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As a result of this lesson the students will be able to begin their Word Document/Canva Poster/PowerPoint/WordPress (they may choose which software they would like to use) to construct their ‘Who Inspires Me?’ document.

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ACELY1697 - Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

Elaboration: Identifying and selecting appropriate software programs for constructing text

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Students will be able to choose the software they will use to construct their ‘Who Inspires Me?’ document.

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Students will choose their software and begin constructing their ‘Who Inspires Me?’ document based on their prior research.

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AITSL Standard:Standard 5.1 - Assess Student Learning

Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

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- Managing and Operating ICT elements
- Select and Use Hardware and Software
- Level 3

Identify and independently operate a range of devices, software, functions and commands, taking into consideration ergonomics when operating appropriate ICT systems and seek solutions when encountering a problem.

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Prior to this lesson, students have been exposed to a range of different softwares (see ICT Options for Students) that they are now able to confidently navigate. Students will have previously done research about someone who inspires them. In this lesson, students will be choosing a software which they feel comfortable using to convert their research into a document/poster/website/ powerpoint, depending on what the student chooses. The students will conduct individual work on either classroom iPads/Laptops or in the school computer lab and on a software of the students capability and choice.

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- Microsoft Office (Word and PowerPoint)
- WordPress
- Canva
-Padlet

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The students will need to self-assess themselves based upon previous work as to what software they choose to use for this task. They should use a software they feel comfortable using so that they can demonstrate their understanding and work towards the success criteria.

The students will have a research worksheet which they have filled out in a prior lesson. It gives the students a personal checklist that allows them to check off what they have done and see what they still need to do. The teacher can observe this and use it to assess where the student is up to and provide feedback on each stage.

The teacher can provide feedback during the exploration stage while floating through the classroom making sure everyone is making progress. The teacher may also provide written feedback when assessing the checklist against their saved work.

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The teacher will ask a range of questions that will allow them to know how far into the task the class got. It will allow the teacher to see who achieved the success criteria and who needs further assistance.

The teacher should go through the students work on the USB and have a checklist that assesses where each of the students are up to with this task. This will allow the teacher to see if they need to work on the task again or if there is only a small group of students who could work on it during literacy rotations, instead of another task, at lunch or as homework.

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As the students ask questions about the task and answer questions about the work examples the teacher will be able to assess the students understanding of the task. This formative assessment provides the teacher with an informal opportunity to potentially modify the task to improve student engagement and development.

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Australian Curriculum Assessment Reporting Authority [ACARA],(2012). General Capability: ICT Capability Continuum F-10: Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/