Group+3+-+Assessment+3

 Hey Coral, Thought it might be more successful corresponding this way! Im so so sorry I havent replied I have been working the past 4 days! No excuses though! What you have done looks great I promise I will make a start tomorrow. Sorrry again! Cheers Ashlee

Hi Ashlee, No worries, I figured you must have been busy. Coral 

Hey Coral and Hanna I have created this page so we can get started on the assignment! Edit is to the right of screen her click on it and add anything to the page. In the toolbar on the edit screen you can change the font colours by clicking the icon and then you just save it once you have finished and it will be updated for everyone. Cheers Ashlee (24/9)

Hey Ashlee,

I am here but I do not know how. I went into NOTIFY ME and that had an edit selection. Do not know if this will work but I thought I'd give it a try.

Hi Ashlee and Hanna, Just some ideas to think about. One of the resources I researched was the Citizen's Ark - An Exploration. I think this would be a great one to use. We could a have a question that relates to the history of Australia. This opens up SOSE, The Arts, English and Maths. We could include family trees, time lines, costume, culture, politics, currency, transport, buildings and many more. What do you both think? Coral

//Welcome Jacqui, Great to have you on board. Ashlee and Jacqui I have just edited the plan with some ideas of what we could do for each lesson. We do not have to adhere to what I have suggested and as you can see they are not very detailed. They are merely suggestions at this stage. What do you think? Are you both happy to search for appropriate resources to use with each lesson? Please add to or offer other suggestions when you can. Thanks, and looking forward to hearing from you. Coral//

Hi Ashlee and Hanna,

Thought I would just cut and past the structure for the assignment (from Sharon's post) so we can contribute. I have changed all of my contributions to green, thought it might be easier to stick to one colour each. 29/09 Good Morning All, I think the question "Does the Australian flag represent where we have come from?" is great and Iam happy to go with it. I will look at some resources today to fit into the lesson sequences. Does any one have ideas on how we would like to write the lessons up? what sort of format to use? Jacqui :)

thought i would just add this link to make it easy for all. [|Citizens' Arch]

Another site I found, please let me know if you think anything is not suitable. I just thought I will add what I find and people can comment. [|discovering democracy]

[|Aus flag] Hey all, I will stick to using the colour blue! Just an idea can we keep the actual format and working of the assignment at the bottom of the page and put our conversations above the cohort, just to make it less confusing. Jacquie I have just moved your contributions up so things stay nice and tidy (hope this is okay)! The suggestions are great Coral and I will add some to them today! As for writing the lessons up we just need to keep it simple using dot points of the basic lesson overview (sharons powerpoint presentation is a good example of this, just like you have started coral)! Cheers Ashlee Hey everyone, I have added some content for lesson one, Just making sure I am on the same path as everyone else. Let me know what you think? Cheers Ashlee 29/9 12.20pm p.s I would really love to incorporate Wordle into a final concluding activity to assess what students have found out.

Hey Guys, Jacqui, great to have your input. I have not included a format yet because I thought we would just get some ides first. Do you have access to a format that can be submitted with the cover page proforma? (sometimes this is fiddly). Does anyone know what our word count is meant to be for each segment? Part A being the lesson sequence and plans, Part B being the rationale. (I know it is 2000 in total). I thought I saw it somewhere but I am constantly flicking from subject to subject, do not know if I had my wires crossed. Thanks Ashlee for the input on the plans, you did a great job. Yes, keeping to one colour each makes it easier to identify who's ideas we might be referring to. I agree, keeping discussions above the cohort just keeps our wiki neater, thanks. Well, I have a house full of children for the school holidays and I have promised to play a game with them. Must go, I will try to contribute some more tonight. I am relieved we are actually getting somewhere, thank you both so much. Coral

Hey, About the formatting and submitting we can just copy and paste this into a word document once we have finished im pretty confident with that kind of thing if thats any help and we are able to use subheading so I reckon stick to the specific guide stated in the assessment task description (pretty safe!!! haha). After listening to Sharons presentations, I dont believe there is a specific word count for each section. At the moment the word count of the text is about 480. I think if we can keep the first part to about 800 words that leaves 1200 (approx 400 for each section). Would this be suitable?? Then we could each write about one section?? I dont know if any of you are interested in doing it this way. Let me know your thoughts. Hopefully we could get part A done within the next couple of days so we can start part b?? Oh and also we might need to add a little more detail to the cohort description below i have copied and pasted a message from the discussion board stating what should be included! Hope this is helpful.

