative
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Quality Teaching 2024
Deep Knowledgereturn/enter, space, delete/backspace, shift, caps lock, (Year 2 - cut, copy, paste, drag 'n drop, highlight), save and save as, features of a browser
Deep Understanding
multitasking 2 applications
Problematic Knowledge
Higher Order Thinking
Students are presented with questions that require them to take information from their background, and reorganise it into a different format.
Metalanguage
scroll bar, delete/backspace, shift, caps lock, (Year 2 - cut, copy, paste, drag 'n drop, highlight), save and save as, back, forward, stop, search, refresh, address bar, loading status, download status
Substantive Communication
Tasks require students to communicate their understanding with a partner and complete a task together in Word.
|
Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know it is expected that they can drag 'n' drop, delete, highlight, open/ close a browser and save their work.
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.
Student Self Regulation
Because most students are actively engaged in computer based tasks, they regulate their own behaviour most of the time.
Social Support
Many students require differentiation and it can often take the form of peer support. The computer room discourages negative comments.
Student Direction
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Background Knowledge
Bugs
Cultural Knowledge
Knowledge Integration
Students should be able to make connections between the Integrated Learning Sequence -'Schoolyard Safari' and the activities presented in 'Buggy 4 Bugs 1, 2, and 3'.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Narrative
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Quality Teaching
Deep KnowledgeInternet - back, forward, stop, refresh address bar, understand downloading from the internet, and navigating a web page
Deep Understanding
downloading
author's intent Problematic Knowledge
Higher Order Thinking
Students are presented with questions that require them to take information from their 'visual' background, and reorganise it and recognize it in an auditory only enviroment.
Metalanguage
back, forward, stop, refresh address bar, understand downloading from the internet, navigating a web page, sound sound waves
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 it is expected that they can open a browser and navigate to the correct website.
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
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Background Knowledge
The subject of the webpages and worksheets refer to sounds and students skills of listening.
Cultural Knowledge
Knowledge Integration
Students should be able to make connections between the Integrated Learning Sequence -'Light, Sound, Push and Pull' in the activities presented in the tasks.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Narrative
Narratives are part of each lessons content.
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Quality Teaching
Deep Knowledgedrag 'n drop, highlight, delete, understand downloading from the internet, navigating a web page, copy and paste
Deep Understanding
save and save as
drag 'n' drop copy and paste delete resize highlight Problematic Knowledge
Higher Order Thinking
Students are presented with questions that require them to take information from their background, and reorganise it into a different format.
Metalanguage
scroll bar, submit, radio button, download, fill tool, highlight, drag 'n' drop, delete, backspace, print, edit, file, save, save as, copy and paste
Substantive CommunicationTasks require students to communicate their understanding with a partner and complete a task together in Word.
|
Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know it is expected that they can drag 'n' drop, delete, highlight, open/ close a browser and save their work.
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
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Background Knowledge
The subject of the webpages and worksheets refer to seasons, days of the week and celebrations so it builds on their background knowledge from Kindergarten and current classwork.
Cultural Knowledge
Knowledge Integration
Students should be able to make connections between the Integrated Learning Sequence -'Present and Past Family Life and Celebrations' in the activities presented in the tasks.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Narrative
Narratives are part of each lessons content.
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programme for 2024
Term 1 2023 |
Term 2 2023 |
Term 3 2023 |
Term 4 2023 |