Information Technology Program 2010

January 2010

PARKES CHRISTIAN SCHOOL

INFORMATION TECHNOLOGY

YEARS 9-10

2010 PROGRAM

Constructed by Andrea Lovell

Teacher Librarian

January 2010

Contents

Rationale………………………………………………………………………………… 3

Program Aims……………………..………………………………………………… ..4

Program Objectives…..……………………………………………………… .….. .5

Organisation of Content……………………………………………………………6

Outcomes…………………………………………………………………………………7

Scope & Sequence & course outline.……………………………….………10

Program Contents Unit 1……………………………………………………..…14

Unit 2………………………………………………….……20

Unit 3….……………………………………………………23

Unit 4….……………………………………………………26

Assessments & Projects……………………………………………………..…..30

Assessment 1…………………………………………………………………….……35

Assessment 2 & Project 1………………………………………………………..45

Assessment 3……………………………………………………………..…………...51

Assessment 4…………………………………………………………………………..54

Assessment 5……………………………………………………………………………61

Project 2……………………………………………………………………….………….67

Project 3…………………………………………………………………………….….…71

Project 4……………………………………………………………………….………….75

Exams………………………………………………………….……………………………83

January 2010

Rationale

This Program has been compiled based on the parameters set by the Board of Studies NSW in its K-10 Curriculum Framework

Introduction pages 5-7 with particular consideration to access to the Life Skills course giving extra time, physical and verbal

assistance and technological aids. Today in both work, recreational and family activities people require high skill levels in

computing and technology. People are required to be able to take existing knowledge and apply it to rapidly changing

technologies and this requires people to be equipped for a process of lifelong learning.

This course is designed to facilitate students to develop knowledge, understanding and skills to solve a range of problems

presented in real life contexts. To achieve this a range of techniques will be used ie “experimental and collaborative tasks,

students will engage in the processes of analysing, designing, producing, testing, documenting, implementing and evaluating

information and software technology-based solutions. In addition creative, critical and meta-cognitive thinking skills will be

developed through students’ practical involvement in projects”. (Information and Software Technologies Syllabus 2003 Board of

Studies New South Wales).

This program will build on the prior knowledge of students and skills and aims to enhance students in Years 9 – 10 in their skills in

the 3 key areas of Digital Literacy – ICT literacy, INFORMATION literacy and CRITICAL literacy. An integral part of this program

will be the development of a high level of student interest, enjoyment and critical reflection.

This is being presented within a Christian Schooling framework and as such the ability to use the skills learnt to contribute to the

Christian community and the community at large is very important. It is also essential that students have an understanding of the

ethical and positive contribution that technology can play in supporting their spiritual growth.

January 2010

Aim

To incorporate the Digital Literacy’s below in the Information and Software Technology course to equip students for collaborative learning in the 21st Century.

This work is licensed under the Creative Commons Attribution-Non-commercial-No Derivative Works 2.5 Australia License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/2.5/au/ or send a

letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.

ICT LITERACY

• Social networking

• Application skills

• Web tools

• Multimedia

INFORMATION LITERACY

• Defining

• Locating

• Selecting

• Processing and Organsing

• Creating and Sharing

• Evaluation Strategies

CRITICAL THINKING LITERACY

• Questioing

• Problem Identification

• Problem Solving Skills

• Reflective Thinking

January 2010

Objectives

It is essential that the objectives set by the Board of Studies NSW syllabus document ( page 11) be the basis of this program

in partnership with the Christian ethos of Parkes Christian School. They are as follows:-

Knowledge, understanding, skills, values and attitudes

Students will develop:

1. Knowledge and understanding of a range of computer software

2. Problem-solving and critical thinking skills in order to design and develop creative information and software

technology solutions for a variety of real-world problems

3. Responsible and ethical attitudes related to the use of information and software technology

4. Knowledge and understanding of the effects of past, current and emerging information and software technologies on

the individual and society

5. Effective communication skills and collaborative work practices leading to information and software technology

solutions for specific problems

6. Understanding of the use of technology to further the spread of the Gospel

January 2010

Organisation of Content

This is a 100 hour course offered for 2 years incorporating Years 9 and 10 being taught concurrently. There is also a Life

Skills Course running at the same time. Using the three options, three selected projects will be constructed each year

within which the core contents will be integrated.

CORE CONTENT OPTIONS SELECTED

Design, Produce and Evaluate

Data Handling

Hardware

Issues

Past, Current and Emerging

Technologies

People

Software

Authoring & Multimedia

Digital Media

Internet & Website Development

January 2010

Outcomes

Objectives


Stage 4 Outcomes

A student:

Stage 5 Outcomes

A student:

1 knowledge and

understanding of a

range of computer

software and

hardware

4.1.1 recognises and uses software

programs that are suitable for

specific tasks

5.1.1 selects and justifies the

application of appropriate

software programs to a range of

tasks

4.1.2 identifies and demonstrates

appropriate use of a range of

hardware

5.1.2 selects, maintains and

appropriately uses hardware for a

range of tasks

2 problem-solving and

critical thinking

skills in order to

design and develop

creative information

and software

technology solutions

for a variety of real-

world problems

4.2.1 identifies and uses problem-

solving processes when creating

solutions

5.2.1 describes and applies problem-

solving processes when creating

solutions

4.2.2 designs, produces and evaluates

appropriate solutions to a range

of problems



of challenging problems

4.2.3 justifies decisions made when

creating information and software

technology solutions

5.2.3 critically analyses decision-

making processes in a range of

information and software

solutions

3 responsible and

ethical attitude

related to the use of

information and

software technology

4.3.1 uses ethical practices when

dealing with information and

software technology

5.3.1 justifies responsible practices and

ethical use of information and

software technology

4.3.2 describes ethical practices used

when dealing with data and

information

5.3.2 acquires and manipulates data

and information in an ethical

manner

4 knowledge and

understanding of the

effects of past,

current and

emerging

information and

software

technologies on the

individual and

society

4.4.1 describes a range of past, current

and emerging information and

software technologies

5.4.1 analyses the effects of past,

current and emerging information

and software technologies on the

individual and society

January 2010

Objectives


Stage 4 Outcomes

A student:

Stage 5 Outcomes

A student:

5 effective

communication

skills and

collaborative work

practices leading to

information and

software technology

solutions for

specific problems

4.5.1 identifies the benefits of

collaborative work practices

when completing a task

5.5.1 applies collaborative work

practices to complete tasks

4.5.2 documents ideas and solutions for

targeted audiences

5.5.2 communicates ideas, processes

and solutions to a targeted

audience

4.5.3 identifies key roles and

responsibilities of people in the

field of information and software

technology

5.5.3 describes and compares key roles

and responsibilities of people in

the field of information and

software technology

Stage 4 outcomes have been provided to assist the assessment and reporting of student achievement in those schools that choose to begin elective study

before Year 9. Teachers are advised to select from the syllabus content to target the specific needs of students who commence study in Stage 4.

Life Skills

For some students with special education needs, particularly those students with an intellectual disability, it may be determined that the above outcomes

are not appropriate. For these students, Life Skills outcomes and content can provide the basis for the development of a relevant and meaningful

program – see section 8.

January 2010

OUTCOMES MATRIX INFORMATION TECHNOLOGY

Outcomes

A

Student:

Unit 1

Unit 2

Unit 3

Unit 4

Asses 1

Asses 2

Project 1

Asses 3

Half- Yearly

Asses 4

Asses 5

Project 2

Project 3

Yearly Exam

Project 4

5.1.1 5.1.2 5.2.1 5.2.2 5.2.3

5.3.1 5.3.2 5.4.1 5.5.1 5.5.2 5.5.3

January 2010

2010 PROGRAM

SCOPE AND SEQUENCE

&

COURSE OUTLINE


Information Technology

January 2010

SCOPE AND SEQUENCE & COURSE OUTLINE 2010

John 1:3 All things were made and came into existence through Him; and without Him was not even one thing made that has come into being.

Unit 1 – Internet & web site development (Option 5) Year 9/10 Title : Mission Destination Duration : 12 Sequence: Term 1 – Term 2 Week 3 Project Due: 3

rd May

Unit 2 – Digital media (Option 4) Year 9/10 Title : Digital Delight Duration :8 Sequence: Term 2 Week 3 – Term 2 Week 11 Project Due: 29

th June

Unit 3 – Authoring & multimedia (Option 2) Year 9/10 Title : A Feast for the Senses Duration :11 Sequence: Term 3 Week 1– Week 9 Term 3 Project Due: 20

th September

Project Overview

Create and publish a web site using weebly for the Mission destination of YWAM

Townsville.

This is a collaborative activity in which your group explores digital media and does a

presentation using voicethread that illustrates the positive way in which digital media can be

used to communicate the Gospel Message.

