Year 8 technology-mediated exemplars


English

Learning Outcome:
(LS 7.15) I can understand and identify individual words in continuous speech

Exemplar:
The teacher provides students with an audio clip containing a complex message, from which keywords could be extracted from students and shared in class through apps such as Wordle  [http://www.wordle.net/] and Mentimeter [https://www.mentimeter.com/]

Listening/Speaking
I can collaborate with others and co-construct and co-create resources, knowledge and learning.

Learning Outcome:
(LS 7.6) I can prepare a presentation and take part in a discussion to state what I think and give my reasons. 

Listening/Speaking

Exemplar:
Students use presentation tools such as PowerPoint, Microsoft Sway [http://sway.office.com] or Prezi  [https://prezi.com/] to present their ideas as part of the discussion.

I can work creatively across a range of digital media and multiple systems to present information effectively to a given audience.

Learning Outcome:
(W 7.7) I can produce different text types.

Exemplar:
Using a number of available digital tools students can create a poster or advert and present it in class. Such tools include Spark Poster [https://spark.adobe.com/make/posters], or Microsoft Publisher.

Writing
I can use different digital tools to share knowledge, content and resources.

Learning Outcome:
(LIT 7.2B)
I can show my understanding of drama texts I have studied by answering
questions about theme/s, character, plot and setting.

Exemplar:
Students answer questions presented to them my means of online tools such as flippity [http://flippity.net], quizizz [www.quizizz.com], kahoot [www.kahoot.com], plickers [www.plickers.com], quizlet [www.quizlet.com]

Literature
I can use various tools and approaches to evaluate what I have learnt


Learning Outcome:
(LIT 7.6)  I can show my personal response to literacy text by speaking and/or writing about the text in a creative and engaging way. 

Exdmplar:
Students record themselves on their devices (mobile phone, tablet or computer) to create a podcast in response to the literary text.

Literature
I can communicate through a variety of digital devices and applications.

Learning Outcome:
(LS 7.15) I can understand and identify individual words in continuous speech

Exemplar:
The teacher provides students with an audio clip/video clip containing a complex message, from which keywords could be extracted from students and shared in class through apps such as Wordle [http://www.wordle.net/] and Mentimeter [https://www.mentimeter.com/]

Listening
3.2 I can collaborate with others and co-construct and co-create resources, knowledge and learning.


Learning Outcome:
(LS 7.12) I can listen and make inferences.


Listening

Learning Outcome: LS 7.6 I can prepare a presentation and take part in a discussion to state what I think and give my reasons. 

Exemplar:
Students use presentation tools such as PowerPoint, Microsoft Sway [http://sway.office.com] or Prezi [https://prezi.com/] to present their ideas as part of the discussion.

Speaking
Students use presentation tools such as PowerPoint, Microsoft Sway [http://sway.office.com] or Prezi [https://prezi.com/] to present their ideas as part of the discussion.

Learning Outcome:
(LS 7.17) I can give clear and precise instructions using a logical sequence to guide an activity.

Speaking


Learning Outcome:
(R 7.9) I can interpret information derived from graphs and maps.

Reading

Learning Outcome:
(R 7.1) I can work out what unfamiliar words mean.

Exemplar:
The teacher provides a passage which contains unfamiliar words. Students will then be provided with a Microsoft Form with a mix of Multiple Choice and Short Text format questions, from where they can either choose or enter the correct definition of the words indicated.

Writing
5.6 I can use various tools and approaches to evaluate what I have learnt


Learning Outcome:
(W 7.7) I can produce different text types.

Exemplar:
Using a number of available digital tools students can create a poster or advert and present it in class. Such tools include Spark Poster [https://spark.adobe.com/make/posters], or Microsoft Publisher.   Students can create a blog post to write a Biography or for Description of a place. Both Sway and KidBlog.org can be used.
Another way to do this is that the teacher gives students his/her email address and students send her/him an email according to the topic presented by the teacher


Writing
2.3 I can use different digital tools to share knowledge, content and resources.

(W 7.6)  I can vary what I write according to the intended reader.

Writing

Learning Outcome:
LIT 7.2B I can show my understanding of drama texts I have studied by answering questions about theme/s, character, plot and setting.

Exemplar:
Students answer questions presented to them my means of online tools such as flippity [http://flippity.net], quizizz [www.quizizz.com], kahoot [www.kahoot.com], plickers [www.plickers.com], quizlet [www.quizlet.com].

