[Yr11 Information Technology] book

[Christophersen, Paula P]

Andrew and colleagues
 
I will respond to your query by revisiting the relationship between the different components of the study design. The study design states the key knowledge and key skills that a student requires in order to demonstrate the outcomes in a unit. And typically textbooks centre their content around these study design components. At times the content goes beyond the boundaries of the key knowledge and skills, with this extended depth of treatment providing more insights or more applications than is mandated. This is welcomed as it provides more choices at the school level to cater for different interests and capabilities. But it must be remembered that the study design is the blueprint for what is taught, and the textbook provides the support. 
 
Generally what is taught is disproportionally greater than what is assessed. For school-based assessment minimising what is assessed is not achieved by omitting key knowledge and key skills in a task; it is achieved by a task not requiring evidence of all aspects of each KK and KS. For example, a key knowledge point might identify three different types of design tools, and the related key skill requires students to select and apply an appropriate design tool. Students should be taught all of the listed design tools, but the assessment task should require students to draw on their knowledge of these design tools and make an informed selection of one tool that is most appropriate to the information problem. 
 
Study designs allow some flexibility, particularly in units 1 and 2, and textbooks accommodate this flexbility by providing broader coverage. For example, in unit 1, area of study 1, a KK reads 'purposes for creating solutions, for example to inform, to entertain, to educate, to persuade'. A textbook can provide content about each of the purposes, however you may only focus on two in the teaching program because the list follows a 'for example', and the assessment task might require the demonstration of knowledge of one of them. 
 
My response is verging on textbook proportions!
 
Regards
Paula

________________________________

From: yr11it-bounces at edulists.com.au on behalf of Townsley, Andrew A
Sent: Wed 9/02/2011 4:59 PM
To: yr11it at edulists.com.au
Subject: [Yr11 Information Technology] book



Hi,
MY students have  the Nelson book for units 1/2 as I guess many people have.
My question is how much theory from this book are people teaching in class? The reason being is that students can pass the units with outcomes which dont really require much of the book. Maybe for an exam yes.

I do want to use it though so what are other people doing?

A.Townsley
townsley.andrew.a at edumail.vic.gov.au
Fountain Gate SC



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