'IT is a skill which is essential in the world we live in. Our pupils need to use the latest technology to offer them an effective education in the twenty first century.' Jane Rosser
ICT ENGLISH
ICT Capability in English
The study of English enables students to develop and apply knowledge,
understanding and skills of ICT in their composing, responding and presenting,
and as part of the imaginative and critical thinking they undertake in
English.
Students have the opportunity to become competent, discriminating and
creative users of ICT as they learn to use ICT effectively and appropriately
when investigating, creating and communicating ideas and information. Students
will learn about the ethics of information communication through
technology.
The study of English enables students to develop and apply knowledge,
understanding and skills of ICT in their composing, responding and presenting,
and as part of the imaginative and critical thinking they undertake in
English.
Students have the opportunity to become competent, discriminating and
creative users of ICT as they learn to use ICT effectively and appropriately
when investigating, creating and communicating ideas and information. Students
will learn about the ethics of information communication through
technology.
ICT MATHEMATICS
ICT Capability in Mathematics
Information and communication technology (ICT) includes digital technologies
such as calculators, spreadsheets, dynamic geometry software, and computer
algebra and graphing software. Students use ICT effectively and appropriately
when investigating, creating and communicating ideas and information, including
in representing mathematics in a variety of ways to aid understanding. ICT can
be used by students to solve problems and to perform previously onerous tasks
more readily.
In the Number and Algebra strand in the NSW K–10 Mathematics curriculum,
students can use ICT in such topic areas as creating patterns, creating and
interpreting graphs, investigating compound interest, and solving equations
graphically. In the Measurement and Geometry strand of the curriculum, students
can utilise ICT in such areas as exploring properties of angles and shapes,
including symmetry; creating designs that involve shapes and transformations;
representing, visualising and manipulating three-dimensional objects;
investigating congruency and similarity; representing position and paths; making
informal measures of length and area; and developing formulas for perimeter and
area. In the Statistics and Probability strand, students can use ICT in such
areas as recording and displaying data in various forms, comparing data sets,
calculating measures of location and spread, modelling probability experiments,
and using the internet to gather and analyse data presented by the
media.
Information and communication technology (ICT) includes digital technologies
such as calculators, spreadsheets, dynamic geometry software, and computer
algebra and graphing software. Students use ICT effectively and appropriately
when investigating, creating and communicating ideas and information, including
in representing mathematics in a variety of ways to aid understanding. ICT can
be used by students to solve problems and to perform previously onerous tasks
more readily.
In the Number and Algebra strand in the NSW K–10 Mathematics curriculum,
students can use ICT in such topic areas as creating patterns, creating and
interpreting graphs, investigating compound interest, and solving equations
graphically. In the Measurement and Geometry strand of the curriculum, students
can utilise ICT in such areas as exploring properties of angles and shapes,
including symmetry; creating designs that involve shapes and transformations;
representing, visualising and manipulating three-dimensional objects;
investigating congruency and similarity; representing position and paths; making
informal measures of length and area; and developing formulas for perimeter and
area. In the Statistics and Probability strand, students can use ICT in such
areas as recording and displaying data in various forms, comparing data sets,
calculating measures of location and spread, modelling probability experiments,
and using the internet to gather and analyse data presented by the
media.
ICT HISTORY
ICT Capability in History
Students develop ICT competence as they learn to use ICT effectively and
appropriately when investigating, creating and communicating ideas and
information at school, at home, at work and in their communities. Competence in
ICT is most evident in historical skills associated with locating, processing
and communicating historical information. This includes the use of information
technologies to access a growing range of digitised online materials;
spreadsheets and databases for analysing evidence and historical trends; digital
technologies to create, publish and present their learning; communication
technologies, for example wikis and blogs, to enhance students' analytical
thinking capabilities in their study of history and online forums and
videoconferencing to discuss and debate ideas.
Students develop ICT competence as they learn to use ICT effectively and
appropriately when investigating, creating and communicating ideas and
information at school, at home, at work and in their communities. Competence in
ICT is most evident in historical skills associated with locating, processing
and communicating historical information. This includes the use of information
technologies to access a growing range of digitised online materials;
spreadsheets and databases for analysing evidence and historical trends; digital
technologies to create, publish and present their learning; communication
technologies, for example wikis and blogs, to enhance students' analytical
thinking capabilities in their study of history and online forums and
videoconferencing to discuss and debate ideas.
ICT SCIENCE
Information and communication technology (ICT) can be used effectively and
appropriately to access, create and communicate information and ideas, solve
problems and work collaboratively. The Science K–10 (incorporating Science
and Technology K–6) Syllabus provides students with opportunities to
develop ICT capability when they develop design ideas and solutions, research
science concepts and applications, investigate science phenomena, and
communicate their scientific and technological understandings. In particular
they learn to access information, collect, analyse and represent data, model and
interpret concepts and relationships, and communicate scientific and
technological ideas, processes and information. Digital technologies and aids,
such as animations and simulations, provide opportunities to view phenomena and
test predictions that cannot be investigated through practical experiences in
the classroom, and may enhance students' understanding and engagement with
science and technology.