In pairs put together a presentation in which you use SchoolTube and other web based tools to explain how Christians are using web tools to

communicate Christ’s message in the 21st

Century.

Outcomes 5.2.1, 5.2.2, 5.2.3, 5.3.1,5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1

5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1

5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.51, 5.52, 5.5.3, 5.1.2, 5.1.1

Project Outcomes

A Student 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems. 5.2.3 critically analyses decision-making processes in a range of information and software solutions. 5.3.2 acquires and manipulates data and information in an ethical manner 5.5.2 communicates ideas, processes and solutions to a targeted audience 5.4.1 analyses the effects of past, current and emerging information and software technologies on the individual and society

A Student 5.3.2 acquires and manipulates data and information in an ethical manner 5.5.1 applies collaborative work practices to complete tasks 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems 5.1.1 selects and justifies the application of appropriate software problems to a range of tasks. 5.2.1 describes and applies problem- solving processes when creating solutions 5.5.2 communicates ideas, processes and solutions to a targeted audience

5.1.1 selects and justifies the application of appropriate software programs to a range of tasks 5.2.1 describes and applies problem- solving processes when creating solutions 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems 5.2.3 critically analyses decision-making processes in a range of information and software solutions 5.5.2 communicates ideas, processes and solutions to a targeted audience 5.3.2 acquires and manipulates data and information in an ethical manner

Assessment Outcomes

Assessment 1 Web Analysis A Student 5.2.3 critically analyses decision-making

Assessment 4 Internet Issues A Student 5.3.1 justifies responsible practices and ethical

Assessment 5 Web Critique and recommendations A Student Part one

January 2010

processes in a range of information and software solutions 5.5.2 communicates ideas, processes and solutions to a targeted audience.

use of information and software technology 5.4.1 analyses the effects on past, current and emerging information and software technologies on the individual society.

5.2.1 describes and applies problem-solving processes when creating solutions 5.2.3 critically analyses decision-making processes in a range of information and software solutions.

Part two

5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems 5.3.2 acquires and manipulates data and information in an ethical manner

Part three

5.5.2 communicates ideas, processes and solutions to a targeted audience. 5.3.1 justifies responsible practices and ethical use of information and software technology 5.5.1 applies collaborative work practices to complete tasks

January 2010

Core Component

overview

Design, produce and evaluate Defining and analysing the problem Designing possible solutions Producing solutions Critical Thinking Literacy Designing possible solutions using a range of techniques Producing solutions Past, current and emerging technologies The impact of past, current and emerging information and software technologies on the individual and society including different cultural groups such as Aboriginal and Indigenous. Data Handling Data types Issues Date security Option 5 The Internet and web site development The Internet Historical perspective of the Internet Intranet Uses of the Internet Internet software Types of protocols World Wide Web (www) Control of access to information on the web Web site development Features of a web site Project development Critical Thinking Additional content Interactive web based projects collaborative projects

Design, produce and evaluate Evaluation criteria Methods of evaluation Past, current and emerging technologies Environmental considerations Data Handling Data forms Issues Legal issues Ethical issues Social issues Software Features and elements of a graphical user interface (GUI) Option 4 Digital Media The purpose of digital media Types of digital media products Data types for digital media products Critical Thinking

Design, produce and evaluate Defining and analysing the problem Designing possible solutions Producing solutions Evaluation of criteria Methods of evaluation Management Communication techniques Collaboration and group work People Careers in information and software technology Option 2 Authoring and multimedia Project development Authoring software systems Data types Multimedia products

Unit 4 – Using Web 2.0 Tools

January 2010

(Option 5) Title : Christmas Business Duration : 4 Sequence: Term 4 Week 1 - Week 9 Project Due: 6th December

Project Overview

Create a presentation for the school assembly using either of these web tools Zoho

Show/Animoto/Glogster. The presentation is to show the real meaning of Christmas in a fresh creative way that is not clichéd but

shows a genuine exploration of Christmas.

Outcomes 5.2.1, 5.2.2, 5.2.3, 5.3.1,5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1

Project Outcomes

A Student 5.1.1 selects and justifies the application of appropriate software programs to a range of tasks 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems. 5.3.2 acquires and manipulates data and information in an ethical manner 5.5.1 applies collaborative work practices to complete tasks 5.5.2 communicates ideas, processes and solutions to a targeted audience. 5.5.3 describes and compares key roles and responsibilities of people in the field of information and software technology

Core content overview Design, produce and evaluate Defining and analysing the problem Designing possible solutions Producing solutions Past, current and emerging technologies

January 2010

The impact of past, current and emerging information and software technologies on the individual and society including different cultural groups such as Aboriginal and Indigenous. Data Handling Data types Critical thinking Option 5 The Internet and web site development The Internet Historical perspective of the Internet Intranet Uses of the Internet Internet software Types of protocols World Wide Web (www) Control of access to information on the web Web site development Features of a web site Project development Additional content Interactive web based projects collaborative projects

Students with special learning needs

Provision will be made for students who need to utilize laptops for taking notes by the use of a template being provided that can be loaded onto

students laptop to be filled in. All other notes will be photocopied for all students non-laptop students will have hardcopy notes to fill in by hand

Students with learning difficulties will have class work, projects and assessments modified to allow for the completion of the work at an achievable

level. For Rebecca tasks are modified with the amount of work to be completed reduced but the same information being covered and assessed.The

use of the class blog allows for all information and interaction to be done online which is also accessible from home from the Information Centre

Website at www.pcslibrary.com

http://www.pcslibrary.com/

January 2010

Stage 5 Information Technology

Unit 1: The Internet and web site development (Option 5)

Title: Mission Destination

Duration: 11 weeks Sequence: Term 1 – Term 2 Week 2 2010

Project overview Mission Destination

Create and publish a web site using weebly for the Mission destination of YWAM Townsville.

Outcomes 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1

Assessment 1 outcomes

Assessment 2

Project 1

outcomes

A student:

5.2.3 critically analyses decision-making processes in a range of information and software solutions

5.5.2 communicates ideas, processes and solutions to a targeted audience.

5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems.

5.2.3 critically analyses decision-making processes in a range of information and software solutions.

5.3.2 acquires and manipulates data and information in an ethical manner

5.5.2 communicates ideas, processes and solutions to a targeted audience

5.4.1 analyses the effects of past, current and emerging information and software technologies on the individual and society

Core Students learn about: Students learn to:

Design, produce and evaluate

Information Literacy Skills/Defining and analysing the problem

identification of need or problem to be solved

factors that impact on problem solving: – technical such as hardware – operational – financial – ethical

Research Strategies - use of Wikipedia as a start for key words - using Google effectively - other search engines to utilize

identify the need or problem to be solved

search topic and create key words on graphic organiser

use advanced searching on google using keywords

explore other search engines relevant to their topic

January 2010


Critical Thinking Literacy

Designing possible solutions using techniques such as

concept mapping

brainstorming

prototyping

storyboarding

analyse the problem and a range of possible solutions

generate ideas using a range of methods

apply set criteria to choose the most appropriate software solution

develop a storyboard of ideas and/or solutions

summarise research data when generating creative solutions

evaluate the suitability of solutions by testing and experimenting

examine, evaluate and modify existing solutions

Producing solutions

producing the solution

develop and implement the stages involved in the completion of a

solution

apply set criteria to choose the most appropriate solution

Current and emerging technologies

the impact of past, current and emerging information and software technologies on the individual and society including different cultural groups such as Aboriginal and Indigenous

explore and discuss current information and software technologies

relevant to the option

identify a variety of past, current and emerging information and software technologies

evaluate the appropriateness of current and emerging information and software technology for specific purposes

Data handling

Data types such as

text and hypertext

graphics

audio

video

animation

describe and manipulate data types for a range of purposes


Issues

Intellectual Property

Safety on the net

Creative Commons

Reliability of web site/validity

.define what intellectual property is and its relevance for project

. incorporate safety strategies while using the internet

Look at criteria that validate a web site

Data security

need for data security basic security methods

January 2010

Option 5: The Internet and web site development

The Internet

Historical perspective of the Internet

Intranet

define and describe the Internet

identify and discuss key historical events for the Internet by developing a timeline

examine the features of a school or other intranet

compare and contrast an intranet with the Internet

Uses of the internet such as

email

research

chatting

messaging

access to information via search engines

email a file to a set location

describe email etiquette

research using the Internet for a given task

assess the use of the Internet for communication in a variety of situations

use search engines to undertake Internet research

discuss the advantages and limitations of search engines

Internet software such as

browser software

authoring software

describe and use weebly as representation of internet software

packages for web design

Students learn about: Students learn to:

Types of protocols such as

transmission control protocol/internet protocol (TCP/IP)

hypertext transfer protocol (http)

simple mail transfer protocol (smtp)

file transfer protocol (FTP)

identify the types of protocols used over the internet and describe

their purpose

World wide web (www)

information medium for the dissemination of information

interactive medium

discuss the purpose of the world wide web

examine the features and strategies used in the design of a range of web sites

critically analyse the effectiveness of a web site to convey its message

Control of access to information on the web such as

cookies

security content

proxies

identify and discuss settings for web browsers as well as settings for

information access and the protection of data

January 2010

firewalls

virus protection Students learn about:

Students learn to:

Web site development

home page (index page)

web site

identify a home page within a web site

Features of a web site such as

address

GUI design

graphics

links (hot words, hot spots)

tables

investigate a web site and identify the features

use a variety of features when designing and building a web site

develop a web site for a particular task or purpose

Project development

processes and techniques Critical Thinking The value of reflection on your own and groups work

design, produce and evaluate a simple project for a real-world

application either separately for this option, or integrated with other options

produce a reflective comment on the group project


Additional content

Interactive web-based projects

Collaborative projects

design and produce a web-based project such as webquest for a

selected topic

evaluate the effectiveness of a web-based project

register online and participate in a collaborative project in an area of interest.

