Some interesting ideas are presented in this video, including organisational strategies and how to teach students to create using a variety of apps on iPads.
Click on the tabs at the top to explore to explore Year 3, Year 5 and Year 7 results
It will be important to prepare students for either a persuasive or narrative text. Exploring the difference between the two in structure and language use will help to prepare students.
Writing Rubrics and Descriptions of National Minimum Standards for Year 3, 5 and 7
Persuasive writing rubric-wq1m7k
NAPLAN Writing Resources from website:
CSER home page contains many helpful resources
CSER Courses are very useful. Check out the range of courses here:
Patterns to Alegbra Reception to Year 2:
Patterning Year 5 Resource:
Assessment of Binary
By the end of Year 6, they are able to explain how digital systems use whole numbers as a basis for representing a variety of data.
Some example questions:
Can students explain what system computers use transfer and represent data?
Are students able to convert binary numbers?
Can students explain what a ‘binary digit’, a ‘bit’, and a ‘nibble’ are?
History of QR Codes:
How QR codes work:
Goo.gl to shorten url and create a QR code
Useful website about QR Codes:
Use Audacity to record
This year I have made a deliberate effort to encourage students to pose more questions, believing that this gives me a better insight into students’ thinking. On Friday, during a Geography lesson, I saw the benefits of this. In planning the lesson I had decided to model reading the climate statistics of Adelaide, so that students could then explore the climate statistics of their chosen country.
I had planned to pose questions like:
- What is the highest average maximum temperature? When does this occur?
- What is the lowest average maximum temperature? When does this occur?
- What is the average rainfall for June?
Instead I referred to the data and got students to pose the questions. They asked much higher order questions, such as:
- Who collects the data? – Do they record accurately or can they manipulate the data if they are climate sceptics? (This wasn’t worded in this way, but it was what they were getting at.)
- How accurate is the data?
- What is the area related to the rainfall? How does this affect the data collected?
- Has there been major differences between the climate each year?
- After looking at the average temperatures, and knowing that the temperature can be much higher than these in Adelaide, one student thought that the statistics may be different if the last few years’ data was used, rather than the previous 30 years.
- Is the data reliable?
- When was it recorded?
- Who recorded it?
- Why is January the hottest month and has more rainfall than February? – February is usually hotter isn’t it?
- Why does the minimum temperature follow the maximum? (Recognition of pattern)
- Why does June have the highest rainfall?
I will continue to encourage students to pose and answer their own and others’ questions.