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					                                                   Middle Years Program Information Technology Scope and Sequence

Key to terms:                 In Branch: S = Systems, I = Information, M = Materials; In Links: L = Language, H = Humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                             In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning


                                                                              ---------- OVERVIEW OF COURSE CONTENT ----------

  Yr-Term                                      Topic                                    Branch          AOI          Links       Primary Software Tool                    Associated Technology

  Seven-1       Establishing an identity in Cyberspace                                     I             HF                    MS SharePoint Designer       Blogging tools in Blogger

  Seven-2       Locating information in Cyberspace to develop a motor skill                I             HF           PE       MS SharePoint Designer       Search engines including Google

  Seven-3       Text processing                                                           I, S                                 MS Word

  Seven-4       The Personal Computer from a System Perspective

   Eight-1      Animation using PowerPoint                                                 I          HF, ATL         H        PowerPoint                   MS SharePoint Designer

   Eight-2      Promotion of PowerPoint Product in Cyberspace                              I          HF, ATL         H        MS SharePoint Designer       Search engines including Google, File Uploads

   Eight-3      Introduction to Spreadsheets                                                                                   MS Excel

   Eight-4      Sound Editing from a System Perspective                                                                        Audacity

   Nine-1       Video Story Telling                                                        I          HF, ATL        H, L      Windows Movie Maker          MS SharePoint Designer

   Nine-2       Promotion of Video Story in Cyberspace                                     I             HF          H, L      MS SharePoint Designer       Search engines including Google, File Uploads

                                                                                                                               Tab, comma and space
   Nine-3       Flat file databases                                                       I, S           HF                                                 MS Word, MS Excel, MS Access
                                                                                                                               delimited text files

   Nine-4       ?? RESERVED FOR UNAS PREPARATION

    Ten-1       Image Editing using GIMP                                                   I          HF, ATL          A       GIMP image software          MS SharePoint Designer

    Ten-2       Promotion of Photograph in Cyberspace                                      I             HF                    MS SharePoint Designer       Search engines including Google, File Uploads

    Ten-3       Using spreadsheets productively                                           I, S           HF                    MS Excel

    Ten-4       Hot Potatoes Quiz                                                          I            HSE                    Hot Potatoes


                                                                                         Page 1 of 23
                                                        Middle Years Program Information Technology Scope and Sequence

Key to terms:                      In Branch: S = Systems, I = Information, M = Materials; In Links: L = language, H = humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                                  In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU

                              Investigation          Design Folder: to quote from the MYP Guide, the design folder is “a compilation of evidence that accompanies the final product/solution for a unit of work.
                                  Page               Students formally record the results of their research, their various plans and designs and the evaluation of their finished products/solutions in the design
                                                     folder. The design folder must be clearly divided into its constituent parts according to the stages of the design cycle: investigate, design, plan, create, evaluate.
                               Design Page           The design folder must begin with the student’s investigation and end with the evaluation”. For each unit of work that students undertake at SGJ, students
                                                     download from the school’s Intranet, a blank web (group of interconnected web pages) that consists of an opening page and a page for each of the five phases
                                Planning
             Home Page                               of the design cycle. Each of the design cycle pages contains a hyperlink to a subdirectory where students can store files, images etc. related to that particular
                                  Page
                                                     phase of the cycle. For example, when students complete their product/solution, they will store in the hyperlinked subdirectory on the creation page of the
                                Creation
                                  Page
                                                     template. Each student’s e-design folder is located on his or her personal directory on the file server but students are encouraged to copy the folder to a stick
                                                     drive so that it can be taken away and worked on at home. Pages in the design folder can be edited using MS FrontPage or other web authoring software of
                                Evalution            the student’s own choosing.
                                  Page

Each unit begins with an introduction to how students are to maintain their electronic design folder. Obviously, the most time will be spent on this in the first unit of year 7 and less time as students become
more familiar with the process in later units of work and in later years.

Year Seven                      Topic and Description                                                            Objectives                                                      Branch         AOI            Links

There are two                  MY INTRANET WEBSITE               This brief introductory topic aims to:
lessons per week
of IT in Year            Following the success of its                      Introduce students to the newly designed website template that will be used as a container
Seven. This topic        introduction in the 2005/6 academic                for their work over the coming term
should take 2            year, students will again be provided
lessons.                 with a ready-made template that will              Download the template from the IT section of Student Resources to their personal
                         facilitate the storage and                         directory on the file server
                         organisation of information that is
                         generated during the phases of the
                                                                           explain the structure of the website in relationship to the phases of the Design Cycle
                         Design Cycle. Instead of                                                                                                                                    I           HF
                         accommodating the entire year
                         however (as was done last time), this             give students the opportunity to personalise and customise their website while retaining
                         template will only cover a single                  the overall pre-established structure and hyperlinks
                         term. It was found that the template
                         became too large as files and                     establish clear guidelines as to how the Intranet website is to be maintained, where it is to
                         information were progressively                     be located (within their personal directory) and what content is acceptable and what isn’t
                         added over the entire year. At the
                         start of each term, students will
                         begin a fresh template.




                                                                                                Page 2 of 23
                                                     Middle Years Program Information Technology Scope and Sequence

Key to terms:                   In Branch: S = Systems, I = Information, M = Materials; In Links: L = Language, H = Humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                               In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU

Year Seven                     Topic and Duration                                                            Objectives                                                   Branch         AOI       Links

There are two                     CYBERSPACE                  This topic aims to:
lessons per week
of IT in Year         What is cyberspace?                              Develop an understanding of the nature and extent of cyberspace
Seven. Numbers
beside topics         How do I establish a presence in                 Familiarise students with the vocabulary of cyberspace
indicate the likely   cyberspace?
time in weeks …
                                                                       Create an awareness of the range of possible cyber-presences including email address,
                      What is my cyber-identity?                        website, blog, chat identity, avatar and message board
this second topic
will occupy the                                                                                                                                                                          HF
remainder of
                      What are the ethics of cyberspace?               Provide students with practical opportunities to create or expand their presence in                  I
TERM 1.                                                                 cyberspace e.g. creation of personal blogs, websites, message boards and so on
                                                                                                                                                                                         HSE
                      What are the dangers of cyberspace?
                                                                       Stimulate discussion about the ethical issues relating to the use of cyber-resources such as
                                                                        websites, email, blogs and message boards

                                                                       Raise the level of understanding of the dangers that are lurking in cyberspace, including
                                                                        cyber-stalkers, phishing, pornography, hate sites etc.

                                                                       Present students with their first challenge, a unit of work that will lead to the creation of a
                                                                        product/solution and will require students to follow the steps of the Design Cycle




                                                                                            Page 3 of 23
                                                       Middle Years Program Information Technology Scope and Sequence

Key to terms:                    In Branch: S = Systems, I = Information, M = Materials; In Links: L = Language, H = Humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                                In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU

Year Seven                     Topic and Duration                                                             Objectives                                                   Branch         AOI       Links

There are two             USING INFORMATION IN                 This topic aims to:
lessons per week       CYBERSPACE TO DEVELOP A NEW
of IT in Year                  MOTOR SKILL                              Improve students’ skill in efficiently locating information in cyberspace using traditional
Seven. Numbers                                                           search engines such as Google
beside topics         What is meant by a motor skill?
indicate the likely                                                     Promote holistic education by incorporating an activity linked to Physical Education
time in weeks ...     What are some common examples of
                      motor skills?                                     Raise students’ awareness of the diversity of instructional material available on the Internet
This topic will
                                                                         for the development of motor skills
occupy TERM 2.
                      What are some possible motor skills
                      that I might like to develop?                     Encourage students to reflect on their current level of motor skill development and what
                                                                         areas that they might like to improve
                      What are TWO specific motor skills
                      that I might like to develop?                     Challenge students to identify two specific motor skills that they would like to improve and
                                                                         investigate the resources associated with each of these two skills                                               HF
                      What Internet resources are available                                                                                                                   I
                      that will help me develop these                                                                                                                                     HSE
                                                                        Challenge students to choose a specific motor skill, utilise the instructional material located
                      skills?                                            on the Internet and then practise until the skill is acquired

                      Which of the two motor skills has the
                                                                        Give students the opportunity to demonstrate their newly acquired skills in front of their
                      better Internet resources to draw
                                                                         classmates
                      on?

                                                                        Reinforce the notion that the Internet can be used an effective resource for the
                      What specific resources will I use to
                                                                         development of practical, physical skills
                      develop my new motor skill?

                                                                        Present students with their second challenge, a unit of work that will lead to the creation of
                      How many practice sessions will it
                                                                         a product/solution and will require students to follow the steps of the Design Cycle
                      take to develop this motor skill?

                      What is the time frame involved in
                      rehearsing and practising this skill?




                                                                                             Page 4 of 23
                                                     Middle Years Program Information Technology Scope and Sequence

Key to terms:                   In Branch: S = Systems, I = Information, M = Materials; In Links: L = Language, H = Humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                               In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU

Year Seven                     Topic and Duration                                                            Objectives                                                   Branch         AOI       Links

There are two          LOOKING AT TEXT PROCESSING IN          This topic aims to:
lessons per week              SYSTEM TERMS
of IT in Year                                                          Introduce students to the concept of a system
Seven. Numbers        Input (I), Processing (P) and Output
beside topics         (O) – the elements that constitute a             Represent a text processing system using an IPO table
indicate the likely   simple system?
time in weeks …
                                                                       Identify the various ways in which we can enter text elements (words, diagrams,
                      Representing a system using an IPO                photographs, tables) into the text processing system
This topic will       table
occupy TERM 3                                                                                                                                                                            HF
                                                                       Deepen students’ understanding of the various text processing techniques that can be                I, S
                      What sorts of input does the text                 applied to text elements
                      processor accept?                                                                                                                                                  HSE

                                                                       Provide students with practical opportunities to improve their text processing skills using
                      What type of processing can be                    the software tool Microsoft Word
                      carried out on the text elements?
                                                                       Identify the various outputs that are possible within the text processing system, including
                      What type of output is possible using
                                                                        rich text format, plain text, web page etc.
                      a text processor?
                                                                       Present students with their third challenge, a unit of work that will lead to the creation of a
                                                                        product/solution and will require students to follow the steps of the Design Cycle




                                                                                            Page 5 of 23
                                                   Middle Years Program Information Technology Scope and Sequence


Key to terms:                 In Branch: S = Systems, I = Information, M = Materials; In Links: L = Language, H = Humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                             In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU


Year Eight                 Topic and Content                                                                Objectives                                                  Branch       AOI         Links

There are two      ANIMATION USING POWERPOINT              This topic aims to:
lessons per week
of IT in Year      This unit uses the custom                        Familiarise students with the main features of PowerPoint 2007
Eight.             animation effects in PowerPoint to
                   achieve impressive animations                    Introduce them to the animation features contained in this software program through online
This topic will    similar to those created using Flash.             tutorials and ready-made examples
take up TERM 1.
                                                                    Reinforce the key animation concepts and elements involved in effective animation
This unit is a                                                                                                                                                             I       HF, ATL
colloboration
                                                                    Challenge students to create an effective PowerPoint animation that illustrates a particular
with the
                                                                     type of natural disaster that they have examined in their Humanities lessons
Humanities
faculty who are
studying natural                                                    Present students with their first challenge, a unit of work that will lead to the creation of a
disasters during                                                     product/solution and will require students to follow the steps of the Design Cycle
the second half
of the term.




                                                                                           Page 6 of 23
                                                  Middle Years Program Information Technology Scope and Sequence



Key to terms:                 In Branch: S = Systems, I = Information, M = Materials; In Links: L = Language, H = Humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                             In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU


Year Eight                 Topic and Content                                                             Objectives                                                     Branch       AOI         Links

There are two        PROMOTION OF POWERPOINT             This topic aims to:
lessons per week       PRODUCT IN CYBERSPACE
of IT in Year                                                     Raise student awareness of the range of promotional tools available on the Internet
Eight.             This unit this unit is intended to
                   broaden students’ awareness of                 Introduce students to the concept of blogging and provide a practical opportunity for the
This topic will    the range of tools available on                 student to create and maintain her or his own blog
take up TERM 2.
                   the Internet for self-promotion.
                   All students will be required to               Allow students the opportunity to create a web presence by designing and launching their own
This unit is an                                                    personal website
                   register with Google, thus
extension of the
collaboration      acquiring access to Blogger (for
                   blog creation), Picasa (for photo              Challenge students to locate and utilise Internet sites that allow for the promotion of their           I       HF, ATL
with the
                   hosting) and Page Creator (for                  created product
Humanities
faculty who are    personal web site). As well as
studying natural   using each of these services,                  Increase students’ familiarity with different file formats because some sites may require
disasters during                                                   conversion of PowerPoint animation to an alternative format e.g. flash animation
                   students will need to locate and
the second half    use an additional twelve web
of the term.                                                      Give students the opportunity to evaluate the effectiveness and usefulness of these various
                   resources.
                                                                   Internet sites

                                                                  Present students with their second challenge, a unit of work that will lead to the creation of a
                                                                   product/solution and will require students to follow the steps of the Design Cycle




                                                                                         Page 7 of 23
                                                Middle Years Program Information Technology Scope and Sequence

Key to terms:                   In Branch: S = Systems, I = Information, M = Materials; In Links: L = Language, H = Humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                               In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU


Year Eight                   Topic and Duration                                                        Objectives                                                 Branch        AOI           Links

There are two          USING THE SPREADSHEET AS A           This topic aims to:
lessons per              PROBLEM SOLVING TOOL
week of IT in                                                        Introduce students to spreadsheet basics using the software tool Microsoft Excel
Year Eight.          What is the basic structure of a
Numbers beside       worksheet?                                      Familiarise students with spreadsheet terminology: column, row, cell, cell reference,
topics indicate                                                       relative cell reference, absolute cell reference, function, formula etc.
the likely time in   What is the difference between a
weeks …              worksheet and a workbook?                       Develop students’ abilities to construct simple formulae and operate efficiently by
                                                                      filling down or across, use inbuilt functions, define most appropriate format for cell
This topic will      How can I organise a workbook so                 contents.
take up TERM 3       that I can access my worksheets
                     efficiently?                                    Develop students’ abilities to graph numerical data using the appropriate graphing
                                                                      tool and export graphs to websites, text documents and other locations
                     How should I arrange the different                                                                                                                         HF
                     elements that comprise a                        Demonstrate how to set out a worksheet properly using clearly defined blocks                   I
                     worksheet?                                       (Information, Calculation, Parameter, and Result Blocks)                                                  HSE