January 2010


Unit 2: Digital media (Option 4)

Title: Digital Delight

Duration: 9 weeks Sequence: Week 3 Term 2 – Week 1 Term 3

Project overview Produce using voicethread a presentation in which all members of the group select images and sound that illustrates the positive way in which digital media can be used to communicate the Gospel Message. This is a collaborative activity in which all members of the group need to give evidence in the presentation of their individual contribution to this task.

Present and publish a poster advertising the presentation. Include:

mediated images using Photoshop etc.

Outcomes 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1

Assessment outcomes

A student:


5.5.1 applies collaborative work practices to complete tasks

5.1.1 selects and justifies the application of appropriate software programs to a range of tasks.

5.2.1 describes and applies problem-solving processes when creating solutions


5.1.1 selects and justifies the application of appropriate software programs to a range of tasks

5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems



Evaluation criteria

functionality of solution

quality of information such as: – accuracy – relevance

establish criteria for the evaluation of solutions

evaluate solutions using established criteria

January 2010

– integrity – timeliness

ethics

environment

research skills

use a range of research skills on google and other search engines


Methods of evaluation

individual

groups such as peer, end user, specific target group

use feedback evaluation in order to modify solutions

reflect upon and document feedback

Past, current and emerging technologies

Environmental considerations such as

disposal of obsolete technologies

recycling

assess the effects of past, current and emerging information and

software technologies on the individual, society and the environment in the context of the chosen options.

Data handling

Data forms

analogue

digital

convert data between analogue and digital forms

Issues

Legal issues such as

copyright and/or licensing

piracy

intellectual property

creative commons

security and protection including viruses

legislation such as Anti-discrimination, Equal Employment Opportunity, Occupational Health and Safety

examine legal issues as they apply to the development of

information and software technology solutions


Ethical issues such as

code of practice and conduct

privacy and security

inappropriate use including hacking

accuracy, validity and bias of data

research and report on ethical issues relating to the development of information and software technology solutions

identify the ethical responsibilities of software users

examine and judge the accuracy, validity and bias of data and information

January 2010

Social issues such as

the changing nature of work and enterprise such as employment, telecommuting, virtual office, video conferencing

equity, access and control for all users with respect to gender, disability, and culture including Aboriginal and Indigenous

contrast the nature of work in the information and software technology industry, past and present

examine and discuss equity and cultural inclusiveness in the information and software technology industry

explore the impact of cybercultures on perceptions of gender

Students learn about:Software

Features and elements of a graphical user interface (GUI) such

as

radio buttons, list boxes

borders and white space

instructions to the user

inclusive design factors

Students learn to:

evaluate the effectiveness of GUI features and elements for a

specific purpose refer to this site for information http://www.webopedia.com/TERM/G/Graphical_User_Interface_GUI.htm

Option 4: Digital media

The purpose of digital media such as

e-music

digital newspaper

interactive TV

games

Types of digital media products such as

desktop publishing magazine, newspaper

graphical design

audio sequences

musical compositions

animation sequences

video production

define digital media

assess the effectiveness of a range of digital media products

describe a range of digital media

select and use appropriate file formats for the digital media product


Data types for digital media products such as

used in specific digital media products

Critical Thinking

The keys of critical thinking, questioning, identify problem,

solving problem and reflective thinking

recognise and select data types used in digital media products

produce samples of work for a range of data types

describe how date types combine to produce and enhance a digital media product

show evidence of having gone through this process while completing the project task.

January 2010


Unit 3: Authoring and multimedia (Option 2)

Unit title: A Feast for the Senses

Duration: 9 weeks Sequence: Term 3 Week 1 – Week 9 Term 3

Project overview Students will put together in pairs a presentation in which they use SchoolTube and other web based tools to explain how Christians are

using web tools to communicate Christ’s message in the 21st Century.

Outcomes 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.2.3

Assessment outcomes

A student:

5.1.1 selects and justifies the application of appropriate software programs to a range of tasks

5.2.1 describes and applies problem-solving processes when creating solutions


5.2.3 critically analyses decision-making processes in a range of information and software solutions





Defining and analysing the problem

identification of need or problem to be solved identify the need or problem to be solved




concept mapping


January 2010

brainstorming

prototyping





storyboarding evaluate the suitability of solutions by testing and experimenting


Producing solutions



solution


Evaluation criteria

functionality of solution

quality of information such as: – accuracy – relevance – integrity – timeliness

ethics

environment

Methods of evaluation

individual

groups such as peer, end user, specific target group

establish criteria for the evaluation of solutions

evaluate solutions using established criteria

use feedback evaluation in order to modify solutions

reflect upon and document feedback

Management

planning

apply management plans and techniques

resources, such as:

– time – finances – people

Communication techniques, including

verbal

written

graphical and visual

document decision-making and problem-solving in the development

of solutions

outline a range of communication techniques appropriate to the solution

communicate ideas, processes and solutions to a targeted audience

January 2010


Collaboration and group work

criteria for group formation such as expertise and group dynamics

roles and responsibilities of group members

effective collaboration strategies

use of reflective techniques in collaborative work

identify and negotiate roles and responsibilities of group members

establish and use strategies for effective collaboration

outline and reflect on the benefits/advantages of collaboration during group work

evaluate individual and group contributions to the project

apply collaborative work practices when developing solutions

People

Careers in information and software technology

career paths

discuss the use of information technology skills across industry and

for self-employment ( Matt and Kate to visit)

Option 2: Authoring and multimedia

Project development

processes and techniques

GUI design for the multimedia product

design principles including layout and balance of data types

design, produce and evaluate a simple project for a real-world application either separately for this option, or integrated with other option/s

apply interface design features used for the production of the multimedia product

examine and analyse design principles used in a range of multimedia products

create a storyboard and script

Additional content

innovation in a selected data type such as animation

research in detail a data type and produce an original product

January 2010

Stage 5 Information and Software Technology

Unit 4: Web 2.0 Tools (Option 5)

Title: Christmas Business

Duration: 4-8 weeks Sequence: Term 4 Week 1 – Week 9 Term 4 2010

Project overview Christmas Business

Create a presentation for the school assembly using either of these web tools Zoho Show/Animoto/ glogster . The presentation is to show

the real meaning of Christmas in a fresh creative way that is not clichéd but shows a genuine exploration of Christmas.

Outcomes 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.5.3, 5.4.1, 5.1.1

Assessment outcomes

A student:


5.5.3 describes and compares key roles and responsibilities of people in the field of information and software technology.

5.4.1 analyses the effects of past, current and emerging information and software technologies on the individual and society.

5.1.1 selects and justifies the application of appropriate software programs to a range of tasks.

5.3.2 acquires and manipulates data and information in an ethical manner.

5.5.1 applies collaborative work practices to complete tasks.

5.5.2 communicates ideas, processes and solutions to a targeted audience.



Defining and analysing the problem

identification of need or problem to be solved


identify the need or problem to be solved



concept mapping



January 2010

brainstorming

prototyping

storyboarding




evaluate the suitability of solutions by testing and experimenting


Producing solutions



solution


Current and emerging technologies

the impact of past, current and emerging information and software technologies on the individual and society including different cultural groups such as Aboriginal and Indigenous

explore and discuss current information and software technologies

relevant to the option

identify a variety of past, current and emerging information and software technologies

evaluate the appropriateness of current and emerging information and software technology for specific purposes

Data handling

Data types such as

text and hypertext

graphics

audio

video

animation

Data transmission types

serial

parallel

describe and manipulate data types for a range of purposes

define transmission types

investigate the advantages and disadvantages of serial and parallel transmission methods


Critical Thinking

Reflective Thinking

explain different ways in which they can record and express their

thoughts on the tasks completed.

