LESSON PLANS

The lesson plans which follow are derived from the context of the Australian Curriculum where the general capability - ICT Capability - is located. It is important to note, however, that within the curriculum there are in fact a number of ways to integrate ICT and teach ICT capability. The first is to do as such and use the opportunities presented. Secondly, if opportunities do not arise then teachers can create them themselves so long as the appropriate time arises and that suitable software is selected for student use. Please remember, that students will only develop their ICT capability if they are provided with the opportunities to use more intellectually challenging content-free software such as word processors, coding programs, databases and graphic and graphing programs where the students’ level of decision-making and control is high.

ICT Capability in the Australian Curriculum Context

In the Australian English Curriculum for this particular year level, students are created to Create and Construct text in the following context.

• Imaginatively (narrative); • Informatively.

Students are also required to develop their ICT capability when they Retell/Recount the key events of a story.

Literacy Development

The lesson plans included in this teaching resource only cover the ICT capability context of literacy development. Therefore, it is important that before implementing these in the classroom that you do further literacy activities and development based on the context provided in the Australian Curriculum. Lesson plans here can be implemented to further develop student literacy with the use of ICT at the completion of previous excercise and only when the teacher deems that the student has progressed to the level required and set by the work program devised.

How to use the Activity Planning Sheets

Planning and assessment are so closely related that is best that they are addressed together. As assessment is closely linked to forward planning, we have put together activity planning sheets that will not only save you time in your planning but also ensure that each aspect supports the other.

An activity planning sheet sets out what to look for in a student’s work as well as specifying the nature and purpose of the activity. Records like this can be used:

• By principals, deputy principals and ICT coordinators to monitor the implementation of ICT across the school; • To assist the teacher in future planning; • To inform the teacher of the next year group of what has been covered; • To inform supply teachers; • To show any discrepancies between what was taught and what was actually planned.

DATE: / / . SUBJECT: ENGLISH IMAGINATIVE TEXT Recounting or retelling key events of a story

LEARNING CONTINUUM ELEMENTS: ICT CAPABILITY

Literature - Communicating with ICT • Understand computer mediated communications Creating with ICT • Generate ideas, plans and processes

Previous Lesson

Students listened to a story called .

Lesson Overview

In this lesson, students will be working on the ICT capability component of the activity where they will be retelling (recounting) key events in the story using digital technologies. The use of the term ‘digital technologies’ in the curriculum context leaves the choice of software open to the teacher’s own choice. It may include software such as MS PowerPoint, MS Photostory, iMovie, Movie Maker and MS Word or other word processors like Google Docs and Pages for iPads. Being not software specific there is a wide range of ICT techniques that students can learn depending on the software. The software which the students will be using is MS Word or Pages on iPads. A third option would be to use Google Docs.

Learning needs of the students

In terms of student ICT capability learning needs, the Australian Curriculum highlights the following capabilities:

Page numbering; Table of contents; Headings; Inserting digital images Inserting captions; Find, locate and start a word processing program Keyboarding skills such as using Shift and Caps Lock keys for capital letters, locating the full stop. Spell checker use. Despite, this, it would be necessary to conduct a pre-lesson to determine the level of ICT capability at the time. Student learning needs will be primarily based on this assessment.

Grouping/timing

Students will be grouped according to the: Differences in ICT capability- a less capable with a more capable student; Sex – Single sex pairs or mixed pairs (boy and girl) Nature of ICT activity – both students will collaborate on the one outcome or assist each other with their individual pieces of work Personalities – dominant personalities will be paired together.

Resources

What resources are available to you? You will need: • Computer or laptop; • Microsoft Word, Google Docs or Pages for iPad

Theoretical Context

The benefits of using ICT to support the processes of improving writing extends across the curriculum. The major benefit of word-processing is the possibility of redrafting. While text is on the screen it is fluid and malleable and it can be changed in any way without leaving a trace. This presents a zone of possibility to the writer, and has already had enormous impact on the way a writer operates in creating texts. The most obvious implication for teaching and learning is that children can benefit most from this ‘creative space’ of the word-processor in the initial stages of writing – when they are collecting and shaping ideas.

