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									                   Tim Taylor, St Anthony’s, Millicent

                  The highlighted text represents SACSA guidelines which have been incorporated into the document.

       COMPUTER SKILLS Curriculum
                         Last Updated Saturday, 5 June 2010

What the SACSA Guidelines Say
SACSA Early Years R-2
Children plan and evaluate the use of different electronic means to meet specific
needs. They use technology for basic information and communication

This includes such learning as:

      explaining some of the uses of commonly used equipment.
      using a variety of data input, output and storage devices (eg.
       microphones, digital cameras, computer projectors, printers) and
       exploring their use in media productions
      booting a computer correctly and logging on to a network
      identifying and accessing information from a variety of information
      understanding and applying everyday concepts of ergonomics and safety
       when using ICTs
      navigating the screen interface and keyboard and switching between
       software applications.
      following agreed processes for use of ICTs. eg file management and care
       of media.
      sharing or presenting work using a variety of digital media.
      critically evaluating. eg features of a digital image produced by a familiar
       drawing software application.
      comparing various ways of communicating
      identifying a variety of digital applications of technology in everyday life.

SACSA Primary Years
Students develop skills and use ICT tools to enhance their knowledge and

This includes such learning as:

      demonstrating appropriate key boarding techniques including key
       functions and location.
      communicating through the use of ICTs. eg via e-mail
      electronically requesting and responding to queries for information
      beginning to critically evaluate the quality of information and
       understanding the need to question its accuracy eg WWW
      understanding the importance of documenting sources of information
      discussing the impact of ICTs on society
      developing organisational skills in the management of personal files and
       using operating system functions. eg. creating directories, locating and
       depositing files
      using word-processing, desk-top publishing, existing databases, e-mail,
       web browser, electronic spreadsheet, and other media based
       developmental software applications incorporating hyper-text
      using simulation software
      creating images and sound for electronic presentations
      developing skills in synthesising information from a range of texts
      selecting and using suitable media and modes of presentation
      developing an awareness of aesthetic principles and applying them to the
       creation of multi modal presentations incorporating text, hyper-text and

SACSA Middle Years
Students develop an understanding of the role ICTs can have in personal
organisation and learning. They can select appropriately and use a variety of
software applications or systems for a task/project.

This includes such learning as:

      connecting peripheral devices such as a mouse and installing support
      distinguishing between fact and opinion.
      understanding parameters used in search engines/search directories
      using synchronous and asynchronous web based communication channels
       eg. e-mail, bulletin boards
      selecting , constructing or harvesting suitable audio, graphics, and
       animations for use in multi-media environments
      participating in an on-line learning environment
      investigating the impact of ICTs on the workplace
      demonstrating an ethical understanding of school based computer
      creating flat file data bases and electronic spreadsheets to manage and
       present information
      using a range of software applications in planning, drafting, editing and
      creating, merging, and manipulating data to construct original information
      modifying images and converting file formats
      critically examining how media is used to communicate views and
       developing persuasive arguments concerning local and global issues
      explaining and using a variety of web based software applications
      gathering information from primary sources to expand global

General Computing Skills
Early Years     Primary Years                           Middle Years
      explaining some of the uses       demonstrating appropriate       demonstrating an ethical
of commonly used equipment.         key boarding techniques          understanding of school based
(SACSA)                             including key functions and      computer policies/procedures .
      using a variety of data       location. (SACSA)                (SACSA)
input, output and storage           Typing Skills                   Students develop understanding
devices (eg. microphones,
                                     Use Typequick to learn        of appropriate storage and use
digital cameras, computer                                           of stored information –whether
projectors, printers) and           keyboard skills including       it be text, images, video etc.
exploring their use in media        correct fingering.
productions (SACSA)                     demonstrating appropriate
                                    key boarding techniques
                                                                    Is able to:
Is able to:                         including key functions and      Force quit when
 Control mouse                     location. (SACSA)                   frozen
    GRIP                           Has knowledge of position        Use peripherals
Right thumb on one side             and use of keys:                        Scanner
    Index finger on left button           Spacebar, Return,              Digital Camera
    Middle finger on Right         Enter, Escape, START             Continue touch typing
button                              (windows) button                development
 Ring and little finger on                Shift for capitals,
RHS of mouse – firmly grasped       Caps Lock (avoid this button)    Use CONTROL
 Remember “rabbit ears”                   Delete                  button for shortcuts:
can wave at you.                           Arrow keys                  Save <CTRL>S,
centre mouse on mat
                                                                        print <CTRL>P
                                          navigating the screen     (Training needed to
 Lift mouse to position            interface and keyboard and
                                                                    ensure multiple copies are
 Look at screen – not mouse        switching between software
      booting a computer            applications . (SACSA)          not printed)
correctly and logging on to a       Is able to :
network (SACSA)                      MULTI-TASKING -
 Log on & log off                  Switch between
network                             applications (Publisher,
 Launches applications             Kidpix) using taskbar
 Quit applications                  Multitask , including
 Name parts – monitor,             copying and pasting
screen, mouse, keyboard,            between applications
power button                         Maximise, minimise,
        Use headphones – plug      resize and move windows
     in as required
                                     Modify sound level
     Use microphone to
     record sound
 Use two open hands
 Has knowledge of
position and use of keys:
    Spacebar, Return,
Enter, Escape, START
(windows) button
    Shift for capitals,
Caps Lock (avoid this button)
     Delete
     Arrow keys
   understanding and applying
everyday concepts of
ergonomics and safety when
using ICTs . (SACSA)
 Sits comfortably in
front of screen. Adjusts
height of seat as necessary.

