Primary/Secondary Resources

Practising digital safety and wellbeing:

‘engage in safe, legal and ethical online behaviour and defuse negative online social interactions?

recognise the benefits and risks of anonymity online (ACARA, 2022)’

AC9HP10P07

investigating the legal requirements for their state or territory in relation to seeking, giving, refusing and accepting the refusal of consent, and considering how these laws relate to relationships with friends, colleagues, strangers and intimate partners, in both online and offline interactions (ACARA, 2022)’

Level 6 (Years 9-10)

HPE:

Resource: eSafety is an online safety education resource provides guided lessons and resources in teaching students online safety.

 URL: Rewrite Your Story | eSafety Commissioner Lesson plan - That's not team spirit.pdf

• This resource would be used in the introduction to cyberbullying: watching their peers experiences and reflection from their consequences creates the ability to reflect on their own choices bringing future consequences into the present (Blannin, 2022).

• Incorporating class discussions surrounding ethical online behaviour, scenario role-play, personal values with internet research on state laws on cyberbullying and true examples allows students to engage in challenge-based learning (Kurup, 2019)

• By combining these videos with internet investigating on state laws on cyberbullying, and research real world impacts of cyberbullying technology has enabled students to reflect, review and reconsider (Blannin, 2022).

•  eSafety’s Be Deadly cyberbullying videos supports cross-curriculum inclusive education according to ATSIL, ‘students need to see themselves, their identities and their cultures reflected in the curriculum to fully participate (ATSIL, 2022).’

• The meaningful use of personal video testimonies uses Vygotsky’s social constructivism pedagogy, which focuses on social interactions and cultural inclusion (Noddings, 2015).

Investigating:

Interpretating data: ‘analyse and visualise data using a range of digital tools to identify patterns and make predictions (ACARA, 2022)’

AC9HS6K03

‘the motivation of people migrating to Australia since Federation and throughout the 20th century, their stories and effects on Australian society, including migrants from the Asia region (ACARA, 2022)’

Level 4 (Years 5-6)

HASS:

Resource: The National Archives of Australia and the National Museum of Australia are official online databases of historical resources

URL: Across the seas: stories of migration to Australia | naa.gov.au Defining Moments in Australian migration | Australia’s Defining Moments Digital Classroom | National Museum of Australia Bing Videos

• This Resource would be used throughout student’s collaborative and independent research unit on Australia’s migration. Including an introduction video to Aboriginal migration within Australia brings cross-curriculum priorities into the lesson in a culturally inclusive way.

• Powerful way to engage students through narratives including diverse perspectives and cross-curricular perspectives.

•  Independent research through visual mediums progresses learning from Substitution to Augmentation on the SAMR scale (Howell, 2020).

• Students need to gain knowledge of the historical, cultural, socio-economic and personal reasons and impacts of Australia’s migration, this is best taught by combining historical information with personal story telling through a social constructivism pedagogy involving group discussion and independent research. Delivering the subject matter through historical visual autobiographies and documentaries is the most effective way to engage and enhance student learning (Howell, 2020)

Creating and exchanging

Create, Communicate, Collaborate: ‘experiment with the features of familiar digital tools to create content (ACARA, 2022)’

AC9AMA4C01

‘use media languages, media technologies and production processes to construct representations that communicate ideas, perspectives and/or meaning (ACARA, 2022)’

Elaborations: creating a soundscape to accompany a moving image that includes Foley sounds and recorded sounds on a variety of devices to explore volume, layering and the use of voice to create a sense of environment (ACARA, 2022).’

Level 2: (Years 1-2)

Art Class

Resource: Teacher resource Australian’s Together framework, created by Indigenous teachers to support a first nation culture approach to education. Makey Makey, a STEM invention kit that connects objects to computer keys

URL: Showing connection to Country through art | Australians Together  Makey Makey – Joylabz Official Makey Makey Store

• Used by the teacher to structure the lesson, guided by first nations educators to implement the Australian’s together framework for an inclusive Indigenous culture first approach to the lesson.

•  Makey Makey, would be used throughout the student’s exploration of the environment recording sounds and during the creation of their artwork.

• Makey Makey modifies the original task transforming the Art lesson to the modification level of SAMR (Howell, 2022).

• The incorporation of STEAM with a purposeful integration following the SAMR model enhances students learning by utilising their high order thinking. Furthermore this STEAM approach to an Art class makes a traditionally independent focused lesson a socially inclusive lesson (Blannin, 2022)

•  Supports bridging the digital divide by breaking down barriers through using ICT in meaningful ways, increasing students access to a wide variety of technology devices (Good Things Foundation | Closing the digital divide)

• Students need to see themselves, their identities and their culture reflected in the curriculum (ATSIL, 2022)

Managing and operating

 Select and operate tools

AC9TDI6P08

‘select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours (ACARA, 2022)’

Level 4: (Years 5-6)

Resource: Google Classroom is a collaborative and interactive app for both students and educators

URL: https://classroom.google.com/

• Using Google Classroom as a collaborative classroom space for; group tasks, peer feedback, discussion forums, assignment tasks, content tutorials guide skills young people need to function in a digital environment ethically, safely and productively (Blannin, 2020

•  It utilises the SAMR model by redefining classroom management and curriculum implementation (Howell, 2020)

• Bridges the digital divide for students by providing them access and increased opportunity to interact and learn through using technology and programs they will most likely encounter in their future (Good Things Foundation | Closing the digital divide)

Goal Progress