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coolaustralia.org offer whole unit and lesson resources. Teachers can choose their relevant year level, subject, topic. This is a brilliant resource and one I highly recommend.

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How long till the term is over again?

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Teachers will find complete curriculum units and additional learning activities on sustainability themed topics. Each year level has its own unique

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This is a great article about applying the SAMR model to aid your digital transformation. I found it easy to read and follow, particularly as I am striving for a personal 'digital transformation'!

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Practitioners and leaders in digital innovation have been using technology to enhance the curriculum for some time, and our member stories illustrate how much good practice has been established. However, how do we know if this practice is transforming the way we deliver our curriculum? And, what can we do to find out?

Digital teaching and learning models

Models can help you identify which digital practices have become embedded in your curriculum and whether they are starting to bring about digital transformation. One such model is SAMR and it has received a lot of attention in recent times.

What is SAMR?

SAMR (substitution, augmentation, modification and redefinition) was developed by Dr R. Puentedura, following research into how the use of digital technology was transforming classroom-based teaching and learning.

The diagram below explains the four categories.

The first two categories, substitution and augmentation, describe a situation where the technology is either directly replacing an existing process or has replaced an older technology, but with little gain. Think about how interactive whiteboards replaced overhead projectors. Ok, the technology was more advanced, but the teaching mostly remained the same. Where digital use matches substitution or augmentation, the technology is said to be enhancing the existing teaching practice.

The next two categories, modification and redefinition, describe how digital use has led to a significant change in the way teaching and learning is planned and delivered. If the introduction of technology has created a brand new practice, then redefinition has taken place. Collectively, these two categories are more likely to promote digital transformation.

Applying SAMR to digital practice

Talk to people and they'll tell you that their overriding desire for technology is to see it transform the student experience. So, how can you use SAMR to achieve this?

We could use SAMR to carry out a simple benchmarking exercises against the available technology for learning and teaching. However, there's a risk that this diverts our attention to the technology rather than the outcome of our effort to change the way we deliver learning and teaching.

A more useful exercise would be to use SAMR as an audit tool to assess how the use of technology is shaping teaching and learning practice. This would provide valuable insights for individual teachers, while assisting leaders to identify where the investment in digital practice is bringing about worthwhile benefits, for example, with better management of resources.

How can SAMR inform the next steps?

Once we know how technology is shaping our learning and teaching practice, it can be used to inform our plans for innovation.

Start by asking 'how can we use SAMR to extend our practice and improve the student experience?'

Teachers could audit a specific example where their use of technology is just substituting or augmenting practice. Alternatively, you might choose to use SAMR to improve the procurement of new technology by asking whether the investment in technology is likely to lead to worthwhile digital transformation.

As you become familiar with SAMR, it's helpful not to see SAMR as hierarchical - that redefinition is the goal for the application of all technology. There will be situations when it's appropriate for technology to substitute or modify an existing practice.

Alternative models

A few other models you may be familiar with are the TPACK (technological pedagogical and content knowledge) or the RAT (replacement, amplification and transformation) model.

The wider picture

Addressing the challenge for more flexible study patterns is closely tied to digital transformation.

Our tackling digital transformation together event brought experts together to discuss what digital transformation is and is not.

We must remember that innovation doesn't have to be all about using the most advanced technology.

Related guidance

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Applying the SAMR model to aid your digital transformation

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A quick guide to help digital leaders and practitioners identify and amplify transformative digital practice.

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Digital planning verbs in the six levels of Bloom's Taxonomy.

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by TeachThought Staff

In one sentence, Bloom's Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach, and students learn.

For example, Bloom's Taxonomy can be used to:

create assessments

frame discussions

plan lessons (see 249 Bloom's Taxonomy Verbs For Critical Thinking)

evaluate the complexity of assignments

design curriculum maps

develop online courses project-based learning (often through project-based learning ideas)

self-assessment

See How To Teach With Bloom's Taxonomy for more reading.

A Brief History Of Bloom's Taxonomy Revisions

Bloom's Taxonomy was created by Benjamin Bloom in 1956, published as a kind of classification of learning outcomes and objectives that have, in the more than half-century since, been used for everything from framing digital tasks and evaluating apps to writing questions and assessments.

The original sequence of cognitive skills was Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The framework was revised in 2001 by Lorin Anderson and David Krathwohl, yielding the revised Bloom's Taxonomy. The most significant change to the Cognitive Domain was the removal of 'Synthesis' and the addition of 'Creation' as the highest level of Bloom's Taxonomy. And being at the highest level, the implication is that it's the most complex or demanding cognitive skill-or at least represents a kind of pinnacle for cognitive tasks.

See also 100 Bloom's Taxonomy Verbs For Critical Thinking

How Bloom's Taxonomy Is Useful For Teachers

In a separate post, we're going to cover exactly how Bloom's can be used by teachers. There are many reasons for the popularity of Bloom's Taxonomy (that likely deserve an article of their own to explore). For now, it's clear that many educators love Bloom's because, among other virtues, it gives them a way to think about their teaching-and the subsequent learning of their students.

As mentioned above, the framework can be used to create assessments, evaluate the complexity of assignments, increase the rigor of a lesson, simplify an activity to help personalize learning, design a summative assessment, plan project-based learning, frame a group discussion, and more. Because it simply provides an order for cognitive behaviors, it can be applied to almost anything. (You can see one example here-one of our teaching materials that combined Bloom's Taxonomy with common digital tasks.)

