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ICT Curriculum Guide Rationale

VIEWS: 5 PAGES: 14

									                                                               Rationale
The Innovation and Excellence (Yarra Valley Environs) Information and Communication Technology (ICT) VELS Overview, Skills
Matrix and Progression Points Checklist is designed to assist teachers in the planning and evaluation of appropriate learning
experiences for students from Prep to Year 6. It also serves as a measure of student progress and skill development throughout
their primary years.
The ICT Skills Matrix and Progression Point Checklist is based upon,“Victorian Essential Learning Standards” (VCAA, 2005) and
“Information and Communication Technologies in the Key Learning Areas” charts (Board of Studies, 2000) and “Victorian
Essential Learning Standards-Standards and Progression Points” (VCAA, October 2006).
The Skills Matrix provides an overview of the standards expected in ICT as part of the Interdisciplinary Learning Strand and a
guide to the types of skills that children are expected to attain at each Year Level. It is not intended to be prescriptive and teachers
may teach skills above their Year Level and may need to consolidate skills from a lower Year Level.
The Progression Point Checklist serves as a means of tracking an individual student’s progress inline with the expected standards
and progression points.
The Suggested Possible Programs is a only a suggested guide and many other programs are available to achieve the necessary
outcomes.

This guide is intended to be a work in progress in order to meet the needs of an ever-changing world. As students’ ICT skills
improve with greater exposure to Information and Communication Technologies and with developing teacher expertise, it is
anticipated that this matrix will also be adjusted to meet the challenges that will follow.

                                                                                 Innovations and Excellence Implementation Team 2007
                                                                                                      Darren Ratten (Coordinator/Educator)
                                                                                          Lilydale High School Melba Avenue, Lilydale, 3140
                                                                                    Ph. 9735 5644 Fax. 9735 3552 Mobile. 0417 345 512
                                                                                                   Email. ratten.darren.j@edumail.vic.gov.au
                                                       Acknowledgements
We acknowledge the work of Charles Spicer (ICT Coordinator) and Eastwood Primary School for the base plan of the Skills Matrix and their
dedication to developing ICT within their school and wider community.
                                    Alexandra Road, Ringwood East, 3135. Ph. 9870 6103 Fax. 9870 3012
                                           Innovation and Excellence (Yarra Valley Environs Cluster)
                                                                     2007
                                     Contents
                                     Part A
                       Interdisciplinary Learning Strand
                 Information and Communications Technology
                                     ICT Overview
                                   VELS Levels 1 and 2
                                      VELS Level 3
                                      VELS Level 4
                                      VELS Level 5
                                       Glossary
           Part B                                                   Part C
ICT Skills Matrix- Year Level                        ICT Standards and Progression Points
            Prep                                                     Level 1 (Prep)
           Year 1                                            Level 2 (Year 1 and 2) (1.0-2)
           Year 2                                           Level 3 (Year 3 and 4) (2.25-2.5)
           Year 3                                            Level 3 (Year 3 and 4) (2.75-3)
           Year 4                                           Level 4 (Year 5 and 6) (3.25-3.5)
           Year 5                                            Level 4 (Year 5 and 6) (3.75-4)
           Year 6



                    Innovation and Excellence (Yarra Valley Environs Cluster)
                                              2007
                 Part D
       Suggested Possible Programs




Innovation and Excellence (Yarra Valley Environs Cluster)
                          2007
                         Interdisciplinary Learning

Information and Communications Technology Overview
   Is the hardware and software enabling data to be digitally processed, stored and
    communicated
   Is used to access, process, manage and present information, model and control events,
    construct new understanding and communicate with others
   Focuses on providing students with tools to transform and enrich their learning and its
    environment
   Enables students to focus on the task rather than on the technology.

      Knowledge, Skills and Behaviours in the Domain
   Thinking and learning producing creative and innovative insights
   Problem solving and working individually and collaboratively
   Creating information products demonstrating their understanding of concepts, issues,
    relationships and processes
   Expressing themselves in contemporary and socially relevant ways
   Communicating locally and globally to problem solve and share knowledge
   Understanding of the social and ethical responsibilities of using ICT.


                            ICT for Visual Thinking
   Students use ICT tools, eg. graphic organisers to assist their thinking process and reflect
    on the processes they use.

                                   ICT for Creating
   Students learn to use ICT efficiently to capture, validate and manipulate data for
    required purposes.


