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Information and Communication Technology Overview
Overall Aims and Expectations of ICT in the curriculum
  • To develop confidence and everyday skills with respect to technology as a tool for learning, creating and communicating
  • To allow students to develop creative and critical thinking skills through the use of technology
  • To create awareness about the world related to technology from an international perspective
  • To encourage students to work independently and/or cooperatively with others with and through technology
What do we want the students to learn?
Students will work at their own levels in the following four main strands of ICT, often integrating their Unit of Inquiry into practical uses of technology.

Exchanging and sharing information focuses on sounds, text and images. Students will use ICT to work with text, images and sound to share ideas.

Boys working together on a computer
Finding things out looks at various ways in which data can be collected and represented by a computer. Students will explore information from various sources, know that information exists in different forms, and be encouraged and expected to learn how to find, sort and save information that is needed for their in-class learning experience, including larger research reports.
Aztec food market using copy and paste
Developing ideas and making things happen emphasizes the integrate parts of the computer and its surrounding technology in everyday life, knowing that everyday devices respond to signals and instructions. Changing the instructions produces a different result.
Reviewing, modifying and evaluating work identifies the advantages and limitations of different information-handling applications and sources and focuses on refining and improving work based on investigation and reflection, including how ICT is used outside of school.
kalidoscope image created on a computer

Internet usage in the PYP is monitored and students will be guided to web sites that are relevant to their studies. There is no unauthorized access to the Internet and students are made aware of this. ICT Class will attempt to open the way for children to use technology and understand computers as an important tool in learning.

The Pupil ICT Assessment Sheet and Characteristics of ICT Levels originally developed through Naace (Naace is a Professional Association for advancing education through ICT) describes the development of student skills through the four strands. Each individual student will come into the PYP at different places in each strand. ICT projects are open-ended, so that students can progress within their own skills framework.

Sequence of Attainment Goals

Year groups are viewed together and expectations are for Years (Class) 1 - 6. This reflects the concept that ICT skills are taught as a continuum across the grades. It also allows the ICT curriculum to be flexible and less grade specific, depending on the context in which ICT is being used or taught, and skill level of each individual student. This approach has been widely adopted by other schools and encouraged by The National Educational Technology Standards (NETS) Project of the International Society for Technology in Education (ISTE).

The following list describes the sequence of instruction, in general, in the classroom setting:

Years 1 - 3 Beginner
Learn basic rules for using technology
Understand basic computer hardware and use of the computer
Practice using the mouse
Use a drawing program to practice navigating with the mouse
Begin to use a keyboard appropriately
Begin to use the computer as a learning and communication tool
Students using audio books
Years 1 - 3 Intermediate
Use a drawing program for productivity
Create simple text using the keyboard
Using an application to create, save, and print a document
Introduction to keyboarding skills
Practicing keboarding skills
Years 1 – 3 Advanced
Students will demonstrate keyboarding skills
• 10 finger placement
• Home position
Students will demonstrate basic word processing
• Enter, delete, cut, copy and paste text
• Save and retrieve files
• Understand concepts of cursor, insertion points
Students will demonstrate basic graphic skills
• Use appropriate tools to paint, draw
• Create/Move a graphic within a the document
Students will use the Internet to appropriately research information about a topic
Students will discuss the social, ethical, and human issues surrounding the use of computers
The class teacher discusses with a student using computer

Years 4 - 5
Students will demonstrate basic keyboarding skills
• Use punctuation keys
• Use special command keys
Students will demonstrate basic word processing skills
• Format document using different fonts, text sizes, styles, text alignment
Students will demonstrate basic graphic skills
• Copy and paste graphic into document
• Highlight document using a mouse
• Create/Duplicate a graphic
• Apply special effects to a graphic (rotate, stretch etc)
Students will design and create multimedia projects
Students will use the Internet to appropriately research information about a topic
Students will sue the Internet to create and share information and media

Students will understand the social, ethical, and human issues surrounding the use of computers
• Understand copyright laws and plagiarism
• Cite information resources

Using a drawing program

Year 6
Students will perform basic operations
Keyboard at 10 wpm
Save documents to a USB memory stick
Print documents
Students will understand basic rules
• Discuss basic rules related to the use of computers
• Describe consequences of inappropriate use of school technology
• Describe what plagiarism is and understand that it is wrong
• Cite basic information sources
Demonstrate ethical behavior when using the Internet
Word Process/Create Documents
• Create documents and save to file or disk
• Set up a document (font, size, alignment, tab, spacing)
• Spell check and edit
• Create/Bring media from various sources
Use the Internet for a variety of activities, including creating and sharing information and ideas
Use spreadsheets to record data and make graphs
Use the computer to make presentations
Introduction to designing, creating and sharing media presentations

girl using computer


Demonstrations of deeper learning in responsible behaviour through positive action and service; a manifestation in practice of the other essential elements

Powerful ideas which have relevance within and across the disciplines and which students must explore and re-explore in order to develop understanding

Significant, relevant, subject matter which students are expected to explore and know about

Click here to find out more about the 6 themes

Click here to find out more about the 6 subject areas

Those things which the students need to be able to do to succeed in a changing, challenging world

Dispositions which are expressions of fundamental values, beliefs and feelings about learning, the environment and people


updated 13 fÈvrier, 2007