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
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
ICT supports knowledge-building among teams and enables team members
to collaborate, enquire, interact and integrate prior knowledge with new
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
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
                                           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
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
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
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  
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    
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.

To top