compilation of ict document year 2

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T A B L E O F C O N T E N T S

CURRICULUM FRAMEWORK FOR ICT at PRIMARY LEVELS OF EDUCATION [Year 1 to Year 6] ......................................................................... 1

BACKGROUND ............................................................................................................................... 1

FRAMEWORK ................................................................................................................................ 1 Scope ................................................................................................................................................. 1 Learning Outcomes ........................................................................................................................... 1 Assessment ........................................................................................................................................ 2

GENERAL AIMS .............................................................................................................................. 2

OBJECTIVES ................................................................................................................................... 3

COMPONENTS FOR ICT TEACHING AND LEARNING REVISED BLOOM’S TAXANOMY ................ 3

ICT SYLLABUS YEAR 1 TO YEAR 6 ................................................................................................... 4

EVALUATION AND ASSESSMENT .................................................................................................. 5

SKILLS AND COMPETENCIES ......................................................................................................... 5

ICT COMMITEES ............................................................................................................................ 6 SYLLABUS YEAR 2 ........................................................................................................... 7

WORD APPLICATION .................................................................................................................... 8

PLAYING WITH MUSIC .................................................................................................................. 9

PRESENTATION APPLICATION ..................................................................................................... 10

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T A B L E O F C O N T E N T S EVALUATION AND ASSESSMENT ........................................................................... 11

OVERVIEW .................................................................................................................................. 12

CLASSROOM REPORT YEAR 2 SAMPLE ......................................................................................... 13

CONSOLIDATED REPORT YEAR 2 SAMPLE ................................................................................... 14

PROGRAMME OF STUDY YEAR 2 ............................................................................ 15

WORD APPLICATION .................................................................................................................. 16

PLAYING WITH MUSIC ................................................................................................................ 17

PRESENTATION APPLICATION ..................................................................................................... 18

PERFORMANCE STANDARD YEAR 2 ................................................................... 19

ATTAINMENT TARGET ................................................................................................................. 20

PERFORMANCE STANDARD YEAR 2 ............................................................................................. 21

ICT CURRICULUM FRAMEWORK 1

C U R R I C U L U M F R A M E W O R K S f o r ICT at PRIMARY LEVELS OF EDUCATION [Year 1 to Year 6] BACKGROUND As we embark on the 21st century, our economic

imperatives wil l be linked to our abil ity to adapt and thrive in the intense competit ion created by globalization and information and communication technology environment. Our society will continue to be characterized by the rapid technological development, changes in work prof iles and growing interdependence with world communities and its global issues. The nation’s continuing develop-ments hinges on our posit ive responses to these technological challenges and the rate at which we adapt to and infuse these challenges. In addition, society is looking into the school of the future to be engaging and authentic. The ICT Education for the 21st century should be able to develop an adequate pool of new skil ls and competencies, and prepare learners for the competit ive knowledge-based global economy. By placing technology within their l ives, we can not only go beyond using the technology but can attribute values and meanings to it, and promote excellence and strong desire for l ife-long learning. Its education must be engaging and authentic, teachers well qualif ied to translate the curriculum into teaching/learning activit ies, and teachers become mediators between knowledge and learners. We must also unlock the potentials of our younger and able generat ions and mobilize them to ensure the survival of our country well beyond the 21st century.

FRAMEWORK

Scope Learning

Outcomes Assessment

The curriculum frameworks spell out the scope , moving up the academic ladder from the f irst day they learnt ICT at Year 1. The continuity and consistency is pertinent with the fundamental role of curriculum to promote enjoyment of learning and excellence in learning as a result of learner’s continual learning experience. The learning outcomes are designed to stimulate and enhance teachers in their developing the teaching and learning resources and materials, and in devising


the right pedagogy. When designing teaching/ learning act ivit ies and experiences, teachers must plan explicit ly for the type of cognitive processing that they hope to foster. To enhance such learning, teachers as facil itators should employ and deploy hands-on, minds-on, and reality-on. Because learners are dif ferent in their perceptions, thinking styles and learning abil it ies, it is crucial to give due considerations when designing and developing the assessments - assessment of learning and assessment for learning. Learning ICT is a cumulative process that occurs as experience leads to understanding, mastery of skil ls and knowledge. Therefore, various assessment tools should be handy and at ready disposal for use, including one that would be used for diagnostic purposes or for learners with exceptional abil it ies.