you include the following:
 * grade
 * number of students in the class
 * number of boys/girls
 * access to computers and other technologies
 * experience with computers and other technologies
 * children with specific learning needs (what they are and how those learning needs impact on the rest of the class)
 * children with specific behavioural needs (what they are and how those behaviours impact the rest of the class)
 * the number of adults in the classroom and their roles (teacher aide, integration aide, parent help, prac student ...)
 * capacity for students to work in a range of groupings (pairs, small groups, whole class, individually)
 * general (not specific) curriculum focus (this cannot be ICT) - NOT standards/outcomes

Any other information that you think is relevant. Cheers Ashlee p.s have fun Coral!

Back again, Thanks for the advice Ashlee, I have added to the cohort and think I have covered everything. Could both of you take a look and comment if needs be. I have not expanded on the outcomes in the cohort because I am conscious of the word count. Do you think we need to here? My interpretation is that we go into depth with outcomes in the rationale. I placed another idea about the access to computers next to Ashlee's. Do not mind either way which one we use. My cohort is almost an exact replica of a classroom which I have been in over the last two years. Ashlee, it would be wonderful if you could format and submit this assignment if you are happy doing so, it normally takes my old brain a long time to format things correctly. Jacqui, are you happy with this too? The break up of words sounds good to me. I must admit, I am really not that confident with ICT but I am very thankful with all that I have learnt within this unit. I will do my best to find the right terminology for what I place in the lesson plans and so forth, but please do not hesitate to fix my mistakes. Cheers, Coral. p.s. I was really looking forward to taking some time out to play a game. It turned out, though, that the weather changed and most of them played outdoors in a massive wet sand pile in the middle one of our paddocks. They were a mess when they came inside but boy did they have fun.

30/9 HI guys,

Sorry have not been on much today, trying to find a new house to rent so running around to look at them. I do think playing in the sand sounds like more fun!!! I have looked and can't find a break up of word count so I guess it is up to us. The suggested break up sounds fine. I don't think in the cohort we need to go into outcomes as this can be covered in rational??? or implications for teaching??? Ashlee if your happy to submit thats great, happy to help in anyway I can, putting it in word etc.

Has anyone thought about how the students are to publish their findings? Could we get them to set up a wiki so they could put their findings up and display their wordle creations, they could also include links to the resources on the site?

Jacqui.

Hi all, Jacqui, I like the wiki idea, this probably needs to be included in the last lesson. If you can both take a look at the last two lessons, that will be great. I am concerned that I may have included too much detail and not sure if I have included enough ICT. I could not find how to change the spacing for the text in lesson 3 (if someone knows how to do this could they please alter it, thank you). Cheers, Coral.

01/10 Hi, I was thinking if students set up the wiki in lesson two and started posting things on it such as their flags then it will not take up so much time in the last lesson. It could be a work in progress, what do you think? I am just worried that if they are to do that as well as create and post a wordle in lesson four and explore the federation star it becomes a very long lesson. I think there is enough ICT in the lessons and you have done a great job. I will be back on tonight to look at the next section we need to do and nut out some ideas....... Jacqui.

Jacqui, I agree, the wiki would need to be incorporated in other lessons so as there is not as much to do in the last lesson. What you have suggested sounds good to me. It will be great if you can 'nut' out some ideas for the next section. I need to work on my other four assignments over the next few days but I will view the wiki and contribute when I can. Coral

02/10

I have started to write something up will post when I have done a bit more hopefully tonight guys.

Jacqui

03/10

Hi, could I get some feedback on whether you think I am on the right track and then I will keep going. Thanks, Jacqui Hi Jacqui, I think you have done a great job and you are on the right track. It might be a good idea, though, to cut and paste each ICT resource that we have used throughout the whole 4 lessons into number 5. Enhancing students, so that all the resources are covered. Would you like me to find some references to back up what you are saying? Or have you already got some? Coral.

03/10 Hi Coral and Ashlee, will cut and paste ICT resources tomorrow. I was not sure if we needed to back up with references or not as task discription does not mention it? Happy to put them in as it would not hurt. If you have some you could think of that would be good, will try and finish it tommorrow.

