Operating with ICT
By Year 2, students use a range of basic ICT functions and applications across key learning areas to inquire, create, collaborate and communicate, and to manage, store and retrieve information and data.
By the end of Year 2 students:
Efficient, safe and ergonomic operation of ICT; they:
- locate keys on a keyboard and operate major keyboard functions
- log on to the school network using a keyboard and mouse
- log off and shut down a computer after use
- use and manipulate the mouse including 'click and drag'
- identify and use correct terms to name visible system components such as keyboard, monitor, screen and mouse
- demonstrate awareness of correct posture, reach and need for comfortable vision
- safely handle DVDs/CDs and USB devices and insert them into the appropriate location
- connect and disconnect devices with care
- identify the function of some ICT devices such as a digital camera and printer, USB flash drive
Navigate in software and in virtual environments; they:
- recognise and select features from options on a toolbar, including select,
- copy, paste, font, bullets and numbering
- understand the function of Home Pages, hyperlinks and navigation bars in websites
- follow hyperlinks to view web pages
- select and use navigation features in interactive stories, learning objects and teacher-selected websites
- engage with software for word processing, concept mapping, drawing and creating presentations
Use ICT to manage, store and retrieve information and data; they:
- identify places and devices for storing data
- save digital work regularly while working
- use 'Save' and 'Save As' intentionally
- manage and maintain digital files including saving and retrieving files to and from specific locations
- understand that data can be transferred between devices
- create, name and rename folders
- follow a simple folder structure when saving and retrieving files
Reflect on operating ICT; they:
- describe the importance of logging off the computer
- discuss the need to save while working
- describe known keyboard functions
- contribute possible solutions for solving common computer problems
Operate ICT efficiently and safely
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
Combine keyboarding with letter recognition and hand-eye coordination activities using a keyboard or a virtual keyboard connected to an interactive whiteboard. Develop and consolidate keyboard skills using finger charts and computer keyboards for drill and practice for example, Dance Mat Typing: Practise logging on, logging off and shutting down using the index and middle fingers on the left hand as bunny ears to press Ctrl and Alt together, plus the pointer finger on right hand to press the Delete key as well. |
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Click and drag digital images of objects into a Venn diagram to show the attributes of the objects (for example, float and sink) before or after an actual experiment. Draw and label system components (for example, keyboard, monitor, screen and mouse). Operate available devices after an adult has modelled relevant procedures and discussed agreed safety rules. Devices could include voice recorders, CD players, calculators, digital cameras, digital video cameras, interactive whiteboards, interactive toys, printers, scanners, mobile phones and web cams. |
Science: Energy and Change, Primary Connections Push-pull |
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Explain to others how to capture and download photos from the digital camera. |
English: Speaking and Listening |
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Listen to the audio files of students' favourite songs or stories. Observe the teacher transferring or downloading selected songs to make a play list and save to a peripheral device. |
The Arts: Music |
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Make a digital recording of an oral reading at the beginning and end of a semester to monitor progress. (For example, students might listen to recordings on an MP3 player and discuss their fluency and expression.) |
English: Reading and Viewing |
Free voice recorders are preinstalled on school-based PC computers. They are available for Mac computers from Audacity. |
Take a digital photograph and observe the teacher modelling how to transfer and use zoom tools within an image viewing or editing program to better view the photos. |
The Arts: Visual Art
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Follow modelled steps to scan a piece of artwork and insert the scanned image into a slideshow. The slideshow would form a gallery of student work. Provide an audio recording to accompany scanned images to describe what they represent and how they were created. |
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With support, use a digital microscope to examine living and non-living things such as leaves, hair, materials, fabrics and roots from a bean seed. Use image or video capture devices to record these observations for use in other media. In Prep:
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Science: Life and Living, Primary Connections - School Yard Safari/What's it made of? |
Navigate software and virtual environments
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
Identify features of websites such as the home page, hyperlinks and navigation bars, and discuss their functions. (For example, note that the home page often gives an overview of a website's content and it can be accessed from all other pages.) Use an interactive whiteboard (or projected display) with a virtual keyboard to explain the purpose of the web address bar. Discuss importance of using the correct web address and provide practice typing website addresses correctly. Navigate teacher-selected websites to source information then use the information in a class display. |
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Explore a range of Learning Objects to consolidate knowledge and understandings of KLA concepts and to practice screen navigation skills. Explore the Learning Objects as a whole class, in small groups, independently or with support. Use such Learning Objects as:
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Maths: Measurement, Number Maths: Patterns and Algebra English SOSE - Political & Economic Systems |
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Use concept mapping software such as Kidspiration or drawing tools in word processing software to:
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Science: Life and Living, Primary Connections - Schoolyard Safari SOSE: Culture and Identity |
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Use real life images sourced from online photo repositories such as Flickr and sound effects from online audio repositories such as Free Sound Project (only teachers can access this website) to create a multimedia weather activity. |
Science: Earth and Beyond |
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Visit the Bureau of Meteorology website and examine the weather symbols used. Use drawing software to create a set of weather symbols for use on a class weather chart. Use an interactive whiteboard and digital weather chart to drag symbols across to corresponding days. Discuss weather patterns and predict future temperatures and rainfall in specific locations. |
Science: Earth and Beyond, Primary Connections - Weather in My World |
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Use word frequency Tag Cloud services to familiarise students with new texts, vocabulary and spelling words in visual forms. |
English: Spelling, Reading and Viewing |
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Use word processing software, webcams, cameras or screen capture software to write the procedure for operating ICT, such as logging on and off a computer, or safely connecting and disconnecting a USB device. |
English: Writing and Designing |
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Use word processing software to create a list of appropriate keyboard shortcut commands appropriate for the software being explored or used. |
English: Writing and Designing |
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Use drawing software to create illustrations to accompany written text. |
English: Writing and Designing |
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Delete, copy and paste digital images to create a healthy plate diagram showing healthy food options. With support insert diagram into class slideshow to share and explain food choices. |
HPE: Health | Healthy Active |
Retrieve digital photos and use simple editing tools to manipulate images for writing and publishing projects, such as a personal letter, postcard, diary entry or email. |
English: Writing and Designing |
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Learn how to mix colours using the Learning Object Mixing colours: Paint. |
The Arts: Visual Art |
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Use online mapping services or software and interactive whiteboard to show a bird's eye view of the school grounds. Discuss directions and locations of objects in relation to a classroom. Compete the Tool Bar Quiz to practice navigation skills. Format text for a recipe using numbers to sequence steps, and bold, centring and larger font sizes for the title. Make a set of instructions easier to follow by using a different font colour and style, bullet points, italics or underlining. |
SOSE: Place and Space |
Use ICT to manage, store and retrieve information and data
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
Teacher models and provides explicit instruction on opening, creating, naming, saving and retrieving files into a class or student folder. Students work towards performing these steps without support. Open a saved document and with support, make changes and save regularly while editing. Participate in class discussions to discuss the importance of saving work and following teacher instructions to save work to specific locations. Create a flow chart outlining the steps involved in saving and retrieving files. Work in small groups to create files and folders to save information found on a set topic, such as invertebrates. Share with others using an interactive whiteboard or data projector to demonstrate the pathway to locate saved files. Draw storage devices such as CDs, DVDs, USBs, cameras, mobile phones, digital voice recorders or MP3s and identify what they can store (for example, text, images or sound). In Prep: recognise and access own folder within a class list. |
Reflect on operating ICT
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
Examples of reflective statements made by students:
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