Information Technology Program 2010 by Andrea Lovell

PARKES CHRISTIAN SCHOOL INFORMATION TECHNOLOGY YEARS 9-10 2010 PROGRAM Constructed by Andrea Lovell Teacher Librarian

January 2010

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Contents Rationale………………………………………………………………………………… 3 Program Aims……………………..………………………………………………… ..4 Program Objectives…..……………………………………………………… .….. .5 Organisation of Content……………………………………………………………6 Outcomes…………………………………………………………………………………7 Scope & Sequence & course outline.……………………………….………10 Program Contents Unit 1……………………………………………………..…14 Unit 2………………………………………………….……20 Unit 3….……………………………………………………23 Unit 4….……………………………………………………26 Assessments & Projects……………………………………………………..…..30 Assessment 1…………………………………………………………………….……35 Assessment 2 & Project 1………………………………………………………..45 Assessment 3……………………………………………………………..…………...51 Assessment 4…………………………………………………………………………..54 Assessment 5……………………………………………………………………………61 Project 2……………………………………………………………………….………….67 Project 3…………………………………………………………………………….….…71 Project 4……………………………………………………………………….………….75 Exams………………………………………………………….……………………………83 January 2010

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Rationale This Program has been compiled based on the parameters set by the Board of Studies NSW in its K-10 Curriculum Framework Introduction pages 5-7 with particular consideration to access to the Life Skills course giving extra time, physical and verbal assistance and technological aids. Today in both work, recreational and family activities people require high skill levels in computing and technology. People are required to be able to take existing knowledge and apply it to rapidly changing technologies and this requires people to be equipped for a process of lifelong learning. This course is designed to facilitate students to develop knowledge, understanding and skills to solve a range of problems presented in real life contexts. To achieve this a range of techniques will be used ie “experimental and collaborative tasks, students will engage in the processes of analysing, designing, producing, testing, documenting, implementing and evaluating information and software technology-based solutions. In addition creative, critical and meta-cognitive thinking skills will be developed through students’ practical involvement in projects”. (Information and Software Technologies Syllabus 2003 Board of Studies New South Wales). This program will build on the prior knowledge of students and skills and aims to enhance students in Years 9 – 10 in their skills in the 3 key areas of Digital Literacy – ICT literacy, INFORMATION literacy and CRITICAL literacy. An integral part of this program will be the development of a high level of student interest, enjoyment and critical reflection. This is being presented within a Christian Schooling framework and as such the ability to use the skills learnt to contribute to the Christian community and the community at large is very important. It is also essential that students have an understanding of the ethical and positive contribution that technology can play in supporting their spiritual growth.

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Aim To incorporate the Digital Literacy’s below in the Information and Software Technology course to equip students for collaborative learning in the 21st Century.

ICT LITERACY • Social networking • Application skills • Web tools • Multimedia

INFORMATION LITERACY • Defining • Locating • Selecting • Processing and Organsing • Creating and Sharing • Evaluation Strategies

CRITICAL THINKING LITERACY • Questioing • Problem Identification • Problem Solving Skills • Reflective Thinking

This work is licensed under the Creative Commons Attribution-Non-commercial-No Derivative Works 2.5 Australia License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/2.5/au/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.

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Objectives It is essential that the objectives set by the Board of Studies NSW syllabus document ( page 11) be the basis of this program in partnership with the Christian ethos of Parkes Christian School. They are as follows:Knowledge, understanding, skills, values and attitudes Students will develop: 1. Knowledge and understanding of a range of computer software 2. Problem-solving and critical thinking skills in order to design and develop creative information and software technology solutions for a variety of real-world problems 3. Responsible and ethical attitudes related to the use of information and software technology 4. Knowledge and understanding of the effects of past, current and emerging information and software technologies on the individual and society 5. Effective communication skills and collaborative work practices leading to information and software technology solutions for specific problems 6. Understanding of the use of technology to further the spread of the Gospel

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Organisation of Content This is a 100 hour course offered for 2 years incorporating Years 9 and 10 being taught concurrently. There is also a Life Skills Course running at the same time. Using the three options, three selected projects will be constructed each year within which the core contents will be integrated. CORE CONTENT

OPTIONS SELECTED

Design, Produce and Evaluate Data Handling Hardware Issues Past, Current and Emerging Technologies

Authoring & Multimedia Digital Media Internet & Website Development

People Software

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Outcomes Objectives

Stage 4 Outcomes

Stage 5 Outcomes

Students will develop:

A student:

4.1.1

recognises and uses software programs that are suitable for specific tasks

5.1.1

selects and justifies the application of appropriate software programs to a range of tasks

4.1.2

identifies and demonstrates appropriate use of a range of hardware

5.1.2

selects, maintains and appropriately uses hardware for a range of tasks

problem-solving and 4.2.1 critical thinking skills in order to design and develop 4.2.2 creative information and software technology solutions for a variety of real- 4.2.3 world problems

identifies and uses problemsolving processes when creating solutions

5.2.1

describes and applies problemsolving processes when creating solutions

designs, produces and evaluates appropriate solutions to a range of problems

5.2.2

designs, produces and evaluates appropriate solutions to a range of challenging problems

justifies decisions made when 5.2.3 creating information and software technology solutions

critically analyses decisionmaking processes in a range of information and software solutions

responsible and ethical attitude related to the use of information and software technology

4.3.1

uses ethical practices when dealing with information and software technology

5.3.1

justifies responsible practices and ethical use of information and software technology

4.3.2

describes ethical practices used when dealing with data and information

5.3.2

acquires and manipulates data and information in an ethical manner

knowledge and understanding of the effects of past, current and emerging information and software technologies on the individual and society

4.4.1

describes a range of past, current and emerging information and software technologies

5.4.1

analyses the effects of past, current and emerging information and software technologies on the individual and society

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knowledge and understanding of a range of computer software and hardware

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Objectives

Stage 4 Outcomes

Stage 5 Outcomes

Students will develop:

A student:

4.5.1

identifies the benefits of collaborative work practices when completing a task

5.5.1

4.5.2

documents ideas and solutions for 5.5.2 targeted audiences

communicates ideas, processes and solutions to a targeted audience

4.5.3

identifies key roles and responsibilities of people in the field of information and software technology

describes and compares key roles and responsibilities of people in the field of information and software technology

effective communication skills and collaborative work practices leading to information and software technology solutions for specific problems

5.5.3

applies collaborative work practices to complete tasks

Stage 4 outcomes have been provided to assist the assessment and reporting of student achievement in those schools that choose to begin elective study before Year 9. Teachers are advised to select from the syllabus content to target the specific needs of students who commence study in Stage 4. Life Skills For some students with special education needs, particularly those students with an intellectual disability, it may be determined that the above outcomes are not appropriate. For these students, Life Skills outcomes and content can provide the basis for the development of a relevant and meaningful program â&#x20AC;&#x201C; see section 8.

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OUTCOMES MATRIX INFORMATION TECHNOLOGY Outcomes A Student:

Unit Unit Unit Unit Asses 1 2 3 4 1

Asses Asses Asses Asses Project Project Yearly Project 2 3 4 5 2 3 Exam 4 Project Half1 Yearly

5.1.1 5.1.2 5.2.1 5.2.2 5.2.3 5.3.1 5.3.2 5.4.1 5.5.1 5.5.2 5.5.3

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2010 PROGRAM SCOPE AND SEQUENCE & COURSE OUTLINE PARKES CHRISTIAN SCHOOL Information Technology

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SCOPE AND SEQUENCE

COURSE OUTLINE 2010

John 1:3 All things were made and came into existence through Him; and without Him was not even one thing made that has come into being. Unit 1 – Internet & web site development (Option 5) Year 9/10 Title : Mission Destination Duration : 12 Sequence: Term 1 – Term 2 Week 3 rd Project Due: 3 May Project Overview

Create and publish a web site using weebly for the Mission destination of YWAM Townsville.

Outcomes

5.2.1, 5.2.2, 5.2.3, 5.3.1,5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1 A Student 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems. 5.2.3 critically analyses decision-making processes in a range of information and software solutions. 5.3.2 acquires and manipulates data and information in an ethical manner 5.5.2 communicates ideas, processes and solutions to a targeted audience 5.4.1 analyses the effects of past, current and emerging information and software technologies on the individual and society

Project Outcomes

Assessment Outcomes

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Assessment 1 Web Analysis A Student 5.2.3 critically analyses decision-making

Unit 2 – Digital media (Option 4) Year 9/10 Title : Digital Delight Duration :8 Sequence: Term 2 Week 3 – Term 2 Week 11 th Project Due: 29 June

Unit 3 – Authoring & multimedia (Option 2) Year 9/10 Title : A Feast for the Senses Duration :11 Sequence: Term 3 Week 1– Week 9 Term 3 th Project Due: 20 September

This is a collaborative activity in which your group explores digital media and does a presentation using voicethread that illustrates the positive way in which digital media can be used to communicate the Gospel Message. 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1 A Student 5.3.2 acquires and manipulates data and information in an ethical manner 5.5.1 applies collaborative work practices to complete tasks 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems 5.1.1 selects and justifies the application of appropriate software problems to a range of tasks. 5.2.1 describes and applies problemsolving processes when creating solutions 5.5.2 communicates ideas, processes and solutions to a targeted audience

In pairs put together a presentation in which you use SchoolTube and other web based tools to explain how Christians are using web tools to st communicate Christ’s message in the 21 Century. 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.51, 5.52, 5.5.3, 5.1.2, 5.1.1 5.1.1 selects and justifies the application of appropriate software programs to a range of tasks 5.2.1 describes and applies problemsolving processes when creating solutions 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems 5.2.3 critically analyses decision-making processes in a range of information and software solutions 5.5.2 communicates ideas, processes and solutions to a targeted audience 5.3.2 acquires and manipulates data and information in an ethical manner

Assessment 4 Internet Issues A Student 5.3.1 justifies responsible practices and ethical

Assessment 5 Web Critique and recommendations A Student Part one

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processes in a range of information and software solutions 5.5.2 communicates ideas, processes and solutions to a targeted audience.

use of information and software technology 5.4.1 analyses the effects on past, current and emerging information and software technologies on the individual society.