                     What are some of the more
                                                                     Demonstrate how to organise worksheets within a workbook so that each worksheet
                     commonly used and useful                         can be accessed quickly and easily
                     formulae that are available in
                     spreadsheets?
                                                                     Familiarise students with some of the more common and useful functions that are
                                                                      available within spreadsheets
                     How can I decide if a spreadsheet is
                     the best software tool for solving a
                     particular problem?                             Help students decide when a spreadsheet is the appropriate tool for the solution of a
                                                                      problem and when other tools may be more effective.
                     How do I go about solving a
                     problem using a spreadsheet?                    Present students with their third challenge, a unit of work that will lead to the
                                                                      creation of a product/solution and will require students to follow the steps of the
                                                                      Design Cycle




                                                                                            Page 8 of 23
                                                 Middle Years Program Information Technology Scope and Sequence

Key to terms:                   In Branch: S = Systems, I = Information, M = Materials; In Links: L = Language, H = Humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                               In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU

Year Nine                     Topic and Duration                                                       Objectives                                                 Branch        AOI           Links

There are two               VIDEO STORYTELLING              This topic aims to:
lessons per week
of IT in Year Nine.   What are the inputs, processes and             Examine the production of digital video in system terms by looking at the inputs,
                      outputs associated with video                   processes, storage and outputs associated with the process
This topic will       image creation?
occupy TERM 1                                                        Investigate the process by which analogue data (motion and sound) is converted into
                      How is digital video created?                   digital video
This is an
interdisciplinary     What should we look for in a video             Identify the key features that differentiate one video camera from another
unit that involves    camera?
Humanities and
                                                                     Examine the major file formats associated with digital video and identify the key
Mandarin. The         What are the common file formats                features of each format
former faculty        for video files?                                                                                                                                          HF
will be studying
China in the first                                                   Investigate the process by which digital video is compressed so that it take up less           I                       Music
                      How can digital video be                        space                                                                                                     HSE
half of the
                      compressed?
semester. The
content of video                                                     Help students decide what file format is appropriate in any given situation
                      Which file format is best for me?
will relate to
China or the                                                         Provide students with practical experience is the more commonly-used features of
Chinese language      What software is needed to                      video editing software
that some             manipulate video footage?
students are                                                         Represent the system of digital video production in easy-to-understand diagrammatic
studying (other       What are some of the ways in                    format
students will be      which we can manipulate video
studying              footage?
                                                                     Present students with their first challenge, a unit of work that will lead to the
Spanish).
                                                                      creation of a product/solution and will require students to follow the steps of the
                                                                      Design Cycle




                                                                                           Page 9 of 23
                                               Middle Years Program Information Technology Scope and Sequence

Key to terms:                  In Branch: S = Systems, I = Information, M = Materials; In Links: L = Language, H = Humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU

Year Nine                    Topic and Content                                                             Objectives                                                    Branch       AOI         Links

There are two        PROMOTION OF VIDEO PRODUCT            This topic aims to:
lessons per week           IN CYBERSPACE
of IT in Year                                                       Raise student awareness of the range of promotional tools available on the Internet
Nine.               This unit this unit is intended to
                    broaden students’ awareness of                  Introduce students to the concept of blogging and provide a practical opportunity for the
This topic will     the range of tools available on                  student to create and maintain her or his own blog
take up TERM 2.
                    the Internet for self-promotion.
                    All students will be required to                Allow students the opportunity to create a web presence by designing and launching their own
This unit is an                                                      personal website
                    register with Google, thus
extension of the
collaboration       acquiring access to Blogger (for
                    blog creation), Picasa (for photo               Challenge students to locate and utilise Internet sites that allow for the promotion of their          I       HF, ATL
with the
                    hosting) and Page Creator (for                   created product
Humanities and
Language            personal web site). As well as
(Mandarin)          using each of these services,                   Increase students’ familiarity with different file formats because some sites may require
faculties.                                                           conversion of their existing video file format to an alternative format.
                    students will need to locate and
                    use an additional twelve web
                                                                    Give students the opportunity to evaluate the effectiveness and usefulness of these various
                    resources.
                                                                     Internet sites

                                                                    Present students with their second challenge, a unit of work that will lead to the creation of a
                                                                     product/solution and will require students to follow the steps of the Design Cycle




                                                                                          Page 10 of 23
                                               Middle Years Program Information Technology Scope and Sequence

Key to terms:                 In Branch: S = Systems, I = Information, M = Materials; In Links: L = Language, H = Humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                             In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU

Year Nine                  Topic and Duration                                                        Objectives                                                 Branch        AOI           Links

