Operating with ICT
The following relates to the QCAR cross-curriculum priority: By Year 5, students use a range of ICT functions and applications to across key learning areas to inquire, create, collaborate and communicate and to manage, store and retrieve information and data.
By the end of Year 5 students:
Operate ICT efficiently and safely; they:
- have keyboard proficiency
- independently log on and off the school network
- differentiate between hardware and software
- distinguish between input, output and storage devices
- use a range of input, output and storage devices, understand how these devices work together and select the devices most suited to specific tasks
- use a digital camera to capture images
- use school printers to complete specific printing tasks, such as select network printer within the print dialogue box; select printing properties; load paper; change ink cartridge; check printer connection cable; connect printer to computer; and check printer properties
Navigate software and virtual environments; they:
- use and understand common choices within the file menu of different applications
- navigate virtual and software environments, including learning objects, games, websites and publishing software
- use editing features to improve drafts of writing, presentations, email and published products
- navigate spreadsheet software to explore, record and collate data, perform simple statistical calculations, construct simple tables and graphs, change values and observe results, format data and transfer to writing or publishing software
- use concept mapping software to represent related ideas and information diagrammatically
- use digital photograph and movie making software
- access Help features within programs when required
Use ICT to manage, store and retrieve information and data; they:
- organise and digitally store information, images, sound files and references to information sources for later retrieval and use
- use filing systems to store and retrieve data including the use of electronic
- folders and files and meaningful file and folder names
- retrieve information from a database such as a library catalogue
- retrieve and open appropriate files from specific locations such as a network, shared and personal folders and storage devices
- use usernames and passwords to access files stored on a network
- consistently use backup procedures and know the difference between 'Save' and 'Save As'
Reflect on operating ICT; they:
- articulate the advantages of organising files efficiently
- reflect on the choice of software to complete a specific task
- share knowledge to correct a problem encountered while operating an ICT device
Operate ICT efficiently and safely
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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With instruction and regular practice, consolidate keyboard speed and accuracy. Use, for example, Dance Mat Typing: a free online resource for beginner to advanced levels. Keyboard activities can be undertaken online or downloaded for later use. |
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Explore keyboard shortcuts such as Ctrl + C (copy), Ctrl + V (paste), Ctrl + X (cut) and Ctrl + S (save). |
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Use a data projector or interactive whiteboard to share information with peers, such as using Google Earth to find locations of other countries or cities in relation to Australia. Use placemarks to pin place locations for a virtual tour. |
SOSE: Place and Space |
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Capture digital images of shadows at specific intervals throughout the day to consider the relationship of shadow length and the time of day, and Earth's rotation through the seasons. Use a tripod marked on the ground to accurately capture images for comparison. |
Science: Earth and Beyond, Primary Connections - Spinning in Space |
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Use a digital video camera, a digital still camera with video capture capability or a webcam to record oral presentations. Replay during peer-teacher evaluations and discuss ways to improve techniques. |
English: Speaking and Listening |
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Help make a simple class dance video. Replay the video to peers and discuss ways of improving performances. |
The Arts: Dance |
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Using a mobile phone and QR codes (see below), read messages and follow the instructions for a treasure hunt within the school grounds. Include references to distance, direction and significant landmarks. |
SOSE: Place and Space |
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Use a handheld GPS device to follow waypoints to participate in a treasure hunt within the school grounds. |
SOSE: Place and Space |
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Use digital voice recorders and digital cameras to record information and capture images while on a school excursion. For example, use recorded information and retrieve photos for insertion into a word processed recount, news report, narrative, advertisement or description. |
English: Writing and Designing |
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Use computer input devices such as graphic tablets or Pen Power to practise handwriting script for Mandarin and Japanese. |
LOTE |
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Capture images of plants at regular intervals to compare their changes over time. Conduct a fair test to investigate plant growth in light and dark conditions. Use time-lapse photography to capture growth over a long period of time and use the images to create a time lapse video. |
Science: Life and Living, Primary Connections - Plants in Action |
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Use digital microscopes to examine and capture images of small components of materials and living things in the environment to compare and categorise according to observable features and properties. |
Science: Life and Living, Primary Connections, Plants in Action |
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Use GPS devices and pedometers to plot a new school cross-country course or create a walking bus route from home to school. (A walking bus is a group of students and parents walking together to and from school.) Compare tracks using online services such as Map My Walk or Map My Run . |
