VELS+ICT+Level+4+(Years+5+to+6)

Progressing towards Level 4 The [|learning focus] statement provides advice about learning experiences that will assist students to work towards the achievement of the standards at Level 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. 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. At Level 4, students use email, websites and frequently asked question facilities to acquire from, or share information with, peers and known and unknown experts. When emailing, they successfully attach files and they apply protocols for sending and receiving electronic information. They successfully upload their work to a protected public online space. Using recommended search engines, students refine their search strategies to locate information quickly. They evaluate the integrity of the located information based on its accuracy and the reliability of the web host.
 * ~  ||~ Progression point 3.25 ||~   ||~ Progression point 3.5 ||~   ||~ Progression point 3.75 ||~   ||
 * ^  || At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example: ||^   || At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example: ||^   || At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example: ||^   ||
 * ^  || **ICT for visualising thinking*** 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 ||^  || **ICT for visualising thinking*** 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 ||^  || **ICT for visualising thinking*** 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 ||^  ||
 * ^  || **ICT for creating*** 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 ||^  || **ICT for creating*** 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 original 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 ||^  || **ICT for creating*** 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 ||^  ||
 * ^  || **ICT for communicating*** addition of collaboratively determined keywords to an initial search string to narrow the listing of relevant websites; for example, adding ‘biography’ to a person’s name
 * experimentation with techniques to upload files and folders to a nominated location on an intranet
 * experimentation with various communications methods such as frequently asked question (FAQ) facilities to obtain information for a particular inquiry ||^  || **ICT for communicating*** refinement of original keywords in a search string, by including words selected from an on-screen or print thesaurus
 * uploading of files and folders to a nominated location on an intranet
 * use of nominated communications methods to acquire information from, or share information with, peers and known experts ||^  || **ICT for communicating*** inclusion of new keywords and the deletion of some original ones in a search string, to narrow the listing of websites relevant to a particular inquiry
 * testing of uploaded files and folders in a nominated location on an intranet; for example, checking that all files are present and accessible
 * identification of the attributes of various communications methods that are appropriate in particular types of inquiry; for example, selecting methods that protect the disclosure of important information ||^  ||
 * Level 4 standard**
 * ICT for visualising thinking**
 * ICT for creating**
 * ICT for communicating**