There are two           WORKING WITH SIMPLE               This topic aims to:
lessons per week        (FLAT FILE) DATABASES
of IT in Year                                                      Help students understand that a database is simply an ordered collection of data
Nine. Numbers      What exactly is a database?
beside topics                                                      Examine examples of commonly found manual databases, most of which have been
indicate the       What are some examples of                        around since the pre-computer era
likely time in     manual databases?
weeks …
                                                                   Look at some examples of commonly found electronic databases e.g. contact list in
                   What are some examples of                        mobile phone, task list in MS Outlook
This topic will    electronic databases?
occupy TERM 3
                                                                   Understand what a flat file database is composed of records and fields of various
                   What is a flat file database and                 types e.g. alphanumeric, numeric, boolean
                   what is meant by records and
                   fields?                                         Provide students with the opportunity to construct their own databases using a
                                                                    variety of tools including tables in MS Word and tab-delimited or comma-delimited                         HF
                   What software do we need to                      data in a simple text editor.                                                                  I                       Music
                   create a flat file database?
                                                                                                                                                                              HSE
                                                                   Review some of the more popular products available to consumers in the flat file
                   What is meant by tab-delimited,                  database market
                   comma-delimited, space-delimited
                   databases?
                                                                   Investigate the process of mail merge, understand its usefulness and gain practical
                                                                    experience in its use via MS Word
                   What are some popular flat file
                   database products?
                                                                   Present students with their third challenge, a unit of work that will lead to the
                                                                    creation of a product/solution and will require students to follow the steps of the
                   What is meant by a mail merge and                Design Cycle
                   what software do I need to carry
                   out this operation?

                   How can I store my data efficiently
                   using a flat file database (database
                   development cycle)?




                                                                                         Page 11 of 23
                                           Middle Years Program Information Technology Scope and Sequence

Key to terms:               In Branch: S = Systems, I = Information, M = Materials; In Links: L = language, H = humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                           In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU

Year Ten                 Topic and Duration                                                        Objectives                                                 Branch        AOI           Links

There are three      IMAGE EDITING USING GIMP          This topic aims to:
lessons per
week of IT in     This unit is intended to deepen               Familiarise students with the GIMP user interface
Year Nine.        students’ understanding of
                  image editing techniques such                 Introduce students to some basic concepts in image editing
This topic will
                  as multiple layers, layer masks,
occupy TERM 1
                  Gaussian blurring, feathering                 Challenge students to find and utilise ONE GIMP-related tutorial on the Internet using
                  and so on.                                     either YouTube or a nominated tutorial site
                                                                                                                                                                             HF
                  It also introduces them to open               Encourage students to develop and implement their own design concepts
                                                                                                                                                                  I                       Music
                  source software, of which GIMP                                                                                                                            HSE
                  is one example, and the                       Familiarise students with the demands of working within the design specifications
                  philosophy behind it.
                                                                Introduce students to the notion of Open Source sofware by using just one of the
                                                                 many programs available from the Open Source community

                                                                Encourage to think about the philosophy behind the Open Source community

                                                                Present students with their first challenge, a unit of work that will lead to the creation
                                                                 of a product/solution and will require students to follow the steps of the Design Cycle




                                                                                       Page 12 of 23
                                               Middle Years Program Information Technology Scope and Sequence




Year Ten                     Topic and Content                                                            Objectives                                                   Branch    AOI      Links

There are three             PROMOTION OF                  This topic aims to:
lessons per week       PHOTOGRAPH IN CYBERSPACE
of IT in Year Ten.                                                 Raise student awareness of the range of promotional tools available on the Internet
                     This unit this unit is intended to
This topic will      broaden students’ awareness of                Introduce students to the concept of blogging and provide a practical opportunity for the
take up TERM 2.      the range of tools available on                student to create and maintain her or his own blog
                     the Internet for self-promotion.
                     All students will be required to              Allow students the opportunity to create a web presence by designing and launching their own
                     register with Google, thus                     personal website
                     acquiring access to Blogger (for
                     blog creation), Picasa (for photo             Challenge students to locate and utilise Internet sites that allow for the promotion of their        I      HF, ATL
                     hosting) and Page Creator (for                 created product
                     personal web site). As well as
                     using each of these services,                 Increase students’ familiarity with different file formats because some sites may require
                                                                    conversion of PowerPoint animation to an alternative format e.g. flash animation
                     students will need to locate and
                     use an additional twelve web
                                                                   Give students the opportunity to evaluate the effectiveness and usefulness of these various
                     resources.
                                                                    Internet sites

                                                                   Present students with their second challenge, a unit of work that will lead to the creation of a
                                                                    product/solution and will require students to follow the steps of the Design Cycle




                                                                                         Page 13 of 23
                                                Middle Years Program Information Technology Scope and Sequence

Key to terms:                   In Branch: S = Systems, I = Information, M = Materials; In Links: L = language, H = humanities, M = Mathematics, A = Arts, S = Sciences, PE = Physical Education
                               In AOI: HSE = Health and Social Education, HF = Homo Faber, E = Environment, C&S = Community and Service, ATL = Approaches to Learning BACK TO MENU

Year Ten                     Topic and Duration                                                        Objectives                                                 Branch        AOI           Links

