Teacher Information
Visual Arts — Stage 3
Making
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world.
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways.
Appreciating
VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.
VAS3.4 Communicates about the ways in which subject matter is represented in artworks.
Students in Stage 3
will learn to:
• think about their art making as a kind of social practice that employs both their own resources and their understanding of art
• apply what they have learnt about concepts in the art world to their art making
• interpret subject matter which is of local interest in particular ways in their making of artworks
• organise and assemble materials in various ways in the making of artworks suited to particular purposes and think about the meaning of their decisions
• become critically focused in their judgements about artworks and artists and seek to explain their reasons learn about:
• how artists engage in a form of social practice in making art and contribute to the field of the visual arts
• a range of concepts and subject matter that is of interest to the art world and community
• how concepts and materials are thought about, organised and assembled, and serve different ends in artworks that they and others make
• how artworks can be subject to different interpretations by artists and audiences
• how audiences can form different opinions about artworks and artists
Making
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world.
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways.
Appreciating
VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.
VAS3.4 Communicates about the ways in which subject matter is represented in artworks.
Students in Stage 3
will learn to:
• think about their art making as a kind of social practice that employs both their own resources and their understanding of art
• apply what they have learnt about concepts in the art world to their art making
• interpret subject matter which is of local interest in particular ways in their making of artworks
• organise and assemble materials in various ways in the making of artworks suited to particular purposes and think about the meaning of their decisions
• become critically focused in their judgements about artworks and artists and seek to explain their reasons learn about:
• how artists engage in a form of social practice in making art and contribute to the field of the visual arts
• a range of concepts and subject matter that is of interest to the art world and community
• how concepts and materials are thought about, organised and assembled, and serve different ends in artworks that they and others make
• how artworks can be subject to different interpretations by artists and audiences
• how audiences can form different opinions about artworks and artists
Computer Skills
Using computer-based technologies to manipulate, create, 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
- Locates and uses return/enter, space, delete/backspace, shift, caps lock
- Uses appropriate terminology - font, upper/lower case, bold, italics, underline
- Inserts text
- Selects/highlights text
- Deletes text
- Varies font, size and style
- Understands cut, copy, paste
- Uses undo command
- Creates text box
- Use find and replace
- Uses borders
- Uses spell checker
- Realises limitations of spell checker
- Changes text alignment
- Uses thesaurus
- Changes margins and line spacing
- Uses columns
- Adds a table to a document and edits rows and columns
- Understands factors that affect appearance of text on a page
- Understands use of Tab to indent
- Uses bullets, numbering
- Inserts graphics
- Understands copyright
Internet
- Uses prepared bookmarks
- Uses and understands hyperlinks/navigation buttons
- Understands the general structure of a web address
- Understands key features of a web page (links, site map, feedback, email)
- Interprets information from a website
Quality Teaching
|
Deep Knowledge
analyse purpose of text, inserts text, Names and saves a document in appropriate folder/directory, Chooses appropriate sites from a search, Interprets information from a website Deep Understanding thinks critically, inserts text, Names and saves a document in appropriate folder/directory Chooses appropriate sites from a search, Interprets information from a website Problematic Knowledge Is it fact or opinion - hard to tell when it is often mixed together. This requires that students research, apply and synthesise the information. Higher Order Thinking Metalanguage fact, opinion, directory collaboration Substantive Communication |
Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know what is expected - that they will studying and applying research skills skills to determine if a statement is a fact or an opinion. 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. There is and embedded audio tract of the text. The computer room discourages negative comments. Student Direction Student exercise some direction over the means and manner by which the activities will be done. Two of the four activities should be completed to pass but the opportunity to complete more either in class or at home is available. |
Background Knowledge
Students will draw upon previous knowledge of word processing, searching on the internet and books, general Australian facts and history from Stage 2. Cultural Knowledge Knowledge Integration Students should make connections to past ILS. Inclusivity The activities require all students regardless of ability, social or cultural background to participate. Connectedness Narrative |
Term 2 and Term 3 Week 4 2016.
