Publications - Videos - Presentations 

• Design successful ways to collect and prepare information for processing (introduced) 

• Reflect on the ways they have used LT to communicate with others (introduced) 

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

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

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

• Students use editing and formatting techniques to develop and refine their work to improve its quality and presentation (introduced) 

• Students can create and combine different forms of information, refining and presenting it for a particular purpose, showing an awareness of audience and the need for quality(introduced) 

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

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

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

Collaborative Documents - Google Docs - Blogs - Discussion Forums 

• Contribute to blogs within the learning management system (LMS) (introduced) 

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

• Learn how to keep information private within a group project collaboration (introduced) 

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

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

• Assume the role of the presenter of a group project to develop oratory skills using electronic visuals (introduced) 

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

Programming 

• Learn about variables and associated data types (introduced) 

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

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

• Apply logic to create programs (developed) 

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

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

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

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

• Peer reflect on computer programs (introduced) 

• Peer evaluation and make suggestions for improvements (developed) 

• Evaluate and make suggestions for improvements (extended) 

Graphics - Animation - 3D Drawing 

• Learn direct 3D modeling (e.g., tinkercad) (introduced) 

• Learn the difference between bitmap (raster) images and vector images (introduced) 

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

• Apply user-centered design considering social, physical, functional, and aesthetics (introduced) 

• Apply design factors to develop ideas (introduced) 

• Generate and represent ideas (e.g. annotated sketches and drawings) (introduced) 

• Use tools such as blur, patch (developed) 

• Save photographs in different formats (extended) 

• Use images in other programs (introduced) 

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

• Evaluate, reflect, and improve photos (extended) 

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) 

• Collect, organize, display and analyze data, developing an understanding of how different graphs highlight different aspects of data more efficiently (introduced) 

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

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

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

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

• Answer open/closed questions to interpret data (introduced) 

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

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

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

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

Graphic Organizer - Data Visualization - Infographics 

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

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

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

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

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

• Use Mathematics informatics to understand mathematical concepts (extended) 

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

• Evaluate and refine informatics, mind-maps, and other visual aids (introduced) 

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

• Evaluate, reflective, and improve informatics (extended) 

IT Literacy 

• Plan how to collate and store data on electronic devices (extended) 

• Collect and record data electronically and explain their observations (pictorially, verbally and through modeling) (introduced) 

• Use graphic organizers (developed) 

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

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

• Use methods to create collections of electronic artifacts that demonstrate meaningful conclusions (introduced) 

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

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