CURRICULUM+INFORMATION

=**CURRICULUM INFORMATION**=

**[|**ENGLISH ESSENTIAL LEARNINGS BY THE END OF YEAR 9**]**

 * KNOWLEDGE AND UNDERSTANDING **

**and text structure.**

 * WAYS OF WORKING **
 * Students are able to:**
 * Demonstrate and analyse the relationship between audience, subject matter, purpose and text** **type.**


 * Identify main ideas and the sequence of events, make inferences and draw conclusions based on**
 * their understanding of the reliability of ideas and information across texts.**


 * Recognise and select vocabulary and interpret and apply literal and figurative language.**
 * Interpret and analyse how language elements and other aspects of texts position readers/** **viewers/**
 * listeners.**


 * Construct literary texts by planning and developing subject matter, and manipulating language**
 * elements to present particular points of view.**


 * Construct non-literary texts by planning and organising subject matter according to specific text**
 * structure and referring to other texts make judgments and justify opinions about how the qualities**
 * of texts contribute to enjoyment and** **appreciation.**


 * Reflect on and analyse how language choices position readers/viewers/listeners in particular**
 * ways for different purposes and can exclude information.**


 * Reflect on learning, apply new understandings and justify future applications.**


 * [|**INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT's) Cross-curriculum priority by the end of Year 9**]**
 * I CT's can be integrated in a variety of ways within an across all key learning areas to support **
 * thinking, learning, collaboration and communications. **


 * Student ICT Expectations - Elements include:**
 * Inquiring with ICT's - Students explore, select and use ICT in the processes of inquiry and research **
 * across key learning areas. They identify an inquiry focus; plan, conduct and manage searches; and **
 * evaluate data and information gathered for relevance, credibility and accuracy. They reflect on and **
 * evaluate how ICT have assisted in meeting inquiry purposes and in developing new understandings. **
 * Creating with ICT's - Students experiment with, select and use ICT to creatively express ideas, **
 * represent information and generate products appropriate to particular audiences and purposes. **
 * They reflect on their use of ICT as creative tools. **
 * Communicating with ICT's - Students experiment with, select and use ICT across key learning areas **
 * to enhance communication and to collaborate in different contexts with identified audiences. **
 * They reflect on their use of ICT to communicate and identify ways to improve their effectiveness of **
 * communication with ICT. **
 * Ethic and Issues with ICT's - Students understand and consider the role and impact of ICT on society. **
 * They develop and apply ethical, safe and responsible practices when working with ICT in online and **
 * stand-alone environments. **
 * Operating ICT's - Students use a range of ICT devices, functions and applications across key learning**
 * areas to inquire, create, collaborate and communicate and to manage, store and retrieve information**
 * and data. They reflect on their operational skills and identify ways to improve effectiveness.**


 * [|***TECHNOLOGY ESSENTIAL LEARNINGS BY THE END OF YEAR 9****] **
 * Students select and use a range of tools and technologies, including information communication **
 * technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs to **
 * Inquire, create and communicate within technology contexts. **


 * WAYS OF WORKING **
 * Students are able to:**
 * Investigate and analyse specifications, standards and constraints in the development of design** **ideas.**


 * Consult, negotiate and apply ethical principles and cultural protocols to investigate, design and**
 * make products.**


 * Generate and evaluate design ideas and communicate research, design options, budget and**
 * timelines in design proposals.**


 * Select resources, techniques and tools to make products that meet detailed specifications.**


 * Plan, manage and refine production procedures for efficiency.**


 * Make products to meet detailed specifications by manipulating or processing resources.**


 * Identify, apply and justify workplace health and safety practices.**


 * Evaluate the suitability of products and processes against criteria and recommend**
 * improvements.**


 * Reflect on and analyse the impacts of products and processes on people, their communities**
 * and** **environments.**


 * Reflect on learning, apply new understandings and justify future applications.**


 * KNOWLEDGE AND UNDERSTANDING **
 * Technology as a human endeavour **
 * Technology influences and impacts on people, their communities and environments in local**
 * and** **global contexts.**


 * Information, materials and systems (resources) **
 * Resources originate from different sources, exist in various forms and are manipulated to**
 * meet** **specifications and standards to make products.**