ict curriculum scope and sequence @ wesley - web viewict curriculum scope and sequence ... students...

ICT Curriculum Scope and Sequence @ Wesley

CONTENTSOVERVIEW................................................................................................................................... 3

Figure 1 Broad Containers of Learning with ICT................................................................3Inquiring with ICT.....................................................................................................................3Creating with ICT......................................................................................................................4Communicating with ICT..........................................................................................................4Ethics, issues and ICT...............................................................................................................4Operating ICT...........................................................................................................................4

Year 3/Year 4 Environment for Learning......................................................................................5Inquiry with ICT........................................................................................................................5Creating with ICT......................................................................................................................5Communicating with UCT.........................................................................................................5Ethics, issues and ICT...............................................................................................................5Operating ICT...........................................................................................................................5

Year 3/Year 4 - Scope and Sequence...........................................................................................6Year 5/Year 6 Environment for Learning......................................................................................7

Inquiry with ICT........................................................................................................................7Creating with ICT......................................................................................................................7Communicating with ICT..........................................................................................................7Ethics, issues and ICT...............................................................................................................7Operating ICT...........................................................................................................................7

Year 5/Year 6 - Scope and Sequence...........................................................................................8Year 7/Year 8 Environment for Learning......................................................................................9

Inquiry with ICT........................................................................................................................9Creating with ICT......................................................................................................................9Communicating with ICT..........................................................................................................9Ethics, issues and ICT...............................................................................................................9Operating ICT.........................................................................................................................10

Year 7/Year 8 - Scope and Sequence.........................................................................................11Year 9/Year 10 Environment for Learning..................................................................................12

Inquiry with ICT......................................................................................................................12Creating with ICT....................................................................................................................12Communicating with ICT........................................................................................................12Ethics, issues and ICT.............................................................................................................12Operating ICT.........................................................................................................................13

Year 9/Year 10 - Scope and Sequence.......................................................................................14Acknowledgements...................................................................................................................15

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OVERVIEWThe intention ICT curriculum at Wesley College is to give students the opportunity to:

use ICT to support inquiry, through the accessing, selecting, organising and interpreting of information and data

learn with ICT to create new understandings create ICT solutions by selecting appropriate ICT, generating ideas, planning, monitoring and

reflecting use ICT creatively and imaginatively collaborate and communicate through the effective use of ICT become discriminating, ethical, legal, responsible and safe users of ICT operate a range of current and emerging ICT to support and enhance learning in curriculum areas.

Figure 1 below identifies the broad containers of learning within ICT. These could be viewed independently or combined.

Figure 1 Broad Containers of Learning with ICT

Inquiring with ICTStudents use ICT in processes of inquiry and research. They identify information and data needs and plan actions to locate access and retrieve information and data. Students organise, manipulate, structure and refine information to improve their interpretations and construct new understandings. They acknowledge and use information and data from a variety of sources and critically assess their quality.

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Inquiry with ICT

Creating with ICT

Ethical Issues and ICTOperating ICT

Communicating with ICT

Creating with ICT Students create a range of ICT learning solutions developing their understanding, demonstrating their creativity, learning and supporting their thinking processes across or within curriculum areas. They analyse problems, needs and opportunities, exploring ideas, developing concepts and evaluating ICT learning solutions. They use processes to select appropriate ICT, generate ideas and plans, express themselves and monitor and reflect on their learning.

Communicating with ICTStudents use ICT to enhance communication. They share, interact, develop relationships and apply ICT to present information and data, engage with audiences and collaborate in meaningful ways. They use ICT to communicate face-to-face and remotely with individuals and with local and global communities. Students experience alternative views, construct new understandings and empathise with others.

Ethics, issues and ICTStudents understand the increasingly prominent role of ICT in society and its impact on self, work and others. They have an appreciation of the roles and responsibilities of people working with ICT and are discriminating, ethical, legal, responsible and safe users of ICT. Students use safe practices to protect information and develop strategies for handling unwanted communication. They reflect on ICT issues in the past and are able to apply future thinking when exploring the impact of ICT developments.Introduction

Operating ICTStudents efficiently operate a range of ICT functions and applications for creating, communicating, inquiring and for the management, storage and retrieval of information and data. They competently perform operational sequences with a range of ICT and use features of the ICT to achieve curriculum outcomes. Students consistently apply standards and conventions when using ICT. They apply preventative strategies for maintaining ICT and solve basic ICT-related problems as end-users.

