DEPARTMENT OF EDUCATION AND TRAINING

SMART

C l a s s r o o m s Years
BY THE END OF YEAR 9 STUDENTS:

8 to 9

Inquiring with ICT

KEY LEARNING AREA
The Arts: Music

QCAR cross-curriculum priority: Students explore, select and use ICT in the processes of inquiry across key learning areas

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Research a musical era and compile a list of songs linked to that time. Discuss the musical selections, justifying why the selected songs are typical of the era - play samples of the songs via CD or MP3 files. Present a bibliography citing all sources used. Create a data base to record gathered information. For example, a cemetery excursion. The focus question could be: Today, people of many nationalities live in our city/town, but what nationalities lived here in the 19th century? Other statements to prove or disprove: There were fewer nationalities; People lived shorter lives; there were many deaths of children under twelve; People were much more religious. Gather information including: Name, Birth/death date, Age, Place of birth, Inscription. Use data to discuss hypotheses and draw conclusions. How accurate is our data? Did we collect enough records to draw valid conclusions? What data about modern life do we need to make comparisons? The database can be constructed using Microsoft Excel or Word, or using specific database software. Explore and use databases to gather information for a particular inquiry. For example, visit the Australian War Memorial to investigate the ANZACs. Conduct an Internet search to locate information about historical Queensland events that impacted on peoples rights. Use this information to create a timeline of key dates such as womens voting rights or events that affected Indigenous rights. Gather information for use in a classroom debate. For example, research the importance of keeping original documents, paintings and artefacts now high-quality digital reproductions are available. Does it matter that we have Ned Kellys original Jerilderie letter in the Victorian State Library? Why are certain items from the past preserved and valued? Who determines what items from the past should be kept? Participate in a maths investigation. Estimate the amount of money your schools students spend on mobile phones each year. Frame questions for data analysis such as, boys spend more money on mobile phones compared to girls. Conduct data collection using an online survey tool and compile the data into a spreadsheet.

SAMPLE RESOURCE

use ICT in the processes of inquiry and research; they:

SOSE: Time, Continuity and Change

select appropriate and efficient sources of digital information in response to identified needs, inquiries and research questions understand that using ICT can enable broader inquiry, enabling access to a wide variety of information, opinions and perspectives locate information relevant to an inquiry by conducting an effective search using selected ICT resources interact as a member of an online community as an inquiry strategy to discuss, compare and clarify ideas and to discover specialised information critically evaluate data, information and sources for usefulness, credibility, relevance, accuracy, currency and reliability cite all sources used when presenting research use ICT to develop and implement project plans and processes for efficient information management such as note taking and summarising

http://www.awm.gov.au/ database/ SOSE: Time, Continuity and Change, Culture and Identity, Political and Economic Systems

English: Speaking and Listening

http://www.slv.vic.gov.au/ ergo/ergo/the_jerilderie_letter

Maths: Chance and Data

Inquiring with ICT in Years 8 to 9

Page 1

DEPARTMENT OF EDUCATION AND TRAINING

BY THE END OF YEAR 9 STUDENTS:

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Use digital resources to locate information to answer the following: What happened at Gallipoli in 1915? Select at least five documents that contain evidence about Gallipoli. Critically evaluate the information and write a historical narrative. Work collaboratively to present a formal debate about a current controversial issue. Use a range of resources to locate information and write an argument supporting a particular viewpoint. Record the presentation and replay as part of the adjudication process. Discuss possible strategies to improve or enhance future speaking presentations. Refer to the National Library of Australia website and search a variety of the listed search engines and subject directories. Critically review each of the search engines and present a report featuring pluses, minuses and interesting points (PMI) for each. Select a company listed on the Australian Stock Exchange (ASX). Research the company and present a report using informative text and graphics. Explore the Earths rotation and Lunar cycles to understand the relationship between the sun, the Earth and the moon. Also, investigate the concepts of night and day, sunrise and sunset and the movement of the stars, moon phases and the Earths glow. Browse the Internet with the aim of purchasing a car under $25,000. Select a car and present the choice car to the class promoting its features. Read favourable reviews and acknowledge reviewers. Visit Picture Australia - a National Library of Australia resource and view the history picture trail. Selecting an image featuring a person, write a diary for that person. Use a variety of sources to ensure realistic diary entries that are true to the era the photo was taken. Conduct and record interviews asking people to nominate websites they regularly visit. Collate the information from the interviews and present findings as a newspaper report.