ICT Teaching Strategies

• Have high expectations of your students in terms of ICT capability;

• Structure your activities appropriately;

• Work with the whole class or group beforehand to clarify your expectations – focus their attention on what they are going to do, generate ideas about how they might go about it and demonstrate any new techniques involved;

• Identify to the students when it is helpful to plan their work first on paper;

• Introduce the learning activity through explanation and questioning of students. Conclude by further questioning and a summary of what has been achieved;

Monitoring and Intervening

• Plan any interventions during the activity at a stage when students meet a need for relevant knowledge. Students can see you when they have reached a particular stage;

Each of the ICT capability components should be monitored. These include routines, ICT techniques, concepts, processes and especially HOS.

How to monitor?

Routines – ease and speed by which ICT techniques are carried out. Use a brief checklist of ICT techniques that students should be able to use routinely.

ICT techniques – have a checklist and give those students who need help the minimum amount of support. This support should be withdrawn as soon as possible.

Processes – these are made up of several ICT techniques. Students need to work on the task (ensure that it is not set up step-by-step), so to make sure that you can let them try out new ideas and observe their approach and intervene when they fail to make the expected progress. Minimum level of support should be given – structure the activity by questioning, prompting and showing if necessary. Withdraw as much support as possible to see what the student can do unaided.

Higher Order Skills – these enable the student to carry out complete processes themselves when the scaffolding provided by the teacher is removed.

1. Model the techniques of strategic planning by thinking out loud in front of students to show the students what questions what might be asked during the process.

2. Give a groups of students responsibility of planning a task and coach them by asking them focusing questions at intervals to guide students towards a viable plan.

3. Involve the students socially in planning, monitoring, evaluating and reflecting through whole class teaching.

Your own learning needs (Are there any concepts that you need to revise and review before teaching?)

Organisational Memory Jogger

Things to organise include: • Passwords; • Availability of computers; • Maybe keys to computer lab.

Information for Teacher Aides/Adult Helpers

• Listen to what students to say and encourage them to share their ideas; • Help the children to understand that it is acceptable to try out their ideas and make mistakes; • Give the students time to work out their answers; • Take every opportunity to praise students’ success when completing the activity or developing a computer skill.

Learning Objectives

For ICT Capability: The key idea that ICT can be used to improve text and make a message clearer by means of onscreen editing. Learning deleting and inserting text to improve readability.

For English: Students will be required to retell the key events of the story using drawing, writing and digital forms of communication. Students will need to create texts that show understanding of the connection between writing, speech and images.

Other:

How will you help children who are experiencing difficulties with ICT?

How will you develop further the skills, knowledge and understanding of the most able in the class?

What do you expect the majority to have achieved by the end of the lesson?

Learning Needs – English as an additional language

The strategies that I will use include: - Partnering the children appropriately according to the language needed to access the activity; - Allow some pairs to work at the same computer if they are experiencing difficulties; - Check and re-check understanding of task.

Learning Needs – SEN students

Possible strategies include: • Peer tutoring; • Use printouts to help with the sequence of events; • Make step-by-step cards; • Enlist the help from other students; • Consider any minor adjustments to the existing activity; • Use the never-ending activity e.g. beebots. • Set challenges.

Assessment Opportunities – ICT capability

Students will be assessed on their capabilities to: • Operate a computer; • Logging on and off their portal; • Using a keyboard - Using Shift key or Caps Lock to create capital letters; • Creating/inserting images. •

English:

Key Questions

Questions will be asked when it comes time to intervene and they will be in the form of focusing questions to assist students in the formation of generalisations. Interventions are also planned during the activity when students meet a need for the relevant knowledge. The planned interventions will be in addition to the unplanned interventions. Possible structured questions that focus on the process used: • What key would you press? • Where is the key? • How would you create a new line? • Why is there a squiggly line under the word? • What key do you press to leave a space between the words?

