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This document is based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on February 25, 2014.
ICT and Digital Citizenship Learning Continuum
Using Social and Ethical Standards and Practices with ICTEarly
Stage 1Typically by the
end of Kindergarten
students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4 students:
Stage 3Typically by the end of Year 6 students:
Stage 4Typically by the end of Year 8
students:
Stage 5Typically by the end of Year 10
students:
Inte
llect
ual
recognise ownership over their own digital work
recognise ownership of digital products that others produce and that what they create or provide can be used or misused by others
acknowledge when they use digital products created by someone else and start to indicate the source
identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions
apply practices that comply with legal obligations regarding the ownership and use of digital products resources
identify and describe ethical dilemmas and consciously apply practices that protect intellectual property
Supporting Information: recognise that
they own text, photos and videos that they produce
Supporting Information: understand
that they should not copy someone else’s work without getting permission
Supporting Information: explain where an
image was sourced
Supporting Information: list all sources,
authors names and URLs of information they use
Supporting Information:
name sources, avoiding plagiarism, knowing what may or may not be copied
checking for permissions and legal obligations
Supporting Information: understand
that pirating denies musicians payment for their work
understand Creative Commons
Property
before publishing work
licensing
Useful Digital Resources:Cybe rSmart Dig Cit Article w/ Ideas
Useful Digital Resources:CyberSmartDig Cit Article w/ Ideas
Useful Digital Resources:CyberSmartCopyright Video for KidsWhose Is It? LessonCyber Detective GameDig Cit Article w/ Ideas
Useful Digital Resources:CyberSmartCopyright Video for KidsDigital Compass GameDig Cit Article w/ Ideas
Useful Digital Resources:CyberSmartteachingcopyright.orgNSTeens.org GamesDigizen Game
Useful Digital Resources:CyberSmartteachingcopyright.orgDigizen Game
Early Stage 1
Typically by the end of Kinder
students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4
students:
Stage 3Typically by the end of Year 6
students:
Stage 4Typically by the end of Year 8
students:
Stage 5Typically by the end of
Year 10 students:
App
ly P
erso
nal follow school
and class rules when sharing personal information with known audiences and demonstrate an awareness of applying social protocols when using ICT to communicate
follow school and class guidelines when sharing personal information and apply basic social protocols when using ICT to communicate with known audiences
apply standard guidelines and take action to avoid the common dangers to personal security when using ICT and apply appropriate basic social protocols when using ICT to communicate with unknown audiences
identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account difference social and cultural contexts
identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities
Independently apply appropriate strategies to protect rights, identity, privacy and emotional safety of others when using ICT, and discriminate between protocols suitable for different communication tools when collaborating with local and global communities
Secu
rity
Pro
toco
ls
Supporting Information: make a
digital recording about their family that does not offend or upset the viewer
Supporting Information:
message only people they know
only allow certain people to access their online space
keep passwords secret
Supporting Information: share personal
photographs only in appropriate environments
use polite but impersonal language in posted messages
recognise forms of cyber bullying
Supporting Information: understand the
dangers of providing personal information
recognise and report cyber bullying
only post a photo with owner’s permission
Supporting Information:
forward personal communications from friends only with permission
being aware of time zones and differences in meaning of terms and concepts due to location and culture
recognising when others are being cyber bullied
Supporting Information: analyse possible
consequences of posting personal information on social networking sites
take responsibility for the effect of their communications on other people
use appropriate salutations
adjust length and formality of message to suit form of communication
