EG: Curriculum Guides for the Technology & Enterprise Learning Area

Power Points: | Curriculum Framework Implementation | Technology & Enterprise Outcomes |

Download examples: The Phases of Develpment- Early Childhood to Late Adolscence

| Examples: Early Childhood | Examples: Middle Childood to Late Adolescence |

Workshop Activity: Integrating ICTs to meet Student Needs

Download activity sheet and complete Activity Sheet: Educational Goals and Learning Through Technology

| Technology and Enterprise | LOTE | Health and PE | Science | Technology and Enterprise | Technology Process: Arthritis |

Teach-nology.com
http://www.teach-nology.com/web_tools/rubrics/

School Discovery.com
http://school.discovery.com/schrockguide/assess.html

Rubrics and Evaluation Resources
http://www.ncsu.edu/midlink/ho.html

Rubrics 4 Teachers
http://www.rubrics4teachers.com/

Web Quest Assessment Rubric
http://www.adelaidehs.sa.edu.au/ahsintranet/Teachers/lq_web/wq_assess_rubric.htm

Evaluation Rubrics for Websites
http://www.siec.k12.in.us/~west/online/eval.htm

Eighmey's Think Tank
http://kancrn.kckps.k12.ks.us/Harmon/breighm/rubrics.html

Rubrics
http://www.tcet.unt.edu/START/instruct/general/rubrics.htm

Lesson Plan Links
http://www.lessonplansearch.com/Rubrics/

Rubrics for Web Lessons
http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm

Rubrics
http://www.uwstout.edu/soe/profdev/rubrics.shtml

Rubric Bank
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html

Assessment Rubrics
http://edtech.kennesaw.edu/intech/rubrics.htm

Creating Rubrics
http://www.teachervision.fen.com/teaching-methods/rubrics/4521.html

Web Quest Lessons and Builders

Lessons and Web Quest Builder Excellent site- building webquests for teachers http://www.4teachers.org/intech/lessons/

Gain access to a Database of existing Webquests across different Learning Areas http://webquest.sdsu.edu/webquest.html also try http://ozline.com/webquests/intro.html

Future PD http://futurepd.org/

DETERMINE WHERE STUDENTS ARE AT IN A YEAR GROUP

At present, year groups in learning areas remain as a common organisational and delivery model for learning and teaching in secondary schools. Teachers (in collaboration with the students) decide the learning area outcome/s (LAOs) to be covered in the unit of work, taking into consideration the needs of the students at his or her phase of development. Teachers should then refer to the elaboration which occurs in the relevant level/band in the progress map in order to identify the level/band which applies mainly to the year group in question. For most of WA about 60% of students in each year group demonstrated achievement at the following levels:

While these are broad indicative connections only, schools need to determine the current levels of achievement for each student. It may occur that most students are achieving at a level either higher or lower than the nominal connections identified above. The diagram on page three shows the possible starting point for Year 8 planning using this method.

DEVELOP A LEARNING, TEACHING AND ASSESSMENT PROGRAM FOR EACH CLASS/YEAR GROUP

Read the description in the level/band carefully. Refer to sub-strands for elaborations and pointers/evidence guide for illustrative examples of what demonstrations of achievement might characterise this level. These examples are neither prescriptive nor exhaustive.

Refer to the level immediately preceding and succeeding the level in question. For example, for typical Year 8 planning, levels 2, 3 and 4 might be involved. Read the descriptions in each of the levels and develop an understanding of how achievement is different in each level and how a progression occurs. Refer to the pointers or evidence guides to develop this awareness of progressive developmental achievement. Refer also to broad level statements if these exist.

Reference to the main process outcomes can often be the most useful method of identifying a learning progression.

Develop a consensus amongst teachers about how achievement at each level might be demonstrated. This is critical if teachers in previous and subsequent years are to involve the student in consistent and well informed development and achievement of outcomes.

Develop learning, teaching and assessment strategies which aim to collect evidence of achievement, mainly at the "core" level but also at the surrounding levels. This will typically occur by developing a learning context and task and the assessment instruments concurrently. Smaller scale formative assessments may still be important. However, the key task will be to develop a process where the learning process and assessment regimes are integrated. Assessment should adhere to the principles of the Curriculum Framework and should be integrated within the learning and teaching process.

DEVELOP METHODS FOR ENSURING SHARED UNDERSTANDING OF LEVELS OF ACHIEVEMENT

The planned learning experience will focus on a number of LAOs or components of these. A rubric should be developed which identifies the student's level of achievement. There are two methods this could take:

• The rubric should, in the first instance, identify the details of achievement for three or so levels which relate directly to that outcome. The evidence in the rubric would typically be drawn directly from the progress map - sub-strands and pointers - or modifications of these, ensuring thaome or sub-strand of an outcome, details of achievement at levels 2, 3 and 4 might be outlined in the rubric.
• Once a rubric referring to levels on a progress map has been developed and well understood, another related rubric could break down a level into a little more detail.This is a difficult task and would require very close knowledge of the outcome and a level. In such a rubric, achievement might be outlined as that which illustrates a student is beginning to achieve elements of the outcome at that level, consolidating their achievement, or fully achieved the outcome and is beginning to illustrate achievement at the next level. Development of such a rubric is a conceptually difficult process and it is problematic whether individual work samples can be confidently described in such detail. It is important, however, that the basis for the development of any rubric should be the levels on a progress map.

Shared understanding also involves liaising with students and other staff - and eventually with other schools. It is important that work is described at the appropriate level on a progress map.