File Management
Early Years     Primary Years                                      Middle Years
    following agreed processes       developing organisational     Move files between
for use of ICTs. eg file         skills in the management of
management and care of           personal files and using
media. (SACSA)                  operating system functions. eg.    Manage own folders
 Saves files to own             creating directories, locating    – deleting old files
folder on S: (Student Drive)     and depositing files . (SACSA)     Rename folders
 Opens own files                 Create folders within            Mark files “read
                                 own personal folder               only”
 Print files
                                  Use floppy disk
                                  Insert and ejects disk
                                  Care for disk

Creating and Using Graphics
The idea here is to build student competence so that they are not only able to use the
skills available through various programs, and transfer these skills but also to make
choices about which program to use to accomplish a set task. As student
understanding grows, we will see them use particular features of two or three
graphic design software packages to create an overall effect. (For example, create
something using stamps in Kidpix, add to it in Publisher and turn it into a watermark
in WORD) Alternatively, students may start with a WORD graphic and change that in
other programs.

Eventually, students will be able to make animations and use these in Web Pages.

General steps in skill development are:
    1. Familiarise the students with all the tools at their disposal
    2. Provide opportunity for them to transfer these skills to new applications
    3. Challenge the students towards making choices about
            a. Which software best suits their purpose
            b. What sources of graphics might already exist which can be readily
                adapted using software
            c. Whether or not to use computer tools – or other tools
Once students are familiar with how a graphics package works, they should be able to
readily find their way around any package.
     As a part of their work in the Media Strand students working in this area
        could be challenged to become more familiar with the ways graphics in the
        press and on TV might be manipulated to create an effect. The reliability of
        graphics as a conveyor of truth could be developed.

Early Years                   Primary Years                    Middle Years
KIDPIX                            creating images and sound     modifying images and
Is able to                    for electronic presentations .   converting file formats
                              (SACSA)                           demonstrating an ethical
 Use paint tools                                              understanding of school based
       Brush, pencil in                                       computer policies/procedures .
                              MS PAINT
      variety of sizes                                         (SACSA)
       Paint bucket                 Transfer skills          KIDPIX , PAINT etc
       Eraser                from Kidpix to this
       Selection tool        program
                                                               In all packages: Learn to
       Text tool                 Use eraser to alter
                                                               flip, rotate and stretch
       Line, rectangle,      single colours (right click)
                                                               images. Working between
      cirle                       Use zoom
                                                               applications as necessary.
 Use undo                        Use cutting and
                                                                       Distinguish between
   Select colour –           pasting
                                                               ethical and non-ethical use
Increase range beyond basic   KIDPIX
                                                               of images including
palette                        Develop use of slide
                                                               understanding copyright
 Select patterns             shows
 Copy and paste                  Use slideshow to
                                                                       Be aware of privacy
images                        create animations
                                                               issues especially as they
 Insert a picture into a         Use background
                                                               relate to photographic
document                      scenes supplied in Kidpix
                                                               images involving people.
 (Year 2) Produce with           Use sound – both
support a Slide Show          from files and own sounds
(nursery rhymes, all about    in slideshows
me, retelling a story, life   Other Programs
cycle)                         As other graphics
                              programs are acquired,
                             apply these principles
Using Graphics Sources       Using Graphics Sources            Using Graphics Sources

