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  • Short Course

    Digital Media Literacy School Developed – Level 2

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    Short courses and Level 2 Learning Programmes

    Introduction to junior cycle

    Rationale

    Aim

    Overview: Links

    Statements of Learning Key Skills

    Overview: Course

    Expectations for students

    Learning Outcomes

    Assessment and reporting

    Appendix 1:

    Level indicators for Level 2 of the National Framework of Qualifications

  • 33

    Short courses and

    Level 2 Learning

    Programmes In the new junior cycle, students taking this short course should be

    following a personalised Level 2 Learning Programme (L2LP)

    alongside other curriculum components (from Level 2 and possibly

    one or two from Level 3). The L2LPs are planned around a number of

    Priority Learning Units which focus on developing the personal,

    social and practical skills of students. In addition to the Priority

    Learning Units, students can study short courses with learning

    outcomes aligned with the level indicators for Level 2 of the National

    Framework of Qualifications (Appendix 1).

    The target group of students for whom L2LPs and Level 2 Short

    Courses have been developed are typically students presenting with

    significant learning needs. Some of them will have had a formal

    assessment by an educational psychologist which will have placed

    these students in the low mild to high moderate categories of learning

    disability and they will have had a personalised learning plan while in

    primary school. In this context, the L2LPs and short courses are

    designed for students who would benefit from opportunities to

    improve learning and skills in areas such as basic literacy and

    numeracy, language and communication, mobility and leisure skills,

    motor co-ordination and social and personal development. The L2LPs

    also offer the chance for students to improve the length of time they

    can concentrate on activities, along with their capacity to generalise

    and transfer knowledge and skills across situations and to process

    information from more than one sensory channel.33

    Junior Cycle Specification Digital Media Literacy

  • 3 Junior Cycle Specification Digital Media Literacy

    Introduction

    to junior cycle

    Junior cycle education places students at the centre of the educational experience,

    enabling them to actively participate in their communities and in society and to be

    resourceful and confident learners in all aspects and stages of their lives. Junior

    cycle is inclusive of all students and contributes to equality of opportunity,

    participation and outcome for all.

    The junior cycle allows students make a strong connection with learning by

    focusing on the quality of learning that takes place and by offering experiences that

    are engaging and enjoyable for them, and relevant to their lives. These experiences

    are of a high quality, contribute to the physical, mental and social wellbeing of

    learners, and where possible, provide opportunities for them to develop their

    abilities and talents in the areas of creativity, innovation and enterprise. The

    student’s junior cycle programme builds on their learning to date and actively

    supports their progress in learning and in addition, supports them in developing the

    learning skills that can assist them in meeting the challenges of life beyond school.

  • 4 Junior Cycle Specification Digital Media Literacy

    Rationale

    Digital Media Literacy is a subject that is highly motivating for a lot of students

    undertaking L2LPs. This short course builds on and promotes the development

    of a range of skills which will offer them opportunities to explore and discover

    the information and knowledge accessible online in safety, enabling them to

    pursue their interests, to express themselves online and solve problems relevant

    to their lives.

    Young people are actively manipulating digital media to participate in social and

    cultural life. Making and sharing media has become an increasingly important

    feature of how young people communicate and engage with each other and with

    the wider world. For them, posting, linking, sharing and searching are among the

    ways they participate in their communities and socialise.

    This short course offers students opportunities to create, collaborate and

    communicate effectively and to understand how and when digital technologies

    can best be used to support these processes. This course develops a range of

    personal and practical skills for everyday life: including safety on the social

    media, self expression and communicating which are invaluable towards

    independent living in a community alongside skills learned in the areas of

    Personal Care, Art and IT.

  • 5 Junior Cycle Specification Digital Media Literacy

    Aim

    This short course aims to develop and build on the student’s knowledge about

    digital technology, extend their use of digital technology as communication tools

    and learn how to use the internet creatively, critically and safely. Cognitive, social

    and practical skills are developed in the context of learning about digital

    technology as communication tools to be used in a safe, creative yet critical

    environment.

  • 6 Junior Cycle Specification Digital Media Literacy

    Overview: Links

    The following pages show how Digital Media Literacy may be linked to the

    central features of Learning and Teaching in the Junior Cycle, the Statements of

    Learning, Key Skills and the Level 2 Priority Learning Units.

    SPHE and statements of learning

    Table 1: Links between junior cycle SPHE and the statements of learning

    Statement Examples of relevant learning in the course

    SOL 1: The student

    communicates

    effectively using a

    variety of means in a

    range of contexts in L1.

    The student shares, presents and publishes their stories,

    ideas and opinions in a personal and creative way using

    digital technology.

    SOL 20 : Uses

    appropriate

    technologies in meeting

    a design challenge

    The student uses:

    • technology to record various steps during all

    strands and to communicate in activities with

    others;

    • frequently used keys appropriately;

    • a software package proficiently i.e. opening a

    package, entering and manipulating

    text/image/data, save to file, print and exit

    safely;

    • accesses a range of websites on the internet

    during strands 1 and 3 to gain information and

    inform decision making.

    SOL 24: The student

    uses technology and

    digital media tools to

    learn, communicate,

    work and think

    collaboratively and

    creatively in a

    responsible and ethical

    manner.

    Students work in teams to produce digital content on

    topics that are relevant to their lives.

  • 7

    Junior Cycle Specification Digital Media Literacy

    Key skills

    In addition to their specific content and knowledge, the subjects and short courses

    of junior cycle provide students with opportunities to develop a range of key

    skills. The junior cycle curriculum focuses on eight key skills.

    Figure 1: Key skills of junior cycle

    • Developing my understanding and

    enjoyment of words and language

    • Reading for enjoyment and with critical understanding

    • Knowing myself

    • Writing for different purposes

    • Making considered decisions

    • Expressing ideas clearly and • Setting and achieving

    accurately

    personal goals

    • Developing my spoken language

    • Being able to reflect on my own learning

    • Exploring and creating a variety of • Using digital technology to manage

    texts, including multi-modal texts myself and my learning

    • Using language

    • Using numbers

    • Listening and expressing myself

    • Performing and presenting BEING

    • Discussing and debating

    LITERATE

    • Using digital technology • Being healthy and to communicate

    COMMUNICATING MANAGING physically active

    MYSELF • Being social

    • Being safe

    • Being spiritual

    KEY • Being confident

    • Developing good WORKING • Being positive about

    WITH learning relationships and dealing OTHERS

    SKILLS

    • Being responsible, safe with confli