Publications - Videos - Presentations 

• Reflect on their use of LT for communication and identify some strategies for enhancing their communication (introduced) 

• Reflect on their use of LT for communication and identify some effective strategies for enhancement (introduced) 

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

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

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

• Discuss their knowledge and experience of using ICT and their observations of its use outside school (developed) 

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

• Students use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences (introduced) 

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

• 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 (developed) 

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

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

Collaborative Documents - Google Docs - Blogs - Discussion Forums 

• Use the Learning Management System (LMS) discussion forums (introduced) 

• Contribute to blogs within the learning management system (developed) 

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

• Learn how to keep Google Docs secure to respect others privacy (introduced) 

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

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

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

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

Programming 

• Learn about debugging and testing (introduced) 

• Learn about variables and associated data types (developed) 

• Use the Internet to research and adapt solutions to programming problems (introduced) 

• Apply logic to create programs (extended) 

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

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

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

• Peer reflect on computer programs (developed) 

• Peer evaluation and make suggestions for improvements (extended) 

Graphics - Animation - 3D Drawing 

• Learn basic geometric construction (e.g. polygon, circle, quadrilaterals, plane loci) (introduced) 

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

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

• Visualize and create orthographic images from 3D models (introduced) 

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

• Apply design factors to develop ideas (developed) 

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

• Use tools such as blur, patch (extended) 

• Synthesize ideas to develop graphical solutions (introduced) 

• Use images in other programs (developed) 

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

• Use technology purposefully to create, organize, store, manipulate and retrieve digital content (introduced) 

• Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (introduced) 

• Identify familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen (introduced) 

• Create and manipulate an electronic database for their own purposes, including setting up spreadsheets and using simple formulas to create graphs (introduced) 

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

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

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

• Understand that probability is based on experimental events (introduced) 

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

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

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

Graphic Organizer - Data Visualization - Infographics 

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

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

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

• Synthesize ideas to develop graphical solutions (introduced) 

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

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

IT Literacy - Observing, Collecting, Recording and Interpreting Data 

• Learn how to effectively plan how they will present their theories (introduced) 

• Reference sources in detail: (Book; Website/Image; Database; Observation; Interview; Software) (introduced) 

• Collect and record data electronically and explain their observations (pictorially, verbally and through modelling) (developed) 

• Use graphic organizers (extended) 

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

• Identify main ideas and determine important details (introduced) 

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

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

Digital Citizenship - E-Safety 

• Through online observations, record and compare the features of different search sites. Learn to choose the best site or sites to suit their purposes (introduced) 

• Learn that children’s websites must protect their private information. Learn to identify these secure sites by looking for their privacy policies and privacy seals of approval (introduced) 

• Learn to recognize five different kinds of online ads prevalent on children’s sites. Learn how to distinguish advertising content from other content on a website (introduced) 

• Learn that the Internet is a great place to develop rewarding relationships. Learn not to reveal private information to a person they know only online (introduced) 

• Learn how to create secure passwords in order to protect their private information and accounts online (introduced) 

• Reflect on the importance of citing all sources when they do research. Learn how to write bibliographical citations for online sources (developed) 

• Learn that copying the work of others and presenting it as one’s own is called plagiarism. Learn about when and how it’s ok to use the work of others (developed) 

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

• 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 (extended) 

• 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 (extended) 

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

• 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 (extended) 

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

Code of Behavior, Informed Choices 

• Explore how the media can play a powerful role in shaping our ideas about girls and boys. Practice identifying messages about gender roles in two online activity zones for kids (introduced) 

• Explore how it feels to be cyberbullied, how cyberbullying is similar to or different than in-person bullying, and learn strategies for handling cyberbullying when it arises (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 (introduced) 

• Learn how to communicate effectively by email, taking into account the purpose and audience of their message, and the tone they want to convey (introduced) 

• Learn how photos can be altered digitally. Consider the creative upsides of photo alteration, as well as its power to distort our perceptions of beauty and health (developed) 

• Learn what spam is, the forms it takes, and then identify strategies for dealing with it (developed) 

• Visit different websites and rate the sites according to their quality and appeal (developed) 

• Learn how to communicate effectively by email, taking into account the purpose and audience of their message, and the tone they want to convey (developed) 

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

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

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

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

• Reflect on their responsibilities as creators and users of creative work (introduced) 

• Review their media habits and the array of media they use on a weekly basis, and reflect on the role of digital media in their lives (introduced) 

• Review what they have learned about protecting their privacy online and respecting the privacy of others (developed) 

• 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 (extended) 

• 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 (extended)