Year 10
Student ICT Expectations for Year 10
By the end of Year 10, students need to meet the following expectations.
Teachers who plan and implement appropriate learning experiences provide students with the support they need to develop the required knowledge, understanding, ways of working and skills.
In doing so, it is important to look back and understand what was expected in the Years 8 to 9 juncture as these expectations are not included in the Year 10 expectations.
Learning should be scaffolded in ways that further develop students' learning of Queensland's key learning areas. However, the two aspects of 'Operating ICT and Ethics, Issues and ICT' require explicit teaching to develop specific ICT knowledge, understanding and skills.
If students have developed the understanding and skills required by the end of Year 10, consolidate their learning.
If students have not developed the understanding and skills required by the end of Year 10, explicit and targeted teaching is needed. They may need multiple opportunities to gain the expected ICT knowledge, skills and understanding.
Inquiring with ICT
By the end of Year 10 students:
- use ICT in the processes of inquiry and research; they:
- conduct Internet searches and critically evaluate data, information and sources for usefulness, credibility, relevance, accuracy, currency and reliability
- use online survey tools to locate data
- use ICT to design investigations, formulate hypotheses, compile primary and secondary data, monitor, record and analyse data and draw conclusions
- discriminate and decipher data and information from a range of digital sources to justify inquiries, or to identify new paths for inquires
- develop and use criteria systematically to evaluate the quality, suitability and credibility of located information and sources
- locate information to critique a proposition, test the merit of hypotheses, or judge the logic of an argument
- use social networking environments and online communication tools including blogs, wikis and forums to build an information community as a shared resource
- reflect on the value of selected ICT in the inquiry process; they:
- compare and evaluate information sources relating to a research topic.
Creating with ICT
By the end of Year 10 students:
- select and use ICT to create a range of products to suit the purpose and audience; they:
- use digital concept mapping and project management tools to plan complex multi-phase projects, to manage time lines, to represent and explain thinking, to document ideas and to organise tasks and resources
- use electronic organisers and online calendars to plan and develop schedules when creating products
- design and create digital products for personal, class or community use, for example 3D objects, animations, games, music, artworks and media products
- use industry standard design software where appropriate to communicate designs for products, concepts and simulations
- design and create interactive digital products which adhere to specific criteria requirements, demonstrating extent of design knowledge and capability, for example virtual worlds, suites of images, drawings, sound/media bytes, video and animation
- design and create a website or part of a website following design conventions and standards
- use online communication tools to communicate with others and collaboratively plan, design, create and refine products
- reflect on use of ICT as creative tools; they:
- consider the importance of generating and recording design ideas in a detailed design proposal.
Communicating ICT
By the end of Year 10 students:
- use ICT to collaborate, share and exchange ideas and information; they:
- use email and online communication tools to improve interpersonal associations within local, national and global communities
- use online collaborative environments to build an information community as a shared resource to seek information and knowledge, work with others and share
- use online learning environments to participate in online courses, blended courses and to access materials and services
- manipulate and use a range of online communication tools to develop knowledge
- incorporate online communication tools into real work situations
- apply standards and conventions when using ICT to communicate; they:
- know appropriate levels of personal information disclosure for specific online environments
- understand that communication conventions and protocols exist and differ in relation to the time and place of the communication and specific target audience
- present an appropriate identity when communicating in an online environment
- identify and consistently follow netiquette
- reflect on use of ICT and identify ways to improve their effectiveness of communication; they:
- reflect on the benefits of being a member of an online community
- assess the risks associated with online environments.
Ethics, Issues and ICT
By the end of Year 10 students:
- apply social, ethical and safe practices when working with ICT; they:
- adhere to codes of practice and apply strategies to conform to intellectual property and copyright laws including identifying and acknowledging the owner/creator of digital sources and citing references following agreed conventions
- understand ethical and unethical use of communication tools and social networking environments; apply appropriate strategies to protect rights, identity, privacy and emotional safety of others when using ICT
- use devices safely and ethically and share materials responsibly, respecting self and others
- describe appropriate levels of personal information disclosure for specific online environments
- formulate and maintain strategies for securing and protecting digital information
- devise and implement risk management strategies when engaging in commercial transactions in online environments
- follow environmentally and ergonomically sound work practices which ensure health and safety issues when using ICT
- comply with school expectations and protocols when using ICT
- reflect on how ICT are used in the community and identify ways they can impact people; they:
- articulate the importance of sharing materials responsibly
- assess the impact of ICT in the workplace and in society and speculate on its role in the future.
Operating ICT
By the end of Year 10 students:
- efficient, safe and ergonomic operation of ICT; they:
- independently select and effectively operate a range of ICT devices for specific curriculum purposes
- collect and use data from hand held devices for real time data processing
- apply problem solving and troubleshooting progressions for the efficient operation of devices
- navigate in software and in virtual environments; they:
- use learning objects, games and simulations to consolidate conceptual understanding
- use advanced features of spreadsheets to record, sort, calculate and retrieve data, establish data trends, produce data reports and present results
- use advanced features of word processing, presentation and publishing software to automate processes within and across documents and products
- insert or merge data between software programs
- effectively integrate advanced editing features of photo/image editing programs
- use industry standard software particular to subject area
- use ICT to manage, store and retrieve information and data; they:
- maintain digital files in a clear, logical structure demonstrating understanding of file size, type and naming conventions
- transfer and process information from one ICT application and environment to another, improving or supporting information flow
- use databases to organise, store and retrieve data
- understand why, when and how to compress files
- save documents in other formats to reduce incompatibility issues
- use electronic organisers and online calendars to plan and develop schedules
- reflect on operating ICT; they:
- justify the purpose of merging data between programs, such as when creating mash-ups or form letters
- reflect on the efficient management, storing and retrieval of data.
