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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
overview
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
management.
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
sources
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
understanding.
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
graphics.
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
software
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
policies/procedures
creating flat file data bases and electronic spreadsheets to manage and
present information
using a range of software applications in planning, drafting, editing and
presenting
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
understandings
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,
ORIENTATION
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
folders
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
principles
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
above.
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
paste)
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
screen.
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
Years
N/ A SPREADSHEETS & SPREADSHEETS & GRAPHS
GRAPHS creating flat file data bases and
electronic spreadsheets to manage and
present information . (SACSA)
Excel
Excel
Spreadsheets and Graphs
Spreadsheets as tools for
Calculation
Is able to:
Collect and enter data
Is able to:
Create pie and bar
Use simple formulae and
charts/graphs from highlighted
calculations
information
Enter data into prepared
Modify and present graphs
spreadsheet
with title and axes labels, colour
Design own spreadsheet to
etc
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
result
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
packages.
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
(question/exclamation/
quotation marks, apostrophe,
colons, brackets, hyphen,
slash)
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
automatic.
Communication, On-Line Participation & Information
Processing
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: http://www.fno.org/sept97/online.html .
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
(SACSA)
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 Looksmart.com.au to search
Looksmart.com.au 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.
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
software.
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
performances.
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)
presentation
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
work.
