Cross curriculum: Programming ideas for Stage 3 COGs (D): Making informed choices
Sample programming proforma Stage 3: see also matrix for this component.
Focusing teaching and learning information literacy support: programming ideas: presenting
Topic/Unit support:
Making informed choices: Connected Outcomes Group (D): understanding roles and responsibilities in the
decision making process as it affects all aspects of our lives. By analysing and valuing different perspectives, we
are able to make informed choices and contribute to the democratic process.
Specific focus: How would we encourage voters to be influenced by our candidate information?
Quality Teaching elements:
Intellectual quality:
 The task requires sustained focus on key concepts and ideas, and requires clear articulation.
Quality learning environment:
 Students determine many significant aspects of the task either independent of, or dependent on, teacher
approval.
Significance
 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
knowledge.
Resources:
 data projector, screen, computer, Power Point presentation or interactive whiteboard
 See Technology tips for instructions and models of digital authoring tools,
www.schools.nsw.edu.au/raps/fearless10/technopage.htm
 SMART Notebook: Vote for me
 Tables /chairs, brochures, handouts, badges, how to vote paraphernalia trophy
 Take a vote: democracy, tlf.dlr.det.nsw.edu.au/learningobjects/Content/L1032/object/index.html
 Why democracy – please vote for me 1/5, www.youtube.com/watch?v=gOiL6hN5mXg&NR=1
 Why democracy – please vote for me 2/5, www.youtube.com/watch?v=jpjhSk2f1H8&NR=1
 Why democracy – please vote for me 3/5, www.youtube.com/watch?v=5TbKif3i2DI&feature=related
 Why democracy – please vote for me 4/5, www.youtube.com/watch?v=VbSUYNlgYJI&feature=related
 Why democracy – please vote for me 5/5, www.youtube.com/watch?v=1A_naostFGc&feature=related
 Wordle, www.wordle.net/
 xtranormal, www.xtranormal.com/
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
Referring to previously created character profile database, in pairs, students have
 created a fictitious candidate and designed and produced campaign materials
 used Microsoft Paint, Microsoft Word, Clip Art etc. to design and create a company logo and cartoon of
candidate
 designed and produced campaign materials (incorporated information & designs from previous lessons)
 produced a PowerPoint presentation (or used another digital presentation tool).
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. Report on specific learning.
Syllabus outcomes:
Suggested teaching and learning activities/strategies
SciTech
DMS3.8 Develops and resolves a
design task by planning,
implementing, managing and
evaluating design processes
• generates design concepts that
reflect the consideration of
aesthetic, cultural, safety and
functional requirements
• methodically evaluates design
concepts and uses the results to
further develop and improve ideas
• plans processes of design and
production, adjusting the process
include some planned assessment) for presenting
(be explicit;
phase of ISP
Students and Teachers:
 set up tables in hall
 hand out prepared brochures and electoral material to class voters
 encourage voters to inspect their materials
 (students, in pairs,) present using PowerPoint, SMART Notebook,
xtranormal or presentation tool of their choice
 observe audience etiquette
 vote for favourite candidate
 count votes, winner announced
 present trophy and certificate
.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K–12 Directorate.
Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds
Cross curriculum: Programming ideas for Stage 3 COGs (D): Making informed choices
as necessary to improve
efficiency.
English
RS3.7 Critically analyses techniques
used by writers to create certain
effects, to use language creatively,
to position the reader in various
ways and to construct different
interpretations of experience.
RS3.8 Identifies the text structure of
a wider range of more complex text
types and discusses how the
characteristic grammatical features
work to influence readers’ and
viewers’ understanding of texts.
Related information skills focus
area: Presenting
By the end of this unit students will be
able to:
 plan and present oral
presentations
 be aware of the oral
presentation skills required when
speaking to an audience:
look at audience, speak clearly in
sentences, keep to the topic,
sequence content
Planned assessment:
Students complete a self evaluation sheet.
Fair
Good
Excellent
I worked co-operatively with
my partner
I understand the use of good
design elements in producing
campaign materials
I demonstrated skills in the
use of software programs to
produce campaign materials
I planned and delivered a
PowerPoint presentation to
the class
The teacher uses the same evaluation format to assess students.
Much of this will be completed during the teaching/learning process.
Part of the total assessment of the unit will be to compare and contrast
student and teacher evaluation forms.
Related computer competencies
focus:
Students will:




set up data projector, screen
and computer
use an IWB
create presentation using digital
authoring tool
open PowerPoint program and
view slide show.
Literature links
Impey, R. (2005) The shooting star,
SCIS 1239405
Plowman, S. & Pinkney, M. (2001)
Bryce Courtenay introduces the
Australian history collection SCIS
1040266
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
Teacher notes student’s ability to create and deliver a presentation to the class. Teacher identifies students who
need guidance to complete the task. See table in Planned Assessment.
.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K–12 Directorate.
Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds