This document is based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on February 25, 2014.

ICT and Digital Citizenship Learning Continuum

Using Social and Ethical Standards and Practices with ICTEarly

Stage 1Typically by the

end of Kindergarten

students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4 students:

Stage 3Typically by the end of Year 6 students:

Stage 4Typically by the end of Year 8

students:

Stage 5Typically by the end of Year 10

students:

Inte

llect

ual

recognise ownership over their own digital work

recognise ownership of digital products that others produce and that what they create or provide can be used or misused by others

acknowledge when they use digital products created by someone else and start to indicate the source

identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions

apply practices that comply with legal obligations regarding the ownership and use of digital products resources

identify and describe ethical dilemmas and consciously apply practices that protect intellectual property

Supporting Information: recognise that

they own text, photos and videos that they produce

Supporting Information: understand

that they should not copy someone else’s work without getting permission

Supporting Information: explain where an

image was sourced

Supporting Information: list all sources,

authors names and URLs of information they use

Supporting Information:

name sources, avoiding plagiarism, knowing what may or may not be copied

checking for permissions and legal obligations

Supporting Information: understand

that pirating denies musicians payment for their work

understand Creative Commons

Property

before publishing work

licensing

Useful Digital Resources:Cybe rSmart Dig Cit Article w/ Ideas

Useful Digital Resources:CyberSmartDig Cit Article w/ Ideas

Useful Digital Resources:CyberSmartCopyright Video for KidsWhose Is It? LessonCyber Detective GameDig Cit Article w/ Ideas

Useful Digital Resources:CyberSmartCopyright Video for KidsDigital Compass GameDig Cit Article w/ Ideas

Useful Digital Resources:CyberSmartteachingcopyright.orgNSTeens.org GamesDigizen Game

Useful Digital Resources:CyberSmartteachingcopyright.orgDigizen Game

Early Stage 1

Typically by the end of Kinder

students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4

students:

Stage 3Typically by the end of Year 6

students:

Stage 4Typically by the end of Year 8

students:

Stage 5Typically by the end of

Year 10 students:

App

ly P

erso

nal follow school

and class rules when sharing personal information with known audiences and demonstrate an awareness of applying social protocols when using ICT to communicate

follow school and class guidelines when sharing personal information and apply basic social protocols when using ICT to communicate with known audiences

apply standard guidelines and take action to avoid the common dangers to personal security when using ICT and apply appropriate basic social protocols when using ICT to communicate with unknown audiences

identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account difference social and cultural contexts

identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities

Independently apply appropriate strategies to protect rights, identity, privacy and emotional safety of others when using ICT, and discriminate between protocols suitable for different communication tools when collaborating with local and global communities

Secu

rity

Pro

toco

ls

Supporting Information: make a

digital recording about their family that does not offend or upset the viewer

Supporting Information:

message only people they know

only allow certain people to access their online space

keep passwords secret

Supporting Information: share personal

photographs only in appropriate environments

use polite but impersonal language in posted messages

recognise forms of cyber bullying

Supporting Information: understand the

dangers of providing personal information

recognise and report cyber bullying

only post a photo with owner’s permission

Supporting Information:

forward personal communications from friends only with permission

being aware of time zones and differences in meaning of terms and concepts due to location and culture

recognising when others are being cyber bullied

Supporting Information: analyse possible

consequences of posting personal information on social networking sites

take responsibility for the effect of their communications on other people

use appropriate salutations

adjust length and formality of message to suit form of communication

independently employ anti-cyber bullying strategies

Useful Digital Resources:CyberSmart

Useful Digital Resources:CyberSmartPassword RapSharing Personal Information VideoGarfield – Internet Security Video

Useful Digital Resources:CyberSmartGarfield – Internet Security VideoDigizen WebsitePerfect Passwords Activities

Useful Digital Resources:CyberSmartDigizen WebsitePerfect Passwords Activities

Useful Digital Resources:CyberSmartDigizen Website

Useful Digital Resources:CyberSmartDigizen Website

Early Stage 1

Typically by the

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4

students:

Stage 3Typically by the end of Year 6

students:

Stage 4Typically by the end of Year 8

students:

