Curriculums

=British National Curriculum= toc ICT

Relevant parts: //**Promoting key skills through ICT**// For example, ICT provides opportunities for pupils to develop the key skills of:
 * //**communication**//, through reading and selecting from a range of sources, planning, writing and refining texts in different styles and for different purposes, communicating face-to-face and by e-mail, and discussing and reflecting critically on their own and on others’ work s
 * //**application of number**//, through working with quantitative data and mathematical models
 * //**IT**//, through the programmes of study for ICT and in particular the key stage 4 programme of study, which is aligned with the key skills unit for IT
 * //**working with others**//, through discussing and reflecting critically on their own and others’ work, developing information systems as part of a group, and working with others via e-mail and the internet
 * //**improving own learning and performance**//, through reviewing, modifying and evaluating their work as it progresses
 * //**problem solving**//, through modelling real situations and developing solutions to problems when working with ICT.

//**Promoting other aspects of the curriculum**// For example, ICT provides opportunities to promote:
 * //**thinking skills**//, through helping pupils identify relevant sources of information, develop ideas and work collaboratively to solve problems
 * //**enterprise and entrepreneurial skills**//, through encouraging pupils to design and implement solutions to real problems s
 * //**work-related learning**//, through providing pupils with access to a wide range of ICT applications and methodologies s
 * //**education for sustainable development**//, through developing pupils’ understanding of the implications of ICT for working life, society and the environment.

4 Areas for each Key Stage __**Knowledge, skills and understanding**__
 * Finding things out
 * Developing ideas and making things happen
 * Exchanging and sharing information
 * Reviewing, modifying and evaluating work as it progresses

=Australia= Statements of Learning for Information and Communication Technologies (ICT)

Relevant Parts:
 * Using ICT as a tool for learning enables students to:**
 * efficiently and effectively access digital information to assist with investigating issues, solving problems and decision making
 * produce creative solutions to support learning and develop new understandings in areas of learning
 * communicate, share and work collaboratively in local and global environments
 * understand the legal, ethical and health and safety implications of using ICT and their responsibilities as users and developers
 * develop new thinking and learning skills to support learning

Students use ICT in processes of inquiry and research. They identify information and data needs and plan actions to locate, access and retrieve information and data. Students organise, manipulate, structure and refine information to improve their interpretations and construct new understandings. They acknowledge and use information and data from a variety of sources and critically assess their quality.
 * Inquiring with ICT**

Students create a range of ICT learning solutions developing their understanding, demonstrating their creativity, learning and supporting their thinking processes across or within curriculum areas. They analyse problems, needs and opportunities, exploring ideas, developing concepts and evaluating ICT learning solutions. They use processes to select appropriate ICT, generate ideas and plans, express themselves and monitor and reflect on their learning.
 * Creating with ICT**

Students use ICT to enhance communication. They share, interact, develop relationships and apply ICT to present information and data, engage with audiences and collaborate in meaningful ways. They use ICT to communicate face-to-face and remotely with individuals and with local and global communities. Students experience alternative views, construct new understandings and empathise with others.
 * Communicating with ICT**

Students understand the increasingly prominent role of ICT in society and its impact on self, work and others. They have an appreciation of the roles and responsibilities of people working with ICT and are discriminating, ethical, legal, responsible and safe users of ICT. Students use safe practices to protect information and develop strategies for handling unwanted communication. They reflect on ICT issues in the past and are able to apply future thinking when exploring the impact of ICT developments.
 * Ethics, issues and ICT**

**Operating ICT** Students efficiently operate a range of ICT functions and applications for creating, communicating, inquiring and for the management, storage and retrieval of information and data. They competently perform operational sequences with a range of ICT and use features of the ICT to achieve curriculum outcomes. Students consistently apply standards and conventions when using ICT. They apply preventative strategies for maintaining ICT and solve basic ICT-related problems as end-users.

=State of Maine= [] **L. COMMUNICATION** **Students will communicate effectively in the application of science and technology. Students will be able to:**