                             ICT for Communicating
   Students use ICT to communicate with known and unknown participants with the
    purpose of seeking and discussing alternative views, acquiring expert opinions, sharing
    knowledge and expressing ideas




                  Innovation and Excellence (Yarra Valley Environs Cluster)
                                            2007
                         Information and Communications Technology
Level             Learning Focus                                                     Standards
         Safe use of ICT tools, e.g. Posture,          In this domain, standards for assessing and reporting on student
 1        electrical connections, handling storage       achievement are introduced at Level 2. The learning focus statement for
          devices                                        Level 1 provides advice about learning experiences that will assist
         Correct terminology, familiarity with          students to work towards the achievement of the standards at Level 2.
          desktop icons, hand-eye coordination
          (mouse/cursor/screen)
         Develop hand-eye-coordination through
          using a mouse to control the pointer on
          screen.
         With assistance - use data (text,
          numbers, images) - to create and share
          information
         Develop navigation skills (utilising
          Multimedia resources)
         ICT equipment comparisons at home
          compared with school - purpose of
          icons/symbols




                                  Innovation and Excellence (Yarra Valley Environs Cluster)
                                                            2007
Level             Learning Focus                                                    Dimensions
         Acquire new knowledge and skills           At this level standards are not organised by dimensions.
 2        across the curriculum                      Students:
         Create and present information in           Manipulate text, images and numeric data to create simple information
          meaningful ways                               products for specific audiences
         Think critically about multimedia           They make simple formatting changes to improve the appearance of
          resources and how they help learning          their information products
         Experiment with simple ICT tools and        They retrieve files and save new files using a naming system that is
          techniques for visual thinking                meaningful to them
         Organise and classify information and       They compose simple electronic messages to known recipients and send
          ideas - e.g. cutting and pasting,             them successfully
          dropping and dragging, colour coding.       With some assistance, students use ICT to locate and retrieve relevant
         Apply simple formatting techniques            information from a variety of sources.
          such as bolding, centring and changing
          case to enhance their work.
         Identify intended audience to display
          their work.
         Check the accuracy of their work.
         Collect first-hand data and with
          assistance manipulate and display it
          effectively.
         Develop an understanding of a
          networked environment and the need
          for appropriate file management skills.
         Communicate via simple emails.