Suggested Lesson Format

Whole class teaching is best for the demonstration of techniques. 1. Whole class teaching on the context and the activity; 2. Detailed explanation to each group when they were ready to work on the activity; 3. Careful choice of pairs to work on the computer in turn; 4. A review of key points with the group afterwards 10 minutes: Opening with demonstration at the IWB. Invite some participation from the children. Ask questions. Check and re-check understanding of the task. Share the learning objectives with the children. 25 minutes: Group 1 at the computers, Group 2 at the tables. Allow pairing of children where appropriate and supportive. 5 minutes: Change over and recap on purpose of the activity. 25 minutes: Group 2 at the computers, Group 1 at the tables. Allow pairing of children where appropriate and supportive. 10 minutes: Whole class discussion with contributions/questions from children. Allow the IWB. Remember to allow for questions from across the ability range. WRITE YOUR OWN HERE

Year 1

Subject: English/ICT/literacy

ICT Capability Learning Continuum

Communicating with ICT Creating with ICT

Topic: Retelling key events of a story Activity: Students will use MS Word or Pages as a word processor to draft/redraft and improve their writing of the key events of a particular story. They will learn how to turn the computer on (if necessary), log on and off their portal using their username and passwords, to locate and open a software application, use the keyboard to locate keys and use the Shift key or Caps Lock key to create capital letters. Also, they will learn how to use the Enter key to start a new line and to save their work into their folders. Advanced students will have the time to learn how to find and locate the Insert tab in order to select Shapes and format them appropriately using colour, effects and outlines.

Grouping: For students who are EAL or SEN that may work better as a pairs otherwise students can work individually.

Assessment: Independent management of work. Appropriate use of Caps Lock and Shift keys. Appropriate use of font/style/colour of text. Use of Shape formats like effects, colour and outline. Overall use of the keyboard.

DATE: SUBJECT: ENGLISH Character’s Thoughts and Feelings

Learning Continuum Elements: ICT Capability Literate –

Communicating with ICT • Understand computer mediated communications • Collaborate, share and exchange Creating with ICT • Generate solutions to challenges and learning area tasks

Previous Lesson – Character Reflection

In the previous lesson, students listened to and discussed a particular story. They were then ask to write a short text describing a character’s feelings and thought as part of their English/literacy development. It should have included details about the character’s personal preferences. Students also completed a diary entry as if they were that character.

Lesson Overview – Redraft of Character Reflection

Students who have completed their draft of the character description can begin to redraft/rewrite their work using a word processor such as MS Word in the computer lab or on the classroom computer. If iPads or laptops are available, students may also use the MS Word app or even the Pages app to do this activity. In this lesson, they will extend their literacy learning to learn how to improve their writing as part of the General Capability ICT capability.

Learning needs of the students

In terms of student ICT capability learning needs, the Australian Curriculum highlights the following capabilities: • Page numbering; • Table of contents; • Headings; • Inserting digital images • Inserting captions; • Find, locate and start a word processing program • Keyboarding skills such as using Shift and Caps Lock keys for capital letters, locating the full stop. • Spell checker use. Despite this, it would be necessary to conduct a pre-lesson to determine the level of ICT capability at the time. Student learning needs will be primarily based on this assessment.

In terms of literacy learning needs, students will have needed to have completed their previous draft of a character’s thoughts and feelings on paper after which they had completed any other activities.

- Know about responding from a character’s point of view – first person;

- Spelling patterns

- Elaborating on sentences.

Grouping/timing

Students will be grouped according to the: Differences in ICT capability- a less capable with a more capable student; Sex – Single sex pairs or mixed pairs (boy and girl) Nature of ICT activity – both students will collaborate on the one outcome or assist each other with their individual pieces of work Personalities – dominant personalities will be paired together.

Resources

What resources are available to you? You will need: • Computer, laptop or iPad (or other tablet computer); • Microsoft Word • Other software – Pages for iPad or any other word processing program.

Theoretical Context – ICT Capability

The benefits of using ICT to support the processes of improving writing extends across the curriculum. The major benefit of word-processing is the possibility of redrafting. While text is on the screen it is fluid and malleable and it can be changed in any way without leaving a trace. This presents a zone of possibility to the writer, and has already had enormous impact on the way a writer operates in creating texts. The most obvious implication for teaching and learning is that children can benefit most from this ‘creative space’ of the word-processor in the initial stages of writing – when they are collecting and shaping ideas.