GENERAL AIMS

The general aims of the curriculum are set below. They are not l isted in order of priority or importance.

To assist learners become competent, conf ident and responsible users of ICT by making eff icient, effect ive and creative use of simple and standard sof tware and hardware in their regular c lassroom activit ies;

To encourage learners develop appropriate social and communicat ive skil ls essential for cooperat ive and col laborative learning by using ICT;

To encourage learners to develop appropriate personal ski l ls essential for independent l i felong learning through ICT;

To empower ICT-disadvantaged learners by ensur ing suff icient access for those learners who have l i t t le out-of-school opportunit ies to use the technology;

To assist learners to develop and enhance their l i teracy and numerical apt itude and competency;

To enable learners to take control of their own learning and prepare them for their future;


To provide options and choices for leveraging the potent ia l of ICT in achieving national and educat ional goals and solving educat ional problems; and

To equip learners with the necessary conceptual, cognit ive, att itudinal, and social tools to continue learning anywhere, anyt ime, on demand.

OBJECTIVES

The objectives of ICT education are to achieve the following. Teachers are expected to help learners to acquire cognitive skil ls and the ski l ls to learn new knowledge and apply that knowledge to new situat ions.

Create an intel l igent generation in using ICT for performing tasks in rich-technology environment;

Foster an interest in, enjoyment of , and conf ident in, - the use of computers and associated technologies;

Develop skil ls and competencies in the use of ICT as prerequisites and co-requisite condit ions for effect ive integrat ion into the educational process;

Develop skil ls to analyze and apply knowledge to generate solut ions and test opt ions;

Develop interpersonal ski l ls to interact and work col laborat ively; and

Develop skil ls to access knowledge, assess it , and apply it .

COMPONENTS FOR ICT TEACHING AND LEARNING: REVISED BLOOM’S TAXONOMY Select ion of a technology and appl icat ion packages should be dr iven by the nature and level of the learning outcomes it is meant to st imulate and enhance. The lowest level of this taxonomy places learners in a passive roles whi le the highest taxonomic level represents act ive learners synthesizing mater ials and using ICT to construct projects such as mult imedia presentat ions or simple movies.


The revised Bloom’s taxonomy includes the following. Teachers are expected to explore and deploy these in their teaching chores and for the learners’ act ivit ies. I t is imperative for teachers when designing and developing assessments.

1. REMEMBERING

Recognize, list, describe, identify retrieve, name.... Can the student RECALL information?

2. UNDERSTANDING

Interpret, exemplify, summarize, infer, paraphrase.... Can the student EXPLAIN ideas or concepts?

3. APPLYING

Implement, carry out, use... Can the student USE the new knowledge in another familiar situation?

4. ANALYZING

Compare, attribute, organize, deconstruct... Can the student DIFFERENTIATE between constituent parts?

5. EVALUATING

Check, critique, judge hypothesize... Can the student JUSTIFY a decision or course of action?

6. CREATING

Design, construct, plan, produce... Can the student GENERATE new products, ideas, or ways of viewing things?

ICT SYLLABUS FOR YEAR 1 TO YEAR 6 The new syl labus was developed in keeping with the prerequisites for quality and equity in educat ion. The syl labus is designed with consistency and cont inuity for next levels of ICT education, avoiding disjunct ion between levels of education. The contents are also developed to meet the demands and chal lenges of the 21s t century work prof i les and knowledge-based economies. The learning areas are carefully tailored to suit the dif ferent cognit ive levels of learners. Detai ls of the syl labus contents and learning areas are presented in later sect ion of this document.


EVALUATION AND ASSESSMENT The assessment of and assessment for are two main methods of assessments recommended. These assessments should be carr ied out to provide feedbacks to learner’s learning. Assessments include writ ten tests, continuous observations and recordings, presentat ions, portfolios, and works or tasks assigned to learners such as project works or model ing. Teachers are required to design and develop appropriate tools such as rubric to keep tab of learner ’s achievements and performance over t ime. Such records are important for diagnostic purpose or to design and develop learning programs for the exceptional performers. SKILLS AND COMPETENCIES The skil ls and competencies to be achieved at dif ferent levels are def ined and determined by the Learning Outcomes. Teachers may design and develop their own tools to measure these skil ls and competencies. To enhance learning, it should employ hands-on, minds-on and real ity-on. Hands-on : Learners are actual ly al lowed to perform as they construct meaning and acquire understanding. Such act ivit ies take them out of the realm of the magical or extraordinary. Minds-on : Act ivit ies focus on key concepts, allowing learners to develop higher order thinking process and skil ls, and encouraging them to question and seek answers that enhance their knowledge and thereby acquire an understanding of the world in they l ive. Reality-on : Learners are presented with problem-solving act ivit ies that incorporate authentic, real- l i fe questions and issues that encourages drawing on mult idiscipl inary knowledge and general izat ion of broader ideas and knowledge. The object ive is to promote learner ’s insight into real everyday world, along with the skil ls needed to l ive and work effect ively.