                                   Innovation and Excellence (Yarra Valley Environs Cluster)
                                                             2007
                                                                                          Dimensions
Level               Learning Focus                        Visual Thinking                  Creating                Communicating
           Develop skills for problem solving,            Use ICT tools to list       Organise files into        Initiate and compose
 3          expressing ideas, and presenting                ideas, order them into       folders classified in a     email messages
            information to different audiences              logical sequences, and       meaningful way             Access received emails
           Explore a range of ICT tools (e.g. basic        identify relationships      Explain the purpose         and save them in a
            editing tools) and simple techniques (e.g.      between them                 of passwords for            folder
            colour coding) for visualising thinking        Capture thinking             accessing files stored     Compose and send
           Use simple graphic organisers such as           strategies by saving         on networks                 replies
            concept maps to provide a framework for         the visual evidence to      Use tools to create        Locate information on
            visualising thinking and reflect on the         a folder, retrieving the     text-based products         intranet
            usefulness of such tools and strategies         files and editing them      With assistance, use       Use a search engine
           Make comparisons between the purposes           for use in new or            ICT tools to capture        and limited key words
            and structures of information presented in      similar situations           and save images             to locate information
            different media, such as print, on-screen,     Explain how these           Use simple editing          from websites.
            or as an action                                 strategies can be used       functions to
           Process data in the form of text, images        for different problems       manipulate images
            and sound to create planned information         or situations.              Create multimedia
            products and combine them to produce                                         products to assist in
            multimedia products                                                          problem solving
           Work collaboratively to develop ICT skills                                  Carry out ongoing
           Communicate knowledge by exchanging                                          modifications to work
            email messages with others                                                   to correct spelling and
           Apply procedures (e.g. key words) for                                        rectify simple
            locating information on Intranet/Internet                                    formatting errors
           Manage files using simple ways of                                           Evaluate final product
            organising them for easy retrieval, for                                     Load, access, navigate
            example, by topic or form (stories, images,                                  and interact with
            projects).                                                                   multimedia resources
           Use passwords to protect access to files.                                    and compare with
                                                                                         print resources.
                                      Innovation and Excellence (Yarra Valley Environs Cluster)
                                                                2007
                                                                                          Dimensions
Level               Learning Focus                        Visual Thinking                  Creating                Communicating
           Students apply known ICT tools for             Apply ICT tools and        Independently use a         Use ICT to exchange
 4          visualising thinking to make links              techniques to explore       range of skills,             meaningful messages
            between existing and new knowledge              processes, patterns and     procedures and               with workmates and
           Use new tools to explore processes,             cause-and-effect            functions to process         store the messages in
            patterns, cause-and-effect relationships,       relationships, and to       different data types and     organised folders to
            and to test hypotheses                          test hypotheses in a        produce accurate and         assist in reflection of
           Use ICT tools to produce information            range of new situations     suitably formatted           communication skills.
            products that demonstrate knowledge/           Explain how these           products to suit            Successfully upload
            skills across the curriculum in multimedia      strategies help to          different purposes and       work onto a protected
            form (an information product)                   understand concepts         audiences                    public *online space
           Use ICT to assist with problem solving          and relationships.         Select relevant             Explain how ICT
           Explore new software functions that                                         techniques for               assists them in
            promote efficiency and effectiveness                                        minimising the time          acquiring advice and
           Develop skills in 3D multimedia tools for                                   taken to process data,       sharing knowledge.
            problem solving. Use ICT systems to                                         and apply conventions
            control events by writing programs, e.g.                                    and techniques that        * Recommend that
            manipulate objects in a game or 3D virtual                                  improve the appearance     students upload work to
            environment (Kahootz)                                                       of the finished product    a private online space (e.g
           Begin to use ICT presentation conventions                                  Modify products to         Intranet).
            in solutions and information products.                                      improve meaning and
            Test products against accepted ICT                                          judge against agreed
            evaluation criteria and, with assistance,                                   criteria
            refine work to meet the criteria                                           Create and maintain a
           Develop and maintain a digital bank of                                      logically structured
            evidence, e.g. an Electronic Portfolio that                                 bank of digital evidence
            demonstrates learning, requiring                                            of their learning (e.g.
            evaluation, selecting and organising files                                  Electronic Portfolio)
            that showcase learning and are current
            and structured in an orderly way.
           Work in a collaborative global
                                      Innovation and Excellence (Yarra Valley Environs Cluster)
                                                                2007
    environment, sharing knowledge through
    email, seeking advice via FAQ’s, Web
    Pages or emailing experts
   Develop knowledge of protocols for
    sending and receiving electronic output
    through the Internet using attachments
    and uploading files via intranet or Internet
   Refine search questions to locate
    information on Internet and apply criteria
    for assessing the integrity of information
   Manage the storage of files attached to
    emails by saving them in appropriate
    directories.




                              Innovation and Excellence (Yarra Valley Environs Cluster)
                                                        2007
                                                                                              Dimensions
 Level                    Learning Focus                        Visual Thinking                Creating                Communicating
   5            Use a greater variety of ICT tools and          Select and apply ICT      Independently use the      Select the most
                 techniques to assist with visual                 tools and editing          operating system to         appropriate search
    The
 following      Students electronically retrace decisions        functions that support     manage their Desktop        engines to locate
     is a        made and actions taken when learning and         the filtering,             workspace                   information on
selection of     problem solving                                  classifying,              Organise folders            websites
  learning      Efficiently use ICT for planning                 representing and           logically and easily       Use complex search
  foci and       collaborative projects that involve creating     organising of ideas,       retrieve documents          strategies to refine
dimensions       information products and solving problems        concepts and issues       Password protect and        searches
 and is not     Develop project plans that sequence tasks,      Modify successful          back up important          Judge the integrity of
intended to
                 estimate timelines and record task               approaches to visual       files, appropriately        the located material
    be a
                 responsibilities using software                  thinking for use in        name and locate files       based on its
  detailed
                Use operating system facilities to manage        new circumstances          for sharing with others     credibility, accuracy,
 summary.
                 desktop workspace and organise files in a       Use a range of data       Independently apply a       reliability and
                 way that assists personal learning. This         types to record            range of processing         comprehensiveness.
                 involves password protection and backing         decisions and actions      skills, functions and      Students compose
                 up files                                         taken when                 equipment to solve          emails in accordance
                Develop knowledge about the                      developing new             problems and create         with ICT conventions,
                 characteristics of data by manipulating          understanding and          products which              send emails with
                 various data types, such as words, sound,        problem solving.           contain minimal             attachments, and
                 numbers and images (still and moving), to                                   functional,                 organise their email
                 create formatted information products                                       typographical,              mailbox into a logical
                Plan the design of products, influenced by                                  formatting and              structure and
                 generally accepted ICT presentation                                         readability errors          maintain it.
                 conventions, and develop criteria for                                      During the processing
                 evaluating the effectiveness of each                                        stage of collaborative
                 presentation style                                                          work, monitor project
                Apply knowledge of data characteristics to                                  plans and record
                 solving problems                                                            reasons for adjusting
                Explore the distinction between legal and                                   them
                                            Innovation and Excellence (Yarra Valley Environs Cluster)
                                                                      2007
    illegal uses of ICT and create information                                Apply criteria to
    products that comply with intellectual                                     evaluate information
    property law                                                               products
   Develop and manage digital bank of                                        Maintain bank of
    evidence (electronic portfolio) for a range of                             digital evidence up to
    audiences, including teachers, parents and                                 date, and demonstrate
    potential employers                                                        a diversity of ICT
   Organise and store gathered information to                                 skills and knowledge
    enable easy retrieval                                                     Design evidence
   Access online interactive e-learning tools to                              repositories that are
    develop knowledge across the curriculum,                                   easy to navigate and
    and explain how these tools differ in                                      comply with ICT
    supporting learning and whether they                                       presentation
    assist the development of deeper                                           conventions.
    understanding.
   Publish their work on the Web after it has
    been tested and evaluated.