KEY LEARNING AREA

SOSE: Time Continuity and Change

SAMPLE RESOURCE
Newspaper reports, soldiers letters and diaries, documentaries and www.awm. gov.au

English: Speaking and Listening, Writing and Designing

English: Reading and Viewing

www.nla.gov.au/pathways/ pthw_global.html

English: Speaking and Listening, Writing and Designing Science: Earth and Beyond

English: Reading and Viewing Maths: Measurement

English: Writing and Designing SOSE: Time, Continuity and Change

http://www.pictureaustralia. org/

English: Speaking and Listening, Writing and Designing

Examples of reflective statements made by students:

reflect on the value of selected ICT in the inquiry process; they:

reflect on how interactive online communities present a wide variety of information, opinions and perspectives compare and evaluate information sources relating to a research topic

I found out that the some of the Courier Mail Blogs were really biased so I had to read all of them to see if everyone felt the same and I thought maybe they only included one side of the argument. We had to work out what was fact and what was opinion when we were searching for information about The Great Shearers Strike.

Inquiring with ICT in Years 8 to 9

Page 2

DEPARTMENT OF EDUCATION AND TRAINING

SMART

C l a s s r o o m s Years
BY THE END OF YEAR 9 STUDENTS:

8 to 9

Creating with ICT

KEY LEARNING AREA
English: Writing and Designing

QCAR cross-curriculum priority: Students experiment with, select and use ICT to create a range of responses to suit the purpose and audience. They use ICT to develop understanding, demonstrate creativity, thinking, learning, collaboration and communication across key learning areas.

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Use mind mapping software to develop a comprehensive plan for a literary or non-literary text including written text, images, audio and music. Use game making software to create a resource for younger students to consolidate understanding of basic number facts and spelling strategies. Create a digital poster to convey a message in response to the Smash the Act poster advocating rights for Indigenous People in Queensland. Refer to the Q150 online unit, Rights and Power: Social change in Queensland. View the footage of Taking to the Streets: Two decades that changed Brisbane 1965 1985. Create an essay demonstrating understanding of the following: Civil disobedience and global protest movement in the 1960s and 1970s. Include images and audio. Produce a video commercial to promote healthy eating for an audience of Year 8 students. Create a digital portfolio to store and present personal art works. Compose a piece of music using graphic notation. Record compositions on video or audio recording equipment to enable it to be shared. Plan, choreograph, perform and record a dance sequence for a live audience. Plan the technical elements of the performance including, lighting, sound, media equipment and editing tools. Design and create a digital product to convey a message. For example, develop advertising materials for an election campaign. Create a short film (under seven minutes in duration) to enter in a competition such as Tropfest Junior. Build a blog and contribute to it while taking on the role of a character in an upcoming performance.

SAMPLE RESOURCE

select and to create a products to purpose and they:

use ICT range of suit the audience;

Maths: Numbers English SOSE: Time, Continuity and Chance, Culture and Identity

http://scratch.mit.edu/

http://indigenousrights.net. au/images/pictures/i562_l.jpg

SOSE: Time, continuity and chance, culture and identity; English: Writing and designing

www.museumofbrisbane.com.au

The Arts: Media; English: Writing and designing; Health and Physical Education: Health The Arts: Visual Arts Technology The Arts: Music

individually select and use a range of digital tools and software to plan, create and refine products for specific purposes digitally record and edit music for a specific audience and purpose use digital concept mapping and project management tools to plan and organise tasks and resources when creating a digital product use animation software to present the dynamic interaction and movement of objects use digital tools to generate design solutions when creating products use digital tools to duplicate, change and personalise products for a number of users use online communication tools to collaboratively plan, design and develop a product recognise and acknowledge products created by others

The Arts: Dance and Media

English: Writing and Designing SOSE: Political Economic Systems The Arts: Drama www.tropjr.com.au/

The Arts: Drama: English: Writing and Designing

Creating with ICT in Years 8 to 9

Page 1

DEPARTMENT OF EDUCATION AND TRAINING

BY THE END OF YEAR 9 STUDENTS:

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Compare technology used to create Australian television advertisements over a number of decades. Remake old advertisements with a modern twist. Use recording and editing software to digitally record a music performance. Mix and alter the original recording to create a new product. Create a digital narrative using online tools. For example, write an alternative ending to a class novel using Story Creator 2. Identify and deconstruct narrative structure of an episode of Lockie Leonard. Rewrite/create a scene in order to change its mood and emphasis. Analyse the film sequence and construct a storyboard. Visit The Learning Place to view episodes of Lockie Leonard. Contribute to writing of a script for a short play using a wiki to develop and share ideas, improve writing and gain feedback. Use online tools to help prepare for a live performance. For example, view video interviews on the Queensland Theatre Company website. Collaboratively create a toy/game for younger students. Use concept mapping software to plan and organise tasks and resources. Research current toys and games and investigate the availability of materials. Following the steps outlined on Digi Tales, create a digital story about bullying for a younger audience. Create a website providing a range of information about the functions of the human body Design and create a Web Quest for use as a model of inquiry and collaborative learning. This should be targeted towards younger students. Visit the University of San Diego website for online guidance.

KEY LEARNING AREA

The Arts: Media

SAMPLE RESOURCE
http://australianscreen.com.au/

The Arts: Music

http://audacity.sourceforge.nt/

English: Writing & Designing

http://myth.e2bn.org/create/

http://education.qld.gov.au/ learningplace/

English: Reading and Viewing, Writing and Designing; The Arts: Media The Arts: Drama http://www.qldtheatreco. com.au/photo%5Fvideo/

Technology: Information, Materials and Systems

English: Writing and Designing

www.digitales.us/resources/ seven_steps.php

Science: Life and Living Health and Physical Education: Health SOSE English: Writing and Designing, Reading and Viewing http://webquest.sdsu.edu/

Creating with ICT in Years 8 to 9

Page 2

DEPARTMENT OF EDUCATION AND TRAINING

BY THE END OF YEAR 9 STUDENTS:

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Work collaboratively to create a documentary about a controversial issue within the local community. Use animation software to design and animate a 3D character. Create an editorial cartoon using drawing software. Design a clothing range for a niche market. Create a digital portfolio to enable easy presentation to others.

KEY LEARNING AREA

SOSE: Place and space

SAMPLE RESOURCE

The Arts: Media English: Writing and designing Technology: Technology as a human endeavour

Examples of reflective statements made by students:

reflect on their use of ICT as creative tools; they:

evaluate the effectiveness of the editing and refining process to convey ideas reflect on the arrangement of media elements and media technologies and techniques to maintain clear messages for the audience

I inserted some Italian music into my slide show about Italy to make my presentation a bit more exciting for my audience. I decided to create my travel brochure using Publisher so I could insert pictures of the Great Barrier Reef and I also used captions, bullet points and text boxes to make it look like a real travel brochure. I was able to scan my baby photos into my autobiography so now I know my real photos are safe. I can also share my life story as a slide show with my favourite music playing in the background.

Creating with ICT in Years 8 to 9

Page 3

DEPARTMENT OF EDUCATION AND TRAINING

SMART

C l a s s r o o m s Years
BY THE END OF YEAR 9 STUDENTS:

8 to 9

Communicating with ICT

KEY LEARNING AREA
Technology: Technology as a human endeavour; English: Writing and designing

QCAR cross-curriculum priority: Students experiment with, select and use ICT across key learning areas to collaborate and enhance communication in local and global contexts for an identified purpose and audience.

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Work collaboratively to design and create an interactive game suitable for 12-14 year-old students. Communicate ideas and suggestions within a class blog. Share the game with others and invite feedback use this to refine future creations. Reflect on the issues surround civil disobedience and share reflections within a class blog. For further reference see the Q150 online unit: Rights and Power, Social Change in Queensland. Participate in The Learning Places Online Literature Festival and interact with special guests through collaborative project spaces. Contribute to shared data sets in collaborative investigations. Access and manipulate second-hand data to compare and contrast with local investigations. For example, students could access Australian meteorological data and compare it with their own, local investigations. Use simulation programs to experiment with materials, including chemicals that are not able to be used in the classroom for safety reasons. Experiment with online communication tools to connect with students/ schools around the world. Also, locate information for a specific inquiry which may be used for future international action, online exhibitions or student exchange programs. For example, conduct a web-conference or email discussion with international students to ask questions about various cultural events, migrant experiences and histories of local areas. Use an online writing space such as a wiki to collaboratively write the script for a contemporary play/television soap opera. Invite peers to contribute to writing dialogue, editing and proof reading. Contribute to a state wide discussion about whether Queensland is a fair place to live and suggest improvements. Refer to Q150 online unit Rights and Power: Social Change in Queensland. Participate in an online debate within a forum via The Learning Place. Investigate a current environmental issue or concern.