5.2.1 describes and applies problem-solving processes when creating solutions 5.2.3 critically analyses decision-making processes in a range of information and software solutions. Part two 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems 5.3.2 acquires and manipulates data and information in an ethical manner Part three 5.5.2 communicates ideas, processes and solutions to a targeted audience. 5.3.1 justifies responsible practices and ethical use of information and software technology 5.5.1 applies collaborative work practices to complete tasks

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Core Component overview

Design, produce and evaluate Defining and analysing the problem Designing possible solutions Producing solutions Critical Thinking Literacy Designing possible solutions using a range of techniques Producing solutions Past, current and emerging technologies The impact of past, current and emerging information and software technologies on the individual and society including different cultural groups such as Aboriginal and Indigenous. Data Handling Data types Issues Date security Option 5 The Internet and web site development The Internet Historical perspective of the Internet Intranet Uses of the Internet Internet software Types of protocols World Wide Web (www) Control of access to information on the web Web site development Features of a web site Project development Critical Thinking Additional content Interactive web based projects collaborative projects

Design, produce and evaluate Evaluation criteria Methods of evaluation Past, current and emerging technologies Environmental considerations Data Handling Data forms Issues Legal issues Ethical issues Social issues Software Features and elements of a graphical user interface (GUI) Option 4 Digital Media The purpose of digital media Types of digital media products Data types for digital media products Critical Thinking

Design, produce and evaluate Defining and analysing the problem Designing possible solutions Producing solutions Evaluation of criteria Methods of evaluation Management Communication techniques Collaboration and group work People Careers in information and software technology Option 2 Authoring and multimedia Project development Authoring software systems Data types Multimedia products

Unit 4 â&#x20AC;&#x201C; Using Web 2.0 Tools January 2010

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(Option 5) Title : Christmas Business Duration : 4 Sequence: Term 4 Week 1 - Week 9 Project Due: 6th December Project Overview

Outcomes Project Outcomes

Core content overview

Create a presentation for the school assembly using either of these web tools Zoho Show/Animoto/Glogster. The presentation is to show the real meaning of Christmas in a fresh creative way that is not clichĂŠd but shows a genuine exploration of Christmas. 5.2.1, 5.2.2, 5.2.3, 5.3.1,5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1 A Student 5.1.1 selects and justifies the application of appropriate software programs to a range of tasks 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems. 5.3.2 acquires and manipulates data and information in an ethical manner 5.5.1 applies collaborative work practices to complete tasks 5.5.2 communicates ideas, processes and solutions to a targeted audience. 5.5.3 describes and compares key roles and responsibilities of people in the field of information and software technology Design, produce and evaluate Defining and analysing the problem Designing possible solutions Producing solutions

Past, current and emerging technologies

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The impact of past, current and emerging information and software technologies on the individual and society including different cultural groups such as Aboriginal and Indigenous. Data Handling Data types Critical thinking Option 5 The Internet and web site development The Internet Historical perspective of the Internet Intranet Uses of the Internet Internet software Types of protocols World Wide Web (www) Control of access to information on the web Web site development Features of a web site Project development Additional content Interactive web based projects collaborative projects

Students with special learning needs Provision will be made for students who need to utilize laptops for taking notes by the use of a template being provided that can be loaded onto students laptop to be filled in. All other notes will be photocopied for all students non-laptop students will have hardcopy notes to fill in by hand Students with learning difficulties will have class work, projects and assessments modified to allow for the completion of the work at an achievable level. For Rebecca tasks are modified with the amount of work to be completed reduced but the same information being covered and assessed.The use of the class blog allows for all information and interaction to be done online which is also accessible from home from the Information Centre Website at www.pcslibrary.com January 2010

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Stage 5 Information Technology Unit 1: The Internet and web site development (Option 5) Title: Mission Destination Duration: 11 weeks Project overview

Sequence: Term 1 – Term 2 Week 2 2010

Mission Destination

Create and publish a web site using weebly for the Mission destination of YWAM Townsville. Outcomes

5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1

Assessment 1 outcomes

A student: 5.2.3 critically analyses decision-making processes in a range of information and software solutions 5.5.2 communicates ideas, processes and solutions to a targeted audience.

Assessment 2 Project 1 outcomes

5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems. 5.2.3 critically analyses decision-making processes in a range of information and software solutions. 5.3.2 acquires and manipulates data and information in an ethical manner 5.5.2 communicates ideas, processes and solutions to a targeted audience 5.4.1 analyses the effects of past, current and emerging information and software technologies on the individual and society

Core

Students learn about:

Students learn to:

Design, produce and evaluate Information Literacy Skills/Defining and analysing the problem  identification of need or problem to be solved  factors that impact on problem solving: – technical such as hardware – operational – financial – ethical  Research Strategies - use of Wikipedia as a start for key words - using Google effectively - other search engines to utilize

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 identify the need or problem to be solved

 search topic and create key words on graphic organiser  use advanced searching on google using keywords explore other search engines relevant to their topic Page 16

Core

Students learn about: Critical Thinking Literacy Designing possible solutions using techniques such as    

concept mapping brainstorming prototyping storyboarding

Students learn to:      

 Producing solutions  producing the solution

Current and emerging technologies  the impact of past, current and emerging information and software technologies on the individual and society including different cultural groups such as Aboriginal and Indigenous

analyse the problem and a range of possible solutions generate ideas using a range of methods apply set criteria to choose the most appropriate software solution develop a storyboard of ideas and/or solutions summarise research data when generating creative solutions evaluate the suitability of solutions by testing and experimenting examine, evaluate and modify existing solutions

 develop and implement the stages involved in the completion of a solution  apply set criteria to choose the most appropriate solution  explore and discuss current information and software technologies relevant to the option  identify a variety of past, current and emerging information and software technologies  evaluate the appropriateness of current and emerging information and software technology for specific purposes

Data handling Data types such as     

Core

 describe and manipulate data types for a range of purposes

text and hypertext graphics audio video animation

Students learn about:

Students learn to:

Issues  

.define what intellectual property is and its relevance for project . incorporate safety strategies while using the internet

 

Intellectual Property Safety on the net Creative Commons Reliability of web site/validity

 Look at criteria that validate a web site

Data security  need for data security basic security methods

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Option 5: The Internet and web site development

The Internet Historical perspective of the Internet Intranet

Uses of the internet such as     

email research chatting messaging access to information via search engines

 define and describe the Internet  identify and discuss key historical events for the Internet by developing a timeline  examine the features of a school or other intranet  compare and contrast an intranet with the Internet    

email a file to a set location describe email etiquette research using the Internet for a given task assess the use of the Internet for communication in a variety of situations

 use search engines to undertake Internet research  discuss the advantages and limitations of search engines Internet software such as  browser software  authoring software

Students learn about: Types of protocols such as    

transmission control protocol/internet protocol (TCP/IP) hypertext transfer protocol (http) simple mail transfer protocol (smtp) file transfer protocol (FTP)

World wide web (www)  information medium for the dissemination of information  interactive medium

Control of access to information on the web such as  cookies  security content  proxies

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 describe and use weebly as representation of internet software packages for web design

Students learn to:  identify the types of protocols used over the internet and describe their purpose

 discuss the purpose of the world wide web  examine the features and strategies used in the design of a range of web sites  critically analyse the effectiveness of a web site to convey its message  identify and discuss settings for web browsers as well as settings for information access and the protection of data

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 firewalls  virus protection Students learn about: Students learn to:

Web site development  home page (index page)  web site Features of a web site such as     

address GUI design graphics links (hot words, hot spots) tables

Project development  processes and techniques

 identify a home page within a web site

 investigate a web site and identify the features  use a variety of features when designing and building a web site  develop a web site for a particular task or purpose

 design, produce and evaluate a simple project for a real-world application either separately for this option, or integrated with other options

Critical Thinking The value of reflection on your own and groups work Students learn about:

Additional content

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 produce a reflective comment on the group project Students learn to:

Interactive web-based projects

 design and produce a web-based project such as webquest for a selected topic  evaluate the effectiveness of a web-based project

Collaborative projects

 register online and participate in a collaborative project in an area of interest.

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Stage 5 Information Technology Unit 2: Digital media (Option 4) Title: Digital Delight Duration: 9 weeks Project overview

Sequence: Week 3 Term 2 – Week 1 Term 3

Produce using voicethread a presentation in which all members of the group select images and sound that illustrates the positive way in which digital media can be used to communicate the Gospel Message. This is a collaborative activity in which all members of the group need to give evidence in the presentation of their individual contribution to this task.

Present and publish a poster advertising the presentation. Include:  mediated images using Photoshop etc. Outcomes

5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1

Assessment outcomes

A student:

Core

5.3.2

acquires and manipulates data and information in an ethical manner

5.5.1

applies collaborative work practices to complete tasks

5.1.1

selects and justifies the application of appropriate software programs to a range of tasks.

5.2.1

describes and applies problem-solving processes when creating solutions

5.5.2

communicates ideas, processes and solutions to a targeted audience

5.1.1

selects and justifies the application of appropriate software programs to a range of tasks

5.2.2

designs, produces and evaluates appropriate solutions to a range of challenging problems

Students learn about:

Students learn to:

Design, produce and evaluate Evaluation criteria  functionality of solution  quality of information such as: – accuracy – relevance

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 establish criteria for the evaluation of solutions  evaluate solutions using established criteria

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Core

– integrity – timeliness  ethics  environment  research skills

 use a range of research skills on google and other search engines

Students learn about:

Students learn to:

Methods of evaluation  individual  groups such as peer, end user, specific target group

 use feedback evaluation in order to modify solutions  reflect upon and document feedback

Past, current and emerging technologies Environmental considerations such as  disposal of obsolete technologies  recycling

 assess the effects of past, current and emerging information and software technologies on the individual, society and the environment in the context of the chosen options.

Data handling Data forms  analogue  digital

 convert data between analogue and digital forms

Issues Legal issues such as      

Core

copyright and/or licensing piracy intellectual property creative commons security and protection including viruses legislation such as Anti-discrimination, Equal Employment Opportunity, Occupational Health and Safety

Students learn about: Ethical issues such as    

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code of practice and conduct privacy and security inappropriate use including hacking accuracy, validity and bias of data

 examine legal issues as they apply to the development of information and software technology solutions

Students learn to:  research and report on ethical issues relating to the development of information and software technology solutions  identify the ethical responsibilities of software users  examine and judge the accuracy, validity and bias of data and information

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 the changing nature of work and enterprise such as employment, telecommuting, virtual office, video conferencing  equity, access and control for all users with respect to gender, disability, and culture including Aboriginal and Indigenous

 contrast the nature of work in the information and software technology industry, past and present  examine and discuss equity and cultural inclusiveness in the information and software technology industry  explore the impact of cybercultures on perceptions of gender

Students learn about:Software

Students learn to:

Social issues such as

Features and elements of a graphical user interface (GUI) such as     Option 4: Digital media

radio buttons, list boxes borders and white space instructions to the user inclusive design factors

The purpose of digital media such as    

e-music digital newspaper interactive TV games

Types of digital media products such as     



desktop publishing magazine, newspaper graphical design audio sequences musical compositions animation sequences video production

Students learn about: Data types for digital media products such as  used in specific digital media products

Critical Thinking  The keys of critical thinking, questioning, identify problem, solving problem and reflective thinking

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 evaluate the effectiveness of GUI features and elements for a specific purpose refer to this site for information http://www.webopedia.com/TERM/G/Graphical_User_Interface_GUI. htm

 define digital media  assess the effectiveness of a range of digital media products

 describe a range of digital media  select and use appropriate file formats for the digital media product

Students learn to:  recognise and select data types used in digital media products  produce samples of work for a range of data types  describe how date types combine to produce and enhance a digital media product  show evidence of having gone through this process while completing the project task.

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Stage 5 Information Technology Unit 3: Authoring and multimedia (Option 2) Unit title: A Feast for the Senses Duration: 9 weeks

Sequence: Term 3 Week 1 – Week 9 Term 3

Project overview

Students will put together in pairs a presentation in which they use SchoolTube and other web based tools to explain how Christians are using web tools to communicate Christ’s message in the 21st Century.

Outcomes

5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.2.3

Assessment outcomes

A student:

Core

5.1.1

selects and justifies the application of appropriate software programs to a range of tasks

5.2.1

describes and applies problem-solving processes when creating solutions

5.2.2

designs, produces and evaluates appropriate solutions to a range of challenging problems

5.2.3

critically analyses decision-making processes in a range of information and software solutions

5.3.2

acquires and manipulates data and information in an ethical manner

5.5.2

communicates ideas, processes and solutions to a targeted audience

Students learn about:

Students learn to:

Design, produce and evaluate Defining and analysing the problem  identification of need or problem to be solved

 identify the need or problem to be solved

 factors that impact on problem solving:

 analyse the problem and a range of possible solutions

– – – –

technical such as hardware operational financial ethical

Designing possible solutions using techniques such as  concept mapping

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 generate ideas using a range of methods Page 23

 brainstorming  prototyping

 apply set criteria to choose the most appropriate software solution  develop a storyboard of ideas and/or solutions  summarise research data when generating creative solutions

Students learn about:

Students learn to:

 storyboarding

 evaluate the suitability of solutions by testing and experimenting  examine, evaluate and modify existing solutions

Producing solutions  producing the solution

 develop and implement the stages involved in the completion of a solution  apply set criteria to choose the most appropriate solution

Evaluation criteria  functionality of solution  quality of information such as: – accuracy – relevance – integrity – timeliness  ethics  environment

 establish criteria for the evaluation of solutions  evaluate solutions using established criteria

Methods of evaluation

 use feedback evaluation in order to modify solutions  reflect upon and document feedback

 individual  groups such as peer, end user, specific target group Management  planning

 apply management plans and techniques

 resources, such as: – time – finances – people Communication techniques, including  verbal  written  graphical and visual

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 document decision-making and problem-solving in the development of solutions  outline a range of communication techniques appropriate to the solution  communicate ideas, processes and solutions to a targeted audience

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Students learn about: Collaboration and group work  criteria for group formation such as expertise and group dynamics  roles and responsibilities of group members  effective collaboration strategies  use of reflective techniques in collaborative work

Students learn to:

 identify and negotiate roles and responsibilities of group members  establish and use strategies for effective collaboration  outline and reflect on the benefits/advantages of collaboration during group work  evaluate individual and group contributions to the project  apply collaborative work practices when developing solutions

People Careers in information and software technology  career paths Option 2: Authoring and multimedia

 discuss the use of information technology skills across industry and for self-employment ( Matt and Kate to visit)

Project development  processes and techniques  GUI design for the multimedia product  design principles including layout and balance of data types

 design, produce and evaluate a simple project for a real-world application either separately for this option, or integrated with other option/s  apply interface design features used for the production of the multimedia product  examine and analyse design principles used in a range of multimedia products  create a storyboard and script

Additional content  innovation in a selected data type such as animation

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 research in detail a data type and produce an original product

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Stage 5 Information and Software Technology Unit 4: Web 2.0 Tools (Option 5) Title: Christmas Business Duration: 4-8 weeks Project overview

Sequence: Term 4 Week 1 – Week 9 Term 4 2010

Christmas Business Create a presentation for the school assembly using either of these web tools Zoho Show/Animoto/ glogster . The presentation is to show the real meaning of Christmas in a fresh creative way that is not clichéd but shows a genuine exploration of Christmas.

Outcomes

5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1

Assessment outcomes

A student:

Core

5.2.2

designs, produces and evaluates appropriate solutions to a range of challenging problems

5.5.3

describes and compares key roles and responsibilities of people in the field of information and software technology.

5.4.1

analyses the effects of past, current and emerging information and software technologies on the individual and society.

5.1.1

selects and justifies the application of appropriate software programs to a range of tasks.

5.3.2

acquires and manipulates data and information in an ethical manner.

5.5.1

applies collaborative work practices to complete tasks.

5.5.2

communicates ideas, processes and solutions to a targeted audience.

Students learn about:

Students learn to:

Design, produce and evaluate Defining and analysing the problem

Core

 identification of need or problem to be solved  factors that impact on problem solving: – technical such as hardware – operational – financial – ethical

 identify the need or problem to be solved

Students learn about:

Students learn to:

Designing possible solutions using techniques such as  concept mapping

January 2010

 analyse the problem and a range of possible solutions  generate ideas using a range of methods

Page 26

 brainstorming  prototyping  storyboarding

   

 Producing solutions  producing the solution

apply set criteria to choose the most appropriate software solution develop a storyboard of ideas and/or solutions summarise research data when generating creative solutions evaluate the suitability of solutions by testing and experimenting examine, evaluate and modify existing solutions

Data handling Data types such as     

Data transmission types

Core

 serial  parallel

 define transmission types  investigate the advantages and disadvantages of serial and parallel transmission methods

Students learn about:

Students learn to:

Critical Thinking  Reflective Thinking

January 2010

 describe and manipulate data types for a range of purposes

text and hypertext graphics audio video animation

 explain different ways in which they can record and express their thoughts on the tasks completed.  Produce an example of self reflection on this project

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Option 5: The Internet and web site development

The Internet Historical perspective of the Internet Intranet

Uses of the internet such as    

email research chatting messaging

 access to information via search engines Internet software such as  browser software  authoring software

Students learn about: Types of protocols such as    

January 2010

transmission control protocol/internet protocol (TCP/IP) hypertext transfer protocol (http) simple mail transfer protocol (smtp) file transfer protocol (FTP)

email a file to a set location describe email etiquette research using the Internet for a given task assess the use of the Internet for communication in a variety of situations

 use search engines to undertake Internet research  discuss the advantages and limitations of search engines  describe and use a range of internet software packages

Students learn to:  identify the types of protocols used over the internet and describe their purpose

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World wide web (www)  information medium for the dissemination of information  interactive medium

Control of access to information on the web such as     

cookies security content proxies firewalls virus protection

Web site development  home page (index page)  web site Features of a web site such as     

address GUI design graphics links (hot words, hot spots) tables

Project development  processes and techniques

Students learn about:

Additional content

January 2010

 identify a home page within a web site

 investigate a web site and identify the features  use a variety of features when designing and building a web site  develop a web site for a particular task or purpose

 design, produce and evaluate a simple project for a real-world application either separately for this option, or integrated with other options Students learn to:

Interactive web-based projects

 design and produce a web-based project such as webquest for a selected topic  evaluate the effectiveness of a web-based project

Collaborative projects

 register online and participate in a collaborative project in an area of interest.

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PARKES CHRISTIAN SCHOOL

INFORMATION TECHNOLOGY ASSESSMENTS YEARS 9-10

2010 PROGRAM

Constructed by Andrea Lovell Teacher Librarian

January 2010

Page 30

January 2010 Communic ation skills & collaborati ve work practices

Weight %

× × × × × × × ×

Informati on Literacy Skills

× × × × × ×

Responsib le & ethical attitude to Technolog y Issues

Critical Thinking Skills

× × × × × × ×

Past, Current and Emergin g Technolo gies

Knowledge of Software & Hardware

Areas of Assessment

T2 W7 T3 W1 T3 W5

Internet Issues

Web Critique

T3 W9 Internet & Web Site Development (Year 9 only goes to Year 10 assessment)

T3 W3 Authoring & Multimedia (Class project)

Digital Media (Class Project)

T2 W3 Mid-Year Exam

T1 W6 Internet & Web Site Development

Web Analysis

ASSESSMENT SCHEDULE T4 W9

× ×

× × × × × × × ×

20% 20% 15% 20% 25% 25% 25% 20%

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Assessment activity rationales Rationale: Web site analysis - Assessment 1 Web analysis is not only the introductory assessment activity for this option (Internet and web site development), but also for the course. Reasons for its design include:    

the need for a guided framework, as students are new to the course. Specific expectations for the standard of student work are clearly outlined. the desire to refresh student understanding of the design process to ensure students have fundamental knowledge and skills needed for web development, creating a foundation for which the third assessment activity can grow from. students will have already worked with the evaluation structure during class work, so the Web analysis assessment activity provides a link between classroom knowledge and the Web development assessment activity.

Rationale: Internet & Web Site Development – Assessment 2 Project 1 Mission Destination is the first project that also forms part of the assessment for Year 10 students (Internet and web site development), Reasons for its design include:    

the need for a guided work framework, as students are new to the course. Specific expectations for the standard of student work are clearly outlined. the desire to refresh student understanding of the design and information literacy processes, use of critical thinking skills. to ensure students have fundamental knowledge and skills needed for web development, creating a foundation for which the fifth assessment activity can grow from. For students to do as task as part of their class work, so the use of weebly as their platform for the web site should build understanding and skill levels in Web Development for Exam and later projects.

Rationale: Half – Yearly Exam – Assessment 3 Half- Yearly Exam will the first exam that some students will have completed online. Reasons for its design include:   

the evidence for understanding in the this course is best illustrated through students producing a product which shows their level of understanding. the application of information literacy skills requires documented evidence of at each part of the process showing research skills. to ensure students have gained skills and can apply material taught in class.

January 2010

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Rationale: Internet issues – Assessment 4 Internet Issues is the second assessment activity for this option, providing an opportunity for students to focus on the reliability of information that surrounds them. Reasons for its design include:   

giving students a broad understanding of the issues associated with the Internet and web site development. refining students’ abilities to think critically about information that is put in front of them. developing information gathering and research skills.

Rationale: Web site critique – Assessment 5 Web site development is the third assessment activity and bridges two options (Internet and web site development and Digital media). The task is split into three parts, with students expected to have greater autonomy in delivering a product according to the brief. Reasons for its design include:    

providing a positive focus on the local community combining the digital media elements within a web environment using an assessment activity that mirrors a real world scenario, with deadlines to be met throughout the project and a timeline to be monitored and adhered to having flexibility in design and content to allow students the opportunity to show individuality and flair. Students have the chance to take ownership of their product, allowing for reflection and evaluation to take place throughout the activity and ensuring greater success for students.

Rationale: Digital Media – Project 2 Web site development is the third assessment activity and bridges two options (Internet and web site development and Digital media). The task is split into three parts, with students expected to have greater autonomy in delivering a product according to the brief. Reasons for its design include:    

January 2010

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Rationale: Authoring & multimedia – Project 3 A Feast for the Senses is the third project to be done in class. Students are expected with this task to show an understanding of the processes as well as skill and knowledge to complete this, also to be working more independently.    

providing a platform to support the uniqueness of Christian education combining a range of digital media elements to produce product using an assessment activity that can contribute to the real world, having flexibility in design and content to allow students the opportunity to show individuality and flair. Students have the chance to take ownership of their product, allowing for reflection and evaluation to take place throughout the activity and ensuring greater success for students.

Rationale: Internet & Web Site Development – Project 4 (Year 9 only) Christmas Business is the fourth project and will contribute to the Yr 10 assessment. This provides a positive focus on a product students can share with whole school community, supporting what underpins Christians education and gives them experience with other web2.0 tools they will not be familiar with. Reasons for its design include:   

the opportunity to do a relatively quick project in class that is creative having flexibility in design and content to allow students the opportunity to show individuality and flair. Students have the chance to take ownership of their product, allowing for reflection and evaluation to take place throughout the activity and ensuring greater success for students. Giving students the opportunity to implement the design process utilizing other skills taught during the year

January 2010

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information technology

WEB ANALYSIS ASSESSMENT ACTIVITY 1 Marks: 20 Weight: 20%

A student:

Time allowed: 3 weeks

5.2.3 critically analyses decision-making processes in a range of information and software solutions.

Due date: 8th March- Term 1Week 6 Group: Individually

Introduction

Outcomes to be assessed

5.5.2 communicates ideas, processes and solutions to a targeted audience.

Focus: Web site analysis

As the Internet continues to expand and become more a part of our everyday lives, users need to better understand web site production and navigation. Clever Report writing planning at the defining and designing stages of the design process can make a web site attractive and intuitive to use, thus capturing a wider audience. For this assessment activity you have to critically analyse a web site and submit a report that meets the following requirements.

Requirements for assessment In order to undertake this task you will need to:   

deconstruct the web site allocated to you and record your notes using the analysis sheets attached consider the key features of the site and determine whether they are effective or otherwise create a summary of the site that you can use to write your report.

To be submitted for assessment purposes: 1. Your analysis and summary sheets. Ensure: January 2010

Page 35

 the name of the web site is clearly marked  the sheets are completed clearly and legibly. 2. A two page written report. The report should:  clearly outline the prospective audience of the web site  identify key features of the web site  explain the degree to which the web site is able to appeal to its audience  be structured in a concise and logical manner.

January 2010

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Guidelines for marking and feedback Web analysis Student name: 5.2.3

Mark

The student critically analyses decision-making processes in a range of information and software solutions.

Analysis sheet 

Effectively deconstructs the website allocated and records responses clearly. /5

Summary sheet Identifies all key features of the web site. /5 Teacher comment 5.5.2

Communicates ideas, processes and solutions to a targeted audience.

Report 

Clearly outlines the prospective audience of the web site.



Comprehensively explains the degree to which the website is able to appeal to its audience Structured in a concise and logical manner



Teacher comment

Total January 2010

/20

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Assessment criteria Range

Level of achievement

A student in this stage will: 

19-20 A (Excellent)

 

17-18 B (High)



14-16



(Substantial)



12-13 (satisfactory)



D  

10-11 E (Elementary)



0-9

 N

(Unsatisfactory)

January 2010



Thoroughly examine all features and strategies used in the design of a range of web sites Critically analyse the effectiveness of a web site to convey its message. Examine all features and strategies used in the design of a range of web sites Strong analysis of the effectiveness of a web site to convey its message. Examine most features and strategies used in the design of a range of web sites. Satisfactorily analyse the effectiveness of a web site to convey its message.

Examine some of the features and strategies used in the design of a range of web sites. Some analysis of the effectiveness of a web site to convey its message. Examine a few of the features and strategies used in the design of a range of web sites. Be unable to analyse the effectiveness of a web site to convey its message. Very few features and strategies examined in the design of a range of web sites. Unable to analyse the effectiveness of a web site to convey its message.

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Analysis sheets Web site address

: ________________________________________

Instructions •

Read each question carefully.

•

Write your answers in point form in the appropriate column.

•

A stopwatch or a watch with stopwatch functions would be useful when trying to time the downloading of each site.

Graphical style: colour and font Questions

Comments

Colour How would you describe the colours? e.g. bright, natural looking or washed out. Why do you think these particular colours have been chosen? What atmosphere do the colours create? e.g. excited, reflective, active or serious.

Font How has the web site designer made certain text stand out? e.g. through use of colour, size, style, bolding or underlining. Why has the designer made this text stand out? Does the text have borders? What type of borders have been used? e.g. shadow, double line or fine line.

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Web site address: ___________________________________________ Name:_____________________ Layout

Comments

What first caught your eye when you looked at the site? How are the text and images balanced on the page? Is there a central focus on each page? What is it? Is it written or visual? What is at the top of the screen? Why do you think the page has been designed this way? What is at the bottom of the screen? Why do you think the page has been designed this way? What is on the left hand side of the screen? Why do you think the page has been designed this way? What is on the right hand side of the screen? Why do you think the page has been designed this way? What elements (graphic or written) occupy more space on each page? Why do you think the page has been designed this way? What type of background is used? Why do you think the page has been designed this way? What changes and what remains the same from page to page? Why do you think the page has been designed this way? Has a template been used on each page? Why do you think the page has been designed this way? Has the web site designer made use of white space on the page? What effect does this have on the impact of the page? Explain your answer. January 2010

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Web site address: ___________________________________________ Name:_____________________

Technical considerations: navigation and download time Questions

Comments

Navigation What is included on the navigation bar, e.g. arrows, words or images? Does the site use consistent navigation buttons? Why do you think the page has been designed this way? Is it easy or difficult to move forwards through the site? Is it easy or difficult to move backwards around the site? What effect does navigation of the site have on the user? Explain your answer.

Download time How many seconds did it take for the site to be downloaded onto your computer? Did text or images take longer to download? What effect could download time have on the user of the site? Explain your answer.