Produce an example of self reflection on this project

January 2010

Option 5: The Internet and web site development

The Internet

Historical perspective of the Internet

Intranet

define and describe the Internet

identify and discuss key historical events for the Internet by developing a timeline

examine the features of a school or other intranet

compare and contrast an intranet with the Internet

Uses of the internet such as

email

research

chatting

messaging

access to information via search engines

email a file to a set location

describe email etiquette

research using the Internet for a given task

assess the use of the Internet for communication in a variety of situations

use search engines to undertake Internet research

discuss the advantages and limitations of search engines

Internet software such as

browser software

authoring software

describe and use a range of internet software packages


Types of protocols such as

transmission control protocol/internet protocol (TCP/IP)

hypertext transfer protocol (http)

simple mail transfer protocol (smtp)

file transfer protocol (FTP)

identify the types of protocols used over the internet and describe

their purpose

January 2010

World wide web (www)

information medium for the dissemination of information

interactive medium

discuss the purpose of the world wide web

examine the features and strategies used in the design of a range of web sites

critically analyse the effectiveness of a web site to convey its message

Control of access to information on the web such as

cookies

security content

proxies

firewalls

virus protection

identify and discuss settings for web browsers as well as settings for

information access and the protection of data

Web site development

home page (index page)

web site

identify a home page within a web site

Features of a web site such as

address

GUI design

graphics

links (hot words, hot spots)

tables

investigate a web site and identify the features

use a variety of features when designing and building a web site

develop a web site for a particular task or purpose

Project development

processes and techniques

design, produce and evaluate a simple project for a real-world

application either separately for this option, or integrated with other options


Additional content

Interactive web-based projects

Collaborative projects

design and produce a web-based project such as webquest for a

selected topic

evaluate the effectiveness of a web-based project

register online and participate in a collaborative project in an area of interest.

January 2010


INFORMATION TECHNOLOGY

ASSESSMENTS

YEARS 9-10

2010 PROGRAM

Constructed by Andrea Lovell

Teacher Librarian

January 2010

ASSESSMENT SCHEDULE

Areas of Assessment

T1 W6

T2 W3

T2 W7

T3 W1

T3 W5

T3 W3

T3 W9

T4 W9

We

b A

nal

ysis

Inte

rne

t &

We

b S

ite

De

velo

pm

en

t

Mid

-Ye

ar

Exam

Inte

rne

t

Issu

es

We

b C

riti

qu

e

Dig

ital

Me

dia

(Cla

ss P

roje

ct)

Au

tho

rin

g &

Mu

ltim

ed

ia

(Cla

ss p

roje

ct)

Inte

rne

t &

We

b S

ite

De

velo

pm

en

t

(Ye

ar 9

on

ly

goe

s to

Ye

ar

10

asse

ssm

en

t)

Kn

ow

led

ge

of

Soft

war

e &

Har

dw

are

× ×

Cri

tica

l

Thin

kin

g

Skill

s × × × × × × × ×

Re

spo

nsi

b

le &

eth

ical

atti

tud

e

to

Tech

no

log

y Is

sue

s × × × × × × ×

Pas

t,

Cu

rre

nt

and

Eme

rgin

g

Tech

no

lo

gie

s × ×

Co

mm

un

ic

atio

n s

kills

&

colla

bo

rati

ve w

ork

pra

ctic

es × × × × × × × ×

Info

rmat

i

on

Lite

racy

Skill

s × × × × × × × ×

Weight % 20% 20% 15% 20% 25% 25% 25% 20%

January 2010

Assessment activity rationales Rationale: Web site analysis - Assessment 1

Web analysis is not only the introductory assessment activity for this option (Internet and web site development), but also for the course. Reasons for

its design include:

the need for a guided framework, as students are new to the course. Specific expectations for the standard of student work are clearly outlined.

the desire to refresh student understanding of the design process

to ensure students have fundamental knowledge and skills needed for web development, creating a foundation for which the third assessment activity can grow from.

students will have already worked with the evaluation structure during class work, so the Web analysis assessment activity provides a link between classroom knowledge and the Web development assessment activity.

Rationale: Internet & Web Site Development – Assessment 2 Project 1

Mission Destination is the first project that also forms part of the assessment for Year 10 students (Internet and web site development), Reasons for its

design include:

the need for a guided work framework, as students are new to the course. Specific expectations for the standard of student work are clearly outlined.

the desire to refresh student understanding of the design and information literacy processes, use of critical thinking skills.

to ensure students have fundamental knowledge and skills needed for web development, creating a foundation for which the fifth assessment activity can grow from.

For students to do as task as part of their class work, so the use of weebly as their platform for the web site should build understanding and skill levels in Web Development for Exam and later projects.

Rationale: Half – Yearly Exam – Assessment 3

Half- Yearly Exam will the first exam that some students will have completed online. Reasons for its design include:

the evidence for understanding in the this course is best illustrated through students producing a product which shows their level of understanding.

the application of information literacy skills requires documented evidence of at each part of the process showing research skills.

to ensure students have gained skills and can apply material taught in class.

January 2010

Rationale: Internet issues – Assessment 4

Internet Issues is the second assessment activity for this option, providing an opportunity for students to focus on the reliability of information that

surrounds them. Reasons for its design include:

giving students a broad understanding of the issues associated with the Internet and web site development.

refining students’ abilities to think critically about information that is put in front of them.

developing information gathering and research skills.

Rationale: Web site critique – Assessment 5

Web site development is the third assessment activity and bridges two options (Internet and web site development and Digital media). The task is split

into three parts, with students expected to have greater autonomy in delivering a product according to the brief. Reasons for its design include:

providing a positive focus on the local community

combining the digital media elements within a web environment

using an assessment activity that mirrors a real world scenario, with deadlines to be met throughout the project and a timeline to be monitored and adhered to

having flexibility in design and content to allow students the opportunity to show individuality and flair. Students have the chance to take ownership of their product, allowing for reflection and evaluation to take place throughout the activity and ensuring greater success for students.

Rationale: Digital Media – Project 2

Web site development is the third assessment activity and bridges two options (Internet and web site development and Digital media). The task is split

into three parts, with students expected to have greater autonomy in delivering a product according to the brief. Reasons for its design include:

providing a positive focus on the local community

combining the digital media elements within a web environment

using an assessment activity that mirrors a real world scenario, with deadlines to be met throughout the project and a timeline to be monitored and adhered to


January 2010

Rationale: Authoring & multimedia – Project 3

A Feast for the Senses is the third project to be done in class. Students are expected with this task to show an understanding of the processes as well

as skill and knowledge to complete this, also to be working more independently.

providing a platform to support the uniqueness of Christian education

combining a range of digital media elements to produce product

using an assessment activity that can contribute to the real world,


Rationale: Internet & Web Site Development – Project 4 (Year 9 only)

Christmas Business is the fourth project and will contribute to the Yr 10 assessment. This provides a positive focus on a product students can share

with whole school community, supporting what underpins Christians education and gives them experience with other web2.0 tools they will not be

familiar with.

Reasons for its design include:

the opportunity to do a relatively quick project in class that is creative


Giving students the opportunity to implement the design process utilizing other skills taught during the year

January 2010

information technology

WEB ANALYSIS

ASSESSMENT ACTIVITY 1

Introduction

As the Internet continues to expand and become more a part of our everyday lives, users need to better understand web site production and navigation. Clever

planning at the defining and designing stages of the design process can make a web site attractive and intuitive to use, thus capturing a wider audience.

For this assessment activity you have to critically analyse a web site and submit a report that meets the following requirements.

Requirements for assessment

In order to undertake this task you will need to:

deconstruct the web site allocated to you and record your notes using the analysis sheets attached consider the key features of the site and determine whether they are effective or otherwise create a summary of the site that you can use to write your report.

To be submitted for assessment purposes:

1. Your analysis and summary sheets. Ensure:

Marks: 20

Weight: 20%

Time allowed: 3 weeks

Due date: 8th March- Term 1Week 6

Group: Individually

Focus: Web site analysis

Report writing

Outcomes to be assessed

A student:

5.2.3 critically analyses decision-making processes in

a range of information and software solutions.

5.5.2 communicates ideas, processes and solutions

to a targeted audience.

January 2010

the name of the web site is clearly marked the sheets are completed clearly and legibly.

2. A two page written report. The report should: clearly outline the prospective audience of the web site identify key features of the web site explain the degree to which the web site is able to appeal to its audience be structured in a concise and logical manner.