independently employ anti-cyber bullying strategies
Useful Digital Resources:CyberSmart
Useful Digital Resources:CyberSmartPassword RapSharing Personal Information VideoGarfield – Internet Security Video
Useful Digital Resources:CyberSmartGarfield – Internet Security VideoDigizen WebsitePerfect Passwords Activities
Useful Digital Resources:CyberSmartDigizen WebsitePerfect Passwords Activities
Useful Digital Resources:CyberSmartDigizen Website
Useful Digital Resources:CyberSmartDigizen Website
Early Stage 1
Typically by the
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4
students:
Stage 3Typically by the end of Year 6
students:
Stage 4Typically by the end of Year 8
students:
Stage 5Typically by the end of Year 10 students:
end of Kindergarten
students:A
pply
Dig
ital
Inf
orm
atio
n Se
curi
ty follow school and
class rules about using digital information
follow school and class rules about applying selected standard guidelines and techniques to secure digital information
independently apply standard guidelines and techniques for particular digital systems to secure digital information
independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments
independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments
use a range of strategies for securing and protecting information, assess the risks associated with online environments and establish appropriate security strategies and codes of conduct
Supporting Information: participate in
class discussion about why personal information should not be used online
Supporting Information: recognise
when logging onto the network that they are only able to access own folders and accounts
Supporting Information: saving to
their own folder or device
Supporting Information: save to their
own folder or device logging on to server and email
using a personal password
Supporting Information: use non-
predictable usernames and passwords
do not store private information on public online sites
Supporting Information: do not store
private information on public online sites
sets user access and privacy parameters
modify default parameters on social networking sites
Useful Digital Resources:CyberSmartDigizen Website
Useful Digital Resources:CyberSmartDigizen Website
Useful Digital Resources:CyberSmartDigizen Website
Useful Digital Resources:CyberSmartDigizen Website
Useful Digital Resources:CyberSmart CybersmartDigizen Website
Useful Digital Resources:CyberSmartDigizen Website
Practices
Early Stage 1
Typically by the end of
Kindergarten students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4
students:
Stage 3Typically by the end of Year 6
students:
Stage 4Typically by the end of
Year 8 students:
Stage 5Typically by the end of Year 10
students:
Iden
tify
identify how they use ICT in multiple ways on multiple devices
identify how ICT is used at home and at school
identify the value and role of ICT use at home and school
explain the main uses of ICT at school, home and in the local community, and recognise its potential positive and negative impacts on their lives
explain the benefits and risks of the use of ICT for particular people in work and home environments
assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use
Impa
cts
of I
CT
in S
ocie
ty
Supporting Information: taking a
photo or playing a digital game with a phone or iPad
using a simulation reading an online book on an iPad or laptop
Supporting Information: identify how
ICT is used in personal communication, shopping, banking, finding information, keeping class information
Supporting Information: values ICT
as a quick method to find information
playing games with friends
taking virtual tours
observing events in real time
Supporting Information: ordering food
from restaurants using mobile devices
scanning QR codes to access information
Supporting Information:
explain how Voice Over Internet Protocol (VOIP) programs like Skype help people stay in touch
explaining that some people’s jobs are replaced by computers
worker productivity may increase when computers are used
Supporting Information: recognise the
potential of enhanced inclusivity for people with disability through ICT
the digital divide
new types of work
globalisation
Useful Digital Resources:Any iPad apps and/or digital stories
Useful Digital Resources:Topics for Kids - ICT
Useful Digital Resources:Topics for Kids - ICTAny apps using virtual tours or real-time event streaming (ie Virtual South Africa, Sites in 3D or Livestream)
Useful Digital Resources:Apps such as QR Reader for iPad and any online food ordering app (Caution: Watch students don’t order unintentionally) Try itakeaway.
