Embedded Files
CAPA
CAPA
Work on Term 4 should look to focusing on the core skills that would support students with their next phase of their learning.
Consideration should be given to the impact remote learning has had in stage 4. How can the time in Term 4 be best utilised to minimise this impact. This could potentially have a run on impact on stage 5 electives which go on to support stage 6 classes. When stage 5 classes begin in 2022 - what core knowledge and skills from stage 4 need to be reviewed/covered along with the Stage 5 material.
Where work can be done collaboratively - this is to be encouraged.
Stage 6 - Teachers of Yr 11 2021 -> HSC 2022: Will need to consider the impact remote learning had on the development of key skills required for performance exams.
Particular attention should be given to the skills of developing their projects/works in terms of time management - the return to full face to face learning will for the most part realise a substantial increase in workload.
Where collaboration works/ projects are concerned - consideration should be given to the reduced experience students have had with managing these interactions and the time pressures involved.
As discussed at subject specific zoom meetings with teachers - given the increased importance of the written exam this year - HSC workshops/masterclasses/tutorials should focus on improving the students capacity to answer written exam type questions. The HSC standards materials from NESA, along with your own student work samples are a useful resource to draw upon to show students what success looks like.
Note: Activities that are not permitted or on hold
singing, chanting, group repetition and choirs (except for HSC preparation and assessment purposes as outlined above)
bands and ensembles
Link to Remote Learning Resources: https://sites.google.com/dow.catholic.edu.au/school-improvement-services/resources-for-klas/capa/
English
English
Ideas for Years 7-10
integration of skills-based learning from a literacy perspective
new publications from What Works Best around supporting reading
common areas of concern are interpretive and inferential comprehension, linking ideas or meanings across sentences/ texts, and understanding the relevance/ purpose of visual elements in texts
DoE website with supports for various aspects of writing
additional resources:
‘next phase’ readiness skills practice:
Continuum of learning document could be used to identify skill areas
Exercises to build vocabulary- DoE publication - go to bottom of page to download resource which includes teaching strategies and activities
Scribo writing activities to build skills in composing texts
Collins Writing “Focus Correction Area” structure could be used to target one or two areas for improvement in a short writing task
Ready to go activities and resources for explicit teaching of reading in Stages 4 and 5- download the full resource via the link at the bottom of each page
Years 10 and 11
preparing for writing in Stage 6- lesson sequences:
HSIE
HSIE
Consider the Stage Statements for Geography and History in Stage 4 and Stage 5. These should give guidance as to the essential learnings that students should be experiencing throughout the course and may highlight a crucial skill that should be addressed as students return to face-to-face learning.
Similarly, there may be practical skills that have been difficult to participate in during remote learning that requires concrete materials. This skill development along with opportunities to collaborate with peers to develop and explore understanding would be beneficial to reengage during the end of the year.
Particularly for Year 10, consider the communication/writing skills that can be developed during the end of the year in preparation for Year 11. There are opportunities to consider the types of responses that students prepare that simulate the expectations of different types of responses required during Stage 6.
Stage 5 Commerce may consider a collaborative project throughout the remainder of the term that focuses on the consolidation and development of a range of skills for Commerce or Stage 6 Business Studies/Economics.
Languages
Languages
Stage 4 Mandatory Languages: while maintaining the intention of the language course, engage the students in the aspects of the language development that encourages engagement, collaboration and celebration while still addressing any additional assessment needs.
Students continuing to later stages of learning - Stage 5 elective or Stage 6 Continuers will need to focus on foundational skill development that will best set them up for success for 2022.
Literacy
Literacy
Literacy activities focused on the Maslow's hierarchy of needs in Security, Belonging and Esteem can be integrated across all curriculum areas. Found here and on the pages for Security, Belonging and Esteem.
Promoting Security: Sharing the road map for students
Promoting Belonging: Collaborative literacy activities
Promoting Esteem: Literacy ideas and classroom practices
Mathematics
Mathematics
Improving Numeracy skills for Years 7 -12 across all KLA’s - align these resources with NAPLAN target skills
Years 7 - 10 - Opportunities for interactive technology promoting collaboration and challenge
Years 7 - 10 - activities to promote Mathematical reasoning
Years 7 - 10 - setting students up for success for stage 6
Supporting Mathematical Reasoning - AAMT: booklets ready to be used
- Algebraic Reasoning-
- Geometrical Reasoning
- Statistical Reasoning
Stage 6 HSC Maths HUB
Numeracy
Numeracy
Improving Numeracy skills for Years 7 -12 across all KLA’s
eg.
Year 9 NAPLAN - Identifies equivalent fractions from a diagram. Exemplar and strategy
Year 7 NAPLAN - Plots points to represent data in context. Exemplar and strategy.
adapted mind https://www.adaptedmind.com/Math-Worksheets-Adaptive-v80.html?type=mathaids2#gl
VENN Diagrams: https://www.math-aids.com/Venn_Diagram/
Bar graphs https://www.commoncoresheets.com/BarGraphs.php
Graphs and data teaching resources : https://www.teachstarter.com/au/learning-area/graphs-and-data/
PDHPE
PDHPE
Practical focus- guidelines summarised in document, or view original DoE document
Schools may require support to operate under Level 3 guidelines- sport within existing PDHPE classes is allowed under Level 3 guidelines as long as “mingling” or “mixing” is limited- this means that cohorts should not mix, nor should class groups mix
Non-contact outdoor games and sports are permitted
The following activities are NOT permitted:
Mixing of student cohorts and classes.
Contact games and sports.
Gymnastics or similar activities.
High intensity training or resistance training indoors.
No shining of cricket balls with sweat or saliva.
No sharing of personal items including drink bottles, towels, socks, mouthguards or clothing.
Masks may be removed by students in PDHPE classes while they are doing exercise
Literacy and numeracy strategies could be applied to theory-based lessons:
new publications from What Works Best around supporting reading
DoE website with supports for various aspects of writing
exercises to build vocabulary- DoE publication - go to bottom of page to download resource which includes teaching strategies and activities
scaffold for developing numeracy skills in PDHPE (developed by PDHPE teachers at St Benedict’s Catholic College)
CEDoW Sport resources:
CEDoW Sports Council COVID site- regular sport updates at both Diocesan, CSNSW and NSWPSSA & All School Levels
CEDoW Practical guide for return to school sport and physical activity (whole school)- updated with current advice and latest official releases
Religious Education
Religious Education
See Faith Continuity Site for Secondary Curriculum support
Science
Science
Faculties to review scope and sequences and determine the core knowledge and skills that are most valuable (essential) to the students with the 2022 academic year in mind.
Students have not been able to do practical work in remote learning so a greater focus on practical work would be beneficial. Given the time away from the labs - a quick review of standard lab procedures and safety guidelines will be important especially for stage 4. Practical work will also be beneficial due to the collaborative nature in which many school based practicals are performed.
Year 10: When determining the core essential teachings for Term 4 - consider what knowledge and skills will best support a move to Stage 6 Science, this could also depend on the courses that the students in the class have chosen.
Consideration could be given to the contexts of units and whether students' recent first hand experiences can be utilised to make the learning more relevant to them. eg: The science of - Disease (Viruses), Vaccinations, Impact of lockdowns on household energy consumption.
Energy Use newspapers Articles
Be aware of anxiety around an uncertain future - whenever possible talk about being fortunate to live in a modern, wealthy, technologically advanced country with an excellent medical system - and the brighter future that lies beyond these recent events.
Assessment and reporting can be done with reference to the formative tasks done during the remote learning period and any tasks done when the students return.
Link:
The Science by Doing resources covers the entire Stage 4 and 5 syllabus and has many inquiry based lessons that could be utilised. Note: Registration is required to access these free resources.
Other useful scaffolds for practical work
Given the time away from the labs - a quick review of standard lab procedures and safety guidelines will be important especially for stage 4.
