Sample programming proforma selecting

By Diana Webb,2014-04-22 21:36
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Sample programming proforma selecting

Cross curriculum: Programming ideas for COGs (G): Our stories

    Sample programming proforma Stage 1: see also matrix for this component. Focusing teaching and learning information literacy support: programming ideas: selecting

    Topic/Unit support:

    Our stories: Connected Outcomes group (G): understanding that cultural activities, objects, songs, dances and

    stories express beliefs, values and a connection to place and people.

    Specific focus: How have things like transport, food, toys, clothing and entertainment changed over time?

Quality Teaching elements:


    ; The task requires students to recognise and explore connections between classroom knowledge and

    situations outside the classroom in ways that create personal meaning and highlight the significance of the


    Intellectual Quality

    ; The task requires sustained focus on key concepts or ideas.

    Quality learning environment

    ; The task presents some challenging work for some students.


    Back in time (interactive)

    books, photographs & artefacts past & present

    The Cobb & Co coach, National Museum of Australia, SMART Notebook: Chronological order; SMART Notebook: Passing time, SMART Notebook: Toys, toys toys, SMART Notebook: Transport then & now, The squeaky gate online story Teacher generated database of images and scaffold for categorising

    See also COGs resource lists.

    Pre-unit assessment to gauge current level of understanding: (in terms of unit/topic/focus) eg pre-test, teacher judgment, brainstorm, discussion questions prior to unit study

    Through class discussion, brainstorming and viewing books, photographs & artefacts past & present, students will question:

    ; What is heritage?

    ; Why are things from the past important?

    ; What is different about transport, food, toys, clothing, school and entertainment long ago, in our

    grandparents’ time and today? (SMART notebooks)

    ; What are some of the things we have (and/or do) now that people didn’t have in the past?

Evidence based practice: To support evidence based practice, gather student work samples at the beginning of

    a unit. Later, gather work samples which show the progress made by students through explicit teaching and

    scaffolding. Provide feedback on specific learning.

    Syllabus Outcomes: Suggested teaching and learning activities/strategies (be HSIE explicit; include some planned assessment) for selecting phase of CCS1.1 Communicates the importance of ISP

    past and present people, days and events

    in their life, in the lives of family and

    community members and in other

    communities From teacher generated database of graphics, students will: ; examines a pictorial history of different ; identify and select images

    eras to develop an understanding of ; categorise into groups e.g. transport (SMART Notebook), food,

    change over time clothing, (in Passing time SMART Notebook) toys (SMART Related computer competencies focus: notebook) entertainment (The Cobb & Co coach an interactive selecting transport/communication activity)

    Students: ; categorise these groups under headings such as: ; select and highlight graphics

     A long time ago Grandparent’s day Now ; delete text

     ; highlight, cut, paste, copy graphics (?)

     ; use text tools.

    ? 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K12 Directorate.

     Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds

Cross curriculum: Programming ideas for COGs (G): Our stories

Related information skills focus area: Planned assessment

     ; choose a relevant image for a specific

    The teacher observes: topic

     ; retell the main ideas from texts listened

    ; students understanding in categorisation of images activity to, read or viewed

    ; use of computer tools in moving images ; sequence ideas, placing similar ones in


    The student: ; predict or infer, giving reasons for

     choice of ideas.

    ; categorises objects according to headings

    Literature links: ; demonstrates understanding of time differences through

    categorisation into time sequence ; Arnholt, C. & Arnholt, L. (2006)

    Catherins and Laurence Anholt’s big ; uses computer tools to move graphics.

    book of families, SCIS 1292631

    ; Bidder, J. Family memories [series]

    ; Bryant-Mole, K. (1998) At home, SCIS


    ; De Kantzow, M. & Rippin, S. (2009)

    Me, Oliver Bright, SCIS 1410377

    ; Hughes, S. (2002) Abel’s moon, SCIS


    ; Marsden, C. & Loh, V.S. (2008) The

    jade dragon, SCIS 1390802

    ; McCaughrean, G. & Lambert, S.

    (2003) My grandmother's clock, SCIS


    ; The squeaky gate online story

Post unit assessment to determine progress towards stated outcomes

    eg post-test, guided evaluation sheet, skills achieved in context of outcomes (indicators) and planned assessment

Assessment for learning: Teacher notes student’s ability to sequence ideas and use computer tools to categorise

    images in prepared scaffold. Teacher identifies students who need guidance to complete the task.

? 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K12 Directorate.

     Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds

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