My interests include watching lots of sport, playing sport, working with horses and cattle, and going on trips away with friends and family; whether camping somewhere or in a big city. I am motivated by improvement whether on the land, fitness wise or in learning  improvements.

To be honest, I am quite unsure about the Padlet process and how to navigate and go about the task. Although I use technology as a tool in my everyday life, I understand that I still have lots to learn and improve on, particularly with adapting to new tools.

From a biological perspective, this tool would be very useful in deeply engaging with ICT's and creating 3D prints or models of specific systems or cells. Very useful 3D design tool that I discussed deeply against SAMR in my blog posts. (Blog 4) https://moodle.cqu.edu.au/mod/oublog/view.php?id=4610018

• Learning area: Science

• Sub-strand: Science Understanding - Biological Sciences

• Year Level: 9

Version 9.0 of the Australian Curriculum states that the general capabilities in the Science Curriculum are as follows:

• Literacy - through scientific investigations, reading scientific texts, and communicating their findings.

• Numeracy - use mathematical concepts and skills to analyse data, interpret graphs, and make predictions in scientific contexts.

• Critical and creative thinking - questioning scientific theories and consider alternative explanations to develop own hypothesis.

• Ethical understanding - ethical implications surrounding scientific research and technologies, to make informed decisions based on scientific evidence.

• ICT capability - use digital tools to simulate biological processes or present findings.

These capabilities are developed alongside the content of science and learning areas.

Summary of practice:

Ultimately, students will be moving from capabilities that are low-end (teacher led) to high-end pedagogy (student driven). Initially, as the teacher, lessons will be scaffolded to improve understanding, provide feedback, and create opportunities for practice. The responsibility will be gradually decreased throughout lessons to allow students to build independence and following the 'I do, We do, You do" framework. Ultimately, students should demonstrate general capabilities by engaging in meaningful scientific enquiry, collaborative work, and ethical discussions - to mirror the role of real-world scientists.