SAMPLE RESOURCE
http://scratch.mit.edu

explore different digital media to communicate and collaborate; they:

SOSE: Time, continuity and change, culture and identity

http://indigenousrights.net. au/images/pictures/i562_l.jpg

English: Reading and viewing, writing and designing Science; Maths

http://education.qld.gov.au/ learningplace/ www.bom.gov.au/weather

Science

http://indigenousrights.net. au/images/pictures/i562_l.jpg

use email for ongoing communication with individuals and groups for specific tasks or inquiries use online environments to seek information, exchange ideas, formulate critical opinions and learn collaborate locally and globally, distribute information, participate in online challenges, influence public opinion and behaviour and create digital products select and use a variety of digital media to communicate ideas and present information

SOSE: Time, Continuity and Change, Culture and Identity

English: Writing and Designing

SOSE: Political and economic systems

Science: Life and Living, Science as a Human Endeavour

http://indigenousrights.net. au/images/pictures/i562_l.jpg

Communicating with ICT in Years 8 to 9

Page 1

DEPARTMENT OF EDUCATION AND TRAINING

BY THE END OF YEAR 9 STUDENTS:

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Visit the Bureau of Meteorology website to check the weather forecasts, current temperatures and weather warnings. Use the global link to compare weather in another country and communicate online with a person who lives in that country to find out if adaptations have been made due to local weather. Use concept mapping software to sequence scenes within a class movie. Email scene sequence to peers and invite feedback using programs such as Inspiration 8. Produce a video commercial to promote healthy eating for an audience of Year 8 students.

KEY LEARNING AREA

Science: Earth and beyond

SAMPLE RESOURCE
http://education.qld.gov.au/ learningplace/ www.bom.gov.au/weather

The Arts: Media

The Arts: Media English: Writing and Designing Health and Physical Education: Health The Arts: Media

Use media technologies, techniques and practices to market, promote, deliver and exhibit media artworks. For example, use publishing software to create a brochure advertising a piece of music or a song. Participate in peer moderation via a wiki. As an audience members view a performance and provide feedback following set criteria. Write a feature article outlining a variety of online communication tools and spaces such as email, blogs, formus, chat rooms, virtual worlds and social networking sites. Consider their features including, purpose, preferred users, positives and negatives. Use a digital recording device to capture short dialogues in a specific language. Edit and share with peers in order to experiment with tone and intonation and review the impact on meaning. Use a digital recording software, such as Audacity to produce the transcript for a radio advertisement. Students participate in an online community or virtual world to investigate and debate a topical environmental issue and develop a reasoned solution or alternative. Useful tools can be found on the Learning Place.

The Arts: Drama

English: Writing and designing

http://blogs.slq.qld.gov.au/ summerreadingclub/

LOTE

English: Writing and designing

http://audacity.sourcforge.net/

SOSE: Place and space

http://education.qld.gov.au/ learningplace/

apply standards and conventions when using ICT to communicate; they:

manipulate and edit text, sound and graphics and use a variety of word processing features and styles to improve the effectiveness of communication apply suitable presentation and communication conventions when creating digital products know appropriate levels of personal

Create a short film or documentary manipulating text, audio and graphics in order to engage and persuade an audience. Demonstrate how language elements and other aspects of text position viewers, by establishing and maintaining roles and relationships with the audience.

English: Writing and Designing

http://audacity.sourcforge.net/

Communicating with ICT in Years 8 to 9

Page 2

DEPARTMENT OF EDUCATION AND TRAINING

BY THE END OF YEAR 9 STUDENTS:

information disclosure for specific online environments follow school policy and protocols and apply netiquette when communicating in online spaces follow an appropriate course of action in response to inappropriate messages conveyed online

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Deconstruct digital media texts to establish conventions and reconstruct texts by planning and organising subject matter according to that structure. Design a website with the aim of promoting a public health initiative to the public. Use concept mapping software to create a site map for a website. Use electronically stored data to manipulate and explore relationships between scientific information from various locations and times identifying patterns. Investigate factors affecting the rate of reaction and contribute to shared data sets as part of a collaborative class investigation. Access and manipulate second-hand Australian meteorological data and compare and contrast with their own, local investigations. Use spreadsheets to compare and contrast data sets in relation to ecological surveys collected in different locations and times. Use spreadsheets to assign line of best fit to experimental data in relation to investigating friction. Participate in a maths investigation. Estimate the amount of money your schools students spend on mobile phones each year. Frame questions for data analysis such as, boys spend more money on mobile phones compared to girls. Conduct data collection using online survey tool and compile the data into a spreadsheet.

