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ICT K-6Scope and Sequence

In each year, from Kindergarten to Year 6, students will participate in activities that assist in the development of their ability to:

use computer-based technologies to locate, access, evaluate, manipulate, create, store and retrieve information

express ideas and communicate with others, using computer-based technologies develop an awareness of the range of applications of computer-based technologies in

society discriminate in the choice of computer-based technologies for a given purpose develop the confidence to explore, adapt and shape technological understandings and

skills in response to challenges now and in the future.

If ICT is to be integrated as a learning tool within all the KLAs, specific ICT skills must be taught. This can be done within classrooms, with small groups or within labs which are timetabled. Students build ICT skills when targeted skills (needs) based instruction occurs on a regular basis.

This document was originally prepared by Paul Taylor, CSA Consultant K-10, and Tamworth/Moree Districts, and altered by the Sunraysia Small Schools Network, April 2006. Examples of how these skills can be embedded or included within existing Teaching and Learning experiences outlined within the existing curriculum are included This format of linking computer skills to the KLAs could also serve as a good way for teachers to record how they are including ICT in their Teaching and Learning programs.

ICT Scope and Sequence Skills Focus with suggested activities Page 2

Competency Area SkillComputer Operations Identifies the components of a computer ie: mouse, keyboard, monitor, hard drive

Identifies the curser Experiments using the mouse to select, move and open objects Use a keyboard and number pad to enter numbers and symbols Prints documents by pressing ‘print button’ with assistance Starts up, logs on and shuts down the computer Begins to understand and use the ‘elements’ of a computer environment ie: desktop; icons; menus; windows, toolbar Begins to save and retrieve work using a named file Begins to understand that computers store information (facts and others’ ideas) Uses another input device with assistance: Interactive Whiteboard

Word Processing Creates one or more sentences on screen with teacher support Use a keyboard to enter familiar words / phrases and to experiment in forming sentences Begins to use text-handling features such as shift, spacebar, enter, arrow and delete keys Begins to use a keyboard to enter text independently using Capitals and lower case and full stops Experiments in sizing and positioning their work on screen

Graphics / Multimedia Experiments in making a picture using basic drawing features such as: pencil, fill, stamps, delete, paintbrush Takes photo using digital camera Inserts a graphic with assistance Changes the size of graphics with assistance

Internet / Email Begins to understand that computers can be used to send / receive messages to othersDatabase / Spreadsheet

ICT Scope and Sequence Skills Focus with suggested activities Page 3

Competency Area SkillComputer Operations Uses mouse skilfully

Identifies different controls of mouse: left / right button, scrolling wheel Uses the mouse to select and move objects / curser: single and double click, stripe selecting Has a developing knowledge of keyboard keys: their position and function Begins to understand the difference between hardware and software; hard disks and removable disks Uses a keyboard confidently including shift, caps lock, delete and return Identifies and uses the ‘elements’ of a computer environment ie: desktop; icons; menus; windows, toolbars Selects menu items from a drop down menu Saves work regularly and retrieves work independently using a named file / save-path Uses the print preview function before printing work Independently inserts and starts up a CD Rom Starts and closes an application with assistance Begins to understand that computers can be interconnected Begins to use a ‘username’ and ‘password’ to log on Begins to use the cut / copy / paste function with assistance Uses another input device: Interactive Whiteboard

Word Processing Independently uses the keyboard and creates a piece of text eg: narrative, procedure, recount, etc. Uses text handling functions such as shift, spacebar, enter, delete keys Identifies the difference between landscape and portrait formats Begins to learn to use the spell check function with assistance Begins to change the effects of text eg: bold, italic, underline, size, colour, font Begins to use the space available on a page thoughtfully Understands word wrap, using return only for paragraphs and moving curser down the page

Graphics / Multimedia Creates a picture using tools such as : pencil, fill, stamps, delete, paintbrush Independently inserts a graphic / picture (including photographs) Moves / sizes graphics using diagonal corner arrow and picture size formatting Begins drawing lines and shapes on screen: circles / ellipses, squares / rectangles, triangles / polygons Experiments in changing the effects of graphics: line style, thickness, colour, arrows

Internet / Email Understands that computers can be used to send / receive messages Opens a simple message from a mailbox with assistance Creates a simple message with assistance Begins to identify and use basic commands: send, open, save Participates in whole class and group email contact with other schools Begins to develop concept of the ‘internet’: interconnected computers sharing / communicating information

ICT Scope and Sequence Skills Focus with suggested activities Page 4 Begins to understand that computers within the internet each have an ‘address’ With assistance locates specified ‘address’ Navigates within a ‘site’ with guidance: hotlinks, back, forward, home, With assistance locates specific information within designated ‘site’

Database / Spreadsheet Identifies locations in the community where information is stored on computer about them Identifies and uses with assistance a spreadsheet as a tool for organising information Begins to use the graph button

