General Low End High End Links to ICT In MY

Capabilities Pedagogy Pedagogy Pedagogy Connections unit/Classroom

Literacy Explicitly explain Students in a -Deep knowledge -Students will be -Example blogs
Students need to be the type of text, its group will use and higher order gaining -Creation of their
able to comprehend features and how it their knowledge of thinking experience in own blog
and composes a should be read, the text features Students use online and -Researching of
variety of textual interpreted and and use this to what has been collaborative articles and
skills such as relay referenced. Ask construct their explicitly taught space e.g. information for
information, students to keep a final assessment. to them and apply weebly report.
communicate glossary of terms This will give them it to a creative -They will also -Demonstration
events and that the teacher the chance to have task. have to utilize of layouts
concepts, explain will explain during creative freedom -Collaborative email or other
and analysis data, the course of the and develop Students will have communication
support their claims unit/term. practical to work together, means set up by
and also respond/ knowledge of delegate jobs and the school to
analysis to software. make group hand in their
multimedia and decisions. project.
visuals. Students -Student direction -The
should also have a Students have commenting
clear understanding control over their section of
of scientific final product. weebly will allow
language and its student to
importance in student
communication communication
(ACARA, 2017). and feedback.\
ITC Have students Students will use -Knowing how -Students will -Analysising
Students should collect data using ICT to create their students learn utilize the blogs
build ICT skills in their laptops or report, conduct best internet, online -Creation of blog
their research of iPads as a research, edit and Students must data bases, -Use of emails
concepts, substitute for their submit to the use their journals, videos, and link sharing
applications and books. Inform them teacher. They will analytical skills to etc. for their for
investigation. They to conduct all do this in an online identify research communication
should also be able research using the platform with the information that teaching them purposes
to collect, analysis internet and use of multimedia is most relevant. important -linking to third
and present data in present the data in and third party evaluation skills parties using
scientifically a typed format. websites. They will when it comes referencing
appropriate also receive and to selecting data. -Commination
representations communicate -Internet safety through
such as models, feedback via and ethical uses commenting
graphs and data commenting comes into play. -Use of visuals
sets (ACARA, 2017). sections, -Practical and videos to
experience in a engage students.
software and
format that can
be used for
everyday
purposes.
Creative and Critical Students are Uses must us their -Student direction -Use of a -Analysising
Thinking explicitly taught to critical thinking Students get to multitude of examples
Students need to be draw on pervious when it comes to control how and resources that -Class
creative and critical knowledge and also looking at the where they students would discussions that
in their evaluation explore all effects on biology knowledge they not have access prompt critical
of information and possibilities of the form and a species have learnt is to without ICT think and shared
planning. Inquiry question. This can habitat. They must applied in their supports experiences or
and questions are be done through apply what they task. creative and ideas.
key in science and class discussion of a have learning in -Knowing how deeper thinking -Creation of a
creative, critical topic and class to their students learn when it comes blog
thinking and brainstorm creature and be best to this project. -Applying learnt
students need to different responses able to justify their This can connect -the ability to skills and
approach every to demonstrate the decisions to the to student’s present this knowledge in a
aspect with open variety of teacher and interests and information in a new context
mindedness approaches student inquiry. support higher variety of ways such as the
(ACARA, 2017). order thinking. helps student be mythical
-Collaborative and creative and creature.
social learning critical in the
Doing this in most effective
groups promotes way to
cooperation and communicate to
understanding of their audience
others ideas and
interests. It can
also draw from
shared
knowledge.
Personal and Social Demonstrate to Students must be -Collaborative and -Students use -Group work
Capability students the able to work in social learning ICT to learn skills are
Students should importance of groups with each Student will learn about how developed in
build their science in everyday other and present key group skills science has the creation of
understanding of with analytical and an organized blog. and organization. affected our the blog
how science is inquiry skills. They should also -Higher order evolution and -Students
applied to their Explicitly teach how be able to thinking nature around provide and
daily lives. Science they can use their delegate tasks Students will us. This is received
inquiry skills should critical thinking to within groups and need to able to through media feedback from a
expand a student’s assess a problem to create a combine all their such as journals, valid audience of
problem solving and formulate a cohesive but knowledge and videos, and their peers.
skills, decision solution outside collaborative blog. select that pieces collaborative
making and overall the science class that support their works.
understanding of room. Group work argument the -Students also
society, the can also be most. This learn how ICT
environment, health incorporated to requires can be used as a
and nutrition improve collaboration, communication
(ACARA, 2017). interpersonal skills evaluation of tool and a way
and team work information and to rely
within students. group skills. information
quickly.
Ethical Students are taught Students will learn -relevant to -Students have -Students are
Understanding the scientific codes about artificial students access to a prompt to think
Should be able to of ethics and how selection and the The topic of multitude of about the ethical
make ethical they can apply repercussions in artificial selection differing side of science
judgments in these principles to species. The is a real life opinions online with a discussion
experiment the research, teacher will pose conversation. The and can gain an on artificial
procedures, codes experimentation the question is it issue is something understanding of selection.
of practice and use and justification for ethical and that will affect perspectives
of applications. their investigations students will have students and
They should be able and inquiries. a class discussion would have been
to evaluate the on their reasoning discussed about
implications of for or against. at home e.g. GMO
certain actions and crops.
scientific claims and -Higher order
use this through thinking
their investigations Gets students
(ACARA, 2017). apply content
they have learnt
in class and
connecting it to
their lives to
inform their
decision and
knowledge.
Intercultural Students are Students will -Cultural -Students use an -Students look at
Understanding explicitly taught choose mythical knowledge/Active interactive map different culture
Students should about the global creatures rooted citizenship that displays the and customs.
understand that effort that is in different Students will look area a creature -This is looked at
science is a global science and cultures. They at different is found in and in a science
effort and comes research. They are explore and cultures and have also some orientated way
from a diverse also made aware investigate their to bring aspects information on that isn’t
range of cultures. that while science origins, history, of that culture to culture and patronizing but
They need to does answer some biology and an explain their origins authentic and
understand, respect questions it should example of what mythical creature. -They gather interesting to
and appreciate this not be used against other species are -Knowing how online resources students.
aspect (ACARA, a person’s right to similar and how students learn from a variety of
2017). their own free they function to best different sources
thought and explain how they Students can use and created by
beliefs. would fit into the their own people of
natural world. interests to pick different
the creature they nationalities.
focus on.