KEY LEARNING AREA

English: Reading and Viewing, Writing and Designing

SAMPLE RESOURCE

Health and Physical Education: Health All key learning areas Science

Science Maths: Chance & Data Science: Life and Living, Earth & Beyond

Maths: Chance and data

Examples of reflective statements made by students:

reflect on their use of ICT and identify ways to improve their effectiveness of communication; they:

reflect on the editing process to improve effectiveness of communication consider the use of email when communicating with groups reflect on the choice of software used to communicate ideas

I used the wiki to add dialogue to scene two. The other people in my group also used the wiki and helped to edit it, so now we can start writing scene three.

Communicating with ICT in Years 8 to 9

Page 3

DEPARTMENT OF EDUCATION AND TRAINING

SMART

C l a s s r o o m s Years
BY THE END OF YEAR 9 STUDENTS:

8 to 9

Ethics, Issues
KEY LEARNING AREA
Technology: Technology as a Human Endeavour

and ICT

QCAR cross-curriculum priority: Students understand the role and consider the impact of some ICT in society. They develop and apply ethical, safe and responsible practices when working with ICT in online and stand-alone environments.

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Create an interactive presentation that explains intellectual copyright, patents, designs and trademarks. Conduct web research to gather relevant information. Create an interactive presentation that explains intellectual copyright, patents, designs and trademarks. Conduct Internet research to gather relevant information. Contribute to a class blog with the purpose of presenting ideas and thoughts in relation to cyber-bullying. Compare bullying and cyber bullying and participate in a class debate: Social networking sites are an avenue for bullying. Create a brochure/poster for use by younger students promoting safe and healthy practices for using ICT. An example could be: taking regular breaks from the computer or refusing to divulge personal information online. Use a site sourcing document to record all online sources used during an inquiry or investigation. Find two items for sale on different websites. Visiting the Australian Competition and Consumer Commission website, complete the online shopping checklist for the items and write a report about the products to provide consumer advice. Compare three different referencing systems. How are they similar and different? Design a to compare with peers. As a class decide on an agreed way of referencing information. Create a digital presentation focussing on the ethical issues of downloading pirated music and movies. Research international laws and give examples of the penalties.

SAMPLE RESOURCE

use ethical, safe and responsible practices when working with ICT; they:

English: Speaking and Listening

SOSE

English: Writing and Designing Health and Physical Education: Health

SOSE

adhere to codes of practice and apply strategies to conform to intellectual property and copyright laws including identifying and acknowledging the owner/creator of digital sources, and citing references following agreed conventions develop and maintain strategies for securing and protecting digital information share materials responsibly respecting self and others when working online know appropriate levels of personal information disclosure for specific online environments including information within emails, blogs and project rooms understand how to manage risks involved with purchasing goods and services online know that there are preventative strategies for addressing health and safety issues when using ICT, including taking regular breaks from computer work and checking for correct ergonomics of furniture setup comply with school expectations and protocols when using ICT

English: Reading and Viewing, Writing and Designing

Ethics, Issues and ICT in Years 8 to 9

Page 1

DEPARTMENT OF EDUCATION AND TRAINING

BY THE END OF YEAR 9 STUDENTS:

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Develop a code of behaviour for communicating with an ePal. Use it to guide future conversations and cover ethical issues associated with using different communication tools. Investigate good posture and create a poster (graphics and text) that demonstrates the importance.

KEY LEARNING AREA

SAMPLE RESOURCE

Health and Physical Education: Health

Examples of reflective statements made by students:

The act of copying or taking other peoples words and using them as my own is intellectual theft, so I tried to put the information into my own words. I made sure that the only people who have access to my VCR are my teachers and my group members.

Ethics, Issues and ICT in Years 8 to 9

Page 2

DEPARTMENT OF EDUCATION AND TRAINING

SMART

C l a s s r o o m s Years
BY THE END OF YEAR 9 STUDENTS:

8 to 9

Operating with ICT

KEY LEARNING AREA
The Arts: Media

QCAR cross-curriculum priority: Students use a range of advanced ICT functions and application across key learning areas to inquire, create, collaborate and communicate, and to efficiently manage information and data.

