key skills to be achieved in ict - st pius x · 40 min work sheet activity activity 2: teacher...

Digital Technology Plan TERM 1-4 2016 Years 3-6 Contemporary Learning – A Guide to rotations in Flexible Spaces Timetabling

Rotation Model ORGANISATIONAL

STRUCTURE Activity 1

IWB Smart Board CLASSROOM 40 min

Work Sheet Activity

Activity 2: TEACHER GROUP

COMPUTERS IN LAB or Class 40min

PowerPoint Change Seasons


40min Ipad and Storymaker

HD/Popplet


40min Ipad and Storymaker HD/Popplet

Day 1 WHOLE CLASS SKILLS

20 minutes

Group 1 Group 2 Group 3 Group 4 Day 1 Group 4 Group 1 Group 2 Group 3 Day 2 Group 3 Group 4 Group 1 Group 2 Day 2 Group 2 Group 3 Group 4 Group 1

Overview of Learning Activities/Organisational Structures Unit/Topic Subject Area Teaching

Strategy Learning Experience and Teaching Points Resources Assessment

Evidence

Teacher Group IWB Smart

Board CLASSROOM

COMPUTERS IN LAB

or Class PowerPoint Change

Ipad and Pic Collage Groups of Poster

Ipad and Pic Collage Groups of Poster

Key Skills to be achieved in ICT

Digital Technology Planner, 2016 1

Learning Continuum ICT Capability 2016 http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/continuum#layout=columns&page=5 LEVELS 1-5

Applying social and ethical protocols and practices when using ICT

Level 1 Typically by the end of Foundation Year, students: Recognise intellectual property recognise ownership over their own digital work Apply digital information security practices follow class rules about using digital information Apply personal security protocols follow class rules when sharing personal information with known audiences and demonstrate an awareness of applying social protocols when using ICT to communicate Identify the impacts of ICT in society identify how they use ICT in multiple ways on multiple devices

Level 2 Typically by the end of Year 2, students: Recognise intellectual property recognise ownership of digital products that others produce and that what they create or provide can be used or misused by others Apply digital information security practices follow class rules about applying selected standard guidelines and techniques to secure digital information Apply personal security protocols follow class guidelines when sharing personal information and apply basic social protocols when using ICT to communicate with known audiences Identify the impacts of ICT in society identify how ICT is used at home and at school

Level 3 Typically by the end of Year 4, students: Recognise intellectual property acknowledge when they use digital products created by someone else, and start to indicate the source Apply digital information security practices independently apply standard guidelines and techniques for particular digital systems to secure digital information Apply personal security protocols apply standard guidelines and take action to avoid the common dangers to personal security when using ICT and apply appropriate basic social protocols when using ICT to communicate with unknown audiences Identify the impacts of ICT in society identify the value and role of ICT use at home and school

Level 4 Typically by the end of Year 6, students: Recognise intellectual property identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions Apply digital information security practices independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments Apply personal security protocols identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts

Level 5 Typically by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments Apply personal security protocols identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities Identify the impacts of ICT in society


http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/continuum#layout=columns&page=5

Identify the impacts of ICT in society explain the main uses of ICT at school, home and in the local community, and recognise its potential positive and negative impacts on their lives

explain the benefits and risks of the use of ICT for particular people in work and home environments

Investigating with ICT

Level 1 Typically by the end of Foundation Year, students: Define and plan information searches use ICT to identify where information is located Locate, generate and access data and information use icons to locate or generate required information Select and evaluate data and information explain how located data or information was used

Level 2 Typically by the end of Year 2, students: Define and plan information searches use ICT to identify, record and classify textual and graphic information to show what is known and what needs to be investigated Locate, generate and access data and information locate information from a given set of digital sources Select and evaluate data and information explain the usefulness of located data or information

Level 3 Typically by the end of Year 4, students: Define and plan information searches use ICT to plan an information search or generation of information, recognising some pattern within the information, Locate, generate and access data and information locate, retrieve or generate information from a range of digital sources Select and evaluate data and information explain why located data or information was selected