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Year 3/Year 4 Environment for LearningInquiry with ICT

Students across a number of curriculum areas, use ICT to conduct research and inquire into specific issues and topics. Through the use of appropriate ICT tools, students are able to locate information from a limited range of sources. The use of well constructed and scaffolded searches is important to allow students to gather information and data, which is evaluated against given criteria.

Creating with ICT

Students are encouraged to use a variety of ICT tools to create solutions to a variety of problems and tasks that allow students to demonstrate creative flare, across a variety of curriculum areas. Students need to be able to demonstrate an understanding that solutions to problems are created for a audience and particular need. Reflection on ICT processes is critical and needs to be conducted regularly.

Communicating with UCT

Students are given opportunities to explore ICT tools that are used in sharing of learning, collaboration and communicating with others. Basic communication standards are applied. Different digital media are used to communicate recognising important elements of the communication medium used. They are able to reflect and suggest enhancements to their communication processes.

Ethics, issues and ICT

Students are given an opportunity to apply correct ICT procedures and use appropriate ethical expectations with the use of ICT tools. Safe and responsible use of ICT is modelled and discussed, to develop students understanding about risks associated with the use of ICT. Students are able to recognise owners/creators of information and acknowledge them. Basic preventative strategies for health and safety, personal safety and information security are used. They are able to recognise at a superficial level how ICT impacts on others.

Operating ICT

Students are given an opportunity to use a variety of ICT tools in a safe and careful manner. Using these tools, they are able to share experiences and develop new learning and skills. Skills are developed in various software applications at a basic level, along with management of resources and data. Some appropriate terminology is being used when describing their use of ICT tools. Help strategies have been developed and are used when seeking assistance.

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Year 3/Year 4 - Scope and Sequence

Inquiry with ICT Creating with ICT Communicating with ICT Ethics issues and ICT Operating ICT

ICT tools used for inquiryo Perform directed searcho Use a search engineo Access a online library

catalogue

Organise data in meaningful ways.o Conduct research using an

appropriate toolo Save information with

appropriate file names.o Save data in Folders

Identify sources of informationo Develop a library of relevant

resources to use with students

o Provide a variety of different sources of information.

Create information productso Using different ICT tools e.g.

o Digital camerao Computero Voice Recorder

o Comment on why the products are being used

Intended audience Purpose

Reflect on the process used to create information products.

Explore ICT tools for communication Email Shared workspaces

Conventions and standards for different communication mediums.

Subject line is completed in email Use different media to

communicate Text, pictures

Reflect on communication processes

Why do we use email to communicate with people?

Develop an understanding of the computer use policy

Modelling of appropriate computer usages.

Discuss responsible computer usage in terms of safety.

Apply preventative strategies for health and safety in a ICT environment.

Apply safe working practices when using ICT Correct seat height Correct keyboard techniques Safe lighting environment.

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Students are able to collaborate using ICT. Information and/or data is organised into meaningful ways, with students able to make decisions as to the usefulness of the information. Information is accessed from a variety of sources through the use of structured search strategies with students evaluating the effectiveness of the information gathered to determine its accuracy and/or credibility.

Creating with ICT

Students are able to use ICT as a creative tool to generate imaginative ICT solutions considering audience, purpose and features of products developed and/or modified. Students are able to select relevant/appropriate forms of ICT to respond to various problems and/or tasks. Through reflection students are able to comment on the use of ICT tools to create products and evaluate solutions against a set of criteria including choice of ICT tools used and the extent to which the tools meet the purpose.


Students are able to use ICT to communicate with a range of audiences for different purposes using appropriate conventions for the audience and specific purpose. Students use a variety of ICT tools to share information with others including products developed according to culture and social context. Students are given the opportunity to use a variety of different digital media devices to assist with communication. Through the process of reflection students comment on the effectiveness of the communication strategies used.


Students apply school policies in relation to ICT usage and are able to explore and communicate reasons for having such policies. Students are able to recognise and acknowledge rightful owners of digital (and non-digital) work, following procedures for doing so. Health and safety within an ICT environment is implemented as well as ensuring security mechanisms are used. Reflection of how ICT is used within society is explored and communicated.

Operating ICT

Students have experiences in using ICT for purposeful projects that allow them to gain understandings in process and creation of products. Students use simple ICT devices and understand the basic capabilities of such devices. Students have access to a range of ICT tools and are able to make choices about which ICT tools to use. Students adopt simple resource management conventions and simple preventative techniques to preserve resources. Students use ICT terminology in the description of common devices. Help strategies are developed and used to assist with simple technical problems.

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Year 5/Year 6 - Scope and SequenceInquiry with ICT Creating with ICT Communicating with ICT Ethics issues and ICT Operating ICT

Collaborationo Use shared work spaces to

complete tasks.o Apply basic version control of

documents

Organise data in meaningful ways.o Conduct research using graphic

organisers and note-making frameworks

o Use folders to store documentso Use appropriate naming

conventions for documentso Be able to locate documents

from network shared space.

Identify sources of information.o Locate information from a

variety of sourceso Critically evaluate documents

as to usefulness using an appropriate framework

Evaluation of processo Apply set criteria to evaluate

product and process followed in the creation of ICT solutions.

Create information products that consider:o Audienceo Purposeo Features

Use, select and apply a variety of simple software skills to create products:o Word Processoro Spreadsheeto Graphics Editingo Desktop Publishingo Presentation Tool

Reflect on the use of ICT in the creation of information products to solve tasks:o Using set criteriao Effectiveness of ICT usedo Choice of ICT used o How the ICT selected were

used to meet purpose

Using ICT:o Communicate with a range of

audiences.o Consider the purpose of

communication (Why we communicate?)

o Apply appropriate communication conventions.

Share information througho Use of portal to access informationo Use of network drive space to collect

and submit informationo E-mail students with attachments

Use a variety of devices to assist with communication

o Digital cameraso Audio device to collect voice

recordings

Reflect on the use of ICT to assist in communication;o Effectivenesso Useability

In becoming a Wesley Digital Citizen follow agreed policies in the use of ICT;o Acceptable use policyo Attain Digital Citizenship

Passporto Cyber bullying policy

Intellectual propertyo Students recognise the

ownership of work by others;o Through end-text referencing of

work

Reflection on the use of ICT in society through;o Comment of the impact of ICT

on themselves

Through the use of simple ICT devices;o Select appropriate tools to use

in developing information products

o Use simple features of devices to assist

o Use appropriate terminology when discussing the use of ICT

Apply simple negotiated resource management practices;o Adopt simple maintenance

procedures e.g. shutdown of computers

o Apply simple backup procedures for projects/products

Locate and use resources to assist in problem solving issues with ICT;o Look up online help to locate

simple fix to common problems

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Using a variety of ICT tools, students are able to develop new understandings and work both collaboratively and independently across curriculum areas. Students plan inquiry methods depending on type of investigation required, manipulating and construction information in a variety of formats from a range of sources, using ICT to assist in the process of inquiry, monitor plans and determine requirements. They use ICT extensively to conduct and refine searches using multiple terms in response to inquiry questions and the subsequent search results. They evaluate the quality of the ICT solutions, planning and process against given criteria and use ICT to document and demonstrate their planning, thinking and learning.

Creating with ICT Students have opportunities to create innovative ICT learning solutions in response to tasks. Opportunity for both independently and group activities that enable students to plan solutions that take into account common ICT design features and criteria for evaluating effectiveness. The use of ICT as a learning tool that gives students the opportunity to analyse and creatively represent new understandings. They use ICT to develop plans and proposals identifying the features of the ICT learning solution, the criteria for success and processes for learning. Students create ICT learning solutions in a variety of ways, for specific audiences, purposes or aesthetic effects. They make creative choices when selecting and using ICT including combining a variety of media.


Students communicate with a range of audiences both locally (within the school) and globally (outside the school community). Through opportunities to use ICT for communication they develop a wider understanding of how ICT can be used to exchange ideas, collaborate, organise, present and develop new learning with individuals, groups, or wider audiences. They understand how ICT can be used to enhance interpersonal relationships and how it can be used to empathise with people in other places and situations. They have opportunities to select different digital media, apply suitable or agreed communication conventions and protocols and to develop their own image and identity or that of a group. They acknowledge feedback and reflect on their use of ICT to communicate in a range of contexts.


Students have opportunities to apply codes of practice and meet expectations regarding responsible practices. Students use agreed principles to review their use of ICT in terms of safety, ethical practice, legality and responsibility. Students use ICT practices reflecting the accepted values of the ICT environment and apply codes of practice that respect individual rights and cultural differences when accessing and delivering information online. They apply principles that acknowledge ownership of digital information and develop an awareness of legislation surrounding digital theft and plagiarism. Students apply preventative strategies to address health and safety issues when using ICT and apply strategies for securing and protecting personal and digital information. Students reflect on the use of ICT in the workplace and society, assess its impact and consider future needs.

