Assignment 2 : Digital Citizenship STAGE 3

by Kisane Irwin

Submission date: 24-May-2018 12:05PM (UT C+1000)

Submission ID: 967886668
File name: digital_citizenship_KI.doc (3.88M)
Word count: 5679
Character count: 38172
 Very thorough

Good
Very detailed, well done. It is very clear to anyone picking up this lesson sequence to know what you expect from this.

There are geographical outcomes that could be met also Kisane.

Excellent
Good
 2

There are a lot of questions here

good
This is going a little off tact to exploring digital footprint - this is more looking at the history of gaining
information and communication

Explain this a little clearer

good
good

good
Nice activity
 Good, I also like that you are role model and requiring
them to apply what they have learnt, that is
recognising where the work has come from.

Good
Excellent

Good
consideration
A lovely introduction Kisane, well done.

good
Well done, a good lesson here.
very good
Assignment 2 : Digital Citizenship STAGE 3
ORIGINALITY REPORT

36 %
SIMILARIT Y INDEX
28%
INT ERNET SOURCES
1%
PUBLICAT IONS
32%
ST UDENT PAPERS

PRIMARY SOURCES

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Submitted to Southern Cross University
St udent Paper 24%
2
cybersmart.gov.au
Int ernet Source 3%
3
www.esafety.gov.au
Int ernet Source 2%
4
Submitted to University of New England
St udent Paper 1%
5
k6.boardofstudies.nsw.edu.au
Int ernet Source 1%
6
syllabus.nesa.nsw.edu.au
Int ernet Source 1%
7
research.acer.edu.au
Int ernet Source 1%
8
boardofstudies.nsw.edu.au
Int ernet Source 1%
9
www.curriculumsupport.education.nsw.gov.au
Int ernet Source <1%
10
Submitted to University of Western Sydney
St udent Paper <1%
11
www.northernbaycollege.vic.edu.au
Int ernet Source <1%
12
syllabus.bos.nsw.edu.au
Int ernet Source <1%
13
Submitted to Charles Sturt University
St udent Paper <1%
14
www.aatsp.org
Int ernet Source <1%
15
webg.bjypc.edu.cn
Int ernet Source <1%
16
Submitted to University of Melbourne
St udent Paper <1%
17
Submitted to University of South Australia
St udent Paper <1%
18
Submitted to University of Southern Queensland
St udent Paper <1%
19
web3.tarc.edu.my
Int ernet Source <1%
20
hermes-history.net
Int ernet Source <1%
21
venenate.wordpress.com
Int ernet Source <1%
22
www.livebinders.com
Int ernet Source <1%
23
www.scseec.edu.au
Int ernet Source <1%
24
web.santaclara.wa.edu.au
Int ernet Source
 <1%

Exclude quotes On Exclude matches < 6 words

Exclude bibliography On
Assignment 2 : Digital Citizenship STAGE 3
GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

47
What an absolute pleasure to red your assignment Kisane.

Your lesson was pitched expertly to the age it was intended. T he lessons were

/50
engaging and your introductions excited the students to want to know more.
Assessments were woven through the lessons and the children were clear on the
expectations moving f orward.

I wish you all the best f or your f uture studies and congratulations on your excellent
marks in this unit. I can see that you have enjoyed it.

Selena

PAGE 1

Text Comment. Very thorough

Comment 1
??
 Text Comment. Good

PAGE 2

Text Comment. Very detailed, well done. It is very clear to anyone picking up this lesson sequence to know what you
expect f rom this.

Text Comment. T here are geographical outcomes that could be met also Kisane.

PAGE 3

Text Comment. Excellent

PAGE 4

Text Comment. Good

PAGE 5

Comment 2
I would assist the students to break this term down f irst and check that they have a thorough understanding bef ore moving on.

Text Comment. T here are a lot of questions here

Text Comment. good

PAGE 6

Text Comment. T his is going a little of f tact to exploring digital f ootprint - this is more looking at the history of gaining
inf ormation and communication

Text Comment. Explain this a little clearer

 Text Comment. good

PAGE 7

Text Comment. good

Text Comment. good

PAGE 8

Text Comment. Nice activity

PAGE 9

Text Comment. Good, I also like that you are role model and requiring them to apply what they have learnt, that is
recognising where the work has come f rom.

Text Comment. Good

PAGE 10

Text Comment. Excellent

Text Comment. Good consideration

PAGE 11

Text Comment. A lovely introduction Kisane, well done.

Text Comment. good

PAGE 12

Text Comment. Well done, a good lesson here.

PAGE 13

Text Comment. very good

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PAGE 17

PAGE 18

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PAGE 20

PAGE 21

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RUBRIC: GREEN_A2_HUM20 0 0 8 _20 18 _COPY 9 4.20 / 10 0

DEPT H KNWLDG (14%) 80 / 100

Depth of knowledge of curriculum content areas

FAIL Minimal understanding of HSIE syllabus. Superf icial treatment of syllabus content strands.
(40)

PASS A solid understanding of the syllabus content strands, correct Outcome, indicators aligned. Use of K-6 support
(60) document or other curric docs.

CREDIT A strong understanding of not only the syllabus content strands, but how they f it into the wider subject area of
(70) the lesson sequence. Ability to ef f ectively align content area with activities with outcomes. Ef f ectively
incorporates other key documents in the content area (major NGO, govt resources).

DISTINCTION A nuanced understanding of how the syllabus content strands can integrate with the wider content area of the
(80) sequence. Elegant alignment between lesson content, outcomes, and emancipatory action. Demonstrates how
the syllabus can be enriched with other quality key content area documents.

