ICT Scope and Sequence

Cygnet Primary School

2016

Information and Communication technology Capability learning continuum

Element 1: Applying social and ethical protocols and practices when using ICT element
Level 1

Level 2

Level 3

Level 4

Typically by the end of

Typically by the end of Year 2,

Typically by the end of Year 4,

Typically by the end of Year 6,

Foundation Year, Students:

Students:

Students:

Students:

Sub Element

Recognise intellectual property

recognise ownership over their own

recognise ownership of digital products

acknowledge when they use digital

identify the legal obligations regarding the

digital work

that others produce and that what

products created by someone else, and

ownership and use of digital products and

they create or provide can be used or

start to indicate the source

apply some referencing conventions

misused by others

ICT Checklist

2.Cite all sources used when

presenting research
12. Adhere to copyright regulations
when creating and downloading.

Apply digital information

security practices

Examples recognising that they own text,

photos and videos they produce

ICT Checklist

to use ICT healthily, comfortably and

safely

ICT Checklist

protocols

15. Establish and use an online identity

to broaden communication with friends

society
14. Describe appropriate levels of
personal information disclosure for
specific online environments

Sarah Anning, Department of Education

Examples explaining where an image was

sourced

Examples listing all sources, authors names and

URLs of information students use

follow class rules about applying

independently apply standard

independently apply strategies for

information

selected standard guidelines and

guidelines and techniques for

determining and protecting the security of

particular digital systems to secure

digital information and assess the risks

digital information

associated with online environments

Examples participating in a class

should not be used online. Set up rules
table, no food and drink. Set up timers and
boxes (taking it in turns routine).

techniques to secure digital

information

Examples checking whether a friend can access

Examples recognising that when logging

onto the network students are only able to
access their own folders or accounts /only
logging onto a class computer with their

the information, checking whether someone else

Examples saving to their own folder or

can find the web link to their online posts, using

device, logging on to server and email using

non-predictable user names and passwords

a personal password

follow class rules when sharing

follow class guidelines when sharing

apply standard guidelines and take

identify the risks to identity, privacy and

personal information with known

personal information and apply basic

action to avoid the common dangers

emotional safety for themselves when using

audiences and demonstrate an

social protocols when using ICT to

to personal security when using ICT

ICT and apply generally accepted social

awareness of applying social protocols

communicate with known audiences

and apply appropriate basic social

protocols when sharing information in

when using ICT to communicate

Examples messaging only to people they

protocols when using ICT to

online environments, taking into account

Examples making a digital recording

know, only allowing certain people to

different social and cultural contexts

about their family that does not offend or

access their online space; keeping

communicate with unknown audiences

Examples sharing personal photographs

Examples understanding the dangers of

only in appropriate environments; using

providing personal information; cyber bullying;

polite but impersonal language in posted

only posting a photo with permission; not

messages; recognising forms of cyber

revealing details of identity; avoiding language

bullying

offensive to particular groups of people;

upset the viewer. Students can only film

passwords secret; addressing recipients

work and must ask permission for other

appropriately in emails, videos or posts

children to be filmed.

Identify the impacts of ICT in

ICT

getting permission

own username and password.

Apply personal security

Checklist

not copy someone elses work without

follow class rules about using digital

discussion about why personal information

21 .Identify factors that assist people

Examples understanding that they should

identify how they use ICT in multiple

identify how ICT is used at home and

identify the value and role of ICT use

explain the main uses of ICT at school,

ways on multiple devices

at school

at home and school

home and in the local community, and

Examples taking a photo or playing a

Examples identifying how ICT is used in

Examples valuing ICT as a quick method

recognise its potential positive and negative

digital game with a phone, using a

personal communicating, shopping,

to find information; playing games with

simulation or reading an online book on a

banking, finding information, keeping class

friends; taking virtual tours; observing

impacts on their lives Examples ordering

tablet

information, online lunch ordering

events in real time

(interactive whiteboard whole class)

food from restaurants using a mobile devices, or

scanning QR codes to access information

ICT Scope and Sequence

Cygnet Primary School

Element 2: Investigating with ICT element

Level 1

Level 2

Level 3

Level 4

Typically by the end of

Typically by the end of Year 2,

Typically by the end of Year 4,

Typically by the end of Year 6,

Foundation Year, Students:

Students:

Students:

Students:

Sub Element
Define and plan

ICT Checklist

Information searches

1.Retrieve information relevant to an

inquiry by conducting an effective search

Locate, generate and access data

and information

2016

use ICT to identify where information

use ICT to identify, record and classify

use ICT to plan an information search

use a range of ICT to identify and

is located

textual and graphic information to

or generation of information,

represent patterns in sets of

show what is known and what needs to

recognising some pattern within the

information and to pose questions to

be investigated

information

guide searching for, or generating,

Examples listing what information is

further information

required and suggesting where it may be

Examples using icon based programs to

Examples using colour coding and drawing

locate information. Students knowing how

software to show steps in a sequence. Using

located, creating methods of recording data

Examples using tables, charts and graphic

to swipe to find app page and how to select

mindmaple to create a whole class

from experiments

organisers such as concept maps

and open program.