The image above visually demonstrates the levels of Bloom's Taxonomy as a spectrum rather than a hierarchy to allow for room for the 'power verbs' that can act as synonyms (and thus activity ideas) for teachers planning lessons and units.

There are six levels in Bloom's Taxonomy (the initialism RUAAEC may be useful to recall the levels).

The 6 Levels of Bloom's Taxonomy

1. The first level is to Remember.

Example activities at the Remembering level: memorize a poem, recall state capitals, remember math formulas

2. The second level is to Understand.

Example activities at the Understanding level: organize the animal kingdom based on a given framework, illustrate the difference between a rectangle and a square, summarize the plot of a simple story

3. The third level is to Apply.

Example activities at the Application level: use a formula to solve a problem, select a design to meet a purpose, reconstruct the passage of a new law through a given government/system

4. The fourth level is to Analyze.

Example activities at the Analysis level: identify the 'parts of' democracy, explain how the steps of the scientific process work together, identify why a machine isn't working

5. The fifth level is to Evaluate.

Example activities at the Evaluation level: make a judgment regarding an ethical dilemma, interpret the significance of a given law of physics, illustrate the relative value of a technological innovation in a specific setting-a tool that helps recover topsoil farming, for example.

6. The sixth and highest level is to Create.

Example activities at the Creation level: design a new solution to an 'old' problem that honors/acknowledges the previous failures, delete the least useful arguments in a persuasive essay, write a poem based on a given theme and tone

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What Is Bloom's Taxonomy? A Definition For Teachers

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Bloom's Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach and students learn.

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Standards and Conduct for Queensland teachers

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Standards and Conduct for Queensland teachers

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Queensland College of Teachers outline the Standards and Conduct for registered teachers

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In addition to requiring registered teachers to meet professional teaching standards, the QCT also requires teachers to meet standards of ethical conduct, especially in their dealings with children. Applicants and teachers who meet standards of ethical behaviour are regarded as 'suitable to teach'.

The QCT can receive complaints and investigate information it receives about a teacher's professional conduct or competence. We can take disciplinary action against teachers who fail to uphold relevant standards.

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Standards and Conduct for Registered Teachers Qld | QCT

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In addition to requiring registered teachers to meet professional teaching standards, the QCT also requires teachers to meet standards of ethical conduct, especially in their dealings with children. Applicants and teachers who meet standards of ethical behaviour are regarded as 'suitable to teach'.

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Teaching Strategies to get you embracing classroom technology

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Teaching Strategies to get you embracing classroom technology

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Find it a little difficult to embrace classroom technology? This website gives ideas for the best ways to use tech for learning, and what software you can start with.

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By Michael Hilkemeijer

For students, being ICT capable is about not only knowing the ICT skills but also knowing that they know it and be able to decide if it is appropriate to use for a solution to a problem.

The same concept can be applied helpfully to your own understanding of how to use ICT in your teaching profession.

For you as a teacher, it is not just about acquiring ICT skills but developing an understanding and judgement about how to use those skills appropriately. Let's look at a classic example of this.

One of the common uses of ICT in the classroom is with presentation software like MS PowerPoint.

As a teacher, you decide whether such a presentation will be effective with technology. Will it be an effective teaching technique for students in the class? You have to make a decision as to why this would be better about other teaching techniques.

The best ways to use tech for Learning

When teaching with technology in the classroom you are given a multitude of options to choose from in terms of what to use. There are many different types of Information and Communication Technology in classrooms, but it is important to facilitate the use of those that develop ICT capability.

The use of technology in the classroom should always be something that is planned effectively beforehand. As a teacher, it is important that you decide in your planning whether you are going to use ICT to develop student capabilities, to support subject learning or both.

It is entirely possible to achieve both when integrating ICT as the development of ICT capability is best accomplished in meaningful and purpose-driven context. In fact, you can do this by simply giving them meaningful activities with ICT tools used in classroom teaching in subject-related contexts in any key learning area of the curriculum.

So why not do both? It makes perfect sense....doesn't it?

If you are looking for ideas as to how to use technology in the classroom, some examples include:

Word processors

Databases and Spreadsheets

Desktop publishers

Web design and creation programs

Email

Animation software

Presentation software

Web searching skills in Search Engines

Video and Movie making programs

Blogging and Podcasting

In my opinion, these are the best ICT in the classroom examples as they truly represent what integrating ICT in the classroom is all about today. Here are a few ideas to what you can do.

Word Processors

Can be used throughout any curriculum and in all key learning areas. It is important not just to use it just so the students can present their work neatly as a final piece of work. Like most software, you need to select the most opportunities in which word processing software can facilitate, enhance or extend children's learning. WP can help make explicit links between knowledge, understanding skills as they are closely associated with literacy and language development at all levels. This makes it ideal to integrate it into English lessons and whenever you choose to also develop literacy in other key learning areas.

Databases and Spreadsheets

A key strategy that you will need to ensure occurs is when using spreadsheets that you make explicit the role of the equal sign formulae. To develop ICT capability, embed meaningful activities in purposeful subject-related contexts by providing them with the knowledge of the principles and processes required to enter and manipulate data. This will help them learn something about the subject being taught.