ICT Scope and Sequence Skills Focus with suggested activities Page 5

Competency area SkillComputer Operations Begins to use the right button on the mouse to perform functions: cut , paste, copy

Uses the undo / redo function Is familiar with the keyboard and begins to use keyboard shortcuts: control – P for printing, control – S for saving, control A for select all,

control B for bold, control C for copy, control X to cut, control V for paste, F5 for find and replace, F7 for spell check Confidently switches between applications Is beginning to learn to use a computer securely and to understand the need for computer security Saves and retrieves work independently using a named file / save-path Understands and uses simple file hierarchies Understands the difference between hard disks and removable disks Independently starts and closes an application Learns to use the save-as function when creating similar documents Identifies the components of a network - server, workstation, cabling, router, switch, users, security Confidently uses a ‘username’ and ‘password’ to log on Uses a computer network with confidence Uses another input device: scanner / digital camera / Thumb Drive / Interactive Whiteboard

Word Processing Uses additional text handling tools: insert / delete text: using the mouse and or the arrow keys to position the cursor Insert / delete text from menu using copy, cut & paste Confidently uses the thesaurus function Confidently uses the spell-check function and realises its limitations Independently changes the effects of text eg: bold, italic, underline, size, colour, font, text alignment Can change document format from landscape to portrait Demonstrates importance of page setup in relation to text purpose Learns to use the zoom facility to assist concept of ‘whole document’ when formatting pages Begins to use further text effects: shadow / frame features Uses border, tables, backgrounds, bullets, numbering and line spacing to organise text

Graphics / Multimedia Independently draws lines and shapes on screen: circles / ellipses, squares / rectangles, triangles / polygons Independently changes the effects of graphics: line style, thickness, colour, arrows, flip and rotate objects Experiments in recording sound files and inserting these into documents Begins to identify the purpose of presentation applications Begins to identify the components of a slideshow / imovie presentation: slide, storyboard, backdrop / background, transition, sound file,

video clip Experiments in creating a presentation incorporating graphics / text / sound / video with assistance Experiments in recording sound files / video clips

Internet / Email With assistance logs on (and off) to appropriate email server Independently produces an appropriate response to received message Deletes old messages Independently creates and sends a simple message Identifies and uses basic commands: send, open, save

ICT Scope and Sequence Skills Focus with suggested activities Page 6 Begins to understand the need to save sent / received messages in folder organisation Begins to learn how to save sent / received messages Begins to learn that messages can have documents attached Has a developed individual concept of the ‘internet’: interconnected computers sharing / communicating information Knows that computers in the internet each have an ‘address’ Locates a specified ‘address’ by entering a specified URL Bookmarks favourite sites Independently navigates within a ‘site’ with guidance: :menu, hotlinks, back, forward, home Independently locates specific information within designated ‘site’ Conducts basic ‘searches’ using designated search engines: yahooligans, google Begins to understand that search engines locate information in different ways Begins to use ‘key words’ when conducting basic internet searches Begins to use ‘links’ provided within website to search for information in related websites Begins extract information from websites by selecting and copying text and graphics

Database / Spreadsheet Identifies places within the local community where information about them is stored on computer Discusses what information is held within these computers Discusses why their information is kept on computer Identifies alternate means of storing information to that of a computer: phonebook Identifies the origins of the term database Begins to understand the advantages in handling / analysing large amounts of data electronically as opposed to hard copy Understands that databases have a consistent format Demonstrates the need for accuracy in data entry Identifies different types of data: numerical, text, graphic Begins to name and identify the various terms associated with databases: file, record, field, query, report, sort Enters data into a predetermined database With support learns to search databases and create reports With support learns to produce graphs which summarise report findings Understands the basic structure of a spreadsheet: row / column Enters data into a simple spreadsheet Sets up a simple spreadsheet: labels, data, formulae Introduced to the concept that spreadsheets and databases can be used to solve problems

Competency Area Skill

Computer Operations Uses the right button on the mouse to perform functions quickly: cut , paste, copy Is familiar with the keyboard and begins to use keyboard shortcuts: control – P for printing, control – S for saving, control A for select all,

ICT Scope and Sequence Skills Focus with suggested activities Page 7control B for bold, control C for copy, control X to cut, control V for paste, F5 for find and replace, F7 for spell check

Confidently saves and modifies documents to create new documents using the save-as function Uses a computer with integrity complying with copyright laws Keeps an organised file structure which enables fast access to saved documents and files Operates a computer with independence: start up / shut down, uses a range of drives, appropriate application selection Identifies the components of a network and describes their function: server, hub, ports, computers Finds files using the ‘find’ or ‘search’ facility Uses help facilities with support Uses input devices independently Understands the need for backing up files and is able to do so Knows how to share files with others and understands the advantages of doing so

Word Processing Independently creates documents which demonstrate appropriate format for text type ( purpose) Creates multiple page posters Use scale view (zoom) of document when formatting pages Uses advanced text editing functions: drag drop editing Uses advanced text effect features: repelling text from graphics / text, higher / lower function / text direction Learns to insert date and page number Learns to insert headers / footers Uses the word count facility to determine document size

Graphics / Multimedia Crops and enlarges / decreases images to suit needs Independently records sound files and inserts these into documents Identifies the purpose of presentation applications Identifies the components of a slideshow / imovie presentation: slide, storyboard, backdrop / background, transition effects, sound file,

video clip Independently creates presentations incorporating graphics / text / sound / video Competently records sound / video files Learns to incorporate ‘slide transition’ special effects Learns to incorporate ‘animation’ schemes appropriate to textual context Uses the auto – preview function to edit animation Uses the ‘slide sorter’ function to arrange and rearrange slide order Learns to add notes to assist in oral delivery of presentation

Internet / Email Independently logs on (and off) to appropriate email server Responds responsibly to received messages Maintains an organised file structure of saved communication Describes the phenomenon of the internet: addressing and interconnectedness Saves commonly visited sites to ‘favourites’ Independently locates specific information within designated ‘site’ Conducts extensive ‘searches’ using designated search engines: yahooligans, google Describes how search engines locate information in different ways Uses ‘key words’ thoughtfully when conducting basic internet searches Independently navigates within and between sites without losing path direction Independently extracts information from websites by selecting and copying text and graphics

ICT Scope and Sequence Skills Focus with suggested activities Page 8Database / Spreadsheet Identifies why databases have become commonplace within the community

Discusses the advantages to handling information electronically as opposed to hard copy Enters data efficiently and accurately Names and identifies the various terms associated with databases: file, record, field, query, report, sort, filter Independently searches databases and creates reports Independently produces graphs which summarise report findings Creates simple databases on familiar subjects Describes the basic structure and purpose of a spreadsheet: row / column Sets up a simple spreadsheet: labels, data, formulae Uses spreadsheets and databases to solve problems: employing formulae

Outcome Indicator Possible Student Activity

ENGLISH Word Processing ES1.9 Uses numbers to sequence steps Uses visuals to communicate ideas

Students make sandwiches in class in small groups. The teacher (or older student/s) records student activity with the digital camera. Images are saved to the picture bank. Students with assistance insert images from the picture bank into procedure texts, matching images with events in sequence.

Graphics / Multimedia ES1.9 Uses numbers to sequence steps Uses visuals to communicate ideas

Students make sandwiches in class in small groups. The teacher (or older student/s) records student activity with the digital camera. Images are saved to the picture bank. Students with assistance insert images from the picture bank into procedure texts, matching images with events in sequence.

ICT Scope and Sequence Skills Focus with suggested activities Page 9Internet / Email RES1.9 Contributes to jointly constructed class email

messagesAll students participate in whole class email communication with a buddy class in another school interstate / overseas, etc. Students take turns in helping the teacher compose / respond and send the email.

MATHS Word Processing ES1.4 Describes objects, pictures and situations as hot or cold

Describes position in terms of ordinal numbers

Students order a series pictures on screen relating to temperature from coldest to hottest. Eg: ice cube, cup of coffee, pool. Students use describing words and reasoning to justify their sequences.

Graphics / Multimedia ES1.7 Matches objects by one-to-one correspondence Students match numerals to 10 with pictures by inserting the correct number of pictures to match the numeral.

HSIE Word Processing CUES1 Talks about the characteristics that we all share Compares their own characteristics with others

Students complete self portraits using a graphics package and describe their special characteristics. Students record their descriptions. Portrait and description put together in desktop publishing package.

Graphics / Multimedia ENES1 Names and talks about features in their school environment

Whole class walk around major features of the school: office, playground, canteen, hall, etc. Teacher takes photographs of features with digital camera. Photographs are saved to a file within picture bank. With assistance students insert the photographs and write statements about each.

SCIENCE & TECH

Word Processing ES1.1 Describes an immediate environment, eg: their own house

Students describe their own house and record major features in a drawing. Students complete the same drawing on screen and label the key features of the house using a desktop publishing package.

Graphics / Multimedia LT ES1.3 Sorts pictures into groups of living and non-living things

Students classify pictures into living and non-living things on screen.

PD/H/PE Word Processing LT ES1.3 Designs a habitat for a particular animal on screen (after a visit to a zoo or following a video) using a graphics package and explains how it suits the particular animal’s needs

Students design a habitat for a chosen animal using a graphics package

Graphics / Multimedia SLES1.13 Identifies safe / unsafe places on a farm after a farm visit or story

Students use a graphics package to illustrate the safe / unsafe places on a farm

CAPA Word Processing VAES1.1 Make different kinds of artworks including paintings, drawings, sculptures, sculptures, digital artworks and videos

Students complete self portraits using a graphics package and describe their special characteristics. Students record their descriptions. Portrait and description put together in desktop publishing package.

Graphics / Multimedia VAES1.2 Explores the qualities of different drawing media and tools: computer applications

Students view a fireworks display and afterwards use a graphics package to produce an artwork of exploding fireworks on screen.

