TEACHER'S GUIDE - STANDARDS AND COMPETENCIES

General Information and Outcomes for this WebQuest can be found in the following documents:

1. National Framework for Values Education in Australian Schools 2005

8 of the 9 Values covered in this WebQuest:

  • Care and Compassion

  • Doing Your Best

  • Fair Go

  • Honesty and Trustworthiness

  • Integrity

  • Respect

  • Responsibility

  • Understanding, Tolerance and Inclusion


 

2. K - 12 Curriculum Framework

The K - 12 Curriculum Framework Document for New South Wales (NSW) Australia can be found at: http://www.boardofstudies.nsw.edu.au/manuals/pdf_doc/curriculum_fw_K10.pdf

 

3. NSW English, Stage 4 (Years 7 - 8)

The Objectives and Outcomes covered in this WebQuest are:


Objectives:

Skills, knowledge and understanding

Through responding to and composing a wide range of texts in context and through close study of texts, students will develop skills, knowledge and understanding in order to:
• speak, listen, read, write, view and represent
• use language and communicate appropriately and effectively
• think in ways that are imaginative, interpretive and critical
• express themselves and their relationships with others and the world
• learn and reflect on their learning through their study of English.

Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

Outcome 2: A student uses a range of processes for responding to and composing texts.

Outcome 3: A student responds to and composes texts in different technologies.

Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.

Outcome 5: A student makes informed language choices to shape meaning with accuracy, clarity and coherence.

Outcome 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

Outcome 7: A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts.

Outcome 10: A student identifies, considers and appreciates cultural expression in texts.

Outcome 11: A student uses, reflects on and assesses individual and collaborative skills for learning.


Values and attitudes

Students will value and appreciate:
• the importance of the English language as a key to learning
• the power of language to explore and express views of themselves, others and the world
• the power of effective communication using the language modes of speaking, listening, reading, writing, viewing and representing
• the role of language in developing positive interaction and cooperation with others
• the diversity and aesthetics of language through literary and other texts
• the independence gained from thinking imaginatively, interpretively and critically
• the power of language to express the personal, social, cultural, ethical, moral, spiritual and aesthetic dimensions of human experiences.

(Source: Board of Studies, NSW, English Syllabus http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/english_710_syl.doc)


4. NSW Human Society and its Environment (HSIE)

Years 7 - 10 Commerce

Work Education

Core 2.2 - Employment Issues; and, Option 11 - Running a Business.

Outcomes
A student:
5.1 applies consumer, financial, business, legal & employment concepts & terminology on a variety of contexts
5.2 analyses the rights & responsibilities of individuals in a range of consumer, financial, business, legal & employment contexts.
5.3 examines the role of law in society
5.4 analyses key factors affecting commercial & legal decisions
5.5 evaluates options for solving commercial & legal problems & issues
5.6 monitors & modifies the implementation of plans designed to solve commercial & legal problems & issues
5.7 researches & assesses commercial & legal information using a variety of sources
5.8 explains commercial & legal information using a variety of forms
5.9 works independently & collaboratively to meet individual & collective goals within specified timelines

Suggested ICT
• Database: record results of surveys- local businesses, local employment needs
• Spreadsheets: prepare business budget
• Multimedia: Powerpoint presentation, animated advertisement, 30 second video commercial to launch or market product or service
• Graphics/desk top publishing: produce brochure or flyer for product or service
• Electronic communication: access information on starting & running a business, employment opportunities, business case studies, design a web page to market a product or service
• Word processing: use to prepare information for other applications

Resources
ABS website
• Employment Related Skills Logbook
Business Enterprise Centres
Business Entry Point 
NSW Dept of State & Reg Dev 
Telstra Business Starters 
• 'Making It Happen' Introduction to Enterprise Education Kit DEETYA
• Computer-based Technologies in HSIE: Project Management pp75-80
• Job guide
• Vocational Learning in HSIE
• 'Changing Labour Market' Paul Baker Powerpoint presentation det website
DEWR Job Outlook
ACTU Worksite for Schools
Destination 2020
Jobsearch website career quiz
• UAC (Universities Admission Centre Guidebook
• Centrelink
• Myfuture website

(Source: http://www.curriculumsupport.nsw.edu.au/hsie/ftp/Folder2/programs/COMMCore22.DOC )

5. NSW Aboriginal Languages

Each objective describes the active commitment students will make to the acquisition of knowledge and understanding of, and skills in Aboriginal languages and the culture of Aboriginal communities.

Objective – Using Language
Students will develop the knowledge, understanding and skills necessary for effective communication in Aboriginal languages, applications of these languages in the world today and the ability to access and appreciate the variety of language texts.