Graphics software

Generic and affordable programs are readily available to enable children to develop capabilities in drawing and painting programs. Images can be used in literacy lessons and when they create their own using their programs it adds a whole new level of engagement in it.

Presentation Software

Incorporate a multimedia element in your activities by using presentation programs that uses video, images, sound and animation. They can develop slideshows and digital presentations with sound and music.

Other use of technology in the classroom includes:

Gamified learning.

Digital field trips

Integrate social media

Gather student feedback

Creating digital content

Why students benefit from using technology in the classroom?

Previously in another blog, I outlined a number of reasons why schools should invest in ICT. Besides making communication more effective between students and teachers, student and student, and teacher and parent, the use of technology in the classroom is vital to not only enhance learning, but to broaden a child's technological literacy and to develop their ICT capability. Using technology in classrooms also creates space for students to have a voice in their learning. They become empowered to take responsibility of their learning and they begin to learn how to use ICT as a tool that is designed for a specific purpose and to use it creatively, effectively and safely.

So what are strategies for teaching with technology that accompany the above ICT tools?

Firstly, it is important that you always have high expectations at the beginning. This is significant as children will always enter your classroom with various levels of capabilities in ICT. They don't call them the 'digital natives' for no reason.

Before, any ICT activity is implemented in subjects it is essential that you gain an appreciation of the children's ICT capability so that you can effectively plan for progression. This is typically done through observing their use of ICT techniques and determining their conceptual understanding of them.

Continue this formative assessment strategy throughout the year to keep track of student progress in ICT capability in key learning areas.

Throughout this time, set clear expectations and intervene at the appropriate times.

These are the fundamental strategies you will need when teaching with technology in the classroom that will develop ICT capability alongside subject learning. This should be your ultimate aim as a primary teacher.

More About ICT Literacy:
ICT Literacy: What do businesses expect?
It is important to understand that the level of capability a student can gain is directly connected to that of the teacher's knowledge and capability of using ICT in the subject.

Research conducted on the most ICT capable schools (Kennewell et al., 2000) has concluded that where a teacher's level of ICT capability was grounded in confidence and a high level of competence, students were given the freedom to explore and develop more 'capabilities'.

I will use this term more than I will use the term 'skill' because it is more important to be able to make the correct decisions about which technology to use and when and where to use it.

Despite this, there is still a presence of fear about technology use in the classroom amongst teachers. These include factors such as time, loss of control, cost, lack of PD opportunities, and lack of ownership over the technology they are meant to integrate into their teaching practices.

Yet if schools are to help students develop their ICT capability than it is through the work of teachers and other staff who support learning that it will be achieved.

Technology literacy, ICT literacy or ICT capability of teachers - no matter how you define it - is vital in schools today. You need to be prepared to provide technology-supported learning for your students. Thus, what needs to embedded in your professional repertoire is the knowledge and preparedness to use ICT techniques in different contexts of the Learning Areas. In other words being able to use ICT across the curriculum to support the subject context whilst remaining transparent and still be teaching students ICT capability.

What can you do?

It is virtually impossible for you or for anyone to know all there is to know about ICT. We really are never going to achieve it as ICT continues to develop and emerge. My advice is to walk into your classroom as a learner alongside your students and never try to give the impression that you do know everything. By doing this, you will start to feel more comfortable in your use of ICT in the classroom.

Secondly, exploiting technology is all about understanding the potential of the available technology in your classroom. Don't wait for the next big technological development to come along to be able to prove your ability to use it in the classroom. Exploiting technology is to do with the here and now of available technology.

My next advice stems directly from this point. It is far more beneficial for you to be intimate and know in-depth particular software that your students use in the classroom than it is to be acquainted with a large number of software. Know the educational potential of what you have available by spending time getting to know it intimately so that you are able to exploit its features effectively. In addition, being familiar with a program will help you to identify the circumstances when students are ready to move onto another feature or be able to use it for a more demanding purpose.

The best way of achieving this is by reflecting on the processes that aides the user to carry out and the techniques with particular effects can be achieved (Kennewell et al., 2000). You need to consider how you will introduce your students to the program and clearly define your objectives and ideas to students before they start.

What software can you start with?

Yes, there is a lot of educational software out there including subject-specific software. Despite this, there is only one type of software that you should encourage students to use if you aiming to develop their ICT capability. Content-free software is the software that should be encouraged the most as it gives students full control of the technology and the level of decision-making is high promoting the use of higher order thinking skills. They need to be able to have a clean slate in terms of what's in front of them and assess and decide what ICT technique to use and for what reason and purpose.

The problem with subject-specific software is that the program maintains some form of control and direction over what students can and can't do. Therefore, it will only partially develop their ICT capability. It is for this reason that you need to carefully plan and consider what you want the aim of ICT to be in your lesson - to teach ICT capability, to support subject learning, or both?

What you need to know is that the software that I am talking about here is readily available in your classrooms and most of you have at home too. I am talking about generic software such as word processors, databases, drawing and painting, even specific coding programs these days. To take one example, word processors, is something that everyone is familiar is and is widely used throughout the curriculum. For you, it means plenty of opportunities to teach ICT capability.

Furthermore, as it is something that you know fairly well, it saves you both time and money as you don't have to attend a PD to learn about it, how to use it, to evaluate and test it out in your classroom. The same goes for any other program that you and your students are familiar with. In a time where school budgets are not big enough for everyone, you can demonstrate to your colleagues how to effectively exploit ICT in your classroom this way.

