Kidman Park Primary School

ICT Curriculum Guide

2012

CONTENTS

Introduction......................................................................................................................................................... 3 Rationale............................................................................................................................................................. 3 Early Years Overview Year R-2 ...................................................................................................................... 6 Primary Years Overview Year 35 ................................................................................................................. 7 Middle Years Overview Year 67 ................................................................................................................... 8 R-7 LearningTasks (created by 2011 KPPS staff) ..................................................................................... 10 Learning Centre ICT Embedded in Learning Programs ........................................................................... 12 Specialist Learning Areas with ICT embedded .......................................................................................... 12 Sample program with ICT components from Australian Curriculum (Year3) ........................................ 13

INTRODUCTION

This ICT Curriculum Guide has been prepared by the staff of Kidman Park Primary School. It is intended to outline the type of ICT learning that will occur in Early Years, Primary Years and Middle Years. (It is a road map for ICT learning) It is based on content from: The Australian Curriculum http://www.australiancurriculum.edu.au/ ISTE standards and profiles (developed by International Society for Technology in Education and internationally accepted) http://www.iste.org/standards.aspx Staff and ICT strategic Team input in 2011 TfEL

RATIONALE

ICT is rapidly changing and at Kidman Park Primary we have developed a vision for ICT learning in order to develop our students as global citizens for success in the 21 st Century. This guide will help teachers to plan for learning that empowers students to learn and live successfully both today and tomorrow. The considered use of ICT will promote the making of connections with students of today as well as enabling the personalisation of their learning (this is consistent with TfEL domains).

In the Australian Curriculum students develop ICT competence as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information at school, at home, at work and in their communities.

Sourced from http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-andcommunication-technology-competence (1st November 2011)

With the advent of ICT competence as one of the General Capabilities in the Australian Curriculum, learning programs will engage students in using ICT as a tool for learning.

It is expected that students at every year level will be working in each of these 5 areas throughout the school year. As students progress through the year levels they will be working with increasing levels of sophistication in each area and moving to broader application of skills and abilities. As ICTs develop and change, so will the types of learning experiences offered to ensure that learning reflects these changes and developments.

The following is an explanation of the above 5 points and is taken from the Australian curriculum (as above) Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems (this will involve research, information fluency, critical digital literacies, critical thinking, problem solving) Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (considering purpose, audience and technology, this will involve collaboration as well) Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed Apply appropriate social and ethical protocols and practices to operate and manage ICT to ensure the safety of all and to become good digital citizens

It is expected that students at Kidman Park Primary will have flexibility in the way they use ICT to achieve this. Learning using ICTs will increasingly become anywhere, anytime.

This document continues to outline the types of experiences that are appropriate to be included in learning programs for students in Early Years, Primary Years and Middle Years. The words in brackets show the areas of the Australian Curriculum that they relate to.

EARLY YEARS OVERVIEW YEAR R-2

The following experiences with technology and digital resources are examples of learning activities in which students might engage during R-2 (Ages 4-8 in the original Profiles):
1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (Create, Communicate)

2. Identify, research, and collect data on an issue or question from Australian Curriculum learning areas such as Science or History using digital resources and propose developmentally appropriate findings/research/solutions. (Create, Investigate)

3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (Communicate, Operate ICT)

4. Use a variety of technologies in a collaborative work group to produce a digital presentation or product in a curriculum area. (Create, Communicate, Operate ICT)

5. Find and evaluate information related to a current or historical person, topic or event using digital resources. (Investigate)

6. Use simulations and graphical organizers to explore thinking and depict patterns of growth such as the life cycles of plants and animals. (Create, Investigate, Investigate)

7. Demonstrate safe and cooperative use of technology. (Social and ethical protocols)

8. Apply digital tools and resources independently to address a variety of tasks and problems. (Investigate, Operate ICT)

9. Communicate about technology using developmentally appropriate and accurate terminology. (Operate ICT)

10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (Operate ICT) 11. Apply appropriate social and ethical protocols and practices to ensure the safety of all and to become good digital citizens

PRIM ARY YEARS OVERVIEW YEAR 3 5

The following experiences with technology and digital resources are examples of learning activities in which students might engage during Years 3-5 (Ages 8-11):
Produce a media-rich digital story about a significant local event based on first-person interviews. (Create, Communicate, Investigate)

1.

2.

Use digital-imaging technology to modify or create works of art for use in a digital presentation. (Create, Communicate, Operate ICT)

3.

Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (Investigate)

4.

Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (Investigate, Operate ICT)

5.

Identify and investigate an issue and generate possible solutions using digital tools and resources (Investigate, Operate ICT)

6. 7.