Links:
https://www.youtube.com/watch?v=VXB1HWnjQBA
Again due to the absence of practical work over the past 4-5 months teachers need to consider increasing the use of scaffolding to support practical activities ( through teacher explanation and or demonstrations and the use of guidance worksheets or videos). At first, students may be less independent with practical work. Teachers can reduce the use of scaffolding as students' confidence and skill levels increase.
Links:
https://www.weareteachers.com/ways-to-scaffold-learning/
Practical work will also be beneficial due to the collaborative nature in which many school based practicals are performed. Explicit instruction and reminders on the collaborative skills that will facilitate the successful completion of practical work is likely to be necessary.
Link:
Working in a team https://docs.google.com/document/d/1BNJL1sAL_Hc1U8vo-L2mhhcspOxa6jk2tDVMQXxUSws/edit
https://www.fortheteachers.org/instructional_strategies/#Work_Together
https://www.fortheteachers.org/instructional_strategies/#Form_Groups
TAS
TAS
KLA Leaders have discussed the need for a practical focus, developing students skills and understanding of project development and management. Practical subjects will have a “Covid Effect” for the next 4 years as the skill base that students are expected to develop over 6 years of schooling is impacted. Therefore, Term 4 should focus on the core skills that would support students with their next phase of their learning
Consideration should be given to the impact remote learning has had in stage 4. This could potentially have a run on impact on stage 5 electives which go on to support stage 6 classes. When stage 5 classes begin in 2022 - what core knowledge and skills from stage 4 need to be reviewed/covered along with the Stage 5 material?
As discussed at subject specific zoom meetings with teachers, given the increased importance of the written exam this year HSC workshops/ masterclasses/tutorials should focus on improving the students capacity to answer written exam type questions. The HSC standards materials from NESA, along with your own student work samples are a useful resource to draw upon to show students what success looks like.
Industrial Technology Standards materials
Design and Technology Standards materials
Food Technology Standards materials
Engineering Studies Stage 6 HSC standards materials
Technology Mandatory Stage Statement
Returning to Practical Safety
Students will require workshop safety revision. This could be accomplished via Onguard
Teachers should model worksite style “Toolbox Talks” to re-engage students with safe work in the workshop
Review equipment posters Timber equipment PPE posters (PDF 11MB)
Digital Technologies
Those schools where Digital Technologies has been impacted can find a range of resources here. Please contact Mark Woolley if your school needs access to more Arduino’s. You may find students connect better with coding the Arduino as the coding can result in a physical output.
Engaging students with Hour of Code during December will provide an opportunity to re-engage with coding in a fun, safe and student directed manner. Catholic Learning Online will host a webinar to support you in implementing Hour of Code should you require more support.
VET
VET
Year 11/12 As students have been attempting the knowledge evidence of competency tasks it is essential that any face to face time be used to complete the outstanding practical activities required to develop the skills required for assessment in each framework. All Term 4 VET competency tasks have been reviewed and are ready for distribution to students. The RTO has identified simulated work placements/industry interactions where possible to meet with COVID restrictions,
Due to the extended time away from the practical environment it is advisable to revise practical safety rules, Standard Operating Procedures and PPE requirements for the workshop/kitchen before the students undertake practical activities. The Safety resources from SafeWork NSW are accessible from our RTO website. Construction/ Manufacturing/ Electrotechnology trainers should use toolbox meetings to address the tasks and identified risks and hazards and review the SWMS for specific activity being undertaken.
VET Trainers can access the collaborative resources for their specific framework from the VET RTO website.
Undertake a revision quiz of TERM 3 content to assess students' understanding and identify gap training requirements.
Before the first Face to Face lesson ensure machinery/equipment has been checked and is ready for use.
Year 10 - Students undertaking early commencement Stage 6 VET should continue with completion of practical activities for competency tasks.
Year 10 students who are to be studying VET in 2022 could undergo LLN robot testing. They can undergo an introduction to Literacy and Numeracy in VET (Resources available on the VET RTO site). Videos Numeracy in Construction and Numeracy In Hospitality are also good introductions. Schools may also decide to run potential construction students through the Building and Construction aptitude test.
When possible year 10 students may participate in face to face or remote connected delivery of the white card
Page updated
Report abuse