English
Reading and viewing
Outcome A student:
Students:
Develop and apply contextual knowledge
English
Reading and viewing
Outcome A student:
- EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
Students:
Develop and apply contextual knowledge
- understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
- analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
- recognise evaluative language, including emotive language and modality
Computer Skills
Internet
- Uses prepared bookmarks
- Chooses appropriate sites from a search
- Interprets information from a website
- Uses and understands hyperlinks/navigation buttons
- Understands the general structure of a web address
- Understands key features of a web page (links, site map, feedback, email)
- Determines whether information is current, accurate and reliable
Quality Teaching
|
Deep Knowledge
analyse purpose of text, inserts text, Names and saves a document in appropriate folder/directory, Chooses appropriate sites from a search, Interprets information from a website Deep Understanding thinks critically, inserts text, Names and saves a document in appropriate folder/directory Chooses appropriate sites from a search, Interprets information from a website Problematic Knowledge Is it fact or opinion - hard to tell when it is often mixed together. This requires that students research, apply and synthesise the information. Higher Order Thinking Metalanguage fact, opinion, directory collaboration Substantive Communication |
Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know what is expected - that they will studying and applying research skills skills to determine if a statement is a fact or an opinion. 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. There is and embedded audio tract of the text. The computer room discourages negative comments. Student Direction Student exercise some direction over the means and manner by which the activities will be done. Two of the four activities should be completed to pass but the opportunity to complete more either in class or at home is available. |
Background Knowledge
Students will draw upon previous knowledge of word processing, searching on the internet and books, general Australian facts and history from Stage 2. Cultural Knowledge Knowledge Integration Students should make connections to past ILS. Inclusivity The activities require all students regardless of ability, social or cultural background to participate. Connectedness Narrative |
Term 1 & 2 2016
English
Writing and representing
Outcome A student:
Reading and viewing 2
Outcome A student:
The general capability (this program is concerned with) is:
Information and communication technology capability
Writing and representing
Outcome A student:
- EN3-2A composes, edits and presents well-structured and coherent texts
- use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707, ACELY1717)
Reading and viewing 2
Outcome A student:
- EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
- explain and justify the responsible use of digital technologies
- identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
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
Using computer-based technologies to manipulate, create, 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
- Considers what needs to be printed eg pages to print
- Matches equipment to purpose - eg digital camera to capture images
- Identifies cursor, knows 'I bar' and insertion point
- Has a knowledge of drop-down menus, what sub-menus they contain and conventions for activating them
- Understands and uses dialogue boxes
- 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
- Locates and uses return/enter, space, delete/backspace, shift, caps lock
- Uses appropriate terminology - font, upper/lower case, bold, italics, underline
- Inserts text
- Selects/highlights text
- Deletes text
- Varies font, size and style
- Understands cut, copy, paste
- Uses undo command
- Creates text box
- Use find and replace
- Uses borders
- Uses spell checker
- Realises limitations of spell checker
- Changes text alignment
- Uses thesaurus
- Changes margins and line spacing
- Uses columns
- Adds a table to a document and edits rows and columns
- Understands factors that affect appearance of text on a page
- Understands use of Tab to indent
- Uses bullets, numbering
- Inserts graphics
- Understands copyright
Internet
- Uses prepared bookmarks
- Uses and understands hyperlinks/navigation buttons
- Understands the general structure of a web address
- Understands key features of a web page (links, site map, feedback, email)
- Interprets information from a website
Quality Teaching
Deep KnowledgeSelecting text, fonts, cut, copy, paste, spell and grammar checkers, find, replace, insert graphic, headers and footers, columns and tables
Deep Understanding tables , columns and text boxes organise information in word processing documents Problematic Knowledge How best to present the pros and cons of a subject (biomass energy) This requires that students organise, reorganise, apply and synthesise the information. Higher Order Thinking Metalanguage Selecting / highlighting text blocks, font style, cut, copy, paste, spell and grammar checkers, find, replace, insert graphic, headers and footers, columns and tables, copyright Substantive Communication |
Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know what is expected - that they will studying and applying common word processing 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. There is and embedded audio tract of the text. 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 Student exercise some direction over the means and manner by which the activities will be done. |
Background Knowledge
Students will draw upon previous knowledge of word processing.
