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Southern River CollegeTechnologies Learning
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Short guides for building pathways, courses, assessment outlines and tasks. Can’t find what you need? Sign in and use Feedback.

Help for every task

Dashboard and menu
  1. Sign in and you land on your Dashboard. Heads of Learning Area see the learning-area dashboard; teachers see their own classes.
  2. The menu groups pages: Courses, Teaching and (for Heads of Learning Area) Admin. Click a group to open it.
  3. Heads of Learning Area use Switch to teacher mode on the dashboard to work on the courses they teach, and the bar at the top to switch back.
Teacher dashboard: what is incomplete
  1. It reads your timetable and finds the course for each class code.
  2. For each class it checks: approved for release, Course Outline complete, Assessment Outline complete (weightings add up, each type has tasks), and every task has all six sections.
  3. Press a Fix button to go straight to the thing to finish. A class with no course shows how to link its code under Relief, Class codes.
Build a course from a syllabus
  1. Open Course builder, choose the syllabus type and year level.
  2. Check the assessment types and weightings, then create the course. It becomes a draft you own.
  3. Edit the course to add the description, Technologies subject and the River Way section.
Course outline and assessment outline
  1. Open the course. The course outline is the description, approaches and River Way commitments.
  2. The assessment outline groups tasks by type with weightings and real due dates from the term dates.
  3. Copy link puts any section into Connect. Download appears once the Head of Learning Area approves.
Task builder
  1. Open Edit task. Fill the details, description, content assessed, resources, what to hand in and detailed steps.
  2. Every task needs six sections: details, description, resources, hand-in, rubric, steps. The builder shows what is missing.
  3. Upload an existing task sheet to start from it. Save task keeps a version.
Curriculum content descriptions (2026)
  1. Choose the Technologies subject for the course under Edit course.
  2. In the task builder tick the content descriptions the task assesses. Design and Technologies lists follow the contexts you chose.
  3. They appear on the course page, task page, task sheet and AI prompt.
Judging Standards pointers and rubrics
  1. Tick the SCSA pointers a task assesses, then Build rubric from selected pointers.
  2. Read the full achievement standard under Courses, Judging Standards. Heads of Learning Area upload the PDFs in the Cycle checklist.
Marking rubric levels
  1. Heads of Learning Area set the levels once under Structure, Marking rubric levels. Senior School courses are listed first, then Lower School.
  2. Teachers write the criteria and what each level looks like. Marks must add up to the task total.
Resource lists
  1. In the task builder tick resources from the list for the task's pathway, context and specialisation, or add your own.
  2. Teachers can edit the lists for their pathways under Teaching, Resource lists. The Head of Learning Area sees every change and can undo it.
  3. Practical resources are left out of relief lessons.
Machines, tools and safety flags
  1. Open Teaching, Machines and tools to see each machine's minimum year level from the DoE Student Usage Control Index.
  2. The flag shows the student training requirement. Teacher only machines are not operated by students.
  3. In the task builder tick the machines a task uses. A warning shows if a machine is above the course's year level. Flags appear on the task page, task sheet and AI prompt.
The River Way
  1. Edit course: tick the culturally responsive commitments the course puts into practice and note safe classroom and accountability routines.
  2. In the task builder write the Learning Intention and Success Criteria (the checker flags vague wording), Perkins' four questions for the key concept, a Bloom's level for each criterion and the seven lesson components.
  3. They show on the task page and sheet, feed the AI prompt and shape relief lessons.
AI prompt generator
  1. On a task, choose the AI tool and what you want help with, then Generate prompt.
  2. The prompt includes the course stage, content descriptions, pointers, machines and River Way plan. Check everything the AI writes.
Differentiation, explicit teaching and AI use
  1. Each task can state a differentiation plan, an explicit teaching plan and an AI use level from 0 to 3. They show on the task page and sheet.
Work samples
  1. Heads of Learning Area switch work samples on under Settings.
  2. Teachers photograph work (names covered), choose Low, Middle or High, and upload from a phone.
Moderation and consensus
  1. Choose Moderate now on a course, give each sample a mark, invite a second moderator by email, then agree consensus marks with a justification.
Approval for release
  1. Heads of Learning Area tick Checked and approved for release on a course. Downloads stay blocked until then.
  2. Teachers can always keep editing. Edits after approval are flagged for the Head of Learning Area to check.