ICT Teaching Strategies

• Have high expectations of your students in terms of ICT capability; • Structure your activities appropriately; • Work with the whole class or group beforehand to clarify your expectations – focus their attention on what they are going to do, generate ideas about how they might go about it and demonstrate any new techniques involved; • Identify to the students when it is helpful to plan their work first on paper; • Introduce the learning activity through explanation and questioning of students. Conclude by further questioning and a summary of what has been achieved; Monitoring and Intervening Plan any interventions during the activity at a stage when students meet a need for relevant knowledge. Students can see you when they have reached a particular stage; Each of the ICT capability components should be monitored. These include routines, ICT techniques, concepts, processes and especially HOS.

How to monitor?

Routines – ease and speed by which ICT techniques are carried out. Use a brief checklist of ICT techniques that students should be able to use routinely. ICT techniques – have a checklist and give those students who need help the minimum amount of support. This support should be withdrawn as soon as possible. Processes – these are made up of several ICT techniques. Students need to work on the task (ensure that it is not set up step-by-step), so to make sure that you can let them try out new ideas and observe their approach and intervene when they fail to make the expected progress. Minimum level of support should be given – structure the activity by questioning, prompting and showing if necessary. Withdraw as much support as possible to see what the student can do unaided.

Higher Order Skills – these enable the student to carry out complete processes themselves when the scaffolding provided by the teacher is removed.

1. Model the techniques of strategic planning by thinking out loud in front of students to show the students what questions what might be asked during the process.

2. Give a groups of students responsibility of planning a task and coach them by asking them focusing questions at intervals to guide students towards a viable plan.

3. Involve the students socially in planning, monitoring, evaluating and reflecting through whole class teaching.

Your own learning needs (Are there any ICT concepts that you need to revise and review before teaching?)

Organisational Memory Jogger

Things to organise include: • Passwords; • Availability of computers/iPads/laptops • Maybe keys to computer lab.

Information for Teacher Aides/Adult Helpers

• Listen to what students to say and encourage them to share their ideas; • Help the children to understand that it is acceptable to try out their ideas and make mistakes; • Give the students time to work out their answers; • Take every opportunity to praise students’ success when completing the activity or developing a computer skill.

Learning Objectives

For ICT Capability: The key idea that ICT can be used to improve text and make a message clearer by means of onscreen editing. Learning deleting and inserting text to improve readability.

For English: The key concept of full stops and capital letters to create sentences and improve sense and understanding of writing. Responses from a character’s point of view using ‘first person’. Accurate and elaborated sentences that provide details.

How will I develop further the skills, knowledge and understanding of the most able in the class?

How will I ensure an appropriate level of challenge for all ability groups? How will you support specific needs?

Learning Needs – English as an additional language

The strategies that I will use include: - Partnering the children appropriately according to the language needed to access the activity; - Allow some pairs to work at the same computer if they are experiencing difficulties; - Check and re-check understanding of task.

Learning Needs – SEN students

Possible strategies include: • Peer tutoring; • Use printouts to help with the sequence of events; • Make step-by-step cards; • Enlist the help from other students; • Consider any minor adjustments to the existing activity; • Use the never-ending activity e.g. beebots. • Set challenges.

Assessment Opportunities

ICT Capability – Students will be assessed on their capabilities to: • Operate a computer; • Logging on and off their portal; • Using a keyboard - Using Shift key or Caps Lock to create capital letters; Creating/inserting images; Full stop key used. • Locate and open MS Word; • Save draft(s) – it is an idea to get students to save multiple drafts naming them differently so to determine student progress in activity. • Print redraft for portfolio. English/Literacy – Students will be assessed on their capabilities to: - Respond from a character’s point of view e.g. “I like….”, “I don’t like….” - Writes legibly joining some upper and lower case letters correctly; - Spells some words with regular spelling patterns e.g. like, play, bake etc - Uses sound and letter knowledge to attempt unfamiliar words e.g. “dowing” (doing) and “vere” (very).

