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Curriculum maps
What you need to know
Each component of ICT capability will require a different assessment strategy as followed.
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• ICT Techniques – can a student perform an ICT technique after having seen a whole-class or small group demonstration? • Routines – know and describe how an ICT technique was executed. For example, was the student hesitant, steady or fluent? • Concepts – did a student have any misconceptions? Student’s conceptual understanding can also be assessed by the use of effective questioning and discussion; • Processes and Higher Order Skills – You will need to judge the decisions a student made in order to create a finished product. Determine if a student was able to make a decision about, for example:
1. Which media to combine, and in what way, in order to present some particular information to a specific audience; 2. Which series of techniques to use in order to follow a line of enquiry to prove or disprove a hypothesis; 3. Which techniques to use in a graphics program in order to produce a portrait that visually represents feelings? (Potter & Darbyshire, 2005, pp. 191-193)
Sharing information with other Teachers
Student progression in ICT capability in Literacy learning throughout the whole school can only be achieved if each teacher proficiently determines how a student has progressed in their capabilities in ICT. In addition, helpful information needs to be shared amongst teachers of different year levels once a student has completed it. For example, for a student who has just completed Year 2, that teacher will need to inform the Year 3 teacher more than just if a student could use ICT tools safely to share and exchange information with appropriate local audiences. They would need to know in which media they had experienced in doing this. Was it with text as in a word processor, with text and graphics as with a DTP program, with an image manipulation program (and if so with a painting and/or drawing program)? It would also be helpful to the other teacher which programs they had used.
The English Curriculum is structured into three main strands - language, literature and literacy. Each of these has a number of sub-strands which together enhance the learning experience for students. These strands represent the following concepts:
• Language: knowing about the English language • Literature: understanding, appreciating, responding to, analysing and creating literary texts • Literacy: expanding the repertoire of English usage.
ASSESSMENT/ACTIVITIES
Text structure and organisation
text, navigation, links, Identify features of online texts that enhance readability including (ACELA1793) layout graphics and
Elaboration
Participating in online searches for information using navigation tools and discussing simi larities and differences between print and digital information
Communicating with ICT
Understand computer mediated communications
By the end of Year 4, a student should be
able to understand that when using comput - er mediated communications such as text messages, that they can be directed towards a particular audience .
By the end of Year 2, a student should be
able to understand that when using computer mediated communications such as blogs, that other students may view it later on.
Investigating with ICT
Select and evaluate data and information
By the end of Year 4, a student be able to
a digital source of informa -
explain why
tion was used and trusted in preference to another.
By the end of Year 2, a students should be
digital information can able to explain how answer questions.
Sub-strand CONTENT DESCRIPTION ICT CAPABILITY ELE MENTS POSSIBLE PROGRESSION
Locate, generate and access data and information
By the end of Year 4, a student should be
able to locate and access a range of digital
information themselves by typing in URLs.
By the end of Year 2, a student should be
able locate information from a given set of
digital resources provided by the teacher in
the form of hyperlinks.
Expressing and developing ideas
an image, placement of elements in the image, framing Explore the effect of choices when (ACE types of texts on composition of still and moving images in a range of salience and LA1496).
Elaboration
Examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response.
Communicating with ICT
Understand computer mediated communications
By the end of Year 4, a student should be
able to understand that when using comput - er mediated communications such as text messages, that they can be directed towards a particular audience .
By the end of Year 2, a student should be
able to understand that when using computer mediated communications such as blogs, that other students may view it later on.
ASSESSMENT/ACTIVITIES
LITERATURE Creating literature
(ACELT1607). literary texts that explore students’ own experiences and imagining Create (ACELT1794). literary texts by developing storylines, characters and settings Create
Elaboration
Collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot.
Creating with ICT
Generate solutions to challenges and learning area tasks
By the end of Year 4, students should be able
to confidently edit text, images, audio and video
for digital presentations and storytelling by
applying editing strategies.
By the end of Year 2, students should be able to
use the basic functionality of selected software such as graphics software like Paint.net or MS Paint to manipulate images and text, and edit audio recording software such as Audacity.
STRAND Sub-strand CONTENT DESCRIPTION ICT CAPABILITY ELEMENTS POSSIBLE PROGRESSION
ASSESSMENT/ACTIVITIES
LITERACY Creating texts
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing and selecting print, and multimodal elements language features structures and text control over (ACELY1682). and purpose audience appropriate to the
Elaboration
Using print and digital resources to gather information about a topic.
Creating with ICT
Generating solutions to challenges and learning area tasks
By the end of Year 4, students are expected to
know how to edit text, images, audio and video
for digital presentations and storytelling by
applying editing strategies.
By the end of Year 2, students expected to
know how to use the basic functionality of selected software such as graphics software like Paint.net or MS Paint to manipulate images and text, and edit audio recording software such as Audacity. Generate ideas, plans and processes
By the end of Year 4, students are expected to
know how to use tables, photos and sketches in order to generate and plan ICT solutions to problems.
By the end of Year 2, students are expected to
know how to draw simple mind maps using concept mapping software such as word pro cessors such as MS Word.
Communicating with ICT
Understand computer mediated communications
By end of Year 4, students are expected to
that when using computer mediated com know munications such as text messages, that they directed towards a particular audience . can be
By the end of Year 2, students are expected
to know that when using computer mediated communication such as a blog, that it may be
viewed later by a student.
Investigating with ICT
Locate, generate and access data and information
By the end of Year 4, students are expected to
know how to locate information from a digital
source by typing in the URLs, saving text and
images and collecting data.
By the end of Year 2, students are expected to
know how to locate information from a given
set of digital sources by following hyperlinks,
and can copy and paste images and text from digital sources of information.
