3. ASSIGNMENT 1. PART A. MARKED RUBRIC
STUDENT NAME: JASON BIGGS
CRITERIA EXCEEDS MEETS EXPECTATIONS DOES NOT MEET MARK
EXPECTATIONS EXPECTATIONS / 30
TITLE Catchy title used – Title evident but does not No title included.
appropriate for the story have appropriate size, style 0/2
appropriate font and style and / or font.
included.
IDEAS The story has included The story contained some Limited original ideas were
original ideas and / or original ideas and / or used or changed from
changed ideas from another changed an original story another source in the story. 2/4
piece of writing to make a slightly.
new and interesting story.
VOCABULARY The story uses a range of The story demonstrated No new and / or interesting
new and interesting ideas to some new and / or ideas were presented in the 2/4
present the story. interesting ideas in the story.
story.
SPELLING AND Excellent spelling and There was a mixture of There were numerous
GRAMMAR grammar used. correct spelling and / or spelling and / or grammar 1/5
grammar. errors.
PUNCTUATION Correct punctuation used There was a mixture of Punctuation needs work as
throughout the story. excellent punctuation and there were many errors. 2/4
incorrect punctuation.
PRESENTATION Good use of presentation Adequate use of paragraphs, Displays no paragraphs,
skills, include fonts, colour. sentence structure and sentence structure,
Several different tools are headings, reasonable use of headings, uses limited 1/3
used to make the story like fonts, colour and tools to presentation skills.
more pleasing including enhance the presentation of
insertion of an image, the story.
borders and word art.
STORY CONTENT A very good and engaging A reasonable story that was The story needs work to
story. Good use of enjoyable to read. engage the reader. The story 2.5 / 4
beginning, middle and Reasonable use of did not have a beginning,
ending to the story. beginning, middle and / or middle and / or ending.
ending to the story.
COMMUNICATION The story has an effective The story flows most of the The story does not follow a
narrative with clear, time but on occasions goes narrative structure. It has no 3/4
meaningful and well off task. clear or effective meaning.
organised text.
COMMENTS: TOTAL: 13.5 / 30
Jason, the ending to your story was excellent. It is a very original thought and gave the story an entertaining ending.
The main things you need to work on are spelling, grammar, use of capital letters and presentation. You also need to be
more descriptive in your writing, for example, explain what house work Cinderella was made to do and what she wore
to the ball.
Make sure you take your time and read over your work before handing in the final copy. I have given you a few links and
some comments to assist with your computer skills. Please look at the links provided and read the comments to learn
more about presenting your story.
TEACHERS NAME: MRS PAPPS DATE: 12 MARCH 2012
5. ASSIGNMENT 1. PART B. SPREADSHEET
STAGE 3 CLASS RESULTS SPREADSHEET - MRS PAPPS
SURNAME GIVEN NAME ASSIGNMENT MARK /30 PERCENTAGE (%)
ADAMS Retta 28 93.33%
CARTER Adam 27 90.00%
PAULL Alice 26 86.67%
ZOLL Zita 25.5 85.00%
CLASS MARKS FOR
DIXON Ella 25 83.33%
SMITH Simon 23 76.67%
WRITTEN
KNOWLES Kitty 22 73.33% ASSIGNMENT
PETERS Guy 22 73.33%
SIMS Katherine 20.5 68.33%
JACKSON Amanda 20 66.67%
RENATA Emily 18 60.00%
PAINTER Michael 16 53.33%
McMASTER Henry 15 50.00%
BIGGS Jason 13.5 45.00%
GRIEG Matthew 13 43.33%
Average Mark: 21.0
Highest Mark: 28
Lowest Mark: 13
Median Mark: 22
Jason's Mark 13.5
Jasons Rank: 14
STAGE 3 CLASS RESULTS SPREADSHEET - MRS PAPPS
SURNAME GIVEN NAME ASSIGNMENT MARK /30 PERCENTAGE (%)
ADAMS Retta 28 =C4/30
CARTER Adam 27 =C5/30
PAULL Alice 26 =C6/30
ZOLL Zita 25.5 =C7/30
DIXON Ella 25 =C8/30
SMITH Simon 23 =C9/30
KNOWLES Kitty 22 =C10/30
PETERS Guy 22 =C11/30
SIMS Katherine 20.5 =C12/30
JACKSON Amanda 20 =C13/30
RENATA Emily 18 =C14/30
PAINTER Michael 16 =C15/30
McMASTER Henry 15 =C16/30
BIGGS Jason 13.5 =C17/30
GRIEG Matthew 13 =C18/30
Average Mark: =AVERAGE(C4:C18)
Highest Mark: =MAX(C4:C18)
Lowest Mark: =MIN(C4:C18)
Median Mark: =MEDIAN(C4:C18)
Jason's Mark =C17
Jasons Rank: =RANK(C17,C4:C18)
COPY OF FORMULAS
IN THE SPREADSHEET
6. GRAPH 1 FROM SPREADSHEETS
GRAPH 2 FROM SPREADSHEETS
8. ASSIGNMENT 1. PART D. REFLECTIONS
eClassroom Reflections (Part A)
Aim: Complete the reflective section below
Assessment Criteria: Marks will be given for demonstrated technical skills, aesthetics, concepts, innovation and
academic skills.