There are three          ADVANCED SPREADSHEET               This topic aims to:
lessons per                  APPLICATIONS
week of IT in                                                        Review basic spreadsheet concepts and terminology as covered in Year 8 module
Year Ten.            Review of basic spreadsheet
Numbers beside       concepts and terminology                        Review of good worksheet layout by using clearly defined blocks (Information,
topics indicate                                                       Calculation, Parameter and Result), appropriate choice of font, background colour,
the likely time in   What is the best way to set out a                turning off grid, use of borders etc.
weeks …              worksheet so its contents are easy
                     to access and use?                              Review of good workbook organisation by showing how to organise the various
This topic will
                                                                      worksheets within it so that they are easily accessible
occupy TERM 3        How can I organise the various
                     worksheets within a workbook so                 Give students practice in the use of advanced spreadsheet functions including IF …
                     that they are easily accessible?                 THEN … ELSE, RANDOM and LOOKUP
                                                                                                                                                                                 HF
                     Use of the IF … THEN … ELSE                     Provide students with opportunities to apply these and other advanced functions to              I
                     function as a useful data processing             the creation of suitable formulae that will lead to the solution of problems such as                      HSE
                     tool                                             the simulation of the throwing two dice

                     Use of the RANDOM function to
                                                                     Explore the graphing possibilities of spreadsheets but in more depth and more
                     simulate physical situations e.g.                broadly than was attempted in the introductory Year 8 model
                     toss of a coin
                                                                     Present students with their third challenge, a unit of work that will lead to the
                     Use of the LOOKUP function and
                                                                      creation of a product/solution and will require students to follow the steps of the
                     other functions as appropriate
                                                                      Design Cycle

                     Advanced graph generation

                     Application of these functions to
                     the solution of practical problems




                                                                                           Page 14 of 23
                                               Middle Years Program Information Technology Scope and Sequence


MYP technology is organised into three main branches:

         Information
         Materials
         Systems

Schools should address these branches of technology through the MYP subjects of computer and design technology. All programmes of study in technology must be planned so that they address
all three branches and that a balance of the branches is achieved over the five years 1.

The Design Technology course should address the Materials branch and the Computer Techology course will address the Information branch. The third branch, Systems, will be specifically addressed
in Year 10 of the Computer Technology course.




                                                                                         Page 15 of 23
                              Middle Years Program Information Technology Scope and Sequence


          Software tools    Year 7                 Year 8                  Year 9              Year 10
           Text processor
      Desktop publishing
        Simple database
     Relational database
             Spreadsheet
   Presentation graphics
          Web authoring
               Animation
            Video editing
            Sound editing
 Raster graphics editing
 Vector graphics editing
Hot potatoes and others
    Communication and
      collaboration tools
                     Blog
                     Wiki
        Internet website
                  Podcast
 File Sharing/Promotion
  Areas of interaction
Approaches to Learning
           Homo faber
          Environment
Health and Social Educ.
Community and Service
Fundamental concepts
        Holistic learning
Intercultural awareness
        Communication
     Collaboration
       Individual effort
 Contribution to Group
 Working with a Partner
 Working in small group


                                                        Page 16 of 23
                                                Middle Years Program Information Technology Scope and Sequence


                                                                                   Possible Units
Year Seven                   Topic and Duration                                                     Objectives                                           Branch   AOI   Links

There are two           LOOKING AT THE PERSONAL          This topic aims to:
lessons per              COMPUTER AS A SYSTEM
week of IT in                                                     Familiarise students with the elements of a complex system
Year Seven.          Input, Process, Control, Storage
Numbers beside       and Ouput – the elements that                Represent a complex system in diagrammatic terms
topics indicate      comprise a complex system
the likely time in
                                                                  Relate the concept of a complex system to the typical microcomputer system
weeks …              What inputs are possible in a
                     typical computer system?
This topic will                                                   Assess the relative merits of the common inputs that comprise the typical
take up TERM 4                                                     microcomputer system
                     How has my typing speed and
                     accuracy improved over the course
                                                                  Measure students’ speed and accuracy when using a keyboard to enter data (this is a            HF
                     of the year?
                                                                   follow up to the measurement taken at the start of the year and the difference         I, S
                                                                   between the two will indicate the degree of improvement over the year)
                     How is processing and control                                                                                                                HSE
                     carried out in a computer system?
                                                                  Examine the processing (fetch-execute cycle) that takes place within a typical
                                                                   microcomputer system
                     How is data stored in a computer
                     system?
                                                                  Assess the relative merits of the common outputs that are possible from the typical
                                                                   microcomputer system
                     What output is possible in a
                     computer system?
                                                                  Examine the specifications of commonly available desktop and laptop computers

                                                                  Present students with their fourth challenge, a unit of work that will lead to the
                                                                   creation of a product/solution and will require students to follow the steps of the
                                                                   Design Cycle




                                                                                        Page 17 of 23
                                             Middle Years Program Information Technology Scope and Sequence



