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ACSF Learning 3.02 Experiments with new learning strategies in familiar contexts and applies some strategies in less familiar contexts

3.02Experiments with new learning strategies in familiar contexts and applies some strategies in less familiar contexts

Moderate support

Advice and modelling available

Range of familiar contexts

Some less familiar/routine contexts

Some specialisation in routine contexts

Routine texts

May include some unfamiliar elements and embedded information

Includes some specialised vocabulary

Tasks include a number of steps within the 1 task,  eg: sequencing, applying basic inferencing, extrapolation and integration


Strategies for designing, managing and monitoring learning
  • Assess the nature of a learning task in a familiar context and develops plan with sequenced, prioritised steps
Finding, managing and evaluating learning resources
  • Independently accesses a range of information resources/services to support learning, e.g. Internet, library catalogue, databases, news services
  • Poses who/what/why questions to help direct information search
  • Uses Information Communication Technology (ICT) to assist learning, with some appreciation of the strengths and limitation of different programs/application in specific contexts
  • Organises information, e.g. orders, classifies, stores
Transferring prior knowledge and skills
  • Begins to tranfer skills and knowledge to new situations, with some awareness of the need to allow for contextual differences
  • Explicitly connects new ideas/information with own knowledge, using techniques like anecdotes and analogies
Selection and application of cognitive strategies to assist learning
  • Organises and makes connections between information/ideas using strategies such as categorising, comparing and sequencing
  • Selects from a range of strategies to check understanding, reinforce learning and monitor progress, e.g. re-reading, indentifying key sentences, summarising, self-questioning, answering practice questions
  • Actively reinforces learning beyond the formal learning environment, e.g. by introducing newly learnt skills to someone else

Social construction
  • Participates in learning support networks involving fellow workers or students, e.g. study groups, quality circles
  • Consults with information professionals to help identify information and access tools