Cultural Knowledge Knowledge Integration Students should make connections noting similarities and differences between menu/ keyboard commands of different software programs used home/ school. Inclusivity The activities require all students regardless of ability, social or cultural background to participate. Connectedness Narrative |
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
Mathematics
Data 1
Outcomes
A student:
Students:
BACKGROUND INFORMATION
Column graphs are useful in recording categorical data, including results obtained from simple probability experiments.
A scale of many-to-one correspondence in a column graph or line graph means that one unit is used to represent more than one of what is being counted or measured, eg 1 cm on the vertical axis used to represent 20 cm of body height.
Line graphs should only be used where meaning can be attached to the points on the line between plotted points, eg temperature readings over time.
Dot plots are an alternative to a column graph when there are only a small number of data values. Each value is recorded as a dot so that the frequencies for each of the values can be counted easily.
Students need to be provided with opportunities to discuss what information can be drawn from various data displays. Advantages and disadvantages of different representations of the same data should be explicitly taught.
Categorical data can be separated into distinct groups, eg colour, gender, blood type. Numerical data is expressed as numbers and obtained by counting, or by measurement of a physical attribute, eg the number of students in a class (count) or the heights of students in a class (measurement).
LANGUAGE
Students should be able to communicate using the following language: data, survey, category, display, tabulate, table, column graph, vertical columns, horizontal bars, equal spacing, title, scale, vertical axis, horizontal axis, axes, line graph, dot plots, spreadsheet.
Data 1
Outcomes
A student:
- MA3-1WM describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions
- MA3-3WM gives a valid reason for supporting one possible solution over another
- MA3-18SP uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables
Students:
- Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
- Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
- tabulate collected data, including numerical data, with and without the use of digital technologies such as spreadsheets
- construct column and line graphs of numerical data using a scale of many-to-one correspondence, with and without the use of digital technologies
- name and label the horizontal and vertical axes when constructing graphs (Communicating)
- choose an appropriate title to describe the data represented in a data display (Communicating)
- determine an appropriate scale of many-to-one correspondence to represent the data in a data display (Reasoning)
- construct dot plots for numerical data, eg the number of siblings of each student in the class
- consider the data type to determine and draw the most appropriate display(s), such as column graphs, dot plots and line graphs
- discuss and justify the choice of data display used (Communicating, Reasoning)
- recognise that line graphs are used to represent data that demonstrates continuous change, eg hourly temperature (Communicating)
- recognise which types of data display are most appropriate to represent categorical data (Communicating)
- Describe and interpret different data sets in context (ACMSP120)
- interpret line graphs using the scales on the axes
- describe and interpret data presented in tables, dot plots, column graphs and line graphs, eg 'The graph shows that the heights of all children in the class are between 125 cm and 154 cm'
- identify and describe relationships that can be observed in data displays, eg 'There are four times as many children in Year 5 whose favourite food is noodles compared to children whose favourite food is chicken' (Communicating, Reasoning)
- use information presented in data displays to aid decision making, eg decide how many of each soft drink to buy for a school fundraising activity by collecting and graphing data about favourite soft drinks for the year group or school (Reasoning)
BACKGROUND INFORMATION
Column graphs are useful in recording categorical data, including results obtained from simple probability experiments.
A scale of many-to-one correspondence in a column graph or line graph means that one unit is used to represent more than one of what is being counted or measured, eg 1 cm on the vertical axis used to represent 20 cm of body height.
Line graphs should only be used where meaning can be attached to the points on the line between plotted points, eg temperature readings over time.
Dot plots are an alternative to a column graph when there are only a small number of data values. Each value is recorded as a dot so that the frequencies for each of the values can be counted easily.