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Web site address: ___________________________________________ Name:_____________________

Content Questions

Comments

Text What texts (written, visual, sound or moving) are used on the page? What is the purpose of the written texts? Is the language used suitable for the audience and purpose of the site? Explain your answer. Is the organisation and flow of ideas suitable for the intended audience? Explain your answer. When was the information created? When was it updated? Is the site designer also the creator of the information? Is the creator credible? How do you know? What might the creator be attempting to achieve with the web site, i.e. what is his or her purpose? What sorts of facts are presented? Are they accurate? How do you know this? Are the facts written? Are they supported by images?

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Web site address: ___________________________________________ Name:_____________________

Images What pictures or images are included? Why do you think they have been included? What is the purpose of the visual texts? What type are images are used, e.g. cartoon style, photos, and diagrams? What effect does this type of image have on the viewer? What do the images represent? Are they natural, scientific or abstract? How do the images relate to the written text and web site purpose? Why do the designers choose to present visual information in this natural, scientific or abstract form? What impact does this have on the viewer? What images are not used that could have been used? Do people or animals look directly at the viewer? Why would the web site designer have presented them this way?

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Summary Sheet

Important elements of effective web design List the things you need to think about under the appropriate headings below. Use this sheet to develop your report

Colour

Font

Layout

Navigation and download time

Content: text

Content: images

January 2010

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information technology

WEB SITE DEVELOPMENT PROJECT 1 & ASSESSMENT 2 ACTIVITY Marks: 25

Outcomes to be assessed A student:

Weight: 20% 5.2.2 designs, produces and evaluates Time allowed: 10 weeks

appropriate solutions to a range of challenging problems.

Due date: 3rd May Term 2 Week 3

5.2.3 critically analyses decision-making processes in a range of information and

Group: Individual

software solutions. 5.3.2 acquires and manipulates data and

Focus:

Introduction

Critical Thinking skills

information in an ethical manner 5.5.2 communicates ideas, processes and

This is an in class assessment/project, it is designed to establish students use of a web design tools to construct their own web site, utilizing the skills

Researching skills

solutions to a targeted audience

taught in class of critical thinking, researching, referencing, design considerations, audience they are preparing site for and general appeal.

5.4.1 students analysesare thegoing, effectsand of past, The destination of the Year 10 Mission has been selected toReferencing supply background understanding of where because it is real to promote high interest.

Design

current and emerging

This is designed to allow for individuality of students and promote creativity.

Suitability forfor audience information and software For this assessment/project create and publish a web site using weebly the Mission destination of YWAM Townsville. Your written material must meet the following requirements.

technologies on the individual

January 2010

and society

Page 45

Requirements for assessment/project In order to undertake this task you will need to:        

Clearly follow each step of instruction in class Use researching skills comprehensively Show accurate attribution of information, images and any other material used using an online bibliography tool Follow steps in the use of critical thinking skills Show thoughtful use of web design criteria That you have worked individually, however also used collaboration with fellow students with information gathering and skill sharing in the use of weebly particularly Show understanding of targeting an audience well That you can manage the time you have been allocated efficiently.

To be submitted for assessment purposes: 1. Your class notes with critical thinking tools filled in, all support material and thinking and planning tools clearly documented. 2. Present your web site to the class and present it on the class blog for whole school access 3. Prepare a survey sheet for other class members to fill in as to their evaluation of your website, using http://questionform.com/ collect your data and present with your class notes 4. Student concludes work with a reflective note about their own assessment of their web site.

January 2010

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Guidelines for marking and feedback Web analysis Student name:

Mark

Part One 5.2.4

The student critically analyses decision-making processes in a range of information and software solutions. 5.2.2 The student designs, produces and evaluates appropriate solutions to a range of challenging problems. 5.3.2 The student acquires and manipulates data and information in an ethical manner Material Submitted

  

Class notes reflect students use of critical thinking tools effectively Web site is complete, published and presented on class blog Attribution reflects an understanding of the ethical conduct required

Teacher comment 5.5.3 5.4.1

The student communicates ideas, processes and solutions to a targeted audience. The student analyses the effects of past, current and emerging information and software technologies on the individual and society

Evaluation

 

Evaluates using online survey the appeal of the website its target audience Reflective comments are accurate and constructive

Teacher comment

Total

January 2010

/20

Page 47

Assessment criteria Range

Level of achievement

A student in this stage will:  

18-20 A (Excellent)

   

16-17

 

(High)

  

13-15



(Substantial)

   

10-12



(satisfactory)

   

1-9



E (Elementary)

 

0-9 N

   

present class notes which reflect students use of critical thinking tools in an outstanding manner present a web site that is above standard, complete, published and presented on class blog Comprehensively present attribution reflecting an understanding of the ethical conduct required Thoroughly evaluate, using an online survey the appeal of the website to its target audience State reflective comments that are accurate, constructive and perceptive present class notes which reflect students use of critical thinking tools in an excellent manner present a web site that is of an excellent standard, complete, published and presented on class blog Accurately present attribution reflecting an understanding of the ethical conduct required Comprehensively evaluate, using an online survey the appeal of the website to its target audience State reflective comments that are accurate, constructive and insightful present class notes which reflect students use of critical thinking tools in clear manner present a web site that is of an good standard, complete, published and presented on class blog present complete attribution reflecting an understanding of the ethical conduct required evaluate, using an online survey the appeal of the website to its target audience State reflective comments that are accurate and constructive present class notes which reflect students use of critical thinking tools in a clear manner present a web site that is of an satisfactory standard, complete, published and presented on class blog present almost complete attribution reflecting an understanding of the ethical conduct required do some evaluation, using an online survey the appeal of the website to its target audience State reflective comments present some class notes which reflect students use of critical thinking tools present a web site that is of a elementary standard, published and presented on class blog present some attribution reflecting an understanding of the ethical conduct required do a few evaluation, using an online survey the appeal of the website to its target audience State some reflective comments Work handed in was fraudulent No task handed in No class note handed in

(Unsatisfactory)

January 2010

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Survey Question Scaffold

These are suggestions only, feel free to formulate your own questions

Give each question a rating from 1-5 1 low 5 very high

Question How appealing is this web site on first viewing? Is the destination of Townsville clearly represented? Are the links clear and active? Do you feel more informed about YWAM Townsville? How well has this web site prepared you for the Mission? After exploring this web site how appealing is it? Is there a balance of information, graphics and links

January 2010

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Reflective Thinking Scaffold

These are suggestions only, feel free to formulate your own reflective thoughts

Think about Am I happy with my work, in what way

Response

Do I think I could improve, in what way

What kinds of things have I learnt?

Will what I have learnt be useful, in what way?

Have I enjoyed this project, give reasons for answer

January 2010

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information technology

MID-YEAR EXAM ASSESSMENT ACTIVITY 3 Marks: 60

Outcomes to be assessed A student:

Weight: 15% 5.2.1 describes and applies problem-solving

Time allowed: 2 Hours

processes when creating solutions 5.2.2 designs, produces and evaluates appropriate

Due date: 31st May Term 2 Week 7

solutions to a range of challenging problems 5.3.2 acquires and manipulates data and information

Group: Individually

in an ethical manner 5.5.2 communicates ideas, processes and solutions

Focus:

Requirements for assessment

to a targeted audience

Web -Research Skills

1. Gather information using a range of webWebsite search engines including Google advanced search tools. construction 2. Show evidence of critical thinking skills Ethical attribution 3. Show an understanding of intellectual property and how to use creative commons in attribution and other correct attribution of material Critical Thinking skills 4. Show skill in manipulating weebly to produce a website which meets the criteria set in the time required

January 2010

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Guidelines for marking and feedback Internet issues Student name: 5.2.1

Mark

The student describes and applies problem-solving processes when creating solutions

Show evidence of critical thinking skills

/15

5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems

Gather information using a range of web search engines including Google advanced search tools. 5.3.2

/15

The student acquires and manipulates data and information in an ethical manner

Show an understanding of intellectual property and how to use creative commons in attribution and other correct attribution of material

/15

5.5.2 communicates ideas, processes and solutions to a targeted audience

Show skill in manipulating weebly to produce a website which meets the criteria set in the time required

Total January 2010

/15

/60

Page 52

Assessment criteria Range

Level of achievement

A student in this stage will: 

19-20 A (Excellent)

   

17-18 B (High)

  

Thoroughly show ability to use a range of web based search engines Show sophistication in construction of an example of a web site Attribute correctly all material sourced showing understanding of creative commons Show outstanding critical thinking skills in completing a task in time, to an outstanding level. Thoroughly show ability to use a range of web based search engines Expertly construct an example of a web site Attribute correctly all material sourced Show good critical thinking skills in completing a task in time, to an excellent level.



14-16 (Substantial)

  

Thoroughly show ability to use a range of web based search engines Competently construct an example of a web site Attribute correctly most material sourced Show use of critical thinking skills in completing a task in time, to a good level.



12-13 (satisfactory)

  

Thoroughly show ability to use a range of web based search engines Adequately construct an example of a web site Attribute correctly some material sourced Show some use of critical thinking skills in completing a task in time, to a sound level..



10-11 E (Elementary)



0-9 N (Unsatisfactory)

January 2010

Thoroughly show ability to use a range of web based search engines  construct an example of a web site  Some correct attribution of material sourced  Show a little use of critical thinking skills in completing a task in time, to a basic level. Thoroughly show ability to use a range of web based search engines  some construction of an example of a web site  No attribution of any material sourced  Show no use of critical thinking skills in completing a task in time, to a poor level.