Conduct science experiments using digital instruments and measurement devices. (Investigate, Operate ICT)

Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (Investigate, Operate ICT)

8.

Practice injury prevention by applying a variety of ergonomic strategies when using technology. (Social and ethical protocols)

9.

Debate the effect of existing and emerging technologies on individuals, society, and the global community. (Social and ethical protocols, Operate ICT)

10.

Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (Investigate, Operate ICT)

11.

Apply appropriate social and ethical protocols and practices to ensure the safety of all and to become good digital citizens

MIDDLE YEARS OVERVIEW YEAR 6 7

The following experiences with technology and digital resources are examples of learning activities in which students might engage during Years 6-8 (Ages 11-14):
1. Describe and illustrate a content-related concept or process using a model, simulation, or conceptmapping software. (Create, Communicate)

2.

Create original animations or videos documenting school, community, or local events. (Create, Communicate, Operate)

3.

Gather data, examine patterns, and apply information for decision making using digital tools and resources. (Create, Investigate)

4.

Participate in a cooperative learning project in an online learning community. (Communicate)

5.

Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (Investigate)

6.

Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (Investigate, Operate)

7.

Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (Investigate, Operate)

8.

Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (Communicate, Investigate, Social and ethical protocols)

9.

Integrate a variety of file types to create and illustrate a document or presentation. (Communicate, Operate ICT)

10. Develop and apply strategies independently for identifying and solving routine hardware and software problems. (Investigate, Operate) Apply appropriate social and ethical protocols and practices to ensure the safety of all and to become 11. good digital citizens

The following sections will expand on each of these collections of learning activities to outline the types of skills and experiences students will have during their learning at Kidman Park Primary School during Early Years, Primary Years and Middle Years. This learning reflects Australian Curriculum content. Sections are included for the Learning Centre and Specialist learning areas/teams.

R-7 LEARNINGTASKS (CREATED BY 2011 KPPS STAFF)

The following is a list of ICT learning that was created by 2011 KPPS staff. Some of these belong to more than one of the 5 areas of ICT identified by the Australian Curriculum. Investigate Create Communicate Operate Apply appropriate social and ethical protocols and practices

Generally speaking a year program at any year level should include a focus on each of these areas to ensure students are developing their ICT competence in a balanced way. As stated earlier in this guide, it is expected that students at every year level will be working in each of these 5 areas throughout the school year. The Australian Curriculum provides detail about how this can occur at each year level and within each learning area. As students progress through the year levels they will be working with increasing levels of sophistication in each area and moving to broader application of skills and abilities. Early Years students begin developing many of these skills prior to starting school and older students do so in the course of their daily life outside of school. Skills that students bring to school will be acknowledged and built upon as appropriate to support student learning programs. In the case of new skills, teachers will focus on new skills required when appropriate for their students, ie the just in time learning required in order to complete a learning task or project. Broad areas of learning will include: Logging on/logging off computer, Internet, day book, websites Managing devices, eg turning on and off, recharging, downloading and saving pictures/files Navigating and managing drives, folders and files My documents folder Saving, locating and opening files, naming conventions, using USBs safely (virus checking, ejecting) Customising DECD Learning system opening screen (currently EduConnect) Operating and using/creating with Interactive Whiteboard Locating, opening and navigating software, eg Microsoft Word, Kidspiration, Inspiration, Excel Opening web links and web 2.0 tools, understanding how to use navigation, eg scrolling, switching windows, bookmarking Printing choosing colour/black and white, number of copies, 2 sided Scanning Using Scootle Learning Paths (using student pins), undertaking Scootle collaborative learning projects

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 Accessing resources on Kidman Park Intranet and moodle, eg Mathletics, Starfall, Premiers Be Active Challenge, Google, Japanese resources Choosing and using software including word processing for specific purposes with increasing sophistication in planning, drafting and publishing written and multimodal texts, use of spell check, thesaurus, hyperlinking, eg Excel to create a graphical display of data collected, Excel to apply a formula or create a spreadsheet, Word to create a table of information, Science investigation results or particular text types, Publisher to create a newsletter or brochure Authoring, editing and publishing work - Multimedia/Presentations, eg using ActivInspire, MovieMaker, Photostory, KidPix, PowerPoint, web page in Publisher or Front Page, ebooks in PowerPoint, digital stories in Photostory Developing keyboarding skills with increasing speed and efficiency, learning common keyboard shortcuts Using web 2.0 tools, eg Edmodo, Voice Thread, Glogster, Wordle, Voki, Wallwisher, Prezi, Google Docs, Audacity for podcasting, blogs, wikis and online tools, eg calculator, maths dictionary, Australian Bureau of Statistics (database and Census at school) Using cloud facilities, eg DropBox Managing email, eg opening email, replying, sending, forwarding, creating new email email address, subject, attachment, create signature, delete, organize folders Searching and refining searches, effective use of search engines Thinking, brainstorming, mindmapping using Web 2.0 tools, eg mindmeister and software such as Kidspiration, Inspiration Researching locating appropriate information, expressing main ideas in own words (avoiding plagiarism), understanding and observing copyright, using Creative Commons, creating bibliographies (selecting, using and citing sources) Developing critical digital literacies, eg features of online texts and their navigation and critical analysis of intent of content Using peripheral devices and associated software, eg Audacity to record/edit sound, music, podcasts, using headphones and microphones, using digital cameras/video/safe and effective use of devices Using a mobile phone to communicate, record sound and video files, take photos, create presentations, eg podcasting, videocasting Editing photos and movies using software such as Microsoft Picture Manager, Photoshop Elements, Movie Maker Creating art and maths works using digital tools, Measurment and Geometry work using KidPix, Paint, Photoshop Elements (eg work with shapes, angles, tessellations, angles)