Level 4 Typically by the end of Year 6, students: Define and plan information searches use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information Locate, generate and access data and information locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways Select and evaluate data and information assess the suitability of data or information using a range of appropriate given criteria

Level 5 Typically by the end of Year 8, students: Define and plan information searches use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation Locate, generate and access data and information locate, retrieve or generate information using search facilities and organise information in meaningful ways Select and evaluate data and information assess the suitability of data or information using appropriate own criteria


Creating with ICT

Level 1 Typically by the end of Foundation Year, students: Generate ideas, plans and processes use ICT to follow or contribute to a simple plan for a solution Generate solutions to challenges and learning area tasks use ICT as a creative tool to generate simple solutions, modifications or data representations for personal or school purposes

Level 2 Typically by the end of Year 2, students: Generate ideas, plans and processes use ICT to prepare simple plans to find solutions or answers to questions Generate solutions to challenges and learning area tasks experiment with ICT as a creative tool to generate simple solutions, modifications or data representations for particular audiences or purposes

Level 3 Typically by the end of Year 4, students: Generate ideas, plans and processes use ICT to generate ideas and plan solutions Generate solutions to challenges and learning area tasks create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes

Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes

Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions

Communicating with ICT

Level 1 Typically by the end of Foundation Year, students: Collaborate, share and exchange use purposefully selected ICT tools safely to view information shared by trusted adults Understand computer mediated communications understand that messages are recorded, viewed or sent in computer mediated communications for others to receive

Level 2 Typically by the end of Year 2, students: Collaborate, share and exchange use purposefully selected ICT tools safely to share and exchange information with appropriate local audiences Understand computer mediated communications understand that computer mediated communications may be received later by the receiver

Level 3 Typically by the end of Year 4, students: Collaborate, share and exchange use appropriate ICT tools safely to share and exchange information with appropriate known audiences Understand computer mediated communications understand that computer mediated communications are directed to an audience for a purpose


Level 4 Typically by the end of Year 6, students: Collaborate, share and exchange select and use appropriate ICT tools safely to share and exchange information and to safely collaborate with others Understand computer mediated communications understand that particular forms of computer mediated communications and tools are suited to synchronous or asynchronous and one-to-one or group communications

Level 5 Typically by the end of Year 8, students: Collaborate, share and exchange select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences Understand computer mediated communications understand that there are various methods of collaboration through computer mediated communications that vary in form and control

Managing and operating ICT

Level 1 Typically by the end of Foundation Year, students: Select and use hardware and software identify and safely operate ICT systems to complete relevant simple specified tasks and seek help when encountering a problem Understand ICT systems identify common consumer ICT systems with input and output functions Manage digital data save and retrieve digital data with support

Level 2 Typically by the end of Year 2, students: Select and use hardware and software identify and safely operate a selected range of appropriate devices, software, functions and commands when operating an ICT system and attempt to solve a problem before seeking help Understand ICT systems identify the main components of common consumer ICT systems, their fundamental functions, and describe them using basic ICT terminology Manage digital data manage and maintain digital data with guidance

Level 3 Typically by the end of Year 4, students: Select and use hardware and software identify and independently operate a range of devices, software, functions and commands, taking into consideration ergonomics when operating appropriate ICT systems, and seek solutions when encountering a problem Understand ICT systems identify and compare the use of the main components of different ICT systems Manage digital data manage and maintain digital data using common methods

Level 4 Typically by the end of Year 6, students: Select and use hardware and software select from, and safely operate, a range of devices to undertake specific tasks and use basic troubleshooting procedures to solve routine malfunctions Understand ICT systems identify, compare and classify basic ICT system components

Level 5 Typically by the end of Year 8, students: Select and use hardware and software independently select and operate a range of devices by adjusting relevant software functions to suit specific tasks, and independently use common troubleshooting procedures to solve routine malfunctions


Manage digital data manage and maintain data on different storage mediums – locally and on networks

Understand ICT systems identify and compare networked ICT system components including between hardware, software and data Manage digital data manage and maintain data for groups of users using a variety of methods and systems

Key Skills to be achieved in Digital Technologies

LEVELS 3-4

Years 3 and 4 Years 3 and 4 Band Description Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community.