What I have just discussed will help you to overcome the fear of using technology in the classroom. It will give you the start you need to confident and competent in the use of ICT. Being an ICT capable teacher is what is required of you today to teach students knowledge and understanding they need to participate in a technology-dominated knowledge society. Teachers who fail to learn new knowledge and understandings in this type of pedagogy will be left behind.

What is ICT Literacy?

ICT literacy in education is the ability of a person to define, access, integrate, evaluate, manage, create, and communicate with ICT tools and resources. Someone who does possess these attributes is known to be an ICT literate person. The development of ICT literacy in education is significant as schools are preparing young adults to meet the challenges of the future.

Today, technology and ICT have transformed society in many ways and ICT literacy skills are needed for everyone if there is to be an ICT proficient society. Those students who lack ICT literacy skills will encounter obstacles in full civic participation and will not be able to communicate their ideas effectively using technology and will be very ineffective and inefficient at researching information.

This as a result of having a lack of knowledge to do with effective search strategies using the Internet. Their ability to analyze and interpret this information may also falter. That is why teachers in primary and secondary schools need to develop ICT literacy skills with students and good ICT literacy assessments need to be conducted in order to determine if more training is needed. By following these steps, the process of integrating technology in the classroom should become easier for you.

Teacher ICT Skills for an Online and Digital World

When using ICT in the classroom, there are a number of ICT skills for teachers to master. This is important as the level of ICT capability of a teacher will have a direct impact on the development of student ICT capability. For example, studies have shown that in literacy lessons the extent to which ICT is used effectively will depend to a large extent that of the teacher's ICT capability.

Teacher ICT capability is not about being an expert on everything ICT and knowing everything about it. Let's face it, the level of development in ICT is ever-increasing there is no way this can be done. Instead, teacher ICT capability is about developing an understanding and judgement about the most appropriate ways to use ICT classroom teaching.

The ICT in classrooms most also be suitable for the development of student ICT capability. This means that it must:

1. Challenge students intellectually;

2. Promote a high level of decision-making by the students and not the technology;

3. Be generic and content-free software and;

4. Enable a student full control.

The following ICT skills for teachers will, therefore, be important for teachers using technology in the classroom that want to develop student ICT capability.

Word Processing

The word processor has ICT techniques for students that is transferrable across all key learning areas. For you as a teacher, you will apply your knowledge, skills and understanding of word processors in two different ways. The first, therefore, will be about teaching and learning with ICT not just to support subject learning, but also to develop student ICT capability. The other one, of course, is to do with your own professional use. However, the widespread use of word processors makes it one of the best ways to capitalise on its generic use in subject learning such as in English/literacy learning and develop student ICT capability. You need to be competent and confident users of it. This does not mean that you need to know the answer to every question, but to have a working knowledge of it so that you can plan, support and assess its use in activities along with being able to predict any arising difficulties.

Spreadsheets

Spreadsheets is one of the top 21 st century ICT skills for teachers. The modelling of spreadsheets in the classroom is important because it may appear very mathematical business-orientated, the educational potential in quantitative subjects is considerable. They enhance the display and analysis of data, enabling students to gain rapid and accurate summaries and graphs from raw figures. The knowledge, skills, and understanding of spreadsheets, therefore, have relevance across the primary curriculum. As a teacher, you might use them for compiling grades of your students. An example of modelling this ICT in the classroom is perhaps by showing how the formula can be replicated using the 'fill down function'. You may also want to demonstrate the effect of changing the prices of sausages in a spreadsheet budget.

Graphics Software

Using ICT in the classroom in the primary classroom should not necessarily require a high level of ICT skills for teachers. There are many graphics programs that is generic and very easy to use. Examples of such include drawing and paint programs like MS Paint or even the latest version, Paint 3D. Such software has considerable implications for students use towards the development of visual literacy. Having a working knowledge of this type of program is essential. ICT skills for teachers of these programs will enable you to prepare resources such as a mathematics worksheet. You may have to model such things as cropping an image from a digital camera and transferring it to a word processing program.

Databases

Like spreadsheets, the use of this ICT in the classroom can be just as widespread. They are useful in education as they enable students to analyse the information they are recording. This, in turn, brings about a greater understanding than merely reading the information. It will be important for you to show students how to understand the information they are generating as they generate suitable questions and interpret the results they obtain. Remember that data-handling software in schools are designed to facilitate learning about the processes and possibilities of data-handling as well as the retrieval and manipulation of information. You would need to model, for example, how producing a branching tree database in electronic format enables modifications to be made quickly and easily.

Presentation software skills

When developing student ICT capability, an important part of your teaching needs to involve enabling students to have conceptual understanding behind every ICT technique they use. For presentation software, the concepts of transition and animation, are therefore important in designing a presentation and do not have equivalents in the printed form. Also, for you as a teacher, presentations have tremendous value in supplementing and supporting an oral presentation by showing visually the structuring of ideas in a more effective way. The key elements in the program can help with the emphasis of points and the focusing of students' attention on key issues and relationships.

Information Literacy skills

Web searching skills are an important skill to have for not only the 21 st century teacher but also for students. You will need to model the correct way how to search for the information on the World Wide Web on a daily basis at times depending on the activity that you set for students. Honestly, any activity that involves students researching information for their work will need you to demonstrate these ICT techniques. Information literacy skills have widespread implications across all key learning areas as you learn to become more of a facilitator of knowledge than a provider of knowledge and information in your classroom.

