Teacher Information
Term 4, 2015
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
Math
Data 1
OUTCOME
A student:
Students:
BACKGROUND INFORMATION
Data could be collected from the internet, newspapers or magazines, as well as through students' surveys, votes and questionnaires.
In Stage 2, students should consider the use of graphs in real-world contexts. Graphs are frequently used to persuade and/or influence the reader, and are often biased.
One-to-one correspondence in a column graph means that one unit (eg 1 cm) on the vertical axis is used to represent one response/item.
Categorical data can be separated into distinct groups, eg colour, gender, blood type. Numerical data has variations that are expressed as numbers, eg the heights of students in a class, the number of children in families.
LANGUAGE
Students should be able to communicate using the following language: information, data, collect, category, display, symbol, list, table, column graph, picture graph, vertical columns, horizontal bars, equal spacing, title, key, vertical axis,horizontal axis, axes, spreadsheet.
Column graphs consist of vertical columns or horizontal bars. However, the term 'bar graph' is reserved for divided bar graphs and should not be used for a column graph with horizontal bars.
Data 1
OUTCOME
A student:
- MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas (spreadsheet terminology)
- MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
- MA2-18SP selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs
Students:
- recognise that data can be collected either by the user or by others
- identify possible sources of data collected by others, eg newspapers, government data-collection agencies, sporting agencies, environmental groups
- pose questions about a matter of interest to obtain information that can be recorded in categories
- predict and create a list of categories for efficient data collection in relation to a matter of interest, eg 'Which breakfast cereal is the most popular with members of our class?'
- identify issues for data collection and refine investigations, eg 'What if some members of our class don't eat cereal?' (Problem Solving)
- Collect data, organise it into categories, and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)
- collect data and create a list or table to organise the data, eg collect data on the number of each colour of lollies in a packet
- use computer software to create a table to organise collected data, eg a spreadsheet (Communicating)
- use the terms 'horizontal axis', 'vertical axis' and 'axes' appropriately when referring to column graphs (Communicating)
- use graphing software to enter data and create column graphs that represent data (Communicating)
BACKGROUND INFORMATION
Data could be collected from the internet, newspapers or magazines, as well as through students' surveys, votes and questionnaires.
In Stage 2, students should consider the use of graphs in real-world contexts. Graphs are frequently used to persuade and/or influence the reader, and are often biased.
One-to-one correspondence in a column graph means that one unit (eg 1 cm) on the vertical axis is used to represent one response/item.
Categorical data can be separated into distinct groups, eg colour, gender, blood type. Numerical data has variations that are expressed as numbers, eg the heights of students in a class, the number of children in families.
LANGUAGE
Students should be able to communicate using the following language: information, data, collect, category, display, symbol, list, table, column graph, picture graph, vertical columns, horizontal bars, equal spacing, title, key, vertical axis,horizontal axis, axes, spreadsheet.
Column graphs consist of vertical columns or horizontal bars. However, the term 'bar graph' is reserved for divided bar graphs and should not be used for a column graph with horizontal bars.
Quality Teaching
Deep KnowledgeDeep Understanding
Problematic Knowledge
Higher Order Thinking
Metalanguage
Substantive Communication
|
Explicit Quality Criteria
Engagement
High Expectations
Social Support
Student Self Regulation
Student Direction
|
Background Knowledge
Cultural Knowledge
Knowledge Integration
Inclusivity
Connectedness
Narrative
|
Term 2 and 3, 2015
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
English
OUTCOME
A student:
Students:
Develop and apply contextual knowledge
Information and communication technology capability
OUTCOME
A student:
- EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
Students:
Develop and apply contextual knowledge
- identify the features of online texts that enhance navigation (ACELA1790)
- identify features of online texts that enhance readability including text, navigation, links, graphics and layout
- identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
- understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
- respond to a wide range of literature and analyse purpose and audience
- identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images
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.