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Independently follow a set of operational steps to create a short movie/ documentary. Edit, and save as a movie file onto a hard drive and DVD. Create and manipulate digital sound files for use as the background audio of a movie. For example, produce a promotional video about the target country capital city. Browse the Internet for access to royalty free music. Use a digital camera, sound recorder and digital thermometer to investigate the water quality of a local creek. Collect data, record observations, sounds, temperatures and pH. Develop a multimedia scientific report to accurately record the aim, methods, results and conclusions. Create a short video demonstrating scientific skill for younger students. For example, Using a thermometer accurately using a Newton meter.

SAMPLE RESOURCE

operate ICT efficiently and safely; they:

The Arts: Media; LOTE

www.soundzabound.com

Science: Life and living

Science: Science as a human endeavour The Arts: Music

independently select and operate input, output, processing and storage devices for specific curriculum purposes understand the concept and functions of a network, e.g. using shared printers and saving to network drives

Use digital and electronic effects to create distortion, echo and reverberation. Change the dynamic levels and expression of music using digital and electronic devices. For example, alter MIDI track preferences to change the volume and attack of sound. Use data sensors to capture data points as part of environmental monitoring or an experiment. Use electronically stored data from data loggers and digital meters to manipulate and explore relationships between scientific information to identify patterns. This could be done by collecting temperature change, oxygen saturation and monitoring light levels in a class aquarium Make a video compilation of dances performed by peers. Use the recorded footage to critically review and refine dance routines.

The Arts: Music

Science: Earth and beyond

Science: Life and living

The Arts: Dance

Operating with ICT in Years 8 to 9

Page 1

DEPARTMENT OF EDUCATION AND TRAINING

BY THE END OF YEAR 9 STUDENTS:

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Use Global Input Method Editions for Mandarin and Japanese to input text into documents. Experiment with the accent keys to type French, German and Italian. Use MP3 players to download target language conversations and music. Use web cams and web-conferencing tools to communicate with target country students. Maximise GPS devices and GIS technology to identify topography of an area and create maps to support an environmental investigation. Participate in an environmental impact study. Use GPS devices and GIS software to locate and map specific animal habitats within the local area. Use GIS systems to provide spatial dimension to environmental data. Record a speech or radio segment using a digital recording device. For example, assume the role of a shearer in 1891 and deliver a speech portraying one perspective of those involved in the Great Shearers Strike. Demonstrate capacity to record, edit and compose music. Compare different production suites, such as Hitsquad Musician Network and discuss the different ways that integrated software applications are beneficial to musicians.

KEY LEARNING AREA

LOTE

SAMPLE RESOURCE

LOTE: Intercultural investigations

SOSE: Place and space; Science Science: Life and living; SOSE: Place and space

SOSE: Time, continuity and change; English: Writing and designing The Arts: Music www.hitsquad.com/

Meeting Diverse Learner Needs:

Use supportive software effectively to independently access and manipulate the operating environment, software applications and files. Use assistive hardware to independently access the computer and manipulate digital content for the intended purpose. Save text as mp3 files and download to MP3 player to enable auditory access to text based information.

Operating with ICT in Years 8 to 9

Page 2

DEPARTMENT OF EDUCATION AND TRAINING

BY THE END OF YEAR 9 STUDENTS: use ICT to manage, store and retrieve information and data; they:
independently select and use navigation features within learning objects, software programs and websites use spreadsheets to collate and manipulate data and create graphs from multiple sets of data use the features of presentation, word processing and publishing software to automate processes to increase efficiency including using templates, headers, footers and page setup

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Create a digital portfolio of personal artistic creations and products. For example, share artworks with others in a teacher created virtual classroom. Utilise the Seeing with sound Learning Object to explore how sound travels as a wave. Examine diagrams and simulations to identify how sound waves compress particles and transmit using a range of tools. Consolidate Chinese and Japanese language skills using the Mystery Objects series of found in the Learning Objects. Use a spreadsheet to compare and contrast data sets in relation to ecological surveys collected in different locations and times. Explore a range of tools and instruments used by scientists in the field. For example, examine geologists tools by the Tools of Trade Learning Object to explore tools used by geologists. Use the Graph investigator series available through The Learning Federation learning objects to investigate different types of graphs. Interact with The Learning Federations Triathlon series learning objects to increase understanding relating to data analysis, distancetime graphs, distance, gradients, line graphs, number patterns and speed. Examine the Catch a Thief series of The Learning Federation learning objects, considering oral, written and visual evidence, skimming, scanning and making notes to predict who committed a crime.