Email skills

Emails, as you know, are interactive as well as asynchronous. You can also send large amounts of information world wide at no extra costs. However, did you know that it also has applications for the development of literacy? The language that people use to write emails is different at times. Modelling email etiquette will be very important for you to include in your planning.

Online PD for Teachers teaching with technology in the classroom

Subscribe now for just $10 for the first month and $25 afterward to gain access to our live lessons and course content. If you are after strategies for teaching with technology in the classroom, ICT skills for teachers and developing student ICT capability and ICT literacy visit the link below to find out more.

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Strategies for |Teaching with technology in the Classroom|

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By Michael Hilkemeijer For students, being ICT capable is about not only knowing the ICT skills but also knowing that they know it and be able to decide if it is appropriate to use for a solution to a problem. The same concept can be applied helpfully to your own understanding of how to use ICT in your teaching profession.

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Introduction

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

General Capabilities in the Australian Curriculum

In the Australian Curriculum, the general capabilities are addressed through the content of the learning areas. General capabilities are identified where they are developed or applied in the content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning via the content elaborations, which are provided to give teachers ideas about how they might teach the content. Icons are used to indicate where general capabilities have been identified in learning area content descriptions and elaborations.

Teachers are expected to teach and assess general capabilities to the extent that they are incorporated within learning area content. State and territory education authorities will determine if and how student learning of the general capabilities is to be further assessed or reported.

General capabilities materials are presented to help teachers develop a shared understanding of the nature, scope and sequence of the general capabilities in the Australian Curriculum and to help teachers plan for students' development of the general capabilities in school and classroom learning programs.

The materials for each general capability include:

an introduction that describes the nature and scope of the capability, its place in the learning areas and its evidence base

organising elements and sub-elements that underpin a learning continuum

a learning continuum.

Learning continua have been developed for each capability to describe the relevant knowledge, skills, behaviours and dispositions at particular points of schooling. Within each of the capabilities, specific behaviours and dispositions have been identified and incorporated into each learning continuum as appropriate.
Using the learning continua Personalising learning
Students need opportunities to develop capabilities over time and across learning areas. What is learnt in the early years supports all subsequent learning. The learning continua map common paths for general capability development while recognising that each student's pace of development may be influenced by factors such as their prior experience, sense of self in the world and cognitive capacity.

Learning continua typically, but not exclusively, align with years of schooling. Stages in each learning continuum are labelled from Levels 1 to 6 to emphasise that the continuum presents a sequence of learning independent of student age.

For Literacy, Level 1 is divided into five sub-levels: 1a, 1b, 1c, 1d and 1e. Levels 1a-1d represent the development of early literacy skills with a particular emphasis on communication. For Numeracy, Level 1 is divided into two sub-levels: 1a and 1b; to represent the progression from early numeracy to numeracy skills. For Personal and Social capability, Level 1 is divided into two sub-levels: 1a and 1b. Level 1a describes the development of awareness of self and others and Level 1b describes the skills or actions to accompany those understandings about self and others.

For more information on using the general capabilities continua to personalise learning for students for whom English is an additional language or dialect, students with disability and gifted and talented students see Student Diversity.
Viewing on the website
Each general capability learning continuum is available online in two views:

expected learning across the levels in a table format

expected learning for each level in turn, in text format .

Users can also see which general capability elements and sub-elements are addressed in the content description by selecting the capability icon.

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AITSL Professional Standards for Teachers

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AITSL Professional Standards for Teachers

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers

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Great explanation of TPACK, including the key differences between TPACK and SAMR frameworks

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Overview of the senior secondary Australian Curriculum ACARA has developed a senior secondary Australian Curriculum for English, Mathematics, Science and History and Humanities and Social Sciences.

Senior secondary English subjects The senior secondary Australian Curriculum for English is presented in four subjects that share common features. These include the continuing development of students' knowledge, understanding and skills in listening, speaking, reading, viewing and writing.

Links to Foundation to Year 10 Each senior secondary English subject draws upon, develops and emphasises different knowledge, understandings, skills and processes related to the strands of Language, Literature and Literacy used in the Foundation to Year 10 curriculum.

Representation of Cross-curriculum priorities The senior secondary English curriculum values the histories, cultures, traditions and languages of Aboriginal and Torres Strait Islander Peoples, and their central place in contemporary Australian society and culture.

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Overview of the senior secondary Australian Curriculum ACARA has developed a senior secondary Australian Curriculum for English, Mathematics, Science and History and Humanities and Social Sciences. Senior secondary English subjects The senior secondary Australian Curriculum for English is presented in four subjects that share common features.

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Psychology - teacher's guide to the new QCAA 

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Psychology - teacher's guide to the new QCAA 

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From 2019, Psychology is being offered as a senior subject in Queensland schools

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Register for QLD Senior Syllabus updates, exclusive invites, advance access to resource samples and more! Register your interest

A change is coming for Queensland senior secondary schooling.

From 2019, Psychology will be introduced in Queensland as a senior subject, to help students develop 21st-century skills and knowledge for success in their future work and life. You can trust our expert Queensland authors and award-winning publishing team to support you with the tools and resources you need to help you implement the new Queensland Senior Psychology syllabus.