January 2010

Guidelines for marking and feedback

Web analysis

Student name: Mark

5.2.3 The student critically analyses decision-making processes in a range of information and software solutions.

Analysis sheet

Effectively deconstructs the website allocated and records responses clearly.

Summary sheet

Identifies all key features of the web site.

/5

/5

Teacher comment

5.5.2 Communicates ideas, processes and solutions to a targeted audience.

Report

Clearly outlines the prospective audience of the web site.

Comprehensively explains the degree to which the website is able to appeal to its audience

Structured in a concise and logical manner

/2

/5

/3

Teacher comment

Total /20

January 2010

Assessment criteria

Range Level of achievement

A student in this stage will:

19-20

(Excellent) A

Thoroughly examine all features and strategies used in the design of a range of web sites

Critically analyse the effectiveness of a web site to convey its message.

17-18

(High) B

Examine all features and strategies used in the design of a range of web sites

Strong analysis of the effectiveness of a web site to convey its message.

14-16

(Substantial)

C

Examine most features and strategies used in the design of a range of web sites.

Satisfactorily analyse the effectiveness of a web site to convey its message.

12-13

(satisfactory)

D

Examine some of the features and strategies used in the design of a range of web sites.

Some analysis of the effectiveness of a web site to convey its message.

10-11

(Elementary) E

Examine a few of the features and strategies used in the design of a range of web sites.

Be unable to analyse the effectiveness of a web site to convey its message.

0-9

(Unsatisfactory) N

Very few features and strategies examined in the design of a range of web sites.

Unable to analyse the effectiveness of a web site to convey its message.

January 2010

Analysis sheets

Web site address : ________________________________________

Instructions

• Read each question carefully.

• Write your answers in point form in the appropriate column.

• A stopwatch or a watch with stopwatch functions would be useful when trying to time the downloading of each site.

Graphical style: colour and font

Questions Comments

Colour

How would you describe the colours? e.g. bright, natural looking or washed out.

Why do you think these particular colours have been chosen?

What atmosphere do the colours create? e.g. excited, reflective, active or serious.

Font

How has the web site designer made certain text stand out? e.g. through use of colour,

size, style, bolding or underlining.

Why has the designer made this text stand out?

Does the text have borders?

What type of borders have been used? e.g. shadow, double line or fine line.

January 2010

Web site address: ___________________________________________ Name:_____________________

Layout Comments

What first caught your eye when you looked at the site?

How are the text and images balanced on the page?

Is there a central focus on each page?

What is it?

Is it written or visual?

What is at the top of the screen?

Why do you think the page has been designed this way?

What is at the bottom of the screen?


What is on the left hand side of the screen?


What is on the right hand side of the screen?


What elements (graphic or written) occupy more space on each page?


What type of background is used?


What changes and what remains the same from page to page?


Has a template been used on each page?


Has the web site designer made use of white space on the page?

What effect does this have on the impact of the page?

Explain your answer.

January 2010


Technical considerations: navigation and download time

Questions Comments

Navigation

What is included on the navigation bar, e.g. arrows, words or images?

Does the site use consistent navigation buttons?


Is it easy or difficult to move forwards through the site?

Is it easy or difficult to move backwards around the site?

What effect does navigation of the site have on the user? Explain your answer.

Download time

How many seconds did it take for the site to be downloaded onto your computer?

Did text or images take longer to download?

What effect could download time have on the user of the site?


January 2010


Content

Questions Comments

Text

What texts (written, visual, sound or moving) are used on the page?

What is the purpose of the written texts?

Is the language used suitable for the audience and purpose of the site?


Is the organisation and flow of ideas suitable for the intended audience?


When was the information created?

When was it updated?

Is the site designer also the creator of the information?

Is the creator credible?

How do you know?

What might the creator be attempting to achieve with the web site, i.e. what is

his or her purpose?

What sorts of facts are presented?

Are they accurate?

How do you know this?

Are the facts written?

Are they supported by images?

January 2010


Images

What pictures or images are included?

Why do you think they have been included?

What is the purpose of the visual texts?

What type are images are used, e.g. cartoon style, photos, and diagrams?

What effect does this type of image have on the viewer?

What do the images represent?

Are they natural, scientific or abstract?

How do the images relate to the written text and web site purpose?

Why do the designers choose to present visual information in this natural,

scientific or abstract form?

What impact does this have on the viewer?

What images are not used that could have been used?

Do people or animals look directly at the viewer?

Why would the web site designer have presented them this way?

January 2010

Summary Sheet

Important elements of effective web design

List the things you need to think about under the appropriate headings below. Use this sheet to develop your report

Colour Font Layout

Navigation and download time Content: text Content: images

January 2010


WEB SITE DEVELOPMENT

PROJECT 1 & ASSESSMENT 2 ACTIVITY

Introduction

This is an in class assessment/project, it is designed to establish students use of a web design tools to construct their own web site, utilizing the skills

taught in class of critical thinking, researching, referencing, design considerations, audience they are preparing site for and general appeal.

The destination of the Year 10 Mission has been selected to supply background understanding of where students are going, and because it is real to

promote high interest.

This is designed to allow for individuality of students and promote creativity.

For this assessment/project create and publish a web site using weebly for the Mission destination of YWAM Townsville. Your written material must

meet the following requirements.

Marks: 25

Weight: 20%


Due date: 3rd May Term 2 Week 3

Group: Individual

Focus:

Critical Thinking skills

Researching skills

Referencing

Design

Suitability for audience


A student:



of challenging problems.

5.2.3 critically analyses decision-making

processes in a range of information and

software solutions.

5.3.2 acquires and manipulates data and

information in an ethical manner

5.5.2 communicates ideas, processes and

solutions to a targeted audience

5.4.1 analyses the effects of past,

current and emerging

information and software

technologies on the individual

and society

January 2010

Requirements for assessment/project


Clearly follow each step of instruction in class

Use researching skills comprehensively

Show accurate attribution of information, images and any other material used using an online bibliography tool

Follow steps in the use of critical thinking skills

Show thoughtful use of web design criteria

That you have worked individually, however also used collaboration with fellow students with information gathering and skill sharing in the use of weebly particularly

Show understanding of targeting an audience well

That you can manage the time you have been allocated efficiently.


1. Your class notes with critical thinking tools filled in, all support material and thinking and planning tools clearly documented. 2. Present your web site to the class and present it on the class blog for whole school access 3. Prepare a survey sheet for other class members to fill in as to their evaluation of your website, using http://questionform.com/ collect your data and

present with your class notes 4. Student concludes work with a reflective note about their own assessment of their web site.

http://questionform.com/

January 2010


Web analysis

Student name: Mark

Part One


5.2.2 The student designs, produces and evaluates appropriate solutions to a range

of challenging problems.

5.3.2 The student acquires and manipulates data and information in an ethical

manner

Material Submitted

Class notes reflect students use of critical thinking tools effectively Web site is complete, published and presented on class blog Attribution reflects an understanding of the ethical conduct required

/5

/5

/5

Teacher comment

5.5.3 The student communicates ideas, processes and solutions to a targeted audience.

5.4.1 The student analyses the effects of past, current and emerging

information and software technologies on the individual and society

Evaluation

Evaluates using online survey the appeal of the website its target audience Reflective comments are accurate and constructive

/5

/5

Teacher comment

25

Total /20

January 2010

Assessment criteria



18-20

(Excellent) A

present class notes which reflect students use of critical thinking tools in an outstanding manner

present a web site that is above standard, complete, published and presented on class blog

Comprehensively present attribution reflecting an understanding of the ethical conduct required

Thoroughly evaluate, using an online survey the appeal of the website to its target audience

State reflective comments that are accurate, constructive and perceptive

16-17

(High)

B

present class notes which reflect students use of critical thinking tools in an excellent manner

present a web site that is of an excellent standard, complete, published and presented on class blog

Accurately present attribution reflecting an understanding of the ethical conduct required

Comprehensively evaluate, using an online survey the appeal of the website to its target audience

State reflective comments that are accurate, constructive and insightful

13-15

(Substantial)

C

present class notes which reflect students use of critical thinking tools in clear manner

present a web site that is of an good standard, complete, published and presented on class blog

present complete attribution reflecting an understanding of the ethical conduct required

evaluate, using an online survey the appeal of the website to its target audience

State reflective comments that are accurate and constructive

10-12

(satisfactory)

D

present class notes which reflect students use of critical thinking tools in a clear manner

present a web site that is of an satisfactory standard, complete, published and presented on class blog

present almost complete attribution reflecting an understanding of the ethical conduct required

do some evaluation, using an online survey the appeal of the website to its target audience

State reflective comments

1-9

(Elementary) E

present some class notes which reflect students use of critical thinking tools

present a web site that is of a elementary standard, published and presented on class blog

present some attribution reflecting an understanding of the ethical conduct required

do a few evaluation, using an online survey the appeal of the website to its target audience

State some reflective comments

0-9

(Unsatisfactory) N

Work handed in was fraudulent

No task handed in

No class note handed in

January 2010

Survey Question Scaffold

These are suggestions only, feel free to formulate your own questions

Give each question a rating from 1-5 1 low 5 very high

Question 1 2 3 4 5

How appealing is this web site on first viewing?