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 Developing Cybersafety skills and dispositions, following Network Usage Agreement, understanding the law and student rights and responsibilities Developing skills for collaborating on learning tasks that involve using ICTs, eg turn taking Blogging, eg class blog or individual blog Undertaking online learning projects, eg webquests, ozprojects, online forums, collaborative learning in Scootle and creating accounts, avatars Explore maths concepts using digital technologies, eg Maths tools within ActivInspire, chance simulations Exploring Robotics and programming (eg Scratch)

LEARNING CENTRE ICT EMBEDDED IN LEARNING PROGRAMS

Ideas presented by Learning Centre staff:

Investigate iPad Choose it maker Weather chart Starfall Encarta Google Create Clicker 5 for writing Tux Paint KidPix Using laptops and tablet devices Communicate Communication devices Grid 2 iPad Operate Jelly bean switches Switch adapted mice IW wand and pen iPad Switch toys Switch adapted CD player Social & ethical protocols Abide by network use agreement

SPECIALIST LEARNING AREAS WITH ICT EMBEDDED

Specialist teachers will work with a selection of the learning tasks outlined in accordance with the Australian Curriculum.

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SAMPLE PROGRAM WITH ICT COMPONENTS FROM AUSTRALIAN CURRICULUM (YEAR3)

An example to show how this can be done for any year level by visiting: http://www.australiancurriculum.edu.au/ Year 3 English
Text structure and organisation Identify the features of online texts that enhance navigation (ACELA1790) 1. becoming familiar with the typical features of online texts, for example navigation bars and buttons, hyperlinks and sitemaps Literacy Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) 1. making connections between the text and students own experience and other texts 2. making connections between the information in print and images 3. making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic 4. using text features and search tools to locate information in written and digital texts efficiently 5. determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification 6. making considered inferences taking into account topic knowledge or a characters likely actions and feelings Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682) 1. using print and digital resources to gather information about a topic 2. selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact 3. using appropriate simple, compound and complex sentences to express and combine ideas 4. using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) 1. using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685) 1. using features of relevant technologies to plan, sequence, compose and edit multimodal texts

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Year 3 Maths
Number and Algebra Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057) 1. writing simple word problems in numerical form and vice versa 2. using a calculator to check the solution and reasonableness of the answer

Statistics and Probability Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) 1. exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations

Year 3 Science
Science Inquiry Skills Suggest ways to plan and conduct investigations to find answers to questions (ACSIS054) 1. working with teacher guidance to plan investigations to test simple cause-and-effect relationships 2. discussing as a whole class ways to investigate questions and evaluating which ways might be most successful Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057) 1. using provided tables to organise materials and objects based on observable properties 2. discussing how to graph data presented in a table 3. identifying and discussing numerical and visual patterns in data collected from students' own investigations and from secondary sources

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Year 3 History
Historical Knowledge and Understanding Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064) 1. comparing the significance of national days in different countries, looking at why they developed and elements they have in common 2. viewing on the internet videos of celebrations of significant days, such as Independence Day in Greece 3. investigating the origins and significance of international celebrations or commemorations (for example the International Day of Peace) and of celebrations important to particular cultural groups in Australia and in other countries Historical Skills Locate relevant information from sources provided (ACHHS068) 1. analysing a range of sources (for example photographs, maps, oral histories) to locate information about the people, places and events in their communitys present and past 2. using information technologies to organise information and make connections (for example creating tables in word processing software, concept mapping) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071) 1. creating and editing a presentation (for example one that includes text, images and sounds) to record and explain the past 2. creating an oral, written, pictorial or digital representation to reflect the diverse character of the community today

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