Students need to be provided with opportunities to discuss what information can be drawn from various data displays. Advantages and disadvantages of different representations of the same data should be explicitly taught.
Categorical data can be separated into distinct groups, eg colour, gender, blood type. Numerical data is expressed as numbers and obtained by counting, or by measurement of a physical attribute, eg the number of students in a class (count) or the heights of students in a class (measurement).
LANGUAGE
Students should be able to communicate using the following language: data, survey, category, display, tabulate, table, column graph, vertical columns, horizontal bars, equal spacing, title, scale, vertical axis, horizontal axis, axes, line graph, dot plots, spreadsheet.
Data 2
Outcomes
A student:
Students:
BACKGROUND INFORMATION
Data selected for interpretation can include census data, environmental audits of resources such as water and energy, and sports statistics.
LANGUAGE
Students should be able to communicate using the following language: data, collect, category, display, table, column graph, scale, axes, two-way table, side-by-side column graph, misleading, bias.
Outcomes
A student:
- MA3-1WM describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions
- MA3-3WM gives a valid reason for supporting one possible solution over another
- MA3-18SP uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables
Students:
- Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables(ACMSP147)
- interpret data presented in two-way tables
- create a two-way table to organise data involving two categorical variables, eg
- interpret side-by-side column graphs for two categorical variables, eg favourite television show of students in Year 1 compared to that of students in Year 6
- interpret and compare different displays of the same data set to determine the most appropriate display for the data set
- compare the effectiveness of different student-created data displays (Communicating)
- discuss the advantages and disadvantages of different representations of the same data (Communicating)
- explain which display is the most appropriate for interpretation of a particular data set (Communicating, Reasoning)
- compare representations of the same data set in a side-by-side column graph and in a two-way table (Reasoning)
- Interpret secondary data presented in digital media and elsewhere (ACMSP148)
- interpret data representations found in digital media and in factual texts
- interpret tables and graphs from the media and online sources, eg data about different sports teams (Reasoning)
- identify and describe conclusions that can be drawn from a particular representation of data (Communicating, Reasoning)
- critically evaluate data representations found in digital media and related claims
- discuss the messages that those who created a particular data representation might have wanted to convey (Communicating)
- identify sources of possible bias in representations of data in the media by discussing various influences on data collection and representation, eg who created or paid for the data collection, whether the representation is part of an advertisement (Communicating, Reasoning)
- identify misleading representations of data in the media, eg broken axes, graphics that are not drawn to scale (Reasoning)
BACKGROUND INFORMATION
Data selected for interpretation can include census data, environmental audits of resources such as water and energy, and sports statistics.
LANGUAGE
Students should be able to communicate using the following language: data, collect, category, display, table, column graph, scale, axes, two-way table, side-by-side column graph, misleading, bias.
Quality Teaching
Deep KnowledgeDeep Understanding
Problematic Knowledge
Higher Order Thinking
Metalanguage
data, collect, category, display, table, column graph, scale, axes, two-way table, side-by-side column graph, misleading, bias, survey, tabulate, vertical columns, horizontal bars, title, scale, vertical axis, horizontal axis, axes, line graph, dot plots, spreadsheet.
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
Reading and viewing 2
Outcome
A student:
The general capability (this program is concerned with) is:
Information and communication technology capability
Reading and viewing 2
Outcome
A student:
- EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
- explain and justify the responsible use of digital technologies
- identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
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.
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 & 2 2015
Computer Skills
Using computer-based technologies to locate, access, evaluate, manipulate, store and retrieve information
Creating Databases
Using computer-based technologies to locate, access, evaluate, manipulate, store and retrieve information
Creating Databases
- Understands structure/purpose of a database
- Understands strengths and weaknesses of databases
- Understands basic terminology - character, field, record, file, data types, cell, row, column
- Using Databases Opens and uses a commercial database eg. electronic encyclopaedias
- Locates specific information searching by subject, key word, author
- Locates specific record(s) using a query/find function
- Creating Databases Uses relevant fields
- Chooses appropriate data types for fields
- Sorts data
- Adds/deletes records
- Edits data in an existing record
History K–10
Content
Australia as a Nation
OUTCOMES
A student:
The historical concepts and skills to be taught throughout Stage 3 are listed in the Overview of Teaching and Learning.
