6.+Teachers+Area

=**__Curriculum Documents__**= Elements of the following curriculum documents have been highlighted to point out the areas of the curriculum which are covered when the wiki site is used as a learning activity.

(3) Technology Essential Learnings by the end of Year 5.
(Click the curriculum document to see more)

Thinking Digitally
(Click on the document to view how these are used throughout the site)

__WEBSITES__
That may be used to help scaffold the newspaper writing genre: Great resources for teaching kids how to write in the newspaper genre have been supplied by real teachers on this website. These incldue games, worksheets and many more practical resources. This link on the learning place website provides resources and support for explicit teaching of the newspaper genre. I highly reccomend using these resources for teaching kids about the newspaper genre. I particularly like the 5W's table and this has been added to the Research page.
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**1. ICT Cross-curriculum priority by the end of Year 5**
• plan, conduct and manage structured searches for data and information • evaluate the data and information gathered for usefulness, credibility, relevance and accuracy
 * Inquiring with ICTs**

• develop simple plans to create imaginative responses • express and represent ideas, information and thinking • create imaginative responses that demonstrate required features
 * Creating with ICTs**

• collaborate and communicate ideas, understandings, information and responses • reflect on their use of ICTs and analyse and identify ways to improve the effectiveness of their collaboration and communication.
 * Communicating with ICTs**

• identify owner(s)/creator(s) of digital information sources and apply sound practices to acknowledge them
 * Ethics, issues and ICTs**

• experiment with operational processes and use the basic capabilities of a range of ICT devices • develop and apply “help” strategies for effective use of ICTs • reflect on and analyse their operational skills and identify ways to improve their effectiveness.
 * Operating ICTs**

Click ICT Cross Curriculum priority by the end of Year 5 to view the whole document.



**2. English** **Essential Learnings by the end of Year 5**
Students are able to: aspects of the subject matter have been included or excluded personal, cultural and social experiences that match an audience and purpose aspects that contribute to enjoyment and appreciation represent people, characters, places, events and things in particular ways
 * Ways of working**
 * identify the relationship between audience, purpose and text type
 * interpret how people, characters, places, events and things have been represented and whether
 * construct literary and non-literary texts by planning and developing subject matter, using
 * make judgments and justify opinions using information and ideas from texts, and recognise
 * reflect on and describe the effectiveness of language elements and how the language choices
 * reflect on learning to identify new understandings and future applications.


 * Knowledge and understanding**


 * Reading and viewing**

• Purposes for reading and viewing are identified and are supported by the selection of texts based on an overview that includes skimming and scanning titles, visuals, headings, font size, tables of contents, indexes and lists e.g. selecting an appropriate website from a list of different resources to support a task.

• Readers and viewers draw on their prior knowledge of language and texts when engaging with a text e.g. readers familiar with newspapers will bring understandings about the way news reports are written.

• Words, groups of words, visual resources and images can be included or excluded to elaborate ideas and information and to portray people, characters, places, events and things in different ways.


 * Writing and designing**

• The purpose of writing and designing includes entertaining, informing and describing e.g. designing a comic strip to entertain. • Writers and designers can adopt different roles, and make language choices appropriate to the audience

• Words and phrases, symbols, images and audio affect meaning and interpretation.

• Text users make choices about grammar and punctuation, to make meaning.

• Writers and designers refer to authoritative sources and use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting

• Paragraphs separate ideas in texts and contain a topic sentence.
 * Language elements**

• A sentence can be either simple, compound or complex

• Text connectives signal how things, ideas and information are related

• Time connectives and tense are used to locate characters or action in time

• Sentences can indicate what is happening (verbs), who or what is taking part (nouns), what it looks like (adjectives), and the circumstances surrounding the action (prepositional phrases and adverbs)

• Figurative language describes settings and characters

• Punctuation marks, including commas, apostrophes and speech marks, signal meaning in texts e.g. speech marks show the beginning and end of direct speech: “Brush your teeth,” Mum said.

• Vocabulary is chosen to express ideas and information in a commonsense or technical way

• Auditory, spoken, visual and nonverbal elements add meaning to the subject matter and focus the audience’s attention


 * Literary and non-literary texts**

• Aspects of subject matter can be included or omitted to present a point of view e.g. an article on cats as excellent pets may choose to omit information about their impact on native wildlife.

• Information and news reports, articles, features, simple arguments, descriptions, explanations, group discussions and formal presentations are types of non-literary texts.

• Main ideas are established by identifying who, what, where, when, how and why.

• Reports and arguments have structures, including an introduction or a general statement, elaboration of information or reasons, and a conclusion.

Click English Essential Learnings by the end of Year 5 to view the whole document.



**3. Technology Essential Learnings by the end of Year 5**
__**Ways of working**__
 * Students are able to:**

• identify and analyse the purpose and context for design ideas • generate design ideas that match requirements • communicate the details of their designs using 2D or 3D visual representations • select resources, techniques and tools to make products • plan production procedures by identifying and sequencing steps • make products to match design ideas by manipulating and processing resources • identify and apply safe practices • evaluate products and processes to identify strengths, limitations, effectiveness and improvements • reflect on and identify the impacts of products and processes on people and their communities • reflect on learning to identify new understandings and future applications.

__**Knowledge and understanding**__

• Aspects of appropriateness influence product design and production decisions
 * Technology as a human endeavour**


 * Information, materials and systems (resources)**

• Resources have particular characteristics that make them more suitable for a specific purpose and context e.g. selecting and using suitable information sources to investigate a game; designing shoes and uniforms based on function and aesthetics; selecting suitable materials to create an eco-friendly compost system. • Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas

Click Technology Essential Learnings by the end of Year 5 to view the whole document.



__Productive Pedagogies__
These aspects of the Productive Pedagogies have been incorporated so far:

__Metalanguage__ --> Aspects of language, grammar and vocabulary are given prominence.

__Social Support__ --> The classroom is characterised by an atmosphere of mutual respect and support between teacher and students, and among students.

__Explicit quality performance criteria__ --> Criteria for judging the range of student performance is made explicit.

__Group Identity__ --> A sense of community where differences are valued is developed through this class project as students will be elected into roles for the newspaper after participating in all roles to gain a better understanding of their strongest intelligences. Thus __active citizenship__ will also be prominent in the classroom.

Click Productive Pedagogies Classroom reflection mannual to view the whole document.



__Blooms Taxonomy Blooms Digitally__




Click here to see Blooms Taxonomy Digitally (Churches, A., 2008)



__Thinking Digitally__
Elements of the Thinking Digitally project diagram have been considered for this wiki site, including:
 * Research
 * Collate Information
 * Ideas
 * Publishing
 * Collaboration
 * Team Work
 * Express Understandings
 * Composing

Name: Tenielle Edmondson. Student number: 122 56 309. ED3441 Technology Across the Curriculum, 2010.