Prose/Drama
5.6 I can use various tools and approaches to evaluate what I have learnt

Learning Outcome:
(LIT 7.8)  I can speak or write about a prose text by referring to some of its features.

Prose/Drama

Learning Outcome:
I can identify the use of a range of literacy devices and comment on their functions and effect within a text.

Poetry

Learning Outcome:
(LIT 7.6) I can show my personal response to literacy text by speaking and/or writing about the text in a creative and engaging way.

Exemplar:
Students record themselves on their devices (mobile phone, tablet or computer) to create a podcast in response to the literary text.
Another option for students would be to use Sway or KidBlog.org to give their personal written response about the text.

Literature
2.1 I can communicate through a variety of digital devices and applications.

Malti

Learning Outcome:
(5) Infisser għaliex jintużaw f’testi differenti, fosthom dawk letterarji, il-figuri tal-ħoss u t-taħdit bħall-alliterazzjoni, ir-rima, l-onomatopea, il-personifikazzjoni, il-metafora sempliċi u s-similitudni, u naf noħloq eżempji oħra bħalhom f’diskorsi.

Exemplar:
Jużaw il-Flipgrid (fuq Windows u anki app tal-mowbajl) [https://flipgrid.com]. Bħala attività għad-dar, biha jistgħu jirrekordjaw lilhom infushom waqt li qed jirreċtaw xi poeżija li fiha il-figuri tal-ħoss u t-taħdit imsemmija. L-għalliema tirċievi dawn il-vidjows u tista’ turihom u tevalwahom fil-lezzjoni li jmiss. Għodda oħra hija Spiral li fiha l-istudent jista jwieġeb billi jirrekordja leħnu.

It-Taħdit 
I can express myself through digital media and technologies. 


Learning Outcome:
(7) Nisma’ test letterarju u nsegwi d-diskors dirett bejn żewġ karattri jew aktar, u nagħraf tixbihat, aġġettivi u karatteristiċi oħra tal-lingwaġġ bħall-figuri tal-ħoss u t-taħdit, it-ton, u l-effetti tagħhom fuq ir-rakkont.

Exemplar:
Isegwu filmati fuq testi letterarji li jinsabu fuq YouTube jew Vimeo permezz ta’ Clip fuq Spiral [www.spiral.ac]. L-istudenti jistgħu jirrispondu sett ta’ domandi relatati mat-testi.  

Is-Smigħ 
I can use various tools and approaches to reflect on learning.

Learning Outcome:
(2) Nagħraf li ġeneri differenti ta’ kitba għandhom funzjonijiet differenti u jinqdew b’reġistri differenti, ngħidu aħna, riklami biex ibigħu, kotba fattwali biex jgħallmu, rumanzi popolari biex jagħtu gost, novelli umoristiċi biex idaħħku, gazzetti biex jinfurmaw u l-bqija.

Exemplar:
Għodda bħal Sway fuq Office 365 [http://sway.office.com] tista tintuża minn l-istudenti individwalment jew fi gruppi sabiex tiġi preżentata informazzjoni dwar ġeneri differeti ta kitba.

Il-Qari 
I can work creatively across a range of digital media and multiple systems to present information effectively to a given audience.

Learning Outcome:
(6) Nikteb kitbiet argumentattivi fejn infisser il-vantaġġi u l-iżvantaġġi ta’ pożizzjoni, opinjoni u l-bqija ta’ bejn 200 u 250 kelma bbażati fuq informazzjoni riċerkata.

Exemplar:
L-istudenti jistgħu jipprezentaw ix-xogħol tagħhom b’diversi riżorsi bħal Office 365 Sway, Shared Document fuq il-One Drive, Email ecc.

Il-Kitba
I can use various tools to learn by designing digital objects.

Learning Outcome:
(9) Nikteb reċensjoni ta’ film/dramm li nkun rajt u ktieb li nkun qrajt u nagħti l-fehmiet tiegħi fuq il-produzzjoni artistika, il-ġrajja, il-karattri u l-bqija.

Exemplar:
L-istudenti, fi gruppi, jikkollaboraw bejniethom bl-użu ta’ Shared Document mill-One Drive. Bhekk joħolqu dokument wieħed fejn jesprimu il-fehmiet tagħhom bħala grupp.