ICT COMMITEES

Pg Mohd Suffian bin Pg Haj i Mohd Said Curr icu lum Development Depar tment

Haji Jefri b in Jais Curr icu lum Development Depar tment

Suhail i b in Haj i Yusof Curr icu lum Development Depar tment

Muhammad Nuraiziz bin Muhammad Junaidi

Curr icu lum Development Depar tment

Haji Ismail bin Haji Serudin Curr icu lum Development Depar tment

Jul iet Hoh Chui Suan Curr icu lum Development Depar tment

Nanihasrinah binti Hanafi Curr icu lum Development Depar tment

Mohd Nor Azman bin Sadim Sekolah Rendah Ahmad Tajuddin,

Kuala Bela i t

Mohd Zuno Kartono bin Al i Sekolah Rendah Sultan Hashim Batu Apoi,

Temburong

Nur Syazwani bint i Abdul lah Koo Sekolah Rendah Binturan, Tutong I

Hajah Dayang Suziyana bint i Haj i

Awang Abdullah Sekolah Rendah Pintu Mal im, Brunei I

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Y E A R 2 I C T E d u c a t i o n

L E A R N I N G A R E A S

W h a t p u p i l s w i l l l e a r n

1. Introduction to word application. 2. Creating a document. 3. Saving a document. 4. Editing document. 5. Formatting document. 6. Inserting objects. 7. Printing document.

WORD APPLICATION 12 periods [6 hours]

L e a r n i n g O u t c o m e [s]

1. Demonstrate ability to launch and close application. 2. Demonstrate ability to save and retrieve files. 3. Develop skills in creating, editing and formatting a document. 4. Demonstrate ability to use printer and print documents.

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1. Introduction to music application. 2. Play music tones. 3. Record and play sound. 4. Save and retrieve sound.

PLAYING WITH MUSIC 10 periods [5 hours]


1. Demonstrate ability to launch and close application. 2. Demonstrate ability to record and play sound. 3. Develop skills in creating music using the application. 4. Demonstrate ability to save and retrieve music files.

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1. Introduction to presentation application. 2. Creating presentation. 3. Saving presentation. 4. Formatting presentation. 5. Designing presentation. 6. Inserting graphic/clip art and hyperlink. 7. Running slide show presentation. 8. Printing presentation.

PRESENTATION APPLICATION 14 periods [7 hours]


1. Demonstrate ability to open and close applications. 2. Demonstrate ability to save and retrieve files. 3. Develop skills in creating, editing and formatting a presentation document.

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E V A L U A T I O N A N D A S S E S S M E N T (O V E R V I E W) In order to be assessed, learners must demonstrate knowledge, skil ls or competencies through performance, and this performance must be measurable. For ICT Educat ion at Primary Levels, informal assessment is in the form of teacher ’s cont inuous observat ions in the classroom, and formal assessment conducted at the end of each topic. The assessment can be in the form of observat ions and recordings and, learner’s presentat ion, portfolios, tasks or act ivit ies. A scor ing guide or rubric is used to track, ref lect on and share learner’s achievements. Assessment materials and records must be managed and compiled systematically for each learner as evidence of their performance and achievement. Students’ performances are monitored and mentored. Assessment report ing is carr ied out by f i l l ing in the Classroom Assessment form and the summative Report form. Both forms must be completed by the respect ive ICT Educat ion teacher. Ideal ly, both forms are handed to parents for review and appropr iate act ions taken. Great care must be exercised in f i l l ing in the forms. Accurate and concise report ing goes a long way to achieve the stated object ives of assessment and for l i felong learning, and to inform parents of learner’s achievements. Below are brief descript ions for both forms. CLASSROOM ASSESSMENT The classroom assessment is conducted at the end of each topic. Teachers make continuous assessment by observing student ’s performance on applicat ions’ usage, and development of knowledge and appl icat ion of skil ls. Teacher records these observations by t icking the appropriate item(s) and column in the checkl ist. Teachers might leave some item(s) to be t icked later as the learner continues to develop his/her skil ls on certain area. For General Performance Comment, teachers wr ite accurate and concise statements depict ing learner ’s competencies: abi l i ty to work ( independently or assisted) and mastery of skil ls. Worth highl ight ing are areas where learners might need further assistance or individual ized tuit ion; learner’s att itude towards learning; self -regulated learning; and problem-solving skil ls. This Report must be completed at the end of each topic and shared with parents. This is to enable both parents and teachers to communicate and take appropr iate act ions on areas of concern. CONSOLIDATED REPORT This is a consolidat ion of reports for all topics taught at that level (Year). The General Performance Comment must ref lect the current status of the learner relat ive to his/her previous achievement af ter the lapsed period. This report must be properly compiled. A second copy is compiled to complete the Student Report.