Is the destination of Townsville clearly represented?

Are the links clear and active?

Do you feel more informed about YWAM Townsville?

How well has this web site prepared you for the Mission?

After exploring this web site how appealing is it?

Is there a balance of information, graphics and links

January 2010

Reflective Thinking Scaffold

These are suggestions only, feel free to formulate your own reflective thoughts

Think about Response

Am I happy with my work, in what way

Do I think I could improve, in what way

What kinds of things have I learnt?

Will what I have learnt be useful, in what way?

Have I enjoyed this project, give reasons for answer

January 2010


MID-YEAR EXAM



1. Gather information using a range of web search engines including Google advanced search tools. 2. Show evidence of critical thinking skills 3. Show an understanding of intellectual property and how to use creative commons in attribution and other correct

attribution of material

4. Show skill in manipulating weebly to produce a website which meets the criteria set in the time required

Marks: 60

Weight: 15%

Time allowed: 2 Hours

Due date: 31st May Term 2 Week 7

Group: Individually

Focus:

Web -Research Skills

Website construction

Ethical attribution



A student:

5.2.1 describes and applies problem-solving

processes when creating solutions

5.2.2 designs, produces and evaluates appropriate

solutions to a range of challenging problems

5.3.2 acquires and manipulates data and information

in an ethical manner


to a targeted audience

January 2010


Internet issues

Student name: Mark

5.2.1 The student describes and applies problem-solving


Show evidence of critical thinking skills

/15



Gather information using a range of web search engines including Google

advanced search tools.

/15

5.3.2 The student acquires and manipulates data and information


Show an understanding of intellectual property and how to use creative

commons in attribution and other correct attribution of material

/15



Show skill in manipulating weebly to produce a website which meets the

criteria set in the time required

/15

Total /60

January 2010

Assessment criteria



19-20

(Excellent) A

Thoroughly show ability to use a range of web based search engines

Show sophistication in construction of an example of a web site

Attribute correctly all material sourced showing understanding of creative commons

Show outstanding critical thinking skills in completing a task in time, to an outstanding level.

17-18

(High) B


Expertly construct an example of a web site

Attribute correctly all material sourced

Show good critical thinking skills in completing a task

in time, to an excellent level.

14-16

(Substantial)

C


Competently construct an example of a web site

Attribute correctly most material sourced

Show use of critical thinking skills in completing a

task in time, to a good level.

12-13

(satisfactory)

D


Adequately construct an example of a web site

Attribute correctly some material sourced

Show some use of critical thinking skills

in completing a task in time, to a sound level..

10-11

(Elementary) E


construct an example of a web site

Some correct attribution of material sourced

Show a little use of critical thinking skills in completing a task in

time, to a basic level.

0-9

(Unsatisfactory) N


some construction of an example of a web site

No attribution of any material sourced

Show no use of critical thinking skills in completing a task in

time, to a poor level.

January 2010


INTERNET ISSUES


Introduction

The Internet has made our world smaller and our lives faster. We can communicate directly to friends anywhere in the world; we can

watch world events as they occur, information is only the touch of a button away. However, this technology can also cause problems, create

enormous social and economic changes, both good and bad.

In this assessment you will apply research skills to verify the integrity of information sources, and write an editorial that should meet the

following requirements.

Marks: 25

Weight: 20%


Due date :26 July Term 3 Week1 Group:

Pairs

Focus: Research skills

Editorial


A student:

5.3.1 justifies responsible practices and ethical use

of information and software technology

5.4.1 analyses the effects on past, current and

emerging information and software technologies on

the individual society.

January 2010



assess the authenticity of the material given to your group by the teacher

state ethical issues associated with the material

identify other information sources you would use to authenticate the information

identify the key issues from the materials.


1. The research sheet. Ensure:

the title, type and origin of the source materials is identified

you clearly outline how authentication of materials occurred

you assess the validity of the source material. 2. A one page editorial. The editorial should:

have a clear and logical structure

have appropriate style and control of language

have an appropriate recommendation/conclusion.

January 2010


Internet issues

Student name: Mark

5.4.1 The student analyses the effects on past, current and emerging information

and software technologies on the individual society.

Research sheet

Identifies the title, type and origin and ethical issues of the source materials.

Clearly outlines how authentication of materials occurred.

Assesses the validity of the source material.

/5

/5

/5

Teacher comment

5.3.1 Justifies responsible practices and ethical use of information and

software technology

Editorial

Has a clear and logical structure.

Has appropriate style and control of language.

Has an appropriate recommendation/conclusion.

3

/4

/3

Teacher comment

Total

/25

January 2010

Assessment criteria

Range Level of

achievement A student in this stage will:

19-20

(Excellent) A

Thoroughly justify responsible and irresponsible practices relating to information technology

Thoroughly justify the ethical use of information technology

Critically analyse all the effects of past current and emerging

information technologies on the individual society

17-18

(High)

B

Justify all of the responsible and irresponsible practices relating to information technology

Strongly justify the ethical use of information technology

Strong analysis of all the effects of past current and

emerging information technologies on the individual society

14-16

(Substantial)

C

Justify most of the responsible and irresponsible practices relating to information technology

Satisfactorily justify the ethical use of information technology

analyse most of the effects of past current and merging


12-13

(satisfactory)

D

justify some of the responsible and irresponsible practices relating to information technology

justify some of the ethical use of information technology

analyse some of the effects of past current and emerging


10-11

(Elementary) E

justify a few of the responsible and irresponsible practices relating to information technology

justify a few of the ethical use of information technology

analyse a few of the effects of past current and emerging


0-9

(Unsatisfactory) N

justify very few of the responsible and irresponsible practices relating to information technology

justify very few of the ethical use of information technology Unable to analyse the effects of past current and

emerging information

technologies on the individual society

January 2010

Research sheet

Issue being investigated.

Source material title.

Type of source material.

Origin of material.

Information sources used

January 2010

for authentication.

Summarise the main ideas of the ethical issues discussed in the article.

Is it a valid article?

Are you using this material as a source for your editorial?

January 2010

Editorial scaffold

Purpose

To argue a point of view.

Structure

1. Masthead. 2. Paragraph 1:

Statement of main point, argument or opinion.

Issue identified, principal details and background story sketched in. 3. Tone established: serious, grave, formal, authoritative.Paragraph 2:

Argument 1.

Expansion and illustration. 4. Paragraph 3:

Argument 2.


Argument 3.


Conclusion. i. Reiterate main point, argument or opinion firmly.

ii. Recommendation or advice to appropriate audience.

Checklist

1. Structure

Is the layout effective?

Is the tone serious, authoritative?

Is the structure logical?

Is the issue identified in paragraph 1?

Is the opinion clearly stated?

Are the arguments listed separately?

Is there explanation/support for arguments?

2. Style/control of language?

Is the language appropriate? Is there: – careful sentence construction

– sentence variation

– precise word choice

– sophisticated vocabulary

– use of third person

– passive voice?

Is the recommendation appropriate?

Characteristics of formal language

Care in construction of sentences and development of paragraphs.

Sentence variation: simple and complex statements and rhetorical questions.

Precise use of diction. The choice of words should express exact meaning. Sophisticated vocabulary.

Impersonal tone, third person, passive voice (no first person). The editor represents the point of view of the paper.

Controlled use of emotive language.

Emphasis on authoritative opinion based on argument.

January 2010


WEB DEVELOPMENT


Marks:

Part one 15

Part two 15

Part three 15

Total 45

Weight: 25%


Due date:23rd

Aug Term3 Week 5

Group: Pairs

Focus:

Web site critiquing

Collaborative activities

Evaluation process


A student:

Part one

5.2.1 describes and applies problem-solving


5.2.3 critically analyses decision-making processes in

a range of information and software solutions

Part two



5.3.2 acquires and manipulates data and information


Part three

5.3.1 justifies responsible practices and ethical use of

information and software technology

5.5.1 applies collaborative work practices to complete

tasks



January 2010

Introduction

With information only the touch of a button away, local councils have harnessed the information superhighway to give communities a wide range of information about the services

they provide, through such mediums as web sites. This project involves addressing the challenge faced by local councils in maintaining a positive profile for the Parkes community

through the use of resident inspired web sites. Your brief is to review the web site promoting the Parkes area and document exclusions and additions that you would make. The

brief has been broken into three main parts:

Part one: Design

Critique the design taking all aspects into consideration. You will need to give specific evidence to support your design critique. Present this as a report to be given to the Parkes

Shire Council.