Stage 5Typically by the end of Year 10 students:

end of Kindergarten

students:A

pply

Dig

ital

Inf

orm

atio

n Se

curi

ty follow school and

class rules about using digital information

follow school and class rules about applying selected standard guidelines and techniques to secure digital information

independently apply standard guidelines and techniques for particular digital systems to secure digital information

independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments

independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments

use a range of strategies for securing and protecting information, assess the risks associated with online environments and establish appropriate security strategies and codes of conduct

Supporting Information: participate in

class discussion about why personal information should not be used online

Supporting Information: recognise

when logging onto the network that they are only able to access own folders and accounts

Supporting Information: saving to

their own folder or device

Supporting Information: save to their

own folder or device logging on to server and email

using a personal password

Supporting Information: use non-

predictable usernames and passwords

do not store private information on public online sites

Supporting Information: do not store

private information on public online sites

sets user access and privacy parameters

modify default parameters on social networking sites

Useful Digital Resources:CyberSmartDigizen Website

Useful Digital Resources:CyberSmartDigizen Website

Useful Digital Resources:CyberSmartDigizen Website

Useful Digital Resources:CyberSmartDigizen Website

Useful Digital Resources:CyberSmart CybersmartDigizen Website

Useful Digital Resources:CyberSmartDigizen Website

Practices

Early Stage 1

Typically by the end of

Kindergarten students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4

students:

Stage 3Typically by the end of Year 6

students:

Stage 4Typically by the end of

Year 8 students:

Stage 5Typically by the end of Year 10

students:

Iden

tify

identify how they use ICT in multiple ways on multiple devices

identify how ICT is used at home and at school

identify the value and role of ICT use at home and school

explain the main uses of ICT at school, home and in the local community, and recognise its potential positive and negative impacts on their lives

explain the benefits and risks of the use of ICT for particular people in work and home environments

assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use

Impa

cts

of I

CT

in S

ocie

ty

Supporting Information: taking a

photo or playing a digital game with a phone or iPad

using a simulation reading an online book on an iPad or laptop

Supporting Information: identify how

ICT is used in personal communication, shopping, banking, finding information, keeping class information

Supporting Information: values ICT

as a quick method to find information

playing games with friends

taking virtual tours

observing events in real time

Supporting Information: ordering food

from restaurants using mobile devices

scanning QR codes to access information

Supporting Information:

explain how Voice Over Internet Protocol (VOIP) programs like Skype help people stay in touch

explaining that some people’s jobs are replaced by computers

worker productivity may increase when computers are used

Supporting Information: recognise the

potential of enhanced inclusivity for people with disability through ICT

the digital divide

new types of work

globalisation

Useful Digital Resources:Any iPad apps and/or digital stories

Useful Digital Resources:Topics for Kids - ICT

Useful Digital Resources:Topics for Kids - ICTAny apps using virtual tours or real-time event streaming (ie Virtual South Africa, Sites in 3D or Livestream)

Useful Digital Resources:Apps such as QR Reader for iPad and any online food ordering app (Caution: Watch students don’t order unintentionally) Try itakeaway.

Useful Digital Resources:ICT Lounge WebsiteSkype App or website

Useful Digital Resources:ICT Lounge WebsiteEdutopia Resources for Digital Divide

Investigating with ICT

Early Stage 1

Stage 1Typically by the

Stage 2Typically by the

Stage 3Typically by the

Stage 4Typically by the

Stage 5Typically by the

Typically by the end of

Kindergarten students:

end of Year 2 students:

end of Year 4 students:

end of Year 6 students:

end of Year 8 students:

end of Year 10 students:

Defi

ne a

nd P

lan

Res

earc

h use ICT to identify where research materials are located

use ICT to identify, record and classify textual and graphic research materials to show what is known and what needs to be investigated

use ICT to plan a search or generation of research materials recognising some pattern within the information

use a range of ICT to identify and represent patterns in sets of research materials and to pose questions to guide searching for, or generating, further information

use a range of ICT to analyse research materials in terms of implicit patterns and structures as a basis to plan an information search or generation

select and use a range of ICT independently and collaboratively, analyse research materials to frame questions and plan search strategies or data generation