Year Eight                 Topic and Duration                                                        Objectives                                              Branch   AOI   Links

There are two       KEEPING INFORMATION SECURE           This topic aims to:
lessons per week
of IT in Year      What is the best way to back up my             Educate students about the importance of ensuring that their information is secure
Eight. Numbers     data?                                           and not easily lost, stolen or corrupted
beside topics
indicate the       What is the best media for backin              Evaluate the reliability of the various hardware devices that can be used for data
likely time in     up data?                                        backup
weeks …
                   How do I guard against attacks by              Evaluate a range of backup strategies that tackle issues like what files do I back up,
This topic will    hackers?                                        how often, manual versus automatic backup.
take up TERM 3
                   How do I minimise the risk of                  Ensure that students are regularly using some form of backup for their important files
                   infection from computer viruses?                                                                                                                   HF
                                                                  Stress the importance of an active firewall in combating attacks by hackers                 I
                   What software tools are available                                                                                                                  HSE
                   to guard against attacks by hackers
                                                                  Stress the importance of up-to-date virus protection and safe practices that will
                   and viruses?                                    reduce the possibility of virus attack

                   How can I encrypt and/or password
                                                                  Show students how active firewalls and antivirus software can be installed on their
                   protect my data?
                                                                   own computers

                                                                  Explain what encryption and decryption is and how it can be applied to individual files
                                                                   or entire directories

                                                                  Present students with their third challenge, a unit of work that will lead to the
                                                                   creation of a product/solution and will require students to follow the steps of the
                                                                   Design Cycle




                                                                                        Page 18 of 23
                                                Middle Years Program Information Technology Scope and Sequence



Year Eight                   Topic and Duration                                                      Objectives                                            Branch   AOI   Links

There are two         DIGITAL SOUND FROM A SYSTEM         This topic aims to:
lessons per                    PERSPECTIVE
week of IT in                                                      Examine the production of digital sound from a system perspective by looking at the
Year Eight.          What inputs, processes and outputs             inputs, processing and outputs that characterise such systems
Numbers beside       are associated with digital sound?
topics indicate                                                    Explain how digital sound is created from a sampling of the original analogue signal
the likely time in   How is digital sound created?
weeks …
                                                                   Examine some of the common file formats that are used in connection with digital
                     What are the common file formats               sound
This topic will      for digital sound?
take up TERM 4
                                                                   Explain how sound compression works
                     How does compression of digital                                                                                                                HF
                     sound work?                                   Help students to decide what file format and sound quality is best for them in a         I            Music
                                                                    particular situation                                                                            HSE
                     Which file format is best for me?
                                                                   Explore some of the software tools that can be used to manipulate digital sound
                     What software is needed to
                     manipulate digital sound?
                                                                   Use appropriate drawing software to represent the inputs, processes and outputs
                                                                    associated with the production of digital sound
                     What are some of the ways in
                     which we can manipulate digital
                                                                   Present students with their fourth challenge, a unit of work that will lead to the
                     sound?
                                                                    creation of a product/solution and will require students to follow the steps of the
                                                                    Design Cycle
                     How can I represent the system
                     diagramatically?




                                                                                         Page 19 of 23
                                               Middle Years Program Information Technology Scope and Sequence



Year Nine                  Topic and Duration                                                        Objectives                                            Branch   AOI   Links

There are two           VARIETIES OF COMPUTER             This topic aims to:
lessons per week              SOFTWARE
of IT in Year                                                      Introduce students to the main categories into which computer software is grouped
Nine. Numbers      What are the main classifications of             e.g. system, application and utility software OR proprietory versus open source
beside topics      computer software?                               software OR freeware, shareware and payware
indicate the
likely time in     What are some of the popular                    Examine some of the more popular operating systems for both microcomputers and
weeks …            operating systems for                            mobile computing devices
                   microcomputers?
This topic will
                                                                   Categorise the main types of application software and relate these to the different
take up the        What operating systems are                       areas in which they are applied e.g. CAD software to engineering and architecture
remainder of …     available for PDAs and
                   smartphones?                                    Determine what are the most popular products in each of the application software                HF
                                                                    titles e.g. what is the most popular product for the manipulation of digital images?     I            Music
                   What are some of the major
                                                                                                                                                                    HSE
                   categories of application software?             Categorise the main types of utility software and research what are the most popular
                                                                    products in each category
                   What are the most popular
                   suppliers of software for each of               Examine a range of utility software products (WinZip, Gadwin Screen Capture etc.)
                   the application software                         and allow students to gain proficiency in the use of some of them
                   categories?
                                                                   Present students with their first challenge, a unit of work that will lead to the
                   What of some of the major
                                                                    creation of a product/solution and will require students to follow the steps of the
                   categories of utility software?
                                                                    Design Cycle

                   What are the most popular
                   suppliers of software for each of
                   these utility software categories?