Useful Digital Resources:ICT Lounge WebsiteSkype App or website
Useful Digital Resources:ICT Lounge WebsiteEdutopia Resources for Digital Divide
Investigating with ICT
Early Stage 1
Stage 1Typically by the
Stage 2Typically by the
Stage 3Typically by the
Stage 4Typically by the
Stage 5Typically by the
Typically by the end of
Kindergarten students:
end of Year 2 students:
end of Year 4 students:
end of Year 6 students:
end of Year 8 students:
end of Year 10 students:
Defi
ne a
nd P
lan
Res
earc
h use ICT to identify where research materials are located
use ICT to identify, record and classify textual and graphic research materials to show what is known and what needs to be investigated
use ICT to plan a search or generation of research materials recognising some pattern within the information
use a range of ICT to identify and represent patterns in sets of research materials and to pose questions to guide searching for, or generating, further information
use a range of ICT to analyse research materials in terms of implicit patterns and structures as a basis to plan an information search or generation
select and use a range of ICT independently and collaboratively, analyse research materials to frame questions and plan search strategies or data generation
Supporting Information: using icon
based programs (iPad) to locate information
Supporting Information: uses colour
coding and drawing software to show steps in a sequence
Supporting Information: list what
information is required and suggest where it may be located
creating methods of recording data from experiments
Supporting Information: uses tables,
charts and graphic organisers such as concept maps
Supporting Information:
uses graphic organisers to plan a search with links to sources
Supporting Information: uses wikis or
other shared documents
searches databases
Resources:Use any apps via the iPad
Resources:Microsoft Word
Resources:Microsoft Word
Resources:Microsoft WordMind Mapping Apps ie SimpleMind+ or MindMeister
Resources:Microsoft WordMind Mapping Apps ie SimpleMind+ or MindMeister
Resources:Wikispaces WebsiteWiki Apps such as Personal Wiki
Materials
Early Stage 1
Typically by the end of
Kindergarten students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4
students:
Stage 3Typically by the end of Year 6 students:
Stage 4Typically by the end of Year 8
students:
Stage 5Typically by the end of Year 10
students:
Loca
te,
use icons to locate or generate required research materials
locate research materials from a given set of digital sources
locate, retrieve or generate research materials from a range of digital sources
locate, retrieve or generate research materials using search engines and simple search functions and classify information in meaningful ways
locate, retrieve or generate research materials using search facilities and organise information in meaningful ways
use advanced search tools and techniques or simulations and digital models to locate or generate precise research materials that support the development of new understandings
Gen
erat
e &
Acc
ess
Res
earc
h M
ater
ials
Supporting Information: making
choices from icon-based menus
Supporting Information: locating
information following hyperlinks
printing pages copying and
pasting text and images
experimenting in a simulation environment to test decisions
Supporting Information: locating
information by typing in simple URLs
saving text and images
collecting data from a simulation environment
Supporting Information: searching and
locating files within school network files
searching across web or within site
organising in folders or tables
using simulations to generate and organise information in the real world
Supporting Information: searching
within a document
using search strings
accessing primary data through online or local equipment
using simulation tools to test hypotheses to problems
Supporting Information: searching
within fields or for data type
using data logger equipment
digital microscope
using digital models to test and adjust hypotheses to problems
Resources:Use any apps via the iPadGeneral Internet Research
Resources:Use any apps via the iPadGeneral Internet ResearchGeneral laptop/PC usage
Resources:Use any apps via the iPadGeneral Internet ResearchGeneral laptop/PC usage
Resources:General Internet ResearchGeneral laptop/PC usageImproving Research Skills with Keywords video(needs a log in but worth signing up)
Resources:General Internet ResearchGeneral laptop/PC usageImproving Research Skills with Keywords video(needs a log in but worth signing up)
Resources:General Internet ResearchGeneral laptop/PC usageDigital Scientific Equipment Use in Laboratories
Early Stage 1
Stage 1Typically by the end of Year 2
Stage 2Typically by the end of Year 4
Stage 3Typically by the end of Year 6
Stage 4Typically by the end of Year 8
Stage 5Typically by the end of Year 10
Typically by the end of
Kindergarten students:
students: students: students: students: students:
Sele
ct a
nd E
valu
ate
Res
earc
h M
ater
ials
explain how located data or research materials were used
explain the usefulness of located research material
explain why located research material was selected
assess the suitability of research materials using a range of appropriate given criteria
develop and use criteria systemically to evaluate the quality, suitability and credibility of located research materials and sources
