Teacher Information
English
Handwriting and using digital technologies
Outcome A student:
Information and communication technology capability
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.
Visual Arts — Stage 2
Making
VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.
VAS2.2 Uses the forms to suggest the qualities of subject matter.
Appreciating
VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible.
VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.
Students in Stage 2 will learn to:
• develop their artistic intentions in art making and consider how these affect the look of the work, its details and an audience’s response
• select and explore different aspects of subject matter in particular ways in their making of artworks
• use particular artistic traditions guided by the teacher’s instruction in art making and experiment with techniques, tools and graphic schema (eg in drawing, painting, sculpture, printmaking and digital works)
• interpret the meaning of artworks by taking into account relationships between the artwork, the world and the artist learn about:
• how artists, including themselves, have intentions that affect the look of the work and its details
• how artists think about what an audience may think about their work when they make art
• how artists, including themselves, can interpret the world in particular ways in their art making
• traditions associated with different forms such as drawing, painting, sculpture, printmaking and digital works
• how pictures and other artworks invite interpretations from audiences
Making
VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.
VAS2.2 Uses the forms to suggest the qualities of subject matter.
Appreciating
VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible.
VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.
Students in Stage 2 will learn to:
• develop their artistic intentions in art making and consider how these affect the look of the work, its details and an audience’s response
• select and explore different aspects of subject matter in particular ways in their making of artworks
• use particular artistic traditions guided by the teacher’s instruction in art making and experiment with techniques, tools and graphic schema (eg in drawing, painting, sculpture, printmaking and digital works)
• interpret the meaning of artworks by taking into account relationships between the artwork, the world and the artist learn about:
• how artists, including themselves, have intentions that affect the look of the work and its details
• how artists think about what an audience may think about their work when they make art
• how artists, including themselves, can interpret the world in particular ways in their art making
• traditions associated with different forms such as drawing, painting, sculpture, printmaking and digital works
• how pictures and other artworks invite interpretations from audiences
Computer Skills
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 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
Quality Teaching
Deep Knowledge
insert 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 2016
English
Handwriting and using digital technologies
Outcome A student:
Information and communication technology capability
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.
Science
Working Scientifically
Outcome A student:
Students process and analyse data and information by:
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)
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
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
Quality Teaching
Deep Knowledge
insert 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 1, 2016
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
- 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
- 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 in google maps
- 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
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
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
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.
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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 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.
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.
Social SupportMany students require differentiation and it can often take the form of peer support. Negative comments are discouraged in the computer room.
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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
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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
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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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Term 2 and 3, 2015
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
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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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