ICT Curriculum Scope
and Sequence @
Wesley
Alan Drakesmith
This document outlines the intent of the ICT Curriculum at
Wesley College. It provides teachers with a framework in
which to structure opportunities for learning using ICT tools.
It has the underlying intention to be a flexible document
which teachers can interpret and manipulate as required to
better meet the needs of individual students at Wesley
College.
Wesley College
40 Coode St South
Perth
(08) 9368 8000
10/1/2009
CONTENTS
OVERVIEW .................................................................................................................... 3
Figure 1 Broad Containers of Learning with ICT ........................................................ 3
Inquiring with ICT ...................................................................................................... 3
Creating with ICT ....................................................................................................... 4
Communicating with ICT ............................................................................................. 4
Ethics, issues and ICT ................................................................................................. 4
Operating ICT ............................................................................................................ 4
Year 3/Year 4 Environment for Learning .................................................................................. 5
Inquiry with ICT ......................................................................................................... 5
Creating with ICT ....................................................................................................... 5
Communicating with UCT ............................................................................................ 5
Ethics, issues and ICT ................................................................................................. 5
Operating ICT ............................................................................................................ 5
Year 3/Year 4 - Scope and Sequence ..................................................................................... 6
Year 5/Year 6 Environment for Learning .................................................................................. 7
Inquiry with ICT ......................................................................................................... 7
Creating with ICT ....................................................................................................... 7
Communicating with ICT ............................................................................................. 7
Ethics, issues and ICT ................................................................................................. 7
Operating ICT ............................................................................................................ 7
Year 5/Year 6 - Scope and Sequence ..................................................................................... 8
Year 7/Year 8 Environment for Learning .................................................................................. 9
Inquiry with ICT ......................................................................................................... 9
Creating with ICT ....................................................................................................... 9
Communicating with ICT ............................................................................................. 9
Ethics, issues and ICT ................................................................................................. 9
Operating ICT .......................................................................................................... 10
Year 7/Year 8 - Scope and Sequence ................................................................................... 11
Year 9/Year 10 Environment for Learning .............................................................................. 12
Inquiry with ICT ....................................................................................................... 12
Creating with ICT ..................................................................................................... 12
Communicating with ICT ........................................................................................... 12
Ethics, issues and ICT ............................................................................................... 12
Operating ICT .......................................................................................................... 13
Year 9/Year 10 - Scope and Sequence ................................................................................. 14
Acknowledgements ......................................................................................................... 15
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OVERVIEW
The intention ICT curriculum at Wesley College is to give students the opportunity to:







use ICT to support inquiry, through the accessing, selecting, organising and interpreting of
information and data
learn with ICT to create new understandings
create ICT solutions by selecting appropriate ICT, generating ideas, planning, monitoring and
reflecting
use ICT creatively and imaginatively
collaborate and communicate through the effective use of ICT
become discriminating, ethical, legal, responsible and safe users of ICT
operate a range of current and emerging ICT to support and enhance learning in curriculum areas.
Figure 1 below identifies the broad containers of learning within ICT. These could be viewed independently
or combined.
Inquiry with ICT
Communicating
with ICT
Operating ICT
Creating with
ICT
Ethical Issues
and ICT
Figure 1 Broad Containers of Learning with ICT
Inquiring with ICT
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.
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Creating 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.
Communicating 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.
Ethics, issues and 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.
Introduction
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.
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Year 3/Year 4 Environment for Learning
Inquiry with ICT
Students across a number of curriculum areas, use ICT to conduct research and inquire into specific issues
and topics. Through the use of appropriate ICT tools, students are able to locate information from a limited
range of sources. The use of well constructed and scaffolded searches is important to allow students to
gather information and data, which is evaluated against given criteria.