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Student Name

Class

C L A S S R O O M A S S E S M E N T TOPIC WORD APPLICATION

LEARNING OUTCOME

1. Demonstrate ability to launch and close applications.

2. Demonstrate ability to save and retrieve files.

3. Develop skills in creating, editing and formatting a document.

4. Demonstrate ability to use printer and print documents.

COMPETENCY CHECKLIST Need Continuous assistance

Need Minimum assistance

Need no assistance

1. Launch and close word application. 2. Save and retrieve a document. 3. Use the choices set of tools in creating,

editing and formatting a document.

a. Change the font face b. Change the font size c. Text selection d. Deleting text e. Make the selected text bold f. Make the selected text italic g. Make the selected text underline h. Change the text color i. Align text j. Copy and paste text k. Cut and paste text l. Move text m. Page orientation n. Inserting tables o. Deleting tables p. Inserting a graphic/ graphics q. Deleting a graphic/ graphics 4. Printing a document.

General Performance Comment Teacher ‘s Name & Signature

No of activities/ portfolio the student was able to do Date:

YEAR 2

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Student Name

Class

C O N S O L I D A T E D R E P O R T TOPIC WORD APPLICATION

LEARNING OUTCOME

1. Demonstrate ability to launch and close applications. 2. Demonstrate ability to save and retrieve files. 3. Develop skills in creating, editing and formatting a document. 4. Demonstrate ability to use printer and print documents.



TOPIC PLAYING WITH MUSIC

LEARNING OUTCOME




TOPIC PRESENTATION APPLICATION

LEARNING OUTCOME

1. Demonstrate ability to launch and close applications. 2. Demonstrate ability to save and retrieve files. 3. Develop skills in creating, editing and formatting a presentation document.



YEAR 2

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Y E A R 2 T o p i c W o r d A p p l I c a t I o n

D u r a t i o n 12 periods (6 hours)

L e a r n i n g

O u t c o m e (s)

1. Demonstrate ability to launch and close application. 2. Demonstrate ability to save and retrieve files. 3. Develop skills in creating, editing and formatting a

document. 4. Demonstrate ability to use printer and print documents.

S u g g e s t e d

A c t i v i t i e s

1. Introduce Microsoft Word to pupils. 2. Explain the basic bars and tools in Microsoft Word. 3. Explain Standard, Formatting and Object tools

(Clipart/Folder/CD/Diskette). 4. Show pupils how to create a new document. 5. Show pupils how to edit document. 6. Show pupils how to change the text style, size, color and

page setup. 7. Show pupils how to insert clipart. 8. Show pupils how to save and retrieve files. 9. Show how to print their document.

L e a r n i n g

M a t e r i a l (s)

1. Computer. 2. Interactive whiteboard. 3. Suggested application: Word application. 4. Guided worksheet.

A s s e s s m e n t

1. Pupil’s portfolio.

R e m a r k s

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Y E A R 2 T o p i c P l a y I n g W I t h M u s I c


L e a r n i n g

O u t c o m e (s)


S u g g e s t e d

A c t i v i t i e s

1. Introduce GarageBand to pupils. 2. Explain the basic menu and tools in GarageBand

including music typing menu. 3. Guide pupils on how to used grand piano. 4. Guide pupils on how to record music. 5. Guide pupils on how to replay recorderd music. 6. Guide pupils on how to save the music. 7. Guide pupils on how to retrieve the music. 8. Guide pupils on how to enhance their music. 9. Pupils create their own music.