Supporting Information: using icon

based programs (iPad) to locate information

Supporting Information: uses colour

coding and drawing software to show steps in a sequence

Supporting Information: list what

information is required and suggest where it may be located

creating methods of recording data from experiments

Supporting Information: uses tables,

charts and graphic organisers such as concept maps

Supporting Information:

uses graphic organisers to plan a search with links to sources

Supporting Information: uses wikis or

other shared documents

searches databases

Resources:Use any apps via the iPad

Resources:Microsoft Word

Resources:Microsoft Word

Resources:Microsoft WordMind Mapping Apps ie SimpleMind+ or MindMeister

Resources:Microsoft WordMind Mapping Apps ie SimpleMind+ or MindMeister

Resources:Wikispaces WebsiteWiki Apps such as Personal Wiki

Materials

Early Stage 1

Typically by the end of

Kindergarten students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4

students:

Stage 3Typically by the end of Year 6 students:

Stage 4Typically by the end of Year 8

students:

Stage 5Typically by the end of Year 10

students:

Loca

te,

use icons to locate or generate required research materials

locate research materials from a given set of digital sources

locate, retrieve or generate research materials from a range of digital sources

locate, retrieve or generate research materials using search engines and simple search functions and classify information in meaningful ways

locate, retrieve or generate research materials using search facilities and organise information in meaningful ways

use advanced search tools and techniques or simulations and digital models to locate or generate precise research materials that support the development of new understandings

Gen

erat

e &

Acc

ess

Res

earc

h M

ater

ials

Supporting Information: making

choices from icon-based menus

Supporting Information: locating

information following hyperlinks

printing pages copying and

pasting text and images

experimenting in a simulation environment to test decisions

Supporting Information: locating

information by typing in simple URLs

saving text and images

collecting data from a simulation environment

Supporting Information: searching and

locating files within school network files

searching across web or within site

organising in folders or tables

using simulations to generate and organise information in the real world

Supporting Information: searching

within a document

using search strings

accessing primary data through online or local equipment

using simulation tools to test hypotheses to problems

Supporting Information: searching

within fields or for data type

using data logger equipment

digital microscope

using digital models to test and adjust hypotheses to problems

Resources:Use any apps via the iPadGeneral Internet Research

Resources:Use any apps via the iPadGeneral Internet ResearchGeneral laptop/PC usage

Resources:Use any apps via the iPadGeneral Internet ResearchGeneral laptop/PC usage

Resources:General Internet ResearchGeneral laptop/PC usageImproving Research Skills with Keywords video(needs a log in but worth signing up)

Resources:General Internet ResearchGeneral laptop/PC usageImproving Research Skills with Keywords video(needs a log in but worth signing up)

Resources:General Internet ResearchGeneral laptop/PC usageDigital Scientific Equipment Use in Laboratories

Early Stage 1

Stage 1Typically by the end of Year 2

Stage 2Typically by the end of Year 4

Stage 3Typically by the end of Year 6

Stage 4Typically by the end of Year 8

Stage 5Typically by the end of Year 10

Typically by the end of

Kindergarten students:

students: students: students: students: students:

Sele

ct a

nd E

valu

ate

Res

earc

h M

ater

ials

explain how located data or research materials were used

explain the usefulness of located research material

explain why located research material was selected

assess the suitability of research materials using a range of appropriate given criteria

develop and use criteria systemically to evaluate the quality, suitability and credibility of located research materials and sources

develop and use criteria systematically to evaluate the quality, suitability and credibility of located research materials and sources

Supporting Information: explain how

digital information was used in an activity

Supporting Information: explain how

digital information answers a question

Supporting Information: explain why a

source of digital information was used or trusted in preference to another

Supporting Information: selecting the

most useful/reliable/ relevant digital resource from a set of three or four alternatives

Supporting Information: applying

criteria developed for an enquiry or project

considering the adequacy of source of information

Supporting Information: comparing

objective data from multiple digital sources to evaluate the likely credibility of the information provided

Resources:iPad/laptop/PC for digital research

Resources:iPad/laptop/PC for digital research

Resources:iPad/laptop/PC for digital researchBritannica websiteFinding Trustworthy Sites Video (needs a log in but worth signing up)

Resources:iPad/laptop/PC for digital researchBritannica websiteFinding Trustworthy Sites Video (needs a log in but worth signing up)

