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ICT General Capabilities Continuum by year

posted 21 Sep 2011, 06:33 by Jason Zagami   [ updated 21 Sep 2011, 06:45 ]
ACARA. (June 2011). Draft Information and Communication Technology (ICT) competence continuum. Retrieved fromhttp://consultation.australiancurriculum.edu.au/GeneralCapabilities/ICT/Continuum



Applying social and ethical protocols and practices

 

By the end of Year 2


Students recognise that people create information resources and that information they create or provide can be used or misused by others.


They follow class rules about using these resources and apply basic guidelines to secure personal information.


They identify how ICT is used in their homes and at school.

   

By the end of Year 6


Students apply practices that comply with legal obligations regarding the ownership and use of information resources.


They apply strategies for protecting the security of personal information, and recognise the rights, identity, privacy and emotional safety of themselves and others when using ICT.


They explain the use of ICT at school and in the local community, and understand its impact on their lives.

   

By the end of Year 10


Students recognise ethical dilemmas and apply practices that protect intellectual property. They use a range of strategies for securing and protecting information and understand the need for codes and conduct.


They apply appropriate strategies to protect the rights, identity, privacy and emotional safety of others when using ICT in a range of contexts.


They assess the impact of ICT in the workplace and in society. They speculate on its role in the future and how they can influence the use of ICT.


Managing and operating ICT

 

By the end of Year 2


Students safely use a limited range of devices, functions and commands when operating an ICT system and identify appropriate software for a task.


They use basic ICT terminology to describe hardware and software features and their operations, and manage their digital files with guidance.

   

By the end of Year 6


Students use a range of devices ergonomically and with increasing efficiency.


They select and apply appropriate software functions and use basic troubleshooting procedures to solve routine malfunctions.


They apply an understanding of basic ICT system components to use functions, processes and procedures, and apply basic software commands to effectively manage and maintain files on different storage mediums.

   

By the end of Year 10


Students efficiently, effectively and ergonomically use and optimise a selected range of devices and software functions to meet particular tasks and to solve routine ICT system problems.


They make changes to functions, processes, procedures and devices to fit the purpose of the solutions.


They apply strategies and procedures for efficient, secure and effective management and maintenance of files in a variety of different storage mediums and formats.


Investigating with ICT

 

By the end of Year 2


Students use ICT to identify, record, group and classify textual and graphic information to show what is known and what needs to be investigated.


They locate and retrieve textual and graphic information from a range of digital sources, and explain the usefulness of located information.

   

By the end of Year 6


Students use appropriate ICT to identify and represent patterns in sets of information and to pose questions.


They plan, locate (using search engines and basic search functions), retrieve and organise information in meaningful ways, and assess the suitability of information using appropriate criteria.

   

By the end of Year 10


Students select and use appropriate ICT independently and collaboratively to analyse information to frame questions and plan search strategies.


They use advanced search tools and techniques to locate precise data and information that supports the development of new understandings.


They develop and use criteria systematically to evaluate the quality, suitability and credibility of located information and sources.


Creating with ICT

 

By the end of Year 2


Students use ICT to prepare simple plans to find solutions or answers to questions.


They experiment with ICT as a creative tool to generate simple solutions for particular audiences or purposes.


They use the basic functionality of limited software to experiment with manipulating different data types such as text, images (still and moving), audio and numbers.

   

By the end of Year 6


Students use ICT effectively to record ideas, represent their thinking and plan solutions.


They create ICT solutions, independently or collaboratively, for particular audiences and purposes, and use a range of software types and functions to edit a range of data types such as text, images (still and moving), audio and numbers.

   

By the end of Year 10


Students select and use ICT to articulate ideas and concepts and plan the development of complex solutions.


They design and modify creative ICT solutions, independently and collaboratively, for particular audiences and for a range of purposes.


They use an extensive range of software types and functions and peripherals to manipulate and edit multiple data types, such as text, images (still and moving), audio and numbers.


Communicating with ICT

 

By the end of Year 2


Students use identified ICT tools safely to share and exchange information with appropriate audiences. They apply basic social protocols when communicating with known audiences and use limited techniques to ensure digital security.

   

By the end of Year 6


Students select and use appropriate ICT tools safely to share and exchange information and to collaborate with others when creating solutions.


They apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts. They independently establish secure accounts for approved online environments.

   

By the end of Year 10


Students select and use a range of ICT tools efficiently and safely to share and exchange information and to construct knowledge collaboratively.


They discriminate between protocols suitable for different communication tools when collaborating with local and global communities, and assess the risks associated with online environments and establish appropriate security strategies as required.






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