Consumer and financial literacy: Information and Communication Technology Capability

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The Information and Communication Technology (ICT) Capability supports students to acquire the knowledge, dispositions and skills to use ICT effectively, appropriately and safely in a range of real-world consumer and financial contexts. The ICT Capability contributes to the development of the dimensions of consumer and financial literacy as shown in the diagram below.

Approximate proportion of the dimensions addressed by Information and Communication Technology Capability

Through the ICT Capability, students learn to question the validity and reliability of information sources and develop an understanding of the practices that mislead or threaten the integrity of information in the online environment such as advertising, scams and fraud. The ICT Capability supports students to develop safe, ethical and responsible behaviours in online and digital consumer and financial contexts. Students develop enterprising skills by using ICT to locate information; generate ideas, plans and processes; design solutions to real-world problems; and to share and collaborate. The ICT Capability supports students to work in consumer and financial contexts with confidence, care and consideration – understanding its possibilities, limitations and impacts on individuals, groups and communities. 

The managing and operating ICT element of this capability has not been included in the mapping.

Moneysmart for teachers and Tax, Super and You provide a number of interdisciplinary units and interactive activities that include aspects of the ICT Capability.


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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

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

Typically, by the end of Year 10, students:

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

Typically, by the end of Year 10, students:

Recognise intellectual property

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

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

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

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

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

Generate ideas, plans and processes

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

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

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