**ELEMENTARY GRADES Pre-K-2** EXAMPLE **ELEMENTARY GRADES 3-4** EXAMPLE **MIDDLE GRADES 5-8** EXAMPLE **SECONDARY GRADES**
 * 1) Describe and compare things in terms of number, shape, texture, size, weight, color, and behavior.
 * 2) Read and write instructions to be followed or instructions which explain procedures.
 * 3) Ask clarifying questions.
 * 4) Explain problem-solving processes using verbal, pictorial, and written methods.
 * 5) Make and read simple graphs.
 * 6) Use objects and pictures to represent scientific and technological ideas.
 * First grade students create a graph to record their daily weather observations. This might include bars for sunny, cloudy, rainy, snowy, and "mixed", as well as cold, warm, and hot. On a regular basis the students reflect on their graph. They describe and compare the weather on different days, weeks, or months, and draw conclusions about the weather based on the data.
 * 1) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Record results of experiments or activities (e.g., interviews, discussions, field work) and summarize and communicate what they have learned.
 * 2) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Ask clarifying and extending questions.
 * 3) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Reflect on work in science and technology using such activities as discussions, journals, and self-assessment.
 * 4) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Make and/or use sketches, tables, graphs, physical representations, and manipulatives to explain procedures and ideas.
 * 5) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Gather and effectively present information, using a variety of media including computers (e.g., spreadsheets, word processing, programming, graphics, modeling).
 * 6) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Cite examples of bias in information sources and question the validity of information from varied sources.
 * 7) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Function effectively in groups within various assigned roles (e.g., reader, recorder).
 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Create functioning models which demonstrate the ways in which simple machines make work easier (e.g., levers, inclined planes, gears, pulleys, wheels, and axles).
 * 1) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Discuss scientific and technological ideas and make conjectures and convincing arguments.
 * 2) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Defend problem-solving strategies and solutions.
 * 3) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Evaluate individual and group communication for clarity, and work to improve communication.
 * 4) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Make and use scale drawings, maps, and three-dimensional models to represent real objects, find locations, and describe relationships.
 * 5) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Access information at remote sites using telecommunications.
 * 6) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Identify and perform roles necessary to accomplish group tasks.
 * <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Given actual census data on populations and species in a wetland, present arguments in support of and against a proposition to develop the area.
 * 1) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Analyze research or other literature for accuracy in the design and findings of experiments.
 * 2) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Use journals and self-assessment to describe and analyze scientific and technological experiences and to reflect on problem-solving processes.
 * 3) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Make and use appropriate symbols, pictures, diagrams, scale drawings, and models to represent and simplify real-life situations and to solve problems.
 * 4) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Employ graphs, tables, and maps in making arguments and drawing conclusions.
 * 5) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Critique models, stating how they do and do not effectively represent the real phenomenon.
 * 6) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Evaluate the communication capabilities of new kinds of media (e.g., cameras with computer disks instead of film).
 * 7) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Use computers to organize data, generate models, and do research for problem solving.
 * 8) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em;">Engage in a debate, on a scientific issue, where both points of view are based on the same set of information.

= **Chamberlain Elementary** = []



=Lincoln Public Schools=

=Western Australia= []

=Herefordshire Council - U.K.= ICT Progression []

=New Canaan U.S.A.= <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: small;">Connecticut, United States Adapted from ISTE []

<span style="background-color: #ffffff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">**Information and Communication Technologies** **Enduring Understandings** <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">**New Canaan Public Schools**  <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;"> SWUT literacy involves decoding, processing and synthesizing multiple forms of information, in multiple formats SWU that knowledge can be organized and reorganized to create new knowledge. SWU that 21st century literacy is dependent on the acquisition, application and transfer of evolving ICT understandings in multiple, dynamic contexts
 * **Digital Age Literacy** || **Inventive Thinking** || **Effective Communication** || **High Productivity** ||
 * SWUT literacy can take many different forms

SWUT that information needs to be qualitatively evaluated and validated before it is cited or applied. SWU that published work (whether printed or electronic) contains author biases, interpretations and opinions and should not be taken at face value as truthful and accurate. || SWU that inventive thinking involves inquisitiveness, creativity and adaptability SWUT being multi-literate increases opportunity to think inventively

SWUT inventive thinking is about making connections and can be helped by sound grasp of foundational knowledge in disciplines SWU that learning involves metacognition; self reflection and evaluation of one's ideas, process, and product*. SWU that inventive thinking is an essential skill for problem solving, adapting to change, and remaining a lifelong learner. SWU that in order to succeed in 21st century they must possess cognitive reasoning skills (including analysis, making comparisons, inferring, evaluating and synthesizing information) to solve problems and make judgments and inferences leading to actionable recommendations. || SWU that effective communication requires that individuals adhere to a code of ethics that respect and protect the global digital community

SWU that there are risks and responsibilities related to communicating in the cyberworld. SWU that effective communication is a two way process. SWU that conventions vary depending on language, context and purpose. SWU that they must act cooperatively and in concert with others to solve problems, create innovative products and learn or master concepts. || SWUT productivity involves planning, organizing, creating and publishing work SWU that productivity requires matching information sources and tools for the purpose and timeline at hand. SWU that productivity requires the choice of the right tools and format; balancing efficiency and effectiveness. SWU that checking for validity and reliability are part of productivity SWU that choice of work group arrangement (individual, parallel, collaborative, interdependent) impacts productivity SWU that they must be able to choose the proper tool/resource to achieve established goals in an optimal and efficient manner. || <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;"> <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;"> NCPS <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;"> []

= UNESCO = <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;"> ICT competency framework for teachers [] <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">  []