Complete the sections of the report by providing as much evidence as possible to demonstrate your skills, knowledge and
understanding. YOU MUST WRITE COMPLETE SENTENCES AND USE CORRECT PUNCTUATION, SPELLING AND GRAMMAR.
Your Name: JULIE PAPPS
Explain how you would use a Word Processor in your teaching, with at least two examples (not the same as your
assessment task). [200 words]
One way I would use a Word Processor for teaching would be for lesson planning. A basic lesson plan can be designed
in Microsoft Word and saved as a template. This template can be altered to adapt to different units and lessons. Tools,
such as, websites and video links can be pasted within the lesson plan for easy access when required for a lesson. By
using electronic lesson plans I can keep an electronic record of all lessons I have taught and have them readily available
for future reference.
Fig 1. Lesson plan template (Microsoft Corporation. 2012. n.p.)
Second of all I would use a Word Processor as a tool when teaching English units. One lesson, for example, would
involve students writing a class story, with the story being typed into a Word Processor. Teaching Ideas (2011) explain
that the teacher would type the introduction to the story, read it out loud and display it on the IWB for all students to
see. Each child would then take turns to come to the front and type their contributing one or two sentences to the
story and read their contribution to the class. At the end of the day the story would have an introduction, middle and
conclusion. This exercise would assist students to work towards the English Syllabus Outcomes WS1.9, WS 1.10 and part
9. of WS1.12 (Board of Studies NSW. (2007). pp. 19).
Explain how you would use a spreadsheet in your teaching, with at least two examples (not the same as your
assessment task). [100 words]
Teachers can use spreadsheets to keep class attendance roles. As Barros-Torning (2012) indicated, the attendance role
is a legally binding record of students who attended the class on any particular day. This is an easy way to mark the role
and can be saved on a computer for future reference if needed.
Students can also use spreadsheets in the classroom in maths units for example. Students can record statistics on such
things as, what colour cars drive past the school in one hour. If they record these statistics in a spreadsheet, students
can then turn the results into tables and graphs to make the information more exciting, visually pleasing and easily
readable.
Explain how you would Mind Mapping in your teaching, with at least one example (not the same as your assessment
task). [100 words]
Students can use mind mapping as a tool for producing group assignments. The teacher could initiate the mind
mapping by giving student groups an example subject to discuss and have the students write down single word ideas on
a large sheet of paper. Once students have all their thoughts written down each group could read out their ideas and
the teacher put them up on the IWB in the form of a mind map to show the students how it is done.
The group of students could then be given a new subject to brain storm. Students then add their thoughts to the mind
map software and create their own group mind map.
Through your Experience Completing the Assignment explain the benefits of operating an eClassroom.[100 words]
The main benefit of an eClassroom is that it gives the teacher a whole new collection of tools to use within the
classroom, keeping students interested and engaged. Every student learns differently and some find it difficult to learn
using the standard, mainstream styles of learning. Wegerif & Dawes (2004) illustrate that blending computer-based
activities with conventional learning can support the development of literacy and help bridge the transition from oracy
to literacy.
Operating an eClassroom is also beneficial for teachers as it gives them the opportunity to develop tools to assist with
keeping accurate student records, tracking student progress and developing a range of lesson plans.
10. How would you use the skills you learnt in the Assignment in your classroom teaching? [100 words]
I would use the skills I learnt in the assignment in the following ways:
I would use spreadsheets to keep accurate, long standing student attendance records. I would also use
spreadsheets to record student marks, keep track of and identify students that are excelling and those that
need extra help.
I would use Microsoft Word to develop a range of easy to read, easy to understand lesson plans. This also
enables me to keep previous plans to refer to for future lessons.
I would use mind mapping with students to provide them with a valuable tool to use when brain storming for
individual and group assignments.
I would use virtual worlds / classrooms as an alternative way of teaching students and taking students on
excursions to places they will possible never get to see in real life.
Additional Comments:
Please include any extra comments you would like to add of things that you have done or learnt. [100 words]
The only further comment I would like to make is that I found it difficult when marking Jason’s assignment, as I knew
nothing about Jason. I had no connection with Jason and knew nothing about him in regards to his ability / disabilities,
background / culture, strengths or weaknesses which could help me understand why Jason’s assignment was not up to
the same standard as what you would expect from a Stage 3 student. This is the first time I have had the opportunity to
understand how important this connection can be.