Il-Kitba
I can use different digital tools to share knowledge, content and resources.

Learning Outcome:
(5) Infisser għaliex jintużaw f’testi differenti, fosthom dawk letterarji, il-figuri tal-ħoss u t-taħdit bħall-alliterazzjoni, ir-rima, l-onomatopea, il-personifikazzjoni, il-metafora sempliċi u s-similitudni, u naf noħloq eżempji oħra bħalhom f’diskorsi.

Exemplar:
Jużaw il-Flipgrid (fuq Windows u anki app tal-mowbajl) [https://flipgrid.com]. Bħala attività għad-dar, biha jistgħu jirrekordjaw lilhom infushom waqt li qed jirreċtaw xi poeżija li fiha il-figuri tal-ħoss u t-taħdit imsemmija. L-għalliema tirċievi dawn il-vidjows u tista’ turihom u tevalwahom fil-lezzjoni li jmiss. Għodda oħra hija Spiral li fiha l-istudent jista jwieġeb billi jirrekordja leħnu. Jekk l-istudenti jkollom access ghall-device filklassi bhall mobile jew tablet, jistghu jaghmlu uzu mis-sound recording feature tad-device jew il-camera biex jigbdu vidjow. 

It-Taħdit 
4.8 I can express myself through digital media and technologies. 

Learning Outcome:
(3) Nisma’ test letterarju u nsegwi d-diskors dirett bejn żewġ karattri jew aktar, u nagħraf tixbihat, aġġettivi u karatteristiċi oħra tal-lingwaġġ bħall-figuri tal-ħoss u t-taħdit, it-ton, u l-effetti tagħhom fuq ir-rakkont.

Exemplar:
Isegwu filmati fuq testi letterarji li jinsabu fuq YouTube jew Vimeo permezz ta’ Clip fuq Spiral [www.spiral.ac]. L-istudenti jistgħu jirrispondu sett ta’ domandi relatati mat-testi. Ideja ohra tista’ tkun li l-istudenti jidhlu fuq is-sit tax-xandir pubbliku, https://www.tvm.com.mt/mt/tvmi/, u jsegwu programm addattat bejn 2 karattri jew iktar, permezz tal- feature ‘On Demand’ u minnha johorgu l-punti mitluba minnhom. Opzjoni ohra tista’ tkun li jinqasmu fi gruppi, fejn kull grupp jirrecta tahdida bejn karattri li jistghu ikunu fittizji, u jirrikordjaw lilhom nfushom permezz ta’ video recording app fuq d-device. Wara, dawn il-vidjows jintwerew mill-ghalliem fil-klassi fuq l-IWB u l-gruppi l-ohrajn johorgu dak li hu mitlub minnhom.

Is-Smigħ
5.5 I can use various tools and approaches to reflect on learning.

Learning Outcome:
(5) Nagħraf li ġeneri differenti ta’ kitba għandhom funzjonijiet differenti u jinqdew b’reġistri differenti, ngħidu aħna, riklami biex ibigħu, kotba fattwali biex jgħallmu, rumanzi popolari biex jagħtu gost, novelli umoristiċi biex idaħħku, gazzetti biex jinfurmaw u l-bqija.

Exemplar:
Għodda bħal Sway fuq Office 365 [http://sway.office.com] tista tintuża minn l-istudenti individwalment jew fi gruppi sabiex tiġi preżentata informazzjoni dwar ġeneri differeti ta kitba. L-istudenti jistghu ukoll joholqu poster, fejn fih jipprezentaw it-tipi differenti ta’ kitba kif imsemmijin fl-LO. Dan jista jzir permezz ta diversi ghodda online li bihom tohloq posters bhall, Adobe Spark https://spark.adobe.com/make/posters/, jew Canva www.canva.com

Il-Qari
4.6 I can work creatively across a range of digital media and multiple systems to present information effectively to a given audience.

Learning Outcome:
(13) Nikteb kitbiet argumentattivi fejn infisser il-vantaġġi u l-iżvantaġġi ta’ pożizzjoni, opinjoni u l-bqija ta’ bejn 200 u 250 kelma bbażati fuq informazzjoni riċerkata.

Exemplar:
Nikteb kitbiet argumentattivi fejn infisser il-vantaġġi u l-iżvantaġġi ta’ pożizzjoni, opinjoni u l-bqija ta’ bejn 200 u 250 kelma bbażati fuq informazzjoni riċerkata.

