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