ICT SCOPE AND SEQUENCE The Information and Communication Domain has three Dimensions; ICT for Visual Thinking, ICT for Creating and ICT for Communicating. A description of these are below. ICT for Visual Thinking In the ICT for visualising thinking dimension students use ICT tools to assist their thinking processes and reflect on the thinking strategies they use to develop understanding. ICT provides a rich and flexible learner-centred environment in which students can experiment and take risks when developing new understanding. Its extensive capabilities allow students, by visually coding and representing their thinking, to clarify thoughts, and to identify patterns and form relationships between new and existing knowledge. ICT tools that facilitate visual thinking are ones that allow ideas and information in all areas of the curriculum to be easily and quickly drafted, filtered, reorganised, refined and systematically assessed in order to make meaning for students. Students use linguistic and non-linguistic representations, such as graphic organisers, ICT-generated simulations and models and ICT-controlled models to help structure their thinking processes and assist in constructing knowledge. Using ICT, students record their decisions and actions when solving problems and clarifying thoughts. They monitor the changes in their thinking and evaluate their own and others’ thinking strategies. Students review these records to assess their suitability for new situations. ICT for Creating The ICT for creating dimension focuses on students using ICT tools for creating solutions to problems and for creating information products. Through the selection and application of appropriate equipment, techniques and procedures, students learn to: process data and information to create solutions to problems and information products that demonstrate their knowledge and understandings of the concepts, issues, relationships and processes related to all areas of the curriculum manage their files to secure their contents and enable efficient retrieval plan and monitor the progress of extended tasks. Students learn to use ICT efficiently to capture, validate and manipulate data for required purposes. In order to improve the appearance and functionality of information products and solutions, they apply commonly accepted conventions. They examine the ethical and legal implications of using ICT in a range of settings such as the home, school and the workplace. Students evaluate the usefulness of ICT for solving different types of problems and reflect on the effectiveness of their own use of ICT. ICT for Communicating The ICT for communicating dimension focuses on students using ICT to: present ideas and understandings to audiences communicate with known and unknown audiences support knowledge-building among teams. Students use ICT to support oral presentations to live local audiences and to present ideas and understandings to unknown, remote audiences. They use ICT to communicate with others, both known and unknown, with the purpose of seeking and discussing alternative views, acquiring expert opinions, sharing knowledge and expressing ideas. Students also locate information from a range of online and multimedia resources to support their own learning. ICT supports knowledge-building among teams and enables team members to collaborate, enquire, interact and integrate prior knowledge with new understanding. Protocols for receiving, transferring and publishing ideas and information are needed to promote communication that respects intended audiences. SCOPE AND SEQUENCE VELS Level Skills Resources, Software, Programs Level 1 Prep In Information and Communications use of one- and two-step manipulation Resources Technology, standards for assessing techniques when processing text or numeric Mimio Board and reporting on student achievement data to produce simple information products; Digital Projector are introduced at Level 2. The for example, selecting and centring their Teacher Laptop learning focus name in a name tag. Software/Programs statements for Level 1 provide advice use of basic manipulation techniques to Creative Writer about learning experiences that will create graphics; for example, forming images Microsoft Word assist students to work towards the using circles and lines. Internet achievement of the standards at Level recognition and use of common icons such CD ROMs 2. as the ‘home’ button for navigating Internet Safety multimedia resources. Level 2 Grade One At this level standards are not use of basic formatting techniques when Resources organised by dimension. processing text and numeric data to produce Mimio Board At Level 2, students manipulate text, simple information products for a specific Digital Projector images and numeric data to create audience; for example, keying text that is Teacher Laptop simple information products for bold and coloured, and inserting an image Software/Programs specific audiences. They make simple from clip art to create a child’s birthday Creative Writer changes to improve the appearance invitation. Microsoft Word of their information products. They use of manipulation techniques to create Internet retrieve files and save new files using graphics for a specific purpose or audience; CD ROMs a naming system that is meaningful to for example, drawing a clown on a child’s Get School network them. They compose simple Well card. Internet Safety electronic messages to known location of a specific website by keying the http://www.nettysworld.com.au/ recipients and send them address provided by the teacher. successfully. With