Level 4

Years

Learning Focus

Key experiences to draw on for relevant teaching and learning activities

Standards

3 & 4

As students work towards the achievement of Level 4 standards in Information and Communications Technology (ICT), they applyknownICT toolsforvisualising thinkingin new ways to make links between existing and new knowledge. They begin to use new tools, such as ICT-controlled models,a programming language or simulation software, such as microworlds, spreadsheets and domain specific modelling software, to represent and explore processes, patterns, and cause-and-effect relationships. They learn to use tools, such as database software and graphic organisers , to organise and analyse data and information. For example, after interviewing people of Asian cultural backgrounds, students might identify similarities and differences between Australian and Asian customs by using a double-cell diagram, which forms a visual structure to aid thinking.

Students reflect on their experience in using such ICT tools, comparing how they learned with these tools with how they might learn from books, and comparing the virtual worlds created through these models with real life.

Students use ICT tools to produce information products that demonstrate their knowledge and skills for all areas of the curriculum. For example, based on the inferences drawn by using a double cell diagram to analyse the similarities and differences between Australian and Asian customs, students could present their new understanding in multimedia form (an information product).

Students develop their use of ICT to assist with problem solving. For example, when creating a model solar-powered boat that meets specified criteria, students support their problem solving strategies by using software to createalternative two-dimensional designs.

Students explorenew software functions that promote efficiency and effectiveness. For example, students use the ‘find and replace’ function to locate and change repeated words or formats (efficiency) and they use borders to separate different sets of information (effectiveness).

They develop skills in using three-dimensional multimedia tools for problem solving, discuss how the three-dimensional functions improve the effectiveness of solutions, and brainstorm situations in which these tools can be used. Students develop skills in using ICT systems for controlling events in a predeterminedway by writing programs that, for example, control a turtle or robot, manipulate objects in a game or three-dimensional virtual environment, or respond to environmental changes captured by sensors.

Students use design tools, such as layout diagrams, annotated drawings and storyboards, to document solutions and the layoutofinformation products. They begin to use ICT presentation conventions, incorporating them into their solutions and information products where appropriate. They test their products against commonly accepted ICT evaluation criteria and, with assistance,refine their work to meet both the criteria and audience needs. They develop and maintain a digital bank of evidence (for example, an electronic portfolio), that demonstrates their learning. This requires students evaluating, selecting and organising files that showcase their learning and that are up-to-date and structured in an orderly way. Students apply file management procedures that assist in securing their files (for example, backing up on storage media such as disks or memory sticks), and in allowing the easy retrieval of files by using naming conventions that are meaningful. Students continue to use ergonomic practices that assist in minimising physical harm, such as doing exercise to reduce injury due to repetitive actions.

Students begin to work in a collaborative global environment. They share their developing knowledge with their peers through email, and seek advice from others through frequently asked questions (FAQs), websites or by directly emailing experts. Students consider these methods of sharing information with a wider audience, and develop knowledge of protocols for sending and receiving electronic information through the Internet by creating and sending emails with attachments and uploading files to protected public places on intranets or the Internet.

Thinking with ICT tools

Across all areas of curriculum
Organise and analyse data and information

ICT for visualising thinking

At Level 4, students apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships.

Students use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them.

Students review their stored thinking strategies in order to identify similarities and differences in their thinking patterns.

They document in their bank of digital evidence how these visualising thinking strategies help them to understand concepts and relationships.

ICT for creating

At Level 4, students safely and independently use a range of skills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences.

They use design tools to represent how solutions will be produced and the layout of information products.

Students select relevant techniques for minimising the time taken to process data, and apply conventions and techniques that improve the appearance of the finished product.

Students modify products on an ongoing basis in order to improve meaning and judge their products against agreed criteria.

Students create and maintain an up-to-date, logically structured bank ofdigital evidence of their learning.

They password protect and back up important files and use file naming conventions that allow easy retrieval.

ICT for communicating

At Level 4, students use email, websites and frequently asked question facilities to acquire from, or share information with, peers and known and unknown experts.

When emailing, they successfully attach files and they apply protocols for sending and receiving electronic information.

They successfully upload their work to a protected public online space.

Using recommended search engines, students refine their search strategies to locate information quickly.

They evaluate the integrity of the located information based on its accuracy and the reliability of the web host.

Reflecting with ICT tools

Review and compare learning experiences

Information products

Audience suitability
Design tools

Problem Solving

2D designs
3D designs
Control events
Write programs

Digital portfolios

Structured
Develop and maintain