Part two: Production

Critique the workability of the web site in point form

Part three: Evaluation

This is your report with all recommendations supported suitably to be presented to the Parkes Shire Council.



Carefully consider your local area and its key features

manage the time you have been allocated efficiently. To be submitted for assessment purposes:

Part one: Design

1. Critique of the design

identify the six elements of design listing them with your responses to them

list details of information sources you may have referred to support your responses

attach visual evidence to your report supporting your critique

Present this is a report to be given to the Parkes Shire Council this can be in a written professional folder or it may be a digital presentation. Part two: Production

2. Critique the web site as a fully working web site that meets the following requirements:

contains a minimum of six pages, including introduction page

has utilised correct naming conventions

features well organised web folders

all links are active (they work!)

navigation buttons are clear, easily recognisable and efficient

digital media elements fit the nature of design

January 2010

displays imagination and continuity of design

correctly acknowledges data selected from other sources. Part three: Evaluation

3. The evaluation booklet:

identifies student name, group

recommendations are clearly articulated

is comprehensively completed and shows authentic reflective processes

has a clear conclusion noting the degree to which your evaluation and recommendations were successful.

January 2010


Web development

Student name: Mark

Part one: Design

5.2.1 The student describes and applies problem-solving processes when creating solutions. Critique

visual evidence to your report supporting your critique. Present this is a report to be given to the Parkes Shire Council this can be in a written professional folder or it may be a digital presentation.

list details of information sources you may have referred to support your responses


Web site

identify the six elements of design listing them with your responses to them

/3

/6

/3

/3

Teacher commentDesign total /15

Part two: Production

5.2.2 The student designs, produces and evaluates appropriate solutions to a range of challenging problems.

Web site

Contains a minimum of six pages, including introduction page.

Has utilised correct naming conventions.

Web folders are well organised.

All links are active (they work!).

Navigation buttons are clear, easily recognisable and efficient.

Digital media elements fit the nature of design.

Displays imagination and continuity of design. 5.3.2 The student acquires and manipulates data and information in an ethical manner.

Web site

Correctly acknowledges data selected from other sources.

/2

/1

/2

/2

/2

/2

/2

/2

Teacher comment Production total /15

January 2010

Part three: Evaluation

5.3.1 The student justifies responsible practices and ethical use of information and software technology.

Evaluation booklet

Identifying student name, group.

Comprehensively completed showing authentic reflective processes.

Clear conclusion noting degree to which project was successful.

5.5.1 The student applies collaborative work practices to complete tasks.

Evidence of shared work load in report presentations and critique style

5.5.2 The student communicates ideas, processes and solutions to a targeted

Audience

Recommendations are clearly articulated and suitable for presentation to a Shire Council body.

/1

/4

/3

/3

/4

Teacher comment

Evaluation total

/15

Project total

/45

January 2010

Assessment criteria



19-20

(Excellent) A

Thoroughly examine all features of design required in the web site

Critically analyse the effectiveness of the

web site to convey its message

17-18

(High)

B

Examine all features of design required in the web site

Strong analyse the effectiveness of the web

site to convey its message

14-16

(Substantial)

C

Examine most features of design required in the web site

Concisely analyse the effectiveness of the

web site to convey its message

12-13

(satisfactory)

D

Examine some features of design required in the web site

Satisfactorily analyse the effectiveness of

the web site to convey its message

10-11

(Elementary) E

Examine a few features of design required in the web site

Some analyse of the effectiveness of


0-9

(Unsatisfactory) N

Very few features of design examined in the web site

Unable to analyse the effectiveness of


January 2010


VOICETHREAD PRESENTATION

PROJECT 2

Introduction

This is an in class project, it is designed to establish students use of a range of media tools, utilizing the skills taught in

class of critical thinking, researching, referencing, design considerations, audience they are preparing site for and general appeal.

The use of Voicethread as the platform for this work encourages the use of visual, voice, graphics , storytelling and a

combination of these. This is designed to allow for individuality of students and promote creativity. Students will also be showing

their ability to work collaboratively as this is a group project.

Marks: 25

Weight: 25%


Due date: 15th June Term 2 Week 9

Group: Group

Focus:


Researching skills

Referencing

Design



A student:

5.1.1 selects and justifies the application of

appropriate software programs to a range

of tasks



5.5.1 applies collaborative work practices to

complete tasks

5.2.1 describes and applies problem




January 2010

Requirements for project





Follow steps in the use of critical thinking skills and the information literacy process

Show thoughtful use of multimedia

That you have worked as a group, however also used your individual style.

Show an understanding of the goal of the project ie to communicate the gospel




5. Present your voicethread to the class and present it on the class blog for whole school access 6. Prepare a poster advertising your presentation. ( Due to time this is not required) 7. Prepare a survey sheet for other class members to fill in as to their evaluation of your website, using http://questionform.com/ collect your data and




January 2010

Voicethread Design

Student name: Mark


5.2.1 The students describes and applies problem solving processes when

creating solutions.

5.1.1 The student selects and justifies the application of appropriate software

programs to a range of tasks.

Material Submitted

Voicethread is complete, published and presented on class forum Quality of graphics and comments reflect understanding of topic Poster handed in with attribution, evaluation and reflection (not included) Attribution reflects an understanding of the ethical conduct required

/3

/5

/2

Teacher comment


5.5.1 The student applies collaborative work practices to complete t tasks 5.2.2 The

student designs, produces and evaluates appropriate solutions

to a range of challenging problems

Evaluation

Participated in the preparation of the voicethread as an active group member. Evaluates using online survey the appeal of the website to its target audience Reflective comments are accurate and constructive

/5

/5

/5

Teacher comment

Total /25

Assessment criteria

January 2010



19-20

(Excellent)

A


present a voicethread that is above standard, complete, and presented on class blog


Thoroughly evaluate, using an online survey the appeal of the voicethread to its target audience


17-18

(High)

B


present a voicethread that is of an excellent standard, complete and presented on class blog


Comprehensively evaluate, using an online survey the appeal of the voicethread to its target audience


14-16

(Substantial)

C


present a voicethread that is of a good standard, complete, published and presented on class blog


evaluate, using an online survey the appeal of the voicthread to its target audience


12-13

(satisfactory)

D


present a voicethread that is of an satisfactory standard, complete, and presented on class blog


do some evaluation, using an online survey the appeal of the voicethread to its target audience


10-11

(Elementary)

E


present a voicethread that is of a elementary standard, and presented on class blog


do a few evaluation, using an online survey the appeal of the voicethread to its target audience


0-9

(Unsatisfactory)

N


No task handed in

No class notes handed in

January 2010


MULTIMEDIA COMMUNICATIONS

PROJECT 3

Introduction

This is a project to be completed in pairs, it is designed to establish students use of a range of media tools, utilizing the skills taught in class of

critical thinking, researching, referencing, design considerations for the audience they are preparing site for and general appeal.

The use of a range of media as the platform for this work encourages the use of visual, voice, graphics, storytelling and a combination of these. This is

designed to allow for individuality of students and promote creativity. Students will also be showing their ability to work collaboratively as this is a project to be completed in pairs.

Project involves:In pairs put together a presentation in which you use Animoto, Glogster, Mix book, or other digital story telling tool, which are Web 2.0 tools to tell true or made up story or to research something of interest to you.

Marks: 25

Weight: 25%


Due date: 20th Sept Term 3 Week 9

Group: Pairs or individual work

Focus:


Researching skills

Referencing

Design



A student:

Part One


appropriate software programs to a range

of tasks



5.5.1 applies collaborative work practices to

complete tasks

5.2.1 describes and applies problem





appropriate solutions to a range of

challenging problems

5.2.3 critically analyse decision-making

processes in a range of information and

January 2010

Requirements for project







That you have worked as a pair, however also used your individual style.

Show an understanding of the goal of the project ie how Christians are communicating the gospel




9. Your presentation to the class as well as on the class blog for whole school access must reflect the message that Christians are trying to share. 10. Prepare a survey sheet for other class members to fill in as to their evaluation of your website, using http://questionform.com/ collect your data and



January 2010


Multimedia Design

Student name: Mark


5.2.1 The students describes and applies problem solving processes when

creating solutions.

5.1.1 The student selects and justifies the application of appropriate software

programs to a range of tasks.