brainstorm where information is collected.

use icons to locate or generate required

locate information from a given set of

locate, retrieve or generate information

locate, retrieve or generate information

information

digital sources

from a range of digital sources

using search engines and simple search

functions and classify information in

ICT Checklist

meaningful ways
problem solve while playing interactive
10. Use digital tools to collect, analyse
and represent data for specific purpose

evaluate data
and information
Checklist

Examples locating information following

educational games

Select and

ICT

Examples searching and locating files

4. Investigate, question, analyse and

3.Compare and evaluate information

sources relating to a research topic

Sarah Anning, Department of Education

Example making choices from icon-based

menus.

hyperlinks; printing pages; copying and

pasting text and images; experimenting in a
simulation environment to test decisions

Examples locating information by typing

within school directory; searching across

in simple URLs; saving text and images;

web or within site; organising in folders,

collecting data from a simulation

tables or databases, using simulations to

environment

generate and organise information on real

world problems

explain how located data or

explain the usefulness of located data

explain why located data or

assess the suitability of data or

information was used

or information

information was selected

information using a range of

appropriate given criteria

Example explaining how digital

Examples explaining how digital

Examples explaining why a source of

Examples selecting the most

information was used in an activity.

information answers a question

digital information was used or trusted in

useful/reliable/relevant digital resource from

preference to another

a set of three or four alternatives

ICT Scope and Sequence

Cygnet Primary School

2016

Element 3: Creating with ICT element

Sub Element
Generate ideas,
plans and processes

Level 1

Level 2

Level 3

Level 4

Typically by the end of

Typically by the end of Year 2,

Typically by the end of Year 4,

Typically by the end of Year 6,

Foundation Year, Students:

Students:

Students:

Students:

use ICT to follow or contribute to a

use ICT to prepare simple plans to find

use ICT to generate ideas and plan

use ICT effectively to record ideas,

simple plan for a solution

solutions or answers to questions

solutions

represent thinking and plan solutions

7. Plan and create digital products with

ICT Checklist

logical sequences and content for specific

audiences

Examples using timeline software to plan

8. Integrate materials such as images

and sound files into digital products
18. Use a variety of devices to collect
and share ideas and information
ethically

Generate solutions to challenges

and learning area tasks

processes; using concept mapping and

Examples drawing simple mind maps

brainstorming software to generate key

Examples using online and multimedia

using conceptual mapping software; using

short sequence of instructions; contributing

drawing software to show steps in a

Examples using tables, photos and sketches

to a class digital product plan

sequence

in planning documents

use ICT as a creative tool to generate

experiment with ICT as a creative tool

create and modify simple digital

independently or collaboratively create

simple solutions, modifications or data

to generate simple solutions,

solutions, creative outputs or data

and modify digital solutions, creative

representations for personal or school

modifications or data representations

representation/ transformation for

outputs or data representation/

purposes

for particular audiences or purposes

particular purposes

transformation for particular audiences

ICT Checklist

6. Demonstrate understanding of real-

refining/editing them
11. Manipulate layout, style and content
to create a digital product appropriate
to a text type

Sarah Anning, Department of Education

software to record ideas

and purposes

world concepts by using simulations

9. Reflect on digital products,

ideas; using graphic and audio visual

Examples using appropriate software to

Examples using the basic functionality of

Examples editing text, images, audio, and

Examples manipulating and combining

enter text, images, audio and numbers;

selected software to manipulate text,

video for presentations and story-telling;

images, text, video and sound for

editing a class-created digital product;

images, audio and numbers; representing

transforming data between numerical and

presentations; creating podcasts; applying

representing a data set in a digital product

data numerically or graphically; editing

graphical digital representation; applying

purposeful editing and refining processes

own work and that of others

editing strategies

ICT Scope and Sequence

Cygnet Primary School

2016

Element 4: Managing and operating ICT element

Sub Element

Select and use hardware and

software

Level 1

Level 2

Level 3

Level 4

Typically by the end of

Typically by the end of Year 2,

Typically by the end of Year 4,

Typically by the end of Year 6,

Foundation Year, Students:

Students:

Students:

Students:

identify and safely operate ICT systems

identify and safely operate a selected

identify and independently operate a

select from, and safely operate, a range

to complete relevant simple specified

range of appropriate devices, software,

range of devices, software, functions

of devices to undertake specific tasks

tasks and seek help when encountering

functions and commands when

and commands, taking into

and use basic troubleshooting

a problem

operating an ICT system and attempt

consideration ergonomics when

procedures to solve routine

to solve a problem before seeking help

operating appropriate ICT systems, and

malfunctions

seek solutions when encountering a

problem
ICT Checklist

19. Identify how ICT systems become

infected with malware and describe
how to reduce infection risks.
20. Follow problem solving strategies
to solve common ICT problems.

Examples selecting and using a camera to

Examples using page layout software for

Examples using a camera, a microphone

take a photograph or using a printer to

posters, using a mouse, USB flash drive,

and slideshow software to create a

print a picture, using a tablet, notebook or

printer, digital camera, or robot supervised

presentation, adjusting the placement and

desktop computer to read a book or draw a

by the teacher; taking initial steps in coping

orientation of the mouse, keyboard and

picture; knowing when something has not

with the unexpected and then seeking help

screen to ensure ease and comfort when

worked as expected and seeking help

Examples selecting specific graphics

software or graphic tools in word
processors, using printer queues, file servers,
scanners, probes, digital cameras

using; attempting to resolve a technical

problem

Understand ICT systems

identify common consumer ICT systems

identify and safely operate a selected

identify and compare the use of the

identify, compare and classify basic ICT

with input and output functions

range of appropriate devices, software,

main components of different ICT

system components

functions and commands when

systems

operating an ICT system and attempt

Examples understanding the uses of

ICT Checklist

to solve a problem before seeking help

standard input, processing, output and

storage components such as, input

24. Explain some basic functions of a

systems internal and external
components

keyboard, microphone; process central

Examples identifying basic hardware and

Examples identifying and/or listing

peripherals, such as mouse, keyboard,

Examples comparing the use of a touch

different ICT systems such as desktop,

monitor, printer, and some software

screen and apps on a mobile with mouse

notebook, tablet and mobile systems

programs, such as word processing, drawing

and applications on a desktop computer

and paint software

Checklist

ICT

Manage digital data

23. Distinguish between input, output

and storage devices.

Sarah Anning, Department of Education

projector; storage cloud, USB, hard drive;

understanding the use and role of system
and application software

save and retrieve digital data with

manage and maintain digital data with

manage and maintain digital data

manage and maintain data on

support

guidance

using common methods

different storage mediums locally

and on networks

22. Organise electronic folders and

files.

processing unit; output monitor, speakers,

Examples saving and retrieving data;

Examples saving/exporting data in files of

providing unique names for files; applying

different formats; routinely backing up and

Examples using the Save and Open

basic functions such as opening and

Examples managing and maintaining lists,

protecting data; moving data from one

functions on an application

dragging-and dropping files

favourites, bookmarks, folders and files

location to another

ICT Scope and Sequence

Cygnet Primary School

2016

Element 5: Communicating with ICT element

Sub Element

Collaborate, share and exchange

Level 1

Level 2

Level 3

Level 4

Typically by the end of

Typically by the end of Year 2,

Typically by the end of Year 4,

Typically by the end of Year 6,

Foundation Year, Students:

Students:

Students:

Students:

use purposefully selected ICT tools

use purposefully selected ICT tools

use appropriate ICT tools safely to

select and use appropriate ICT tools

safely to view information shared by

safely to share and exchange

share and exchange information with

safely to share and exchange

trusted adults

information with appropriate local

appropriate known audiences

information and to safely collaborate

audiences

5. Contribute ideas to online networks

with others

ICT Checklist

and reflect on the contributions of

others
online etiquette (netiquette)
16. Contribute to planning for,
participating in and evaluating class-

Examples using emails and online

Examples viewing information placed on

board or blog to read and post electronic

discussion boards to read and post

a secure site by the teacher

messages; composing a message and

electronic messages

boards

understand that messages are

understand that computer mediated

locate, retrieve or generate

understand that particular forms of

recorded, viewed or sent in computer

communications may be received later

information from a range of digital

computer mediated communications

mediated communications for others

by the receiver

sources

and tools are suited to synchronous or

to-class online exchange projects

Understand computer mediated

ICT Checklist

communications

Examples contributing to the content of a

Examples using class online discussion

13. Identify and consistently follow

wiki; blogging and posting to bulletin

sending it with support

to receive

asynchronous and one-to-one or

group communications

17. Send messages with relevant files

attached

Examples understanding that a response

Examples understanding that a

Examples understanding that a text

Examples understanding differences in

to a question on an online environment will

communication on a blog may be viewed

message may be sent to one or more

the characteristics, features and use of

be received by the teacher

later by other students

persons

Skype compared with blogs or wikis

References:
Australian Curriculum, Assessment and Reporting Authority [ACARA], (2016, version 8.1).

Sarah Anning, Department of Education