Creating with ICT
Students are encouraged to use a variety of ICT tools to create solutions to a variety of problems and tasks
that allow students to demonstrate creative flare, across a variety of curriculum areas. Students need to be
able to demonstrate an understanding that solutions to problems are created for a audience and particular
need. Reflection on ICT processes is critical and needs to be conducted regularly.
Communicating with UCT
Students are given opportunities to explore ICT tools that are used in sharing of learning, collaboration and
communicating with others. Basic communication standards are applied. Different digital media are used to
communicate recognising important elements of the communication medium used. They are able to reflect
and suggest enhancements to their communication processes.
Ethics, issues and ICT
Students are given an opportunity to apply correct ICT procedures and use appropriate ethical expectations
with the use of ICT tools. Safe and responsible use of ICT is modelled and discussed, to develop students
understanding about risks associated with the use of ICT. Students are able to recognise owners/creators of
information and acknowledge them. Basic preventative strategies for health and safety, personal safety and
information security are used. They are able to recognise at a superficial level how ICT impacts on others.
Operating ICT
Students are given an opportunity to use a variety of ICT tools in a safe and careful manner. Using these
tools, they are able to share experiences and develop new learning and skills. Skills are developed in various
software applications at a basic level, along with management of resources and data. Some appropriate
terminology is being used when describing their use of ICT tools. Help strategies have been developed and
are used when seeking assistance.
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Year 3/Year 4 - Scope and Sequence
Inquiry with ICT
 ICT tools used for inquiry
o Perform directed search
o Use a search engine
o Access a online library
catalogue
 Organise data in meaningful ways.
o Conduct research using an
appropriate tool
o Save information with
appropriate file names.
o Save data in Folders
 Identify sources of information
o Develop a library of relevant
resources to use with
students
o Provide a variety of different
sources of information.
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Creating with ICT
 Create information products
o Using different ICT tools e.g.
o Digital camera
o Computer
o Voice Recorder
o Comment on why the
products are being used

Intended audience

Purpose
 Reflect on the process used to
create information products.
Communicating with ICT
 Explore ICT tools for communication

Email

Shared workspaces
 Conventions and standards for
different communication mediums.
 Subject line is completed in email
 Use different media to
communicate
 Text, pictures
 Reflect on communication processes
 Why do we use email to
communicate with people?
Ethics issues and ICT
 Develop an understanding of the
computer use policy
 Modelling of appropriate
computer usages.
 Discuss responsible computer
usage in terms of safety.
 Apply preventative strategies for
health and safety in a ICT
environment.
Operating ICT
 Apply safe working practices
when using ICT
 Correct seat height
 Correct keyboard techniques
 Safe lighting environment.
Year 5/Year 6 Environment for Learning
Inquiry with ICT
Students are able to collaborate using ICT. Information and/or data is organised into meaningful ways, with
students able to make decisions as to the usefulness of the information. Information is accessed from a
variety of sources through the use of structured search strategies with students evaluating the
effectiveness of the information gathered to determine its accuracy and/or credibility.
Creating with ICT
Students are able to use ICT as a creative tool to generate imaginative ICT solutions considering audience,
purpose and features of products developed and/or modified. Students are able to select
relevant/appropriate forms of ICT to respond to various problems and/or tasks. Through reflection students
are able to comment on the use of ICT tools to create products and evaluate solutions against a set of
criteria including choice of ICT tools used and the extent to which the tools meet the purpose.
Communicating with ICT
Students are able to use ICT to communicate with a range of audiences for different purposes using
appropriate conventions for the audience and specific purpose. Students use a variety of ICT tools to share
information with others including products developed according to culture and social context. Students are
given the opportunity to use a variety of different digital media devices to assist with communication.
Through the process of reflection students comment on the effectiveness of the communication strategies
used.
Ethics, issues and ICT
Students apply school policies in relation to ICT usage and are able to explore and communicate reasons for
having such policies. Students are able to recognise and acknowledge rightful owners of digital (and nondigital) work, following procedures for doing so. Health and safety within an ICT environment is
implemented as well as ensuring security mechanisms are used. Reflection of how ICT is used within society
is explored and communicated.