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information technology

INTERNET ISSUES ASSESSMENT ACTIVITY 4 Marks: 25

Outcomes to be assessed

Weight: 20%

A student:

Time allowed: 2 weeks

5.3.1 justifies responsible practices and ethical use of information and software technology

Due date :26 July Term 3 Week1 Group: Pairs Focus: Research skills

5.4.1 analyses the effects on past, current and emerging information and software technologies on the individual society.

Editorial

Introduction The Internet has made our world smaller and our lives faster. We can communicate directly to friends anywhere in the world; we can watch world events as they occur, information is only the touch of a button away. However, this technology can also cause problems, create enormous social and economic changes, both good and bad.

In this assessment you will apply research skills to verify the integrity of information sources, and write an editorial that should meet the following requirements.

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Requirements for assessment In order to undertake this task you will need to:    

assess the authenticity of the material given to your group by the teacher state ethical issues associated with the material identify other information sources you would use to authenticate the information identify the key issues from the materials.

To be submitted for assessment purposes: 1. The research sheet. Ensure:  the title, type and origin of the source materials is identified  you clearly outline how authentication of materials occurred  you assess the validity of the source material. 2. A one page editorial. The editorial should:  have a clear and logical structure  have appropriate style and control of language  have an appropriate recommendation/conclusion.

January 2010

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Guidelines for marking and feedback Internet issues Student name: 5.4.1

Mark

The student analyses the effects on past, current and emerging information and software technologies on the individual society. /5

Research sheet /5  Identifies the title, type and origin and ethical issues of the source materials.  Clearly outlines how authentication of materials occurred.  Assesses the validity of the source material. Teacher comment 5.3.1

Justifies responsible practices and ethical use of information and software technology

Editorial /4  Has a clear and logical structure.  Has appropriate style and control of language.  Has an appropriate recommendation/conclusion.

Teacher comment

Total /25

January 2010

Page 56

Assessment criteria Range

Level of achievement

A student in this stage will: 

19-20 A (Excellent)

Thoroughly justify responsible and irresponsible practices relating to information technology  Thoroughly justify the ethical use of information technology  Critically analyse all the effects of past current and emerging information technologies on the individual society 

(High)

Justify all of the responsible and irresponsible practices relating to information technology  Strongly justify the ethical use of information technology  Strong analysis of all the effects of past current and emerging information technologies on the individual society

14-16



17-18 B

(Substantial)



12-13 (satisfactory)

Justify most of the responsible and irresponsible practices relating to information technology  Satisfactorily justify the ethical use of information technology  analyse most of the effects of past current and merging information technologies on the individual society

justify some of the responsible and irresponsible practices relating to information technology  justify some of the ethical use of information technology  analyse some of the effects of past current and emerging information technologies on the individual society



10-11 E (Elementary)

justify a few of the responsible and irresponsible practices relating to information technology  justify a few of the ethical use of information technology  analyse a few of the effects of past current and emerging information technologies on the individual society 

0-9 N (Unsatisfactory)

justify very few of the responsible and irresponsible practices relating to information technology  justify very few of the ethical use of information technology Unable to analyse the effects of past current and emerging information technologies on the individual society

January 2010

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Research sheet Issue being investigated.

Source material title.

Type of source material.

Origin of material.

Information sources used January 2010

Page 58

for authentication.

Summarise the main ideas of the ethical issues discussed in the article.

Is it a valid article? Are you using this material as a source for your editorial?

January 2010

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Editorial scaffold Purpose To argue a point of view.

Structure 1. Masthead. 2. Paragraph 1:  Statement of main point, argument or opinion.  Issue identified, principal details and background story sketched in. 3. Tone established: serious, grave, formal, authoritative.Paragraph 2:  Argument 1.  Expansion and illustration. 4. Paragraph 3:  Argument 2.  Expansion and illustration. 5. Paragraph 4:  Argument 3.  Expansion and illustration. 6. Paragraph 5:  Conclusion. i. Reiterate main point, argument or opinion firmly. ii. Recommendation or advice to appropriate audience.

Checklist

Characteristics of formal language



Structure  Is the layout effective?  Is the tone serious, authoritative?  Is the structure logical?  Is the issue identified in paragraph 1?  Is the opinion clearly stated?  Are the arguments listed separately?  Is there explanation/support for arguments? Style/control of language?  Is the language appropriate? Is there: – careful sentence construction



January 2010

–

sentence variation

–

precise word choice

–

sophisticated vocabulary

–

use of third person

–

passive voice?

 



 

Care in construction of sentences and development of paragraphs. Sentence variation: simple and complex statements and rhetorical questions. Precise use of diction. The choice of words should express exact meaning. Sophisticated vocabulary. Impersonal tone, third person, passive voice (no first person). The editor represents the point of view of the paper. Controlled use of emotive language. Emphasis on authoritative opinion based on argument.

Is the recommendation appropriate?

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information technology

WEB DEVELOPMENT ASSESSMENT ACTIVITY 5 Marks:

Outcomes to be assessed

Part one

A student:

Part two

Part one

Part three

5.2.1 describes and applies problem-solving

Total

Weight: 25%

processes when creating solutions 5.2.3 critically analyses decision-making processes in a range of information and software solutions

Part two Time allowed: 3 weeks

5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems

Due date:23rd Aug Term3 Week 5

5.3.2 acquires and manipulates data and information in an ethical manner

Group: Pairs

Part three 5.3.1 justifies responsible practices and ethical use of

Focus: Web site critiquing Collaborative activities

January 2010

Evaluation process

information and software technology 5.5.1 applies collaborative work practices to complete tasks 5.5.2 communicates ideas, processes and solutions to a targeted audience

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Introduction With information only the touch of a button away, local councils have harnessed the information superhighway to give communities a wide range of information about the services they provide, through such mediums as web sites. This project involves addressing the challenge faced by local councils in maintaining a positive profile for the Parkes community through the use of resident inspired web sites. Your brief is to review the web site promoting the Parkes area and document exclusions and additions that you would make. The brief has been broken into three main parts: Part one: Design Critique the design taking all aspects into consideration. You will need to give specific evidence to support your design critique. Present this as a report to be given to the Parkes Shire Council. Part two: Production Critique the workability of the web site in point form Part three: Evaluation This is your report with all recommendations supported suitably to be presented to the Parkes Shire Council. Requirements for assessment In order to undertake this task you will need to:  Carefully consider your local area and its key features  manage the time you have been allocated efficiently. To be submitted for assessment purposes: Part one: Design 1.

Critique of the design  identify the six elements of design listing them with your responses to them  list details of information sources you may have referred to support your responses  attach visual evidence to your report supporting your critique  Present this is a report to be given to the Parkes Shire Council this can be in a written professional folder or it may be a digital presentation. Part two: Production 2.

Critique the web site as a fully working web site that meets the following requirements:  contains a minimum of six pages, including introduction page  has utilised correct naming conventions  features well organised web folders  all links are active (they work!)  navigation buttons are clear, easily recognisable and efficient  digital media elements fit the nature of design

January 2010

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 displays imagination and continuity of design  correctly acknowledges data selected from other sources. Part three: Evaluation 3.

The evaluation booklet:  identifies student name, group  recommendations are clearly articulated  is comprehensively completed and shows authentic reflective processes  has a clear conclusion noting the degree to which your evaluation and recommendations were successful .

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Guidelines for marking and feedback Web development Student name:

Mark

Part one: Design 5.2.1 Critique   5.2.3

The student describes and applies problem-solving processes when creating solutions.

visual evidence to your report supporting your critique. Present this is a report to be given to the Parkes Shire Council this can be in a written professional folder or it may be a digital presentation. list details of information sources you may have referred to support your responses

The student critically analyses decision-making processes in a range of information and software solutions.

Web site 

identify the six elements of design listing them with your responses to them

/15

Teacher commentDesign total Part two: Production 5.2.2

The student designs, produces and evaluates appropriate solutions to a range of challenging problems. /2

Web site

 Contains a minimum of six pages, including introduction page.  Has utilised correct naming conventions.  Web folders are well organised.  All links are active (they work!).  Navigation buttons are clear, easily recognisable and efficient.  Digital media elements fit the nature of design.  Displays imagination and continuity of design. 5.3.2 The student acquires and manipulates data and information in an ethical manner.

/2 /2 /2 /2 /2

Web site 

Correctly acknowledges data selected from other sources.

Teacher comment

January 2010

Production total

/15

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Part three: Evaluation 5.3.1

The student justifies responsible practices and ethical use of information and software technology.

Evaluation booklet   

Identifying student name, group. Comprehensively completed showing authentic reflective processes. Clear conclusion noting degree to which project was successful.

5.5.1 

/1 /4 /3

The student applies collaborative work practices to complete tasks.

Evidence of shared work load in report presentations and critique style

5.5.2 The student communicates ideas, processes and solutions to a targeted Audience 

Recommendations are clearly articulated and suitable for presentation to a Shire Council body.

