AC resources : The following SACOL initiatives have been released
The Government allocated $30 million towards SACOL ( Supporting the Au Curriculum online)
The intent was
-to source and acquire digital learning resources to fill in some gaps
- facilititate effective partnerships to support teachers to implement the AC
-enhance the National delivery infrastructure
The intent was
-to source and acquire digital learning resources to fill in some gaps
- facilititate effective partnerships to support teachers to implement the AC
-enhance the National delivery infrastructure
Arts |
Sciencehttp://scienceweb.asta.edu.au
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Mathshttp://topdrawer.aamt.edu.au
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English |
Geography |
History |
Remember to make use of resources on Scootle, support on Scootle Community and AC boards/links on the Jervois PS Pinterest page.
BITL appThe BITL tool found on the acleaders.sa.edu.au site was released as an app last week, making the support for teachers and learning easier and more accessible. Find it at the App store by searching BITL app.
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OUTREACH EDUCATION @ DECDDECD has specialist teachers placed in public organisations to support student learning. I have personally engaged classes R-5 with Adelaide zoo, Monarto zoo, The Art Gallery, Windmill theatre and the Maritime museum and have found all experiences to be highly beneficial for student learning and my own.
The Outreach Education opportunities are available for R-12 classes and bookings are essential. Find out more + contacts |
Accessing Learning and ICT
In Early May I sent an open invite for the MB Cluster and surrounding clusters to attend a PD on AC ICT and blogging. Over 20 educators attended the session in late May, which was facilitated by Karen Butler from the Digital Learning and Pedagogy team (DECD). Like all groups of learners this group had a range of prior knowledge, experiences, skills, concerns and assumptions/misconceptions. The session gave us all opportunities to see how blogging enabled students to engage in several elements of the ICT general capabilities as well as meet many curriculum requirements and share learning with school communities. It also provided opportunities for us to question, discuss and have a go.
A todays meet micro blogging area was then set up for this group to stay connected for the month that followed. This forum allowed us to keep questioning, seek further assistance, share thoughts, resources, successes and stay connected and supported.
Some great staff learning and student learning has come out of this, others are still thinking and exploring. Wherever you are I encourage you to keep moving in the direction that shows a commitment to our students, their learning and the lives they lead.
The area of ICT in learning continues to evolve and is in the AITSL standards also. We need to challenge ourselves and ensure that we are evolving as educators too. 3 things that have work for me is , 1.setting a learning goal 2.making time to explore and learn myself and 3,having a go to person when I get stuck with my thinking or learning. When did you last stretch yourself with your own learning in ICT or show flexibility, persistence and resilience ? Do you have a current ICT goal and who is, or could be your go to person?
A todays meet micro blogging area was then set up for this group to stay connected for the month that followed. This forum allowed us to keep questioning, seek further assistance, share thoughts, resources, successes and stay connected and supported.
Some great staff learning and student learning has come out of this, others are still thinking and exploring. Wherever you are I encourage you to keep moving in the direction that shows a commitment to our students, their learning and the lives they lead.
The area of ICT in learning continues to evolve and is in the AITSL standards also. We need to challenge ourselves and ensure that we are evolving as educators too. 3 things that have work for me is , 1.setting a learning goal 2.making time to explore and learn myself and 3,having a go to person when I get stuck with my thinking or learning. When did you last stretch yourself with your own learning in ICT or show flexibility, persistence and resilience ? Do you have a current ICT goal and who is, or could be your go to person?
AC resources and DECD
New resources have been created to support South Australian teachers implementing the Australian Curriculum. Many of you would have been exposed to these at our SFD on May 20, 2013.
A new website is full of useful and relevant resources for exploration to deepen understandings on
Making the Australian Curriculum work for us.
Other resources that participants found helpful on the SFD were the English ,Maths, Science and History curriculum pdfs. All DECD site leaders have The Leaders Rescource 2 disk, a year level pdf can be accessed from that or the link here in the Learning Area Explorer section.
A new website is full of useful and relevant resources for exploration to deepen understandings on
Making the Australian Curriculum work for us.
Other resources that participants found helpful on the SFD were the English ,Maths, Science and History curriculum pdfs. All DECD site leaders have The Leaders Rescource 2 disk, a year level pdf can be accessed from that or the link here in the Learning Area Explorer section.
Mathematics
The essence of Mathematics is:
Mathematics is a way to view the world. It empowers us to solve problems in different contexts through the development and communication of logical thoughts and actions.
The essence is most strongly emphasised in:
The Proficiencies
Below is a document that outlines the proficiencies of fluency, understanding, problem solving and reasoning.
The new online resource for DECD also has examples to assist teachers with understandings and implementation of the proficiencies in maths.
If you have an opportunity to participate in the work of Ann Baker, she also is inclusive of these proficiencies with her work in mathematics.
Mathematics is a way to view the world. It empowers us to solve problems in different contexts through the development and communication of logical thoughts and actions.
The essence is most strongly emphasised in:
The Proficiencies
Below is a document that outlines the proficiencies of fluency, understanding, problem solving and reasoning.
The new online resource for DECD also has examples to assist teachers with understandings and implementation of the proficiencies in maths.
If you have an opportunity to participate in the work of Ann Baker, she also is inclusive of these proficiencies with her work in mathematics.
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3 Criteria of Significance Models to explore in HIstory
criteria_of_significance.pdf | |
File Size: | 77 kb |
File Type: |
The Boy Who Harnessed the Wind
Cross Curriculum Perspective, Sustainability- This is a story to with a clear sustainability message which has possibilities to link to a History model of significance with students. (Link it to English)
The story of William Kamkwamba, who at age 14 built a windmill powerful enough to run lights and water pumps for his poor village in Malawi out of a bicycle generator and other scraps.
Books to check out- The Boy Who Harnessed the Wind: creating currents of electricity and hope with co-author Bryan Mealer and a picture book titled, The Boy who harnessed the wind.
A range of Youtube clips with William's story are also accessible to inspire others.
The story of William Kamkwamba, who at age 14 built a windmill powerful enough to run lights and water pumps for his poor village in Malawi out of a bicycle generator and other scraps.
Books to check out- The Boy Who Harnessed the Wind: creating currents of electricity and hope with co-author Bryan Mealer and a picture book titled, The Boy who harnessed the wind.
A range of Youtube clips with William's story are also accessible to inspire others.
The Great Wall of China
Cross Curriculum Perspective, Asia and Australia's Engagement with Asia-
things to consider using Christine Counsell - 5 Rs:
* R emarkable – at the time and/or since
* R emembered - it was important at some stage in history within the
collective memory of a group or groups
* R esulted in change – consequences for the future
* R esonant (ripples) - people like to make analogies with it; it is possible
to connect with experiences, beliefs or situations across time & space
* R evealing - of some other aspect of the past
Counsell. C. ‘Looking though a Josephine-Butler-shaped window: focusing pupils' thinking on historical
significance’, in Teaching History 114, pp. 30 - 36
Partington’s
things to consider using Christine Counsell - 5 Rs:
* R emarkable – at the time and/or since
* R emembered - it was important at some stage in history within the
collective memory of a group or groups
* R esulted in change – consequences for the future
* R esonant (ripples) - people like to make analogies with it; it is possible
to connect with experiences, beliefs or situations across time & space
* R evealing - of some other aspect of the past
Counsell. C. ‘Looking though a Josephine-Butler-shaped window: focusing pupils' thinking on historical
significance’, in Teaching History 114, pp. 30 - 36
Partington’s