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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)
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
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2025
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2024
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2023
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2022
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2021
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2020
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2019
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Term 1 2023 |
Term 2 2023 |
Term 3 2023 |
Term 4 2023 |
Term 1 2022 |
Term 2 2022 |
Term 3 2022 |
Term 4 2022 |
Term 1 2021 |
Term 2 2021 |
Term 3 2021 |
Term 4 2021 |
Planning 2020
Deep KnowledgeDeep Understanding
Problematic Knowledge
Higher Order Thinking
Metalanguage
Substantive Communication
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Quality Teaching
Deep KnowledgeDeep Understanding
Problematic Knowledge
Higher Order Thinking
Metalanguage
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 Knowledgeinsert text box, insert shapes, manipulate text box and shapes, copy and paste, insert graphics, undo, font, size, style, reasons for highlighting and recognizing when an element is highlighted.
Deep Understanding
creating and reading flowcharts
Problematic Knowledge
Higher Order Thinking
Through partner discussions, students solve the problem of sequencing and present their solution visually in a flow chart. This requires that they organise, reorganise, apply and synthesise the information.
Metalanguage
shape tools, flow chart, directional arrows, text boxes
insert, resize Substantive Communication
Tasks require students to communicate their understanding with a partner, reach agreement and record their solution.
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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 to a problem.
Engagement
Most students, 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, and explore 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. Negative comments are discouraged in the computer room.
Student Direction
Student exercise some direction over the means and manner by which the activities will be done. For example completing two tasks in the classroom will earn a pass but since they are able to complete up to six tasks in class and at home - the choice becomes theirs.
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Background Knowledge
Students continue to sequence written information, and include images. They will use problem solving strategies developed at home and school.
Cultural Knowledge
Various cultures approach problems differently and this diversification can enrich the classroom.
Knowledge Integration
Students are encouraged to make connections between branching keys in science and flow carts to explain sequential information.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Students are expected to draw comparisons to sequencing activities in past years.
Narrative
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Quality Teaching
Deep Knowledgecopy and paste, tables, insert graphics, undo, font, size, style, text boxes highlight, insert shapes,
Deep Understanding
copy and paste, shapes and insert graphics
Problematic Knowledge
Higher Order Thinking
From partner discussion students need to construct an activity worksheet easiy enough for Kinder and Year 1 students to complete. This requires that they organise, reorganise, apply and synthesise the information.
Metalanguage
copy and paste, tables, insert graphics, undo, font, size, style, text boxes highlight, insert shapes,
Substantive Communication
Tasks require students to communicate their understanding with a partner, reach agreement and record their solution.
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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 use wordprocessing and graphics skills to construct a aorksheet to complement the book -The Mitten by Jan Brett.
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 during that 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 information about heat. They use their wordprocessing skills. They will use problem solving strategies developed at home and school.
Cultural Knowledge
Various cultures approach problems differently and this diversification can enrich the classroom.
Knowledge Integration
Students should make connections between their own experiences in completing activity sheets and apply that to their design.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Students are expected to remember activities they enjoyed as Year 1 students or even Kindergarten and employ that knowledge in their designs.
Narrative
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Quality Teaching
Visual Literacy
Deep Knowledgedraw a graphic, label graphics meaningfully, use colour to emphasize aspects of the graphic
Deep Understanding
export graphics so that the file type can be changed, determined by the purpose for which the graphic was created.
Problematic Knowledge
Higher Order Thinking
From partner discussion students need to solve a problem and present their solution visually with annotations. This requires that they organise, reorganise, apply and synthesise the information.
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 Substantive Communication
Tasks require students to communicate their understanding with a partner, reach agreement and record their solution 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 to a problem.
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 during that time.
Student Self Regulation
Because most students are actively engaged in computer based tasks, they regulate their own behaviour during that 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 charts, diagrams, animations and images. They use their drawing skills. They will use problem solving strategies developed at home and school.
Cultural Knowledge
Various cultures approach problems differently and this diversification can enrich the classroom.
Knowledge Integration
Students should make connections between their own experiences loosing items at home/ school and the problem of getting a key out of the drain.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
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 trying the get an object that was just out of reach.
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Timeline
Deep Knowledgedrag 'n' drop
cut and paste copy and paste Deep Understanding
determine when to use drag 'n' drop, cut and paste, copy and paste by knowing the different nuance of each
Problematic Knowledge
Higher Order Thinking
Although the task requires student to organise, reorganise, the events on a timelime it really is more skill based.
Metalanguage
drag 'n' drop
cut and paste copy and paste Substantive Communication
Students will be engaged in conversations helping each other order the timeline and remembering the steps need for the skill they are practicing.
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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 construct a timeline using three different computer 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. The computer room discourages negative comments.
Student Self Regulation
Because most students are actively engaged in computer based tasks, they regulate their own behaviour during that 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 have used these three skills before so they have some knowledge but this time they are being required to look at the merits and differences of each to decide when best to use each.
Cultural Knowledge
Knowledge Integration
Students will make connections between the three skills being used in a word processing program and those same skill used on the desktop, graphics programs, etc....
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Students will realise that these three skills can apply to any computer or tablet at school or home.
Narrative
Teacher will explain that these three skills are used by her so much that the keyboard short cut is often employed to speed up the work.
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