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Operating ICT

Students use ICT with a purposeful approach, develop advanced operational skills and begin to use the extended functionality of a range of ICT devices. They understand the main uses and processes of some input, output, processing and storage devices and use correct terminology when describing these. Students have opportunities to understand that there are advantages in managing personal ICT resources, customising interfaces and applying agreed processes for personal management of digital content. They also understand and apply operational conventions when using ICT and develop strategies for learning new ICT operations recognising that there is often more than one way to perform tasks.

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Collaborationo Use and contribute shared

work spaces to complete tasks.o Apply version control and

backup procedures of documents

Organise data in meaningful ways.o Conduct research using graphic

organisers and note-making frameworks

o Use folders and sub-folders to store documents

o Use appropriate naming conventions for documents and folders

o Be able to locate documents from network shared space.



as to usefulness

Evaluation of processo Apply developed criteria to

evaluate product and process.

Create information products that consider:o Audienceo Purposeo Featureso Aesthetics

Use, select and apply a variety of software skills to create products:o Word Processoro Spreadsheeto Graphics Editingo Programming toolso Desktop Publishingo Presentation Toolo Website authoring

Reflect on the use of ICT in the creation of information products to solve tasks:o Using some developed criteriao Effectiveness of ICT usedo Choice of ICT used o How the ICT selected were

used to meet purpose


audiences.o Consider the purpose of

communication and select appropriate tool

o Apply appropriate communication conventions.

Share information througho Use of portal to access informationo Use of network drive space to collect

and submit informationo E-mail students and staff for a variety

of purposes


o Digital cameraso Scannerso Video camerao Audio device to collect voice

recordings

Reflect on the use of ICT to assist in communication;o Effectivenesso timelinesso Useability

In becoming a Wesley Digital Citizen follow agreed policies in the use of ICT;o Acceptable use policyo Attain Digital Citizenship

Passporto Cyber bullying policy


ownership of work by others;o In-text referencing of worko Through end-text

referencing of work


on themselves and otherso Recognise the changing needs

of society and the importance of ICT in allowing society to evolve

o

Through the use of ICT devices;o Select appropriate tools to

use in developing information products

o Use features of devices to assist

o Use appropriate terminology when discussing the use of ICT

Apply simple negotiated resource management practices;o Adopt maintenance

procedures o Apply backup procedures

for projects/products

Locate and use resources to assist in problem solving issues with ICT;o Look up online help to

locate simple fix to common problems

o Access appropriate publications to solve simple problems.

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Students have opportunities to use ICT to enhance their ability to research and construct new learning through inquiry. They often collaborate and use their ICT capabilities to identify the inquiry requirements, develop detailed plans or research outlines and systematically gather information in different forms from a variety of sources. Students perform advanced ICT searches, selecting appropriate sources of digital information in response to identified needs and research questions. They develop and implement plans and processes for efficient information management processes, locating, retrieving, manipulating and storing information and/or data. They select and apply ICT to classify, organise, analyse and interpret information or data to respond to the inquiry requirements or identify new paths of inquiry. They routinely evaluate the information or data for its accuracy, relevance, completeness, authenticity and credibility. Students understand that using ICT can enable broader inquiry and present a wide variety of information, opinions and perspectives. They have the opportunity to develop or use models to inquire, experiment with or gain new understandings of concepts, processes or systems.

Creating with ICT

Students have opportunities to become critical and creative developers of ICT solutions. They work in groups and independently negotiating the development processes and producing creative ICT solutions for identified purposes and audiences. Students analyse ICT-related problems and have opportunities to identify the process, solution or system changes required to meet their needs. They apply a range of design processes to produce and combine media for generating creative ICT learning solutions. They experiment with ICT and evaluate creative opportunities for learning in curriculum areas. They use ICT as a tool to develop concepts and creatively demonstrate their understandings. They assess ICT for its potential to produce creative solutions, plans and simple systems. They creatively apply suitable ICT to develop solutions that inform, entertain, move or persuade audiences, or serve a particular function. They establish criteria for success in developing and evaluating creative ICT learning solutions and use ICT to describe their learning and document creative development processes.