Kidpix                       OTHER SOURCES                     SCANNER
 Choosing from a                                              Is able to:
variety of stamps             Use clip art in word             Scan image
 Introduction to clip art   processing packages                Edit image
in Word                       Use images from                       Crop
                             Internet                                Resize
                             o COPYING AND                           Adjust contrast etc
                             PASTING                            Save with compression
                             SAVING IMAGES FROM
                             internet from Internet Explorer    Open image in other
                             (Right click – save / copy /      applications
                             Digital Camera                    Digital Camera
                             Is able to:                       Is able to:
                              Take photos in                   Take photos in
                             landscape or portrait with        landscape or portrait with
                             the digital camera                the digital camera
                              Move images to disk              Move images to disk
                              Edit images                      Edit images
                              Save images to disk in           Save images to disk in
                             GIF/TIF format                    GIF/TIF format
                              Open and use image in            Open and use image in
                             another application               another application
                              Store images                     Store images
                                 appropriately                 appropriately

Spreadsheets and Graphs
It is important that students learn how to draw graphs and plot them. In this way, they
will understand the concept of what a graph represents when they first see it on the

The purpose of graphing with a computer is threefold:
   1. Time is saved – so that, once we know students can create graphs, they let the
       computer labour through the process for them
   2. The emphasis then moves to learning to choose which graph is the most
       appropriate. Normally, this is a choice between column, bar and pie graphs –
       sometimes plotted graphs.
   3. The other challenge is to bring the students to a critical analysis of the
       information through interpretation of the graphs. For example “What does the
       information on one graph tell them at a glance?”

Early           Primary Years                          Middle Years
N/ A             SPREADSHEETS &                       SPREADSHEETS & GRAPHS
                 GRAPHS                                   creating flat file data bases and
                                                       electronic spreadsheets to manage and
                                                       present information . (SACSA)
                 Spreadsheets and Graphs
                                                      Spreadsheets as tools for
                 Is able to:
                  Collect and enter data
                                                      Is able to:
                  Create pie and bar
                                                       Use simple formulae and
                 charts/graphs from highlighted
                                                       Enter data into prepared
                  Modify and present graphs
                 with title and axes labels, colour
                                                       Design own spreadsheet to
                 The Focus is on
                                                      solve problems
                  Choosing graphs – Which             Use graphing skills as in
                 graph is most appropriate –          earlier level.
                 what does each type of graph
                 tell us?
                  Interpreting Information:\
                  At lower level – direct
                 reading of date: (7 people had
                 green cars on Monday)
                  Higher level thinking:
                 Encourage interpretative
                 comments e.g.– Why do they
                 think the graph shows this
                  Interpreting graph – for
                 example, include on every
                 graph some sort of student
                 comment about the information.
                 Perhaps a weekly log.

Word Processing
The challenge is to see the tool as a word processor not a typewriter. This will mean
that we look at the special features of word processing and how they relate to the
overall process of writing – drafting, editing (rearranging text, adding, deleting,
expanding), rereading then presenting (formatting).

Generally, encourage the students to type the text first, then worry about the
formatting (fonts, size etc …) - unless it is an explicit lesson on those skills.

If we are to teach skills which are those for larger documents – such as paragraph
formatting, applying headings, moving paragraphs and words …, then provide pre-
typed passages which the students can edit.
The skills outlined are basic skills. Many students learn many of the skills earlier and
teachers may extend the class to include the myriad features of word processing

Early Years                     Primary Years                         Middle Years
                                    using word-processing, desk-        using a range of software
                                top publishing, existing databases,   applications in planning,
Is able to:
                                e-mail, web browser, electronic       drafting, editing and
 Understand that text          spreadsheet, and other media          presenting
automatically wraps to          based developmental software           creating, merging, and
next line.                      applications incorporating hyper-     manipulating data to
 Use Shift for capital         text                                  construct original
                                 developing an awareness of          information . (SACSA)
letters AVOID CAPS              aesthetic principles and applying     Is able to:
LOCK and TAB                    them to the creation of multi
                                                                       Resize picture using
 Change text                   modal presentations incorporating
                                                                          scaling and/or mouse
         Fonts                 text, hyper-text and graphics. .
         Style (bold,          (SACSA)                                Make columns
           italic, underline)   Is able to:                            Use page break to :
         Size                   Use shortcuts for many                      Add a page
         Text colour           commands e.g. Select all,                     Add a column
 Align text                    Duplicate, Copy, Paste                 Indent text
         Centre, left           Use drag and drop to                        Using nested
 Edit text                     move text                                        indent
         To insert              Use line spacing                            Using hanging
         To delete              Change margins – left,                         indent
 Use return                    right                                  Insert into a header
         To leave a line        Use text alignment (left,               and footer
         After a heading       centre, right, justify)                       Date, time
                                 Use style changes (e.g.                     Page number
 Insert a graphic into
     Publisher from Kidpix      Outline, Strikethrough,                Use find/change or
     and Understand             Shadow)                                   find/replace to locate
     „wrapping text‟ around      Use bullets                             and alter text
     it                          Use punctuation marks                Use Thesaurus
                                quotation marks, apostrophe,
                                colons, brackets, hyphen,
                                 Use a spell checker
                                 Move text using
                                 Cut and paste
                                 Copy and paste
                                 Insert a graphic into a
                                word processing document
                                using the software‟s toolbar /
                                menu. Format graphic to
                                allow wrapping if needed.
                                 Understand the
                                difference between inline
                                and floating graphic – this is
                                  part of the formatting in
                                  Word – in Publisher it’s

