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ACARA Australian Curriculum, Assessment and Reporting Authority

Information and Communication Technology (ICT) capability


  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6

Applying social and ethical protocols and practices when using ICT

Level 1

Typically by the end of Foundation Year, students:

Recognise intellectual property
recognise ownership over their own digital work Show examples

Examples:

  • recognising that they own text, photos and videos they produce
Apply digital information security practices
follow class rules about using digital information Show examples

Examples:

  • participating in a class discussion about why personal information should not be used online
Apply personal security protocols
follow class rules when sharing personal information with known audiences and demonstrate an awareness of applying social protocols when using ICT to communicate Show examples

Examples:

  • making a digital recording about their family that does not offend or upset the viewer
Identify the impacts of ICT in society
identify how they use ICT in multiple ways on multiple devices Show examples

Examples:

  • taking a photo or playing a digital game with a phone, using a simulation or reading an online book on a tablet

Level 2

Typically by the end of Year 2, students:

Recognise intellectual property
recognise ownership of digital products that others produce and that what they create or provide can be used or misused by others Show examples

Examples:

  • understanding that they should not copy someone else’s work without getting permission
Apply digital information security practices
follow class rules about applying selected standard guidelines and techniques to secure digital information Show examples

Examples:

  • recognising that when logging onto the network they are only able to access their own folders or accounts
  • only logging on to class computer with their own username and password
Apply personal security protocols
follow class guidelines when sharing personal information and apply basic social protocols when using ICT to communicate with known audiences Show examples

Examples:

  • messaging only to people they know, only allowing certain people to access their online space; keeping passwords secret; addressing recipients appropriately in emails, videos or posts
Identify the impacts of ICT in society
identify how ICT is used at home and at school Show examples

Examples:

  • identifying how ICT is used in personal communicating, shopping, banking, finding information, keeping class information, online lunch ordering

Level 3

Typically by the end of Year 4, students:

Recognise intellectual property
acknowledge when they use digital products created by someone else, and start to indicate the source Show examples

Examples:

  • explaining where an image was sourced
Apply digital information security practices
independently apply standard guidelines and techniques for particular digital systems to secure digital information Show examples

Examples:

  • saving to their own folder or device, logging on to server and email using a personal password
Apply personal security protocols
apply standard guidelines and take action to avoid the common dangers to personal security when using ICT and apply appropriate basic social protocols when using ICT to communicate with unknown audiences Show examples

Examples:

  • sharing personal photographs only in appropriate environments; using polite but impersonal language in posted messages; recognising forms of cyber bullying
Identify the impacts of ICT in society
identify the value and role of ICT use at home and school Show examples

Examples:

  • valuing ICT as a quick method to find information; playing games with friends; taking virtual tours; observing events in real time

Level 4

Typically by the end of Year 6, students:

Recognise intellectual property
identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions Show examples

Examples:

  • listing all sources, authors names and URLs of information they use
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 Show examples

Examples:

  • checking whether a friend can access the information, checking whether someone else can find the web link to their online posts, using non-predictable user names and passwords
Apply personal security protocols
identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts Show examples

Examples:

  • understanding the dangers of providing personal information; recognising and reporting cyber bullying; only posting a photo with the owner’s permission; not revealing details of identity; avoiding language offensive to particular groups of people; actively avoiding incidences of cyber bullying
Identify the impacts of ICT in society
explain the main uses of ICT at school, home and in the local community, and recognise its potential positive and negative impacts on their lives Show examples

Examples:

  • ordering food from restaurants using a mobile devices, or scanning QR codes to access information

Level 5

Typically by the end of Year 8, students:

Recognise intellectual property
apply practices that comply with legal obligations regarding the ownership and use of digital products resources Show examples

Examples:

  • naming sources, avoiding plagiarism, knowing what may or may not be copied, checking for permissions and legal obligations before publishing of work
Apply digital information security practices
independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments Show examples

Examples:

  • not storing private information on public online sites, setting user access and privacy parameters
Apply personal security protocols
identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities Show examples

Examples:

  • forwarding personal communications from friends only with permission; being aware of time zones and differences in meaning of terms and concepts due to location and culture; using the bcc email field; recognising when others are being cyber bullied
Identify the impacts of ICT in society
explain the benefits and risks of the use of ICT for particular people in work and home environments Show examples

Examples:

  • explaining that Voice Over Internet Protocol (VoIP) allows people to stay in touch, some people’s jobs are replaced by computers, worker productivity may increase when computers are used

Level 6

Typically by the end of Year 10, students:

Recognise intellectual property
identify and describe ethical dilemmas and consciously apply practices that protect intellectual property Show examples

Examples:

  • understanding that pirating denies musicians payment for their work, understanding Creative Commons licensing
Apply digital information security practices
use a range of strategies for securing and protecting information, assess the risks associated with online environments and establish appropriate security strategies and codes of conduct Show examples

Examples:

  • using complex security settings for online sites; varying password structures; separating information with folders or sites and understanding how to modify default parameters within social networking sites
Apply personal security protocols
independently apply appropriate strategies to protect rights, identity, privacy and emotional safety of others when using ICT, and discriminate between protocols suitable for different communication tools when collaborating with local and global communities Show examples

Examples:

  • analysing possible consequences of posting personal information on social networking sites; taking responsibility for the effect of their communications on other people; using appropriate salutations; adjusting length and formality of message to suit form of communication; independently employing anti-cyber bullying strategies
Identify the impacts of ICT in society
assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use Show examples

Examples:

  • recognising the potential of enhanced inclusivity for people with disability through ICT, the digital divide, new types of work, globalisation

Investigating with ICT

Level 1

Typically by the end of Foundation Year, students:

Define and plan information searches
use ICT to identify where information is located Show examples

Examples:

  • using icon based programs to locate information
Locate, generate and access data and information
use icons to locate or generate required information Show examples

Examples:

  • making choices from icon-based menus
Select and evaluate data and information
explain how located data or information was used Show examples

Examples:

  • explaining how digital information was used in an activity

Level 2

Typically by the end of Year 2, students:

Define and plan information searches
use ICT to identify, record and classify textual and graphic information to show what is known and what needs to be investigated Show examples

Examples:

  • using colour coding and drawing software to show steps in a sequence
Locate, generate and access data and information
locate information from a given set of digital sources Show examples

Examples:

  • locating information following hyperlinks; printing pages; copying and pasting text and images; experimenting in a simulation environment to test decisions
Select and evaluate data and information
explain the usefulness of located data or information Show examples

Examples:

  • explaining how digital information answers a question

Level 3

Typically by the end of Year 4, students:

Define and plan information searches
use ICT to plan an information search or generation of information, recognising some pattern within the information, Show examples

Examples:

  • listing what information is required and suggesting where it may be located, creating methods of recording data from experiments
Locate, generate and access data and information
locate, retrieve or generate information from a range of digital sources Show examples

Examples:

  • locating information by typing in simple URLs; saving text and images; collecting data from a simulation environment
Select and evaluate data and information
explain why located data or information was selected Show examples

Examples:

  • explaining why a source of digital information was used or trusted in preference to another

Level 4

Typically by the end of Year 6, students:

Define and plan information searches
use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information Show examples

Examples:

  • using tables, charts and graphic organisers such as concept maps
Locate, generate and access data and information
locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways Show examples

Examples:

  • searching and locating files within school directory; searching across web or within site; organising in folders, tables or databases, using simulations to generate and organise information on real world problems
Select and evaluate data and information
assess the suitability of data or information using a range of appropriate given criteria Show examples

Examples:

  • selecting the most useful/reliable/relevant digital resource from a set of three or four alternatives

Level 5

Typically by the end of Year 8, students:

Define and plan information searches
use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation Show examples

Examples:

  • using graphic organisers to plan a search with links to sources
Locate, generate and access data and information
locate, retrieve or generate information using search facilities and organise information in meaningful ways Show examples

Examples:

  • searching within document – find/search/buttons/tabs; using search strings; accessing primary data through online or local equipment; using simulation tools to test hypotheses to problems
Select and evaluate data and information
assess the suitability of data or information using appropriate own criteria Show examples

Examples:

  • applying criteria developed for an enquiry or project; considering the adequacy of source of information

Level 6

Typically by the end of Year 10, students:

Define and plan information searches
select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation Show examples

Examples:

  • using wikis or other shared documents; searching databases
Locate, generate and access data and information
use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Show examples

Examples:

  • using logical statements such as true/false; searching within fields or for data type; using data logger equipment, digital microscope; using digital models to test and adjust hypotheses to problems
Select and evaluate data and information
develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources Show examples

Examples:

  • comparing objective data from multiple digital sources to evaluate the likely credibility of the information provided

Creating with ICT

Level 1

Typically by the end of Foundation Year, students:

Generate ideas, plans and processes
use ICT to follow or contribute to a simple plan for a solution Show examples

Examples:

  • using online and multimedia short sequence of instructions; contributing to a class digital product plan
Generate solutions to challenges and learning area tasks
use ICT as a creative tool to generate simple solutions, modifications or data representations for personal or school purposes Show examples