CONTENT
Key figures and events that led to Australia's Federation, including British and American influences on Australia's system of law and government (ACHHK113)
Students:
Content
Australia as a Nation
OUTCOMES
A student:
- HT3-3 identifies change and continuity and describes the causes and effects of change on Australian society
- HT3-4 describes and explains the struggles for rights and freedoms in Australia, including Aboriginal and Torres Strait Islander peoples
- HT3-5 applies a variety of skills of historical inquiry and communication (constructing and using a database)
- Why and how did Australia become a nation?
- How did Australian society change throughout the twentieth century?
- Who were the people who came to Australia? Why did they come?
- What contribution have significant individuals (Prime Ministers) and groups made to the development of Australian society?
The historical concepts and skills to be taught throughout Stage 3 are listed in the Overview of Teaching and Learning.
CONTENT
Key figures and events that led to Australia's Federation, including British and American influences on Australia's system of law and government (ACHHK113)
Students:
- identify the influences of Britain and the USA on Australian democracy
- sequence key figures and events and explain their significance in the development of Australian democracy, eg Sir Henry Parkes, Edmund Barton, Louisa Lawson, Vida Goldstein
- outline local, state and federal government structures and responsibilities (Prime Ministers)
- Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children (ACHHK114)
English
Writing and representing
Outcome
A student:
Reading and viewing 2
Outcome
A student:
The general capability (this program is concerned with) is:
Information and communication technology capability
Writing and representing
Outcome
A student:
- EN3-2A composes, edits and presents well-structured and coherent texts
- use a range of software, including word processing (database) programs, learning new functions as required to create texts (ACELY1707, ACELY1717)
Reading and viewing 2
Outcome
A student:
- EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
- explain and justify the responsible use of digital technologies
- identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
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.
Quality Teaching
Deep KnowledgeCharacter, field, record, file, data types, cell, row, column
|
Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know what is expected - that they will be creating a database of Prime Ministers to search.
|
Background Knowledge
Students will draw upon previous knowledge of searching databases.
|
Deep Understanding
Cell, row, column
|
Engagement
Most student, most of the time will be seen working on tasks at the computers or in the library with books.
|
Cultural Knowledge
|
Problematic Knowledge
How best to present the fields in a record to satisfy a query. This requires that students organise, reorganise, apply and synthesise the information.
|
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.
|
Knowledge Integration
Students should make connections noting similarities and differences between menu/ keyboard commands of different software programs used at home/ school.
|
Higher Order Thinking
|
Social Support
Many students require differentiation and it can often take the form of peer support.
The computer room discourages negative comments. |
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
|
Metalanguage
ribbon, datasheet, design view, field name, character, field, record, file, data types, field type, cell, row, column, selecting / highlighting text blocks, font style, cut, copy, paste, insert graphic, tables, copyright
|
Student Self Regulation
Because most students are actively engaged in computer based tasks, they regulate their own behaviour most of the time.
|
Connectedness
|
Substantive Communication
|
Student Direction
Student exercise some direction over the means and manner by which the activities will be done.