Teacher comment

Evaluation total

Project total

January 2010

/15

/45

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Assessment criteria Range

Level of achievement



19-20 A (Excellent)

Examine most features of design required in the web site  Concisely analyse the effectiveness of the web site to convey its message 

12-13 (satisfactory)

Examine all features of design required in the web site  Strong analyse the effectiveness of the web site to convey its message 

14-16 (Substantial)

Thoroughly examine all features of design required in the web site  Critically analyse the effectiveness of the web site to convey its message 

17-18 (High)

A student in this stage will:

Examine some features of design required in the web site  Satisfactorily analyse the effectiveness of the web site to convey its message 

10-11 E

Examine a few features of design required in the web site  Some analyse of the effectiveness of

(Elementary) the web site to convey its message  0-9 N

Very few features of design examined in the web site  Unable to analyse the effectiveness of

(Unsatisfactory) the web site to convey its message

January 2010

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information technology

VOICETHREAD PRESENTATION PROJECT 2

Marks: 25

Outcomes to be assessed

Weight: 25%

A student:

Time allowed: 8 weeks

5.1.1 selects and justifies the application of appropriate software programs to a range

Due date: 15th June Term 2 Week 9

of tasks 5.3.2 acquires and manipulates data and

Group: Group

information in an ethical manner 5.5.1 applies collaborative work practices to

Introduction

This is an in class project, it is designed tools, complete tasksutilizing the skills taught in Focus:to establish students use of a range of media class of critical thinking, researching, referencing, design considerations, audience they are preparing site for and general appeal. Critical Thinking skills

5.2.1 describes and applies problem

The use of Voicethread as the platform for this work encourages the use of visual, voice, graphics , storytelling and a Researching skills

processes when creating solutions

combination of these. This is designed to allow for individuality of students and promote creativity. Students will also be showing Referencing their ability to work collaboratively as this is a group project. January 2010

Design Suitability for audience

5.5.2 communicates ideas, processes and solutions to a targeted audience

Page 67

Requirements for project In order to undertake this task you will need to:         

Clearly follow each step of instruction in class Use researching skills comprehensively Show accurate attribution of information, images and any other material used using an online bibliography tool Follow steps in the use of critical thinking skills and the information literacy process Show thoughtful use of multimedia That you have worked as a group, however also used your individual style. Show an understanding of the goal of the project ie to communicate the gospel Show understanding of targeting an audience well That you can manage the time you have been allocated efficiently.

To be submitted for assessment purposes: 5. Present your voicethread to the class and present it on the class blog for whole school access 6. Prepare a poster advertising your presentation. ( Due to time this is not required) 7. Prepare a survey sheet for other class members to fill in as to their evaluation of your website, using http://questionform.com/ collect your data and present with your class notes 8. Student concludes work with a reflective note about their own assessment of their web site.

Guidelines for marking and feedback January 2010

Page 68

Voicethread Design Student name: 5.2.5 5.2.1

Mark

The student critically analyses decision-making processes in a range of information and software solutions. The students describes and applies problem solving processes when creating solutions.

5.1.1

The student selects and justifies the application of appropriate software programs to a range of tasks.

Material Submitted

 Voicethread is complete, published and presented on class forum  Quality of graphics and comments reflect understanding of topic  Poster handed in with attribution, evaluation and reflection (not included)  Attribution reflects an understanding of the ethical conduct required Teacher comment

5.5.4

The student communicates ideas, processes and solutions to a targeted audience. 5.5.1 The student applies collaborative work practices to complete t tasks 5.2.2 The student designs, produces and evaluates appropriate solutions

to a range of challenging problems /5 Evaluation  Participated in the preparation of the voicethread as an active group member.  Evaluates using online survey the appeal of the website to its target audience  Reflective comments are accurate and constructive Teacher comment

/25

Total

Assessment criteria January 2010

Page 69

Range

Level of achievement

A student in this stage will:  

19-20 A (Excellent)

    

17-18 B



(High)    14-16 (Substantial)

 C

   

12-13 (satisfactory)

 D

    

10-11 E (Elementary)

 

0-9 (Unsatisfactory)

January 2010

   

present class notes which reflect students use of critical thinking tools in an outstanding manner present a voicethread that is above standard, complete, and presented on class blog Comprehensively present attribution reflecting an understanding of the ethical conduct required Thoroughly evaluate, using an online survey the appeal of the voicethread to its target audience State reflective comments that are accurate, constructive and perceptive present class notes which reflect students use of critical thinking tools in an excellent manner present a voicethread that is of an excellent standard, complete and presented on class blog Accurately present attribution reflecting an understanding of the ethical conduct required Comprehensively evaluate, using an online survey the appeal of the voicethread to its target audience State reflective comments that are accurate, constructive and insightful present class notes which reflect students use of critical thinking tools in clear manner present a voicethread that is of a good standard, complete, published and presented on class blog present complete attribution reflecting an understanding of the ethical conduct required evaluate, using an online survey the appeal of the voicthread to its target audience State reflective comments that are accurate and constructive present class notes which reflect students use of critical thinking tools in a clear manner present a voicethread that is of an satisfactory standard, complete, and presented on class blog present almost complete attribution reflecting an understanding of the ethical conduct required do some evaluation, using an online survey the appeal of the voicethread to its target audience State reflective comments present some class notes which reflect students use of critical thinking tools present a voicethread that is of a elementary standard, and presented on class blog present some attribution reflecting an understanding of the ethical conduct required do a few evaluation, using an online survey the appeal of the voicethread to its target audience State some reflective comments Work handed in was fraudulent No task handed in No class notes handed in

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information technology

MULTIMEDIA COMMUNICATIONS PROJECT 3 Marks: 25

Outcomes to be assessed A student:

Weight: 25%

Part One 5.1.1 selects and justifies the application of

Time allowed: 9 weeks

appropriate software programs to a range of tasks

Due date: 20th Sept Term 3 Week 9

5.3.2 acquires and manipulates data and information in an ethical manner

Group: Pairs or individual work

5.5.1 applies collaborative work practices to complete tasks

Focus: Introduction

Critical Thinking skills

5.2.1 describes and applies problem processes when creating solutions

This is a project to be completed in pairs, it is designed to establish students use of a range of media tools, utilizing the skills taught in class of

skills critical thinking, researching, referencing,Researching design considerations for the audience5.5.2 they communicates are preparing site for and general appeal. ideas, processes and The use of a range of media as the platform for this work encourages the use of visual, voice, graphics, storytelling and a combination of these. This is

Referencing

solutions to a targeted audience

designed to allow for individuality of students and promote creativity. Students will also be showing their ability to work collaboratively as this is a project to be completed in pairs. Design

5.2.2 designs, produces and evaluates

Project involves:In pairs put together a presentation in which you use Animoto, Glogster, Mix book, or other digital story telling tool, which are Web 2.0 tools to tell true or made up story or toSuitability researchfor something audience of interest to you. appropriate solutions to a range of

challenging problems January 2010

5.2.3 critically analyse decision-making processes in a range of information and

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Requirements for project In order to undertake this task you will need to:         

Clearly follow each step of instruction in class Use researching skills comprehensively Show accurate attribution of information, images and any other material used using an online bibliography tool Follow steps in the use of critical thinking skills and the information literacy process Show thoughtful use of multimedia That you have worked as a pair, however also used your individual style. Show an understanding of the goal of the project ie how Christians are communicating the gospel Show understanding of targeting an audience well That you can manage the time you have been allocated efficiently.

To be submitted for assessment purposes: 9. Your presentation to the class as well as on the class blog for whole school access must reflect the message that Christians are trying to share. 10. Prepare a survey sheet for other class members to fill in as to their evaluation of your website, using http://questionform.com/ collect your data and present with your class notes 11. Student concludes work with a reflective note about their own assessment of their web site.

January 2010

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Guidelines for marking and feedback Multimedia Design Student name: 5.2.6 5.2.1

Mark

The student critically analyses decision-making processes in a range of information and software solutions. The students describes and applies problem solving processes when creating solutions.

5.1.1

The student selects and justifies the application of appropriate software programs to a range of tasks.

5.3.2 The student acquires and manipulates data and information in an ethical manner Material Submitted  Students have used information process in researching the topic  Students have used a range of resources selecting reliable sources  Presentation is complete, published and presented on class forum  Attribution reflects an understanding of the ethical conduct required 5.5.5 The student communicates ideas, processes and solutions to a targeted audience. 5.5.1 The student applies collaborative work practices to complete t tasks 5.2.2 The student designs, produces and evaluates appropriate solutions

/5 /5 /3 /2

/5 to a range of challenging problems /2 Evaluation  Production is appropriate for the audience selected  Evaluates using online survey the appeal of the website to its target audience  Reflective comments are accurate and constructive Teacher comment

Total

January 2010

/25

Page 73

Assessment criteria Range

Level of achievement

A student in this stage will:  

19-20 A



(Excellent)     17-18

 

(High)



 14-16  (Substantial)

   

12-13  (satisfactory)

    

10-11 E (Elementary)

 

0-9 N (Unsatisfactory)

January 2010

   

present class notes which reflect students use of critical thinking tools in an outstanding manner present a presentation that is above standard, complete, and presented on class blog Comprehensively present attribution reflecting an understanding of the ethical conduct required Thoroughly evaluate, using an online survey the appeal of the presentation to its target audience State reflective comments that are accurate, constructive and perceptive present class notes which reflect students use of critical thinking tools in an excellent manner present a presentation that is of an excellent standard, complete and presented on class blog Accurately present attribution reflecting an understanding of the ethical conduct required Comprehensively evaluate, using an online survey the appeal of the presentation to its target audience State reflective comments that are accurate, constructive and insightful

present class notes which reflect students use of critical thinking tools in clear manner present a presentation that is of a good standard, complete, published and presented on class blog present complete attribution reflecting an understanding of the ethical conduct required evaluate, using an online survey the appeal of the presentation to its target audience State reflective comments that are accurate and constructive present class notes which reflect students use of critical thinking tools in a clear manner present a presentation that is of an satisfactory standard, complete, and presented on class blog present almost complete attribution reflecting an understanding of the ethical conduct required do some evaluation, using an online survey the appeal of the presentation to its target audience State reflective comments present some class notes which reflect students use of critical thinking tools present a presentation that is of a elementary standard, and presented on class blog present some attribution reflecting an understanding of the ethical conduct required do a few evaluation, using an online survey the appeal of the presentation to its target audience State some reflective comments Work handed in was fraudulent No task handed in No class notes handed in

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information technology

WEB 2.O TOOLS PROJECT 4 Marks:

Outcomes to be assessed A student:

Weight: 20%

5.2.2

designs, produces and evaluates appropriate solutions to a range of challenging problems

Time allowed: 4 - 8 weeks

5.5.3

describes and compares key roles and responsibilities of people in the field of information and software technology.