Maths: Measurement |
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Use interactive whiteboards and Google Earth to identify and locate significant landmarks. Explore the Google Earth Community for kmz or kml files for ready-to-go tours. |
Maths: Measurement |
Navigate software and virtual environments
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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Write a variety of text types using word processing and publishing software. Access the file menu to start new documents, open existing documents, save work, change page setup (for example, portrait to landscape) and view print preview and print work. |
English: Writing and Designing
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Select and use templates within desktop publishing software to create a brochure on minimising damage from a natural disaster through risk management strategies. |
Science: Earth and Beyond |
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Use Discovering Democracy to investigate the origins of our democratic government and compare and contrast it with early forms of government such as Ancient Egypt and Ancient Greece. |
SOSE: Political and Economic Systems |
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Access Bureau of Meteorology radar online to locate information on the weather in a specified area, learning to interpret the colour range and direction of potential rain or storm activity. |
Science: Earth and Beyond, Primary Connections - Spinning in Space |
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Use robotics and Lego materials to construct simple machines and explore energy transfer and transformation. Investigate, for example, levers, pulleys, gears, wheels and axels. |
Science: Energy and Change |
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Use an entry level programming environment such as Scratch to collaboratively plan and create interactive animations and games. |
Technology: Technology as a human endeavour |
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Use spreadsheet software to record data associated with changes in a living thing as it grows. Measure, for example, the height of a plant; the size, number and surface area of leaves; or the height and mass of a class pet at various intervals. |
Science: Life and Living, Primary Connections - Plants in Action |
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Interact with Learning Objects to consolidate these concepts:
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Maths: Number, Measurement, Chance and Data, Algebra Science: Earth and Beyond, Primary Connections - Spinning in Space SOSE: Political and economic systems |
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Select the most appropriate graph option in spreadsheet software (such as the horizontal bar graph, vertical bar graph, line graph or pie graph) to represent data gathered when investigating, for example, the ways students travel to and from school. |
Maths: Chance and Data |
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Use spreadsheet functions to perform simple mathematical operations and algebraic equations. For example, use the sum function to add lists of numbers. Use the average function to calculate the mean average of a set of numbers. Interpret number patterns and predict further elements. Enter formula to add and subtract two values. |
Maths: Chance and Data, Algebra |
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Use Google Earth's sky mode and place marks to create a tour to present information about the Solar System. |
Science: Earth and beyond, Primary Connections - Spinning in Space |
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Use publishing software to create a website to present information about the Solar System. |
Science: Earth and beyond, Primary Connections - Spinning in Space |
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Use concept mapping software to organise research findings and visually represent main ideas. A topic could be about Australian republicanism. |
English: Writing and Designing SOSE: Political and economic systems |
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| Select and use appropriate music to accompany a digital visual sequence. | The Arts: Music, Media |
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Use online games, websites and software to consolidate knowledge of a language other than English. For example, use word processing software to write songs and rhymes in another language. Use the Hello and Goodbye computer game to investigate various greetings attached to various times of the day. |
Intercultural Investigations |
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Conduct a structured Internet search to find the symbolic meaning behind the design of a mascot, coat of arms or emblem for a new student exchange program. Explore Indigenous animal legends using specific websites such as Sacred Texts. Work collaboratively to create a multimedia presentation about life in Australia. Include items of significant cultural importance. |
LOTE |
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Use Google Earth to view the location of another country and its major cities. |
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Use ICT to manage, store and retrieve information and data
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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Interpret file addresses to locate stored information. Save work to hard drives, hand-held devices and online spaces. Save music to an MP3 player. Discuss the importance of good file and folder management. Explain the folder structure pathway followed to retrieve and save specific files. For example, write a set of instructions for younger students explaining how to locate specific files. Present the instructions on a poster for display. Attach files and open attachments within emails. Compress images for emailing as attachments. Add useful websites to folders to revisit easily and quickly. |
Reflect on operating ICT
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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Examples of reflective statements made by students:
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