Key Questions

Questions will be asked when it comes time to intervene and they will be in the form of focusing questions to assist students in the formation of generalisations. Interventions are also planned during the activity when students meet a need for the relevant knowledge. The planned interventions will be in addition to the unplanned interventions. Some questions for ICT development, differentiated according to ability, might include: Which keys do you use to delete or rub out words? (Lower) How do you change letters from lower case to upper case? (Lower/Middle) How do you move around in the text and/or how do you place the cursor where you want it to go? (Middle) Do you know a quick way to locate the word ‘and’ in the text? (Higher) Possible structured questions that focus on the process used: • Where is the Shift key? Where is the Caps Lock key? Where is the Full Stop key? • What key would you press to create a new line? • Why is there a squiggly line under the word? • How would you check the spelling of a word? • What key do you press to leave a space between the words?

Suggested Lesson Format

Whole class teaching is best for the demonstration of ICT techniques.

10 minutes: Opening with demonstration at the IWB. Invite some participation from the children. Ask questions. Check and re-check understanding of the task. Share the learning objectives with the children. 25 minutes: Group 1 at the computers, Group 2 at the tables. Allow pairing of children where appropriate and supportive. 5 minutes: Change over and recap on purpose of the activity. 25 minutes: Group 2 at the computers, Group 1 at the tables. Allow pairing of children where appropriate and supportive. 10 minutes: Whole class discussion with contributions/questions from children. Allow the IWB. Remember to allow for questions from across the ability range. WRITE YOUR OWN FORMAT HERE 

Evaluate the lesson (operational issues, learning outcomes, next lesson)

Year 1

Subject: English/ICT/literacy

ICT Capability Learning Continuum

Communicating with ICT Creating with ICT

Topic: Character thoughts and feelings Activity: Students will use MS Word or Pages as a word processor to draft/redraft and improve their draft writing of the character’s feelings and thoughts. They will learn how to turn the computer on (if necessary), log on and off their portal using their username and passwords, to locate and open a software application, use the keyboard to locate keys and use the Shift key or Caps Lock key to create capital letters. Also, they will learn how to use the Enter key to start a new line and to save their work into their folders. Advanced students will have the time to learn how to find and locate the Insert tab in order to select Shapes and format them appropriately using colour, effects and outlines.

Grouping: For students who are EAL or SEN that may work better as a pairs otherwise students can work individually.

Assessment: Independent management of work. Appropriate use of Caps Lock and Shift keys. Appropriate use of font/style/colour of text. Use of Shape formats like effects, colour and outline. Overall use of the keyboard.

Date: / / . Subject: English

Informative Text

Learning Continuum Elements: ICT Capability

Literacy – Managing and operating ICT • Select and use hardware and software

Previous Lesson – Informative Texts

Students read and viewed a series of information text about . They compared information texts and imaginative texts. After that, students wrote an informational text about , and included a labelled illustration (as seen in the Above Satisfactory work example in the Australian Curriculum).

Lesson Overview – Informative Texts

In this lesson, students will redraft their informational text about , using a word processor as stated in the curriculum context. The word processor which they will use will be MS Word or if using an iPad or other tablet computer, Pages. Instead of drawing a labelled diagram students can use the ClipArt or insert an Online Picture about . In addition to learning about information texts, they will learn valuable ICT techniques in relation to word processing.

Learning needs of the students

In terms of student ICT capability learning needs, the Australian Curriculum highlights the following capabilities: • Page numbering; • Table of contents; • Headings; • Inserting digital images • Inserting captions; • Find, locate and start a word processing program • Keyboarding skills such as using Shift and Caps Lock keys for capital letters, locating the full stop. • Spell checker use. Despite, this, it would be necessary to conduct a pre-lesson to determine the level of ICT capability at the time. Student learning needs will be primarily based on this assessment.

Grouping/timing

Students will be grouped according to the: • Differences in ICT capability- a less capable with a more capable student; • Sex – Single sex pairs or mixed pairs (boy and girl) • Nature of ICT activity – both students will collaborate on the one outcome or assist each other with their individual pieces of work • Personalities – dominant personalities will be paired together

Resources

What resources are available to you? You will need: • Computer, laptop or iPad (or other tablet computer); • Microsoft Word or Google Docs • Other software – Pages for iPad or any other word processing program.

Theoretical Context

The benefits of using ICT to support the processes of improving writing extends across the curriculum. The major benefit of word-processing is the possibility of redrafting. While text is on the screen it is fluid and malleable and it can be changed in any way without leaving a trace. This presents a zone of possibility to the writer, and has already had enormous impact on the way a writer operates in creating texts. The most obvious implication for teaching and learning is that children can benefit most from this ‘creative space’ of the word-processor in the initial stages of writing – when they are collecting and shaping ideas.

