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Digital Citizenship
Visit
http://www.digitalcitizenship.nsw.edu.au/Prim_Splash/
index.htm to Complete sequential lessons about
personal details set out by DEC
Bully Free Zone - Complete lessons set out by DEC
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRR
View/13765/
This resource contains activities and links focusing on
strategies that students could use if they are being
bullied online.
Children complete online internet safety website
games on our school intranet when whole class tasks
are completed.
Budd:e
Webonauts
Safety Land
Managing/Operating Inquiry>>>
uses Mac dock to access the Mac lab intranet.
Use mouse and keyboard to complete interactive website
questions to complete game etc about internet safety and
Cyberbullying.
Make informed choices and/or learn how to make better
decisions by reading correct answers if incorrect answers
are submitted.
Navigates between intranet and internet.
Quits programs successfully to log off the network.
Attempts to force quit a program when unable to log off
network.
Ethics and Cyber safety
Listen to instructions and click appropriately to complete
cybersafety activities online.
Follows the school policy about cyber safety
Discuss safe choices when on the internet.
Observe rules regarding online activity.
Follow basic safety procedure when online.
Displays positive online conduct and code of practice.
Make informed choices and/or learn to make better decision
by reading correct answers if incorrect answers are
submitted.
Understand the dangers of the internet.
English
EN2-1A
EN2-2A
EN2-3A
WS2.12
RS2.5
RS2.6
PDHPE
DMS2.2
INS2.3
PSSS2.5
SLS2.13
COS2.1
Science
ST2-15I
LTS2.3
INVS2.7
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Year 3
Note: Outcomes in bold are from the current syllabus and the outcomes in plain text is from the new Syllabus.
COGS: Our Fleeting Past
Created by Helen Thomas Computer (RFF) 14 4
Week
Independent /Guided Learning
ICT Capabilities & Skills
Outcomes
Objectives/Outcomes & Content
Assessment
6
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Convicts
http://www.copacabanap.schools.nsw.edu.au/tch_links/H
SIE_Pages/British_Colonisation_Of_Australia_Links.htm
What was it like to be a convict?
Watch the following Vimeo video role play .
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/136
51/13656/convict_go_back_nw2.htm
Visit the following site to develop background knowledge
about convicts, transportation and settlement in Australia.
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/136
51/
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/136
51/13653/convict_id_nw5.htm
Students look at Excel spreadsheet
http://firstfleet.uow.edu.au/search.html or website link
below of convicts profile, their crime and term.
http://members.iinet.net.au/~perthdps/convicts/stories.ht
ml
http://virtaus4.tripod.com/volume6/first_fleet/index.htm
This profile will be used later.
Select a convict that you would like to be. Complete the
Word document outline to develop a convict profile. Early
finishes use http://www.pimptheface.com/
To make a convict face to accompany the profile. Th
screenshot of the convict face and image of the transport
ship will be included on the word document. Students will
print the file.
Students will use periodical costumes to take photos and
video of each other committing the crimes. Eg. Steeling
shoes, bread, potatoes, watch etc. Students will need to
make sure they take still shots of the motion to create a
story board of images and video in Kidpix. Students will
import an image or video that they took and change the
image so it has a vintage look in Kidpix. They will then
save the page and continue creating new pages in kidpix
until all images are completed. Image files will be
numbered. They will use the images taken by their
peers and then record their voice to share their story.
Students will try to find an image of the ship they travelled
in during transportation and use this as part of the
storyboard as well. Other images like the location or
penal colony images etc. Students will then use the
slideshow feature in Kidpix to create their storyboard and
tell their story of their crime.
Creating Inquiry ..Communicating ..Operating
Internet
See internet skills on page 5
Downloads an image created with pimptheface.com
Take screenshot by using the keys command+shift+4.
Excel
Navigate excel spreadsheet to locate information needed
Select data in cell and copy cell.
Word
Import image created with Pimptheface.
Copy and paste appropriate text from Excel into Word to
complete convict profile.
Use word art to create a heading
Format word art heading by using toolbox tools
Paste image located on the internet.
Format image to allow text wrapping and image text
alignment.
Paste text and then use the keyboard to delete text and
reword text to make text your own.
Include reference where information was sourced.
Select text to change font style, size and colour where
appropriate.
Print document
Digital Cameras
Take photos with digital cameras
Preview photos
Select and delete unnecessary photos
Upload images to student share
Kidpix
Select KidPix from the doc to open program.
Import pictures from studentshare into KidPix.
Manipulate images with various Kidpix tools to create
vintage images.
Use the sound tool to record a podcast for each page.
Turn on USB microphone.
Save or delete recordings accordingly.
Save files as pages.
Select slideshow tool and import saved pictures into
each frame.
Select transitions and sound effects to each frame.
Preview each frame.
Play slideshow and save new slideshow in document
class folder as convict story
English
EN2-1A
EN2-2A
EN2-6B
EN2-3A
EN2-10C
EN2-11D
WS2.12
RS2.5
RS2.6
TS1.3
Science
ST2-15I
ST2-5WT
UT S2.9
HSIE
HT2-1
CCS2.1
Stage 2 Speaking and Listening (EN2-1A)
demonstrate understanding of ideas and issues in texts
through dramatic representation, role-play and simulations
retell or perform part of a story from a character's point of
view
Stage 2 - Reading and viewing 2(EN2-6B)
identify and interpret the different forms of visual
information, including maps, tables, charts,
diagrams, animations and images
Handwriting and using digital technologies (EN2-3A)
use a range of software including word processing
programs to construct, edit and publish written text, and
select, edit and place visual, print and audio elements
Writing and Representing (EN2-2A)
identify key elements of planning, composing, reviewing
and publishing in order to meet the demands of composing
text on a particular topic for a range of purposes and
audience.