Communication, On-Line Participation & Information
This is about students developing the ability to use on-line activities and programs to
communicate, gather information and participate in collaborative projects.

This does not mean that what the students create has never been thought of before, it
means, rather, that they create the knowledge and it is new to them.

The advantage of the computer is not that the information is any better – or faster to
obtain than from a book, it simply allows all students to access information
simultaneously. Books, charts, excursions, school visits by experts and video all
remain viable sources of information and should be part of the whole experience.

The teacher‟s role becomes one of setting the problem which will get the children asking questions. Try
this site for good questioning technique: .

Early Years                      Primary Years                       Middle Years
                                   using simulation software          using simulation software
                                   developing skills in               developing skills in
Is able to:
                                synthesising information from a     synthesising information from a
 Participate in on-line        range of texts . (SACSA)            range of texts . (SACSA)
activities which act as         Is able to:                         Is able to:
tutor or which provide           Use on-line materials to           Use on-line materials to
information.                    create and simulate situations,     create and simulate situations,
 Enjoy using                   project and describe events.        project and describe events.
multimedia programs              Choose appropriate                 Choose appropriate
and overcome fear or            resources to gather                 resources to gather
hesitancy                       information as required.            information as required.
SINA                            Sources may include                 Sources may include
Is able to:                     Internet, multimedia or in-         Internet, multimedia or in-
 Log on to SINA                school resources.                   school resources.
network when going on              using word-processing,             using word-processing, desk-
line                            desk-top publishing, existing       top publishing, existing
                                databases, e-mail, web browser,     databases, e-mail, web browser,
   identifying and accessing
                                electronic spreadsheet, and         electronic spreadsheet, and other
information from a variety of
                                other media based                   media based developmental
information sources .
                                developmental software              software applications
                                applications incorporating          incorporating hyper-text
Is able to:                     hyper-text                             communicating through
 Visit pre-determined             communicating through           the use of ICTs. eg via e-
websites to view                the use of ICTs. eg via e-          mail
information which might         mail                                   beginning to critically
be used as a basis for             beginning to critically         evaluate the quality of
discussion or will follow       evaluate the quality of             information and understanding
up on work already done.        information and understanding       the need to question its accuracy
                                the need to question its accuracy   eg WWW
 Use ready-made                eg WWW                               electronically requesting and
hyperlinks to visit              electronically requesting         responding to queries for
different sites.                and responding to queries for       information . (SACSA)
                                information . (SACSA)               SINA
                                SINA                                Is able to:
                                Is able to:                          Log on to SINA
                                 Log on to SINA                    network when going on line
                                network when going on line           Follow links pre-set by
                                 Follow links pre-set by           staff to browse in selected
                                staff to browse in selected         sites
                                sites                                Use email to
                                 Use email to                      communicate with friends
                                communicate with friends            and teachers and respond to
                                and teachers and respond to         questions and share
                                questions and share                 information.
                                information.                         Develop network of
                                 Develop network of                people with whom to share
                                people with whom to share           insights and ideas
                                insights and ideas                     developing skills in
                                   developing skills in            synthesising information from a
                                synthesising information from a     range of texts
                                range of texts                       understanding the
                                 understanding the                 importance of documenting
                                importance of documenting           sources of information .
                                sources of information .            (SACSA)
                           (SACSA)                        Is able to:
                           Is able to:                     Introduced to web
                            Introduced to web            challenges which follow
                           challenges which follow        through a sequence of tasks
                           through a sequence of tasks    requiring the following of a
                           requiring the following of a   series of hyperlinks.
                           series of hyperlinks.           Use known safe web
                            Use known safe web           directories – such as EdNA,
                           directories – such as EdNA,    Yahooligans and
                           Yahooligans and       to search
                  to            for material to support
                           search for material to         research or browse within
                           support research or browse     WHITELIST on the Virtual
                           within WHITELIST on the        Private Network.
                           Virtual Private Network.        Use copying and
                            Use copying and              pasting to choose
                           pasting to choose              information which helps
                           information which helps        students to develop a new
                           students to develop a new      idea or supports their
                           idea or supports their         research.
                           research.                      Acknowledge sources of
                           Acknowledge sources of         information when used in
                           information when used in       documents.