|
Narrative
|
Term 4 2014
English
Reading and viewing
Outcome A student:
Students:
Develop and apply contextual knowledge
Thinking imaginatively, creatively, interpretively and critically
Outcome A student:
Students:
Engage personally with texts
Reading and viewing
Outcome A student:
- EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
Students:
Develop and apply contextual knowledge
- understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
- analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
- recognise evaluative language, including emotive language and modality
Thinking imaginatively, creatively, interpretively and critically
Outcome A student:
- EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
Students:
Engage personally with texts
- think critically about aspects of texts such as ideas and events
Computer Skills
Computer Operations and Concepts
-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
- Considers what needs to be printed eg pages to print
- Identifies cursor, knows 'I bar' and insertion point
- Has a knowledge of drop-down menus, what sub-menus they contain and conventions for activating them
- Inserts text
- Selects/highlights text
- Deletes text
- Varies font, size and style
- Understands cut, copy, paste
- Uses undo command
- Changes text alignment
- Changes margins and line spacing
-Internet
- Uses prepared bookmarks
- Chooses appropriate sites from a search
- Interprets information from a website
- Uses and understands hyperlinks/navigation buttons
- Understands the general structure of a web address
- Understands key features of a web page (links, site map, feedback, email)
- Determines whether information is current, accurate and reliable
Quality Teaching
Deep Knowledgeanalyse purpose of text, inserts text
Names and saves a document in appropriate folder/directory Chooses appropriate sites from a search Interprets information from a website Deep Understanding
thinks critically, inserts text
Names and saves a document in appropriate folder/directory Chooses appropriate sites from a search Interprets information from a website Problematic Knowledge
Is it fact or opinion - hard to tell when it is often mixed together. This requires that students research, apply and synthesise the information.
Higher Order Thinking
Metalanguage
fact, opinion, directory collaboration
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 what is expected - that they will studying and applying research skills skills to determine if a statement is a fact or an opinion.
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.
There is and embedded audio tract of the text. The computer room discourages negative comments. Student Direction
Student exercise some direction over the means and manner by which the activities will be done. Two of the four activities should be completed to pass but the opportunity to complete more either in class or at home is available.
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Background Knowledge
Students will draw upon previous knowledge of word processing, searching on the internet and books, general Australian facts and history from Stage 2.
Cultural Knowledge
Knowledge Integration
Students should make connections to the ILS - Desert Survivors.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Narrative
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Term 2 and 3 2014
English
Writing and representing
Outcome A student:
Reading and viewing 2
Outcome A student:
The general capability (this program is concerned with) is:
Information and communication technology capability
Writing and representing
Outcome A student:
- EN3-2A composes, edits and presents well-structured and coherent texts
- use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707, ACELY1717)
Reading and viewing 2
Outcome A student:
- EN3-3Auses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
- explain and justify the responsible use of digital technologies
- identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
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.
Science
Working Technologically
Outcome A student:
Working Technologically
Outcome A student:
- ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints
- Students generate and develop ideas by: selecting and using techniques for documenting and communicating design ideas to others, eg drawings, plans, flow charts, storyboarding, modelling and presentations, using digital technologies
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
-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
- Considers what needs to be printed eg pages to print
- Matches equipment to purpose - eg digital camera to capture images
- Identifies cursor, knows 'I bar' and insertion point
- Has a knowledge of drop-down menus, what sub-menus they contain and conventions for activating them
- Understands and uses dialogue boxes
- 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
- Locates and uses return/enter, space, delete/backspace, shift, caps lock
- Uses appropriate terminology - font, upper/lower case, bold, italics, underline
- Inserts text
- Selects/highlights text
- Deletes text
- Varies font, size and style
- Understands cut, copy, paste
- Uses undo command
- Creates text box
- Use find and replace
- Uses borders
- Uses spell checker
- Realises limitations of spell checker
- Changes text alignment
- Uses thesaurus
- Changes margins and line spacing
- Uses columns
- Adds a table to a document and edits rows and columns
- Understands factors that affect appearance of text on a page
- Understands use of Tab to indent
- Uses bullets, numbering
- Inserts graphics
- Understands copyright
-Internet
- Uses prepared bookmarks
- Uses and understands hyperlinks/navigation buttons
- Understands the general structure of a web address
- Understands key features of a web page (links, site map, feedback, email)
- Interprets information from a website
Quality Teaching
Deep KnowledgeSelecting text, fonts, cut, copy, paste, spell and grammar checkers, find, replace, insert graphic, headers and footers, columns and tables
Deep Understanding
tables , columns and text boxes organise information in wordprocessing documents
Problematic Knowledge
How best to present the pros and cons of a subject (biomass energy) This requires that students organise, reorganise, apply and synthesise the information.