Resources:iPad/laptop/PC for digital researchBritannica websiteFinding Trustworthy Sites Video (needs a log in but worth signing up)

Resources:iPad/laptop/PC for digital researchBritannica website

Creating with ICT

Early Stage 1

Typically by the end of

Kindergarten students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4

students:

Stage 3Typically by the end of

Year 6 students:

Stage 4Typically by the end of Year 8

students:

Stage 5Typically by the end of Year 10

students:

Gen

erat

e Id

eas,

use ICT to follow or contribute to a simple plan for a solution

use ICT to prepare simple plans to find solutions or answers to questions

use ICT to generate ideas and plan solutions

use ICT effectively to record ideas, represent thinking and plan solutions

use appropriate ICT to collaboratively generate ideas and develop plans

select and use ICT to articulate ideas and concepts, and plan the development of complex solutions

Supporting Information: using online

and multimedia short sequence of instructions

contributing to a class digital product plan

Supporting Information: drawing simple

mind maps using conceptual mapping software

using drawing software to show steps in a sequence

Supporting Information: using tables,

photos and sketches in planning documents

Supporting Information: using timeline

software to plan processes

using concept mapping and brainstorming software to generate key ideas

using graphic and audio visual software to record

Supporting Information:

sharing documents including text, graphics and numbers

Supporting Information: using software

to create hyperlinks, tables and charts

using design and project planning software

Plans & Processes

ideasUseful Digital Resources:Microsoft WordPopplet Lite (iPad app)Corkulous (iPad app)

Useful Digital Resources:Microsoft WordPopplet Lite (iPad app)Corkulous (iPad app)

Useful Digital Resources:Microsoft WordPopplet Lite (iPad app)

Useful Digital Resources:MindMeister and Idea Sketch (iPad apps)

Useful Digital Resources:Blogster or Wordpress (iPad app and website)

Useful Digital Resources:Microsoft Word

Early Stage 1

Typically by the end of

Kindergarten students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4

students:

Stage 3Typically by the end of Year 6

students:

Stage 4Typically by the end of Year 8

students:

Stage 5Typically by the end of Year 10 students:

Gen

erat

e So

luti

ons

to C

halle

nges

and

use ICT as a creative tool to generate simple solutions, modifications or data representations for personal or school purposes

experiment with ICT as a creative tool to generate simple solutions, modifications or data representations for particular audiences or purposes

create and modify simple digital solutions, creative outputs or data representation/transfo rmation for particular purposes

independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes

design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions

design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes

Supporting Information: using

appropriate software to enter text, images, audio and numbers

representing a data set in a digital product

Supporting Information: using the basic

functionality of selected software to manipulate text, images, audio and numbers

representing data numerically or graphically

editing own work and that of others

Supporting Information: editing text,

images, audio and video for presentations and story-telling

transforming data between numerical and graphical digital representation

applying editing strategies

Supporting Information: manipulating

and combining images, text, video and sound presentations

creating podcasts

applying purposeful editing and refining processes

Supporting Information:

creating movies, animations, websites and music

using spread sheets

managing and editing original source materials

Supporting Information: modelling

solutions in spread sheets, creating movies, animations, websites and music

programming games

using databases using advanced

functions to manage and edit digital products for desired effects

Useful Digital Resources:Microsoft WordPopplet Lite (iPad app)Corkulous (iPad app)

Useful Digital Resources:Microsoft WordPopplet Lite (iPad app)Corkulous (iPad app)

Useful Digital Resources:Microsoft WordPhotostory

Useful Digital Resources:PowerpointPhotostoryiMovie

Useful Digital Resources:PhotoshopPowerpointiMovieWeebly.comSimpl (iPad app)

Useful Digital Resources:iMoviePhotoshopMicrosoft ExcelTynker (iPad app)Scratch (iPad app)

Learning Area Tasks

Communicating with ICT

Early Stage 1

Typically by the end of

Kindergarten students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4

students:

Stage 3Typically by the end of Year 6

students:

Stage 4Typically by the end of Year 8

students:

Stage 5Typically by the end of

Year 10 students:

Col

labo

rate

, Sha

re a

nd E

xcha

nge

use purposefully selected ICT tools safely to view information shared by trusted adults

use purposefully selected ICT tools safely to share and exchange information with appropriate local audiences

use appropriate ICT tools safely to share and exchange information with appropriate known audiences

select and use appropriate ICT tools safely to share and exchange information to safely collaborate with others

select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences

select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge

Supporting Information: view

information placed on a secure site by the teacher

Supporting Information: use class online

discussion board or blog to read and post electronic messages

composing message and sending it with support

Supporting Information: use emails

and online discussion boards to read and post electronic messages

Supporting Information: contribute to

the content of a wiki

blogging and posting to bulletin boards

Supporting Information: set up a wiki or

blog for an associated user group

Supporting Information: use online

applications and management tools for collaborative projects such as online portals or wikis

use common social networking tools for strategic purposes

Useful Digital Resources:School Network Folders

Useful Digital Resources:Toontastic (iPad app)Teacher set up a wiki for in class use? Wikispaces.com

Useful Digital Resources:School Email SystemKidblog.orgkidsblogs.com.au

Useful Digital Resources:Wikispaces.comKidblog.orgkidsblogs.com.au

Useful Digital Resources:Wikispaces.comBlogster or Wordpress (iPad app and website)Kidblog.orgkidsblogs.com.au

Useful Digital Resources:Wikispaces.comKidblog.orgkidsblogs.com.au

Early Stage 1

Typically by the end of

Kindergarten students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4

students:

Stage 3Typically by the end of Year 6 students:

Stage 4Typically by the end of Year 8

students:

Stage 5Typically by the end of

Year 10 students:

Und

erst

and

Elec

tron

ic

understand that messages are recorded, viewed or sent in computer mediated communications for others to receive

understand that computer mediated communications may be received later by the receiver

understand that computer mediated communications are directed to an audience for a purpose

understand that particular forms of computer mediated communications and tools are suited to synchronous or asynchronous and one-to-one or group communications

understand that there are various methods of collaboration through computer mediated communications that vary in form and control

understand that computer mediated communications have advantages and disadvantages in supporting active participation in community of practice and the management of collaboration on digital materials

Supporting Information: understand that

a response to a question on an online environment will be received by the teacher

Supporting Information: understand

that a communication on a blog may be viewed later by other students

Supporting Information: understand

that a text message may be sent to one or more persons

Supporting Information: understand

differences in the characteristics, features and use of Skype compared with blogs or wikis

Supporting Information:

understand the characteristics, features and use of electronic learning environments for collaborating

Supporting Information: understand the

advantages and disadvantages of using websites and online environments for managing collaboration

Useful Digital Resources:Airdrop on iPads for message to

Useful Digital Resources:Kidblog.orgSchool email system

Useful Digital Resources:Power of Words

Useful Digital Resources:

Useful Digital Resources:

Useful Digital Resources:Text Ed WebsiteDigital Life 101 Lesson

Communications

teacher?Skype (teacher directed Skype with someone)

Writing Good Emails Lesson Link

Lesson

Managing and Operating ICT

Early Stage 1

Typically by the end of Kindergarten

students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4 students:

Stage 3Typically by the end of

Year 6 students:

Stage 4Typically by the end of Year 8

students:

Stage 5Typically by the end of

Year 10 students:

Sele

ct &

Use

Har

dwar

e &

Sof

twar

e identify and safely operate ICT systems to complete relevant simple specified tasks and seek help when encountering a problem

identify and safely operate a selected range of appropriate devices, software, functions and commands when operating an ICT system and attempt to solve a problem before seeking help

identify and independently operate a range of devices, software, functions and commands, taking into consideration ergonomics when operating appropriate ICT systems, and seek solutions when encountering a problem

select from, and safely operate, a range of devices to undertake specific tasks and use basic troubleshooting procedures to solve routine malfunctions

independently select and operate a range of devices by adjusting relevant software functions to suit specific tasks, and independently use common troubleshooting procedures to solve routine malfunctions.

justify the selection of, and optimise the operation of, a selected range of devices and software functions to complete specific tasks, for different purposes and in different social contexts

