Level 5

Years

Learning Focus

Key experiences to draw on for relevant teaching and learning activities

Standards

7 & 8

As students work towards the achievement of Level 5 standards in Information and Communications Technology, they learn to use a variety of ICT tools and techniques to assist with filtering, classifying, representing, describing and organising ideas, concepts and issues. For example, a graphic organiser such as an interaction outliner can be used to help structure thinking about the actions, reactions and outcomes of two groups associated with an issue; and rule-using software such as databases and spreadsheets enable the filtering and classifying of data and information in order to make more informed decisions. Students begin to use ICT tools and peripherals, such as dataloggers, to support the input of data for sensing, monitoring, measuring or controlling sequences and events. Through practice, students become skilled in judging the capabilities and limitations of these tools and techniques as aids to learning.

In addition, students use ICT tools to retrace the decisions made and actions taken when learning and problem solving; for example, by using a range of symbols, charts, images, sound and text, students can create a flow chart that maps their thinking processes and actions. Students reflect on the effectiveness of these saved thinking process maps and retrieve relevant ones to guide future applications.

Students become efficientusers of ICT for planning collaborative projects that involve creating information products and solving problems. Using software such as word processors and spreadsheets, and using techniques such as tables and shading, they develop project plans that sequence tasks, estimate timelines and record task responsibilities where teams are involved. Team members record and monitorprogress through shared electronic files. Students use the operating system facilities to manage their desktop workspace and organise their files in a way that assists their personal learning style. They learn to save and retrieve compressedfiles and develop an understanding of the characteristics of different file formats, such as .jpeg, .gif and .avi.

Students develop their knowledge about the characteristics of data by manipulating various data types, such as text, sound, numbers and images (still and moving), to create formatted information products; for example, essays and reports, animated slide shows, and websites, brochures and cartoons. They plan the design of products, influenced by generally accepted ICT presentation conventions, and develop criteria for evaluating the effectiveness of each presentation style. These include meeting audience/user needs and communicating a message effectively. Students make ongoing modifications to their products to improve their efficiency and effectiveness, such as testing the functionality of parts of a solution, correcting typographical errors and editing to clarify the meaning of the message.

Students apply their knowledge of datacharacteristics to solving problems; for example, when calculating the time it takes to travel to a distant planet using various fuels, they elect to use spreadsheet software because it is designed to manipulate numeric data, unlike word-processing software, which is designed to format text.

Students explore the distinction between legal and illegal uses of ICT and create information products that comply with ICT intellectual property law. This particularly relates to copyright.

Students develop and manage their digital bank of evidence, developing, for example, an electronic portfolio for a range of audiences, including teachers, parents and potential employers, and use this to demonstrate and monitor their learning progress in all areas of the curriculum.

They select appropriate search engines and use complex search strategies (for example, Boolean) to locate information from the Internet and other sources, and they evaluate the credibility, accuracy, reliability and comprehensiveness of this information. They organise and store gathered information to enable easy retrieval. They access online interactive e-learning tools to help them to develop knowledge in all areas of the curriculum.

Thinking with ICT tools

Filter, classify, represent,
describe, organise
ideas, concepts and skills

ICT for visualising thinking

At Level 5, students select and apply ICT tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas.

They use rule-using software to assist with problem solving and decision making.

Students retrieve and modify successful approaches to visualising thinking for use in new situations.

They explain what features of the new situations influenced their decisions to use particular ICT tools and techniques.

Students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving.

They evaluate the strengths and weaknesses of their decisions and actions in the given situations.

ICT for creating

At Level 5, students independently use the operating system to manage their desktop workspace.

They organise their folderslogically, appropriately name and locate files for sharing with others and apply techniques to facilitate the easy handling of large files.

When creating information products, students prepare designs that identify the structure and layout of the products, the evaluation criteria, and the plans for managing collaborative projects.

Students independently apply a range of processing skills, functions and equipment to solve problems and create products which contain minimal functional, typographical, formatting and readability errors.

During the processing stage of collaborative work, students monitor project plans and record reasons for adjusting them.

They apply criteria to evaluate the extent to which their information products meet user needs and comply with intellectual property laws.

They use ICT in a safe, efficient and effective manner.

Students keep their bank of digital evidence up-to-date, and ensure it is easy to navigate, complies with ICT presentation conventions and demonstrates a diversity of ICT skills and knowledge.

ICT for communicating

At Level 5, students select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches.

They judge the integrity of the located information based on its credibility, accuracy, reliability and comprehensiveness.

Students share their ideas through their blog, website or other public forums, which are correctly formatted, comply with ICT conventions and demonstrate an awareness of the characteristics that contribute to products meeting their purpose.

Reflecting with ICT tools

Judge capabilities and limits of tools used
Judge effectiveness of thinking maps

Information products

Collaborative projects
Conventions
Develop criteria to evaluate effectiveness
Audience suitability
Communicate their product
Make ongoing improvements
Copyright

Digital Portfolios

Develop and manage
Demonstrate and monitor learning