develop and use criteria systematically to evaluate the quality, suitability and credibility of located research materials and sources
Supporting Information: explain how
digital information was used in an activity
Supporting Information: explain how
digital information answers a question
Supporting Information: explain why a
source of digital information was used or trusted in preference to another
Supporting Information: selecting the
most useful/reliable/ relevant digital resource from a set of three or four alternatives
Supporting Information: applying
criteria developed for an enquiry or project
considering the adequacy of source of information
Supporting Information: comparing
objective data from multiple digital sources to evaluate the likely credibility of the information provided
Resources:iPad/laptop/PC for digital research
Resources:iPad/laptop/PC for digital research
Resources:iPad/laptop/PC for digital researchBritannica websiteFinding Trustworthy Sites Video (needs a log in but worth signing up)
Resources:iPad/laptop/PC for digital researchBritannica websiteFinding Trustworthy Sites Video (needs a log in but worth signing up)
Resources:iPad/laptop/PC for digital researchBritannica websiteFinding Trustworthy Sites Video (needs a log in but worth signing up)
Resources:iPad/laptop/PC for digital researchBritannica website
Creating with ICT
Early Stage 1
Typically by the end of
Kindergarten students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4
students:
Stage 3Typically by the end of
Year 6 students:
Stage 4Typically by the end of Year 8
students:
Stage 5Typically by the end of Year 10
students:
Gen
erat
e Id
eas,
use ICT to follow or contribute to a simple plan for a solution
use ICT to prepare simple plans to find solutions or answers to questions
use ICT to generate ideas and plan solutions
use ICT effectively to record ideas, represent thinking and plan solutions
use appropriate ICT to collaboratively generate ideas and develop plans
select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
Supporting Information: using online
and multimedia short sequence of instructions
contributing to a class digital product plan
Supporting Information: drawing simple
mind maps using conceptual mapping software
using drawing software to show steps in a sequence
Supporting Information: using tables,
photos and sketches in planning documents
Supporting Information: using timeline
software to plan processes
using concept mapping and brainstorming software to generate key ideas
using graphic and audio visual software to record
Supporting Information:
sharing documents including text, graphics and numbers
Supporting Information: using software
to create hyperlinks, tables and charts
using design and project planning software
Plans & Processes
ideasUseful Digital Resources:Microsoft WordPopplet Lite (iPad app)Corkulous (iPad app)
Useful Digital Resources:Microsoft WordPopplet Lite (iPad app)Corkulous (iPad app)
Useful Digital Resources:Microsoft WordPopplet Lite (iPad app)
Useful Digital Resources:MindMeister and Idea Sketch (iPad apps)
Useful Digital Resources:Blogster or Wordpress (iPad app and website)
Useful Digital Resources:Microsoft Word
Early Stage 1
Typically by the end of
Kindergarten students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4
students:
Stage 3Typically by the end of Year 6
students:
Stage 4Typically by the end of Year 8
students:
Stage 5Typically by the end of Year 10 students:
Gen
erat
e So
luti
ons
to C
halle
nges
and
use ICT as a creative tool to generate simple solutions, modifications or data representations for personal or school purposes
experiment with ICT as a creative tool to generate simple solutions, modifications or data representations for particular audiences or purposes
create and modify simple digital solutions, creative outputs or data representation/transfo rmation for particular purposes
independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes
design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes
Supporting Information: using
appropriate software to enter text, images, audio and numbers
representing a data set in a digital product
Supporting Information: using the basic
functionality of selected software to manipulate text, images, audio and numbers
representing data numerically or graphically
editing own work and that of others
Supporting Information: editing text,
images, audio and video for presentations and story-telling
transforming data between numerical and graphical digital representation
applying editing strategies
Supporting Information: manipulating
and combining images, text, video and sound presentations
creating podcasts
applying purposeful editing and refining processes
Supporting Information:
creating movies, animations, websites and music
using spread sheets
managing and editing original source materials
Supporting Information: modelling
solutions in spread sheets, creating movies, animations, websites and music
programming games
using databases using advanced
functions to manage and edit digital products for desired effects
Useful Digital Resources:Microsoft WordPopplet Lite (iPad app)Corkulous (iPad app)
Useful Digital Resources:Microsoft WordPopplet Lite (iPad app)Corkulous (iPad app)
Useful Digital Resources:Microsoft WordPhotostory
Useful Digital Resources:PowerpointPhotostoryiMovie
Useful Digital Resources:PhotoshopPowerpointiMovieWeebly.comSimpl (iPad app)