The new Queensland Senior Psychology Syllabus presents an exciting opportunity for teachers and students - new teaching content and assessment will encourage a wider range of students to study science in the senior years.

What does the new QCAA Psychology General Senior Syllabus look like?

Psychology

Unit

Syllabus content

Assessment

Assessment method

Unit 1

Individual development

Topic 1: Psychological science A

Topic 2: The role of the brain

Topic 3: Cognitive development

Topic 4: Human consciousness and sleep

Formative internal assessment/s

Schools should develop at least one assessment per unit, with a maximum of four assessments across Units 1 and 2.

Unit 2

Individual behaviour

Topic 1: Psychological science B

Topic 2: Intelligence

Topic 3: Diagnosis

Topic 4: Psychological disorders and treatments

Topic 5: Emotion and motivation

Formative internal assessment/s

Schools should develop at least one assessment per unit, with a maximum of four assessments across Units 1 and 2.

Unit 3

Individual thinking

Topic 1: Localisation of function in the brain

Topic 2: Visual perception

Topic 3: Memory

Topic 4: Learning

Summative internal assessment

1. Data test (10%) Summative internal assessment

2. Student experiment (20%)

Summative external assessment: Examination (50%)

Unit 4

The influence of others

Topic 1: Social psychology

Topic 2: Interpersonal processes

Topic 3: Attitudes

Topic 4: Cross-cultural psychology

Summative internal assessment

Research investigation (20%)

Summative external assessment: Examination (50%)

Source: Psychology 2019 v1.1, QCAA General Senior Syllabus, Queensland Curriculum & Assessment Authority August 2017

Students studying the Senior Psychology syllabus from 2019 will:

The basics

To successfully implement the new Senior Psychology syllabus, there are three basic points to be aware of:

The new course is made up of four units of study to be taught over two years (i.e. Units 1 and 2 to be taught in Year 11 and Units 3 and 4 to be taught in Year 12). Students should complete Units 1 and 2 before beginning Unit 3. It is recommended that Unit 3 be completed before Unit 4.

Units 1 and 2 have students working across all syllabus objectives and beginning to engage with the course subject matter. The teaching of Units 3 and 4 consolidates students' learning. Subject matter, learning experiences and assessment increase in complexity from Units 1 through to 4 as students develop independent learning.

Only the results from Units 3 and 4 will contribute to ATAR calculations. Each unit has been developed to a notional time of 55 hours of teaching and learning, including assessment.

Meet our expert author team for Psychology for Queensland

What is Oxford publishing for the new QCAA Psychology General Senior Syllabus?

The publishing team at Oxford is currently working with expert Queensland authors to deliver high-quality resources directly mapped to the new syllabus. These include:

Psychology for Queensland
Units 1 & 2

Psychology for Queensland Units 1 & 2 Student book + obook assess

Print student book with digital access

Psychology for Queensland Units 1 & 2 Student workbook

Institutional purchases
Please contact your Education Consultant if your school purchases resources on behalf of students and requires multi-year digital subscriptions. If your school has a different model, ask your Education Consultant about purchase options.

Psychology for Queensland
Units 3 & 4

Psychology for Queensland Units 3 & 4 Student book + obook assess

Print student book with digital access

Psychology for Queensland Units 3 & 4 Student workbook

Institutional purchases
Please contact your Education Consultant if your school purchases resources on behalf of students and requires multi-year digital subscriptions. If your school has a different model, ask your Education Consultant about purchase options.

Why choose Oxford QLD Senior Science resources?

Our Senior Science resources are designed to work for you in the classroom. They will:

All these features are designed to save you time when lesson planning, reduce the stress of syllabus implementation and ensure the best learning outcomes for your students.

From January 2019, senior secondary syllabuses in Queensland will change to support the introduction of new assessment and tertiary entrance systems. As teachers across Queensland prepare for this significant change, the Secondary team at Oxford will be busy collaborating with local teachers and educators to create a range of world-class teaching and learning materials. Our goal is to make implementation of the new systems as smooth and stress-free as possible for you.

-The Secondary Publishing Team at Oxford University Press

As Secondary Publisher of the Year 2017, 2018 and 2019 Oxford University Press is committed to helping teachers and students in Queensland reach their full potential.

Register for QLD Senior Syllabus updates from Oxford and receive:

Complete the form below - you may select more than one subject:

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oxford university press australia and new zealand

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A teacher's guide to the new QCAA Senior Psychology syllabus changes

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Register for QLD Senior Syllabus updates, exclusive invites, advance access to resource samples and more! Register your interest A change is coming for Queensland senior secondary schooling. From 2019, Psychology will be introduced in Queensland as a senior subject, to help students develop 21st-century skills and knowledge for success in their future work and life.

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Digital learning resources that align with the Australian Curriculum

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Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.

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Critical thinking for teachers and students, including teaching strategies, questioning ideas, games and activities

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"The road to hell is paved with good intentions."
As the old proverb suggests, our well-intended decisions can sometimes lead to unforeseen negative consequences. When considering paths of action, we need to encourage our students to reflect deeply on all possible outcomes of those actions: short, medium, and long term.

Unintended consequences are outcomes that are unforeseen and can often undo much of the good of the original decision.

There are many fascinating examples of this phenomenon that are easily found online and can be interesting to share with the students.