Objective – Making Linguistic Connections
Students will explore the nature of languages as systems by making comparisons among Aboriginal languages and between Aboriginal languages, English and other languages leading to an appreciation of the appropriate use of linguistic structures and vocabulary.

Objective – Moving Between Cultures
Students will build on their knowledge of Aboriginal cultures (continuing and ancestral) and the relationships between those cultures. In developing a greater awareness of this cultural and linguistic heritage they will gain an appreciation of the interdependence of land, language and culture.


During the course of this WebQuest, students will be using ICT to communicate with younger students about Aboriginal Languages so the K - 6 requirements are placed here:

Information and Communication Technologies (ICT)
The learning of languages is enriched through access to a variety of multimedia resources. When students can access diverse authentic contexts with ease and speed, the boundaries of the classroom are extended.

In K–6, ICT skills to be learnt and developed are:
• using text, sound and images to enhance the development of speaking and writing skills in Aboriginal Languages
• using word-processing skills to produce texts
• using software packages to cater for individual learning needs.

In the 100-hours mandatory study of a language, ICT skills to be learnt and developed are:
• collecting and interpreting electronic information
• demonstrating knowledge of ethics in regard to the use of technology to communicate information.

In the elective course, ICT skills to be learnt and developed are:
• communicating via the internet with other Aboriginal language learners and speakers to develop reading and writing skills in Aboriginal languages
• accessing up-to-date information about Aboriginal communities to enhance classroom learning
• using samples of language performance gathered from a range of computer-based sources as models for learning and authentic communication situations in Aboriginal languages
• making associations between text, sound and images to support understanding of Aboriginal languages.

Work, Employment and Enterprise
Young people need to be prepared for living and learning in a world that is becoming more technologically focused and internationally competitive. Through their study of Aboriginal languages, young people develop skills that equip them for participation in a range of work settings in an increasingly globalised world and workforce. Learning Aboriginal languages broadens the employment opportunities for young people and enables them to become more effective and valuable members of the workforce.

In K–6, the skill to be learnt and developed is:
• working in teams to communicate effectively with others.

In the 100-hours mandatory study, skills to be learnt and developed are:
• recognising and identifying the contributions of Aboriginal communities to the world of work
• applying knowledge of Aboriginal languages and culture to work opportunities.
(Source: http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/ab_language_k10_syl.doc )

 

6. NSW Design and Technology

Food Technology

Objectives

Knowledge, understanding and skills

Students will develop:
1 knowledge, understanding and skills related to food hygiene, safety and the provision of quality food
2 knowledge and understanding of food properties, processing and preparation and an appreciation of their interrelationship to produce quality food
3 knowledge and understanding of nutrition and food consumption and an appreciation of the consequences of food choices on health
4 skills in researching, evaluating and communicating issues in relation to food
5 skills in designing, producing and evaluating solutions for specific food purposes
6 knowledge, understanding and appreciation of the significant role of food in society.
 

Focus Areas
Focus areas provide a context through which the core will be studied. There are eight focus areas:
• Food in Australia
• Food equity
• Food product development
• Food selection and health
• Food service and catering
• Food for special needs
• Food for special occasions
• Food trends.

Information and Communication Technologies (ICT)
Students will engage a variety of ICTs through activities such as researching, evaluating and communicating issues and ideas related to food.
ICTs that students will use include:
• word processing applications – in the core ‘food preparation and processing’ students will use word processing packages to generate and manipulate procedural text
• graphics – in the focus area ‘food trends’ students who elect to undertake additional content will use digital technologies to produce a finished visual image
• electronic communication – in the core ‘nutrition and consumption’ and the focus area ‘food service and catering’ students will conduct advanced web searches using appropriate search engines



Work, Employment and Enterprise
Students will develop an understanding of work and employment through the study of workplace practices within the Australian food industry. Students will explore work-related concepts in the core ‘food preparation and processing’ and in the focus area ‘food service and catering’. Students will develop an understanding of current work practices including Occupational Health and Safety (OHS) requirements, safe work practices, industrial legislation, industrial awards and enterprise agreements and the Anti-Discrimination Act. Knowledge and skills gained through food handling in all practical classroom activities are transferable to personal and vocational contexts.

Aboriginal and Indigenous
Students will develop knowledge and understanding of Aboriginal and Indigenous culture through the study of the focus areas ‘food in Australia’ and ‘food equity’. Students will learn to appreciate and value aspects of Aboriginal and Indigenous cultures through the investigation of traditional and contemporary use of native and bush foods. Students will develop an awareness of the implications of less traditional food being eaten.

