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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.
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