By the end of Year 4, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real world systems and simple guessing games.

In Year 3 and 4, students explore digital systems in terms of their components, and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation.

Using the concept of abstraction, students define simple problems using techniques such as summarising facts to deduce conclusions. They record simple solutions to problems through text and diagrams and develop their designing skills from initially following prepared algorithms to describing their own that support branching (choice of options) and user input. Their solutions are implemented using appropriate software including visual programming languages that use graphical elements rather than text instructions. They explain, in general terms, how their solutions meet specific needs and consider how society may use digital systems to meet needs in environmentally sustainable ways.

With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and communicating in online environments they develop an understanding of why it is important to consider the feelings of their audiences and apply safe practices and social protocols agreed by the class that demonstrate respectful behaviour.

Years 3 and 4 Content Descriptions

3-4 Digital Technologies Knowledge and Understanding

Digital Technologies Processes and Production Skills

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types ofdata (ACTDIK007) View additional details about Numeracy View additional details about Information and Communication Technology (ICT) Capability View

Collect, access and present different types of data using simple software to create information and solve problems(ACTDIP009) View additional details about Literacy View additional details about Numeracy View additional details about Information and Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them(ACTDIP010) View additional details about Literacy View additional details about Numeracy View additional details about Information and


http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=data

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACTDIK007

http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACTDIK007&gcTitle=Numeracy&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f2


http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACTDIK007&gcTitle=Information+and+Communication+Technology+(ICT)+Capability&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f3




http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACTDIK007&gcTitle=Critical+and+Creative+Thinking&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f4


http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACTDIP009

http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACTDIP009&gcTitle=Literacy&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f1


http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACTDIP009&gcTitle=Numeracy&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f2


http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACTDIP009&gcTitle=Information+and+Communication+Technology+(ICT)+Capability&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f3



http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACTDIP009&gcTitle=Critical+and+Creative+Thinking&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f4







additional details about Critical and Creative Thinking Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008) View additional details about Literacy View additional details about Numeracy View additional details about Information and Communication Technology (ICT) Capability

Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input(ACTDIP011) View additional details about Numeracy View additional details about Information and Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012) View additional details about Literacy View additional details about Information and Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking View additional details about Personal and Social Capability Plan, create and communicate ideas and information independently and with others, applying agreed ethical andsocial protocols (ACTDIP013) View additional details about Literacy View additional details about Information and Communication Technology (ICT) Capability View additional details about Personal and Social Capability

Years 3 and 4 Achievement Standard By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways. Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

LEVELS 5-6

Years 5 and 6 Years 5 and 6 Band Description Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the sustainability of information systems for current and future uses. By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations. In Year 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems and how data are transferred between systems. They learn to further develop abstractions by identifying common elements across similar problems and systems and develop an understanding of the relationship between models and the real-world systems they represent. When creating solutions, students define problems clearly by identifying appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when implementing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own and existing information systems. Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols such as devising file naming conventions that are meaningful and determining safe storage locations to protect data and information.







http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACTDIK008&gcTitle=Literacy&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f1












http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=branching

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=input















http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACTDIP012&gcTitle=Personal+and+Social+Capability&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f5

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=social+protocols









http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Describe

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Explain

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Design


http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Manipulate

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Describe

5-6 Digital Technologies Knowledge and Understanding

Digital Technologies Processes and Production Skills

Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014) View additional details about Literacy View additional details about Information and Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking Examine how whole numbers are used to represent all data in digital systems (ACTDIK015) View additional details about Numeracy View additional details about Information and Communication Technology (ICT) Capability