Useful Digital Resources:iMoviePhotoshopMicrosoft ExcelTynker (iPad app)Scratch (iPad app)
Learning Area Tasks
Communicating with ICT
Early Stage 1
Typically by the end of
Kindergarten students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4
students:
Stage 3Typically by the end of Year 6
students:
Stage 4Typically by the end of Year 8
students:
Stage 5Typically by the end of
Year 10 students:
Col
labo
rate
, Sha
re a
nd E
xcha
nge
use purposefully selected ICT tools safely to view information shared by trusted adults
use purposefully selected ICT tools safely to share and exchange information with appropriate local audiences
use appropriate ICT tools safely to share and exchange information with appropriate known audiences
select and use appropriate ICT tools safely to share and exchange information to safely collaborate with others
select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Supporting Information: view
information placed on a secure site by the teacher
Supporting Information: use class online
discussion board or blog to read and post electronic messages
composing message and sending it with support
Supporting Information: use emails
and online discussion boards to read and post electronic messages
Supporting Information: contribute to
the content of a wiki
blogging and posting to bulletin boards
Supporting Information: set up a wiki or
blog for an associated user group
Supporting Information: use online
applications and management tools for collaborative projects such as online portals or wikis
use common social networking tools for strategic purposes
Useful Digital Resources:School Network Folders
Useful Digital Resources:Toontastic (iPad app)Teacher set up a wiki for in class use? Wikispaces.com
Useful Digital Resources:School Email SystemKidblog.orgkidsblogs.com.au
Useful Digital Resources:Wikispaces.comKidblog.orgkidsblogs.com.au
Useful Digital Resources:Wikispaces.comBlogster or Wordpress (iPad app and website)Kidblog.orgkidsblogs.com.au
Useful Digital Resources:Wikispaces.comKidblog.orgkidsblogs.com.au
Early Stage 1
Typically by the end of
Kindergarten students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4
students:
Stage 3Typically by the end of Year 6 students:
Stage 4Typically by the end of Year 8
students:
Stage 5Typically by the end of
Year 10 students:
Und
erst
and
Elec
tron
ic
understand that messages are recorded, viewed or sent in computer mediated communications for others to receive
understand that computer mediated communications may be received later by the receiver
understand that computer mediated communications are directed to an audience for a purpose
understand that particular forms of computer mediated communications and tools are suited to synchronous or asynchronous and one-to-one or group communications
understand that there are various methods of collaboration through computer mediated communications that vary in form and control
understand that computer mediated communications have advantages and disadvantages in supporting active participation in community of practice and the management of collaboration on digital materials
Supporting Information: understand that
a response to a question on an online environment will be received by the teacher
Supporting Information: understand
that a communication on a blog may be viewed later by other students
Supporting Information: understand
that a text message may be sent to one or more persons
Supporting Information: understand
differences in the characteristics, features and use of Skype compared with blogs or wikis
Supporting Information:
understand the characteristics, features and use of electronic learning environments for collaborating
Supporting Information: understand the
advantages and disadvantages of using websites and online environments for managing collaboration
Useful Digital Resources:Airdrop on iPads for message to
Useful Digital Resources:Kidblog.orgSchool email system
Useful Digital Resources:Power of Words
Useful Digital Resources:
Useful Digital Resources:
Useful Digital Resources:Text Ed WebsiteDigital Life 101 Lesson
Communications
teacher?Skype (teacher directed Skype with someone)
Writing Good Emails Lesson Link
Lesson
Managing and Operating ICT
Early Stage 1
Typically by the end of Kindergarten
students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4 students:
Stage 3Typically by the end of
Year 6 students:
Stage 4Typically by the end of Year 8
students:
Stage 5Typically by the end of
Year 10 students:
Sele
ct &
Use
Har
dwar
e &
Sof
twar
e identify and safely operate ICT systems to complete relevant simple specified tasks and seek help when encountering a problem
identify and safely operate a selected range of appropriate devices, software, functions and commands when operating an ICT system and attempt to solve a problem before seeking help
identify and independently operate a range of devices, software, functions and commands, taking into consideration ergonomics when operating appropriate ICT systems, and seek solutions when encountering a problem
select from, and safely operate, a range of devices to undertake specific tasks and use basic troubleshooting procedures to solve routine malfunctions
independently select and operate a range of devices by adjusting relevant software functions to suit specific tasks, and independently use common troubleshooting procedures to solve routine malfunctions.