Quality Teaching
Deep KnowledgeDeep Understanding
Problematic Knowledge
Higher Order Thinking
Metalanguage
Substantive Communication
|
Explicit Quality Criteria
Engagement
High Expectations
Social Support
Student Self Regulation
Student Direction
|
Background Knowledge
Cultural Knowledge
Knowledge Integration
Inclusivity
Connectedness
Narrative
|
Term 1 and 2, 2015
Art in Word Lessons
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
Graphics
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
Multimedia
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 manipulate, create, store and retrieve information and to express ideas and communicate with others
Graphics
- Selects objects with selection tool
- Deletes selected objects
- Crops selected objects
- Copies/duplicates graphic elements
- Uses line properties - thickness/colour
- Uses fill pattern/colours/shading
- Flips, rotates objects
- Layers objects (reorders) - moves to front/back
- Creates a table
- Merge and split cells
- Recognize and manipulate rows, columns, shading, borders
- Insert shapes
- Colour backgrounds
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
Multimedia
- Inserts graphics from various sources eg. clip art, digital image
- Changes the size of displayed graphics
- Uses a snipping tool to create a graphics from the computer desktop
- Moves clip art/graphics within a document
- Understands animation/illusion of movement Multi-media
- Creates a simple slideshow with text and images
- Inserts slides
- Chooses appropriate slide design and layout
- Creates a master slide template
- Understands that a presentation is clear, concise and logical
- Understands navigation buttons/hyperlinks
- Recognises elements of a multi-media presentation
- Adds a variety of transitions
Using computer-based technologies to locate, access, evaluate, store and retrieve information and to express ideas and communicate with others
Internet
- Open browser
- Find a specific location e.g. Google Maps, Nuwarra Weebly
- Use "back, forward, home, close."
- Use bookmark or favourite
- Evaluate information useful/credible/accurate
- Reference sources of information
- Locate/use suitable web 2.0 tools e.g. Google Maps
English
CONTENT AND TEXT REQUIREMENTS FOR EARLY STAGE 1 TO STAGE 3
In each Year students must study examples of:
Handwriting and using digital technologies
Outcome
A student:
Information and communication technology capability
CONTENT AND TEXT REQUIREMENTS FOR EARLY STAGE 1 TO STAGE 3
In each Year students must study examples of:
- spoken texts
- print texts
- visual texts (e.g. Google Maps)
- media, multimedia and digital texts.
Handwriting and using digital technologies
Outcome
A student:
- EN2-3A uses effective handwriting and publishes texts using digital technologies
- use a range of software including word processing programs (Powerpoint) to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1685, ACELY1697)
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.
Quality Teaching
Deep Knowledgeinsert shapes; copy and paste; insert graphics; undo; font; size; style' reasons for highlighting; colouring objects, cells, background; animate elements in slides; transition effects;
Deep Understanding
using a snipping tool; obtaining then logically presenting information from maps
Problematic Knowledge
Tasks require students to analyse
and present alternative routes from school to a destination of their choice. Higher Order Thinking
Through partner discussions, students solve the problem of sequencing and present their solution visually in a slideshow. This requires that they organise, reorganise, apply and synthesise the information.
Metalanguage
shape tools; directional arrows; text box, street view,
insert, resize Substantive Communication
Tasks require students to communicate their understanding with a partner, reach agreement and record their solution.
|
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 directions to a local destination.
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 deciding which if any, images from street view should be captured and used to enhance directions.
|
Background Knowledge
Students will sequence written information, and include images. They will use problem solving strategies developed at home and school. They will use their knowledge of the local area.
Cultural Knowledge
Various cultures approach problems differently and this diversification can enrich the classroom.
Knowledge Integration
Inclusivity
The activities require all students, regardless of ability, social or cultural background to participate.