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016) View additional details about Literacy View additional details about Numeracy View additional details about Information and Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017) View additional details about Literacy View additional details about Numeracy View additional details about Information and Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking Design a user interface for a digital system (ACTDIP018) View additional details about Information and Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition)(ACTDIP019) View additional details about Literacy View additional details about Numeracy View additional details about Information and Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input(ACTDIP020) View additional details about Numeracy View additional details about Information and Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021) View additional details about Literacy View additional details about Information and Communication Technology (ICT) Capability View additional details about Critical and Creative Thinking View additional details about Personal and Social Capability View additional details about Ethical Understanding Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022) View additional details about Literacy View additional details about Information and Communication Technology (ICT) Capability View additional details about Personal and Social Capability

Years 5 and 6 Achievement Standard By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.

Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

Embedding Technologies / Planner

Term 1 Ausvel

sFocus Teaching Strategy

Rotating Group Learning Intention and Teaching Points Resources Assessment Evidence and Descriptor


http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=components













































http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=user+interface

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=digital+system






http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=iteration











http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=iteration

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=input








http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=sustainable











http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACTDIP021&gcTitle=Ethical+Understanding&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f7














Week 1

Inquiry

Science -

Change

Activity 1: Teacher Group (IWB Key reminder: Delivery of content through Wiki and independent Navigation by students opens doorways. Activity 2: Introduce PowerPoint Change Activity Students to open and save into folder and complete some initial exercises around Powerpoint or one modified by the teachers. Activity 3: Ipad Pic Collage and then Popplet Students learn the tools of th Activity 4: Ipad Pic Collage and then Popplet Students learn the tools of th

ICT Capability Applying

Digital Technologies Desciptor Applying

Week 2

Focus:

Week 3

10.2.16

Focus:

Google Classroom

Whole Class set up

Activity 1

We had the students log into their accounts. We had the students open their drives. Activity 2 We had the students navigate to Google Clasroom app and register as a students then Join the class. We had them then draft a response to our first post and then add this comment as a response to the post.

Google Classroom ICT Capability Navigation

Inserting Text and slides Online Etiquette with comments Digital Technologies Desciptor

Joining a collaborative space


We discussed and modelled the positives and negatives to posting a comment and what is suitable and not suitable.

Week 4

Focus –

Week 5

Focus -

Week 6

23.2.2015

Focus –

Next Digital Portfolio set up

Step By Step in the Classroom We had the students log into their accounts on the computers so we

had a larger screen and visibility to help them get the Digital

Portfolio structures in place.

We talked briefly about the purpose of the Site Portfolio but this can


be elaborated on with the teachers.

We signed into our Google Accounts and did the following:

● Apps menu and down to more apps,even more apps and

Sites

● Create - to create new site

● Site description and Category

● Named site with convention saanthonyh2016 this would be

a grade 6 site address

● We selected theme then created site

● We shared site with teachers inviting teacher to site and

edited permissions for school giving viewing rights.

● We looked at Edit button to change to page layout to 2

columns

● We typed and formatted text

● Saved page

● New page button and started creating Goals,

English,Maths,Inquiry, Religion, Specialists, Blog Post for

announcements

● Each time we created a page we went to COG and Edit Site

Layout

● Here we created a new Navigation block called 2016

● We went here each time and added the pages we created to

the 2016 menu

● In some grades we added the announcements page to the

front home page


● We saved the site and Logged out

Editing the Sites Add and edit pages to look like the following: Video Help - Click Here Go to LAYOUT and select option Insert Image - Upload Image - Open Click CHANGE and then paste link to website Type a TITLE at top Press OK to assign link to image Resize and Centre if required