Outcome Indicator Possible Student Activity

ENGLISH Word Processing W S 1.12 Develop computer skills, including knowledge of letters on keyboard and words associated with computers (keyboard, mouse, disk, screen)

Students write a narrative titled ‘The Magic Carpet’. Students either draft on screen or use the computer to present their published version of the text.

Graphics / Multimedia S1.7 Retells and comments on incidents from children’s storybook or short children’s film, with attention to structural elements such as orientation, characterisation, conflict and resolution

Students had been discussing the structure of literary texts. After reading ‘The Magic Fish’, students discussed the parts of the story that were orientation, complication and resolution.Students act out the events of the story in small groups. Digital camera is used to record events. Students access images from the picture bank on screen and insert them into their documents on –screen. Students organise the images into groups (orientation. complication resolution) and comment on why they have arranged them that way.

ICT Scope and Sequence Skills Focus with suggested activities Page 10Internet / Email WS1.9 Contributes to the joint construction of texts In small groups students participate in a ‘circle story’ with individuals from a

buddy class within the school. The communication could use an intranet or email.

Database / Spreadsheet RS1.5 Participates in class / group brainstorming activities to cluster / categorise ideas and facts following the reading of texts

Students use a prepared spreadsheet template to complete a ‘story map’ which summarises the text read using both graphics and text.

MATHS Word Processing WS1.9 Contributes to the joint construction of texts In small groups students participate in a ‘circle story’ with individuals from a buddy class within the school. The communication could use an intranet or email.

Graphics / Multimedia S1.7 Tells the time on the hour on both digital and analogue clocks

Students demonstrate their understanding of analogue and digital time on screen by drawing their own analogue clock face on screen as per supplied digital time.

WM1.6 Uses computer software to draw common 2D shapes

Students draw simple 2D shapes on screen. The shapes are named and specific features identified and labelled.

Internet / Email N1.1 Makes groups of up to 50 objects Counts using a FWNS to 50 Identifies numbers to 50 Matches numbers to groups of objects to 50

Students solve simple mathematical problems on line www.daisymaths.com.au www.mathmastery.com

Database / Spreadsheet S1.2 Recognises and names simple 2D shapes Students use a prepared spreadsheet template to summarise their knowledge of shapes and their properties / features. Students are exposed to the terms columns and rows when entering their data.

Database / Spreadsheet S1.2 Recognises and names simple 2D shapes Students use a prepared spreadsheet template to summarise their knowledge of shapes and their properties / features. Students are exposed to the terms columns and rows when entering their data.

HSIE Word Processing SSS1.8 Explains the importance of having rules in the family, at school and in the local community

Students think of a rule from one of the groups which they belong. Students record the rule, draw themselves obeying the rule and record reasons why they think the rule is needed using a desktop publishing package.

Graphics / Multimedia ENS1.6 Identifies ways that places in their local environment have changed and are continuing to change

Students photograph evidence of pollution in their local environment using a digital camera. Images are inserted into desktop publishing software and students draw arrows to identify specific features of pollution. Students also report on how the pollution was caused, what effect it has had on the local environment and how it may be reduced in the future.

Internet / Email ENS1.6 Describes interactions with the environment that can affect their life or lives of others, eg: living in different countries, country / city

Students participate in a basic buddy emailing program in small groups with individuals from another school. Students guided in composing, sending and saving email messages.

Database / Spreadsheet SSS1.8 Record information on a retrieval chart Relate the purpose of the retrieval chart to that

of a spreadsheet

Students in small groups interview members of the school community. They collect information about the person’s roles and responsibilities. This information is then recorded on a retrieval chart. The charts include the person’s name; what they do for us; why they do it; and how we can make their job easier. Students observe the teacher collating the whole class’ information by using a spreadsheet. Discussion of the benefits of organising information on a spreadsheet.

SSS1.8 identifies roles and responsibilities of community workers, both paid and unpaid

Students identify workers in the community who have information stored on a computer about us. Discussion of why information is stored on the computer and how it got there.

SCIENCE & TECH

Word Processing S1.2 Gives reasons for different information on packaging when designing and producing a container for Anzac biscuits

Students record on screen the reasons that explain why they have included the information they have on their packaging for Anzac biscuits.

Graphics / Multimedia LT S1.3 Designs and publishes a timeline that shows how a student has grown and changed since birth.

Students are assisted to scan photographs of themselves which were taken at different stages throughout their lives. The photographs are then inserted and sequenced and commented upon. Students view a PowerPoint presentation put together by the teacher of their own life.

Internet / Email ES S1.6 Selects, with guidance, materials and resources to construct a display entitled ‘From the earth to the dinner plate.’

With guidance (in small groups) students, access appropriate information from an on line encyclopaedia and / or website.

