Informal Collaboration

Shared responsibility

Substantive Decision Making

Interdependent learning

Are able to work diligently together in pairs or groups

They understand and work together to achieve shared

responsibility for achieving a joint outcome or product

They regularly make substantive decisions together about

daily goals, worksflow and processes related to the

purpose, process or product of their work

They understand that knowledge and creation of products are

reliant on interdependency with other students.

Meaningful knowledge construction

Significant ideas and concepts

Make connections and identify patterns

Apply knowledge in a new concept

Learners engage in meaningful knowledge construction:

learners see and articulate relevance, purpose, connect new

ideas to prior knowledge and access learning in diverse ways

Work with significant ideas, topics, questions and

thinking processes choosing to delve into higher order

tasks as provided.

Engage in the search for learning connections or

identifying patterns and relationships among inquiry

focus topics.

Are excited to demonstrate and apply their new knowledge to

a new context as expected.

Substantive Time

Learning Intentions and Criteria

Plan own work

Feedback to Improve

Learning activities are provided that offer substantive time and

opportunity for students to develop self-regulation skills

Learners are able and/or willing to articulate learning

intentions and associated success criteria in advance of

the learning work

When presented with opportunity to plan their work,

learners understand the importance of engaging with

this aspect of learning.

Learners seek our and regularly refer to feedback to improve

learning before handing in final products.

Real World issues, problems, challenges for

authentic purposes

Active Inquiry

Generate Possibilities, design and test

Evaluate, reflect and take action on their

ideas

Search out opportunities to work with real-worls issues,

opportunities, challenges and problems for authentic

audiences and real life benefits

Ask lots of questions, and inquire in order to solve these

questions. The are able to define problems and identify

the needs of possible solutions.

The generate multiple possibilities, design and test the

possibilities.

Actively take up the opportunity to take action on their ideas in

the real world, then evaluate their idea once they have taken

action.

Opportunity for Student Use

Required for Knowledge Construction

ICT product creation for authentic

audience

Appropriate ethical and social use of ICT

Use ICT regularly to construct knowledge in ways that add

value to learning

Enjoy using ICT to design and create new ideas, products

and solutions for authentic audiences and users

Their ICT work demonstrates ethical use with strong

application of social-ethical protocols

AND ICT use demonstrates one or more additional 21C skill

dimensions

Coherent communication

Authentic and specific Audience

Substantive, Multi-Modal

Communication

Reflect on process in order to improve

Can create coherent communication using a range of

communication modes

can design and create their communication for the

specific needs of an audience

Learners can produce substantive, multi-modal

communication without support

Learners naturally reflect on and use the process of their

learning to develop and improve their communication.