Week 7

4.3.2016

Focus –

DIGITAL PORTFOLIO and SITES Activity 1: Portolio Heading We learnt how to edit the page and then do the following: Go to Cooltext.com - create logo heading Right Click save as and into folder Insert into Site heading and Center and SIZE Activity 2: Introduce Avatar Students use Doppleme.com and create AVATAR - Right Click save as and into folder Insert into Site heading and Center and SIZE


https://drive.google.com/file/d/0B39HJ5jocwGmYkdwaFJoRjNYNEU/view?usp=sharing

Week 8

Focus - Next - About Me in Docs

Avatar Descriptive Writing

Week 9

Focus –

Week 10

Focus –

Embedding ICT/ Planner Term 2

AusvelsFocus

Teaching Strategy


Week 1

Inquiry

Science -

Change

Activity 1: Teacher Group (IWB Key reminder: Delivery of content through Wiki and independent Navigation by students opens doorways. Activity 2: Introduce PowerPoint Change Activity Students to open and save into folder and complete some initial exercises around Powerpoint or one modified by the teachers. Activity 3: Ipad Pic Collage and then Popplet




Students learn the tools of th Activity 4: Ipad Pic Collage and then Popplet Students learn the tools of th

Week 2

Focus:

DIGITAL PORTFOLIO and SITES Activity 1: Portolio Heading We learnt how to edit the page and then do the following: We added and uploaded content to our Digital Portfolio pages. We looked at options with the CAMERA and also the Ipad to capture our work and upload to the site. We inserted ready made Googel Documents into our site. Activity 2: Introduce Avatar

Week 3

Focus:

Week 4 3.5.2016

Focus –

CYBER Safety and SITES Activity 1: Cyber Safety We learnt how to open our CYBER SAFETY Journals from Classroom. We went over how to aaccess the cyber safety activities on my site. We then leaned how to CAPTURE using the SNIPPING tol and adding these to our Jounals. We added and uploaded content to our Journals by adding learning statements and comments. We inserted ready made Journal into our sites fo some of the students.

Week 5

Focus -


Week 6

18.5.16

Focus –

Activity 1 -Continue PC and GOOGLE CLASSROOM for 3.4 Google Drawing Olypics Mind Map - Inquiry We went to the classroom and opened the Mind Map assignment. We worked on learning about how to duplicate shapes with CTRL and D, we coloured shapes. We used the connectors to connect shapes. We inserted clip art and resized and moved images. We also had the students creating a link to a website from the mind map eg. Ancient Greek Olympics. Skills: Navigation to site Opening a file Adding a word to s shape Inserting images Resizing with arrow symbols Capital letters with SHIFT Backspace Creating a Link to a website


http://12stmarys.wikispaces.com/We+All+Have+a+Story

Week 7

Focus –

Activity 2: NEXT Inquiry Project Start Coding Journal and activities

Week 8

Focus -

Week 9

Focus –

Week 10

15.6.16

Focus –

Activity 1: Coding Group Coding Journal Introduced the concept of coding and how to program me around the room and learning the idea of lines of code and programming. Students will open the Coding Journal delivered through Classroom. Students play the initial set of “PUZZLES” levels in Hour of Code. They will learn how to tell a computer what to do with a series of basic commands and gain the general process by which computer programs are written.

The courses involve the use of game like programs. and uses the tools of Blockly.

Go to the site Hour of Code Step 3. START the COURSE and PUZZLES

STAR WARS


https://docs.google.com/presentation/d/1FuaiqfRTKR17uH302SYQVkr-mVXxlYcKUK2G9VPq6_k/edit?usp=sharing

https://blockly-demo.appspot.com/static/demos/index.html

https://code.org/learn

In the next hour, we're going to build our own Star Wars game that will teach you the basic concepts of programming. Usually programming is all text but we're going to use blocks here so we can drag and drop to write the programs. Don't forget to open your journal and capture screenshots of each level you reach and add a learning comment - you may even add website links to help you in the future. Use - Snippet tool, Print screen or Chrome App eg. Lightshot Objectives Students will learn how to 1) Plan out a series of instructions 2) Write a Program, and have program run through the instructions 3) Test if the end result was correct (all the blue tiles were lit) 4) Debug If the result was not correct, walk through what happened, find the mistake, and modify the program

Log in, open up portal, follow coding lesson with Hour of Code

Week 11

21.6.16

Activity 1: Coding Group Coding Journal Introduced the concept of coding and how to program me around the room and learning the idea of lines of code and programming. Students will open the Coding Journal delivered through Classroom. Students play the initial set of “PUZZLES” levels in Hour of Code. They will learn how to tell a computer what to do with a series of basic commands and gain the general process by which computer programs are written.