some assistance, use of a mouse to select and open a students use ICT to locate and nominated file. retrieve relevant information from a Grade 2 Resources variety of sources. Mimio Board use of manipulation and basic editing Digital Projector techniques to create simple, formatted Teacher Laptop information products such as presentations Software/Programs and book covers, and identification of minor Creative Writer improvements that could be made to their Microsoft Word appearance. Internet use of manipulation techniques to create CD ROMs graphics for use within a text-based product; School network for example, illustrations in a short report. Internet Safety location of specific information within http://www.nettysworld.com.au/ nominated websites and CD ROMs, using given navigation paths. retrieval of stored files in a networked environment and the naming of newly created personal files. Level 3 Grade 3 ICT for visualising thinking ICT for visualising thinking Resources At Level 3, students use ICT tools to identification of relationships between ideas, Mimio Board list ideas, order them into logical using basic editing software, nominated Digital Projector sequences, and identify relationships graphic organiser templates and manipulation Teacher Laptop between them. Students retrieve their techniques; for example, inserting shapes or Digital Camera saved visualising thinking strategies drawing lines. Software/Programs and edit them for use in new, but saving and retrieval of nominated visualising Creative Writer similar situations. They explain how thinking files, and the use of editing Microsoft Word these strategies can be used for techniques such as deleting and copying to Kahootz different problems or situations. modify these for use in new but similar Internet learning situations. Microsoft Outlook ICT for creating ICT for creating Microsoft PowerPoint At Level 3, students organise their saving of files into nominated, existing folders CD ROMs files into folders classified in a way in a networked environment creation of School network that is meaningful to them. Students information products for a specific audience Internet Safety explain the purpose of passwords for or purpose, following given layouts; for http://www.cyberquoll.com.au/hub.htm accessing files stored on networks. example, a birthday invitation created by They follow simple plans and use placing text and pictures in given positions in tools and a range of data types to a sample design. create information products designed with teacher direction, use of a digital camera to inform, persuade, entertain or to capture still or moving images. educate particular audiences. They ICT for communicating create information products to assist storage of all sent and received emails in in problem solving in all areas of the existing folders in their mailbox. curriculum. With minimal assistance, location of websites using a nominated students use ICT tools to capture and search engine such as Yahooligans, and save images. They use simple editing nominated keywords. functions to manipulate the images for use in their products. They make Grade 4 ongoing modifications to their work to Resources correct the spelling of frequently used ICT for visualising thinking words and to rectify simple formatting Mimio Board organisation of ideas using familiar software Digital Projector errors. They evaluate the final and graphic organiser templates selected information product and describe how Teacher Laptop from a collaboratively developed list (for Digital Camera well it meets its purpose. Students example, Venn diagrams and sequence make adjustments to their equipment Scanner and apply techniques that are charts) and a range of manipulation Software/Programs ergonomically techniques. Creative Writer sound. retrieval of the visualising thinking files they Microsoft Word selected from a collaboratively developed list, Kahootz ICT for communicating and use of editing techniques to modify them Inspiration At Level 3, students initiate and in new but similar learning situations. Internet compose email messages to known retrieval of the visualising thinking files they Microsoft PowerPoint and unknown audiences and, where selected from a given list, and use of Microsoft Outlook appropriate, send replies. Students annotations to describe how each file might CD ROMs create folders in be suitable for different learning situations. School network their mailbox to organise the storage ICT for Creating Internet Safety of email messages they wish to keep. saving of files into individually created folders http://www.cyberquoll.com.au/hub.htm They locate information on an in a networked environment intranet, and use a recommended creation of information products, based on search engine and original ideas, to inform, persuade, entertain limited key words to locate information or educate specific audiences, and the from websites. They develop and documentation of these ideas in simple apply simple criteria to evaluate the design plans. value of the located information. with teacher support, transfer and saving to computer of still and/or moving images captured with a digital camera or scanner. ICT for Communicating creation of collaboratively defined folders in their mailbox location of websites using a nominated search engine, such as AskJeeves for Kids, and keywords selected from a class- developed list. Level 4 Grade 5 ICT for visualising thinking ICT for visualising thinking Resources At Level 4, students apply ICT tools creation of nominated graphic organisers that Mimio Board and techniques