ICT Progression - Creating

Level	Creating	Activities
2.25	saving of files into nominated, existing folders in a networked environment creation of information products for a specific audience or purpose, following given layouts; for example, a birthday invitation created by placing text and pictures in given positions in a sample design with teacher direction, use of a digital camera to capture still or moving images identification on paper of typographical errors and the incorrect spelling of frequently used words using manual proofreading techniques, and the application of editing techniques to correct these errors on screen
2.5	saving of files into collaboratively created folders in a networked environment creation of an information product to inform, persuade, entertain or educate a specific audience, following a collaboratively determined design; for example, in a group, students plan a story book, create a layout design, and then individually create a page following this design with teacher guidance, transfer and saving to a computer of still and/or moving images captured with a digital camera identification and correction on screen of typographical errors and the incorrect spelling of frequently used words, using electronic spellchecker techniques	Y07IT Presentation - Camp Sunnydale
2.75	saving of files into individually created folders in a networked environment creation of information products, based on original ideas, to inform, persuade, entertain or educate specific audiences, and the documentation of these ideas in simple design plans with teacher support, transfer and saving to computer of still and/or moving images captured with a digital camera or scanner identification and correction on screen of typographical errors and the incorrect spelling of frequently used words, using manual proofreading and editing techniques and electronic spellchecker techniques	Y07IT Presentation - Research Topic
3	At Level 3, students organise their files into folders classified in a way that is meaningful to them. Students explain the purpose of passwords for accessing files stored on networks. They follow simple plans and use tools and a range of data types to create information products designed to inform, persuade, entertain or educate particular audiences. They create information products to assist in problem solving in all areas of the curriculum. With minimal assistance, students use ICT tools to capture and save images. They use simple editing functions to manipulate the images for use in their products. They make ongoing modifications to their work to correct the spelling of frequently used words and to rectify simple formatting errors. They evaluate the final information product and describe how well it meets its purpose. Students make adjustments to their equipment and apply techniques that are ergonomically sound.
3.25	creation of an electronic portfolio of nominated files, saved in nominated locations, which demonstrate the use of ICT for learning. identification in published information products of formatting features such as font styles and sizes that suit particular purposes and/or audience needs. hand-drawn experimentations with various layouts for information products, using nominated design tools such as layout diagrams. limited control of a given robot (for example, moving back and forth) using simple programming techniques such as click-and-drag and icons.	Y09RO Engineering Challenge - Speed Y09RO Engineering Challenge - Slow Y09RO Engineering Challenge - Hill Y09RO Engineering Challenge - Terrain Y10RO Engineering Challenge - Rescue Y10RO Engineering Challenge - Walking
3.5	creation of an electronic portfolio that includes files selected on the basis of teacher-provided criteria; for example, ‘visualising thinking strategies modified to suit a new learning situation’. annotations to published and their own information products that describe how formatting features, such as borders, suit particular purposes and audience needs. hand-drawn or electronically created designs for the layout and solutions of information products, using tools selected from a given list. modifications to their program to accommodate weaknesses identified when controlling the movement of a robot.	Y10RO Robotics Pilot Programming 1 Y10RO Robotics Pilot Programming 2 Y10RO Robotics Pilot Programming 3 Y10RO Robotics Pilot Programming 4 Y10RO Robotics Pilot Challenge 1 Y10RO Robotics Pilot Challenge 2 Y10RO Robotics Pilot Challenge 3
3.75	creation of an electronic portfolio that logically displays files meeting collaboratively determined criteria; for example, ‘the use of multimedia tools for solving problems’. annotations to their own information products that explain why formatting and solution features of information products, such as working hyperlinks, suit the purpose and audience needs. hand-drawn and electronically created designs for the layout and solutions of information products, using tools selected from a collaboratively determined list. creation of robots responding to sensors, such as touch or lights, through the application of specific programming techniques.
4	At Level 4, students safely and independently use a range of skills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences. They use design tools to represent how solutions will be produced and the layout of information products. Students select relevant techniques for minimising the time taken to process data, and apply conventions and techniques that improve the appearance of the finished product. Students modify products on an ongoing basis in order to improve meaning and judge their products against agreed criteria. Students create and maintain an up-to-date, logically structured bank of digital evidence of their learning. They password protect and back up important files and use file naming conventions that allow easy retrieval.
