It is important that teachers in various year levels proficiently determine a student’s capabilities in ICT in order to help the student progress throughout the progression grid. What you need to know Each component of ICT capability will require a different assessment strategy as followed. • ICT Techniques – can a student perform an ICT technique after having seen a whole-class or small group demonstration? • Routines – know and describe how an ICT technique was executed. For example, was the student hesitant, steady or fluent? • Concepts – did a student have any misconceptions? Student’s conceptual understanding can also be assessed by the use of effective questioning and discussion; • Processes and Higher Order Skills – You will need to judge the decisions a student made in order to create a finished product. Determine if a student was able to make a decision about, for example: 1. Which media to combine, and in what way, in order to present some particular information to a specific audience; 2. Which series of techniques to use in order to follow a line of enquiry to prove or disprove a hypothesis; 3. Which techniques to use in a graphics program in order to produce a portrait that visually represents feelings? (Potter & Darbyshire, 2005, pp. 191-193) Sharing information with other Teachers Student progression in ICT capability in Literacy learning throughout the whole school can only be achieved if each teacher proficiently determines how a student has progressed in their capabilities in ICT. In addition, helpful information needs to be shared amongst teachers of different year levels once a student has completed it. For example, for a student who has just completed Year 2, that teacher will need to inform the Year 3 teacher more than just if a student could use ICT tools safely to share and exchange information with appropriate local audiences. They would need to know in which media they had experienced in doing this. Was it with text as in a word processor, with text and graphics as with a DTP program, with an image manipulation program (and if so with a painting and/or drawing program)? It would also be helpful to the other teacher which programs they had used.
CURRICULUM MAPS The English Curriculum is structured into three main strands - language, literature and literacy. Each of these has a number of sub-strands which together enhance the learning experience for students. These strands represent the following concepts: • Language: knowing about the English language • Literature: understanding, appreciating, responding to, analysing and creating literary texts • Literacy: expanding the repertoire of English usage.
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