Go to the site Hour of Code Step 3. START the COURSE and PUZZLES

STAR WARS

In the next hour, we're going to build our own Star Wars game that will teach you the basic concepts of programming. Usually programming is all text but we're going to use blocks here so we can drag and drop to write the programs. CYBER Safety and SITES Activity 2: Digital Footprint We learnt how to open our CYBER SAFETY Journals from Classroom. We went over how to aaccess the cyber safety activities on my site. We then leaned how to CAPTURE using the SNIPPING tol and adding these to our Jounals. We added and uploaded content to our Journals by adding learning statements and comments. We inserted ready made Journal into our sites fo some of the students.

We worked on the 3 Questions and answered 1 of them in the Journal about what shapes our footprint.

Embedding Technologies / Planner

Term 3 Ausvel

sFocus Teaching Strategy




Week 1

Inquiry

Science -

Change

Working on a research component for their Inquiry then deliver this through Classroom - then move towards methods of presentation using different options. Using Gardening Groups Roster

Rotations - we completed 2 today Activity 1: Coding Group Coding Journal Introduced the concept of coding and how to program me around the room and learning the idea of lines of code and programming. Students will open the Coding Journal delivered through Classroom. Students play the initial set of “PUZZLES” levels in Hour of Code. They will learn how to tell a computer what to do with a series of basic commands and gain the general process by which computer programs are written.


Go to the site Hour of Code Step 3. START the COURSE and PUZZLES Continue with STAR WARS and JOURNALLING Activity 2: Portolio Heading We learnt how to edit the page and then do the following: We added and uploaded content to our Digital Portfolio pages. We looked at options with work we had created Slides, Docs and Drawings and added Inquiry content into the site as wel as Literacy content for some. We inserted ready made Foofd, Olympic and Mind map into our site. CYBER Safety Activity 3: Digital Footprint We learnt how to open our CYBER SAFETY Journals from Classroom. We went over how to aaccess the cyber safety activities on my site. We then leaned how to CAPTURE using the SNIPPING tol and adding these to our Jounals. We added and uploaded content to our Journals by adding learning statements and comments. We inserted ready made Journal into our sites fo some of the students.







We worked on the 3 Questions and answered 1 of them in the Journal about what shapes our footprint.

Looking at What is Digital Footprint as well and answering this question.

Week 2

Focus:

Week 3

Focus:

3 ROTATIONAL GROUPS Using Gardening Groups Roster



Go to the site Hour of Code Step 3. START the COURSE and PUZZLES Continue with STAR WARS and JOURNALLING - some up to MINECRAFT Activity 2: Portolio We learnt how to edit the page and then do the following: We added and uploaded content to our Digital Portfolio pages. We looked at options with the CAMERA and also the Ipad to capture our work and upload to the site. We inserted ready made Googel Documents and slideshows into our site. CYBER Safety





Activity 3 Digital Citizenship B. Privacy Open your journal and create a heading called Digital Citizenship - Privacy

Your task is to Answer the following questions after researching the support sites:

It’s always best to use a ________________________ when you are using gaming sites. Set your profile to ________________________________ so only your friends can see it. Only share your _______________________ with your parents – never with your friends. Having too many online _____________ makes it harder to manage who can access your information. Don’t send picture messages to ___________________________ . Avoid posting personal information such as your __________, _________, _________ or ________. Esafety Fact Sheet on Social Networking Kidsmart Site on Social Networking Tips

Looking at What is Digital Footprint as well and answering this question.