ICT Teaching Strategies

• Have high expectations of your students in terms of ICT capability;

• Structure your activities appropriately;

• Work with the whole class or group beforehand to clarify your expectations – focus their attention on what they are going to do, generate ideas about how they might go about it and demonstrate any new techniques involved;

• Identify to the students when it is helpful to plan their work first on paper;

• Introduce the learning activity through explanation and questioning of students. Conclude by further questioning and a summary of what has been achieved;

Monitoring and Intervening

• Plan any interventions during the activity at a stage when students meet a need for relevant knowledge. Students can see you when they have reached a particular stage;

Each of the ICT capability components should be monitored. These include routines, ICT techniques, concepts, processes and especially HOS.

How to monitor?

Routines – ease and speed by which ICT techniques are carried out. Use a brief checklist of ICT techniques that students should be able to use routinely.

ICT techniques – have a checklist and give those students who need help the minimum amount of support. This support should be withdrawn as soon as possible.

Processes – these are made up of several ICT techniques. Students need to work on the task (ensure that it is not set up step-by-step), so to make sure that you can let them try out new ideas and observe their approach and intervene when they fail to make the expected progress. Minimum level of support should be given – structure the activity by questioning, prompting and showing if necessary. Withdraw as much support as possible to see what the student can do unaided.

This should be described by the way in which they approached the task and the support that they need.

1. Model the techniques of strategic planning by thinking out loud in front of students to show the students what questions what might be asked during the process.

2. Give a groups of students responsibility of planning a task and coach them by asking them focusing questions at intervals to guide students towards a viable plan.

3. Involve the students socially in planning, monitoring, evaluating and reflecting through whole class teaching.

Your own learning needs (Are there any concepts that you need to revise and review before teaching?)

Organisational Memory Jogger

Things to organise include: • Passwords; • Availability of computers; • Maybe keys to computer lab.

Information for Teacher Aides/Adult Helpers

• Listen to what students to say and encourage them to share their ideas; • Help the children to understand that it is acceptable to try out their ideas and make mistakes; • Give the students time to work out their answers; • Take every opportunity to praise students’ success when completing the activity or developing a computer skill.

Learning Objectives

For ICT Capability: The key idea that ICT can be used to improve text and make a message clearer by means of onscreen editing. Learning deleting and inserting text to improve readability. For English: Students will be required to recreate informative text that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams. It will need to include a title and capital letters.

Differentiation

How will I help children who are experiencing difficulties with ICT?

How will I develop further the skills, knowledge and understanding of the most able in the class?

How will I ensure an appropriate level of challenge for all ability groups? How will you support specific needs?

Learning Needs – English as an additional language

The strategies that I will use include: - Partnering the children appropriately according to the language needed to access the activity; - Allow some pairs to work at the same computer if they are experiencing difficulties; - Check and re-check understanding of task.

Learning Needs – SEN students

Examine IEPs before developing activities; Consider what minor adjustments could be made to existing activities; Consider changing screen resolution Possible strategies include: • Peer tutoring; • Use printouts to help with the sequence of events; • Make step-by-step cards; • Enlist the help from other students; • Consider any minor adjustments to the existing activity; • Use the never-ending activity e.g. beebots. • Set challenges.

Assessment Opportunities

Students will be assessed on their capabilities to: • Operate a computer; • Logging on and off their portal; • Using a keyboard; • Using Shift key or Caps Lock to create capital letters; • Creating images.

Key Questions

Questions will be asked when it comes time to intervene and they will be in the form of focusing questions to assist students in the formation of generalisations. Interventions are also planned during the activity when students meet a need for the relevant knowledge. The planned interventions will be in addition to the unplanned interventions. Possible structured questions that focus on the process used: • What key would you press? • Where is the key? • How would you create a new line? • Why is there a squiggly line under the word? • What key do you press to leave a space between the words?

