Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future. Defining Features, Diocese of Cairns The curriculum provides opportunities for people to connect their curriculum experiences to a Christian faith. Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliatiuu65on, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. The curriculum provides opportunities to value and respect: traditional knowledge and practices culture and natural heritage spirituality and to critically examine and/or challenge: social constructs prejudice and racism This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia. The curriculum provides opportunities to know, understand and be able to: Understand ‘Asia’ Develop informed attitudes and values Know about contemporary and traditional Asia Connect Australia and Asia Communicate effectively with people of the Asian region both within and outside Australia confidently Sustainability Education Social Emotional Learning Inclusive Education Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation. The curriculum provides opportunities to reflect upon: the gift of creation an attitude of responsible stewardship and to critically examine and/or challenge: the impact of human interaction with the natural, built and social environment current environmental issues Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital. The curriculum provides opportunities to develop: Self Awareness Social Awareness Responsible Decision Making Self-Management Relationship Management It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions. The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities. GENERAL CAPABILITIES
Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of Recognise that images can be transferred from a mobile device to a computer using a cable and wireless. Student is able to take a photo, transfer it to a computer without assistance from an adult. Student is able to take a photo, transfer it to a computer with minimal assistance from an adult. Student is able to take a photo, transfer it to a computer with constant assistant and explicit instructions from an adult. Student is able to clearly explain the difference between transferring an image using a cable and using wireless. Student is able to explain the difference between transferring an image using a cable and using wireless. Student is unable to explain the difference between transferring an image using a cable and using wireless. Identify the different of digital system components and peripheral devices to perform input, output and storage devices. Student can identify all components of the computer by taking a photo of each one. Student can identify most components of the computer by taking a photo of each one. Student cannot identify components of the computer or needs constant and explicit instruction to achieve task. Student has clearly and correctly labelled all devices as input, output or storage. Student has labelled most devices as input, output or storage. Student has not labelled devices or needs explicit instruction to complete task.