Creating with ICT
The following relates to the QCAR cross-curriculum priority: By the end of Year 5, students experiment with, select and use ICT to create a range of responses to suit the purpose and audience. They use ICT to develop understanding and demonstrate creativity, thinking, learning, collaboration and communication across key learning areas.
By the end of Year 5 students:
Select and use ICT to create a range of products to suit the purpose and audience; they:
- plan, create and refine digital products for specific purposes in a range of KLA-related contexts
- combine their own text and/or images with imported materials to create products
- design and create a multimedia presentation combining text, animation, graphics and sound
- create simple digital concept maps when planning to create products
- use ICT tools to repeat design elements to create patterns
- demonstrate ownership of digital work by naming, sharing and discussing products and gathering feedback
Reflect on their use of ICT as creative tools; they:
- articulate the benefits of creating a digital product
Select and use ICT to create a range of products to suit the purpose and audience
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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Produce a movie highlighting the way different groups can be stereotyped according to gender, age and ethnic background. Use concept mapping software to plan project steps, such as assigning roles and tasks. Write the script, rehearse and use a digital video camera to record scenes. Use movie making software to compile, edit and add special effects, music and narration. Share movies with peers and invite feedback. Use Learning Objects to explore primary colours and create new colour combinations. |
English: Writing and Designing, Speaking and Listening |
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Design and create a periscope. Capture digital images of the periscope. Insert these images into a slideshow presentation adding annotated comments explaining the function of the periscope. |
Technology: Technology by design Science: Energy and Change, Primary Connections - Light Fantastic |
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Create a piece of artwork and share the product in an e-gallery such as the one available at the Queensland State Library |
The Arts: Visual Art |
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Create a digital presentation outlining the role and importance of sport in different cultures. |
Intercultural Investigations |
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Create a book trailer to review a class novel or promote interest in a specific children's book, such as Ernie dances to the Didgeridoo by Alison Lester. This book can promote understanding about Indigenous seasonal calendars. (Book trailers are video advertisements for books. They can contain photographs or graphics, text, music, film or animation.) |
Science: Earth and Beyond |
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Collaboratively create a television show presenting information about another country. Pre-record the show using digital devices. Program items may include an advertisement; news item; weather and sports update; interview with a well known person' cooking, dancing and musical demonstrations; and a movie, book or CD review. Assign roles to group members. Rehearse, record, edit and present the final program to a live audience. |
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Use digital storytelling techniques to create (using Moviemaker, Photostory or iMovie) engaging book trailers or book talks on favourite books that can be used to boost book-borrowing in the school library. (A book trailer is a video advertisement for books.) |
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Use music creation software to help create a backing track for a collaborative student-created song. Create and film a music film clip to accompany the song. Students perform in the film clip as singers and dancers. |
The Arts: Music, Media |
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Use music creation software to create a composition. Edit the composition, listen to different tempos, and change melodies, dynamics, rhythms and instruments, using Groovy Music by Sibelius Software for example. |
The Arts: Music |
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Using the lyrics to a well-known poem or song, create a slideshow to convey the writer's message. Use images, music and custom animation to enhance the presentation. |
The Arts - Music, Technology |
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Write an information report about a specific cultural group. Create a website to present and share the information. For example, use a site map (story board option) in Inspiration to plan the layout of the website. |
SOSE: Culture and Identity |
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Create a digital photo album to display the phases of the moon. |
Science: Earth and Beyond, Primary Connections - Spinning in Space |
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Create a personal digital profile for a younger buddy. Add to it as the year progresses. |
HPE: Personal Development |
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Use the design process to create an ICT device to perform a particular function. |
Technology: Information, materials and systems |
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Reflect on their use of ICT as creative tools
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
|---|---|---|
Examples of reflective statements made by students:
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