Winthrop Primary School

Transcription

1 Winthrop Primary School Information Communication Technology Plan & Scope and Sequence (DRAFT) Aim: To integrate across all Australian Curriculum learning areas. Classroom teachers delivering and assessing enriched curriculum, where students engage with digital resources and tools. School Business Plan Targets Con tinued implementation of the Western Australian Curriculum Outline (Australian Curriculum) Extend teacher skills Develop Information and Communications Technologies () skills Focus Embed the Australian Curriculum capabilities and Digital Technologies scope and sequence into planning, teaching and assessing. Teach and integrate use of cyber safety strategies and responsibilities. Implementation of to enhance communication and learning between home and school. (Connect/Weebly/Class Dojo). Foster student leadership and engagement in across the school. Embed a variety of cross curricular tools across all year levels. Build teachers digital literacy. Use of Integris to record attendance, behaviours, parent behaviours. The capability learning continuum is organised into five interrelated elements: Applying social and ethical protocols and practices when using Investigating with Creating with Communicating with Managing and operating The diagram sets out these elements.

2 Winthrop Primary School Plan Scope and Sequence Applying social and ethical protocols and practices when using Investigating with Creating with Communicating with Managing and Operating K - PP Recognise intellectual property Recognise ownership over their own digital work. Text, videos & photos Apply digital information security practices Follow class rules about using digital Class discussions about cyber safety and cyber bullying Adhere to Internet and Digital Device User Agreement. Include in classroom agreements Apply personal security protocols Only share personal information with known audiences Make a digital recording Use to identify where information is located Observe teacher using safe search practices Use icons to locate or generate required information Use icons in apps Discuss how digital information was used in an activity Generate ideas, plans and Use to follow or contribute to a simple plan for a solution Use multimedia to contribute to a class digital production challenges and learning area tasks. Use to generate simple data solutions for personal and school Use draw/paint program Use systems and devices Use IWB and ipad apps Collaborate, share and exchange Use purposefully selected tools safely to view information shared by trusted adults. Observe teacher using safe search practices Viewing class Weebly pages mediated communications Understand that messages are recorded, viewed or sent. Write messages on a Weebly page Select and use hardware and Identify and safely operate systems, seeking help when needed. Know when to select ipads, IWB & interactive reading resources Empowering the students to make choices. Learn basic functions of IWB, ipads and cameras Save and retrieve digital data with support. Locate, open and quit apps using ipads Take photos, videos and scan QR codes using ipads Identify the impacts of in society Identify how is used in multiple ways on multiple devices ipads, IWB & interactive reading resources

3 Applying social and ethical protocols and practices when using Investigating with Creating with Communicating with Managing and Operating Year 1 Recognise intellectual property Recognise ownership over their own digital work. Text, videos & photos Save work to student folder Apply digital information security practices Follow class rules about using digital Class discussions about cyber safety and cyber bullying Adhere to Internet and Digital Device User Agreement Include in classroom agreements Apply personal security protocols Only share personal information with known audiences. Use and protect personal log in details. (Cyber Safety) Make a digital recording Identify the impacts of in society Identify how is used in multiple ways on multiple devices. ipads, IWB, interactive reading resources & laptops Use to identify where information is located. Observe teacher creating a plan to use Plan to use Use icons to locate or generate required Use icons in apps Simple browser searches (key words) Use the Apple dock bar Discuss how digital information was used in an activity. Analyse a collection of information from a variety of sources Verify information collected Generate ideas, plans and Use to follow or contribute to a simple plan for a solution Use multimedia to contribute to a class digital production Use Book Creator ipad app Use ipad to create written and visual texts challenges and learning area tasks. Use to generate simple data solutions for personal and school Use draw/paint program Use systems and devices Use Pages (Create a document, create title, type text, save document and quit application before logging out) Collaborate, share and exchange Use purposefully selected tools safely, to view information shared by trusted adults. Observe teacher using safe search practices View class Weebly pages mediated communications Understand that messages are recorded, viewed or sent. Write messages on a Weebly page Select and use hardware and Identify and safely operate systems, seeking help when needed. Know when to select ipads, IWB, interactive reading resources, laptops, camera, microscopes and microphones Empowering the students to make choices. Learn basic functions of ipads, IWB, interactive reading resources, laptops, camera, microscopes and microphones Manage Digital Data Save and retrieve digital data with support. Locate, open and quit apps using ipads and laptops Take photos, videos and scan QR codes using ipads