Jacqui

Hi all, Jacqui you have done a great job! I am hoping to write a section of this today. It might sound silly (im sorry if it does) I am taking it you are writing about the second part "reflect on why these are the most appropriate resources to use for this class to explore this question"? Ill start writing the "describe how you will use each of these resources to enhance student learning". Is this okay by everyone please correct and guide me if im wrong! The first 2 sections sound quite similar ill have a go and post something about 400 words long tonight! Currently the word count is 1081 so we need to write anoth 900 words! Cheers Ashlee

Hey,

Me again! Just thinking about the lesson sequences I have reread discussions and re watched sharons presentations. I think we should have A links to the curriculum section and some outcomes at the beginning of the lesson sequence to clarify what we want the students to learn. And also a small assessment dot point at the end of each lesson to show how the students are and will demonstrate what we intended on them learning. Let me know what you think. At least that way we are able to refer to the outcomes in the rationale. The WA scope and sequence will be a quick and simple copy/paste job for this, 3 outcomes maybe (2 sose and 1 literacy??) I have added threee that I thought would be sufficient please scrap them or change them just a suggestion, I have added the links so you can have a look at where I got them from or find others more suitable! Cheers Ashlee oh and i took out 3 dot points for the resources because they have to be specifically ICT based :))

Hi gals, Ashlee, yes, I was thinking we would need to back up the why and include it into our plans with relevant curriculum documents, you beat me to it. The outcomes you included are spot on, thank you. I think it would also be ideal to place the corresponding level number beside each outcome so they can be referred to in the plans. I am also thinking that hyper links would be ideal to include in the assignment (sorry if anyone has already mentioned this). What do you both think? Thanks also for doing enhancing students, I am happy with all of your suggestions. Pleased to see someone altered the cohort, thanking you. I also just edited it some more. I received my assignment back today and noticed that Carolyn commented on my comment that //"Most students have a high level of literacy".// She said that this means different things to different people (a fair comment). With her comment in mind, I changed what I had written. I do not mind if anyone changes it if they do not like it. I have also added a reference list. Whatever references we use can be added here, including the curriculum documents. This means that Ashlee does not have to think about this at the last minute and she does not have to research to find where any of the information came from. Speak to you both again soon, I will log on again tonight (most likely). Coral

Hey Coral, Yeah I was intending on putting the curriculum link ie WA Curriculum - Society and Environment - Culture - Level 2 etc! Yeah links are a great idea that will be rather simple to do once its in a word document and same with refernces!! I think we are on the same page so to speak!! Great did you recieve you assignment in the mail I have been waiting desperately for mine!! I have written 120 words of the describe section and will finish it by tonight so we can hopefully finish it off and have it submitted by thursday!! Cheers ashlee!! :)))

Hi all, I have just put up the enhancing student learning bit. Please feel free to change it I dont know whether I am on the right track or not???? Word count now stands at 1555!! Not far to go!! Ashlee :))

05/10 Hi Girls,

Looking good. I don't really know anything on the WA curriculum, but have read what has been written and it looks right on track :) I have added and changed bits to what I have written. I am not sure if I should add more on things like the Eureka movie? do we have a link for that? I think we are only supposed to write on what resources help ANSWER question, so do I leave things like wordle, kid pix etc out? Let me know what you think.

Jacqui.

Hey Jacqui, Its all good bout the curriculum its very confusing and I didn't until my prac this year I have stuck to the scope and sequence which are the links they pretty much state what the kids should be achieving. The actualy curriculum doc's are all over the show! I think we do have to include all of the resources because in theory they all contribute to achieving the outcomes!! Sorry for making more work!! Lets see what Coral thinks!! The wordle will be a type of assessment to see what the kids have learnt and the flags using kidpix could demonstrate their personal views of what they think being australian is? Just some suggestions. -Ashlee

Hi Gals, Yes, I think all of our resources help achieve our outcomes, so they will all need to be included. Sorry Jacqui, probably not what you wanted to hear. For example: Exploring the Eureka stockade helps students understand part of Australia's history and assists in identifying what is important to us as a nation. I hope that helps. One thing I really want to pay attention to at this stage is the importance of using correct tense and 1st, 2nd or 3rd person, particularly in our rationale. Does anyone mind if I fix these up in the rationale sections? I am worried that when Ashlee formats it all correctly she may find these sorts of mistakes and spend some time fixing them. I understand that the WA documents would be foreign to you Jacqui, I will try and help by adding these for you. As Ashlee mentioned, they are all 'over the show'. Do not try to get your head around them, you would need longer than two days to do this because they are very broad (they can be interpreted in too many ways by too many different teachers). I think, on the whole, it is really coming together well. I am so relieved that you are both easy going and easy to work with because it makes the collaborative side of the assignment pleasant, thank you. Lastly, sorry about the links, I will put them in when I get a chance (maybe tonight or sometime tomorrow). Cheers for now, Coral.

