Kunyung Primary School runs a comprehensive ICT program as a tool for learning across all areas of the curriculum.
We are working within the “Digital Excellence Awards” ICT website package as a tool for identifying the skills all students have developed and helps the students to progress in their learning through an online management system. All assessment is collated by the minute and teachers are aware of the ‘digital experts’ across all areas within ICT. Our students and teachers were trained in March 2014 and we launched this program to parents also in this month. Please click below to see our teachers and students learning together. http://youtu.be/Oz4Uu16xXqI
In 2013, the school introduced a Netbook Leasing Program aimed to provide greater exposure and opportunities to use ICT as a learning tool in Years 3 to 6. This has been widely accepted by the community and students are increasingly supported in their knowledge and use of ICT across all curriculum areas. We joined the eSmart network of schools in 2013 also and are currently working towards our accreditation across all the domains within this framework to support our development as a safe and supportive school.
We use AusVELS for curriculum planning which takes account of the developmental stages of learning young people experience at school. While student learning is a continuum and different students develop at different rates, they broadly progress through three stages of learning. The following statements describe ways in which these characteristics relate to learning experiences and standards in each of the three stages of learning in the Information and Communications Technology (ICT) domain.
Students begin using ICT to create simple information products and to access learning tools. By applying ICT in a range of contexts, students develop knowledge, skills and behaviours for the effective use of ICT for learning in all domains. They become critical users of ICT for learning and communicating, and creating information products. They learn to use ICT tools to visualise their thinking and record their thinking strategies for use in future problem-solving activities. They progress to maintaining a digital record of evidence of their learning in all domains that enables them to reflect on learning how to learn. Electronic communication tools are introduced in students’ first levels at school and more complex, contemporary communication tools are gradually introduced until students become confident users of the technology for communicating with experts and participating in online forums as both contributors and beneficiaries of knowledge.
All of our networked computers are imaged with EduStar. This is a government funded collection of learning tools and programs. For more information click on the image here (software_on_eduSTAR__FINAL)
Foundation to Level 4 – Laying the foundations
Early in this stage students become familiar with the main components of a computer and develop their hand-eye coordination by using a mouse to control the cursor/pointer on the screen. Students enter and manipulate data to create simple information products.Students progress by using ICT to organise, revise and classify ideas to assist their thinking processes. They access published multimedia resources and are encouraged to think critically about how these resources support their learning. Later in this stage students use ICT to solve problems, express ideas and present information to different audiences. They apply simple formatting and editing techniques in order to improve the appearance and accuracy of information they create for audiences. They experiment with simple ICT tools and strategies to make visual their thinking processes and begin to consider how these tools can be used for solving new problems. They locate and access information from online sources and they exchange electronic messages with other people. They begin to apply strategies to facilitate easy retrieval of their files.
ICT in AUSVELS is under review and is expected to be completed by 2015. Early previews from ACARA would suggest the categorization and structure of ICT may change greatly, but teacher understanding and student expectations will remain at a similar level to the current AUSVELS curriculum.
Foundation Level: During Prep there are no standards for ICT. So exposure to a range of quality relevant technologies through interactive tasks such as games to ensure they develop an understanding of navigating a computer or tablet. Students may explore typing and using a keyboard as an alternate method of communicating. This level is definitely about what they are expected to do next than what are we doing now?
Level One & Two: This is the first time we see an expectation of students using a computer to store and retrieve information. It is also and first time we are expecting students to use the Internet in any meaningful manner. Students should be introduced to a basic understanding of Cyber Safety at this level.
Level Three & Four: This is the stage at which we are asking students to start creating content beyond a standard document and begin exploring the use of thinking tools, blogs and learning management systems as a means of communicating their ideas with the world. It is essential that students are exposed to deeper information regarding Cyber Safety at this level even though it is not mentioned in AusVELS.
Level Five & Six: Level four is the first time we see ICT assessed at a dimensional level (ICT for Visualising thinking, ICT for Creating & ICT for Communicating.) There is a clear step up in expectations for teachers and students as they prepare for secondary school. When constructing our scope and sequence we aim to include tasks that cater to these three areas. It is essential at this stage that students are also introduced to the notion of Cyber bullying and Cyber Safety at this age.