Publications - Videos - Presentations 

• Understand the benefits of online communication and can manage some of the associated risks (introduced) 

• Use communication tools to share and exchange their ideas with others, and follow strategies for staying safe (extended) 

• Compare their use of ICT with other methods and with its use outside school (introduced) 

• Work with others to plan the creation and communication of ideas and information safely (developed) 

• Describe their use of ICT inside and outside school (extended) 

• Communicate and exchange information and ideas with others, collaborating to develop and improve work (extended) 

• Use appropriate conventions for the intended audiences and specific purposes, considering social and cultural contexts (introduced) 

• Students can capture information and share their work with others (introduced) 

• Recognize that LT can be used to communicate different meanings in different situations and apply some communication conventions (developed) 

• Communicate information and ideas to audiences using a prescribed variety of media and formats (extended) 

Collaborative Documents - Google Docs - Blogs - Discussion Forums 

• Use email to communicate with real people within the school, family, and community (supervised) (introduced) 

• Use of the Internet to provide a means of communicating with real people (extended) 

• Use digital tools to broaden mutual understanding and learning (introduced) 

• Use digital tools to connect with learners from a variety of backgrounds and cultures (developed) 

• Explore local and global issues and use collaborative technologies (extended) 

• Assume the role of a leader of a component of a group project that incorporates technology (introduced) 

Programming 

• Use logical reasoning to predict the actions of the animated characters (developed) 

• Learn the concepts of sequence, selection, and repetition in programs(developed) 

• Understand what are computer algorithms (extended) 

• Learn how to create and implement simple programs by following step by step instructions (extended) 

• Learn how to create and implement an animation by following step by step instructions (extended) 

• Apply logic to create programs (introduced) 

• Use variables to store data with simple programs (introduced) 

• Utilize a computer programming language to create an animation (introduced) 

• Apply sequence, selection, and repetition in own programs (introduced) 

• Create and debug simple programs by adapting existing programs (developed) 

• Input instructions into a computer programming application (extended) 

• Peer evaluate make suggestions for improvements (introduced) 

• Evaluate and make suggestions for improvements (developed) 

• Evaluate and improve simple programs (extended) 

Graphics - Animation - 3D Drawing 

• Learn the different graphic formats e.g. raw, jpg, png, gif, bmp (developed) 

• Learn to find and download images from the Internet (extended) 

• Learn how to use graphics in other applications (extended) 

• Learn the concepts of brightness, contrast, color (extended) 

• Use tools such as blur, patch (introduced) 

• Save photographs in different formats (developed) 

• Edit photographs to serve a purpose (extended) 

• Peer evaluate and make suggestions for improvements with projects (introduced) 

• Evaluate, reflect, and improve photos (developed) 

Spreadsheets - Tables/Graphs - Forms 

• Learn that information about ourselves and our surroundings can be obtained in different ways (introduced 

• Navigate through and launch software applications (Apps) (developed) 

• Identify outcomes of familiar events involving chance and describe them using everyday language: impossible, maybe, certain (introduced) 

• Collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions (developed) 

• Sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks (developed) 

• Identify, describe and express the concept of chance in familiar events using the language: ‘will happen’, ‘won’t happen’ or ‘might happen’ (introduced) 

• Identify, describe and express the concept of chance in familiar events using the language of: ‘likely’ or ‘unlikely’ (developed) 

• Identify, describe and express the concept of chance in familiar events using the language of: impossible, maybe, certain (developed) 

Graphic Organizer - Data Visualization - Infographics 

• Learn how to create a mind map to improve idea generation (introduced) 

• Learn how symbols can be used to represent information (developed) 

• Learn how symbols can be used to represent information (developed) 

• Learn how storyboards can be used to develop ideas (extended) 

• Use existing and create new infographics to improve reading ability (introduced) 

• Use an online graphic organizer to enhance the planning of a given topic (introduced) 

• Use Mathematics informatics to understand mathematical concepts (developed) 

• Create keyword visual diagrams to support the understanding of keywords (developed) 

• Create a storyboard for a project that utilizes technology (extended) 

• Peer evaluate and make suggestions for improvements of graphic organizers (introduced) 

• Evaluate, reflect upon, and improve informatics (developed) 

IT Literacy 

• Plan how they will collate and store their data on electronic devices (developed) 

• Plan to explore real-world issues and problems, developing ideas and theories (extended) 

• Use graphic organizers (introduced) 

• Identify and highlight keywords electronically with teacher assistance (introduced) 

• Reference sources: (Book - name, author; Website/Image - URL: Database - name) (developed) 

• Curate information from digital resources using a variety of tools (introduced) 

• Use digital tools to organize (store, sort, filter, search) data (developed) 

Digital Citizenship - E-Safety 

• Identify actions that will make them upstanders in the face of cyberbullying (introduced) 

• Consider that they may get online messages from other kids that can make them feel angry, hurt, sad, or fearful. Identify actions that will make them Upstanders in the face of cyberbullying (introduced) 

• Explore what it means to be responsible and respectful of their offline and online communities as a way to learn how to be good digital citizens (introduced) 

• Learn that many websites ask for information that is private and discuss how to responsibly handle such requests (introduced) 

• Examine product websites and understand that the purpose of the site is to encourage buying the product. Learn methods used to promote products on these sites (introduced) 

• Explore reasons why people use passwords, learn the benefits of using passwords, and discover strategies for creating and keeping strong, secure passwords (introduced) 

• Explore the concept that people can connect with one another through the Internet. Understand how the ability for people to communicate online can unite a community (developed) 

• Learn that sometimes children can act like bullies when they are online. Explore what cyberbullying means and what they can do when they encounter it (developed) 

• Understand that to stay safe online by choosing websites that are good to visit, and avoid sites that are inappropriate for their age level (extended) 

• Learn strategies to increase the accuracy of their keyword searches and make inferences about the effectiveness of the strategies (introduced) 

• Think critically about the information they share online. How can you protect yourself from online identity theft? (introduced) 

• Explore the similarities and differences between in-person and online communications, and then learn how to write clear and respectful messages (introduced) 

• Explore how they can use email to communicate with real people within their schools, families, and communities (introduced) 

• Discuss criteria for rating informational websites and apply them to an assigned site. Learn that all websites are not equally good sources of information (developed) 

• Understand that keyword searching is an effective way to locate information on the Internet. Learn how to select keywords to produce the best search results (developed) 

• Learn that the information they put online leaves a digital footprint or “trail.” This trail can be big or small, helpful or hurtful, depending on how they manage it (developed) 

• Search for pictures online by clicking on letters of the alphabet. Learn that directory sites with alphabetical listings offer one way to find things on the Internet (extended) 

• Explore Spider-Man’s motto, “with great power comes great responsibility” through the lens of digital citizenship. They create comic strips show a digital superhero who witnesses an act of poor digital citizenship, and then helps resolve it (introduced) 

• Work together to outline common expectations in order to build a strong digital citizenship community. Each member of the class signs a We the Digital Citizens Pledge (introduced)