Relief sheets and worksheets
  1. Choose the teacher and date. The page reads the timetable and fills a sheet for each lesson from the course task running that week.
  2. Lessons are theory only. Practical tasks, steps and resources are left out, and lessons follow the seven River Way components.
  3. Copy lesson or Copy all pastes the relief template. Worksheet makes a one-page worksheet to copy or download, with a Chalkie prompt or AI support.
Calendar and term dates
  1. Heads of Learning Area enter term dates in Settings. Due dates, the calendar and relief use them.
Assessment policies
  1. Heads of Learning Area review the two College policies each year under Policies.
Pathways and overview
  1. Overview shows pathways down the page and year levels across, with teachers. Switch to edit to rename, move, add or archive courses, or import last year.
People and invitations
  1. Add teachers under People and send each an invitation email. Placeholder teachers hold a place until someone is hired.
Activity
  1. Activity shows who built, saved, generated and downloaded what, with filters and CSV export. It also counts AI worksheets each month.
Teaching, learning and assessment cycle
  1. The yearly checklist ticks itself where the site can see the step. Tick the rest by hand, and upload the Judging Standards inside it.
Feedback
  1. Press Feedback at the bottom right of any page. It emails srccourseadmin@srczone.net and includes the page you are on. Do not include student names.
Request and complete technician jobs
  1. Teachers: open Teaching, Request technician job.
  2. Enter a title and what needs doing.
  3. Choose the room, needed-by date and priority, then send.
  4. The technician ticks Done and enters the time taken.
  5. Check your request's status under My requests.
  6. The Head of Learning Area can download the records as a CSV file.
Report a fault or safety issue
  1. Open Report a fault.
  2. Choose the room and, if it applies, the machine.
  3. Choose Priority 1 (safety risk) or Priority 2 (can be mitigated).
  4. Describe the problem and send. The Head of Learning Area is emailed.
  5. For Priority 1, also tell the Head of Learning Area in person.
  6. The Head of Learning Area forwards the report to the nominated address and marks it resolved.
Rooms register
  1. Everyone can view rooms and their equipment.
  2. The Head of Learning Area edits the values and chooses Save changes.
  3. The Head of Learning Area can add or delete rooms.
Staff training and certifications
  1. The Head of Learning Area opens Training record.
  2. Pick the date, the staff and the machines, describe the training, and save.
  3. Each person is certified on those machines on that date.
  4. Deleting a session recalculates the dates.
  5. Teachers see their own record, including machines their tasks use without a certification.
Orders and received goods
  1. Open Teaching, Orders, then Request an order. Say what you need and choose the category.
  2. Pick a supplier, budget code and needed-by date if you know them, then send. The Head of Learning Area sees it as a task.
  3. When the goods arrive, open Orders, enter the actual cost and press Mark received. The cost is charged to the budget code.
  4. The Head of Learning Area presses Mark ordered after placing the order.
Budgets and suppliers
  1. The Head of Learning Area opens Budget and adds each budget area with its code (for example D1201) and amount.
  2. Link a pathway and choose a lead teacher. Lead teachers see only their own budgets, with spent and remaining.
  3. Everyone can add or edit suppliers and consumables categories under Suppliers. Tick the categories each supplier provides.
LA meetings and minutes
  1. The Head of Learning Area schedules a meeting under Teaching, LA meetings. All staff are emailed and invited to suggest agenda items.
  2. Any staff member opens the meeting and uses Suggest an agenda item. The Head of Learning Area approves or declines each item.
  3. At the meeting the minute-taker marks each staff member Present or Apology and records the discussion, outcome and actions.
  4. The minute-taker submits the minutes. When the Head of Learning Area approves, the full text is emailed to all staff.
Performance and development plan
  1. Open Teaching, Performance plan. The form follows the Department template for your role.
  2. Complete your self-reflection and draft two or three goals, then meet with your line manager. Each field saves by itself. Each of you signs and the section locks.
  3. At the review meeting record the outcomes, then sign again. Download PDF and Word then become available.
  4. Only you and your line manager can see your plan. The Head of Learning Area sees progress on the Performance checklist and books meetings there. Plan text is never sent to any AI service.
My calendar (Outlook)
  1. Open Teaching, My calendar.
  2. Press Copy link. In Outlook choose Add calendar, Subscribe from web and paste it.
  3. Tick or untick the types of items you want to see.
  4. Press Download .ics for a one-off copy instead.
  5. If the link is shared by mistake, press Reset link and subscribe again with the new one.

