Inquiring with ICTs-Students explore and use ICTs in the processes of inquiry across key learning areas. They:
experiment with different ICTs and select and use ICTs appropriate to the inquiry
conduct structured searches for data and information from a limited range of sources
reflect on how ICTs have assisted in meeting the inquiry purposes and in developing new
understandings.
Creating with ICTs-Students experiment with and use ICTs to create a range of responses to suit the purpose and
audience. They use ICTs to develop understanding, demonstrate creativity, thinking, learning,
collaboration and communication across key learning areas. They:
develop imaginative responses
record evidence of their learning
Communicating with ICTs-Students experiment with and use ICTs across key learning areas to collaborate and enhance
communication in different contexts for an identified audience. They:
share and communicate ideas, understandings and responses
apply basic communication conventions
Ethics, issues and ICTs-Students understand the role of some ICTs in society. They develop and apply ethical, safe and
responsible practices when working with ICTs in online and stand-alone environments. They:
follow guidelines for personal safety and information security practices when using ICTs
reflect on how ICTs are used in the community and identify their impact.
Operating ICTs-Students use a range of basic ICT functions and applications across key learning areas to inquire,
create collaborate and communicate, and to manage, store and retrieve information and data. They:
follow guidelines to use ICTs and associated processes
reflect on their operation of ICTs and identify what worked well and what did not.
Assessment
Assessment is ongoing throughout this inquiry unit. The unit begins with diagnostic assessment to focus on students prior knowledge by brainstorming on Wordle as the stundents are still in the beginning stage of developing their ICT skills.
Then followed by formative assessment where students will be developing their understandings of how a boat floats This will provide opportunity for the teacher to give feedback. Assessment will be created on Skble as they are in the proficient stage, as students have previously had experiences with paint throughout the year.
The final summative assessment allows students to show their achievements and concepts they have developed. This lesson will be done as a whole class as the students are in the beginning stage in developing their ICTs. The purpose of developing the prezi together is to show the students how to upload photos and information using ICTs. This presentation will then be uploaded to the Wiki so students can show their parents and peers.
Science and Technology in the early years classroom
Science Essential Learnings by the end of year three
Ways of working, students are able to:- pose questions and make predictions
- identify and collect data, information and evidence
- reflect on and identify other points of view relating to science in everyday situations
Knowledge and understandings,Earth and Beyond-changes in the observable environment influence life:
- Materials of the earth can be used in various ways
Natural and processed materials-Materials have different properties and undergo different changes:- Materials are categorised according to their observable properties
Energy and change- Energy can be used for different purposes:Technology Essential Learnings by the end of year three
Ways of working, students are able to:- generate simple ideas for designs
- select resources, simple techniques and tools to make products
- follows guidelines to apply safe practices
- reflect on the uses of technology and describe the impact in everyday situations
Knowledge and understandings,Technology as a human endeavour- Technology is part of our every day lives and activities:
- Technology and its products impacts on everyday lives in different ways.
Information, materials and systems (resources)- Resources are used to make products for particular purposes and contexts:ICTs Cross-curriculum priority by the end of year three
Inquiring with ICTs-Students explore and use ICTs in the processes of inquiry across key learning areas. They:- experiment with different ICTs and select and use ICTs appropriate to the inquiry
- conduct structured searches for data and information from a limited range of sources
- reflect on how ICTs have assisted in meeting the inquiry purposes and in developing new
Creating with ICTs-Students experiment with and use ICTs to create a range of responses to suit the purpose andunderstandings.
audience. They use ICTs to develop understanding, demonstrate creativity, thinking, learning,
collaboration and communication across key learning areas. They:
- develop imaginative responses
- record evidence of their learning
Communicating with ICTs-Students experiment with and use ICTs across key learning areas to collaborate and enhancecommunication in different contexts for an identified audience. They:
- share and communicate ideas, understandings and responses
- apply basic communication conventions
Ethics, issues and ICTs-Students understand the role of some ICTs in society. They develop and apply ethical, safe andresponsible practices when working with ICTs in online and stand-alone environments. They:
- follow guidelines for personal safety and information security practices when using ICTs
- reflect on how ICTs are used in the community and identify their impact.
Operating ICTs-Students use a range of basic ICT functions and applications across key learning areas to inquire,create collaborate and communicate, and to manage, store and retrieve information and data. They:
Assessment
Assessment is ongoing throughout this inquiry unit. The unit begins with diagnostic assessment to focus on students prior knowledge by brainstorming on Wordle as the stundents are still in the beginning stage of developing their ICT skills.Then followed by formative assessment where students will be developing their understandings of how a boat floats This will provide opportunity for the teacher to give feedback. Assessment will be created on Skble as they are in the proficient stage, as students have previously had experiences with paint throughout the year.
The final summative assessment allows students to show their achievements and concepts they have developed. This lesson will be done as a whole class as the students are in the beginning stage in developing their ICTs. The purpose of developing the prezi together is to show the students how to upload photos and information using ICTs. This presentation will then be uploaded to the Wiki so students can show their parents and peers.