5.3.2 The student acquires and manipulates data and information in an ethical

manner

Material Submitted

Students have used information process in researching the topic Students have used a range of resources selecting reliable sources Presentation is complete, published and presented on class forum Attribution reflects an understanding of the ethical conduct required

/5

/5

/3

/2


5.5.1 The student applies collaborative work practices to complete t tasks 5.2.2 The

student designs, produces and evaluates appropriate solutions

to a range of challenging problems

Evaluation

Production is appropriate for the audience selected Evaluates using online survey the appeal of the website to its target audience Reflective comments are accurate and constructive

/5

/2

/3

Teacher comment

Total /25

January 2010

Assessment criteria



19-20

(Excellent)

A


present a presentation that is above standard, complete, and presented on class blog


Thoroughly evaluate, using an online survey the appeal of the presentation to its target audience


17-18

(High)

B


present a presentation that is of an excellent standard, complete and presented on class blog


Comprehensively evaluate, using an online survey the appeal of the presentation to its target audience


14-16

(Substantial)

C


present a presentation that is of a good standard, complete, published and presented on class blog


evaluate, using an online survey the appeal of the presentation to its target audience


12-13

(satisfactory)

D


present a presentation that is of an satisfactory standard, complete, and presented on class blog


do some evaluation, using an online survey the appeal of the presentation to its target audience


10-11

(Elementary)

E


present a presentation that is of a elementary standard, and presented on class blog


do a few evaluation, using an online survey the appeal of the presentation to its target audience


0-9

(Unsatisfactory)

N


No task handed in


January 2010


WEB 2.O TOOLS

PROJECT 4

Introduction

This project is designed to be some fun for students bringing together the skills they have achieved over the year. This includes the application of the Information Literacy Process in the way the student approach their work, and also the application of all the Digital Literacy skills that they have learnt.

The task is to create a presentation for the school assembly using a web 2.0 tool that the student selects. The presentation is to show the real meaning of Christmas in a fresh creative way that is not clichéd but shows a genuine exploration of Christmas.

Marks:

Weight: 20%

Time allowed: 4 - 8 weeks

Due date: 6th Dec Term 4 Week 9

Group: Individual

Focus:


Researching skills

Referencing

Design



A student:



5.5.3 describes and compares key roles and

responsibilities of people in the field of

information and software technology.


appropriate software programs to a range of

tasks.

5.3.2 acquires and manipulates data and information in

an ethical manner.

5.5.1 applies collaborative work practices to complete

tasks. 5.5.2 communicates ideas, processes and solutions to a

targeted audience.

January 2010







That you can work on your won expressing your individual style.

Show an understanding of the goal of the project ie to present creatively the Christmas message




12. Your presentation to the class as well as on the class blog for whole school access must reflect the message that Christians are trying to share. 13. Prepare a survey sheet for other class members to fill in as to their evaluation of your website, using http://questionform.com/ collect your data and

present with your class notes 14. Student concludes work with a reflective note about their own production also commenting on the different types of people’s skills they have utilized in the

production of their presentation.


January 2010


Web 2.0 Tools Presentation

Student name: Mark

5.2.2 designs, produces and evaluates appropriate solutions to a range

of challenging problems

5.1.1 selects and justifies the application of appropriate software programs to

a range of tasks


Task

Effectively constructs a presentation using a Web 2.0 tool Clearly shows evidence of understanding how the Web2.0 tool can be used

/3

/5

/2

Teacher comment

5.5.1 Selects and justifies the application of appropriate software programs to a range of tasks. 5.5.6 Communicates ideas, processes and solutions to a targeted audience. 5.5.7 Describes and compares key roles and responsibility of people in the

field of information and software technology

Reflection

Shows an understanding of the importance of reflection Shows the use of Digital Literacies in the planning and construction of the presentation.

Shows an understanding of the range of different people’s skills utilised to construct the presentation.

/2

/5

/3

Teacher comment

Total /20

January 2010

Assessment criteria



19-20

(Excellent)

A

Expertly uses digital literacy processes present a presentation that is above standard, complete, and

presented on class blog


Thoroughly evaluate, using an online survey the appeal of the presentation to its target audience


17-18

(High)

B

Excellently uses digital literacy processes present a presentation that is of an excellent standard,

complete and presented on class blog


Comprehensively evaluate, using an online survey the appeal of the presentation to its target audience


14-16

(Substantial)

C

Shows evidence of the use of digital literacy processes present a presentation that is of a good standard, complete,

published and presented on class blog


evaluate, using an online survey the appeal of the presentation to its target audience


12-13

(satisfactory)

D

Use of digital literacy processes in clear and concise way present a presentation that is of an satisfactory standard,

complete, and presented on class blog


do some evaluation, using an online survey the appeal of the presentation to its target audience


10-11

(Elementary)

E

Presentation shows some us of digital literacy processes present a presentation that is of a elementary standard, and

presented on class blog


do a few evaluation, using an online survey the appeal of the presentation to its target audience


0-9

(Unsatisfactory)

N


No task handed in


January 2010




Question 1 2 3 4 5 How appealing is this presentation on first viewing?

Is the range of Christian communications clearly represented?

Are the links clear and active?

Do you feel more informed about how Christians are using web tools to communicate?

How well has this presentation prepared you for communicating the Christian message?

After exploring this presentation how appealing is it?


January 2010









January 2010




Question 1 2 3 4 5

How appealing is voicethread on first viewing? Does the presentation communicate the gospel?

Is the message clear and easy to understand?

Do you feel more informed about what the Gospel is?

How well has putting this voicethread together prepare you for life?

After exploring this voicethread how appealing is it?


January 2010


These are suggestions only; feel free to formulate your own reflective thoughts







January 2010


YEARLY EXAM

YEAR 9/10


To pre-prepare information using the Define, Locate, Select process including text, graphics, audio and video.

In the exam using glogster construct a glog with the pre-prepared information, Organising, Presenting and Assessing the information on a topic of your

own choice. (Selected from and school subject topic already researched.

Exam is presented on the website below

http://pcsinfotechexam.weebly.com

Marks: 100

Weight: 40%

Time allowed: 2 Hours

Due date: 21st

September

Group: Individually

Focus: Information Literacy Skills


A student:

5.2.1 Student describes and applies problem-

solving processes when creating solutions

5.2.2 Designs, produces and evaluates appropriate

solutions to a rnage of challenging problems

5.3.2 The student acquires and manipulates data

and information in an ethical manner

5.5.2 Communicates ideas, processes and


January 2010

Instructions

COMPLETE: Both PART A & B

PART A (30 minutes) Multiple Choice questions and some short answer questions you need to complete all questions reading instructions carefully.

PART B (1 hour 30 minutes) Practical Section : Construct a Glog and submit with a Reference list attached to the Glog and a reflective statement also attached to the Glog.

January 2010







In what way will the things I have learnt be helpful in school work in life skills?

What kind of a personal sense of achievement have I experiences doing this task.

January 2010

Marking Rubric

Year 10 Trial Exam 2010 – Information Technology

Students Name Mark

Part A – Multiple choice questions / 30

Part B – Practical Task /70

5.2.1 The student describes and applies problem-solving


Show evidence of critical thinking skills in the way text is put together and the

topic is approached, giving solid details

/10



Gather information using a range of web search engines including Google

advanced search tools

Information sources are reliable and represented correctly as text on the glog

Includes links to other websites

Uses video footage appropriate to the topic

/5

/5

/3

/2

5.3.2 The student acquires and manipulates data and information


Show an understanding of intellectual property and how to correctly reference

and to use creative commons

/10

January 2010

Referencing attached to glog

/5



Show skill in manipulating glogster to produce a glog which meets the criteria

set in the time required

The design of the glog is appropriate for the audience and subject chosen

Reflection on task completed shows understanding of the purpose of assessing

your own work when complete.

Reflection is attached to the glog as a separate file

/10

/10

/5

/5

Total

/100

January 2010

Assessment criteria



19-20

(Excellent)

A


Show sophistication in construction of an example of a web site

Attribute correctly all material sourced showing understanding of creative commons

Show outstanding critical thinking skills in completing a task in time, to an outstanding level.

17-18

(High)

B


Expertly construct an example of a web site

Attribute correctly all material sourced

Show good critical thinking skills in completing a task in time, to

an excellent level.

14-16

(Substantial)

C


Competently construct an example of a web site

Attribute correctly most material sourced

Show use of critical thinking skills in completing a task in time,

to a good level.

12-13

(satisfactory)

D


Adequately construct an example of a web site

Attribute correctly some material sourced

Show some use of critical thinking skills in completing a task in

time, to a sound level..

10-11

(Elementary)

E


construct an example of a web site

Some correct attribution of material sourced

Show a little use of critical thinking skills in completing a task in

time, to a basic level.

0-9

(Unsatisfactory)

N


some construction of an example of a web site

No attribution of any material sourced

Show no use of critical thinking skills in completing a task in

time, to a poor level.

Information Technology Program 2010

Documents

Transcript of Information Technology Program 2010