Walkthrough video for teachers

A teacher walkthrough video is coming soon.

For teachers

Download only after your Head of Learning Area approves
  1. A new course shows “Waiting for your Head of Learning Area to check this course”. The download buttons are hidden until it is approved.
  2. When it is approved you get an email (the first time only) and the Download buttons appear.
  3. You can keep editing at any time. Edits save straight away and are never held back. Your Head of Learning Area is shown what changed so they can check it.
Make a prompt for Chalkie or another AI tool
  1. Open Edit course, open a task and scroll to AI prompt generator.
  2. Choose Chalkie or another tool, and what you want help with: the task sheet, rubric descriptors, a lesson sequence or differentiated formats.
  3. Press Generate prompt. It uses your course outline, the syllabus content for that point in the course, and the task details you entered.
  4. Copy it into the AI tool and check everything it writes before you use it.
Sign in for the first time
  1. Open the invitation email from your Head of Learning Area and press “Set your password and sign in”.
  2. Choose a password of at least 10 characters. A few random words work well.
  3. The link works once and for 7 days. If it has expired, ask your Head of Learning Area to send a new one.
  4. Next time, go to the site and sign in with your email and password.
Find the courses set up for you
  1. Press My courses. Courses your Head of Learning Area has assigned to you are there as drafts, already mapped to SCSA.
  2. Open a course and press Edit course to start building it.
Build a pathway (if you are setting up your own)
  1. Press New pathway and enter the pathway name.
  2. Add each course with its year levels, SCSA curriculum type, learning or subject area, the course code or syllabus name exactly as SCSA publishes it, and the SCSA page link.
  3. Save, then press Build course next to a course to start its detailed form.
Build a course
  1. Fill in Course details, outcomes and Units of work.
  2. Add each Assessment task: type, weighting (the total should reach 100%), due term and week, description, conditions and outcomes.
  3. Write one marking rubric per task. The “Start with 3 medium-neutral criteria” button gives you a starting point.
  4. Switch on the Task options you need (see Options explained), then add Task resources as links or files up to 10 MB.
  5. Press Save. Tick Publish when it is ready to share with students.
Share course links with students (Connect)
  1. Publish the course (Edit course, tick Publish, Save). Draft courses can only be opened by staff who are signed in.
  2. On the course page press Copy link next to the Course outline, Assessment outline, a task or a resource.
  3. Paste the link into a Connect post, material or assignment. Students do not need an account.
Download Word documents
  1. On the course page press Download .docx next to the Course outline, the Assessment outline, or a task.
  2. Each document carries the school logo, header and footer, and due dates worked out from the term dates your Head of Learning Area entered. If a date is missing, the term dates for that year have not been entered yet.
  3. Add your own finishing touches in Word, then tick off the teacher-check line at the end.
Bring in existing documents
  1. Press Import and choose a course outline, assessment outline or task (.docx, .pdf, .txt or .md).
  2. If AI restructuring is switched on, the text is rewritten into the standard structure with one rubric per task and proposed task formats. Only use it on documents with no student information, and only with school approval.
  3. The result is an unpublished draft with a list of things to check. Read every field before publishing.
Archive now
  1. Press Archive now. Drag whole courses, tasks or resources into the archive box (or press Add).
  2. Press Download ZIP and file it on the DOEWA server.
  3. Then press Move to Archived to take those courses off the live list. They are unpublished. A course.json in the ZIP lets you restore it later on the Import page.

Options explained

Differentiated assessment
  1. Everyone shows the same learning goals to the same performance standards. Consistency comes from one rubric, not one identical task.
  2. Choose the shared Depth of Knowledge level. Every format you offer (for example a written report, an oral viva, a practical demonstration with portfolio) must reach it.
  3. Add personalised context, the process evidence you will collect (conversations, observations, drafts) and any adjustments. Do not use student names.
  4. Years 11 and 12: formats must stay within SCSA requirements and the school assessment policy. Your Head of Learning Area ticks the approval box.
AI use (levels 0 to 3)
  1. Level 0 No AI. Level 1 AI for ideas. Level 2 AI as a helper. Level 3 AI as a partner. The task and the downloaded document show the level, what students may and may not do, and the rules at every level.
  2. Any task above level 0 also gets a Student AI acknowledgement page in its Word download.
  3. Check the current Department and SCSA position on student AI use before issuing a task above level 0. Years 11 and 12 follow SCSA authentication rules.
Explicit teaching
  1. For core concepts (up to 2), key vocabulary (up to 6 words) and one numeracy skill only. It is not for the whole task or unit.
  2. Each segment takes about 10 to 20 minutes and follows the Explicit Direct Instruction order, ending with a hinge check before students begin the task.
Two-way Science
  1. Brings Aboriginal knowledge and Western science together, planned with local Elders and community. Add the local Country or language group if you know it.
  2. The builder suggests themes and ties them to the Aboriginal Cultural Standards Framework, with Department of Education resource links.
  3. The builder never writes cultural knowledge. Work with local Elders, your Aboriginal and Islander Education Officer or community members, and teach cultural knowledge only with their guidance and permission.

Good to know

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