Informal Collaboration
Shared responsibility
Substantive Decision Making
Interdependent learning

Are able to work diligently together in pairs or groups
They understand and work together to achieve shared
responsibility for achieving a joint outcome or product
They regularly make substantive decisions together about
daily goals, worksflow and processes related to the
purpose, process or product of their work
They understand that knowledge and creation of products are
reliant on interdependency with other students.

Meaningful knowledge construction
Significant ideas and concepts
Make connections and identify patterns
Apply knowledge in a new concept

Learners engage in meaningful knowledge construction:
learners see and articulate relevance, purpose, connect new
ideas to prior knowledge and access learning in diverse ways
Work with significant ideas, topics, questions and
thinking processes choosing to delve into higher order
tasks as provided.
Engage in the search for learning connections or
identifying patterns and relationships among inquiry
focus topics.
Are excited to demonstrate and apply their new knowledge to
a new context as expected.

Substantive Time
Learning Intentions and Criteria
Plan own work
Feedback to Improve

Learning activities are provided that offer substantive time and
opportunity for students to develop self-regulation skills
Learners are able and/or willing to articulate learning
intentions and associated success criteria in advance of
the learning work
When presented with opportunity to plan their work,
learners understand the importance of engaging with
this aspect of learning.
Learners seek our and regularly refer to feedback to improve
learning before handing in final products.

Real World issues, problems, challenges for
authentic purposes
Active Inquiry
Generate Possibilities, design and test
Evaluate, reflect and take action on their
ideas

Search out opportunities to work with real-worls issues,
opportunities, challenges and problems for authentic
audiences and real life benefits
Ask lots of questions, and inquire in order to solve these
questions. The are able to define problems and identify
the needs of possible solutions.
The generate multiple possibilities, design and test the
possibilities.
Actively take up the opportunity to take action on their ideas in
the real world, then evaluate their idea once they have taken
action.

Opportunity for Student Use
Required for Knowledge Construction
ICT product creation for authentic
audience
Appropriate ethical and social use of ICT

Use ICT regularly to construct knowledge in ways that add
value to learning
Enjoy using ICT to design and create new ideas, products
and solutions for authentic audiences and users
Their ICT work demonstrates ethical use with strong
application of social-ethical protocols
AND ICT use demonstrates one or more additional 21C skill
dimensions

Coherent communication
Authentic and specific Audience
Substantive, Multi-Modal
Communication
Reflect on process in order to improve

Can create coherent communication using a range of
communication modes
can design and create their communication for the
specific needs of an audience
Learners can produce substantive, multi-modal
communication without support
Learners naturally reflect on and use the process of their
learning to develop and improve their communication.