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Ideas Bank
Late Adolescence |
PP - Year 3 
Years 3 - 7
Years 7 - 10
Years 10 - 12 |
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| Task: |
Students had to identify an
unknown ePal from another school. |
| How: |
Students exchanged emails over a term
with an unknown epal in another school, using the target language.
At the end of the exchange the groups met to identify each
other by asking and answering questions in the target language. |
| ICT used: |
Email |
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|
| Task: |
Students designed and created
a promotional product, complete with a supporting oral presentation,
to promote one of the states of Australia to international
or interstate visitors. |
| How: |
Students analysed different promotional
materials and used the resulting criteria to inform their
own design. Relevant information was identified, selected
and organised. Draft products were critiqued using the criteria
by peers and tourism commission reps. Oral presentations were
crafted and the products launched to a live audience. |
| ICT used: |
World Wide Web, email, word processor,
presentation software, desk-top publishing software, CD creation. |
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|
| Task: |
Students devised, delivered
and evaluated an ICT skills training program to meet community
needs. |
| How: |
Students investigated community need for
ICT skills training and researched adult learning styles.
They made contact with senior citizen "buddies"
in the community and designed a learning program to meet their
needs. Lessons were delivered and evaluated by the student
and by their buddy; further feedback was given by the teacher. |
| ICT used: |
World Wide Web, email, word processor,
concept mapping software. |
|
|
| Task: |
Students were set the task
of selecting a credit card that will be appropriate for their
needs after they leave school. |
| How: |
They achieved this by comparing their
features and by using spreadsheet software to help calculate
the actual cost of borrowing money and the repayment schedule
for a significant purchase. Students were required to justify
their choices. Activities also identified advantages, disadvantages
and issues with credit cards. |
| ICT used: |
World Wide Web, spreadsheet software. |
|
|
| Task: |
To create a range of Japanese
language textbooks for use by upper primary students. |
| How: |
Students identified the Japanese language
learning needs of the target group. Using this information
they drafted fictional recounts and narrative stories in Japanese.
Following review and editing, the books were published as
a print resource and as eBooks. |
| ICT used: |
Presentation software using Japanese character
sets, recorded oral speaking, digital images. |
|
|
| Task: |
This learning program provided
an opportunity for students to investigate the local Swan
River in a range of different ways. It offered students tasks
spanning four learning areas and across a range of learning
styles. |
| How: |
The program was presented online as a
16 task matrix that directed students to select tasks from
each of the English, Mathematics, Society and Environment
and Science learning areas. Students completed at least one
task in each learning area. |
| ICT used: |
Online learning activity using World Wide
Web, email, message boards, digital video, digital cameras,
word processor, presentation software. |
|
|
| Task: |
This learning program engaged
students in investigating our universe: from the unimaginably
small to the unbelievably large. It offered students tasks
spanning four learning areas and across a range of learning
styles. |
| How: |
The program was presented online as a
16 task matrix that directed students to select tasks from
each of the English, Mathematics, Society and Environment
and Science learning areas. Students completed at least one
task in each learning area. |
| ICT used: |
Online learning activity using World Wide
Web, email, message boards, digital video, digital cameras,
word processor, presentation software. |
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