                                Innovation and Excellence (Yarra Valley Environs Cluster)
                                                          2007
Glossary
Audience/user needs
Attributes of an information product that are stipulated by, or suitable for, the intended users
(for example, functions easy to use, language and content are appropriate).

Blog (or web log)
A personal website that is updated frequently with commentaries or personal viewpoints about
one or a range of topics (adult-created blogs are usually highly interactive, as other readers can
lodge their feedback on the website; non-interactive blogs are
recommended for students).

Double-cell diagram
Ideally suited for describing and comparing attributes and characteristics of two items, things,
people, places, events or ideas.

e-learning tools
ICT-generated interactive tutorials or other products designed to assist learning; commonly
found on CD-ROM, DVD and the World Wide Web.

Electronic portfolio
An electronic portfolio is a bank of files or a repository of digital evidence selected by students
to demonstrate their learning and to monitor their learning progress.

Expert system
A computer program that uses a set of predetermined rules for providing answers to questions
by drawing on a stored knowledge base developed from the knowledge of experts in a
particular field such as medicine or automotive engineering.

Graphic/visual organisers
Frameworks that help students structure their thinking processes (including concept maps, time
sequence patterns, cause-and-effect patterns, flow charts). They are visual frameworks, which
help students make connections between existing knowledge and new information, and make
visible their thinking processes. Electronic templates can be created by teachers, or students can
use available software for generating them.

ICT presentation conventions
Commonly accepted guidelines for layout and presentation of information.

Influence diagram
Visual representation of the relationship between the components of a system, or the elements
in a process, that identifies the components/elements that will be affected by particular
decisions.


                      Innovation and Excellence (Yarra Valley Environs Cluster)
                                                2007
ICT-controlled models
Tools used to control devices or actions in a predetermined way, for example, controlling a
robot.

Information product
Output created by students using ICT tools, functions and techniques to demonstrate their
knowledge or understanding of ideas, concepts and processes from different areas of learning.
Typically printed or displayed on-screen; in some cases, output is an action as a result of
students using an ICT-controlled model; examples include reports, slide shows, multimedia,
cartoons, tables, websites and programs used to control robots.

Interaction outliner
A graphic organiser that is used to show the nature of an interaction between persons or
groups.

Multimedia resources
Commercially published CD-ROMs, DVDs and websites containing combinations of text,
images and sound which allow students to interact with them to control pace, receive feedback,
or determine their own path through the program.

Operating system
(for example, Windows, Linux, Macintosh) in a computer allows file names to be changed, files
to be copied, stored, retrieved, moved, deleted and printed.

Planned information products
Products for which the form and layout is designed by students before any data is processed.
Typically students would decide how their product would be viewed – printed, on-screen, or as
an action – and how the major elements of the product will
be displayed. Students then process the data in accordance with their design.

Virtual teams
Those in which people work together via the Internet, meeting and working electronically; can
comprise people from intrastate, interstate and overseas.

Visualising thinking
The process of using ICT tools and editing techniques to visually code and represent thinking
(for example, classifying data by colour coding; using a graphic organiser such as a concept
map to discover links between data; using simulation software to model a process). It is a
process that allows students to clarify thought, and to identify patterns and form relationships
between new and existing knowledge.




                     Innovation and Excellence (Yarra Valley Environs Cluster)
                                               2007

								
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