Connectedness
Narrative
|
Term 4 2014
Science
Working Scientifically
Outcome A student:
Students process and analyse data and information by:
Outcome A student:
Students generate and develop ideas by:
English
Handwriting and using digital technologies
Outcome A student:
Information and communication technology capability
Science
Working Scientifically
Outcome A student:
- ST2-4WS investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken
Students process and analyse data and information by:
- using a range of methods including tables and simple column graphs to represent data and to identify patterns and trends, using digital technologies as appropriate (ACSIS057, ACSIS068)
- representing and communicating ideas and findings in a variety of ways such as diagrams, physical representations and simple reports, tables, simple column graphs, written and oral factual texts, explanation and argument (ACSIS060, ACSIS071)
Outcome A student:
- ST2-5WT applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria
Students generate and develop ideas by:
- using creative thinking techniques, including brainstorming, mind-mapping, sketching and modelling
- using a range of research techniques to access information relevant to the task
- using techniques, including labelled drawings, modelling and storyboarding, for documenting and communicating design ideas (flow charts)
- using digital technologies and multimedia for communicating design ideas
- refining ideas in responding to feedback from others
English
Handwriting and using digital technologies
Outcome A student:
- EN2-3A uses effective handwriting and publishes texts using digital technologies
- use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1685, ACELY1697)
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
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
-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 (can turn these features on and off)
- 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 to specified destinations
- 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
-Word processing
- Uses appropriate terminology - font, upper/lower case, bold, italics, underline
- Types sentence(s) without assistance
- Inserts text
- Inserts text boxes
- Inserts shapes
- Understands copy, paste, highlight
- Selects/highlights text
- Deletes text
- Changes text alignment
- Varies font, size and style
- Uses undo command
- Changes margins and line spacing
- Inserts 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
- Interprets information from a website
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.
|
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.
|
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
|
Term 2 and 3 2014
English
Reading and viewing 1
Outcome A student:
Reading and viewing 2
Outcome A student:
Outcome A student:
Information and communication technology capability
Reading and viewing 1
Outcome A student:
- EN2-4 A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
- read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1679, ACELY1691
- use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680, ACELY1692)
- summarise a paragraph and indicate the main idea, key points or key arguments in imaginative, informative and persuasive texts
Reading and viewing 2
Outcome A student:
- EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
- understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
- identify the features of online texts that enhance navigation (ACELA1790)
- identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
- identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images
Outcome A student:
- EN2-3A uses effective handwriting and publishes texts using digital technologies
- use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1685, ACELY1697)
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:
Outcome
A student:
There are processes and considerations involved in designing and producing information solutions. Students:
Physical World
Outcomes
A student:
- ST2-6PW Identifies ways heat is produced and that heat moves from one object to another
- Heat can be produced in many ways and can move from one object to another. (ACSSU049)
- identify in their environment some different ways in which heat is produced, eg by electricity, burning (chemical) and friction (motion)
- observe the effects of heat moving from one object to another, eg the feeling when hands are placed in warm or cold water
Outcome
A student:
- ST2-15I Describes ways that information solutions are designed and produced, and factors to consider when people use and interact with information sources and technologies
There are processes and considerations involved in designing and producing information solutions. Students:
- use common digital technologies and applications to organise and communicate information for a specific task, eg word processing and digital presentation software
- demonstrate how a variety of media can be combined to address the needs of a specific audience, eg combining visual images, sound and text in a digital presentation
- People interact with information sources and technologies in a variety of ways.
- explore how people use current and emerging technologies to communicate, access and record information, eg email, mobile phones, blogs and wikis
- demonstrate appropriate safety and etiquette in relation to computer usage, eg general computer care, file security, maintaining confidentiality of passwords, printing and sharing resources
- acknowledge ownership of information when selecting and using information, eg citing sources
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
-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"
- Retrieves, revises and renames a document
- 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
-Word processing
- Uses appropriate terminology - font, upper/lower case, bold, italics, underline
- Types sentence(s) without assistance
- Inserts text
- Inserts text boxes
- Understands copy, paste, highlight
- Selects/highlights text
- Deletes text
- Changes text alignment
- Varies font, size and style
- Uses undo command
- Changes margins and line spacing
- Makes tables
- Inserts 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
- Interprets information from a website
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.
|
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.