                                                                                         Page 20 of 23
                                               Middle Years Program Information Technology Scope and Sequence



Year Ten                  Topic and Description                                                        Objectives                                                 Branch   AOI   Links

There are three          VISUAL STORYTELLING               This topic aims to:                                                                                      I      HF     A
lessons per
week of IT in      Students must create a sequence of               Provide students with an outlet for their creativity and originality                                  ATL
Year Ten.          five photographs that tells a story.
                   They will then insert these                      Allow students to collaborate with fellow students by means of an online forum
This topic will    photographs into Microsoft’s Photo
take up all of …   Story 3.1, add a title, transitions
                                                                    Challenge students to communicate non-verbally
                   and closing credits to produce a
                   Windows Media Video (wmv) file.
                   The title and closing credits are the            Give students an opportunity to use a digital camera or camera phone to take digital
                   only words that are to be used. The               photographs
                   student must rely on the
                   photographs to tell the story.                   Provide students with experience in simple image editing by requiring them to import
                                                                     digital photographs into Windows Movie Maker and then explore the features that
                   The photographs need to be 640 x                  this software offers
                   480 landscape and the duration of
                   the video clip needs to be 30                    Allow students to participate in a larger project (the class video) that will be judged by
                   seconds. Photographs can be                       an impartial panel
                   edited using Microsoft’s Digital
                   Image Suite 2006 Editor. The
                   finished clips will be collected and
                   combined into a class video that
                   will be judged by an impartial
                   committee against other class
                   videos (four in all from the four
                   classes in year 10). A winner will be
                   decided.

                   Students will have the opportunity
                   to discuss possible class themes
                   and otherwise coordinate their
                   efforts by means of a Moodle
                   forum. They can also visit Flickr
                   where there is a visual storytelling
                   group with URL
                   www.flickr.com/visualstory in order
                   to get ideas.


                                                                                          Page 21 of 23
                                                  Middle Years Program Information Technology Scope and Sequence

Year Ten                     Topic and Duration                                                      Objectives                                           Branch   AOI   Links

There are three          LOOKING AT A LOCAL AREA          This topic aims to:
lessons per             NETWORK IN SYSTEM TERMS
week of IT in                                                      Familiarise students with network concepts and network terminology
Year Ten.            What exactly constitutes a
Numbers beside       network?                                      Clarify the way in which data travels across networks, both wired and wireless
topics indicate
the likely time in   How do wireless networks differ               Understand a network in terms of system concepts by identifying the inputs,
weeks …              from wired networks?                           processes, controls, storage and outputs that characterise the most common types of
                                                                    networks
This topic will      Analysis of a network in complex
take up …            system terms: input, process,                                                                                                                 HF
                                                                   Represent networks diagrammatically using the appropriate drawing tools
                     control, storage, output.                                                                                                              I
                                                                                                                                                                   HSE
                                                                   Investigate the advantages that arise from connecting personal computers together
                     Representation of a network is
                     diagrammatic system layout.
                                                                   Differentiate between the most common types of networks in terms of cabling,
                                                                    topology and protocols
                     What are the advantages of linking
                     computers together to form a
                     network?                                      Present students with their third challenge, a unit of work that will lead to the
                                                                    creation of a product/solution and will require students to follow the steps of the
                                                                    Design Cycle
                     What are the different types of
                     networks that can be formed by
                     linking computers together?




                                                                                         Page 22 of 23
                                                    Middle Years Program Information Technology Scope and Sequence



Year Ten                     Topic and Duration                                                       Objectives                                              Branch   AOI   Links

There are two           WORKING WITH RELATIONAL            This topic aims to:
lessons per                   DATABASES
week of IT in                                                       Review the database basics covered in Year 9
Year Nine.           What is a flat file database?
Numbers beside                                                      Differentiate clearly betweeen a relational and flat file database
topics indicate      What is a relational database (RD)
the likely time in   and how does it differ from a flat             Understand what a data dictionary is and its importance to the creation of an
weeks …              file database?                                  effective RD
This topic will      What is a data dictionary and why
occupy …                                                            Stimulate confidence in the creation of the tables of a RD and manipulate these tables
                     is it important when creating a RD?             to create appropriate forms, queries and reports

                     How can we manipulate the tables                                                                                                                  HF
                                                                    Practise importing data from tables, tab-delimited text and other sources into the RD
                     in a RD to generate forms, queries                                                                                                         I            Music
                     and reports?                                                                                                                                      HSE
                                                                    Practise exporting data from the RD to other programs such as text processors and
                                                                     web pages
                     How can I import data from
                     external sources into the RD?
                                                                    Consider some of the social aspects relating to relational database use including
                                                                     privacy, security and computer crime
                     How can I export database
                     components (tables, forms,
                     queries, reports) to other programs            Present students with their fourth challenge, a unit of work that will lead to the
                     e.g. text processors and web                    creation of a product/solution and will require students to follow the steps of the
                     pages?                                          Design Cycle


                     Social implications of large
                     database files




                                                                                          Page 23 of 23

				
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