Thinking imaginatively, creatively and interpretively (EN2-10C)
using a range of research techniques to access information
relevant to the task
use visual representations, including those digitally
produced, to represent ideas, experience and information
for different purposes and audiences
Expressing themselves (EN2-11D)
experiment with visual, multimodal and digital technologies
to represent aspects of experience and relationships
Information (ST2-15I)
use common digital technologies and applications to
organise and communicate information for a specific task,
eg word processing and digital presentation software
investigate the effectiveness of an information solution for
its intended use, eg a game or animated story book
demonstrate how a variety of media can be combined to
address the needs of a specific audience, eg combining
visual images, sound and text in a digital presentation
Working Technologically (ST2-5WT)
using a range of research techniques to access information
relevant to the task
using techniques, including labelled drawings, modelling
and storyboarding, for documenting and communicating
design ideas
using digital technologies and multimedia for
communicating design ideas
Students evaluate by:
using established design criteria to evaluate the process,
product or solution, and suggesting how their design
solution could be improved
reflecting on findings to identify what they could find out
next through the processes of Working Technologically and
Working Scientifically
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Year 3
Past
e or type
words in
text box
Rand
omise
Word cloud
Use
ABCya
tools to
individualis
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Cloud
Dow
nload Word
cloud to
document
class
folder
Stage 2
COGS: Our Fleeting Past
Created by Helen Thomas Computer (RFF) 14 5
Quality Teaching Framework
Intellectual Quality Quality Learning Environment Significance
Week
Independent /Guided Learning
ICT Capabilities & Skills
Outcomes
Objectives/Outcomes & Content
Assessment
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Aboriginal First Settlers
Students discussion of who they think were the first settlers of
Australia. Visit intranet sites linked to Aboriginal First Settlers
text. Read and discuss.
http://library.thinkquest.org/C0115620/
How would the aboriginal people have felt by new settlers?
How would the Explorers or British settlers have felt? How do
people react sometimes when they are scared or faced with
something or someone they are not sure about? How do you
think this impacted or affected the Aboriginal people?
Students use the internet to locate images in Google images
of early Aboriginal settlers. The State Library has great
images that show early aboriginal settlement.
Use Artrage to paint the canvas with earth tone colours the
Aboriginal people would have used by crushing stones to
make the pigment colours. Import aboriginal images to layer
and then blend them into the background.
Students will then look at Aboriginal symbols that represent
aspects of images used to complete their work. They will use
symbols and dot patterns to complete their aboriginal visual
collage.
Creating Inquiry ..Communicating ..Operating
Internet
Select Firefox from the Dock Mac internet application.
Access the internet by entering their portal username and
password correctly.
Use keyboard keys correctly.
Locate Mac Intranet Icon and navigate to Year 4
hyperlink, followed by Aboriginal Symbol link to sites.
Navigate sites correctly.
Artrage
Uses a variety of painting and drawing tools to create a
piece of art on canvas.
Begin to use terminology for the artists tools like paint
palette, scraper, paint tube, airbrush etc.
Use the manipulation tools to move the canvas and
magnify the canvas for detailed work.
Create a painting to portray aboriginal history and
incorporate symbols that are portrayed in the historical
images.
Use layers to build artwork.
Save and retrieve painting.
Merge layers
Import images to layer
Export painting to student share as a jpg.
English
EN2-1A
EN2-3A
EN2-6B
EN2-10C
W S2.12
CAPAs
VAS2.1
Science
ST1-15I
ST2-5WT
UT S2.9
HSIE
HT2-1
CCS2.1
Speaking and Listening (EN2-1A)
interpret ideas and information in spoken texts and
listen for key points in order to carry out tasks and
use information to share and extend ideas and
information
Reading and viewing 2 (EN2-6B)
identify and interpret the different forms of visual
information, including maps, tables, charts,
diagrams, animations and images
Handwriting and using digital technologies (EN2-3A)
use a range of software including word processing
programs to construct, edit and publish written text,
and select, edit and place visual, print and audio
elements (ACELY1685, ACELY1697)
Thinking imaginatively, creatively and interpretively
(EN2-10C)
using a range of research techniques to access
information relevant to the task
use visual representations, including those digitally
produced, to represent ideas, experience and
information for different purposes and audiences
Expressing themselves (EN2-11D)
experiment with visual, multimodal and digital
technologies to represent aspects of experience and
relationships
Information (ST2-15I)
use common digital technologies and applications to
organise and communicate information for a specific
task, eg word processing and digital presentation
software
Working Technologically (ST2-5WT)
using a range of research techniques to access
information relevant to the task
using techniques, including labelled drawings,
modelling and storyboarding, for documenting and
communicating design ideas
using digital technologies and multimedia for
communicating design ideas
using established design criteria to evaluate the
process, product or solution, and suggesting how
their design solution could be improved
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Year 3
Past
e or type
words in
text box
Rand
omise
Word cloud
Use
ABCya
tools to
individualis
e Word
Cloud
Dow
nload Word
cloud to
document
class
folder
Stage 2
COGS: Our Fleeting Past
Created by Helen Thomas Computer (RFF) 14 6
DK DU PK HOT M SC EQC E HE SS SS-R SD BK CK KI I C N