| Dimension | Adjustment | Where |
|---|---|---|
| Environment | Bilingual dictionary and term cards always at hand; paired with a peer for talk-first analysis | All |
| Teaching | Key terms pre-taught (five term cards open each lesson); sentence frames for drafting; chart before text (annotate the chart, then write the paragraph) | W5–W7 lessons |
| Assessment | Staged draft submission (W5 term-card check / W6 chart + one paragraph / W7 full text). Marked on criteria content; clear language is expected, and sentence complexity can vary | The whole task |
| Feedback | Annotations in simplified English with terms highlighted; oral feedback check-in within 24 hours of written feedback | Feedback Loop |
PEER GROUP DECISION — whose figures can we fairly compare? Council | Population | Loans/resident ---------------|------------|--------------- Cessnock | 69,352 | 2.65 Shoalhaven | 110,803 | 3.83 Maitland | 98,163 | 3.86 Wagga Wagga | 68,951 | 4.13 Willoughby | 79,634 | 10.70 Kiama | 23,173 | 6.45 1. Compute the median loans/resident for all six councils. ______ 2. One council's figure is far higher than the rest, and one is far smaller in population. Which one changes the comparison most if removed? Why? 3. Decide your peer group. Justify in two sentences: why these, why not others? 4. Recompute the median. Did the benchmark move? ______
PEER GROUP DECISION — whose figures can we fairly compare? [A. Circle the word you need] median / average → we use ______ because extreme values change it less. [B. Look at the table. One council is much smaller than the others. Mark it with ✗.] (table identical) [C. Before/after] Median, all six councils: ______ Median, five comparable: ______ The benchmark moved ☐ a lot ☐ a little [D. Sentence starters — finish both] I compare Cessnock with ____________ because they have similar ______. I exclude __________________ because its size makes the number not fair. [E. Talk first, then write]: tell your partner which group you chose, then write the same two sentences.
| Function | Frame |
|---|---|
| Reporting a number | X is ______ (number), compared with the peer median of ______. |
| Explaining an exclusion | ______ is excluded because its ______ differs by too much from the group. |
| Checking an anomaly | The table shows ______, but this may be a recording problem because ______. |
| Recommending | Before deciding on ______, the council should verify ______. |
| Stating a limitation | This figure measures ______, not ______, so it cannot tell us ______. |
NSW Public Library Statistics records library services and loans. It does not carry Aboriginal and Torres Strait Islander knowledge systems or community voices.
Some conclusions need community authorisation, and some cannot be drawn from data at all. The syllabus asks teachers to work in partnership with Elders, community members, Cultural Knowledge Holders or the local Aboriginal Education Consultative Group, and to follow Indigenous Cultural and Intellectual Property (ICIP) protocols. This task leaves those questions to the community.
See “Protocols for collaborating with Aboriginal and Torres Strait Islander Communities” in the Enterprise Computing 11–12 Syllabus (NESA, 2022).