Week 4

Focus –


https://www.esafety.gov.au/esafety-information/esafety-issues/social-networking

http://kidsmart.org.uk/socialnetworking/

Week 5

Focus -

Next Ipads included and drop the Digital Portfolio off as done now in class time.




Go to the site Hour of Code Step 3. START the COURSE and PUZZLES Continue with STAR WARS and JOURNALLING - some up to MINECRAFT

Activity 2: Coding Group Scratch Junior We introduced the students to Scratch Junior today. We went over the following blocks: Yellow Code Commands Blue Movement





Purple - speech bubbles Green - Recording Learning intention We programmed 2 character to move through a scene and turn, grow and say something in a speech bubble - add a recorded sound to extend.

Activity 3: Portolio We learnt how to edit the page and then do the following: We added and uploaded content to our Digital Portfolio pages. We looked at options with the CAMERA and also the Ipad to capture our work and upload to the site. We inserted ready made Googel Documents and slideshows into our site. We alsostarted photograpghing and usingwifi photo to insert intosites.

Week 6

Focus –



Week 7

Focus –

Week 8

Focus -

Week 9

Focus –





Go to the site Hour of Code Step 3. START the COURSE and PUZZLES Continue with STAR WARS and JOURNALLING - some up to MINECRAFT

Activity 2: Coding Group Scratch Junior Gave IntrotoScratch SeniorVersion Welooked at experimenting with the movement tools in the program





We introduced the students to Scratch Junior today. We went over the following blocks: Yellow Code Commands Blue Movement Purple - speech bubbles Green - Recording Learning intention We programmed 2 character to move through a scene and turn, grow and say something in a speech bubble - add a recorded sound to extend.

Activity 3: Portolio ADDED CONTENT FORTERM 3 - Added Docsand SLidesfor Oympics and Survive and Thrive beginning We learnt how to edit the page and then do the following: We added and uploaded content to our Digital Portfolio pages. We looked at options with the CAMERA and also the Ipad to capture our work and upload to the site. We inserted ready made Googel Documents and slideshows into our site. We alsostarted photograpghing and usingwifi photo to insert intosites. Showed some students how totake photo of PLANT and upload to folder in GoogleDrive.


NEXT

Lookat ways topublish the following with IMovie or Scratch Junior or Senior Include someIMotion stopmotion

Week 10

Focus –

Embedding Technologies / Planner Term 4

AusvelsFocus

Teaching Strategy



Week 1

Inquiry

Science -

Change



Rotations - we completed 3 today Activity 1: Coding Group Coding Journal CONTINUE Introduced the concept of coding and how to program me around the room and learning the idea of lines of code and programming. Students will open the Coding Journal delivered through Classroom. Students play the initial set of “PUZZLES” levels in Hour of Code. They will learn how to tell a computer what to do with a series of basic commands and gain the general process by which computer programs are written.


Go to the site Hour of Code Step 3. START the COURSE and PUZZLES Continue with STAR WARS and JOURNALLING - some up to MINECRAFT Activity 2: Portolio ADDED CONTENT FORTERM 3 - Added Docsand SLidesfor Oympics and Survive and Thrive beginning We learnt how to edit the page and then do the following: We added and uploaded content to our Digital Portfolio pages. We looked at options with the CAMERA and also the Ipad to capture our work and upload to the site. We inserted ready made Googel Documents and slideshows into our site.







We alsostarted photograpghing and usingwifi photo to insert intosites. Activity 3: Coding Group Scratch Cards and Programming

1. Scratch Cards Google Docs Cards Checklist We introduced the students to Scratch today and how to use the program

1. Scratch in 10 Minutes intro video https://scratch.mit.edu/projects/31407152/

We went over the following introduction blocks:

1. Programming Block Categories

We programmed in our Coding Journal a SCRATCH SECTION at the end and started work on the SCRATCH CARDS to familiarise students with some scripts that can be used to develop animations in Scratch. We captured our first stages of the cards in our journal. Showed some students how totake photo of PLANT and upload to folder in GoogleDrive. NEXT

Lookat ways topublish the following with IMovie or Scratch Junior or Senior Inclue someIMotion stopmotion

Week

2

Focus:

Next continue rotations but introduce ANIMATION for the INQUIRY to replace the PORTFOLIO section - class will be working on the final rotation next week and Portfolio work.