Il-Kitba
5.4 I can use various tools to learn by designing digital objects.

Learning Outcome:
(21) Nikteb reċensjoni ta’ film/dramm li nkun rajt u ktieb li nkun qrajt u nagħti l-fehmiet tiegħi fuq il-produzzjoni artistika, il-ġrajja, il-karattri u l-bqija.

Exemplar:
Nikteb reċensjoni ta’ film/dramm li nkun rajt u ktieb li nkun qrajt u nagħti l-fehmiet tiegħi fuq il-produzzjoni artistika, il-ġrajja, il-karattri u l-bqija.

Il-Kitba
2.3 I can use different digital tools to share knowledge, content and resources.

Ethics

Learning Outcome:
I can distinguish between physical and mental harm

Exemplar:
(4.1) I can review, revise and evaluate information presented in a range of digital media.

(4.1) I can review, revise and evaluate information presented in a range of digital media.

Learning Outcome:
I can explain the idea of freedom, e.g. Freedom of Choice

Exemplar:
Any video recording tool. The video can then be uploaded to Microsoft Stream. Toondoo (web based) can be used to create a comic strip [http://www.toondoo.com/].

(5.4) I can use various tools to learn by designing digital objects.

Learning Outcome:
I can recognise the differences between religious and secular moralities

Exemplar:
Students create a Sway presentation. Create a poster using Adobe Spark [https://spark.adobe.com/make/posters]

(5.1) I can use various tools to manage my own learning.

Learning Outcome:
I can recognise that the three different monotheistic religions, Christinity, Islam and Judaism, generate different moral cultures.

Exemplar:
Team work. The different teams present their work realted to their topic for example Christianity, in either a Microsoft Sway presentation or a shared PowerPoint. Once all teams deliver their presentation, a new presentation with the differences between each category is created from .

(3.2) I can collaborate with others and co-construct and co-create resources, knowledge and learning.

History

Learning Outcome:
(Unit 8.1, Objective 3, LO 1)
I can label parts of a Viking knar and longship. 

Exemplar:
The teacher uses video/s to provide the students with the necessary details about the Vikings’ ships.  For the second part of the lesson the teacher can use Learning Apps to allow students to reinforce their learning by labelling ships. 

Recall
(4.1) I can review, revise and evaluate information presented in a range of digital media.

Learning Outcome:
(Unit 8.2, Objective 3, LO 10)
I can produce a structured research about the complex reasons for the plague and its consequences in the form of a chart, illustrated essay or power point presentation. 

Exemplar:
The students will be divided in groups and have to carry out research about a particular issue related to the plague. The groups will be asked to present their research in class using a presentation tool like MS Powerpoint, Sway, Prezi (Basic plan), Animaker

Communicating History
(3.1) I can use technologies and media to work in teams and collaborate in learning.

Learning Outcome:
(Unit 8.3, Objective 3, LO 3)
I can identify some of the medieval architectural heritage found in Mdina, Birgu and the Gozo Citadel and state its use today.

Exemplar:
The students will be presented with the different architectural styles which can be found in Imdina. Information about the original purpose of the main buildings will be given together with their present use. This can be done using VR technology through the 360 degree videos about Imdina, created by the Digital Literacy Directorate. 

Change Continuity
(4.1) I can review, revise and evaluate information presented in a range of digital media.


Learning Outcome:
(Unit 8.4, Objective 2, LO 6)
I can name some of the most important masterpieces of the Renaissance (e.g. The Last Supper, the Vatican, the Statue of David etc.) 

Exemplar:
The students  divided in groups will be given a link from the teacher to carry out a puzzle of a famous Renaissance painting in class. The puzzle can be created by the teacher from sites such as www.jigsawpuzzles.com

Interpretation Source Analysis
(3.1) I can use technologies and media to work in teams and collaborate in learning.

Learning Outcome:
(Unit 8.5, Objective 3, LO 8)
I can speak about how various sectors of the Maltese must have felt on hearing that Malta was to be granted to the Knights of St.John.

Exemplar:
The students will be given the task to create a diary for homework of a person coming from a particular sector of society living at the time of the events discussed. Then the student will be asked to present it to the rest of the class on the interactive whiteboard.

Empathy Analysis
(2.1) I can communicate through a variety of digital devices and applications.