Generate ideas, plans and processes
use ICT to generate ideas and plan solutions Show
examples
Examples:
using tables, photos and sketches in planning documents
English
(ACELY1682)
Science
(ACSIS054)
History
(ACHHK078)
Generate solutions to challenges and learning area tasks
create and modify simple digital solutions, creative outputs
or data representation/transformation for particular purposes Show
examples
Examples:
editing text, images, audio, and video for presentations and story-telling;
transforming data between numerical and graphical digital representation;
applying editing strategies
Mathematics
(ACMMG091)
English
(ACELY1685)
History
(ACHHS071)
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 Show examples
Examples:
using timeline software to plan processes; using concept mapping and
brainstorming software to generate key ideas; using graphic and audio visual
software to record ideas
Mathematics
(ACMNA123)
English
(ACELY1704)
Science
(ACSIS086)
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 Show examples
Examples:
manipulating and combining images, text, video and sound for presentations;
creating podcasts; applying purposeful editing and refining
processes
Mathematics
(ACMSP119)
English
(ACELT1798)
Science
(ACSIS090)
History
(ACHHS106)
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 Show examples
Examples:
sharing documents including text, graphics and numbers
Mathematics
(ACMNA189)
English
(ACELY1720)
Science
(ACSIS144)
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 Show examples
Examples:
creating movies, animations, websites and music; programming games; using
spread sheets; managing and editing original source materials
Mathematics
(ACMNA187)
English
(ACELY1728)
Science
(ACSIS129)
History
(ACHHS214)
Level 6
Typically by the end of Year 10, students:
Generate ideas, plans and processes
select and use ICT to articulate ideas and concepts, and
plan the development of complex solutions Show examples
Examples:
using software to create hyperlinks, tables and charts; using design and
project planning software
English
(ACELY1751)
Generate solutions to challenges and learning area tasks
Design, modify and manage complex digital solutions, or
multimodal creative outputs or data transformations for a range of audiences and
purposes Show examples
Examples:
modelling solutions in spread sheets, creating movies, animations, websites
and music; programming games; using databases; creating web pages for visually
impaired users; using advanced functions to manage and edit digital products for
desired effects
Mathematics
(ACMNA229)
English
(ACELT1773)
Science
(ACSIS203)
History
(ACHHS193)
Sarah Rixon on 06 Mar 14"Type Description Descriptive writing Not reflective. Description of events that occurred/report of literature. No attempt to provide reasons/justification for events. Descriptive reflection Reflective, not only a description of events but some attempt to provide reason/justification for events or actions but in a reportive or descriptive way. For example, "I chose this problem-solving activity because I believe that students should be active rather than passive learners". Recognition of alternate viewpoints in the research and literature which are reported. For example, Tyler (1949), because of the assumptions on which his approach rest suggests that the curriculum process should begin with objectives. Yinger (1979), on the other hand argues that the "task" is the starting point. Two forms: Reflection based generally on one perspective/factor as rationale. Reflection is based on the recognition of multiple factors and perspectives Dialogic reflection Demonstrates a "stepping back" from the events/actions leading to a different level of mulling about, discourse with self and exploring the experience, events, and actions using qualities of judgements and possible alternatives for explaining and hypothesising. Such reflection is analytics or/and integrative of factors and perspectives and may recognise inconsistencies in attempting to provide rationales and critique, for example. While I planned to use mainly written text materials I became aware very quickly that a number of students did not respond to these. Thinking about this now there may have been several reasons for this. A number of students, while reasonably proficient in English, even though they had been NESB learners, may still have lacked some confidence in handling the level of language in the text. Alternatively, a number of students may have been visual and tactile learners. In any case I found that I had to employ more concrete activities in my teaching. Critical reflection Demonstrates an aware