justify the selection of, and optimise the operation of, a selected range of devices and software functions to complete specific tasks, for different purposes and in different social contexts
Supporting Information: select and use a
camera to take a photograph or use a printer to print a picture
use a tablet, laptop or desktop computer to read a book or draw a picture
know when something has not worked as expected and seek help
Supporting Information: use page
layout software for posters, use a mouse, USB, printer, digital camera
take initial steps in coping with the unexpected and then seek help
Supporting Information: use a camera, a
microphone and slideshow software to create a presentation
adjust the placement and orientation of the mouse, keyboard and screen to ensure ease and comfort
attempting to resolve a technical problem
Supporting Information: select
specific graphics software or graphic tools in word processors
use file servers (network), scanners and digital cameras
Supporting Information:
select a spread sheet to model a budget or a fast processor to edit movies
adjust digital camera settings
creating shortcuts
Supporting Information: select an
appropriate option for creating a website such as an online tool
altering toolbars, sorting and layout functions
using filters to divert junk mail
optimising the functions and features of online tools for a particular purpose
Useful Digital Resources:PC, laptop, digital cameras, iPad
Useful Digital Resources:Microsoft WordPC, laptop, iPad, digital cameras
Useful Digital Resources:PhotostoryMicrosoft PowerpointPC, laptop, iPad
Useful Digital Resources:Microsoft WordPC, laptop, iPad, digital cameras
Useful Digital Resources:Microsoft ExceliMovieMovieMakerDigital cameras, iPad
Useful Digital Resources:Sites such as weebly.comWord processing programs or apps such as Pages or Microsoft Word
Early Stage 1
Typically by the end of
Kindergarten students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4
students:
Stage 3Typically by the end of Year 6 students:
Stage 4Typically by the end of Year 8 students:
Stage 5Typically by the end of Year 10
students:
Und
erst
andi
ng
identify common consumer ICT systems with input and output functions
identify the main components of common consumer ICT systems, their fundamental functions, and describe them using basic ICT terminology
identify and compare the use of the main components of different ICT systems
identify, compare and classify basic ICT system components
identify and compare networked ICT system components including hardware, software and data
apply an understanding of networked ICT system components to make changes to functions, processes, procedures and devices to fit the purpose of the solutions
Supporting Information: identify and/or
list different ICT systems such as desktop,
Supporting Information: identify basic
hardware and peripherals such as mouse, keyboard,
Supporting Information: identify and
compare the use of the main components
Supporting Information: understand the
use of standard input, output and storage components such
Supporting Information:
identify and compare the concepts of local area networks, server-client
Supporting Information: apply their
understanding to decide whether to use cloud, local
ICT Systems
laptop, iPad and mobile systems
monitor, printer and some software programs such as word processing, drawing and paint software
of different ICT systems
as (input) keyboard, microphone, (output) monitor, speakers, projector, (storage) cloud, USB, hard drive
networks, cloud systems, saving files in differing formats so that they are compatible across different software platforms
server or local storage
decide whether to use a webcam or a digital video camera
Useful Digital Resources:
Useful Digital Resources:
Useful Digital Resources:
Useful Digital Resources:
Useful Digital Resources:
Useful Digital Resources:
Early Stage 1
Typically by the end of
Kindergarten students:
Stage 1Typically by the end of Year 2
students:
Stage 2Typically by the end of Year 4
students:
Stage 3Typically by the end of Year 6
students:
Stage 4Typically by the end of Year 8
students:
Stage 5Typically by the end of Year 10 students:
Man
agi save and
retrieve digital data with support
manage and maintain digital data with guidance
manage and maintain digital data using common methods
manage and maintain data on different storage mediums – locally and on networks
manage and maintain data for groups of users using a variety of methods and systems
manage and maintain data securely in a variety of storage mediums and formats
Supporting Supporting Supporting Supporting Supporting Supporting
ng Digital Data
Information:use the Save and Open functions on an application
Information: save and
retrieve data provide unique
names for files apply basic
functions such as opening and dragging and dropping files
Information: manage and
maintain lists, favourites, bookmarks, folders and files
Information: save/export
data in files of different formats
routinely back up and protect data
move data from one location to another
Information: set up and
maintain shared folders
Information: design and use
logical and sustainable file/folder naming conventions
maintain version control of documents
limit access to data by location or password
Useful Digital Resources:Microsoft Word
Useful Digital Resources:Microsoft Word
Useful Digital Resources:
Useful Digital Resources:
Useful Digital Resources:
Useful Digital Resources: