Physical, Personal and Social Learning
The Information and Communications Technology domain uses an eleven level structure to both reflect the design of the Australian Curriculum and to provide a consistent structure across all the AusVELS domains (for more details, please see Overview).
Each level includes a learning focus statement and where applicable, a set of standards organised by dimension. A glossary is included which provides definitions of underlined terms.
Learning focus statements are written for each level. These outline the learning that students need to focus on if they are to progress in the domain and achieve the standards at the levels where they apply. They suggest appropriate learning experiences from which teachers can draw to develop relevant teaching and learning activities.
Standards define what students should know and be able to do at different levels and are written for each dimension. In Information and Communications Technology standards for assessing and reporting on student achievement apply from Level 2. Standards are organised by dimensions from Level 4.
Standards in the Information and Communications Technology domain are organised in three dimensions.
In the ICT for visualising thinking dimension students use ICT tools to assist their thinking processes and reflect on the thinking strategies they use to develop understanding.
ICT provides a rich and flexible learner-centred environment in which students can experiment and take risks when developing new understanding. Its extensive capabilities allow students, by visually coding and representing their thinking, to clarify thoughts, and to identify patterns and form relationships between new and existing knowledge.
ICT tools that facilitate visual thinking are ones that allow ideas and information in all areas of the curriculum to be easily and quickly drafted, filtered, reorganised, refined and systematically assessed in order to make meaning for students.
Students use linguistic and non-linguistic representations, such as graphic organisers, ICT-generated simulations and models and ICT-controlled models to help structure their thinking processes and assist in constructing knowledge.
Using ICT, students record their decisions and actions when solving problems and clarifying thoughts. They monitor the changes in their thinking and evaluate their own and others’ thinking strategies. Students review these records to assess their suitability for new situations.
The ICT for creating dimension focuses on students using ICT tools for creating solutions to problems and for creating information products. Through the selection and application of appropriate equipment, techniques and procedures, students learn to:
Students learn to use ICT efficiently to capture, validate and manipulate data for required purposes. In order to improve the appearance and functionality of information products and solutions, they apply commonly accepted conventions. They examine the ethical and legal implications of using ICT in a range of settings such as the home, school and the workplace. Students evaluate the usefulness of ICT for solving different types of problems and reflect on the effectiveness of their own use of ICT.
The ICT for communicating dimension focuses on students using ICT to:
Students use ICT to support oral presentations to live local audiences and to present ideas and understandings to unknown, remote audiences. They use ICT to communicate with others, both known and unknown, with the purpose of seeking and discussing alternative views, acquiring expert opinions, sharing knowledge and expressing ideas. Students also locate information from a range of online and multimedia resources to support their own learning.
ICT supports knowledge-building among teams and enables team members to collaborate, enquire, interact and integrate prior knowledge with new understanding.
Protocols for receiving, transferring and publishing ideas and information are needed to promote communication that respects intended audiences.