One such example was uncovered by the economist Sam Peltzman. He found that when mandatory seat-belt legislation was passed in some of the US states the number of fatalities of drivers did go down as a result. However, he also found that this was offset by an increase in fatalities among pedestrians and cyclists as drivers felt safer wearing seat belts and many drove faster as a result.
5. Explore Other Points of View
This is the final testing ground of an opinion that has been forged in the fires of critical thinking. Though students will have been exposed to competing ideas earlier in the research stage, they should now take the time to measure their matured opinion against these other points of view.

Exploring alternative viewpoints helps us to evaluate our own choices and to avoid stagnating in our own biases and innate preferences. Doing this helps us to make the most informed decisions possible.

Now that we've had a look at a step-by-step approach to critical thinking, let's take a look at some creative ways to help students exercise those critical thinking muscles in the classroom. Getting critical doesn't have to be boring!

Critical Thinking Games and Activities
The Barometer: Find Out Where You Stand
When considering where we stand on issues, it's important to realise that things don't always have to be a zero-sum game. Things don't have to be all or nothing. Students need to learn that opinions can be nuanced and that often there exists a spectrum of opinion on any given issue.

In this activity, give the students a controversial issue to consider. Assign the extremes on the issue to opposite ends of the classroom and instruct students to arrange themselves along a continuum based on how strongly they feel about the issue.

They'll likely need to engage in some free-flowing conversation to figure this out and setting a time limit will help ensure this discussion doesn't go on endlessly.
Draw an Analogy: Making Lateral Links
This game encourages students to think creatively and indirectly about an idea or a subject and it can be used in practically any context. It encourages students to make comparisons between seemingly unconnected things by analyzing both for any underlying concepts that may link them together somehow - no matter how tenuously!

Start by asking your students a creative question based on the topic or idea you are exploring together in the classroom. The format of these questions should closely follow a similar pattern to the following examples:

● How is raising a child like building a house?

● Why is an egg like a hunk of marble?

● How is a bookshelf like a lunchbox?

The more inventive the elements in each question are, the more challenging it will be for the students to make links between the two of them.

This game can generate some interesting responses and is easy to differentiate for students of all ages. Younger students may enjoy a simpler question format such as ' Smell is to nose as sight is to... ' where the links between the elements are much more obvious.

For older students, remember too that when devising the questions the links between the different elements do not have to be obvious. Indeed, as far as you're concerned they do not even have to exist. That's for the students to explore and create.
Build Critical Thinking Skills with Brain Teasers
Brain teasers are great fun and an enjoyable way to fill a few minutes of class time, but they also provide great exercise for students' critical thinking abilities. Though they are often based on unlikely premises, the skills acquired in solving them can have real-world applications.

Let's take an example to see how this works. Ask your students the following teaser - you might want to set a time limit and have them write their answers down to put some added pressure on:

A rooster sits on a barn and is facing west. The wind is blowing eastward at a speed of 15 kilometers per hour. The rooster lays an egg. Which cardinal direction does the egg roll?

The answer is, of course, that there is no egg. Roosters are male and therefore can't lay eggs.

One of the reasons why so many will get this simple teaser wrong is that despite knowing that a rooster is a male chicken, they overlook it due to the casualness with which it's thrown into the teaser.

The other reason is the misdirection caused by the quite meticulous detail provided. Students are likely to pay too much attention to the details such as the speed of the wind, its direction, and the direction of the rooster is facing.

All these irrelevant details distract the students from the fact that the only information required to solve this teaser is actually provided by the 2nd word of the riddle.

There are numerous brain teasers freely available on the Internet. Weaving them into your lessons gives students opportunities to sharpen their critical thinking skills by sorting relevant from irrelevant details and encouraging students to analyze closely the relevant details provided.

Build the Habit and Become a Critical Thinker

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Critical Thinking strategies for students and teachers - Innovative Teaching Ideas

# data[].attributes.attachment_link.description
"The road to hell is paved with good intentions." As the old proverb suggests, our well-intended decisions can sometimes lead to unforeseen negative consequences. When considering paths of action, we need to encourage our students to reflect deeply on all possible outcomes of those actions: short, medium, and long term.

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ClickView - educational teaching resources 

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ClickView - educational teaching resources 

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ClickView gives access to educational resource and videos for teaching and learning.

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Teaching & Learning Educational Video Resources | ClickView

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Explore our library of teaching & learning video resources - mapped to the Australian Curriculum & used by over 4,900 schools and institutes.

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OneNote allows teachers to bring students together in a collaborative space or give individual support in private notebooks. And no more print handouts. You can organise lessons and distribute assignments from a central content library.

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Better with Office
OneNote is a member of the Office family you already know. Shape notes with points pulled from Outlook email, or embed an Excel table. Get more done with all your favorite Office apps working together.

Connect in the classroom
Bring students together in a collaborative space or give individual support in private notebooks. And no more print handouts. You can organize lessons and distribute assignments from a central content library.

Discover Class Notebook

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Better with Office OneNote is a member of the Office family you already know. Shape notes with points pulled from Outlook email, or embed an Excel table. Get more done with all your favorite Office apps working together. Connect in the classroom Bring students together in a collaborative space or give individual support in private notebooks.

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Kahoot is fun, quick, and impactful. I believe it is a must have for teachers.