Hey Coral, I'd be extremely happy for you to fix up the grammatical side!! Lets just say Literacy isn't my strongest or favourite subjecT (haha)!! I will add assessment to the bottom of each lesson tonight. Is there anything else you want me to do??? Cheers Ashlee

Hey all, Just going through lesson 3. Its a fantastic lesson but I think their is way to much to do in a 50 minute time frame I dont want to simply cut things out, Coral and Jacqui could you maybe have a look. Ill break it up into the sections but i dont think it is physically possible to do that much in 50 minutes!

Yes, I agree Ashlee. I think maybe we need to cut out the astronomy part of the lesson because it does not relate as much to our enquiry question as the Eureka stockade does. While it makes links to identifying the Southern Cross and it would be interesting, we still need to stay focussed on the question. The dilemma of too many ideas. We may also need to cut out using the telephone book exercise (although this was relating history to current day). What do you think? I have just added some information to the teacher implication section. Not sure if these are the kinds of things that are required. What do you both think? I have not included references though, am having trouble finding some. Lastly, should we include an outcome for ICT? Coral Hey hey,

Looking good!! The last phase of the reflection that your doing Coral is good we dont need too many references for it as i think it is sort of the conclusion. The things we need to think about!! Yeah I give it the chop now I got an okay (hope its alright with you Jacqui!) I love the idea of the phone book and will def use this in my own class It has to be short sharp and specific! About the ICT outcome we could definetly add one it is really broad perhaps we could just add that section into the curriculum links?? I dont know, by all means feel free to add one though! Ashlee oh try the literacy book i have referenced and any you may have they all have stuff about teaching ICT and I think you may have done design and tech last semester?? Cause that text has some stuff in it to! Ill try and add some for you!

Ashlee, I must apologise. I just edited student enhancement but forgot to place my changes in green. It may be difficult for you to see what I have done. Sorry, Coral PS. I am getting all these little boxes up all the time telling me that you are editing too, technology is good.

Hey, That is completely fine its fab!! Gotta love email updates its how I see what has happened!! Haha Yes I am getting the same boxes!! I am off now Ill add some more tomorrow ill leave you to it!! Cya Ashlee

My changes did not work, I must not have pressed Save. I will take another look tomorrow. Catch you then, Coral.

Hi all, I have added assessment to the bottom of each lesson in a brief manner, feel free to change them! We are at 2219 words at the moment! Cheers Ashlee

Hi gals, I have just edited the rationale. I think it needs to be in essay style, so this is what I have done. I have tried to pay attention to past and present tense but if you notice something I missed please feel free to fix it. Is what I have done OK by both of you? I cut and pasted the previous ones so that I can change it back if you do not like it. I have also tried to place my changes in green so that you know where they were made and what I did. Have a great day, Coral.

Oops! Sorry, the colour changes did not work. Coral

The film for the Eureka stockade can be found on the same site as the quiz. It is designed for students and I think there would be a way of getting a copy. Coral

Ashlee, I have an idea of how to cut some of our words down. Instead of writing up the outcomes and curriculum doc's as they were, take a look at the suggestion below Outcomes - Taken from Western Australia (WA) Curriculum documents, Society and Environment (SE) and English (E) The underlined areas can be where we hyperlink the curriculum documents. What do you think? Coral Hey Coral and Jacqui Coral the work you have done collaborating it all and fixing it up is fantastic thankyou. And super idea for the outcomes, we should def do that. Jacqui do you still need to add a couple more things in about the resources?? Ashlee :))
 * Students will explore how Australian identity is presented using iconic stories, events, people and symbols (__SE-Culture, L2__)
 * Students will further develop their understandings of how communities can change overtime (__SE-Time, Continuity and Change, L2)__
 * Students will use a range of speaking and listening, viewing, reading and writing techniques (__E, L2__).

No worries. Have just edited the outcomes and added hyperlinks to Lessons 3 and 4. How are you going Jacqui with the rest of the resources? It might be a good idea to do a general explanation of why they are appropriate because you have gone into depth with the other three. Something like - The rest of the resources, such as Youtube, Kid Pix, interactive whiteboard and so on, were all chosen over other forms of teaching resources because they ......(I hope this makes sense). It would be good to somehow back up some of what you have said, I have not had a chance to research references yet but I will endeavor to try. I am concerned that we have only a few references and I think that more will be expected. We will just need to add them and then work out how to keep our word count down. Coral

Jacqui, I found some references for you.

