Creating with ICT
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, demonstrate creativity, thinking, learning, collaboration and communication across key learning areas.
By the end of Year 9 students:
Select and use ICT to create a range of products to suit the purpose and audience; they:
- individually select and use a range of digital tools and software to plan, create and refine products for specific purposes
- digitally record and edit music for a specific audience and purpose
- use digital concept mapping and project management tools to plan and organise tasks and resources when creating a digital product
- use animation software to present the dynamic interaction and movement of objects
- use digital tools to generate design solutions when creating products
- use digital tools to duplicate, change and personalise products for a number of users
- use online communication tools to collaboratively plan, design and develop a product
- recognise and acknowledge products created by others
Reflect on their use of ICT as creative tools; they:
- evaluate the effectiveness of the editing and refining process to convey ideas
- reflect on the arrangement of media elements and media technologies and techniques to maintain clear messages for the audience
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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| Use mind mapping software to develop a comprehensive plan for a literary or non-literary text including written text, images, audio and music. | English: Writing and Designing |
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| Use game making software to create a resource for younger students to consolidate understanding of basic number facts and spelling strategies. | Maths: Numbers |
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| Create a digital poster to convey a message in response to the 'Smash the Act' poster advocating rights for Indigenous People in Queensland. Refer to the Q150 online unit, Rights and Power: Social change in Queensland. | SOSE: Time, Continuity and Chance, Culture and Identity |
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| View the footage of 'Taking to the Streets: Two decades that changed Brisbane 1965 - 1985'. Create an essay demonstrating understanding of the following: 'Civil disobedience and global protest movement in the 1960s and 1970s'. Include images and audio. | SOSE: Time, continuity and chance, culture and identity; English: Writing and designing |
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| Produce a video commercial to promote healthy eating for an audience of Year 8 students. | The Arts: Media; English: Writing and designing; Health and Physical Education: Health |
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| Create a digital portfolio to store and present personal art works. | The Arts: Visual Arts |
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| Compose a piece of music using graphic notation. Record compositions on video or audio recording equipment to enable it to be shared. | The Arts: Music |
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| Plan, choreograph, perform and record a dance sequence for a live audience. Plan the technical elements of the performance including, lighting, sound, media equipment and editing tools. | The Arts: Dance and Media |
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| Design and create a digital product to convey a message. For example, develop advertising materials for an election campaign. | English: Writing and Designing |
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| Create a short film (under seven minutes in duration) to enter in a competition such as Tropfest Junior . | The Arts: Drama |
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| Build a blog and contribute to it while taking on the role of a character in an upcoming performance. | The Arts: Drama: English: Writing and Designing |
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| Compare technology used to create Australian television advertisements over a number of decades. Remake old advertisements with a modern twist. | The Arts: Media |
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| Use recording and editing software to digitally record a music performance. Mix and alter the original recording to create a new product. | The Arts: Music |
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| Create a digital narrative using online tools. For example, write an alternative ending to a class novel using Story Creator 2. | English: Writing & Designing |
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| Identify and deconstruct narrative structure of an episode of 'Lockie Leonard'. Rewrite/create a scene in order to change its mood and emphasis. Analyse the film sequence and construct a storyboard. Visit The Learning Place to view episodes of Lockie Leonard. |
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| Contribute to writing of a script for a short play using a wiki to develop and share ideas, improve writing and gain feedback. | English: Reading and Viewing, Writing and Designing; The Arts: Media |
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| Use online tools to help prepare for a live performance. For example, view video interviews on the Queensland Theatre Company website. | The Arts: Drama |
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| Collaboratively create a toy/game for younger students. Use concept mapping software to plan and organise tasks and resources. Research current toys and games and investigate the availability of materials. | Technology: Information, Materials and Systems |
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| Following the steps outlined on Digi Tales, create a digital story about bullying for a younger audience. | English: Writing and Designing |
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| Create a website providing a range of information about the functions of the human body | Science: Life and Living |
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| Design and create a Web Quest for use as a model of inquiry and collaborative learning. This should be targeted towards younger students. Visit the University of San Diego website for online guidance. | SOSE |
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| Work collaboratively to create a documentary about a controversial issue within the local community. | SOSE: Place and space |
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| Use animation software to design and animate a 3D character. | The Arts: Media |
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| Create an editorial cartoon using drawing software. | English: Writing and designing |
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| Design a clothing range for a niche market. Create a digital portfolio to enable easy presentation to others. | Technology: Technology as a human endeavour |
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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 |
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Examples of reflective statements made by students:
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