Students use ICT to inform, persuade and develop thinking in a range of contexts for learning. They have opportunities to use a range of ICT to distribute information, to collaborate, to exchange ideas, to present critical opinions, and to problem solve with others, locally and globally. They also use ICT to enhance interpersonal relationships, empathise, and develop social and cultural understandings. They consistently apply presentation and communication conventions or protocols and use a variety of ICT to exchange and interpret messages and meanings. They have opportunities to use ICT to accurately present an identity. Students also reflect on feedback to analyse, improve and describe how their use of a particular ICT could be more effective in future communications.


Students have opportunities to consistently apply codes of practice relevant to local and global environments. They identify and discuss the potential and implications of ICT for learning. Students take into account individual rights and cultural expectations when accessing or creating digital information, understanding that values shape how ICT are used. They adhere to codes of practice and apply strategies to conform to intellectual property and copyright laws, particularly in relation to online access. They also develop and maintain strategies for securing and protecting digital information. Students select practices to

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ensure health and safety issues are minimised when using ICT and recognise that some users will have specialised needs. They apply their knowledge of how ICT are used today in order to predict possible future impacts on the workplace and society.

Operating ICT

Students work independently and purposefully to operate ICT. They are proficient and have the opportunities to apply a variety of processes to solve tasks and problems using ICT. They consistently apply formats and conventions appropriate to different products when undertaking individual and group tasks and activities. They have opportunities to understand that all ICT systems involve processing, input, output and storage functions and explain the main functions and processes involved. They consistently use agreed processes for accessing and working with personal information and content. Students use correct terminology to describe a range of devices and processes for performing complex operations and use appropriate support when updating or learning new operational skills. They manage and maintain the integrity of information and content in personal or collaborative digital environments.

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Collaborationo Use and contribute to shared

work spaces.o Apply version controlo Implement backup procedures

for all data.

Organise data in meaningful ways.o Apply advanced (e.g. Boolean)

search strategies to locate information

o Critically evaluate the effectiveness of information researched.

o Use folders and sub-folders to store documents

o Use appropriate naming conventions for documents and folders

o Be able to locate documents from network shared space.



as to usefulness

Evaluation of processo Apply developed criteria to

evaluate product and process.

Create information products that consider:o Audienceo Purposeo Featureso Design elementso Design principleso Aesthetics

Use, select and apply a variety of software skills to create products:o Word Processoro Spreadsheeto Databaseo Graphics Editingo Video Editingo Audio Editingo Programming toolso Desktop Publishingo Presentation Toolo Website authoring

Reflect on the use of ICT in the creation of information products to solve tasks:o Using developed criteriao Effectiveness of ICT usedo Choice of ICT used o How the ICT selected were

used to meet purpose, audience, need.


unknown and known audiences.o Consider the purpose of

communication and select appropriate tool from a range

o Apply appropriate communication conventions for given audience, purpose and tool used.

Share information througho Use of shared workspaces to access

and contribute informationo Use of network drive space to collect

and submit informationo E-mail students and staff for a

variety of purposes


o Digital cameraso Scannerso Video camerao Audio device to collect voice

recordings

Reflect on the use of ICT to assist in communication;o Effectivenesso timelinesso Useability

In becoming a Wesley Digital Citizen follow agreed policies in the use of ICT;o Acceptable use policyo Apply safe working practices in

the use of ICT toolso Consider the needs of users of

ICTo Contribute to discussions of

ethical uses of ICT across a variety of situations and scenarios

o Follow Cyber bullying policy


ownership of work by others;o In-text referencing of worko Through end-text

referencing of worko Apply high standards of

digital etiquette and recognise the rights of copyright owners


on themselves and otherso Recognise and comment on

the changing needs of society and the importance of ICT in allowing society to evolve

Through the use of ICT devices;o Select from a range of

appropriate tools, to use in developing information products

o Use advanced features of devices to assist develop information products that meet a need

o Use recognised terminology when discussing the use of ICT

Apply resource management practices;o Adopt industry recognised

maintenance procedures o Apply backup procedures

for all information products in an organised way

Locate and use resources to assist in problem solving issues with ICT;o Access online support to fix

to common problems (forums etc)

o Access appropriate publications to solve problems with hardware and software.

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AcknowledgementsStatements of Learning for Information and Communication Technologies (ICT), Curriculum Corporation, Carlton South, Victoria 2006.

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ict curriculum scope and sequence @ wesley - web viewict curriculum scope and sequence ... students...

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