Database Spreadsheet LTS1.3 Observes, measures and records, over a four week period, weather conditions experienced at

Students use a spreadsheet template to record weather conditions and temperature, experienced at a given time of day over a 4 week period. Teacher demonstrates

ICT Scope and Sequence Skills Focus with suggested activities Page 11a specified time of day how the information of a spreadsheet can be used to show overall trends. Students

could repeat the activity at different times of the year to realise the contrast of seasons.

PD/H/PE Word Processing DAS1.3 After watching a live dance performance, records on screen ideas, feelings and moods communicated by the dance.

Students watch a live dance performance by visiting dance group. Students record on screen the ideas, feelings and moods communicated by the performance.

IRS1.11 Discusses how they can cooperate with others in work and play situations

Have students recall an argument with a family member or friend. Discuss what caused the argument, could the argument have been avoided, how did the argument end, how did you make up? Students record effective strategies to avoid arguments and to resolve arguments.

Graphics / Multimedia IRS1.11 Demonstrates appropriate ways of communicating with others, eg: NO / GO / TELL

Students design posters which highlight appropriate strategies for dealing with bullies on a graphics package.

Internet / Email SLS1.13 Describes safe behaviour when playing in water Students test their knowledge of water safety by completing the quiz on the Royal Australian Surf Lifesaving website http://www.rlssa.org.au/nat/

Database / Spreadsheet PHS1.2 Identifies the five food groups Students organise a variety of foods into existing spreadsheet template for the five food groups. Students could use graphics and / or text to demonstrate their understanding.

CAPA Word Processing

Graphics / Multimedia VAS1.2 Explores various printmaking techniques Students experiment in using a variety of print techniques to create unique artworks on screen.

Internet / Email VAS1.3 identifies particular qualities in artworks such as the way subject matter is represented and the use of particular techniques and the effects these have on the artist’s work and on viewers

Students observe a variety of artworks of water and seascapes. Students view online resources (eg Yahooligans) to view different artist’s works (Monet – waterlilies). Students are questioned about techniques artists have used to depict the movement of water and the qualities of the sea.

Outcome Indicator Possible Student Activity

ENGLISH Word Processing S1.12 Selects or inserts graphics or illustrations to enhance text meaning

Locates and uses spell check Changes appearance of text according to

purpose

Students prepare a written discussion on whether or not a large shopping centre should be built next to a school. Students present their discussions on screen, so that the arguments for and against the project are visually easily identified.

Graphics / Multimedia WS2.9 Expresses a point of view when writing with some supporting arguments

Students write an exposition outlining their thoughts towards the proposed development of the local park (units to be built).The expositions are presented via presentation software and employ a series of graphics which support their point of view.

WS2.9 Sequences steps in a procedure Students write an explanation of how to plant bean seeds. With teacher assistance the steps are video taped (digitally) and the steps explained (written as text) and recorded as short sound files. The teacher demonstrates how video editing software is used to edit and compile the final video production.

ICT Scope and Sequence Skills Focus with suggested activities Page 12Internet / Email WS2.9 Combines ideas in writing

Structures text types in appropriate stagesStudents participate in a ‘circle story’ webquest with students from another school (may be from o’seas). Over 6 weeks students in small groups take turns at each school in writing the ‘next chapter’ of the circle story. Activity begins with introductions and descriptions of school, local area, etc. before moving on to preliminary discussion re: storyline, setting, characters, etc. Email used as the vehicle of communication.

RS2.6 Locates information from sources such as books, pictures, book marked sections of the internet, databases, CD_ROMS, and media texts

Students access newspaper websites from around the world to access information about current affairs.

Database / Spreadsheet RS2.6 Locates information from a variety of sources Students view prepared spreadsheet of last week’s television shows. Students use the spreadsheet (sum function) to determine how long they viewed TV for. Class results collated on a spreadsheet by the teacher and graphs generated so that generalisations are able to be made regarding general trends in TV viewing within the class.

WS2.9 Writes extended descriptions of features in reports

Students write reports which summarise the TV viewing in the class.

MATHS Word Processing S1.2 Recognises and names simple 2D shapes Describes properties of 2D shapes

Students draw simple 2D shapes on screen and identify specific features of each using a desktop publishing package

Graphics / Multimedia S2.3 Constructs patterns using flips, slides and turns Students use a computer graphics package to create their own frieze patterns formed by flipping, sliding and rotating shapes. The students write descriptions of how their pattern was made.

S2.4 Uses appropriate position language to describe a model or sketch

With assistance, students in small groups compile video footage of a variety of 3D shapes. Students use specific technical language to describe each view of the shape. Sound files recorded with assistance and teacher demonstrates how the video and sound can be put together using digital video editing software to make a short movie. Appropriate software may be imovie or pinnacle 7.

Internet / Email N2.1 Counts, orders and compares numbers to 9999 Students log onto www.funbrain.com and consolidate their knowledge of numbers to 10000 including basic number facts.

