Year 8 – Technology-Mediated Exemplars


English

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

Exemplar:
The teacher can provide students with an audio clip/video clip containing a complex message. The audio/video can be recorded using a laptop or a mobile device and it can then be edited using Microsoft Photos on Windows 10 in case of a video or Audicity in case of a sound clip. The teacher can play the clip in class on the IWB or send it to the students using Microsoft Teams. Students can use apps like Padlet or Answergarden to extract keywords and share them with the rest of the class. The teacher can then project the responses using the IWB.

Listening/Speaking
3.2 – 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 or Prezi to present their ideas as part of the discussion.

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:
(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 and Microsoft Publisher. Students can create a blog post describing a place or writing a biography. Sway and Blogger are two tools that can be used for this purpose.

Alternatively, teachers can use ClassNotebook on Microsoft Teams to create a shared space. Students can use their own section to write an essay (and optionally add media like pictures and videos) related to the topic assigned by the teacher.

Writing
2.3 – 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 in class presented to them my means of online tools such as Quizizz, Kahoot!, Plickers or Quizlet.

Prose/Drama
5.6 – 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. 

Exemplar:
Students record themselves on their devices (mobile phone, tablet or computer) to create a short video online using Fligrip or a short audio clip using Vocaroo.

Another option for students would be to use apps like Sway, Onenote or MS PowerPoint to give their personal written response about the text in a creative way.

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

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

Exemplar:
The teacher can provide the students with a passage containing unfamiliar words followed by a quiz created using Microsoft Forms. The quiz may contain 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


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). 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. Vocaroo tahdem l-istess bhall Spiral fejn l-istudent jista’ jirrikordja lehnu u jibaghtu lill-ghalliem.

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. 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 jistgħu jiġu uploadjati fuq Microsoft Teams biex ikunu jistgħu 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 tista tintuża minn l-istudenti individwalment jew fi gruppi sabiex tiġi preżentata informazzjoni dwar ġeneri differeti ta kitba.

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:
L-istudenti jistgħu jipprezentaw ix-xogħol tagħhom b’diversi riżorsi bħal uzu ta Office 365 Sway, Shared Document fuq il-One Drive, Email, ecc. L-ghalliem jista’ jiffacilita dan billi johloq assignment fuq MS Teams, jew jitlob lill-istudenti itellghu ix-xoghol taghhom fuq il-Class Notebook.

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:
L-istudenti, fi gruppi, jikkollaboraw bejniethom bl-użu ta’ word processor online, bhall ma huwa MS Word online. B’hekk joħolqu dokument wieħed fejn jesprimu il-fehmiet tagħhom bħala grupp. Jistghu ukoll jintuzaw online apps fuq d-device tal-istudent, fejn huma jistghu jiktbu l-hsibijiet taghhom biex aktar tard, jaqsmuhom mal-bqija tal-klassi. Jistghu jintuzaw note taking apps bhall Evernote, Padlet u Onenote.

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:
Learning Apps allows the teacher to create a different variety of activities, like matching exercises in order to revise and review information.

Using quizzing apps like Quizizz, Plickers, or Kahoot!, the teacher can gamify this lesson and present the information as a quiz.

If using MS Forms, the teacher can also combine MS Forms with the Teams app as an assignment to get automatic grading.

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:
Students can create digital objects using various digital tools: For example, students can record audio and/or visual content using a digital device such as a tablet. Photos and videos can be edited into a story using video editing software such as Microsoft Photos while audio can be edited using Audicity. The Slideshow on Adobe Spark can be used to create a video from a series of photos or images.

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 can create presentations using presentation tools such as PowerPoint or Sway on Office 365. Students can also create digital posters such as Social Media posts using the Collage tool on Adobe Spark.

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 – Students from the same team can collaborate and work concurrently to create a presentation using the online version of Office 365 Powerpoint or MS Sway

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 or Educaplay 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. This can be done by adding students to different private channels in a MS Teams team. The groups will be asked to present their research in class using a presentation tool like MS PowerPoint, Sway, Prezi (Basic plan), Animaker (Free version).

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 I’m a Puzzle.

The teacher can also create a digital quiz using Kahoot! or Quizizz in class by inserting photos of famous Renaissance paintings. Students can team up to give their answers through a portable device. Alternatively teachers can use Plickers.

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 or on Class Notebook in Microsoft Teams. This diary can also take the form of an audio diary using Vocaroo were students record themselves explaining what they felt when they heard about this news.

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