KEY LEARNING AREA

The Arts: Visual arts

SAMPLE RESOURCE
http://www.learningplace.com. au

Science: Energy and change

http://www.learningplace.com. au

LOTE

http://www.learningplace.com. au

Science: Life and living

Science: Science as a human endeavour

http://www.learningplace.com. au

Maths: Chance and data

Maths: Chance and data HPE: Physical Activity

English: Reading and viewing

use ICT to manage, store and retrieve information and data; they:

use logical naming conventions to save digital files, routinely backup files and protect personal information from unauthorised use understand the purpose of databases and use these to organise, store and retrieve data identify the function of a file type by its extension understand how to compress and decompress files

Write scripts using online script templates. Edit movie scenes to heighten audiences emotions. For example, rewrite a scene from a class production adding a dramatic climax. Use simulations to create an environmental circumstance to match a particular scientific context under investigation.Record data in spreadsheets or databases to facilitate manipulation, interpretation or presentation.

The Arts: Drama The Arts: Drama; English: Writing and designing

http://celtx.com/

Science: Science as a human endeavour Maths: Chance and data; Science

Operating with ICT in Years 8 to 9

Page 3

DEPARTMENT OF EDUCATION AND TRAINING

BY THE END OF YEAR 9 STUDENTS:

recognise the need to compress files articulate the advantages of good file management identify ways to improve the efficiency and effectiveness of their ICT practices

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Use spreadsheets to assign line of best fit to experimental data and to identify patterns and trends. Use the Learning Object, Its a drag to record data on breaking distance - when changing one variable at a time. Use this object to generate a plan for a scientific investigation using toy vehicles. Conduct an Internet search to locate information about Queensland historical events that impacted on peoples rights. Use this information to create a timeline of key dates such as womens voting rights or events that affected Indigenous rights. Integrate the advanced features of PowerPoint to create a professional presentation. Change backgrounds, use the animation features, and insert sound and hyperlink to other documents or WebPages. As part of a maths or science investigation, use a spreadsheet to create a visually appealing data presentation. Use the features of an image editing program to create an effective and appealing visual display. For example, write a biography about a significant person and capture still and moving images of the subject; interview subject using a voice recorder and share the finished product as multi-media presentation. Maximise the use wizards or online tutorials to learn how to operate a GPS device. Interpret distance-time graphs using the Elite Triathlete Learning Object. Use the Learning Object series Fashion Design Studio to explore methods used in texts to communicate meaning, including print and visuals. Explore the features of CAD software to design a product. Create a class newsletter and apply editing processes to published documents. Use concept mapping software to plan projects and manage timelines, resources and budgets. For example, work collaboratively to design and create an environmentally friendly shopping bag.

KEY LEARNING AREA

Science

SAMPLE RESOURCE

Science: Energy and change

http://www.learningplace.com. au

SOSE: Time, continuity and change, culture and identity, political and economic systems

Maths: Chance and data: Science English: Writing and design: The Arts: Media

SOSE: Place and space

http://www.learningplace.com. au

Maths: Chance and data

Technology: Technology as a human endeavour; English: Writing and design Technology: Information, materials and systems English: Writing and designing; Technology: Technology as human endeavour Technology: Information, materials and systems

http://www.learningplace.com. au

Operating with ICT in Years 8 to 9

Page 4

DEPARTMENT OF EDUCATION AND TRAINING

BY THE END OF YEAR 9 STUDENTS:

EXAMPLES OF HOW ICT CAN ENHANCE LEARNING

Use Windows Movie Maker to create a promotional video, such as an advertisement designed to attract tourists to a specific country. Design a brochure for a marketing campaign, using publishing software Explore online dictionaries to locate new words, double-check the meaning of a word or phrase or to find out how to use the word in the correct context.

KEY LEARNING AREA

The Arts: Media; LOTE

SAMPLE RESOURCE

LOTE; Literacy opportunity within all key learning areas

Examples of reflective statements made by students:

use ICT to manage, store and retrieve information and data; they:

I wasnt able to e-mail my presentations because the photos were too big. I used the header and footer option to show the file name and path. Now I know where I have saved my work. It is more practical to use a spreadsheet to record my data because I can automatically calculate the average and present my work graphically.

Operating with ICT in Years 8 to 9

Page 5