4 Applying social and ethical protocols and practices when using Investigating with Creating with Communicating with Managing and Operating Year 2 Recognise intellectual property Recognise ownership of digital property. Students understand that they should not copy someone else s work without their permission Apply digital information security practices Follow class rules about using digital Class discussions about cyber safety and cyber bullying Adhere to Internet and Digital Device User Agreement Include in classroom agreements Apply personal security protocols Apply social protocols when using to communicate. Keep passwords secret Address recipients appropriately in s Only communicate with known people Identify the impacts of in society Survey and display the range of technology used in school and at home. Use to define and plan Plan for use Use to show what is known and what needs to be investigated. (KWL) Use icons to locate or generate data. Follow hyperlinks, print, copy and paste Test design solutions Select and evaluate data Explain the usefulness of located data or Generate ideas, plans and Use to prepare simple plans to find solutions or answers to questions. Simple mind maps and concept maps Using drawing and group maps challenges and learning area tasks. Manipulate to generate simple data solutions for personal and school Use draw/paint program Use systems and devices Use Pages (Create a document, create title, type text, save document and quit application before logging out) Edit own work and work of others Collaborate, share and exchange Use purposefully selected tools safely to share and exchange information with appropriate local audiences. Discussion boards and blogs. (Weebly and Connect) mediated communications Understand that digital communications may be received later by the receiver and responded to at a later time Select and use hardware and Identify and safely operate a selected range of appropriate devices and attempt to solve a problem before seeking help. Take initial steps in coping with the unexpected and then seek help Identify the main components of systems, their functions, and describe them using basic terminology. Identify basic hardware, such as mouse, keyboard, monitor and printer Identify some programs such as word processing, drawing and paint Manage and maintain digital data with guidance. Save data appropriately Provide unique names for files and folders Apply basic functions such as opening and drag-drop files

5 Applying social and ethical protocols and practices when using Investigating with Creating with Communicating with Managing and Operating Year 3 Recognise intellectual property Acknowledge when they use digital products created by someone else. Indicate sources in basic form. Apply digital information security practices Follow standard guidelines independently, to secure digital data. Adhere to Internet and Digital Device User Agreement Include in classroom agreements Save to their own folder or device Log on to a laptop and , using a personal password Apply personal security protocols Avoid common dangers to personal security, recognise and report cyber bullying and use social protocols when communicating with others. Share personal photographs only in appropriate environments Use polite but impersonal language in posted messages Recognise forms of cyber bullying Use to plan information searches and the generation of List what information is required and suggest where it may be located Locate, retrieve or generate information from a range of digital sources. Type in simple URLs; saving text and images Collect data from a simulation environment Explain why located data or information was selected. Justify the choices of digital tools Generate ideas, plans and Use to generate ideas and plan solutions. Use tables, photos and sketches in planning documents Simple mind maps, concept maps and group maps challenges and learning area tasks. Create and modify simple digital solutions to represent or transform data for particular Edit text, images, audio, and video for presentations Transform data between numerical and graphical digital representation Apply editing strategies Collaborate, share and exchange Use appropriate tools safely to share and exchange information with appropriate known audiences. Use s and online blogs to read and post electronic messages mediated communications Understand that digital communications are directed to an audience for a purpose. Understand that a post or may be sent to one or more persons Select and use hardware and Digital systems and peripheral devices are used appropriately for different Use a camera, a microphone and slideshow to create a presentation Adjust the placement and orientation of the mouse, keyboard and screen to ensure ease and comfort Identify and compare the use of the main components of different systems. Compare the use of a touch screen and apps on a mobile with mouse and applications on a desktop computer Manage and maintain digital data using common methods. Manage and maintain lists, favourites, bookmarks, folders and files Identify the impacts of in society Identify the value and role of use at home and school. Value as a quick method to find information; play games with friends; take virtual tours; observe events in real time

6 Applying social and ethical protocols and practices when using Investigating with Creating with Communicating with Managing and Operating Year 4 Recognise intellectual property Acknowledge when they use digital products created by someone else. Begin to use referencing charts Use copyright free images Apply digital information security practices Follow standard guidelines to independently secure digital data. Adhere to Internet and Digital Device User Agreement Include in classroom agreements Save to their own folder or device Log on to a laptop and using a personal password Apply personal security protocols Avoid common dangers to personal security, recognise and report cyber bullying and use social protocols when communicating with others. Share personal photographs only in appropriate environments Use polite but impersonal language in posted messages Recognise forms of cyber bullying Identify the impacts of in society Identify the value and role of use at home and school. Value and communicate using as a quick method to find information; play games with friends; take virtual tours; observe events in real time Use to plan an information search and generate information, recognising some pattern within the List what information is required and suggest where it may be located Create methods of recording data Locate, retrieve or generate information from a range of digital sources. Type in simple URLs; saving text and images Collect data from a simulation environment Explain why located data or information was selected. Justify the choices of digital tools Generate ideas, plans and Use to generate ideas and plan solutions. Use tables, photos and sketches in planning documents Create simple mind maps, concept maps and group maps challenges and learning area tasks. Create and modify simple digital solutions to represent or transform data for particular Edit text, images, audio, and video for presentations Transform data between numerical and graphical digital representation Apply editing strategies Collaborate, share and exchange Use appropriate tools safely, to share and exchange information with appropriate known audiences. Use s and online blogs to read and post electronic messages mediated communications Understand that digital communications are directed to an audience for a purpose. Understand that a post or may be sent to one or more persons Understand that information shared on websites can be viewed by a large audience Select and use hardware and Digital systems and peripheral devices are used appropriately for different Use a camera, a microphone and slideshow to create a presentation Adjust the placement and orientation of the mouse, keyboard and screen to ensure ease and comfort Attempt to resolve a technical problem Identify and compare the use of the main components of different systems. Compare the use of a touch screen and apps on a mobile, with mouse and applications on a desktop computer Store and transmit different types of data (USB or external hard drive) Manage and maintain digital data using common methods. Manage and maintain lists, favourites, bookmarks, folders and files

7 Applying social and ethical protocols and practices when using Investigating with Creating with Communicating with Managing and Operating Year 5 Recognise intellectual property Identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions. List all sources, author s names and URLs of information they use Use copyright free images Apply digital information security practices Begin to apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments. Adhere to Internet and Digital Device User Agreement Include in classroom agreements Determine whether information needs to be secured or shared in a digital environment Use non-predictable user names and passwords Apply personal security protocols Identify the risks to identity, privacy and emotional safety when using. Understand the dangers of providing personal information Recognise, report and actively avoid cyber bullying Only post a photo with the owner's permission Protect details of identity Avoid language offensive to particular groups of people Use a range of to identify and represent patterns in sets of Use tables, charts and graphic organisers such as concept maps Locate, retrieve or generate information using search engines and simple search functions. Search and locate files using directories and websites Organise folders, tables or databases Select and evaluate data Assess data against appropriate given criteria. Select the most useful/ reliable/relevant digital resource from a set of three or four alternatives Generate ideas, plans and Use effectively to record ideas, represent thinking and plan solutions. Use timeline to plan Use concept and group mapping to generate key ideas Generate solutions to challenges and learning area tasks. Create and modify digital solutions for specific audiences and Manipulate and combine images, text, video and sound for presentations Apply purposeful editing and refining Collaborate, share and exchange Select and use appropriate tools safely to share and exchange information and to collaborate with others. Contribute to the content of a blog (Connect/Weebly) and post to bulletin boards Understand computer mediated communications Understand that particular forms of digital communication are suited to immediate and delayed responses in one to one or group situations. Understand differences in the characteristics, features and use of Skype compared with blogs or wikis Select and use hardware and Begin to select from, and safely operate, a range of devices to undertake specific tasks and use basic troubleshooting procedures to attempt to solve routine malfunctions. Select specific graphics or graphic tools in word processors Use printer queues Use scanners Use digital cameras Identify and compare basic system components. Understand the uses of input (keyboard, microphone), process (CPU), output (monitor, speakers) and storage (cloud, USB, hard drive) Manage Digital Data Manage and maintain data on different storage mediums locally and on networks. Save/export data in files of different formats Routinely back up and protect data Move data from one location to another Identify the impacts of in society Explain the main uses of at school, home and local community, and recognise potential positive/negative impacts on their lives. Scanning QR codes and online ordering

8 Applying social and ethical protocols and practices when using Investigating with Creating with Communicating with Managing and Operating Year 6 Recognise intellectual property Identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions. List all sources, author s names and URLs of information they use Use copyright free images Apply digital information security practices Independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments. Adhere to Internet and Digital Device User Agreement Include in classroom agreements Determine whether information needs to be secured or shared in a digital environment Use non-predictable user names and passwords Apply personal security protocols Identify the risks to identity, privacy and emotional safety when using. Understand the dangers of providing personal information Recognise, report and actively avoid cyber bullying Only post a photo with the owner's permission Protect details of identity Avoid language offensive to particular groups of people Identify the impacts of in society Explain the main uses of at school, home and local community, and recognise potential positive/ negative impacts on their lives. Scanning QR codes and online ordering Use a range of to identify and represent patterns in sets of information, and to pose questions, to generate further Use tables, charts and graphic organisers such as concept maps and group maps Locate, retrieve, generate and classify information using search engines and simple search functions. Search and locate files using directories and websites Organise folders, tables or databases Generate and organise information for real world problems Assess data against appropriate given criteria. Select the most useful/ reliable/relevant digital resource from a set of three or four alternatives Generate ideas, plans and Use effectively to record ideas, represent thinking and plan solutions. Use effectively to record ideas, represent thinking and plan solutions. Use timeline to plan Use concept and group mapping to generate key ideas Use graphic and audio/ visual to record ideas challenges and learning area tasks. Create and modify digital solutions for specific audiences and Manipulate and combine images, text, video and sound for presentations Apply purposeful editing and refining Create podcasts Collaborate, share and exchange Select and use appropriate tools safely to share and exchange information and to collaborate with others Contribute to the content of a blog (Connect/Weebly) and post to bulletin boards Understand computer mediated communications Understand that particular forms of digital communication are suited to immediate and delayed responses in one to one or group situations Understand differences in the characteristics, features and use of Skype compared with blogs or wikis Select and use hardware and Select from, and safely operate, a range of devices to undertake specific tasks and use basic troubleshooting procedures to solve routine malfunctions. Select specific graphics or graphic tools in word processors Use printer queues Use scanners Use digital cameras Identify, compare and classify basic system components. Understand the uses of input (keyboard, microphone), process (CPU), output (monitor, speakers) and storage (cloud, USB, hard drive) Manage and maintain data on different storage mediums locally and on networks. Save/export/convert data in files of different formats Routinely back up and protect data Move data from one location to another