M2.5 Measures and records masses of a range of objects in a graph or table

Students measure themselves and record the data in a spreadsheet. A graph is generated and attached to an email to a ‘buddy’ class in cyberspace. Students interpret the email received from ‘buddy’ class (mass of students) and compare to that of their own.

Database / Spreadsheet M2.2 Measures, and records lengths in various orientations

Students measure their height, foot length, leg length, etc. Data is entered into a pre-formatted database template. Students are guided in producing graphs which summarise the information, so that generalisations can be made.

N2.1 Reads and writes numerals to 9999 Students browse Retravision catalogue. Students told that they have $5000 to spend. Students use a spreadsheet to outline their expenditure on individual items and grand total. Students taught how to use the ‘sum’ function.

HSIE Word Processing CUS2.3 Gathers information about the roles, symbols and practices of some community groups

Discuss how the students’ community caters for the needs of people. Students guided in considering existing services and how people obtain access to facilities, eg: mail catalogues, visitation, home delivery, etc. Students gather information for isolated, frail or disabled people. Students summarise their findings in an information report.

Graphics / Multimedia ENS2.5 Identifies significant sites within Australia and nominates points which help make them significant

Students prepare a simple power point presentation (with assistance) on one ‘significant site’ within Australia. Students research the ‘site’ using books, CDRoms and the internet and share their presentation with peers.

Internet / Email CUS2.3 Identifies some customs, practices and traditions of their local community, beginning with aboriginal people

Students gather information from a variety of sources (including interview) of local cultures. This information is compiled into an information report which outlines practices, customs and traditions of local community groups. Students email ‘buddy students’ in cyberspace with information report attached. Received information reports are opened, read and summarised, with comparisons drawn to their own community.

ENS2.6 Identifies organizations concerned with the care Students visit the NSW National Parks and Wildlife website

ICT Scope and Sequence Skills Focus with suggested activities Page 13of features, places and environments in the community

www.npws.nsw.gov.au to gain a perspective on the National Parks Service; why it exists and what it does for our environments in NSW. Students can also find out answers to questions and ‘visit’ a variety of national parks around the state.

Database / Spreadsheet SSS2.7 Examines the goods and services provided within the community and by community organizations to meet needs

Class discussion of what goods and services are. Identification of those goods and services which students access on weekly basis. Whole class construction of survey to be taken home. Results from survey to be compiled in a simple database. Class discussion of the required fields of information for each record. Graphs generated to enable easy interpretation of the data so that generalisations are able to be made about local goods and services. Discussion of the Census as a similar collection of data, Australia wide.

SCIENCE & TECH

Word Processing PS2.5 Selects desktop publishing software as a way of creating a menu for a school canteen

Student designs a menu for a school canteen according to designated criteria.

Graphics / Multimedia UT S2.9 Uses a digital still /video camera to record the stages of an animal’s life cycle

Students record life cycle of a frog with a digital camera. Students combine the images with factual comment in a simple power point presentation to be shared on assembly or with other buddy classes.

Internet / Email INV S2.7 Formulates questions then faxes, posts or emails the questions to a ‘buddy’ class in another school to find out about their favourite TV program

Students collect information from a series of buddy classes in cyberspace about favourite TV programs. Results are recorded in a spreadsheet. Graphs are generated. Conclusions drawn as to why the differences exist. Eg: city students have different experiences and hobbies to country students.

Database Spreadsheet INV S2.7 Surveys classmates to discover the foods people would like to eat for lunch

Students design a questionnaire which will help determine the foods the range of foods that could be included in the ‘healthy lunch’ which they are to design for their peers. Results from the questionnaire are recorded on a spreadsheet and graphs generated to assist students in their decision making process.

PD/H/PE Word Processing PHS2.12 Explains the need for good health practices Students prepare their own ‘healthy diet pyramid’ on screen using a desktop publishing package

Graphics / Multimedia PHS2.12 Discusses the factors influencing personal health choices

Students access a variety of sources of reference material to compile a series of facts on a selected body part, what it does and how we can take good care of it. Students put together their findings and present a short power point presentation and present to selected audience.

Internet / Email PHS2.12 Identifies the main parts of the digestive system and attempts to describe their function

Students visit the National Digestive Diseases Information Clearinghouse website http://www.niddk.nih.gov/health/digest/pubs/digesyst/newdiges.htm . From this site and others, students collect a series of graphics and facts which they use to construct an information report on the Human Digestive System.

Database / Spreadsheet ALS2.6 Keeps a log of activity using a spreadsheet and analyses patterns of participation in physical activity

Students use a prepared spreadsheet to record their physical activity over the course of a week. Students are assisted in the generation of graphs and identify patterns of participation across the class and reasons for these patterns.

CAPA Word Processing MUS2.4 Identifies basic musical features of music that is performed and listened to, eg: rhythm, tempo, pitch, structure, dynamics, tone colour

Students view a range of visual images of morning and night. Students identify ‘morning and night’ sounds. Images are then inserted into a desktop publishing page. Students add comments to the images which refer to sounds, feelings and moods associated with each.