Week 3

Focus:

Group 1 CODING with Scratch

Group 2 Lucid Press Brochures


https://drive.google.com/open?id=0B39HJ5jocwGmR3FFemV2ZWoydEU

https://drive.google.com/open?id=1Y8CK6NG7ko-xwjtxvFu_JRFrKJ8oVcJlzzhzb5Wz-Eo

https://scratch.mit.edu/projects/31407152/


Group 3 LucidPress Brochures Activity 1: Coding Group Scratch Cards and Programming





We programmed in our Coding Journal a SCRATCH SECTION at the end and started work on the SCRATCH CARDS to familiarise students with some scripts that can be used to develop animations in Scratch. We captured our first stages of the cards in our journal. Activity 2: Coding Group Scratch Cards and Programming

Lucid Press We introduced the students to how to ADD THE APP today and how to use the program.

1. Opening the APP 2. Using the TUTORIAL to drag and drop and learn the tools 3. Use the template of a BROCHURE to start adding content for their

Frog Inquiry UNit research.






Week 4

Focus –

Week 5

Focus -

Group 1 Lucid Press Brochures Group 2 CODING with Scratch Group 3 CODING with Scratch

Activity 1: Coding Group Scratch Cards and Programming






We programmed in our Coding Journal a SCRATCH SECTION at the end and started work on the SCRATCH CARDS to familiarise students with some scripts that can be used to develop animations in Scratch. We captured our first stages of the cards in our journal. Activity 2: Lucid Press

Lucid Press - Continue with Frog Project






We introduced the students to how to ADD THE APP today and how to use the program.



Activity 3: IMotion

Today just gave the students a 15 minute introduction on how to use the app and what it is.

Next time we will create something with the survive and Thrive unit.

Week 6

Focus –



Week 7

Focus –

Group 1 Lucid Press Brochures Group 2 CODING with Scratch Group 3 CODING with Scratch

Activity 1: Coding Group Scratch Cards and Programming










We programmed in our Coding Journal a SCRATCH SECTION at the end and started work on the SCRATCH CARDS to familiarise students with some scripts that can be used to develop animations in Scratch. We captured our first stages of the cards in our journal. Activity 2: Lucid Press

Lucid Press - Continue with Frog Project We introduced the students to how to ADD THE APP today and how to use the program.




Activity 3: IMotion

Today just gave the students a 15 minute introduction on how to use the app and what it is.

Next time we will create something with the survive and Thrive unit. Activity 1: Animation Apple Tree - IMOTION APP Next - Narrative of the Apple Tree RE focus

We introduced the concept of animation and how to create an animation using a variety of methods in IMOTION APP We introduced the students to opening the APP and we set up the Ipad as a camera. We then demonstrated how to set up the scenery and that characters then build the story section by section


Sower Placing seeds - Birds eating seeds from path - Growing and dying in weeds and rocks - growing in the good soil. We had students use the matrials and make small movements capturing around 50 images. We then saved the movie through EXPORT to the camera roll. We then Saved it as a MOVIE with a frame sped around 3 and uploaded to the Google Drive. We shard and viewed the finished product.

Week 8

Focus -

Week 9

Focus –

Week 10

Focus –

We worked on updating our Google Site Portfolios today and added content from our drives in particular the Stop Motion story, Literacy activities and Inquiry content.

We then worked on activities done in class that were currently still in progress eg. Stop motion for Inquiry.


Note

ICT GROUPS Group 1 Group 2 Group 3

iPad Allocation Sheet

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

School ICT Guide Capabilities 2016