Internet sites were chosen for this learning sequence because they are often easy to navigate around, they enrich learning and make learning relevant. Roblyer and Doering claim that "Internet sites offer examples, background and analysis to enrich students’ study of literacy works and help make literacy more real and relevant to them”, (Roblyer and Doering, 2010, p. 284).

Software tools like Microsoft Word and Kid Pix were appropriate to use in this learning sequence because they are popular, useful and easy to use. Often they save time in the classroom and students rarely need assistance to navigate around them (Roblyer and Doering, 2010). These came from our text, so thought they might help. What do you think? If you would like to use them, just add them in. Coral

Hi guys,

Sorry I am here and working on it all. I have added more on resources, but now worried I have gone into too much. So will keep working and post final thing up tomorrow night if thats ok. Thanks for the references, will pop them in. I don't think we need to worry about references too much as there is nothing in task discription regarding this. I do agree it is also good to have some. Sorry again have not been on much last couple days, have been back at work and flat out.

Jacqui.

We are at 2462 words at my count, I think there is enough on resources, but can delete/change anything you feel needs to be. Thanks for the references I have added them in. Will be back on tomorrow evening :) Jacqui

Jacqui, you have done a great job. Just what we needed. I have gone through everything to try to cut our word count down. Our word count now stands at 2295. Coral

Hi girls, I have just cut some out of the cohort. Our word count now stands at 2276. Coral

Hi Girls, Well, I think we are there, word count 2268. Ashlee, down the bottom there is a reference list. I have cut and pasted your dates and the author names of your references that you used. If you could fill the rest in, that would be great. Also, are you happy with formatting it correctly, placing the learning sequence in a tabular format and submitting it for us? Please let us know if you are unsure of anything. Our word count is still 13 words over (I like using the 10% rule) but I am thinking that when you place it all in a table you might find you will cut out numbers and abbreviate a little more. This could cut out more words. Jacqui, do you want to check if you are happy with everything that is written and are ready for it all to be submitted? I think our rationale needs to stay as an essay style piece bellow the learning sequence. Just something to think about - //Have we repeated anything in the rationale?// If so, then this needs to be changed and might also cut some words out. I am going to work on other assignments now, still have four others to complete by next Friday. Will chat again soon. Coral

Hey Coral,

Wow what a fab effort, thankyou so much for all the hard work! After I put it into a word document ill post it for all of you to see and make sure there is no silly errors I missed etc etc and formatting is okay with everyone! Ill wait till Jacqui has gave the ok before I do this as she may have some more to add! Yes i like the rationale in essay style because its the justification to why! its needs to be acedemic! Yeah same I have one due monday, i need to make a start! Cheers Ashlee

Hi girls,

I think it's fantastic, I have read over everything and think it is ready to go. I agree with the essay style. Good luck with your other essays, and thank you for letting me join in late :)

Jacqui.

Hey Can I please have your full names and student id numbers for the cover page :)) Putting it into a word doc now! Ashlee :)))))))) another one almost done!!

Hi again, Spot anything wrong with the date of this reference??? Roblyer, M., & Doering. (**2010**). //Integrating Educational Technology into Teaching.// Pearson Education, Inc. USA I wish it were!! Haha Could however added it grab me the real date of publication?? Pleeease!

Hi, This date does seem very wrong to include but that is what is written inside the book. I think that earlier in the semester this was discussed but I am sure we were given the all clear to place 2010, I will take another close look at the discussion posts regarding this and get back to you. I have never had this problem before. My full name is Mrs. Coral Lea Clarke, student number: 082007.