Graphics / Multimedia VA S2.4 Identifies resemblances between subject matter (bicycles) in artworks and the features of things as they exist in the world, recognising differences and similarities in how things are represented in artworks

Students take photographs of their bicycle sculpture as it is formed. Photographs are put together into a ‘slideshow’ which will loop on screen in a display in the front office, so that visitors are able to view the process which was followed in order to reach the final result.

Internet / Email VAS2.4 Identifies resemblances between subject matter (bicycles) in artworks and the features of things as they exist in the world, recognising similarities and differences in how things are represented in the artworks

Students use the internet as resource base to locate photographs of bicycle races. The students observe and discuss how the figure sits on the bike, the position of the arms, head and body. Students suggest the angle the photograph was taken from and comment on why the photographer would use this view. The ‘Tour de France’ official website is a good starting place at http://www.letour.fr/indexus.html

Database / Spreadsheet VAS2.4 Talks and writes about the meaning of artworks Students use a prepared template to create their own database of favourite

ICT Scope and Sequence Skills Focus with suggested activities Page 14in terms of how subject matter realistically represents things in the world

artworks. Fields of information could include title, artist, media, medium, special features.

Outcome Indicator Possible Student Activity

ENGLISH Word Processing WS3.12 Uses computer software programs and associated technology to format a variety of texts

Students publish a variety of texts for a variety of purposes in a variety of formats.

Graphics / Multimedia W S3.12 Uses multimedia authoring software to create published works incorporating text, graphics, sound, animation

Following appropriate researching activities, students prepare structured explanations of ‘How floods occur’.These explanations are transformed into multimedia presentations incorporating animation, texts, sound and images and presented to appropriate audiences.

WS3.9 Writes sustained arguments and discussions supported by evidence

Students write a discussion on the issue of irrigation. Students record the discussion using a digital video camera; collect video / graphics to support arguments from the internet; use video editing software (imovie / pinnacle 7) to edit their 8 minute movie.

Internet / Email RS3.5 Accesses and interprets a wider range of Internet / computer texts and graphics

Students research one major city of the world using the internet. Students visit sites which provide factual information, photographs, virtual tours etc. Eg: www.paris-tourist-information.com

WS3.12 Writes an information report including detailed descriptions using graphics where relevant to texts

Students compile information reports on a major city of the world, following research on the internet. Information reports could be presented as Desktop

RS3.7 Discusses how information on a local issue or newsworthy event is presented in articles from a

Students access a variety of newspapers online. Students read a variety of newspaper reports on the one issue / story and discuss the different ways that the

ICT Scope and Sequence Skills Focus with suggested activities Page 15magazine or newspaper, in television news broadcasts or the internet

information is conveyed. www.smh.com.au or www.dailytelegraph.com.au are good starting points.

Database / Spreadsheet RS3.6 Identifies and locates resources, eg: databases, internet

Students use the internet to find the titles of books written by their preferred authors. Students create their own database of texts which they aim to read in a given timeframe (eg: one term). Once the database is complete, students search the database for specific books, for a specific author or for a book with particular content.

MATHS Word Processing WM3.5 Outlines method used to solve numerical problem Student records the steps they took and strategies they employed in order to solve a numerical problem. The procedure is published using an appropriate word processor.

Graphics / Multimedia WM3.2 Develops a systematic recording method when the number of options becomes large

Breaks down a problem into a series of simpler problems

Reviews strategies used to resolve past problems similar in nature

Students solve more difficult mathematical problems such as ‘How much would it cost to install a cement cricket pitch on the oval?’ in small groups and present their method and strategy application using a power point presentation.

S3.2b Uses a protractor to measure angles in degrees In small groups students make a short movie which explains how angles are measured using a protractor. Video editing software such as imovie or pinnacle 7 is used to edit the video clips.

Internet / Email N3.5 Uses appropriate mental strategies to solve a problem

Students visit online sites where they complete real world problems / games which develop mental maths strategies. Such sites include: www.coolmath4kids.com where students can run their own business over a week or www.aaamath.com where students can hone their number fact knowledge. The bbc website in the U.K. offers maths games and challenges at a variety of levels such as rounding decimals to the nearest 2 decimal places www.bbc.co.uk/education/mathsfile/shockwave/games/roundoff

Database / Spreadsheet N3.5 Uses a spreadsheet to solve number problems and to analyse larger groups of numbers

Students use a spreadsheet to estimate the school canteen operating profit for the week. Students enter item costs / selling prices and calculate overall profit. Graphs are generated to assist in the interpretation of the data. Students may also predict future profits should costs rise / fall, etc.

S3.5 Generates pie or bar graphs using collected data with database or graphing software

Students create a database on themselves. Students enter personal information such as height, weight, hair colour, eye colour etc. Graphs are generated so that students are able to draw conclusions about the data.