Due date: 6th Dec Term 4 Week 9 5.1.1

selects and justifies the application of appropriate software programs to a range of

Group: Individual

tasks. 5.3.2

acquires and manipulates data and information in an ethical manner.

Focus: Critical Thinking skills

Introduction

Researching skills

5.5.1

applies collaborative work practices to complete

5.5.2

tasks. communicates ideas, processes and solutions to a targeted audience.

This project is designed to be some fun for students bringing together the skills they have achieved over the year. This includes the Referencing application of the Information Literacy Process in the way the student approach their work, and also the application of all the Digital Literacy skills that they have learnt. Design

The task is to create a presentation for the school assembly using a web 2.0 tool that the student selects. The presentation is to show the real meaning of Christmas in a fresh creative way that is not clichĂŠd but shows a genuine exploration of Christmas. Suitability for audience January 2010

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Requirements for assessment In order to undertake this task you will need to:        

Clearly follow each step of instruction in class Show accurate attribution of information, images and any other material used using an online bibliography tool Follow steps in the use of critical thinking skills and the information literacy process Show thoughtful use of multimedia That you can work on your won expressing your individual style. Show an understanding of the goal of the project ie to present creatively the Christmas message Show understanding of targeting an audience well That you can manage the time you have been allocated efficiently.

To be submitted for assessment purposes: 12. Your presentation to the class as well as on the class blog for whole school access must reflect the message that Christians are trying to share. 13. Prepare a survey sheet for other class members to fill in as to their evaluation of your website, using http://questionform.com/ collect your data and present with your class notes 14. Student concludes work with a reflective note about their own production also commenting on the different types of people’s skills they have utilized in the production of their presentation.

January 2010

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Guidelines for marking and feedback Web 2.0 Tools Presentation Student name:

5.2.2

designs, produces and evaluates appropriate solutions to a range of challenging problems

5.1.1

selects and justifies the application of appropriate software programs to a range of tasks

5.3.2

acquires and manipulates data and information in an ethical manner /2

Task  

Mark

Effectively constructs a presentation using a Web 2.0 tool Clearly shows evidence of understanding how the Web2.0 tool can be used

Teacher comment 5.5.1

Selects and justifies the application of appropriate software programs to a range of tasks. 5.5.6 Communicates ideas, processes and solutions to a targeted audience. 5.5.7 Describes and compares key roles and responsibility of people in the field of information and software technology Reflection  

Shows an understanding of the importance of reflection Shows the use of Digital Literacies in the planning and construction of the presentation.



/5 /3

Shows an understanding of the range of different people’s skills utilised to construct the presentation.

Teacher comment

Total January 2010

/20

Page 77

Assessment criteria Range

Level of achievement

A student in this stage will:  

19-20 A (Excellent)

    

17-18

 

(High)



 

14-16 (Substantial)

    

12-13 (satisfactory)

    

10-11 E



(Elementary) 

0-9 N (Unsatisfactory)

January 2010

   

Expertly uses digital literacy processes present a presentation that is above standard, complete, and presented on class blog Comprehensively present attribution reflecting an understanding of the ethical conduct required Thoroughly evaluate, using an online survey the appeal of the presentation to its target audience State reflective comments that are accurate, constructive and perceptive Excellently uses digital literacy processes present a presentation that is of an excellent standard, complete and presented on class blog Accurately present attribution reflecting an understanding of the ethical conduct required Comprehensively evaluate, using an online survey the appeal of the presentation to its target audience State reflective comments that are accurate, constructive and insightful

Shows evidence of the use of digital literacy processes present a presentation that is of a good standard, complete, published and presented on class blog present complete attribution reflecting an understanding of the ethical conduct required evaluate, using an online survey the appeal of the presentation to its target audience State reflective comments that are accurate and constructive Use of digital literacy processes in clear and concise way present a presentation that is of an satisfactory standard, complete, and presented on class blog present almost complete attribution reflecting an understanding of the ethical conduct required do some evaluation, using an online survey the appeal of the presentation to its target audience State reflective comments Presentation shows some us of digital literacy processes present a presentation that is of a elementary standard, and presented on class blog present some attribution reflecting an understanding of the ethical conduct required do a few evaluation, using an online survey the appeal of the presentation to its target audience State some reflective comments Work handed in was fraudulent No task handed in No class notes handed in

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Survey Question Scaffold

These are suggestions only, feel free to formulate your own questions

Give each question a rating from 1-5 1 low 5 very high

Question How appealing is this presentation on first viewing? Is the range of Christian communications clearly represented? Are the links clear and active? Do you feel more informed about how Christians are using web tools to communicate? How well has this presentation prepared you for communicating the Christian message? After exploring this presentation how appealing is it? Is there a balance of information, graphics and links

January 2010

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Reflective Thinking Scaffold

These are suggestions only, feel free to formulate your own reflective thoughts

Think about Am I happy with my work, in what way

Response

Do I think I could improve, in what way

What kinds of things have I learnt?

Will what I have learnt be useful, in what way?

Have I enjoyed this project, give reasons for answer

January 2010

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Survey Question Scaffold

These are suggestions only, feel free to formulate your own questions

Give each question a rating from 1-5 1 low 5 very high Question

How appealing is voicethread on first viewing? Does the presentation communicate the gospel? Is the message clear and easy to understand? Do you feel more informed about what the Gospel is? How well has putting this voicethread together prepare you for life? After exploring this voicethread how appealing is it? Is there a balance of information, graphics and links

January 2010

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Reflective Thinking Scaffold

These are suggestions only; feel free to formulate your own reflective thoughts Think about Am I happy with my work, in what way

Response

Do I think I could improve, in what way

What kinds of things have I learnt?

Will what I have learnt be useful, in what way?

Have I enjoyed this project, give reasons for answer

January 2010

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information technology

YEARLY EXAM YEAR 9/10

Marks: 100

Outcomes to be assessed A student:

Weight: 40%

5.2.1 Student describes and applies problemsolving processes when creating solutions

Time allowed: 2 Hours 5.2.2 Designs, produces and evaluates appropriate

Due date: 21st September

Requirements for assessment Group: Individually

solutions to a rnage of challenging problems

5.3.2 The student acquires and manipulates data and information in an ethical manner

To pre-prepare information using the Define, Locate, Select Literacy processSkills including text, graphics, audio and video. Focus: Information 5.5.2 Communicates ideas, processes and

In the exam using glogster construct a glog with the pre-prepared information, Organising, Presenting and Assessing the information on a topic of your own choice. (Selected from and school subject topic already researched.

solutions to a targeted audience

Exam is presented on the website below http://pcsinfotechexam.weebly.com January 2010

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Instructions

COMPLETE: Both PART A & B PART A (30 minutes) Multiple Choice questions and some short answer questions you need to complete all questions reading instructions carefully.

PART B (1 hour 30 minutes) Practical Section : Construct a Glog and submit with a Reference list attached to the Glog and a reflective statement also attached to the Glog.

January 2010

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Reflective Thinking Scaffold

These are suggestions only, feel free to formulate your own reflective thoughts

Think about Am I happy with my work, in what way

Response

Do I think I could improve, in what way

What kinds of things have I learnt?

In what way will the things I have learnt be helpful in school work in life skills?

What kind of a personal sense of achievement have I experiences doing this task.

January 2010

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Marking Rubric Year 10 Trial Exam 2010 â&#x20AC;&#x201C; Information Technology Students Name

Mark

Part A â&#x20AC;&#x201C; Multiple choice questions

/ 30

Part B â&#x20AC;&#x201C; Practical Task

/70

5.2.1

The student describes and applies problem-solving processes when creating solutions

Show evidence of critical thinking skills in the way text is put together and the topic is approached, giving solid details

/10

5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems

Gather information using a range of web search engines including Google advanced search tools Information sources are reliable and represented correctly as text on the glog

/5 /5 /3

Includes links to other websites Uses video footage appropriate to the topic 5.3.2

The student acquires and manipulates data and information in an ethical manner

Show an understanding of intellectual property and how to correctly reference and to use creative commons January 2010

/10

Page 86

Referencing attached to glog

5.5.2 communicates ideas, processes and solutions to a targeted audience

Show skill in manipulating glogster to produce a glog which meets the criteria set in the time required The design of the glog is appropriate for the audience and subject chosen Reflection on task completed shows understanding of the purpose of assessing your own work when complete.

/10

/10 /5

Reflection is attached to the glog as a separate file /5

Total /100

January 2010

Page 87

Assessment criteria Range

Level of achievement

A student in this stage will: 

19-20

 A 

(Excellent)

  17-18 B (High)



14-16 (Substantial)

Thoroughly show ability to use a range of web based search engines  Competently construct an example of a web site  Attribute correctly most material sourced  Show use of critical thinking skills in completing a task in time, to a good level. 

12-13 (satisfactory)

   an

Thoroughly show ability to use a range of web based search engines  Adequately construct an example of a web site  Attribute correctly some material sourced  Show some use of critical thinking skills in completing a task in time, to a sound level.. 

10-11 E (Elementary)

0-9 N (Unsatisfactory)

January 2010

Thoroughly show ability to use a range of web based search engines  some construction of an example of a web site  No attribution of any material sourced  Show no use of critical thinking skills in completing a task in time, to a poor level.

Page 88