Operating ICT
Students have experiences in using ICT for purposeful projects that allow them to gain understandings in
process and creation of products. Students use simple ICT devices and understand the basic capabilities of
such devices. Students have access to a range of ICT tools and are able to make choices about which ICT
tools to use. Students adopt simple resource management conventions and simple preventative techniques
to preserve resources. Students use ICT terminology in the description of common devices. Help strategies
are developed and used to assist with simple technical problems.
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Year 5/Year 6 - Scope and Sequence
Inquiry with ICT
Creating with ICT
Communicating with ICT
Ethics issues and ICT
Operating ICT
 Collaboration
o Use shared work spaces to
complete tasks.
o Apply basic version control of
documents
 Create information products that
consider:
o Audience
o Purpose
o Features
 Organise data in meaningful ways.
o Conduct research using graphic
organisers and note-making
frameworks
o Use folders to store documents
o Use appropriate naming
conventions for documents
o Be able to locate documents
from network shared space.
 Use, select and apply a variety of
simple software skills to create
products:
o Word Processor
o Spreadsheet
o Graphics Editing
o Desktop Publishing
o Presentation Tool
 Using ICT:
o Communicate with a range of
audiences.
o Consider the purpose of
communication (Why we
communicate?)
o Apply appropriate communication
conventions.
 In becoming a Wesley Digital
Citizen follow agreed policies in
the use of ICT;
o Acceptable use policy
o Attain Digital Citizenship
Passport
o Cyber bullying policy
 Through the use of simple ICT
devices;
o Select appropriate tools to use
in developing information
products
o Use simple features of devices
to assist
o Use appropriate terminology
when discussing the use of ICT
 Identify sources of information.
o Locate information from a
variety of sources
o Critically evaluate documents
as to usefulness using an
appropriate framework
 Evaluation of process
o Apply set criteria to evaluate
product and process followed
in the creation of ICT solutions.
8|Page
 Reflect on the use of ICT in the
creation of information products
to solve tasks:
o Using set criteria
o Effectiveness of ICT used
o Choice of ICT used
o How the ICT selected were
used to meet purpose
 Share information through
o Use of portal to access information
o Use of network drive space to collect
and submit information
o E-mail students with attachments

Use a variety of devices to assist with
communication
o Digital cameras
o Audio device to collect voice
recordings
 Reflect on the use of ICT to assist in
communication;
o Effectiveness
o Useability
 Intellectual property
o Students recognise the
ownership of work by others;
o Through end-text referencing of
work
 Reflection on the use of ICT in
society through;
o Comment of the impact of ICT
on themselves
 Apply simple negotiated resource
management practices;
o Adopt simple maintenance
procedures e.g. shutdown of
computers
o Apply simple backup
procedures for
projects/products
 Locate and use resources to assist
in problem solving issues with ICT;
o Look up online help to locate
simple fix to common
problems
Year 7/Year 8 Environment for Learning
Inquiry with ICT
Using a variety of ICT tools, students are able to develop new understandings and work both collaboratively
and independently across curriculum areas. Students plan inquiry methods depending on type of
investigation required, manipulating and construction information in a variety of formats from a range of
sources, using ICT to assist in the process of inquiry, monitor plans and determine requirements. They use
ICT extensively to conduct and refine searches using multiple terms in response to inquiry questions
and the subsequent search results. They evaluate the quality of the ICT solutions, planning and process
against given criteria and use ICT to document and demonstrate their planning, thinking and learning.
Creating with ICT
Students have opportunities to create innovative ICT learning solutions in response to tasks.