HSIE Word Processing CCS3.2 Describes the roles of key figures in the development of Australian parliamentary democracy, eg: Henry Parkes, Edmond Barton, etc.

Students write a factual recount of one of the key figures in the development of Australian parliamentary democracy. The recount highlights the role / contribution the individual made in the evolution of Australian democracy.

Graphics / Multimedia SSS3.8 Describes the electoral processes used in Australia

Small groups of students prepare power point presentations at the completion of the State and Federal Parliament Unit on topics such as: Who are our politicians? How are politicians elected in Australia, The separation of powers, What is the parliament and how does it work? etc.

SSS3.8 Explains how laws are developed and changed Students take turns in taking video clips of the passing of a law in a model class parliament. Video editing software such as imovie or pinnacle 7 is used to create the final edited movie.

Internet / Email CCS3.1 Researches past and present Australian human rights.

Students visit websites such as the Australian Parliament House site www.aph.gov.au and the www.citizenship.gov.au website, students compare views on what Australian citizenship is before discussing what Australian citizenship means to them.

Database / Spreadsheet SSS3.7 Gathers information about Australia’s major imports and exports

Students devise a survey for the home, which collects information about products used within the home and their country of origin. Graphs are generated and students compare their results with others of the class. Email contact established with buddy school (within Australia) replicating the process. Generalisations made regarding Australia’s major trade partners.

ICT Scope and Sequence Skills Focus with suggested activities Page 16SCIENCE & TECH

Word Processing LT S3.3 Develops a detailed plan to conserve or improve a local nature reserve

Students in small groups devise a plan to improve or conserve a local nature reserve. The plans are published using an appropriate word processor / desktop publishing package.

Graphics / Multimedia IC3.2 Works collaboratively to research, develop a storyboard and a multimedia presentation for communicating about electrical safety

Students in small groups design and make a presentation which informs individuals of safe practice when using and working with electrical appliances in the home and workshop.

IC3.2 Interviews and videos local Aboriginal community members as part of researching the local history using appropriate protocols

In small groups students prepare appropriate questions for the interview. Students video the interview taking short 60 sec. clips in turns. The clips are put together into a video presentation using video editing software such as imovie or pinnacle 7.

Internet / Email LT3.3 Develops an understanding of the impact human activity can have on the natural environment

Students participate in the ‘Murder Under the Microscope’ environmental challenge at www.microscope.ozeducate.com.au

Database Spreadsheet ES3.6 Creates a database using relevant information about landforms selected from a range of electronic and printed references

Students collect data about landformsfrom electronic and printed sources. Students design and create a database of , for example, the tallest mountains in the world. The information is sorted and analysed and generalisations formed.

PD/H/PE Word Processing PHS3.12 Explains the consequences of personal lifestyle choices

The teacher uses a dictagloss as a final activity in a unit. A short paragraph is read by the teacher on ‘Lifestyles of the Young and Healthy’. Students write down the key words on screen and attempt to reconstruct the passage, drawing on their general understanding of the topic.

Graphics / Multimedia COS3.1 Designs and produces a multimedia presentation detailing group findings about a health issue, eg: effects of alcohol or tobacco

In small groups students access a variety of sources of reference material to compile a series of facts on the effects of smoking on the human body. These facts are compiled and formed into a multimedia presentation warning others of the dangers of smoking.

Internet / Email PHS3.12 Explains the effects of smoking on the human body

Students research the effects smoking has on the body online at websites such as ‘Quit’ at www.quit.org.au or at ‘The Australian Council on Smoking and Health’ at www.acosh.org before compiling an information report outlining the side-effects of smoking.

Database / Spreadsheet DMS3.2 Finds and analyses information upon which to make an informed decision

Students construct a database of legal and illegal drugs. Information (located from a variety of paper / electronic resources) is recorded about specific effects of the drug on the body, rates of addiction, side effects, etc. Students analyse the data and compile a document entitled, ‘What I think of Drugs’.

CAPA Word Processing

Graphics / Multimedia DAS3.3 Writes a description of a dance seen on video with personal responses to the work and mention of visual and aural elements that support its meaning

In small groups students video dance sequences using digital video camera. Video is edited with teacher assistance before being incorporated within a power point presentation to be displayed in the school foyer on loop for visitors to the school. The presentation will outline how the dance was formed and how the movements may be interpreted.

Internet / Email VAS3.3 Talks and writes about the meaning of artworks, recognising how artworks can be valued in different ways, by the artist, themselves and other audience members

Students view a range of artworks by Sidney Nolan online at www.pictureaustralia.org . Students focus on how the artist explores Australian landscapes, myths and legends in his art making and often refers to particular historical incidents and events which are still relevant today. Discuss the technique the artist uses.

Database / Spreadsheet MUS3.4 Listens to a repertoire of various styles and discusses features of the music and the differences between the different repertoires

Students access online music databases. Students listen to a variety of music styles / genres and note differences between them. Such online databases include: www.b-unique.net/MUSIC/index and www.uk.mp3.com