Multimedia Creation
Instead of using computers to create paperwork, the competent computer user fully
utilizes the multimedia capabilities of the computer as appropriate. For example,
sound, animation, movies which complement a creative piece should all be available
to help the student convey meaning.
As the student develops, she/he is able to discern the appropriateness of various
media, taking into account the varied audience their publication reaches and available
file size (storage limitations). Students need to convey information effectively and
balance this with their desire and ability to create entertainment.

The teacher is challenged to enable creativity whilst ensuring that the focus task is
not lost within a multimedia production.

General steps in skill development are:
   1. Children learn to insert sound into their Kidpix pictures
   2. Students collate slides into Slideshows using various sound effects including
       own recordings (voice) and sound effects supplied through the program.
   3. Students create movies – either from Slideshow or with movie-making
   4. Students use animations, sounds and own voice in other programs such as
       Powerpoint, Publisher, Word to create:
           a. Powerpoint Presentations
           b. Web Pages
              c.   Other forms of presentations – such as „sound effects‟ for

Early Years                       Primary Years                       Middle Years
                                                                         using a range of software
Is able to:                          understanding the               applications in planning,
   sharing or presenting work    importance of documenting           drafting, editing and
using a variety of digital        sources of information              presenting
                                      selecting and using suitable    creating, merging, and
media. . (SACSA)
                                                                      manipulating data to construct
 Create pictures with            media and modes of
                                                                      original information . (SACSA)
sound using Kidpix                 developing an awareness of        (Increasing awareness of
 Create a slideshow              aesthetic principles and            purpose and focus)
with sounds – both own            applying them to the creation of    Is able to:
                                  multi modal presentations
voice recordings and
                                  incorporating text, hyper-text       Discern appropriate
ready-made effects                and graphics. . (SACSA)             use of multimedia to
 Make choices about              Is able to:                         enhance presentation
appropriate use of                 Create movies using                Create PowerPoint
multimedia                        slideshow                           presentations and Web
   critically evaluating. eg      Create and use own                Pages with sound and
features of a digital image
produced by a familiar drawing    sound effects                       animation demonstrating
software application. . (SACSA)    Make choices about                awareness of audience
 Compare own and                 appropriate use of                  needs.
others work on screen.            multimedia and                       Create GIF animations
Criticise and evaluate on-        presentation style                  for own web pages (use a
screen work.                       Experiment with                   GIF animator)
                                  sound and animation in
                                  PowerPoint and Web
                                  design - acknowledging
                                  sources of information /
                                  graphics in presentations
Web Page Authoring
Early Years      Primary Years                                Middle Years
The older students in this   The student at this level is     The student at this level
age group are able to        able to:                         maintains their own web
transfer their WORD           Use WORD                       page on the virtual private
PROCESSING SKILLS            PROCESSING SKILLS to             network. If the VPN allows,
to Netscape Composer to      create documents and link        this page would contain
                             these to other pages both on     samples of their best work –
create basic documents.
                             the Internet and each other‟s    a sort of updated portfolio –
 The teacher will be        files – including linking        including work in progress,
able to link these to a      back to a central index.         so that work could be saved
central INDEX page to         Depending on software          and picked up again at home.
publish children’s work.     being used, be able to insert            Students at this level
                             and format pictures, buttons     are familiar with composing
                             and animations to support        web pages using a variety of
                             their web page.                  software, including WORD,
                              Include a link to email        PUBLISHER and
                             – if student has own email       NETSCAPE COMPOSER.
                             as part of the Virtual Private   Other web site design
                             Network.                         software might be purchased
                              As part of the Virtual         and used which simplifies
                             Private Network, students        web page authoring.
                             will have scope to each                  Students compose
                             have their own page which        material with a view to
                             is available for browsers in     publish and choose web page
                             the network. If students         authoring when the material
                             have their own page, they        being created extends beyond
                             need to be able to edit this     an audience reading from
                             page to reflect their            paper.
                             personality and changing
                             needs. Eventually, their
                             web page could contain
                             links to other pieces of

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