Opportunity for both independently and group activities that enable students to plan solutions that
take into account common ICT design features and criteria for evaluating effectiveness. The use of ICT
as a learning tool that gives students the opportunity to analyse and creatively represent new
understandings. They use ICT to develop plans and proposals identifying the features of the ICT
learning solution, the criteria for success and processes for learning. Students create ICT learning
solutions in a variety of ways, for specific audiences, purposes or aesthetic effects. They make creative
choices when selecting and using ICT including combining a variety of media.
Communicating with ICT
Students communicate with a range of audiences both locally (within the school) and globally (outside
the school community). Through opportunities to use ICT for communication they develop a wider
understanding of how ICT can be used to exchange ideas, collaborate, organise, present and develop
new learning with individuals, groups, or wider audiences. They understand how ICT can be used to
enhance interpersonal relationships and how it can be used to empathise with people in other places
and situations. They have opportunities to select different digital media, apply suitable or agreed
communication conventions and protocols and to develop their own image and identity or that of a
group. They acknowledge feedback and reflect on their use of ICT to communicate in a range of
contexts.
Ethics, issues and ICT
Students have opportunities to apply codes of practice and meet expectations regarding responsible
practices. Students use agreed principles to review their use of ICT in terms of safety, ethical practice,
legality and responsibility. Students use ICT practices reflecting the accepted values of the ICT
environment and apply codes of practice that respect individual rights and cultural differences when
accessing and delivering information online. They apply principles that acknowledge ownership of
digital information and develop an awareness of legislation surrounding digital theft and plagiarism.
Students apply preventative strategies to address health and safety issues when using ICT and apply
strategies for securing and protecting personal and digital information. Students reflect on the use of
ICT in the workplace and society, assess its impact and consider future needs.
9|Page
Operating ICT
Students use ICT with a purposeful approach, develop advanced operational skills and begin to use the
extended functionality of a range of ICT devices. They understand the main uses and processes of
some input, output, processing and storage devices and use correct terminology when describing
these. Students have opportunities to understand that there are advantages in managing personal ICT
resources, customising interfaces and applying agreed processes for personal management of digital
content. They also understand and apply operational conventions when using ICT and develop
strategies for learning new ICT operations recognising that there is often more than one way to
perform tasks.
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Year 7/Year 8 - Scope and Sequence
Inquiry with ICT
Creating with ICT
Communicating with ICT
Ethics issues and ICT
Operating ICT
 Collaboration
o Use and contribute shared
work spaces to complete tasks.
o Apply version control and
backup procedures of
documents
 Create information products that
consider:
o Audience
o Purpose
o Features
o Aesthetics
 In becoming a Wesley Digital
Citizen follow agreed policies in
the use of ICT;
o Acceptable use policy
o Attain Digital Citizenship
Passport
o Cyber bullying policy
 Organise data in meaningful ways.
o Conduct research using graphic
organisers and note-making
frameworks
o Use folders and sub-folders to
store documents
o Use appropriate naming
conventions for documents
and folders
o Be able to locate documents
from network shared space.
 Use, select and apply a variety of
software skills to create products:
o Word Processor
o Spreadsheet
o Graphics Editing
o Programming tools
o Desktop Publishing
o Presentation Tool
o Website authoring
 Using ICT:
o Communicate with a range of
audiences.
o Consider the purpose of
communication and select appropriate
tool
o Apply appropriate communication
conventions.
 Through the use of ICT devices;
o Select appropriate tools to
use in developing
information products
o Use features of devices to
assist
o Use appropriate
terminology when
discussing the use of ICT
 Identify sources of information.
o Locate information from a
variety of sources
o Critically evaluate documents
as to usefulness
 Evaluation of process
o Apply developed criteria to
evaluate product and process.
