ICT Progression - Visualising Thinking

VELS Level	Visualising Thinking	Activities
2.25	identification of relationships between ideas, using basic editing software, nominated graphic organiser templates and manipulation techniques; for example, inserting shapes or drawing lines saving and retrieval of nominated visualising thinking files, and the use of editing techniques such as deleting and copying to modify these for use in new but similar learning situations
2.5	logical sequencing of ideas, using basic editing software, such as concept mapping tools, and other graphic organiser templates selected from a given list, and a range of manipulation techniques retrieval of the visualising thinking files selected from a given list, and use of editing techniques to modify these for new but similar learning situations; for example, deleting and inserting text and shapes in a graphic organiser to outline relationships between characters and events retrieval of nominated visualising thinking files, and use of annotation tools such as text boxes and callouts to indicate the files’ suitability for different learning situations
2.75	organisation of ideas using familiar software and graphic organiser templates selected from a collaboratively developed list (for example, Venn diagrams and sequence charts) and a range of manipulation techniques retrieval of the visualising thinking files they selected from a collaboratively developed list, and use of editing techniques to modify them in new but similar learning situations retrieval of the visualising thinking files they selected from a given list, and use of annotations to describe how each file might be suitable for different learning situations
3	At Level 3, students use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. They explain how these strategies can be used for different problems or situations.
3.25	creation of nominated graphic organisers that are appropriate for new learning situations, using familiar software and manipulation and editing techniques; for example, using shapes, lines and colours in word processing software to create a double-cell diagram to compare two ideas. organisation and analysis of data and information, using unfamiliar software such as simulation software, and limited manipulation techniques; for example, animation of objects. development of an electronic portfolio of nominated visualising thinking files that are annotated, for example, with audio commentary, to indicate their usefulness in learning.
3.5	creation of graphic organisers, selected from a collaboratively developed list, that are appropriate for new learning situations, using familiar software and techniques to manipulate and edit a variety of data types such as images, text and numbers. use of unfamiliar software such as databases, and a range of manipulation techniques, to represent and explore processes such as Victoria’s rainfall data and its relationship to drought conditions. development of an electronic portfolio of selected visualising thinking files with annotations that identify similarities and differences between their electronic and non-electronic learning strategies.
3.75	creation of graphic organisers appropriate for new learning situations, using familiar software and a range of techniques to manipulate and edit a variety of data types. representation of patterns or cause-and-effect relationships, using unfamiliar software such as a modelling software, and a range of manipulation techniques. regular recording of the use and value of visual thinking tools for understanding concepts and relationships in their learning.
4	At Level 4, students apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. Students use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them. Students review their stored thinking strategies in order to identify similarities and differences in their thinking patterns. They document in their bank of digital evidence how these visualising thinking strategies help them to understand concepts and relationships.
4.25	use of rule-based software such as databases or spreadsheets, and basic manipulation and editing techniques, to enter and sort data and information when making decisions and solving problems. use of ICT tools and manipulation techniques that support visualisation of thinking in specific learning situations; for example, use of image-editing software to explore the concept of style in two-dimensional art. use of a variety of data types to record ways in which ICT is used to develop new understandings or solve problems; for example, video recording the use of a data logger to collect scientific data.	Y09IT FileMaker Pro tasks
4.5	use of rule-based software such as databases and spreadsheets, and a variety of manipulation and editing techniques, to filter and classify data and information when making decisions and solving problems; for example, hiding columns and querying on a single criterion. identification of the features of specific ICT tools and manipulation techniques that support visualisation of thinking for specific learning situations; for example, animation and three-dimensional features of choreographic software allows viewing of dancers and their movements on a stage. identification and analysis of the strengths and weaknesses of decisions made and actions taken when solving problems and developing understandings using ICT tools.
4.75	use of rule-based software such as databases, spreadsheets and micro worlds, and a variety of manipulation and editing techniques, to interrogate and report on data and information when making decisions and solving problems. understanding of how the attributes of specific ICT tools and techniques support particular types of learning; for example, concept mapping tools allow spatial representation of ideas and their interrelationships, supporting analytical thinking. reflection on decisions made and actions taken when solving problems and developing understandings using ICT tools.
5	At Level 5, students select and apply ICT tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas. They use rule-using software to assist with problem solving and decision making. Students retrieve and modify successful approaches to visualising thinking for use in new situations. They explain what features of the new situations influenced their decisions to use particular ICT tools and techniques. Students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving. They evaluate the strengths and weaknesses of their decisions and actions in the given situations.
5.25	use of nominated dynamic modelling tools and manipulation and editing techniques to describe the relationships between ideas or components; for example, building simulations of dynamic automotive systems and processes. use of complex ICT tools to visually represent, model, reframe or refine thinking strategies; for example, using three-dimensional multimedia tools to construct complex representations of molecules. selection, from a given list, of ICT tools and editing techniques to support problem solving, based on their technical capabilities.
5.5	use of selected dynamic modelling tools, and manipulation and editing techniques and procedures, to test hypotheses; for example, testing predictions of how the inclusion of an alternative component in an electronic system will affect performance. use of complex ICT tools to visually represent, model, reframe and refine causal reasoning; for example, using rule-based software such as spreadsheets and expert systems to explore the effects of rural depopulation on the economy. selection, from a collaboratively determined list, of specific ICT tools and editing techniques to support particular types of problem solving.
5.75	independent use of dynamic modelling tools and a range of multi-step manipulation and editing techniques and procedures to control and test the relationships between components; for example, constructing and manipulating geometric and algebraic objects to explore and test the relationships within and between these objects. use of complex ICT tools, peripherals and manipulation techniques to explore and represent the relationship between components; for example, using a robot and software to show the relationship between temperature and movement. independent selection of specific ICT tools, strategies and editing techniques to support a variety of types of problem solving.
6	At Level 6, students use a range of ICT tools and data types to visualise their thinking strategies when solving problems and developing new understanding. They use visualising thinking tools and apply ICT techniques to support causal reasoning and to model and describe the dynamic relationship between variable and constant data values to test hypotheses. Students are efficient and effective in their use of appropriate ICT tools and editing techniques for assisting in visualising thinking. When solving problems, students discriminate between such tools and strategies based on their suitability for problem solving in new situations.