|
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
|
Term 1 2014
English
Reading and viewing 1
Outcome A student:
Reading and viewing 2
Outcome A student:
Outcome A student:
Information and communication technology capability
Reading and viewing 1
Outcome A student:
- EN2-4 A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
- discuss how a reader's self-selection of texts for enjoyment can be informed by reading experiences
- read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1679, ACELY1691
- use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680, ACELY1692)
- use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts
- recognise how aspects of personal perspective influence responses to texts
- summarise a paragraph and indicate the main idea, key points or key arguments in imaginative, informative and persuasive texts
Reading and viewing 2
Outcome A student:
- EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
- understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
- interpret how imaginative, informative and persuasive texts vary in purpose, structure and topic
- identify organisational patterns and language features of print and visual texts appropriate to a range of purposes
- identify the features of online texts that enhance navigation (ACELA1790)
- identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
- identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images
Outcome A student:
- EN2-3A uses effective handwriting and publishes texts using digital technologies
- use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1685, ACELY1697)
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
Community and Remembrance
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.
Community and Remembrance
Outcomes A student:
- identifies celebrations and commemorations of significance in Australia and the world HT2-1
- describes and explains how significant individuals, groups and events contributed to changes in the local community over time HT2-2
- applies skills of historical inquiry and communication HT2-5
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.
Science
Information and communication technology capability
Information and communication technology (ICT) can be used effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively. The Science K–10 (incorporating Science and Technology K–6) Syllabus provides students with opportunities to develop ICT capability when they develop design ideas and solutions, research science concepts and applications, investigate science phenomena, and communicate their scientific and technological understandings. In particular they learn to access information, collect, analyse and represent data, model and interpret concepts and relationships, and communicate scientific and technological ideas, processes and information. Digital technologies and aids, such as animations and simulations, provide opportunities to view phenomena and test predictions that cannot be investigated through practical experiences in the classroom, and may enhance students' understanding and engagement with science and technology.
Information and communication technology capability
Information and communication technology (ICT) can be used effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively. The Science K–10 (incorporating Science and Technology K–6) Syllabus provides students with opportunities to develop ICT capability when they develop design ideas and solutions, research science concepts and applications, investigate science phenomena, and communicate their scientific and technological understandings. In particular they learn to access information, collect, analyse and represent data, model and interpret concepts and relationships, and communicate scientific and technological ideas, processes and information. Digital technologies and aids, such as animations and simulations, provide opportunities to view phenomena and test predictions that cannot be investigated through practical experiences in the classroom, and may enhance students' understanding and engagement with science and technology.
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
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"
- Retrieves, revises and renames a document
- 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
- Creates a simple slide show with text, images
- Inserts slides
- Chooses appropriate slide design and layout
- Understands that a presentation is clear, concise and logical
- Understands navigation buttons/hyperlinks
- Recognises elements of a multi-media presentation
- Uses appropriate terminology - font, upper/lower case, bold, italics, underline
- Types sentence(s) without assistance
- Inserts text
- Understands cut, copy, paste, drag 'n drop, highlight
- Selects/highlights text
- Deletes text
- Changes text alignment
- Varies font, size and style
- Uses undo command
- Changes margins and line spacing
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
- Interprets information from a website
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.
|
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.
|
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.
|
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.
|
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.
|
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.
|
CONTENT
- Students:
- Develop and apply contextual knowledge
- identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
- understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
- interpret how imaginative, informative and persuasive texts vary in purpose, structure and topic
- Understand and apply knowledge of language forms and features
- identify organisational patterns and language features of print and visual texts appropriate to a range of purposes
- identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text(ACELY1690)
- understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
- explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1483, ACELA1496)
- identify the features of online texts that enhance navigation (ACELA1790)
- recognise the use of figurative language in texts, eg similes, metaphors, idioms and personification, and discuss their effects
- recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
- discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
- identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
- discuss personal choices of texts for enjoyment
- respond to a wide range of literature and analyse purpose and audience
- discuss the nature and effects of some language devices used to enhance meaning and shape the reader's reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
- identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images