HIGH DISTINCTION Exceptional understanding of the content area, its contemporary state, and its inherent tensions and
(100) contrasts. Masterf ul application of the syllabus and other supporting documents to support a seamless
interaction between outcomes, lesson content, and emancipatory action by students. Commanding and detailed
exploitation of other supporting documents to enrich the lesson sequence..

V & A (14%) 80 / 100

Ability to incorporate the role of values and attitudes in the learning experience

FAIL Minimal ref erence to, or inappropriate application of the syllabus values and attitudes.
(40)

PASS A solid understanding of the syllabus attitudes and values. Ef f ectively incorporates them into the lesson
(60) sequence.

CREDIT Strong understanding of the syllabus values and attitudes, including how to deal with some inherent tensions in
(70) their implementation in the lesson sequence.

DISTINCTION Syllabus values and attitudes are ef f ectively woven throughout the lesson sequence. A nuanced understanding
(80) is displayed of their development, application and tensions in the lesson sequence.
HIGH DISTINCTION Masterf ul incorporation of attitudes and values, that permeates all aspects of the lesson sequence. Values
(100) and attitude development is supported, but absences in the syllabus list of values and attitudes is also
explored (what other values and attitudes are vital to the development of autonomous citizens?).

VARIET Y ST RAT (14%) 100 / 100

Variety of teaching strategies to cater f or dif f erent learning styles.

FAIL Little understanding of the need to dif f erentiate learning f or a diverse student cohort
(40)

PASS T he diverse learning need of students have been considered by including a small variety of teaching strategies
(60) that would align with dif f erent learning styles, or modes.

CREDIT A solid variety of teaching and learning strategies are ef f ectively incorporated in the lesson sequence, such
(70) that students with diverse modalities are given an opportunity to succeed, and all students are of f ered a
chance to learn in new and dif f erent ways.

DISTINCTION Advanced use of diverse teaching strategies, that also are well aligned with that particular part of the lesson
(80) content. Strong awareness of the ability of diverse students to contribute to the overall learning of the class.

HIGH DISTINCTION Exceptional employment of diverse teaching strategies, that is aligned with the content and values of the
(100) learning sequence. Deep knowledge of how the dif f erent learning styles can be treated alongside the three
syllabus skills is clearly evident. T he incorporation of a wide variety of teaching styles is such that the lesson
sequence could be employed across a vast range of socio-economic contexts.

EVRYDY LIVES (14%) 100 / 100

T he sequence connects the students’ learning experiences with their everyday lives.

FAIL Little evidence of attempting to link the learning content with the everyday lives of students.
(40)

PASS T he learning content is ef f ectively linked to the everyday lives of the students through the use of motivating
(60) lesson introductions, and usef ul conclusions

CREDIT Students are able to clearly see the importance of the lesson content to their daily lives, and are motivated to
(70) use what they have learnt in other contexts.

DISTINCTION Seamless integration of the lesson content with the daily lives of students. T he application of the content to
(80) daily living is explicit and self -evident. T he application of the content is also used as a motivating f actor f or
student participation in the lesson sequence.

HIGH DISTINCTION Inspired connection between the dynamic lesson content and how it can be used in the lives of students f or
(100) the common good. T he strength of the connection between content and students’ lives is such that the
students are intrinsically motivated to participate.

ASSESSMENT (14%) 100 / 100

Ef f ectiveness of assessment strategies

FAIL Misalignment of assessment with lesson content. Preponderance of one f orm of assessment throughout the
(40) sequence.

PASS T he assessment strategies are aligned with the lesson content. A variety of assessment modes are employed.
(60)

CREDIT Strong understanding of the role of assessment in completing the learning cycle of the students. Students can
(70) easily see the rationale and importance of the assessment activities

DISTINCTION Excellent and diverse assessment opportunities are seamlessly embedded into the lesson sequence, and the
(80) results of these assessments are f olded back into the next learning experience.

HIGH DISTINCTION Practical yet challenging assessments are a vital part of the inf rastructure of the learning sequence. T he
(100) results of the assessments have real-world applicability, and empower students

ADAPT ABILIT Y (14%) 100 / 100

Adaptability of the resource f or dif f erent learning strategies

FAIL T he resource is not easily adaptable to cater f or diverse learning styles.

(40)

PASS T he construction of the resources has taken into account the need to include students with diverse learning
(60) strategies

CREDIT A well-considered resource that is able to be adapted to meet a wide range of learning levels, needs, and
(70) student ages.

DISTINCTION A very f lexible resource that concentrates on the process, rather than the product of the students’ work.
(80) Encourages the use of group-work and problem-solving.

HIGH DISTINCTION An outstanding resource that engages, challenges, and guides students to take control of their own learning
(100) process. T he resource provides real-world opportunities f or students to exercise their judgement skills.

MEANGFL DEVLP (14%) 100 / 100

T he resources encourages meaningf ul development of historical and/or geographical skills

FAIL T he resource only supports history and geography skills in a minimal way
(40)

PASS T he resources is designed to encourage students to use and develop their historical and geographical skills.
(60)

CREDIT Engagement with the resources leads to the meaningf ul use of historical and geographical skills. Students are
(70) able to apply these skills in other situations

DISTINCTION Excellent opportunities f or the development of historical and geographical skills abound in the resource.
(80) Students are made explicitly aware of how these skills can be used in their lives.

HIGH DISTINCTION Outstanding and nuanced development of historical and geographical skills is possible with this resource. T he
(100) skills are encountered f rom a variety of angles, and are clearly relevant to the lives of students, and their ability
to improve things f or the f uture.