4.25	use of software tools, such as spreadsheets and word processors, and limited manipulation techniques such as shading, to plan the tasks and responsibilities for collaborative projects. identification in published information products of data, information or codes that do and do not comply with the legal use of ICT; for example, HTML. ongoing modification of information products by applying testing techniques to improve the functionality of solutions; for example, manually checking the accuracy of a spreadsheet formula.
4.5	use of software tools, such as online calendars and blogs, and manipulation techniques to plan and monitor the progress of collaborative projects. inclusion in their own websites of data, information or codes that comply with the legal use of ICT; for example, copyright statements. ongoing modification of information products using editing and testing techniques; for example, correcting typographical errors and conducting questionnaires on the readability of information products.
4.75	use of software tools and a range of manipulation techniques, such as symbols, lines and arrows, to plan and monitor the progress of collaborative projects and to identify reasons for adjusting plans. inclusion in their own information products of data, information, code and strategies that comply with the legal use of ICT. ongoing modification of information products to improve their efficiency and effectiveness, by applying editing, testing and manipulation techniques.
5	At Level 5, students independently use the operating system to manage their desktop workspace. They organise their folders logically, appropriately name and locate files for sharing with others and apply techniques to facilitate the easy handling of large files. When creating information products, students prepare designs that identify the structure and layout of the products, the evaluation criteria, and the plans for managing collaborative projects. Students independently apply a range of processing skills, functions and equipment to solve problems and create products which contain minimal functional, typographical, formatting and readability errors. During the processing stage of collaborative work, students monitor project plans and record reasons for adjusting them. They apply criteria to evaluate the extent to which their information products meet user needs and comply with intellectual property laws. They use ICT in a safe, efficient and effective manner. Students keep their bank of digital evidence up-to-date, and ensure it is easy to navigate, complies with ICT presentation conventions and demonstrates a diversity of ICT skills and knowledge.
5.25	identification of similarities and differences between the strategies for organising and managing files used by school teams and by small organisations; for example, use of passwords to enter a school network, locked keyboards to restrict access to files in a business. identification of threats to data security caused by accidental loss, stealing or data corruption. use of ICT presentation conventions and efficient processing techniques to reduce the time taken to process data; for example, macros. designs for web-based information products that acknowledge the common characteristics of a targeted audience; for example, transcripts of audio files on a website for the hearing impaired.
5.5	modification of the file management system used by a school team to incorporate conventions selected from a given list; for example, consistent filenames. use of strategies to protect the security of their files; for example, password protecting files to minimise unauthorised access. use of ICT presentation conventions and processing techniques to increase the efficiency and effectiveness of information products. designs for web-based information products that acknowledge characteristics of an unknown global audience; for example, the inclusion of symbols that are culturally respectful.
5.75	modification of the file management system used by a school team, to incorporate collaboratively determined conventions; for example, folder structures and file access rights. use of strategies to protect the security of stored team files; for example ‘read only’ files. use of ICT presentation conventions, processing techniques and procedures to increase the efficiency and effectiveness of information products; for example, gaining feedback from peers on the quality of the product during production and making appropriate modifications. designs for web-based information products that acknowledge universally accepted conventions regarding accessibility; for example, using an alt tag to indicate the size of a graphic.
6	At Level 6, students appraise different strategies for organising and managing resources involved in problem solving and creating information products. They use ICT to devise detailed plans that sequence tasks to be done, resources needed, and timelines for completion. They annotate their plans to explain changes made during the project. Individually, and as team members, students apply a range of techniques, equipment and procedures that minimise the cost, effort and time of processing ICT solutions and maximise the accuracy, clarity and completeness of the information. They apply strategies that protect their files from being corrupted, stolen or accidentally lost. Their products demonstrate a clear sense of purpose and respect for the audience. Students apply processing practices that take into account their legal obligations and ethical considerations. They compare their own solutions with others and justify suggestions to improve quality.