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 Share information through
o Use of portal to access information
o Use of network drive space to collect
and submit information
o E-mail students and staff for a variety
of purposes

 Reflect on the use of ICT in the
creation of information products
to solve tasks:
o Using some developed criteria
o Effectiveness of ICT used
o Choice of ICT used
o How the ICT selected were
used to meet purpose
Use a variety of devices to assist with
communication
o Digital cameras
o Scanners
o Video camera
o Audio device to collect voice
recordings
 Reflect on the use of ICT to assist in
communication;
o Effectiveness
o timeliness
o Useability
 Intellectual property
o Students recognise the
ownership of work by others;
o In-text referencing of work
o Through end-text
referencing of work
 Reflection on the use of ICT in
society through;
o Comment of the impact of ICT
on themselves and others
o Recognise the changing needs
of society and the importance
of ICT in allowing society to
evolve
o
 Apply simple negotiated
resource management
practices;
o Adopt maintenance
procedures
o Apply backup procedures
for projects/products
 Locate and use resources to
assist in problem solving issues
with ICT;
o Look up online help to
locate simple fix to common
problems
o Access appropriate
publications to solve simple
problems.
Year 9/Year 10 Environment for Learning
Inquiry with ICT
Students have opportunities to use ICT to enhance their ability to research and construct new learning
through inquiry. They often collaborate and use their ICT capabilities to identify the inquiry requirements,
develop detailed plans or research outlines and systematically gather information in different forms from a
variety of sources. Students perform advanced ICT searches, selecting appropriate sources of digital
information in response to identified needs and research questions. They develop and implement plans and
processes for efficient information management processes, locating, retrieving, manipulating and storing
information and/or data. They select and apply ICT to classify, organise, analyse and interpret information
or data to respond to the inquiry requirements or identify new paths of inquiry. They routinely evaluate the
information or data for its accuracy, relevance, completeness, authenticity and credibility. Students
understand that using ICT can enable broader inquiry and present a wide variety of information, opinions
and perspectives. They have the opportunity to develop or use models to inquire, experiment with or gain
new understandings of concepts, processes or systems.
Creating with ICT
Students have opportunities to become critical and creative developers of ICT solutions. They work in
groups and independently negotiating the development processes and producing creative ICT solutions for
identified purposes and audiences. Students analyse ICT-related problems and have opportunities to
identify the process, solution or system changes required to meet their needs. They apply a range of design
processes to produce and combine media for generating creative ICT learning solutions. They experiment
with ICT and evaluate creative opportunities for learning in curriculum areas. They use ICT as a tool to
develop concepts and creatively demonstrate their understandings. They assess ICT for its potential to
produce creative solutions, plans and simple systems. They creatively apply suitable ICT to develop
solutions that inform, entertain, move or persuade audiences, or serve a particular function. They establish
criteria for success in developing and evaluating creative ICT learning solutions and use ICT to describe their
learning and document creative development processes.
Communicating with ICT
Students use ICT to inform, persuade and develop thinking in a range of contexts for learning. They have
opportunities to use a range of ICT to distribute information, to collaborate, to exchange ideas, to present
critical opinions, and to problem solve with others, locally and globally. They also use ICT to enhance
interpersonal relationships, empathise, and develop social and cultural understandings. They consistently
apply presentation and communication conventions or protocols and use a variety of ICT to exchange and
interpret messages and meanings. They have opportunities to use ICT to accurately present an identity.
Students also reflect on feedback to analyse, improve and describe how their use of a particular ICT could
be more effective in future communications.
Ethics, issues and ICT
Students have opportunities to consistently apply codes of practice relevant to local and global
environments. They identify and discuss the potential and implications of ICT for learning. Students take
into account individual rights and cultural expectations when accessing or creating digital information,
understanding that values shape how ICT are used. They adhere to codes of practice and apply strategies to
conform to intellectual property and copyright laws, particularly in relation to online access. They also
develop and maintain strategies for securing and protecting digital information. Students select practices to
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ensure health and safety issues are minimised when using ICT and recognise that some users will have
specialised needs. They apply their knowledge of how ICT are used today in order to predict possible future
impacts on the workplace and society.
