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					    Integrated information skills
                K-6

   Syllabus outcomes and learning experiences

                                       and how they relate to ..


 Information skills in the school


Sources
Information Skills in the school. NSW Department of Education 1989
K-6 English syllabus and support document. Board of Studies NSW 1998
Science and Technology K-6 syllabus and support document. Board of Studies NSW 1991


Key to abbreviations:
[E] = Early stage     [M] = Middle stage       [L] = Later stage   [IS] = Information skills




Permission given to use these excerpts by
       1.   Board of Studies NSW
       2. Curriculum Directorate, NSW Department of Education
English K-6               Early STAGE 1                                                STAGE 1
               uses relevant questions to ask for         rephrases statements to increase their clarity
DEFINING      specific information                         reflects on reading, eg What do I want or need to read? [L]
              asks for books or other reading             locates / finds information from a variety of texts including
LOCATING                                                  CD-ROMs
              material to be read
               identifies literary and factual texts      uses a number of sources for information, including software,
               listens for and responds to               pictures, posters, signs, labels, books
              information in class                         uses different parts of a text to access information, eg title
               reads labels accompanying pictures        page, contents page, glossary, menu [IS]
                                                           listens to a variety of speakers and responds with questions
                                                          and comments that are relevant to the topic [L]
                                                           assesses role of visual images accompanying written text, eg
                                                          providing additional information /introducing new information
                                                           uses computer software to find information, eg by beginning
                                                          to navigate hypertext effectively [L]
               discusses a variety of texts daily        selects texts that tell stories, texts that have information, texts
SELECTING
               identifies subject matter of pictures in that tell how to do things and texts that persuade
              books, magazines, electronic books,         selects texts related to a topic
              CD-ROMs, television and video               listens with focus to select information [L]
               talks about the information found in       retells ideas from a factual text for beginning readers
              factual texts
                                                           recalls incidents and information from texts [L]
               retells information gained from texts
              [IS]                                         participates in class or group brainstorming activities to cluster
                                                          or categorise ideas and facts following reading of texts
               begins to recognise points of view in
              texts read or viewed                     writes notes from texts
                                                       makes connections between own knowledge and experience
                                                      and information in texts
               contributes to joint construction of       uses a framework to make notes, eg matrix, flowchart,
ORGANISING                                                semantic map
              texts
                                                           uses a pro forma with headings [M], guided questions [L] to
                                                          scaffold text
                                                           has modelled how to select and organise information before
                                                          writing [L]
                                                          participates in organising spoken texts, eg sequencing ideas,
                                                          events [L]
               dictates a range of text types for         engages in joint and independent constructions of a range of
PRESENTING                                                text types [L]
              adults to write
               writes / types single sentence             gives a brief, simple oral information report
              observations and descriptions                speaks on an expanded range of topics to a wider range of
               chooses words to label drawings           audiences, eg other classes, assembly, parent and open days [L]
               uses computer software to create texts  uses a prop or visual aid
                                                                                   [L]


                                                           writes a simple statement or short text for different purposes
                                                           writes elementary descriptive information reports
                                                           uses word processors to create texts
                                                           uses heading to indicate topic of text
                                                           uses drawings to accompany text where relevant
                                                           chooses appropriate words to labels things such as drawings




                      English Syllabus 98 outcomes and learning experiences relating to Information skills in the school
English K-6                                                   STAGE 2
DEFINING       talks about research as a way of building up a topic
               predicts and lists a range of print and nonprint resources for answering focus questions, eg Internet,
LOCATING      literary and factual films, photographs, charts, people
               locates information from sources such as books, pictures, bookmarked sections of the Internet,
              databases, CD-ROMs and media texts [IS]
               locates and sorts information on a topic from a variety of sources [IS]
               uses knowledge of alphabetical order, first and subsequent letters of a word to locate information in
              dictionaries, encyclopaedias and glossaries [IS]
               uses the table of contents, menu, index, page numbers, headings, captions, key words [IS]
               skims using headings, subheadings, layout, graphics
               relates information in text to accompanying graphics
               uses email to request information, eg to an identified expert
               conducts brief interviews to obtain information
               seeks an explanation or more information from a speaker
               selects texts relevant to the topic under discussion
SELECTING
               acts as reporter for a discussion group, summarising main points
               identifies key words and phrases
               makes brief relevant notes, recording resources used [IS]
               contributes to class summary after reading or viewing
               makes some inferences about ideas implicit in a text
               interprets maps, charts, diagrams, graphs, photos, graphics
               distinguishes between fact and opinion
               discusses the ways different groups of people are represented in texts / identifies stereotypes
               makes comparisons and identifies differences between text produced in different media
               plans spoken descriptions, recounts and reports, identifying main ideas to be presented
ORGANISING
               plans structure using pro formas, with guide questions or headings [E]
               uses a range of drafting strategies, eg notetaking, planning, organising headings, writing key words,
              revising, final drafting, editing, proofreading [L]
               uses computers to draft and edit writing
               engages in many structured speaking situations, eg reporting, describing, recounting [E]
PRESENTING
               gives sustained reports on generalised, researched topics, may use notes as prompts
               addresses an audience (school/community) on variety of researched topics related to curriculum[L]
               works with a variety of forms, eg projects, letters, diagrams, posters, multimedia [L] , poster
              presentation, slide show
               jointly and independently constructs a range of texts for different audiences and purposes:
                   writes fuller descriptions of people, animals, objects, places
                   writes more extended descriptions of each feature in a report
                   writes reports that include information about different parts of things and their components
                   writes simple sequential explanations
               uses illustrations and diagrams where relevant
ASSESSING      develops criteria for assessing oral presentations, eg content, structure, presentation [L]



                  English Syllabus 98 outcomes and learning experiences relating to Information skills in the school
English K-6                                                   STAGE 3
               identifies a research topic   [IS]

DEFINING
               states the purpose and intended reader, refines topic
               identifies and locates resources, eg through subject / keyword / author / title searches,
LOCATING      encyclopaedias, atlases, yearbooks, databases, CD-ROMs, pamphlets, newspapers, Internet [IS]
               listens to more lengthy, challenging spoken texts, gleaning information, listening critically [E]
               listens to a variety of text types presented by people of different ages, language, culture, roles [L]
               understands and uses various text layouts to access information
               uses email and Internet sources to request and receive information
               uses several strategies for finding information in texts, eg scanning for gist, scanning for specific
              information, contents, index, glossary
               seeks information from others on school excursions
               interviews a local community member
               selects relevant and accurate information [IS]
SELECTING
               takes notes from a range of spoken texts, eg guest speaker, television, videos and CD-ROM
               identifies the main idea and supporting details of a spoken text and summarises it for others
               listens in group discussions and records key issues
               records information from a variety of sources
               summarises key information
               discusses how people from different sociocultural or minority groups or people in particular roles
              are represented and whether these representations are accurate, fair, stereotypical
               recognises when an opinion is being offered as opposed to fact (if culturally appropriate)
               evaluates information for currency, point of view and appropriateness for intended audience [E]
               plans writing through discussion with others and by making notes, lists or drawing diagrams
ORGANISING
               produces well-planned, coherent, extended texts by applying knowledge about the writing
              process, eg researching, drafting, revising, editing, proofreading, structuring paragraphs [L]
               organises written text to suit a multimedia product
               delivers a variety of oral presentations for more varied audiences [E], using technology
PRESENTING
               writes and creatively manipulates a range of text types:-
                   detailed descriptions, researched recounts
                   more detailed reports, with increased technicality
                   arguments and discussions supported by evidence
                   provides a causal explanation
               uses software and technology to format a variety of texts, in a variety of media, eg video, audio
               combines various channels of communication in multimedia texts [L]
               designs and organises information for a web page
               uses related diagrams, charts, maps, graphs, illustrations
               produces texts with attention to design, layout and graphics [L]
               develops criteria to evaluate the effectiveness of spoken texts [L]
ASSESSING
               reflects critically on the effectiveness of writing, eg how easy it is to retrieve information [L]




                  English Syllabus 98 outcomes and learning experiences relating to Information skills in the school

				
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