Higher Order Thinking
Metalanguage
Selecting / highlighting text blocks, font style, cut, copy, paste, spell and grammar checkers, find, replace, insert graphic, headers and footers, columns and tables, copyright
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 what is expected - that they will studying and applying common wordprocessing 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.
There is and embedded audio tract of the text. 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
Student exercise some direction over the means and manner by which the activities will be done.
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Background Knowledge
Students will draw upon previous knowledge of wordprocessing.
Cultural Knowledge
Knowledge Integration
Students should make connections noting similarities and differences between menu/ keyboard commands of different software programs used home/ school.
Inclusivity
The activities require all students regardless of ability, social or cultural background to participate.
Connectedness
Narrative
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Term 1 2014
English
Writing and representing
Outcome A student:
Reading and viewing
Outcome A student:
Information and communication technology capability
Writing and representing
Outcome A student:
- EN3-2A composes, edits and presents well-structured and coherent texts
- understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas (digitally)
- experiment and use aspects of composing that enhance learning and enjoyment
- recognise and discuss issues related to the responsible use of digital communication
- compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics
- create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
- use increasingly complex research data from print and digital sources to compose short and sustained texts
- assess the reliability of resources, including digital resources, when researching topics
- reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705, ACELY1715)
- use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707, ACELY1717)
Reading and viewing
Outcome A student:
- EN3-3Auses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
- explain and justify the responsible use of digital technologies
- identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
- recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups
- explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations (ACELA1511)
- select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
- navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
- interpret picture books, comic strips and sequences of digital images which do not contain written text
- use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1703, ACELY1713)
- summarise a text and evaluate the intended message or theme
- discuss aspects of literature that influence personal choice in reading
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 Information and communication technology capability
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.
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
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
-Graphics
-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
- Considers what needs to be printed eg pages to print
- Matches equipment to purpose - eg digital camera to capture images
- Identifies cursor, knows 'I bar' and insertion point
- Has a knowledge of drop-down menus, what sub-menus they contain and conventions for activating them
- Understands and uses dialogue boxes
- 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
- Recognises similarities between graphics programs and applies that knowledge to a new situation
- Uses a digital camera to create a graphics file
- Uses a scanner to convert a picture into a graphics file
- Understands animation/illusion of movement
-Internet
- Uses prepared bookmarks
- Uses and understands hyperlinks/navigation buttons
- Understands the general structure of a web address
- Understands key features of a web page (links, site map, feedback, email)
- Interprets information from a website
Quality Teaching
Deep Knowledgedraw a graphic, label graphics meaningfully, use colour to emphasize aspects of the graphic
make an animated GIF. Deep Understanding
export graphics so that the file type can be changed, know what an animated GIF can do
Problematic Knowledge
From partner discussions students need decide what a typical Aussie is and depict it visually with annotations. This requires that they organise, reorganise, apply and synthesise the information.
Higher Order Thinking
Constructing a GIF requires analysing the incremental steps required to make smooth transition once the topic is addressed.
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, incremental steps, loop, export Substantive Communication
Tasks require students to communicate with their partner their understanding of a Typical Aussie, reach agreement and record their perception visually for a class audience.
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Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know what is expected - that they create a visual solution of a Typical Aussie. - make an animated GIF to use in a later assignment. - review parts of a computer (hardware and operating systems)
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
Student exercise some direction over the means and manner by which the activities will be done.
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Background Knowledge
Students continue to identify and interpret different forms of visual information, including animations and images. They use their drawing skills developed at home and school.
Cultural Knowledge
Knowledge Integration
Students should make connections noting similarities and differences between menu/ keyboard commands of different software programs used home/ school.
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 drawing a typical librarian.
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