(Source: http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/food_tech_710_syl.doc)

Graphics Technology

(Source: http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/graphics_tech_710_syl.doc

 

NSW Mathematics

 

NSW Drama

 

NSW Visual Arts

 

 

NSW Photographic and Digital Media (Stage 5, as a follow on from Stage 4 Visual Arts)

Rationale

"The broad areas of photography and digital media as print, interactive and moving forms are extremely relevant and of fundamental interest to students. Much of their knowledge of the world and their notions of cultural and self-identity come from the photographic and digital images that permeate the visual arts and design, television, film, video, internet, mass media and multimedia." (Source: http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/photo_dig_media_710_syl.doc )

Objectives

Knowledge, understanding and skills
Students will develop knowledge, understanding and skills:
• to make photographic and digital works informed by their understanding of practice, the conceptual framework and the frames
• to critically and historically interpret photographic and digital works informed by their understanding of practice, the conceptual framework and the frames.

Values and attitudes
Students will value and appreciate:
• their engagement in the practice of the photographic and digital media and understand how photographic and digital media, as a field of practice and understanding, is subject to different interpretations.

Essential content
In this course students must be provided with opportunities to engage with practice (making and critical and historical interpretations), the conceptual framework and the four frames in making and interpreting photographic and digital works.

In making photographic and digital works, students:
• investigate practice, the conceptual framework and the frames and a range of ideas and interests in at least one of the areas of still, interactive and moving forms and undertake a broad investigation of one or more of these forms, for example, video and web design; or a more specialised focus of one form, for example, wet photography
• investigate computer-based technologies
• use a journal to document explorations of ideas and interests, experiments with materials, techniques and technologies, and to record relevant technical information
• build a portfolio, developed over time, using a range of photographic and digital equipment and techniques, and various investigations of the world.

In critical and historical interpretations, students:
• use the conceptual framework and the frames to understand the field of photographic and digital media
• investigate relevant events, photographers, artists, designers, agencies and critical accounts of photographic and digital media practice.

Information and Communication Technologies (ICT)
The integration of ICT into the Photographic and Digital Media syllabus provides opportunities for students to access computer-based technologies that reflect everyday practice and that will assist in the demonstration of outcomes. Students can engage with ICT throughout the Photographic and Digital Media course in a variety of ways.

In this course teachers can provide students with the opportunity to explore computer-based technologies in their making practice in photographic and digital media forms, and in their research and investigation of critical and historical interpretations of photographic and digital works. These opportunities can include:
• graphics-based programs to create, manipulate and enhance digitally generated images (such as scanned images, digital camera, internet images, CD), video stills, animations and web page designs
• importing images (through scanning, internet, digital camera and CD) into graphics and word-processed documents
• electronic communication in the researching of information including virtual spaces, websites, photographers’ and digital artists’ profiles, viewing electronic scans of photographic and digital works, accessing critical and historical interpretations and accounts of works, exhibitions and performances
• word processing to assist in the preparation of reports and reviews that reflect the nature of study in photographic and digital media in critical and historical interpretations and investigations of practice
• multimedia to create presentations that include graphics components, digital works, sound, video, lighting, performance works and installations
• databases to compile, organise and analyse photographic and digital media material, technical information, experiments and records
• software management in the efficient storage of electronic information.

Work, Employment and Enterprise
In Photographic and Digital Media students learn that an artist can be thought of as a photographer, multimedia artist, videographer, animator, filmmaker, performance artist, video and digital artist, and understand how they make artworks, why they make artworks as well as the development of skills in making and practice.

Aboriginal and Indigenous
Content will allow students to develop an understanding of the importance of language and the arts for maintaining culture, and to be aware of the links between cultural expression and spirituality. Students can investigate the types of photographic and digital works produced by Aboriginal and Indigenous artists, and some ideas, issues and concepts of traditional and contemporary significance in local, national and international settings. These may include issues of copyright, appropriation and the protection and control of cultural and intellectual property. Students can investigate a variety of traditional and contemporary cooperative structures and collaborative practice from groups working in and across different locations.

Teachers can focus on considerations of the land, the Dreaming and symbolic representations in traditional and contemporary photographic and digital works, as well as on political and social statements of dispossession and reconciliation. Students can explore traditional and contemporary Indigenous practice in making, and the different cultural contexts for Indigenous works in critical and historical interpretations of photographic and digital media.

Students can investigate how photographic and digital works reflect and construct beliefs and attitudes about cultural identity, the relationships between Indigenous cultures and the world, including the impact of political, economic and technological change on the photographic and digital making practice of Indigenous artists, through the frames and the conceptual framework.

Teachers and students should be aware of appropriate practices that take into account the relevant cultural protocols in relation to the representation of living and deceased Aboriginal and Indigenous persons.