Examples:

  • using appropriate software to enter text, images, audio and numbers; editing a class-created digital product; representing a data set in a digital product

Level 2

Typically by the end of Year 2, students:

Generate ideas, plans and processes
use ICT to prepare simple plans to find solutions or answers to questions Show examples

Examples:

  • drawing simple mind maps using conceptual mapping software; using drawing software to show steps in a sequence
Generate solutions to challenges and learning area tasks
experiment with ICT as a creative tool to generate simple solutions, modifications or data representations for particular audiences or purposes Show examples

Examples:

  • using the basic functionality of selected software to manipulate text, images, audio and numbers; representing data numerically or graphically; editing own work and that of others

Level 3

Typically by the end of Year 4, students:

Generate ideas, plans and processes
use ICT to generate ideas and plan solutions Show examples

Examples:

  • using tables, photos and sketches in planning documents
Generate solutions to challenges and learning area tasks
create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes Show examples

Examples:

  • editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies

Level 4

Typically by the end of Year 6, students:

Generate ideas, plans and processes
use ICT effectively to record ideas, represent thinking and plan solutions Show examples

Examples:

  • using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas
Generate solutions to challenges and learning area tasks
independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples

Examples:

  • manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes

Level 5

Typically by the end of Year 8, students:

Generate ideas, plans and processes
use appropriate ICT to collaboratively generate ideas and develop plans Show examples

Examples:

  • sharing documents including text, graphics and numbers
Generate solutions to challenges and learning area tasks
design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples

Examples:

  • creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials

Level 6

Typically by the end of Year 10, students:

Generate ideas, plans and processes
select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples

Examples:

  • using software to create hyperlinks, tables and charts; using design and project planning software
Generate solutions to challenges and learning area tasks
Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples

Examples:

  • modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects

Communicating with ICT

Level 1

Typically by the end of Foundation Year, students:

Collaborate, share and exchange
use purposefully selected ICT tools safely to view information shared by trusted adults Show examples

Examples:

  • viewing information placed on a secure site by the teacher
Understand computer mediated communications
understand that messages are recorded, viewed or sent in computer mediated communications for others to receive Show examples

Examples:

  • understanding that a response to a question on an online environment will be received by the teacher

Level 2

Typically by the end of Year 2, students:

Collaborate, share and exchange
use purposefully selected ICT tools safely to share and exchange information with appropriate local audiences Show examples

Examples:

  • using class online discussion board or blog to read and post electronic messages; composing a message and sending it with support
Understand computer mediated communications
understand that computer mediated communications may be received later by the receiver Show examples

Examples:

  • understanding that a communication on a blog may be viewed later by other students

Level 3

Typically by the end of Year 4, students:

Collaborate, share and exchange
use appropriate ICT tools safely to share and exchange information with appropriate known audiences Show examples

Examples:

  • using emails and online discussion boards to read and post electronic messages
Understand computer mediated communications
understand that computer mediated communications are directed to an audience for a purpose Show examples

Examples:

  • understanding that a text message may be sent to one or more persons

Level 4

Typically by the end of Year 6, students:

Collaborate, share and exchange
select and use appropriate ICT tools safely to share and exchange information and to safely collaborate with others Show examples

Examples:

  • contributing to the content of a wiki; blogging and posting to bulletin boards
Understand computer mediated communications
understand that particular forms of computer mediated communications and tools are suited to synchronous or asynchronous and one-to-one or group communications Show examples

Examples:

  • understanding differences in the characteristics, features and use of Skype compared with blogs or wikis

Level 5

Typically by the end of Year 8, students:

Collaborate, share and exchange
select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences Show examples

Examples:

  • setting up a wiki or blog for an associated user group
Understand computer mediated communications
understand that there are various methods of collaboration through computer mediated communications that vary in form and control Show examples

Examples:

  • understanding the characteristics, features and use of electronic learning environments for collaborating

Level 6

Typically by the end of Year 10, students:

Collaborate, share and exchange
select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge Show examples

Examples:

  • using online applications and management tools for collaborative projects such as online portals, wikis; using common social networking tools for strategic purposes
Understand computer mediated communications
understand that computer mediated communications have advantages and disadvantages in supporting active participation in a community of practice and the management of collaboration on digital materials Show examples

Examples:

  • understanding the advantages and disadvantages of using websites and online environments for managing collaboration

Managing and operating ICT

Level 1

Typically by the end of Foundation Year, students:

Select and use hardware and software
identify and safely operate ICT systems to complete relevant simple specified tasks and seek help when encountering a problem Show examples

Examples:

  • selecting and using a camera to take a photograph or using a printer to print a picture, using a tablet, notebook or desktop computer to read a book or draw a picture; knowing when something has not worked as expected and seeking help
Understand ICT systems
identify common consumer ICT systems with input and output functions Show examples

Examples:

  • identifying and/or listing different ICT systems such as desktop, notebook, tablet and mobile systems
Manage digital data
save and retrieve digital data with support Show examples

Examples:

  • using the Save and Open functions on an application

Level 2

Typically by the end of Year 2, students:

Select and use hardware and software
identify and safely operate a selected range of appropriate devices, software, functions and commands when operating an ICT system and attempt to solve a problem before seeking help Show examples

Examples:

  • using page layout software for posters, using a mouse, USB flash drive, printer, digital camera, or robot supervised by the teacher; taking initial steps in coping with the unexpected and then seeking help
Understand ICT systems
identify the main components of common consumer ICT systems, their fundamental functions, and describe them using basic ICT terminology Show examples

Examples:

  • identifying basic hardware and peripherals, such as mouse, keyboard, monitor, printer, and some software programs, such as word processing, drawing and paint software
Manage digital data
manage and maintain digital data with guidance Show examples

Examples:

  • saving and retrieving data; providing unique names for files; applying basic functions such as opening and dragging-and dropping files

Level 3

Typically by the end of Year 4, students:

Select and use hardware and software
identify and independently operate a range of devices, software, functions and commands, taking into consideration ergonomics when operating appropriate ICT systems, and seek solutions when encountering a problem Show examples

Examples:

  • using a camera, a microphone and slideshow software to create a presentation, adjusting the placement and orientation of the mouse, keyboard and screen to ensure ease and comfort when using; attempting to resolve a technical problem
Understand ICT systems
identify and compare the use of the main components of different ICT systems Show examples

Examples:

  • comparing the use of a touch screen and apps on a mobile with mouse and applications on a desktop computer
Manage digital data
manage and maintain digital data using common methods Show examples

Examples:

  • managing and maintaining lists, favourites, bookmarks, folders and files

Level 4

Typically by the end of Year 6, students:

Select and use hardware and software
select from, and safely operate, a range of devices to undertake specific tasks and use basic troubleshooting procedures to solve routine malfunctions Show examples

Examples:

  • selecting specific graphics software or graphic tools in word processors, using printer queues, file servers, scanners, probes, digital cameras
Understand ICT systems
identify, compare and classify basic ICT system components Show examples

Examples:

  • understanding the uses of standard input, processing, output and storage components such as, input – keyboard, microphone; process – central processing unit; output –monitor, speakers, projector; storage – cloud, USB, hard drive; understanding the use and role of system and application software
Manage digital data
manage and maintain data on different storage mediums – locally and on networks Show examples

Examples:

  • saving/exporting data in files of different formats; routinely backing up and protecting data; moving data from one location to another

Level 5

Typically by the end of Year 8, students:

Select and use hardware and software
independently select and operate a range of devices by adjusting relevant software functions to suit specific tasks, and independently use common troubleshooting procedures to solve routine malfunctions Show examples

Examples:

  • selecting a spread sheet to model a budget or a fast processor to edit movies, adjusting digital camera settings, creating shortcuts
Understand ICT systems
identify and compare networked ICT system components including between hardware, software and data Show examples

Examples:

  • identifying and comparing the concepts of local area networks, server-client networks, cloud systems, saving files in differing formats so that they are compatible across different software platforms
Manage digital data
manage and maintain data for groups of users using a variety of methods and systems Show examples

Examples:

  • setting up and maintaining shared folders

Level 6

Typically by the end of Year 10, students:

Select and use hardware and software
justify the selection of, and optimise the operation of, a selected range of devices and software functions to complete specific tasks, for different purposes and in different social contexts Show examples

Examples:

  • selecting an appropriate option for creating a website such as an online tool or an HTML editor, altering toolbars, sorting and layout functions; using duplex printing; setting proxies; using filters to divert junk mail; optimising the functions and features of online tools for a particular purpose
Understand ICT systems
apply an understanding of networked ICT system components to make changes to functions, processes, procedures and devices to fit the purpose of the solutions Show examples

Examples:

  • applying their understanding to decide whether to use cloud, local server or local storage; deciding whether to use a webcam or digital video camera
Manage digital data
manage and maintain data securely in a variety of storage mediums and formats Show examples

Examples:

  • designing and using logical and sustainable file/folder naming conventions; maintaining version control of documents; limiting access to data by location or password

Level 1

Typically by the end of Foundation Year, students:

Applying social and ethical protocols and practices when using ICT

Apply personal security protocols
  • follow class rules when sharing personal information with known audiences and demonstrate an awareness of applying social protocols when using ICT to communicate
Show examples

Examples:

  • making a digital recording about their family that does not offend or upset the viewer
Recognise intellectual property
  • recognise ownership over their own digital work
Show examples

Examples:

  • recognising that they own text, photos and videos they produce
Identify the impacts of ICT in society
  • identify how they use ICT in multiple ways on multiple devices
Show examples

Examples:

  • taking a photo or playing a digital game with a phone, using a simulation or reading an online book on a tablet
Apply digital information security practices
  • follow class rules about using digital information
Show examples

Examples:

  • participating in a class discussion about why personal information should not be used online

Investigating with ICT

Define and plan information searches
  • use ICT to identify where information is located
Show examples

Examples:

  • using icon based programs to locate information
Select and evaluate data and information
  • explain how located data or information was used
Show examples

Examples:

  • explaining how digital information was used in an activity
Locate, generate and access data and information
  • use icons to locate or generate required information
Show examples

Examples:

  • making choices from icon-based menus

Creating with ICT

Generate ideas, plans and processes
  • use ICT to follow or contribute to a simple plan for a solution
Show examples

Examples:

  • using online and multimedia short sequence of instructions; contributing to a class digital product plan
Generate solutions to challenges and learning area tasks
  • use ICT as a creative tool to generate simple solutions, modifications or data representations for personal or school purposes
Show examples

Examples:

  • using appropriate software to enter text, images, audio and numbers; editing a class-created digital product; representing a data set in a digital product

Communicating with ICT

Collaborate, share and exchange
  • use purposefully selected ICT tools safely to view information shared by trusted adults
Show examples

Examples:

  • viewing information placed on a secure site by the teacher
Understand computer mediated communications
  • understand that messages are recorded, viewed or sent in computer mediated communications for others to receive
Show examples

Examples:

  • understanding that a response to a question on an online environment will be received by the teacher

Managing and operating ICT

Understand ICT systems
  • identify common consumer ICT systems with input and output functions
Show examples

Examples:

  • identifying and/or listing different ICT systems such as desktop, notebook, tablet and mobile systems
Select and use hardware and software
  • identify and safely operate ICT systems to complete relevant simple specified tasks and seek help when encountering a problem
Show examples

Examples:

  • selecting and using a camera to take a photograph or using a printer to print a picture, using a tablet, notebook or desktop computer to read a book or draw a picture; knowing when something has not worked as expected and seeking help
Manage digital data
  • save and retrieve digital data with support
Show examples

Examples:

  • using the Save and Open functions on an application

Level 2

Typically by the end of Year 2, students:

Applying social and ethical protocols and practices when using ICT

Apply digital information security practices
  • follow class rules about applying selected standard guidelines and techniques to secure digital information
Show examples

Examples:

  • recognising that when logging onto the network they are only able to access their own folders or accounts
  • only logging on to class computer with their own username and password
Identify the impacts of ICT in society
  • identify how ICT is used at home and at school
Show examples

Examples:

  • identifying how ICT is used in personal communicating, shopping, banking, finding information, keeping class information, online lunch ordering
Apply personal security protocols
  • follow class guidelines when sharing personal information and apply basic social protocols when using ICT to communicate with known audiences
Show examples

Examples:

  • messaging only to people they know, only allowing certain people to access their online space; keeping passwords secret; addressing recipients appropriately in emails, videos or posts
Recognise intellectual property
  • recognise ownership of digital products that others produce and that what they create or provide can be used or misused by others
Show examples

Examples:

  • understanding that they should not copy someone else’s work without getting permission

Investigating with ICT

Define and plan information searches
  • use ICT to identify, record and classify textual and graphic information to show what is known and what needs to be investigated
Show examples

Examples:

  • using colour coding and drawing software to show steps in a sequence
Locate, generate and access data and information
  • locate information from a given set of digital sources
Show examples

Examples:

  • locating information following hyperlinks; printing pages; copying and pasting text and images; experimenting in a simulation environment to test decisions
Select and evaluate data and information
  • explain the usefulness of located data or information
Show examples

Examples:

  • explaining how digital information answers a question

Creating with ICT

Generate ideas, plans and processes
  • use ICT to prepare simple plans to find solutions or answers to questions
Show examples

Examples:

  • drawing simple mind maps using conceptual mapping software; using drawing software to show steps in a sequence
Generate solutions to challenges and learning area tasks
  • experiment with ICT as a creative tool to generate simple solutions, modifications or data representations for particular audiences or purposes
Show examples

Examples:

  • using the basic functionality of selected software to manipulate text, images, audio and numbers; representing data numerically or graphically; editing own work and that of others

Communicating with ICT

Understand computer mediated communications
  • understand that computer mediated communications may be received later by the receiver
Show examples

Examples:

  • understanding that a communication on a blog may be viewed later by other students
Collaborate, share and exchange
  • use purposefully selected ICT tools safely to share and exchange information with appropriate local audiences
Show examples

Examples:

  • using class online discussion board or blog to read and post electronic messages; composing a message and sending it with support

Managing and operating ICT

Understand ICT systems
  • identify the main components of common consumer ICT systems, their fundamental functions, and describe them using basic ICT terminology
Show examples

Examples:

  • identifying basic hardware and peripherals, such as mouse, keyboard, monitor, printer, and some software programs, such as word processing, drawing and paint software
Manage digital data
  • manage and maintain digital data with guidance
Show examples

Examples:

  • saving and retrieving data; providing unique names for files; applying basic functions such as opening and dragging-and dropping files
Select and use hardware and software
  • identify and safely operate a selected range of appropriate devices, software, functions and commands when operating an ICT system and attempt to solve a problem before seeking help
Show examples

Examples:

  • using page layout software for posters, using a mouse, USB flash drive, printer, digital camera, or robot supervised by the teacher; taking initial steps in coping with the unexpected and then seeking help

Level 3

Typically by the end of Year 4, students:

Applying social and ethical protocols and practices when using ICT

Apply digital information security practices
  • independently apply standard guidelines and techniques for particular digital systems to secure digital information
Show examples

Examples:

  • saving to their own folder or device, logging on to server and email using a personal password
Recognise intellectual property
  • acknowledge when they use digital products created by someone else, and start to indicate the source
Show examples

Examples:

  • explaining where an image was sourced
Apply personal security protocols
  • apply standard guidelines and take action to avoid the common dangers to personal security when using ICT and apply appropriate basic social protocols when using ICT to communicate with unknown audiences
Show examples

Examples:

  • sharing personal photographs only in appropriate environments; using polite but impersonal language in posted messages; recognising forms of cyber bullying
Identify the impacts of ICT in society
  • identify the value and role of ICT use at home and school
Show examples

Examples:

  • valuing ICT as a quick method to find information; playing games with friends; taking virtual tours; observing events in real time

Investigating with ICT

Locate, generate and access data and information
  • locate, retrieve or generate information from a range of digital sources
Show examples

Examples:

  • locating information by typing in simple URLs; saving text and images; collecting data from a simulation environment
Select and evaluate data and information
  • explain why located data or information was selected
Show examples

Examples:

  • explaining why a source of digital information was used or trusted in preference to another
Define and plan information searches
  • use ICT to plan an information search or generation of information, recognising some pattern within the information,
Show examples

Examples:

  • listing what information is required and suggesting where it may be located, creating methods of recording data from experiments

Creating with ICT

Generate solutions to challenges and learning area tasks
  • create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes
Show examples

Examples:

  • editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies
Generate ideas, plans and processes
  • use ICT to generate ideas and plan solutions
Show examples

Examples:

  • using tables, photos and sketches in planning documents

Communicating with ICT

Collaborate, share and exchange
  • use appropriate ICT tools safely to share and exchange information with appropriate known audiences
Show examples

Examples:

  • using emails and online discussion boards to read and post electronic messages
Understand computer mediated communications
  • understand that computer mediated communications are directed to an audience for a purpose
Show examples

Examples:

  • understanding that a text message may be sent to one or more persons

Managing and operating ICT

Select and use hardware and software
  • identify and independently operate a range of devices, software, functions and commands, taking into consideration ergonomics when operating appropriate ICT systems, and seek solutions when encountering a problem
Show examples

Examples:

  • using a camera, a microphone and slideshow software to create a presentation, adjusting the placement and orientation of the mouse, keyboard and screen to ensure ease and comfort when using; attempting to resolve a technical problem
Manage digital data
  • manage and maintain digital data using common methods
Show examples

Examples:

  • managing and maintaining lists, favourites, bookmarks, folders and files
Understand ICT systems
  • identify and compare the use of the main components of different ICT systems
Show examples

Examples:

  • comparing the use of a touch screen and apps on a mobile with mouse and applications on a desktop computer

Level 4

Typically by the end of Year 6, students:

Applying social and ethical protocols and practices when using ICT

Identify the impacts of ICT in society
  • explain the main uses of ICT at school, home and in the local community, and recognise its potential positive and negative impacts on their lives
Show examples

Examples:

  • ordering food from restaurants using a mobile devices, or scanning QR codes to access information
Recognise intellectual property
  • identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions
Show examples

Examples:

  • listing all sources, authors names and URLs of information they use
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
Show examples

Examples:

  • checking whether a friend can access the information, checking whether someone else can find the web link to their online posts, using non-predictable user names and passwords
Apply personal security protocols
  • identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts
Show examples

Examples:

  • understanding the dangers of providing personal information; recognising and reporting cyber bullying; only posting a photo with the owner’s permission; not revealing details of identity; avoiding language offensive to particular groups of people; actively avoiding incidences of cyber bullying

Investigating with ICT

Locate, generate and access data and information
  • locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways
Show examples

Examples:

  • searching and locating files within school directory; searching across web or within site; organising in folders, tables or databases, using simulations to generate and organise information on real world problems
Select and evaluate data and information
  • assess the suitability of data or information using a range of appropriate given criteria
Show examples

Examples:

  • selecting the most useful/reliable/relevant digital resource from a set of three or four alternatives
Define and plan information searches
  • use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information
Show examples

Examples:

  • using tables, charts and graphic organisers such as concept maps

Creating with ICT

Generate ideas, plans and processes
  • use ICT effectively to record ideas, represent thinking and plan solutions
Show examples

Examples:

  • using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas
Generate solutions to challenges and learning area tasks
  • independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes
Show examples

Examples:

  • manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes

Communicating with ICT

Collaborate, share and exchange
  • select and use appropriate ICT tools safely to share and exchange information and to safely collaborate with others
Show examples

Examples:

  • contributing to the content of a wiki; blogging and posting to bulletin boards
Understand computer mediated communications
  • understand that particular forms of computer mediated communications and tools are suited to synchronous or asynchronous and one-to-one or group communications
Show examples

Examples:

  • understanding differences in the characteristics, features and use of Skype compared with blogs or wikis

Managing and operating ICT

Manage digital data
  • manage and maintain data on different storage mediums – locally and on networks
Show examples

Examples:

  • saving/exporting data in files of different formats; routinely backing up and protecting data; moving data from one location to another
Understand ICT systems
  • identify, compare and classify basic ICT system components
Show examples

Examples:

  • understanding the uses of standard input, processing, output and storage components such as, input – keyboard, microphone; process – central processing unit; output –monitor, speakers, projector; storage – cloud, USB, hard drive; understanding the use and role of system and application software
Select and use hardware and software
  • select from, and safely operate, a range of devices to undertake specific tasks and use basic troubleshooting procedures to solve routine malfunctions
Show examples

Examples:

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

Level 5

Typically by the end of Year 8, students:

Applying social and ethical protocols and practices when using ICT

Identify the impacts of ICT in society
  • explain the benefits and risks of the use of ICT for particular people in work and home environments
Show examples

Examples:

  • explaining that Voice Over Internet Protocol (VoIP) allows people to stay in touch, some people’s jobs are replaced by computers, worker productivity may increase when computers are used
Apply digital information security practices
  • independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments
Show examples

Examples:

  • not storing private information on public online sites, setting user access and privacy parameters
Recognise intellectual property
  • apply practices that comply with legal obligations regarding the ownership and use of digital products resources
Show examples

Examples:

  • naming sources, avoiding plagiarism, knowing what may or may not be copied, checking for permissions and legal obligations before publishing of work
Apply personal security protocols
  • identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities
Show examples

Examples:

  • forwarding personal communications from friends only with permission; being aware of time zones and differences in meaning of terms and concepts due to location and culture; using the bcc email field; recognising when others are being cyber bullied

Investigating with ICT

Define and plan information searches
  • use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation
Show examples

Examples:

  • using graphic organisers to plan a search with links to sources
Locate, generate and access data and information
  • locate, retrieve or generate information using search facilities and organise information in meaningful ways
Show examples

Examples:

  • searching within document – find/search/buttons/tabs; using search strings; accessing primary data through online or local equipment; using simulation tools to test hypotheses to problems
Select and evaluate data and information
  • assess the suitability of data or information using appropriate own criteria
Show examples

Examples:

  • applying criteria developed for an enquiry or project; considering the adequacy of source of information

Creating with ICT

Generate solutions to challenges and learning area tasks
  • design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
Show examples

Examples:

  • creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials
Generate ideas, plans and processes
  • use appropriate ICT to collaboratively generate ideas and develop plans
Show examples

Examples:

  • sharing documents including text, graphics and numbers

Communicating with ICT

Collaborate, share and exchange
  • select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
Show examples

Examples:

  • setting up a wiki or blog for an associated user group
Understand computer mediated communications
  • understand that there are various methods of collaboration through computer mediated communications that vary in form and control
Show examples

Examples:

  • understanding the characteristics, features and use of electronic learning environments for collaborating

Managing and operating ICT

Understand ICT systems
  • identify and compare networked ICT system components including between hardware, software and data
Show examples

Examples:

  • identifying and comparing the concepts of local area networks, server-client networks, cloud systems, saving files in differing formats so that they are compatible across different software platforms
Select and use hardware and software
  • independently select and operate a range of devices by adjusting relevant software functions to suit specific tasks, and independently use common troubleshooting procedures to solve routine malfunctions
Show examples

Examples:

  • selecting a spread sheet to model a budget or a fast processor to edit movies, adjusting digital camera settings, creating shortcuts
Manage digital data
  • manage and maintain data for groups of users using a variety of methods and systems
Show examples

Examples:

  • setting up and maintaining shared folders

Level 6

Typically by the end of Year 10, students:

Applying social and ethical protocols and practices when using ICT

Recognise intellectual property
  • identify and describe ethical dilemmas and consciously apply practices that protect intellectual property
Show examples

Examples:

  • understanding that pirating denies musicians payment for their work, understanding Creative Commons licensing
Identify the impacts of ICT in society
  • assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use
Show examples

Examples:

  • recognising the potential of enhanced inclusivity for people with disability through ICT, the digital divide, new types of work, globalisation
Apply digital information security practices
  • use a range of strategies for securing and protecting information, assess the risks associated with online environments and establish appropriate security strategies and codes of conduct
Show examples

Examples:

  • using complex security settings for online sites; varying password structures; separating information with folders or sites and understanding how to modify default parameters within social networking sites
Apply personal security protocols
  • independently apply appropriate strategies to protect rights, identity, privacy and emotional safety of others when using ICT, and discriminate between protocols suitable for different communication tools when collaborating with local and global communities
Show examples

Examples:

  • analysing possible consequences of posting personal information on social networking sites; taking responsibility for the effect of their communications on other people; using appropriate salutations; adjusting length and formality of message to suit form of communication; independently employing anti-cyber bullying strategies

Investigating with ICT

Select and evaluate data and information
  • develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources
Show examples

Examples:

  • comparing objective data from multiple digital sources to evaluate the likely credibility of the information provided
Define and plan information searches
  • select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation
Show examples

Examples:

  • using wikis or other shared documents; searching databases
Locate, generate and access data and information
  • use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings
Show examples

Examples:

  • using logical statements such as true/false; searching within fields or for data type; using data logger equipment, digital microscope; using digital models to test and adjust hypotheses to problems

Creating with ICT

Generate solutions to challenges and learning area tasks
  • Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes
Show examples

Examples:

  • modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects
Generate ideas, plans and processes
  • select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
Show examples

Examples:

  • using software to create hyperlinks, tables and charts; using design and project planning software

Communicating with ICT

Understand computer mediated communications
  • understand that computer mediated communications have advantages and disadvantages in supporting active participation in a community of practice and the management of collaboration on digital materials
Show examples

Examples:

  • understanding the advantages and disadvantages of using websites and online environments for managing collaboration
Collaborate, share and exchange
  • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Show examples

Examples:

  • using online applications and management tools for collaborative projects such as online portals, wikis; using common social networking tools for strategic purposes

Managing and operating ICT

Select and use hardware and software
  • justify the selection of, and optimise the operation of, a selected range of devices and software functions to complete specific tasks, for different purposes and in different social contexts
Show examples

Examples:

  • selecting an appropriate option for creating a website such as an online tool or an HTML editor, altering toolbars, sorting and layout functions; using duplex printing; setting proxies; using filters to divert junk mail; optimising the functions and features of online tools for a particular purpose
Understand ICT systems
  • apply an understanding of networked ICT system components to make changes to functions, processes, procedures and devices to fit the purpose of the solutions
Show examples

Examples:

  • applying their understanding to decide whether to use cloud, local server or local storage; deciding whether to use a webcam or digital video camera
Manage digital data
  • manage and maintain data securely in a variety of storage mediums and formats
Show examples

Examples:

  • designing and using logical and sustainable file/folder naming conventions; maintaining version control of documents; limiting access to data by location or password