L e a r n i n g

M a t e r i a l (s)

1. Computer. [Suggested: Apple Macbook] 2. Interactive whiteboard. 3. Suggested application: Garage Band Application. 4. Guided worksheet.

A s s e s s m e n t


R e m a r k s

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Y E A R 2 T o p i c P r e s e n t a t I o n A p p l I c a t I o n


L e a r n i n g

O u t c o m e (s)

1. Demonstrate ability to open and close applications. 2. Demonstrate ability to save and retrieve files. 3. Develop skills in creating, editing and formatting a

presentation document.

S u g g e s t e d

A c t i v i t i e s

1. Show pupils Presentation application using IWB. 2. Show pupils different type of toolbar in Microsoft

Powerpoint. 3. Explain basic type of formatting icon and its function. 4. Summarize today’s lesson. 5. Pupils do activity on the sheet provided. (refer activity

sheet) 6. Pupils who had finished their work can do reinforcement

activity. (refer activity sheet)

L e a r n i n g

M a t e r i a l (s)

1. Computer. 2. Interactive whiteboard. 3. Suggested application: Microsoft Powerpoint. 4. Guided worksheet.

A s s e s s m e n t


R e m a r k s

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A T T A I N M E N T T A R G E T

The assessment criteria for ICT subject will be focused on three main domain of learning namely knowledge, skill and

application. Each year pupils will be given knowledge, skill and application competency in their learning experience. The

attainment target will be set into six different levels, taking into account pupil’s cognitive and psychomotor development. In

each level pupils were expected to master certain area of knowledge, skill and application. L e v e l 1 Pupils will be able to know and understand the rules and regulations of ICT. They are also

expected to know the name of basic computer parts and can name some of the computer devices

and understand the function of each device. They use ICT to explore information, e.g. From CD

Rom and create simple design using graphic application.

L e v e l 2 Pupils are expected to demonstrate ability to use word processor application, saving, retrieving and

basic editing. They are also expected to know how to use basic music application and understand

simple music notes. In presentation skill, pupils are expected to know how to produce simple

presentation and create hyperlink.

L e v e l 3 Pupils use ICT to save information and to find appropriate information from internet. They use ICT

to share and exchange their ideas with others through communication application such as email and

messenger. They will be able to demonstrate their skills in creating table using given data. They use

sequences of instructions to control devices and achieve specific outcomes.

L e v e l 4 Pupils use ICT to produce and present their ideas through graphics. They are also expected to

understand that graphic images can be edited, saved and published in the form of printed material.

They also learn how to produce designed product for commercial purposes such as how to create

brochures, flyers and business cards.

L e v e l 5 Pupils use ICT to do video and audio editing. They are also expected to know how to create a

video and audio presentation using appropriate software. They can demonstrate the ability to use

LOGO command to produce drawings of objects according to the task given.

L e v e l 6 Pupils use ICT to create simple multimedia product such as simple animation. They will combine

different multimedia elements such as audio, video, graphics and text to create interesting

multimedia presentations. They also use ICT application to create simple web designs and share

their ideas and information through their personal web page.

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ICT EDUCATION Y E A R 2 P E R F O R M A N C E S T A N D A R D

K n o w l e d g e S k i l l s A p p l i c a t i o n s

W o r d A p p l i c a t i o n 3 m o n t h s

Identify and understand various tools in the word applications.

Demonstrate ability to launch and close applications.

Demonstrate ability to save and retrieve files.

Develop skills in creating, editing and formatting a document.

Demonstrate ability to use printer and print document.

Ability to use word application to produce printed or non-printed documents.

P l a y i n g W i t h M u s i c 6 m o n t h s

Identify and understand various tools in the music software.

Demonstrate ability to launch and close applications.

Develop ability to record and play sound.

Develop skills in creating music using the application.

Demonstrate ability to save and retrieve music files.

Ability to use the software to produce simple music.

P r e s e n t a t i o n A p p l i c a t i o n

9 m o n t h s

Identify and understand various tools in the presentation application.

Demonstrate ability to open and close applications.

Demonstrate ability to save and retrieve files.

Develop skills in creating, editing and formatting a presentation document.

Ability to use presentation application to produce presentation document and slide show.

1 2 m o n t h s

Demonstrate the ability to run slide show.

Demonstrate ability to use printer and print presentation.

Ability to use presentation application to produce printed or non-printed documents.