Civics and Citizenship
In the content of this syllabus, students will be given the opportunity to investigate the cultural heritage of this country through investigations of Australian photographic and digital works.

Students can explore the work of particular Australian photographers and digital artists, and organisations that have made a contribution to the artistic and political life of the country. They can focus on representations of Australian culture, traditions, pastimes and expressions of nationalism in a range of photographic and digital works.

Students can investigate more complex relationships between photographers, videographers, computer/digital artists, filmmakers and performance artists, photographic and digital works, the world and audiences, and the conventions of representation relating to Australian photographic and digital media, culture, nationalism and traditions.

Difference and Diversity
In Photographic and Digital Media the experience of personal, social, spiritual and cultural differences is developed through practice and the interpretation of photographic and digital works representing different frames.

In this course students begin to understand some relationships within the conceptual framework, to appreciate the diverse forms and styles that photographic and digital media can take and to appreciate individuals’ preferences for one form over another. Teachers may focus on the development of a particular photographer’s or digital artist’s practice and establish how they have been influenced by the world and events.

Students can investigate the relationships within the conceptual framework and how personal, social and cultural differences can be examined and represented in photographic and digital works. Students can focus on conventions and innovations in the use of tools and technologies in still, interactive and moving forms to represent ideas, beliefs and perceptions about the world through the frames and conceptual framework.

Environment
In this course this is achieved through engaging in photographic and digital practice using a range of appropriate media within different frames, and the conceptual framework to explore how the natural world is represented and how artists use the environment to make photographic and digital works.

Opportunities should be provided for students to focus on the purpose of a range of photographic and digital works including installations and works in the environment, the audience they are intended for and how the natural world is represented in a range of works in critical and historical interpretations.

The relationships between photographers, videographers, computer/digital artists, filmmakers and performance artists and their works can be investigated along with natural, built and social environments as a source of ideas. Site-specific photographic and digital works, and installations where audiences interact with the natural environment, can be investigated through the conceptual framework and the frames.

(Source: http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/photo_dig_media_710_syl.doc)



 

NSW PDHPE

Cross-Curriculum Perspectives covered in this WebQuest are:

 

  • Information and Communication Technologies (ICT) in English:

    "In their study of English, students are able to apply their existing knowledge of word processing, multimedia, ways of formatting and presenting texts, simulation software, graphics and electronic communication and further develop their skills, knowledge and understanding of these technologies. They learn about the ethics of information communication through technology." (Source: Board of Studies, NSW, English Syllabus http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/english_710_syl.doc )
     

  • Work, Employment and Enterprise content in English provides opportunities for students to develop work-related skills, knowledge and understanding and to develop values and attitudes about work, employment and the workplace. These opportunities arise through their study of texts with workplace contexts, through developing skills in speaking and listening, in group processes and in acquiring, processing, assessing and communicating information. (Source: Board of Studies, NSW, English Syllabus http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/english_710_syl.doc )
     

  • Aboriginal and Indigenous content. See NSW Department of Education Aboriginal Education Policy

  • Civics and Citizenship

  • Difference and Diversity
     

Key Competencies covered in this WebQuest are:

  • collecting,

  • analysing and organising information,

  • communicating ideas and information,

  • planning and organising activities and

  • working with others and in teams

  • Using mathematical ideas and techniques

  • problem-solving

  • using technology

Literacy Skills covered in this WebQuest are:

  • speaking,

  • listening,

  • reading and

  • writing
     

Numeracy Aspects covered in this WebQuest are:

  • number,

  • measurement,

  • data and

  • space

The basic numerical skills of addition, subtraction, division and multiplication are used, as well as Eg. interactive and moving forms for procedures such as aperture readings, depth of field readings, editing, development times and selecting screen and printing resolution. In making, and in critical and historical interpretations, they may be required to read, interpret and make judgements about data including graphs, tables, charts, diagrams and timelines.

(Source: http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/photo_dig_media_710_syl.doc )

 

Multicultural Skills covered in this WebQuest are:

 

Competencies Required

Multiple intelligences listed  

  • Verbal-Linguistic intelligence,
  • Logical-mathematical intelligence,
  • Musical intelligence,
  • Bodily-kinesthetic intelligence,
  • Spatial intelligence,
  • Interpersonal intelligence,
  • Intrapersonal intelligence, and
  • Naturalist intelligence.

 

Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value'

Blooms taxonomy listed 

  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation
  • Creativity

http://www.teachers.ash.org.au/researchskills/dalton.htm

 

 

Introduction | Task | Process | Resources | Evaluation | Conclusion | Teacher's Guide