Hey, Thats alright!! Im glad your onto it! Haha!
 * )Ashlee

Hi again! Here is the good copy of the assignment, I got my partner to look through and edit it! He made a few changes at the end Coral with the implications (he has a degree in IT!!) I hope they are okay if not I still have copies of the previous version. I took out the numbering of the implications because in theory they could go on forever! I also hope this is okay sorry I didnt do it earlier on the Wiki. Please read over make changes etc if you have any and post back up here. Our word count is 2240 still 40 words over I seriously do not know what else can be removed...? Jacqui I just need to insert your ID number can you please post it up here! I hope all this makes sense Cheers Ashlee Hahaha the final hurdle I couldn't get it too work posting it up here! Perhaps because I have office '07! Can I please have your email address so you can have a look over sorry to be a pain! Ashlee I posted a question on the discussion board last night about the dates because I could not find the other discussion thread. Carolyn answered by informing me to look in the unit outline as to how it is referenced. The UO has two references for Roblyer and Doering but their title is slightly different than mine even though they are all the 5th edition. One of hers has the date 2009 and one has the date 2010. With this in mind, I think we must be able to put 2010, no matter how wrong it feels. Do you have the same text? My text has five dates (2010, 2006, 2003, 2000,1997), I usually place the most current date in my reference list. I have updated this reference in the reference list because I had written the publisher incorrectly and not included which edition it was. Please make sure you correct this with yours. Bye the way, thanks a million for getting it all checked and formatting it. My utas email is: cclarke1@postoffice.utas.edu.au My personal email is: coralc1970@live.com

Hi, here is my uni number and name. Thanks again guys. Jacqueline Wood 095205

Hi all, Thanks Jacqui, for that. I am submitting the assignment now! It has been great working with you both and everything has gone very smootly! :)))) Cheers Ashlee

 

1. Cohort This learning sequence was planned for a Year Five class which consists of twenty six children, twelve girls and fourteen boys. The class has a full time teacher and a parent comes in on Monday, Wednesday and Friday mornings. There is no teacher aide but the teacher can use one of the early childhood teacher aides if the need arises. One child in the class has Autism Spectrum Disorder (ASD) but she is very independent and manages most tasks as long as the instructions are clear, she rarely distracts other children. This classroom has access to enough computers for every student on a regular basis through internal folding doors opening into a computer lab. The majority of the students within the class have a sound knowledge of Information Computer Technology (ICT) skills. The students use Microsoft Office programs for writing reports and the internet for research. The class has an interactive whiteboard installed and a working Wiki page for students to collarborate and share their work. The computers are older PC’s and all are connected to the internet. A recent school survey showed that many students have access to computers at home on a daily basis.

The students often break into groups of eight to ten for //rotation// purposes and work in groups of two or three around the classroom. Most students are confident with literacy and are working at a level higher than what the outcomes expect for Year five students. Reading is encouraged every day and is a high priority in the classroom. The classroom teacher integrates most of the curriculum, this lesson sequence focuses predominantly on Society and Environment outcomes whilst also incorporating opportunities for further development of Literacy and ICT skills.

2. Does the Australian flag represent where we have come from?

Outcomes - Taken from Western Australia (WA) Curriculum documents, Society and Environment (SE) and English (E). 3. Lesson sequence
 * Students will explore how Australian identity is presented using iconic stories, events, people and symbols ([|SE-Culture, Level 2)]
 * Students will further develop their understandings of how communities can change overtime (__[|SE-Time, Continuity and Change, Level 2] )__
 * Students will use a range of speaking and listening, viewing, reading and writing techniques ([|E, Level 2] ).

**Lesson 1:** //What does the Australian flag look like?//

Introduction Main Activity Conclusion
 * Think-Pair-Share - What do you know about the Australian flag?
 * C onstruct a brainstorm from the responses of students on the whiteboard.
 *  Introduce the Australian flag (Youtube). Look at the three distinct features, the Union Jack, Southern Cross and the Star of Federation (Commonwealth Star) . Look at flags similar to the Australian flag.
 * Design your own flag that represents Australia to you ( Kid Pix).
 * Write a paragraph explaining their design (Microsoft Word)
 * Class Wiki - Students post their writing and flags they created.

Assessment
 * Assess students ability to think creatively. Use a checklist covering what being an Australian means to them through the key features and explanation of the flag.
 * Lesson 2:** //What is the Union Jack?//

Introduction Main Activity Finishing Up
 * Dicuss historical links with Great Britain, the union of different countries (England, Scotland and Ireland), and the history of the Union Jack.
 * Group sharing of student flags from previous lesson (brief descriptions of students' flags).
 * What is the Union Jack? - Historical Links (interactive whiteboard).
 * Construct three interview questions as a whole class to find out about personal connections with Great Britian.
 * Interview - Parents, teachers and peers to see if there are family connections to countries with historical links with Great Britain (Microsoft Word to present their findings).
 * Resource - 'Discovering Democracy'. Create own flags and explore the Australian flag working in pairs.
 * Whole class sharing of what they learned.

