Teacher Information
Term 4 2014
English
Handwriting and using digital technologies
Objective A Outcome A student:
Respond to and compose texts
Reading and viewing 1
Outcome A student:
Reading and viewing 2
Outcome A student:
The general capability (this program is concerned with) is:
Information and communication technology capability
English
Handwriting and using digital technologies
Objective A Outcome A student:
- EN1-3A composes texts using letters of consistent size and slope and uses digital technologies
Respond to and compose texts
- use appropriate strategies when writing, eg maintaining correct body position, holding/using writing tools or using assistive digital technologies
- construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1664, ACELY1674)
Reading and viewing 1
Outcome A student:
- EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
- identify the parts of a simple sentence that represent 'What's happening?', 'Who or what is involved?' and the surrounding circumstances (ACELA1451)
- use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1660, ACELY1670)
- distinguish between fact and opinion in persuasive texts
Reading and viewing 2
Outcome A student:
- EN1-8B recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
- understand how text structure contributes to the meaning of texts
- know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
- understand how text structure contributes to the meaning of texts
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
Computer Operations and Concepts
-Word processing
Using computer-based technologies to locate, access, evaluate, 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"
- Prints document
-Word processing
- Locates and uses return/enter, space, delete/backspace, shift, caps lock
- Understands cut, copy, paste, drag 'n drop, highlight
- Uses appropriate terminology (vocabulary) - font, upper/lower case, bold, italics, underline
Using computer-based technologies to locate, access, evaluate, store and retrieve information and to express ideas and communicate with others
-Internet
- Uses prepared bookmarks
- Uses and understands hyperlinks/navigation buttons
- Uses and understands the features of a browser (back, forward, stop, search, refresh, address bar, loading status, download status)
Quality Teaching
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.
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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
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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Term 2 2014
English
Reading and viewing 2
Outcome A student:
Information and communication technology capability
English
Reading and viewing 2
Outcome A student:
- EN1-8B recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
- discuss possible author intent and intended audience of a range of texts
- understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)
- understand how text structure contributes to the meaning of texts
- know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
- understand how text structure contributes to the meaning of texts
- respond to a range of literature and discuss purpose and audience
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
Physical World
Outcomes A student:
Physical World
Outcomes A student:
- ST1-6PW Describes some sources of light and sound that they sense in their daily lives
- share their observations and ideas about different sources of light and sound encountered in their daily lives and their senses that detect them
- use their sense of touch (sight) to feel (see) vibrations from familiar objects and infer that sound is made when an object vibrates, eg vocal cords, a stringed instrument or a rubber band
- explore (digitally) how the loudness and range of types of sounds are related to the action used to produce them
- compare the range of types of sounds produced by musical instruments used by people from different cultures, eg didgeridoo or sitar
Computer Skills
Computer Operations and Concepts
Computer Operations and Concepts
- Has a knowledge of drop-down menus, what sub-menus they contain and conventions for activating them
- Selects menu items from a drop-down menu
- Retrieves, revises and renames a document
- Prints document
- Understands purpose of a browser
- Uses prepared bookmarks
- Uses and understands the features of a browser (back, forward, stop, search, refresh, history, home buttons, address bar, loading status)
- Uses and understands hyperlinks/navigation buttons
- Interprets information from a website
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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Term 1 2014
English
Handwriting and using digital technologies
Objective A Outcome A student:
Respond to and compose texts
Reading and viewing 1
Outcome A student:
Outcome A student:
Information and communication technology capability
English
Handwriting and using digital technologies
Objective A Outcome A student:
- EN1-3A composes texts using letters of consistent size and slope and uses digital technologies
Respond to and compose texts
- use appropriate strategies when writing, eg maintaining correct body position, holding/using writing tools or using assistive digital technologies
- construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1664, ACELY1674)
Reading and viewing 1
Outcome A student:
- EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
- identify the parts of a simple sentence that represent 'What's happening?', 'Who or what is involved?' and the surrounding circumstances (ACELA1451)
- use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1660, ACELY1670)
- sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts
- compare opinions about characters, events and settings in and between texts (ACELT1589)
- distinguish between fact and opinion in persuasive texts
Outcome A student:
- EN1-8B recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
- discuss possible author intent and intended audience of a range of texts
- understand how text structure contributes to the meaning of texts
- know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
- understand how text structure contributes to the meaning of texts
- respond to a range of literature and discuss purpose and audience
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
Present and Past Family Life
Outcomes
A student:
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.
Present and Past Family Life
Outcomes
A student:
- HT1-1 communicates an understanding of change and continuity in family life using appropriate historical terms
- HT1-4 demonstrates skills of historical inquiry and communication
- How has family life changed or remained the same over time?
- How can we show that the present is different from or similar to the past?
- How do we describe the sequence of time?
- Differences and similarities between students' daily lives and life during their parents' and grandparents' childhoods, including family traditions, leisure time and communications (ACHHK030)
- How the present, past and future are signified by terms indicating time such as 'a long time ago', 'then and now', 'now and then', 'old and new', 'tomorrow', as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)
- sequence days of the week, months and seasons of the year
- identify days, holidays, events celebrated by students and their families and discuss cultural differences in days celebrated
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
-Word processing
Using computer-based technologies to locate, access, evaluate, 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"
- Prints document
-Word processing
- Locates and uses return/enter, space, delete/backspace, shift, caps lock
- Understands cut, copy, paste, drag 'n drop, highlight
- Uses appropriate terminology (vocabulary) - font, upper/lower case, bold, italics, underline
- Selects objects with selection tool
- Copies/duplicates graphic elements
- Changes the size of displayed clip art/graphics
Using computer-based technologies to locate, access, evaluate, store and retrieve information and to express ideas and communicate with others
-Internet
- Uses prepared bookmarks
- Uses and understands hyperlinks/navigation buttons
- Uses and understands the features of a browser (back, forward, stop, search, refresh, address bar, loading status, download status)
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 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.
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
|
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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