What? So What? Now What?
Please describe:
• What you have learnt about integrating ICT into your classroom routine.
• The significance of what you have learnt?
• What else you would like to learn about using ICT in your classroom.
[200 words]
11. What you have learnt about integrating ICT into your classroom routine:
I have learnt that ICT is an excellent tool to use as part of teaching. ICT in the classroom can be used to assist
students learning and enables teachers to prepare interesting and stimulating tasks to help increase student
interest and motivation in subjects (Leask & Pachler. 2005. pp. 41).
The significance of what you have learnt?
The significance of what I have learnt so far in this unit is that it has opened up to me so many new tools and
resources that I am able to use once teaching students in my own classroom. I have learnt many new skills that
never occurred to me, could be used in the classroom. ICT tools also give teachers another effective teaching
strategy to use with students that do not fit the conventional model learning.
What else you would like to learn about using ICT in your classroom?
I feel that I have only scratched the surface when it comes to ICT so far in this unit. I would like to learn more
about incorporating the IWB with ICT. The main thing I would like to learn about ICT in the classroom is to see
firsthand how a teacher incorporates ICT in a classroom. I think ICT is an amazing tool and I cannot wait to see
this tool implemented.
Assignment 1, Part B – Individual Social Networking tool – research reflections
Please describe:
• How do you think the social networking tool you have chosen could be used as a tool in primary education.
[200 words]
The social networking tool I have chosen is Virtual Worlds.
Virtual worlds make learning fun through an informal learning environment. I feel that Virtual Worlds could be used as
a tool in primary education across all areas of the primary curriculum.
Virtual worlds can be used in the classroom to engage students in constructive educational activities that offers
students learner centred, hands on, inquiry based learning (Numedeon, Inc. 1999. para. 1). Through the use of virtual
worlds, students learn rules and regulations that need to be followed when being a member of society. They quickly
learn what is and is not acceptable in a community, both in the virtual world and the real world. Virtual worlds can also
12. assist in teaching students about budgeting money, in order to purchase the necessities of life, such as, clothing, food
and luxuries.
Virtual worlds also give teachers an exciting resource to use when teaching students about other countries or cultures.
Teachers can use virtual worlds to take students on virtual excursions almost anywhere in the world (including other
planets) to assist with student understanding.
Teachers can also use IWB with virtual worlds in the classroom. For example, teachers can control the Avatar while it is
connected to the IWB so that students can concentrate on the content they are expected to learn, which helps to
further engage students. In addition, the IWB allows classrooms to connect for joint learning sessions within the virtual
world. (Greenbush Education Centre, 2007, para. 1).
13. ASSIGNMENT 1-PART B GROUP ASSIGNMENT
Social Networking Tool Chosen: Virtual Worlds
Virtual World Group 3 Members: Kylie Armson, Michelle Bartolo, Sharyn Keating, Julie Papps.
Link to foliospaces: http://www.foliospaces.com/view/view.php?t=zhySK0T52qgXOsEHptYe
14. REFERENCE LIST
Board of Studies NSW. (2007). English K-6 Syllabus. Sydney, Australia: Board of Studies NSW.
Barros-Torning, M. (Producer). (2012, February 27). EDIT124: Lecture 2 [Audio podcast]. Armidale, Australia: University
of New England. Retrieved from http://moodle.une.edu.au/mod/page/view.php?id=236431
Greenbush Education Service Centre. (2007). Edusim. Retrieved from http://edusim3d.com/
Leask, M. & Pachler, N. (2005). Learning to Teach Using ICT in the Secondary School – A Companion to School Experience
(2nd ed). Retrieved from
http://books.google.com.au/books?id=nvStXQZKgHQC&pg=PA48&dq=integrating+ICT+into+classroom+routine
&hl=en&sa=X&ei=N1BsT6W4OuXqmAXm_42UBg&ved=0CD8Q6AEwAjgU#v=onepage&q=integrating%20ICT%20
into%20classroom%20routine&f=false
Numedeon. Inc. (1999). Whyville for Teachers. Retrieved from
http://b.whyville.net/smmk/top/gatesInfo?topic=whyville_for_teachers
Microsoft Corporation. (2012). Lesson Plan. Retrieved from http://office.microsoft.com/en-us/templates/lesson-plan-
TC001018400.aspx.
Wegerif, R. & Dawes, L. (2004). Thinking and learning in ICT – Raising achievement in Primary classrooms. Retrieved
from
http://books.google.com.au/books?hl=en&lr=&id=KKYFxzKT-
QgC&oi=fnd&pg=PP1&dq=benefits+of+ICT+in+primary+classrooms&ots=2JufCfoatB&sig=3jZOlbh3uJ12bwSb9Hf
3ismw3lM#v=onepage&q&f=false