Supporting Information: select and use a

camera to take a photograph or use a printer to print a picture

use a tablet, laptop or desktop computer to read a book or draw a picture

know when something has not worked as expected and seek help

Supporting Information: use page

layout software for posters, use a mouse, USB, printer, digital camera

take initial steps in coping with the unexpected and then seek help

Supporting Information: use a camera, a

microphone and slideshow software to create a presentation

adjust the placement and orientation of the mouse, keyboard and screen to ensure ease and comfort

attempting to resolve a technical problem

Supporting Information: select

specific graphics software or graphic tools in word processors

use file servers (network), scanners and digital cameras

Supporting Information:

select a spread sheet to model a budget or a fast processor to edit movies

adjust digital camera settings

creating shortcuts

Supporting Information: select an

appropriate option for creating a website such as an online tool

altering toolbars, sorting and layout functions

using filters to divert junk mail

optimising the functions and features of online tools for a particular purpose

Useful Digital Resources:PC, laptop, digital cameras, iPad

Useful Digital Resources:Microsoft WordPC, laptop, iPad, digital cameras

Useful Digital Resources:PhotostoryMicrosoft PowerpointPC, laptop, iPad

Useful Digital Resources:Microsoft WordPC, laptop, iPad, digital cameras

Useful Digital Resources:Microsoft ExceliMovieMovieMakerDigital cameras, iPad

Useful Digital Resources:Sites such as weebly.comWord processing programs or apps such as Pages or Microsoft Word

Early Stage 1

Typically by the end of

Kindergarten students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4

students:

Stage 3Typically by the end of Year 6 students:

Stage 4Typically by the end of Year 8 students:

Stage 5Typically by the end of Year 10

students:

Und

erst

andi

ng

identify common consumer ICT systems with input and output functions

identify the main components of common consumer ICT systems, their fundamental functions, and describe them using basic ICT terminology

identify and compare the use of the main components of different ICT systems

identify, compare and classify basic ICT system components

identify and compare networked ICT system components including hardware, software and data

apply an understanding of networked ICT system components to make changes to functions, processes, procedures and devices to fit the purpose of the solutions

Supporting Information: identify and/or

list different ICT systems such as desktop,

Supporting Information: identify basic

hardware and peripherals such as mouse, keyboard,

Supporting Information: identify and

compare the use of the main components

Supporting Information: understand the

use of standard input, output and storage components such

Supporting Information:

identify and compare the concepts of local area networks, server-client

Supporting Information: apply their

understanding to decide whether to use cloud, local

ICT Systems

laptop, iPad and mobile systems

monitor, printer and some software programs such as word processing, drawing and paint software

of different ICT systems

as (input) keyboard, microphone, (output) monitor, speakers, projector, (storage) cloud, USB, hard drive

networks, cloud systems, saving files in differing formats so that they are compatible across different software platforms

server or local storage

decide whether to use a webcam or a digital video camera

Useful Digital Resources:

Useful Digital Resources:

Useful Digital Resources:

Useful Digital Resources:

Useful Digital Resources:

Useful Digital Resources:

Early Stage 1

Typically by the end of

Kindergarten students:

Stage 1Typically by the end of Year 2

students:

Stage 2Typically by the end of Year 4

students:

Stage 3Typically by the end of Year 6

students:

Stage 4Typically by the end of Year 8

students:

Stage 5Typically by the end of Year 10 students:

Man

agi save and

retrieve digital data with support

manage and maintain digital data with guidance

manage and maintain digital data using common methods

manage and maintain data on different storage mediums – locally and on networks

manage and maintain data for groups of users using a variety of methods and systems

manage and maintain data securely in a variety of storage mediums and formats

Supporting Supporting Supporting Supporting Supporting Supporting

ng Digital Data

Information:use the Save and Open functions on an application

Information: save and

retrieve data provide unique

names for files apply basic

functions such as opening and dragging and dropping files

Information: manage and

maintain lists, favourites, bookmarks, folders and files

Information: save/export

data in files of different formats

routinely back up and protect data

move data from one location to another

Information: set up and

maintain shared folders

Information: design and use

logical and sustainable file/folder naming conventions

maintain version control of documents

limit access to data by location or password

Useful Digital Resources:Microsoft Word

Useful Digital Resources:Microsoft Word

Useful Digital Resources:

Useful Digital Resources:

Useful Digital Resources:

Useful Digital Resources: