Olivia+B

- Using Ipod touch in Reading rotations. - Reading Apps - The App has stories where the words highlight as the story is read.

Think outside the square to use Technology to its full potential.

Year 1 Content Descriptions


Text structure and organisation

 * 1) Understand [|concepts about print] and screen, including how different [|types of texts] are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links [|(ACELA1450] )

Sound and letter knowledge


Creating literature

 * 1) Recreate texts imaginatively using drawing, writing, performance and digital forms of communication [|(ACELT1586)]



Interpreting, analysing, evaluating

 * 1) Use [|comprehension strategies] to build literal and inferred meaning about key events, ideas and information in texts that they [|listen] to, [|view] and [|read] by drawing on growing knowledge of [|context], [|text] structures and [|language features] [|(ACELY1660]

Creating texts

 * 1) Construct texts that incorporate supporting images using software including word processing programs [|(ACELY1664]

 ICT - AITSL  Using and adapting resources   Here, the graduate teacher reflects on her use and adaptation of a professional learning resource for teaching a grid reference system in mathematics, when preparing for, and reflecting on her teaching of students at St Aloysius' School. She outlines those aspects of the resource she finds particularly beneficial. These include: standards for graduate teachers to meet, planning... Professional Engagement | Standard 6 | Focus area 6.1 The particle model

Two graduate teachers collaboratively teach a lesson on the interaction of particles in solids, liquids and gases. They encourage students to take on leadership roles in class through a role-play activity to demonstrate their understanding of the particle model. Following this, students develop presentations using information and communication technology (ICT) to demonstrate the... Professional Knowledge | Standard 2 | Focus area 2.6

Maths Rotations

In a mathematics lesson on multiplication and place value, a graduate teacher rotates students through a number of workstations as a means of engaging students and reinforcing core concepts. Prior to commencing the rotation through the workstations, the teacher explicitly revises how to use place value when multiplying large numbers. Digital curriculum resources, such as those... Professional Practice | Standard 3 | Focus area 3.4

Indigenous Studies

Here a graduate teacher aims to use a variety of digital tools and resources to engage students and enrich their experience in attempting to answer the question ‘Who are Indigenous Australians?’ The teacher explores how a range of digital tools and resources can be used to collaboratively build students’ knowledge of Indigenous cultures and histories in Australia... Professional Knowledge | Standard 2 | Focus area 2.6

<span style="background-color: transparent; color: #007583; font-size: 14px; text-decoration: none; vertical-align: baseline;"> <span style="color: #535353; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Teaching teachers for the future

<span style="background-color: transparent; color: #007583; font-size: 14px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: #ffffff; color: #636363; font-family: Helvetica,Arial,Verdana,sans-serif; font-size: 1.2em; vertical-align: baseline;">Aboriginal and Torres Strait Islander backgrounds. 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Select and use specific digital resources and tools that are ...