to represent and are appropriate for new learning situations, Digital Projector explore processes, patterns and using familiar software and manipulation and Teacher Laptop cause-and-effect relationships. editing techniques; for example, using Digital Camera Students use ICT tools and shapes, lines and colours in word processing Scanner techniques that support the software to create a double-cell diagram to Software/Programs organisation and analysis of concepts, compare two ideas. Creative Writer issues and ideas and that allow organisation and analysis of data and Microsoft Word relationships to be identified and information, using unfamiliar software such Kahootz inferences drawn from them. Students as simulation software, and limited Inspiration review their stored thinking strategies manipulation techniques; for example, in order to identify similarities and Internet animation of objects. Microsoft PowerPoint differences in their thinking patterns. development of an electronic portfolio of They document in their bank of digital Microsoft Excel nominated visualising thinking files that are evidence how these visualising annotated, for example, with audio Microsoft Outlook thinking strategies help them to commentary, to indicate their usefulness in CD ROMs understand concepts and learning. School network relationships. ICT for Creating Internet Safety creation of an electronic portfolio of http://www.wiseuptoit.com.au/index.htm ICT for creating nominated files, saved in nominated At Level 4, students safely and locations, which demonstrate the use of ICT independently use a range of skills, for learning. procedures, equipment and functions identification in published information to process different data types and products of formatting features such as font produce accurate and suitably styles and sizes that suit particular purposes formatted products to suit different purposes and audiences. They use and/or audience needs. design tools to represent how hand-drawn experimentations with various solutions will be produced and the layouts for information products, using layout of information products. nominated design tools such as layout Students select relevant techniques diagrams. for minimising the time taken to ICT for Communicating process data, and apply conventions addition of collaboratively determined and techniques that improve the keywords to an initial search string to narrow appearance of the finished product. the listing of relevant websites; for example, Students modify products on an adding ‘biography’ to a person’s name. ongoing basis in order to improve experimentation with techniques to upload meaning and judge their products files and folders to a nominated location on against agreed criteria. Students an intranet. create and maintain an up-to-date, experimentation with various communications logically structured bank of digital methods such as frequently asked question evidence of their learning. They (FAQ) facilities to obtain information for a password protect and back up particular inquiry. Resources important files and use file naming Mimio Board conventions that allow easy retrieval. Digital Projector ICT for communicating Grade 6 Teacher Laptop ICT for Visual Thinking Digital Camera At Level 4, students use email, creation of graphic organisers appropriate for Scanner websites and frequently asked new learning situations, using familiar Software/Programs question facilities to acquire from, or software and a range of techniques to Creative Writer share information with, peers and manipulate and edit a variety of data types. Microsoft Word known and unknown experts. When representation of patterns or cause-and- Kahootz emailing, they successfully attach files effect relationships, using unfamiliar software Inspiration and they apply protocols for sending such as a modelling software, and a range of Internet and receiving electronic information. manipulation techniques. They successfully upload their work to Microsoft PowerPoint a protected public online space. Using regular recording of the use and value of Microsoft Excel recommended search engines, visual thinking tools for understanding Microsoft Outlook students refine their search strategies concepts and relationships in their learning. CD ROMs to locate information quickly. They ICT for Creating School network evaluate the integrity of the located creation of an electronic portfolio that logically Internet Safety information based on its accuracy and displays files meeting collaboratively http://www.wiseuptoit.com.au/index.htm the reliability of the web host. determined criteria; for example, ‘the use of multimedia tools for solving problems’. annotations to their own information products that explain why formatting and solution features of information products, such as working hyperlinks, suit the purpose and audience needs. hand-drawn and electronically created designs for the layout and solutions of information products, using tools selected from a collaboratively determined list. ICT for Communicating inclusion of new keywords and the deletion of some original ones in a search string, to narrow the listing of websites relevant to a particular inquiry. testing of uploaded files and folders in a nominated location on an intranet; for example, checking that all files are present and accessible. identification of the attributes of various communications methods that are appropriate in particular types of inquiry; for example, selecting methods that protect the disclosure of important information.
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