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Put your students at the centre of their learning experience

Give your students the tools to create their own learning experiences. Through student choice, autonomy, and collaboration, your students can create, present, and study lesson content on topics of interest in their own words and at their own pace.
Empower students to create with Kahoot! for:

In-class knowledge sharing

Lesson review and test prep

Collaborative learning

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Kahoot! for schools | Make learning awesome at school

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Make learning awesome together! Kahoot! for schools helps teachers collaborate, save time and create more engaging games.

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Psychology Teachers' Association of Queensland

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Psychology Teachers' Association of Queensland

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Membership options for teachers and preservice teachers

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The Psychology Teachers’ Association of Queensland is a voluntary organisation, with an executive comprising of secondary school teachers and academics. Our aim is to not only foster an interest in Psychology and the teaching of Psychology in secondary schools, but to also provide additional support to teachers through professional development, events and resources.

GROWING PSYCHOLOGY WITHIN QUEENSLAND SCHOOLS

As a new subject, we are acutely aware of the need for quality professional development and resources to complement teaching and learning within Psychology. It is our aim, in collaboration with tertiary institutions and other educational bodies, to provide such opportunities to members.

COLLEGIAL COLLABORATION

Our growing network of specialist teachers don’t just share a passion for teaching Psychology – they are also some of the most generous teachers in the industry. Regardless of where you are in Queensland, we will provide you with the ability to connect with other members in your area and stay up-to-date with the latest developments.

Be part of Psychology Teachers’ Association

Get PTAQ membership which include: Free registration to Teach Meets each term, Annual PTAQ conference, Access to member resources, Discounted registration to the University of Southern Queensland mandatory practical workshops, Networking opportunities, Complimentary book club membership and many more.

Subscribe To Our Newsletter

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Psychology Teachers Association of Queensland

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The Psychology Teachers' Association of Queensland is a voluntary organisation, with an executive comprising of secondary school teachers and academics. Our aim is to not only foster an interest in Psychology and the teaching of Psychology in secondary schools, but to also provide additional support to teachers through professional development, events and resources.

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This site is the official guide to copyright issues for schools in Australia, and provides comprehensive information sheets.

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Information sheets providing information on copyright for schools. If you are from a TAFE, please refer to the ‘Information Sheets: TAFE’ section of this website.

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This is the Queensland Government's Department of Education elearning environment, with digital tools and resources for staff and students.

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The Learning Place is a comprehensive eLearning environment providing access to an innovative range of digital tools, resources and online spaces.

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Alice Springs (Mparntwe) Education Declaration 

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Alice Springs (Mparntwe) Education Declaration 

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This declaration sets out the national vision for education and the commitment by Australian Governments to improve educational outcomes.

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The Alice Springs (Mparntwe) Education Declaration

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The Alice Springs (Mparntwe) Education Declaration sets out a vision for a world class education system that encourages and supports every student to be the very best they can be, no matter where they live or what kind of learning challenges they may face.

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I love Pinterest! You will find a wealth of information and ideas to borrow, use, adapt and be inspired by. This is just one ... The Daring English Teacher page. There are so many to explore.

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Today

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The Daring English Teacher

thedaringenglishteacher.com·@DaringEnglish·

I'm a high school English teacher who creates rigorous & engaging ELA resources that focus on providing a robust learning experience for students. #secondaryELA

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This site has been put together by the Queensland Dept of Education, and contains links to a huge variety learning resources and information. This is suitable for both educators and parents to use.

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Online storybooks

KidLit TV
Read-aloud story books.

Storyline Online
Celebrities reading books in videos-Google Chrome only.

Storyweaver
Storybooks available in 230 languages that can be read online, downloaded or printed-Google Chrome only.

Vooks
Streaming library of read-aloud animated storybooks-1 month free.

Auslan

Auslan Storytime
Auslan Storytime is aimed at children who sign or are learning to sign, and who enjoy having stories told to them in Auslan. It is compatible with iPhone, iPad and Android devices.

National Simultaneous Storytime
National Simultaneous Storytime (NSS) is held annually by the Australian Library and Information Association (ALIA). Every year a picture book, written and illustrated by an Australian author and illustrator, is read simultaneously across the country. The book is also translated and presented in Australian Sign Language (Auslan). There is also a range of supporting resources and activities linked to the book.

Online switch accessible games

Help Kidz Learn
Interactive website with switch accessible games-14 days free.

SENict software online
Interactive website with switch accessible games-1 month free.

Tar Heel Gameplay
Interactive website with switch accessible games and music video clips.

Tar Heel Reader
Collection of user-made books. Can be accessed using alternative access methods. Each book can be speech enabled.

Online learning

Funbrain
Books, games and videos.

Highlights Kids
Online activities.

Live cam feeds

Mashable Australia-blog
List of zoo and aquarium live streams.

ISS HD Earth Viewing Experiment
Earth viewing live streams.

NASA
Live video from the International Space Station.

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Online storybooks KidLit TV Read-aloud story books. Storyline Online Celebrities reading books in videos-Google Chrome only. Storyweaver Storybooks available in 230 languages that can be read online, downloaded or printed-Google Chrome only. Vooks Streaming library of read-aloud animated storybooks-1 month free.

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I am going to use this idea of how advertising influences young people to design my mini unit for Year 7 English students

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Advertising: how it influences children and teenagers

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The ability to spot advertising and understand how adverts work is an important life skill for kids and teens. You can help your child develop this skill.