10 minutes: Opening with demonstration at the IWB. Invite some participation from the children. Ask questions. Check and re-check understanding of the task. Share the learning objectives with the children. 25 minutes: Group 1 at the computers, Group 2 at the tables. Allow pairing of children where appropriate and supportive. 5 minutes: Change over and recap on purpose of the activity. 25 minutes: Group 2 at the computers, Group 1 at the tables. Allow pairing of children where appropriate and supportive. 10 minutes: Whole class discussion with contributions/questions from children. Allow the IWB. Remember to allow for questions from across the ability range. WRITE YOUR OWN HERE 

Evaluate the lesson (operational issues, learning outcomes, next lesson)

Year 1

Subject: English/ICT/literacy

Topic: Informative text

ICT Capability Learning Continuum

Investigating with ICT Creating with ICT Communicating with ICT Managing and operating with ICT

Activity: Students will use MS Word or Pages as a word processor to draft/redraft and improve their draft writing about . They will learn how to turn the computer on (if necessary), log on and off their portal using their username and passwords, to locate and open a software application, use the keyboard to locate keys and use the Shift key or Caps Lock key to create capital letters. Also, they will learn how to use the Enter key to start a new line and to save their work into their folders. Advanced students will have the time to learn how to find and locate the Insert tab in order to select Shapes and format them appropriately using colour, effects and outlines.

Grouping: For students who are EAL or SEN that may work better as a pairs otherwise students can work individually.

Assessment: Independent management of work. Appropriate use of Caps Lock and Shift keys. Appropriate use of font/style/colour of text.

Australian Curriculum. (2018, April 15). Australian Curriculum. Retrieved from General Capabilities: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Australian Curriculum. (2018, April 15). Australian Curriculum. Retrieved from English Year 1: https:// www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11575&year=11576&strand=Language&strand=Literature&strand=Literacy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&priority=ignore&priority=Aboriginal+and+Torre

Beauchamp, G. (2012). ICT in Cross Curricular Teaching. In G. Beauchamp, ICT in the Primary School, from Pedagogy to Practice (pp. 155-156). Routledge.

Howell, J. (2012). Developing digital fluency in learners. In J. Howell, Teaching with ICT: Digital Pedagogies for Collaboration and Creativity (pp. 147 - 181). Oxford University Press.

Kennewell, S. (2004). Developing ICT Capability. In S. Kennewell, Meeting the standards in Using ICT for secondary teaching (pp. 111-114). New York: Routledge Falmer.

Kennewell, S., Parkinson, J., & Tanner, H. (2000). Developing ICT capability. In S. Kennewell, J. Parkinson, & H. Tanner, Developing the ICT Capable School (pp. 36-55). London: Routledge Falmer.

Potter, F., & Darbyshire, C. (2005). Assessing ICT capability. In F. Potter, & C. Darbyshire, Understanding and Teaching the ICT National Curriculum (pp. 186-200). New York : Routledge.

Potter, F., & Darbyshire, C. (2005). The Nature of ICT capability. In F. Potter, & C. Darbyshire, Understanding and Teaching the ICT National Curriculum (pp. 17-24). New York: Routledge.

Potter, J., Sharp, J., Turvey, K., & Allen, J. (2012). Planning for ICT in other subjects. In J. Potter, J. Sharp, K. Turvey, & J. Allen, Primary ICT: Knowledge, Understanding and Practice (pp. 44-63). London: Learning Matters Ltd.

Semenov, A. (2005). Information and Communication Techonologies: A Handbook for Teachers. UNESCO.

I CAN……. Name:

I can create digital images. Date:

I can add digital images.

I can use the Spacebar to insert spaces between words. Date:

Date:

I can enter a sequence of letters to form words in a sentence.

I can use the Shift key to create capital letters. Date:

Date:

I can locate and click on a word processing program.

I can use a new technology tool by exploring it.

I can Date:

Date:

Date:

I can Date:

I can Date:

I can

I can Date:

Date:

Student Name: Activity:

ICT Technique

Locate keys on keyboard

Type letters and/or words

Move the mouse to the appropriate location

Selecting an icon with a mouse

Click and drag the scroll bar

Move the mouse wheel to scroll

Click the drop down menu

Date Routine – how was the technique executed

Hesitant Steady Fluent

Useful to plan opportunities for a child to, say, move from inserting a picture hesitantly to doing fluently.