Assessment
 * Take anecdotal notes of students ability to work collaboratively, look closely at specific speaking and listening skills.
 * Provide students with ongoing feedback regarding their progress.

** Lesson 3 :** //What is the Southern Cross?// Introduction Main Activity Finishing Up Assessment
 * Introduce the Southern Cross (star chart poster) - Can students recognise the Southern Cross?
 * Classroom discussion about constellations, Milky Way and Southern Cross.
 * Merge into discussions about Australia's identity - What did the Southern Cross mean for early explorers, Aboriginal people and Australian's now.
 * Research on the internet positions of the Southern Cross at different months of the year.
 * Interactive Whiteboard - Eureka stockade flag.
 * Read poem by Henry Lawson, //The Sacred Symbol//.
 * Watch short film on Eureka stockade (Screen Australia).
 * Pairs on computers - find and undertake [|Eureka Flag quiz.]
 * Consolidate quiz answers as a class.
 * Assess students ability to take part in classroom discussion and quiz results using a checklist.

**Lesson 4:** //What is the Star of Federation?//

Introduction Main Activity Finishing Up Assessment 4. Resources 5. Rationale
 * Look closely at how Australia became a Federation. What are the benefits of being a Federation. Note - significance of the Federation star and what it looks like. Discuss seven points of the star that identify the six states and the combined territories of Australia.
 * [|Citizen's Arch - an exploration]
 * Design own arch. Write a brief talk that describes the inscriptions and images that students include on archs.
 * Presentation of talks (2-3 minutes each).
 * Wordle - Reflection on their learning, paste onto the classroom Wiki.
 * Assess information and creativity assosicated with student Wordles.
 * Anecdotal notes on presentations.
 * Computers
 * Interactive Whiteboards
 * Kid Pix
 * Microsoft Word
 * Youtube
 * Wordle
 * Citizen's Arch, an exploration
 * Short film - Eureka stockade
 * Discovering democracy

Included in this paper is a rationale. This rationale explains how the resources enhanced student learning and why they were appropriate to use. It also reflects on the implications of this learning sequence for classroom practice, focussing on the specified cohort.

Teaching pedagogy is constantly changing and evolving in order to meet the ever changing needs of society. Teachers strive to enhance learning opportunities by providing outcomes that are meaningful and engaging in order to create lifelong learners who are able to positively contribute to society (Murdoch & Wilson, 2004). The use of current ICT as a learning resource and teaching tool provides teachers with another avenue for enhancing student learning. There are many benefits of incorporating ICT into classrooms because they promote risk taking actions, allow for creativity and collaboration, and are a stimulating and appealing alternative to traditional teaching methods (Winch, Johnston, March, Ljungdahl & Holliday, 2006). With this in mind, it is important to critically evaluate the specific educational values of the intended learning resource before implementing them.

Throughout this learning sequence students will use a range of ICT resources to stimulate thinking and prior knowledge, to find out information by using inquiry based teaching and learning strategies and to demonstrate their own understandings. In order to stimulate student’s prior knowledge of the focus question, ICT resources such as [|__YouTube__], interactive whiteboards and short online films enable teachers to provide visual stimuli which is easy to access and broadcast to the entire class.

Computers will be the main form of technology used because they are readily available within the classroom. Computers will be used for inquiry student-centred learning opportunities. Students will use programs such as Kid Pix and Microsoft Word to present information. The World Wide Web will be used by students so that students have opportunities to research and learn through specific discovery ‘game style’ activities from a site called [|__The Learning Federation__]. The activities from [|__The Learning Federation__] enhance student learning because they promote the use of higher order thinking skills and they cater for a wider array of student abilities. They include various difficulty levels whilst also providing clear and concise instructions. This enables students with special needs to work independently on the task.

The learning sequence promotes the use of process orientated perspectives of literacy and education. Students will be provided with opportunities to use [|__Wordle__] which encourages students to take risks and explore their understandings in an engaging and creative manner (Le` & Le`, 2007). The classroom __Wiki__ promotes collaboration as students share their findings. Incorporating ICT as a teaching tool into classrooms does not automatically mean enhanced student learning. Instead, students need to be provided with opportunities and direction in order to attain a higher level of understanding of the intended learning outcome.
 * The learning sequence** **asked** **students to use a variety of ICT resources throughout the duration of the four lessons. The second part of this rationale discusses the appropriateness of these resources and why they were selected. Studen ts** **were** **asked to extend their learning using new and varied forms of ICT to answer the question ‘//Does the Australian flag represent where we have come from?’//. Students** **were** **required to learn how to set up a wiki space, navigate around the wiki** **and were required to add** **pieces of completed work to the wiki.** **All of these skills assisted** **students to reflect and share, enabling them to gain from other students learning. This kind of learning encourages motivation and therefore enhances student learning outcomes.**


