VELS+ICT+Level+5+(Years+7+to+8)

Progressing towards Level 5 The [|learning focus] statement provides advice about learning experiences that will assist students to work towards the achievement of the standards at Level 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. 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. At Level 5, students select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches. They judge the integrity of the located information based on its credibility, accuracy, reliability and comprehensiveness. Students share their ideas through their blog, website or other public forums, which are correctly formatted, comply with ICT conventions and demonstrate an awareness of the characteristics that contribute to products meeting their purpose. Students organise their email mailbox into a logical structure and maintain it. They evaluate the merits of contemporary communication tools, taking into account their security, ease of use, speed of communication and impact on individuals.
 * ~  ||~ Progression point 4.25 ||~   ||~ Progression point 4.5 ||~   ||~ Progression point 4.75 ||~   ||
 * ^  || At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates, for example: ||^   || At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for example: ||^   || At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates, for example: ||^   ||
 * ^  || **ICT for visualising thinking*** 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 ||^  || **ICT for visualising thinking*** 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 ||^  || **ICT for visualising thinking*** 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 ||^  ||
 * ^  || **ICT for creating*** 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 ||^  || **ICT for creating*** 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 ||^  || **ICT for creating*** 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 ||^  ||
 * ^  || **ICT for communicating*** location of websites, using collaboratively determined general search engines such as Google and Yahoo, and search strategies including keywords and a filtering technique such as date filtering
 * selection of information contained within websites, using criteria from a given list
 * experimentation with formats designed to enhance the organisation of information contained within contemporary communication tools such as blogs ||^  || **ICT for communicating*** location of websites, using nominated specialised search engines such as RocketInfo, and search strategies including keywords and filtering techniques
 * selection of information contained within websites, using collaboratively determined criteria
 * application of appropriate formats and nominated ICT conventions when using contemporary communication tools such as interactive websites ||^  || **ICT for communicating*** location of targeted websites, using general and specialised search engines and limited Boolean logic search strategies to broaden or narrow searches
 * selection and justification of information contained within websites, using self-generated criteria
 * application of formats, collaboratively determined ICT conventions and nominated protocols, as appropriate, to particular contemporary communications tools such as Wikis ||^  ||
 * Level 5 standard**
 * ICT for visualising thinking**
 * ICT for creating**
 * ICT for communicating**