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=MineFeud - Learning to live with other people in an online world.=

This is a project wiki, for in-service teachers to learn how to use several online technologies, including a game. It is a model, based on using technology with students in stage 4 of primary school.

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 * Curriculum Dimensions : Stage 4 English**

NSW Quality Teaching Framework - [|click here]

Statements:
 * A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
 * A student identifies, considers and appreciates cultural expression in texts.
 * A student uses, reflects on and assesses individual and collaborative skills for learning.

Curriculum Mapping (NSW Board of Studies, Key Stage 5 Outcomes)

> **10.7** cultural assumptions in texts including those about gender, ethnicity, religion, youth, age, sexuality, disability, cultural diversity, social class and work > Students may need help to identify the cultural assumptions in texts, through consideration of a text’s structural and language features, as well as ideas, issues and in the case of imaginative texts, portrayal of characters and their behaviour. > **11.20** reflection strategies such as learning logs, journals, letters to teachers and peers, guided discussion > Developing collaborative skills and reflecting on learning can help students see themselves as members of a learning community, showing respect for their own ability to learn and the role of others in their learning
 * **6.8** the ways ‘the real world’ is represented in the imaginary worlds of texts including literature, film, media and multimedia texts. Opportunities for learning about respect and responsibility can arise through consideration of the portrayal and actions of characters, as well as themes, issues and settings in imaginative texts.
 * **10.5** different cultures and their common and distinguishing elements
 * **11.15** roles and responsibilities of individuals in groups

Assessment rubric from syllabus outcomes

 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * Capitalization & Punctuation (Conventions) || Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. || Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. || Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. ||
 * Sentence Structure (Sentence Fluency) || All sentences are well-constructed with varied structure. || Most sentences are well-constructed with varied structure. || Most sentences are well-constructed but have a similar structure. || Sentences lack structure and appear incomplete or rambling. ||