 * There were** **two programs from the learning federation included in the lessons to allow students to interact with a game style program. They can be used in small groups, in pairs or individually,** **students can be given the opportunity to choose what they would prefer.** **The program called** [|__**Citizen’s arch**__] **asked** **students to explore and identify different aspects of the Australian flag,** **investigate** **the Citizen’s arch** **and learn about the** **federation celebrations. The program explores why the arch was created and the significance of the decorations surrounding it. The programs also talks about Australia becoming a federation and the first sitting of parliament.** **All the information, exploring and activities** **assist students to review the question //‘Does the Australian flag represent where we have come from?//’.**

At the conclusion of the fourth lesson, **[|Wordle] was used to enable students to create word clouds. This is a form of assessment. In the word clouds students were asked to show their understandings and reflect on their learning. At the completion of the Wordle students posted their work on the class wiki site to share thier understandings.  **Programs such as Wordle and software tools like Microsoft word **were appropriate to use in this learning sequence because they are popular, useful and easy to use. Often they save time in the classroom and students rarely need assistance to navigate around them (Roblyer and Doering, 2010).**
 * The other game based program used is called** [|__**Discovering democracy**__]**.** **This program** **explores the details of the Australian flag and how the flag** **eventuated. Students are given the opportunity to explore the different flags used throughout Australia’s history and how these flags have influenced the development of the current flag.** **Students, through the use of both of the learning federation programs, are able to draw links and conclusions as to what the flag represents in relation to historical events.**


 * To allow the students to demonstrate their own views on what it means to be Australian and what the Australian flag should be representing, students are asked to design their own flags using Kid pix. This program allows students to manipulate shapes and create pictures. Other resources such as the internet** were chosen for this learning sequence because they are often easy to navigate around, they enrich learning and make learning relevant. Roblyer and Doering claim that "Internet sites offer examples, background and analysis to enrich students’ study of literacy works and help make literacy more real and relevant to them”, (Roblyer and Doering, 2010, p. 284).

The next part of this rational discusses five implications that this learning sequence has on classroom practice. The first implication focussed on prior learning. While this is a lesson sequence that explores Australia’s history, teachers would still need to have some prior knowledge of Australia’s history, the Australian flag and how to actually use the resources. Sites may need to be explored first so teachers can assist students who may have difficulty with any of the requirements. Prior learning may also include just a refreshment of past learning.

The second implication looked at computer software. When using old computers along with new technology it is important to consider if the computer software is current and up to date. Computers, in general, seem to date very quickly and often need to be upgraded constantly to cope with compatibilities. If new software needs to be purchased then the issue of finances could also be an implication. Any teacher using ICT resources in planning would need to consider the compatibilities of computer software or RAM before implementing the plan.

Preparation was the third implication for classroom practice. Within the lesson sequences there were a number of resources to collect such as equipment for making flags, poem by Henry Lawson, star chart, telephone books, video/DVD and screen to watch short video. Most of the equipment would be relatively easy to collect but the screen/television and DVD/video player may need to be booked so that it is available for use.

The fourth implication is merely a formality of implementing a unit using ICT because it relates to the use of sights and links to sites. Some sites could be blocked to students if schools have student blocks in place so it is important for the teacher to make sure that all the links are accessible in the classroom. Also, schools can have problems using internet sites at certain times of the day. Quite often this is a server problem but it still implicates the program planned.

Lastly, differentiating the curriculum was also classed as an implication. In order to cater for the student with ASD, the classroom teacher would need to incorporate clear instructions for this student. Consideration would also need to be made as to who this students would work the best with in collaborative tasks. 8. Reference List

Roblyer, M., & Doering, H. (2010). //Integrating Educational Technology into Teaching (5th ed).// Boston: Pearson Education

Lawson, H. (1887). //The Sacred Symbol//. Retrieved 30th September, 2009, from http://home.alphalink.com.au/~eureka/eupoems.htm

Le & Le. (2007).

Murdoch & Wilson (2004)

Winch, Johnston, March, Ljungdahl & Holliday. (2006).