Operating ICT
Students work independently and purposefully to operate ICT. They are proficient and have the
opportunities to apply a variety of processes to solve tasks and problems using ICT. They consistently apply
formats and conventions appropriate to different products when undertaking individual and group tasks
and activities. They have opportunities to understand that all ICT systems involve processing, input, output
and storage functions and explain the main functions and processes involved. They consistently use agreed
processes for accessing and working with personal information and content. Students use correct
terminology to describe a range of devices and processes for performing complex operations and use
appropriate support when updating or learning new operational skills. They manage and maintain the
integrity of information and content in personal or collaborative digital environments.
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Year 9/Year 10 - Scope and Sequence
Inquiry with ICT
Creating with ICT
Communicating with ICT
Ethics issues and ICT
Operating ICT
 Collaboration
o Use and contribute to shared
work spaces.
o Apply version control
o Implement backup procedures
for all data.
 Create information products that
consider:
o Audience
o Purpose
o Features
o Design elements
o Design principles
o Aesthetics
 Using ICT:
o Communicate with a range of
unknown and known audiences.
o Consider the purpose of
communication and select
appropriate tool from a range
o Apply appropriate communication
conventions for given audience,
purpose and tool used.
 In becoming a Wesley Digital
Citizen follow agreed policies in
the use of ICT;
o Acceptable use policy
o Apply safe working practices in
the use of ICT tools
o Consider the needs of users of
ICT
o Contribute to discussions of
ethical uses of ICT across a
variety of situations and
scenarios
o Follow Cyber bullying policy
 Through the use of ICT devices;
o Select from a range of
appropriate tools, to use in
developing information
products
o Use advanced features of
devices to assist develop
information products that
meet a need
o Use recognised terminology
when discussing the use of
ICT
 Organise data in meaningful ways.
o Apply advanced (e.g. Boolean)
search strategies to locate
information
o Critically evaluate the
effectiveness of information
researched.
o Use folders and sub-folders to
store documents
o Use appropriate naming
conventions for documents
and folders
o Be able to locate documents
from network shared space.
 Identify sources of information.
o Locate information from a
variety of sources
o Critically evaluate documents
as to usefulness
 Evaluation of process
o Apply developed criteria to
evaluate product and process.
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 Use, select and apply a variety of
software skills to create products:
o Word Processor
o Spreadsheet
o Database
o Graphics Editing
o Video Editing
o Audio Editing
o Programming tools
o Desktop Publishing
o Presentation Tool
o Website authoring
 Reflect on the use of ICT in the
creation of information products
to solve tasks:
o Using developed criteria
o Effectiveness of ICT used
o Choice of ICT used
o How the ICT selected were
used to meet purpose,
audience, need.
 Share information through
o Use of shared workspaces to access
and contribute information
o Use of network drive space to collect
and submit information
o E-mail students and staff for a
variety of purposes

Use a variety of devices to assist with
communication
o Digital cameras
o Scanners
o Video camera
o Audio device to collect voice
recordings
 Reflect on the use of ICT to assist in
communication;
o Effectiveness
o timeliness
o Useability
 Intellectual property
o Students recognise the
ownership of work by others;
o In-text referencing of work
o Through end-text
referencing of work
o Apply high standards of
digital etiquette and
recognise the rights of
copyright owners
 Reflection on the use of ICT in
society through;
o Comment of the impact of ICT
on themselves and others
o Recognise and comment on
the changing needs of society
and the importance of ICT in
allowing society to evolve
 Apply resource management
practices;
o Adopt industry recognised
maintenance procedures
o Apply backup procedures
for all information products
in an organised way
 Locate and use resources to
assist in problem solving issues
with ICT;
o Access online support to fix
to common problems
(forums etc)
o Access appropriate
publications to solve
problems with hardware
and software.
Acknowledgements
Statements of Learning for Information and Communication Technologies (ICT), Curriculum
Corporation, Carlton South, Victoria 2006.
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