VELS+Level+6+(9-10)

 **Progressing towards Level 6** The [|learning focus] statement provides advice about learning experiences that will assist students to work towards the achievement of the standards at Level 6. At Level 6, students use a range of ICT tools and data types to visualise their thinking strategies when solving problems and developing new understanding. They use visualising thinking tools and apply ICT techniques to support causal reasoning and to model and describe the dynamic relationship between variable and constant data values to test hypotheses. Students are efficient and effective in their use of appropriate ICT tools and editing techniques for assisting in visualising thinking. When solving problems, students discriminate between such tools and strategies based on their suitability for problem solving in new situations. At Level 6, students appraise different strategies for organising and managing resources involved in problem solving and creating information products. They use ICT to devise detailed plans that sequence tasks to be done, resources needed, and timelines for completion. They annotate their plans to explain changes made during the project. Individually, and as team members, students apply a range of techniques, equipment and procedures that minimise the cost, effort and time of processing ICT solutions and maximise the accuracy, clarity and completeness of the information. They apply strategies that protect their files from being corrupted, stolen or accidentally lost. Their products demonstrate a clear sense of purpose and respect for the audience. Students apply processing practices that take into account their legal obligations and ethical considerations. They compare their own solutions with others and justify suggestions to improve quality. At Level 6, students exchange ideas and considered opinions with others through online forums and websites. Students apply techniques to locate more precise information from websites, including searching general and specialised directories, and applying proximity operators. They use accepted protocols to communicate regularly online with peers, experts, and others, expressing their messages in language appropriate to the selected form of communication, and demonstrating respect for cultural differences.
 * ~  ||~ Progression point 5.25 ||~   ||~ Progression point 5.5 ||~   ||~ Progression point 5.75 ||~   ||
 * ^  ||< At 5.25, the work of a student progressing towards the standard at Level 6 demonstrates, for example: ||^   ||< At 5.5, the work of a student progressing towards the standard at Level 6 demonstrates, for example: ||^   ||< At 5.75, the work of a student progressing towards the standard at Level 6 demonstrates, for example: ||^   ||
 * ^  ||< **ICT for visualising thinking*** use of nominated dynamic modelling tools and manipulation and editing techniques to describe the relationships between ideas or components; for example, building simulations of dynamic automotive systems and processes
 * use of complex ICT tools to visually represent, model, reframe or refine thinking strategies; for example, using three-dimensional multimedia tools to construct complex representations of molecules
 * selection, from a given list, of ICT tools and editing techniques to support problem solving, based on their technical capabilities ||^  ||< **ICT for visualising thinking*** use of selected dynamic modelling tools, and manipulation and editing techniques and procedures, to test hypotheses; for example, testing predictions of how the inclusion of an alternative component in an electronic system will affect performance
 * use of complex ICT tools to visually represent, model, reframe and refine causal reasoning; for example, using rule-based software such as spreadsheets and expert systems to explore the effects of rural depopulation on the economy
 * selection, from a collaboratively determined list, of specific ICT tools and editing techniques to support particular types of problem solving ||^  ||< **ICT for visualising thinking*** independent use of dynamic modelling tools and a range of multi-step manipulation and editing techniques and procedures to control and test the relationships between components; for example, constructing and manipulating geometric and algebraic objects to explore and test the relationships within and between these objects
 * use of complex ICT tools, peripherals and manipulation techniques to explore and represent the relationship between components; for example, using a robot and software to show the relationship between temperature and movement
 * independent selection of specific ICT tools, strategies and editing techniques to support a variety of types of problem solving ||^  ||
 * ^  ||< **ICT for creating*** identification of similarities and differences between the strategies for organising and managing files used by school teams and by small organisations; for example, use of passwords to enter a school network or locked keyboards to restrict access to files in a business
 * identification of threats to data security caused by accidental loss, stealing or data corruption
 * use of ICT presentation conventions and efficient processing techniques to reduce the time taken to process data; for example, macros
 * designs for web-based information products that acknowledge the common characteristics of a targeted audience; for example, transcripts of audio files on a website for the hearing impaired ||^  ||< **ICT for creating*** modification of the file management system used by a school team to incorporate conventions selected from a given list; for example, consistent filenames
 * use of strategies to protect the security of their files; for example, password protecting files to minimise unauthorised access
 * use of ICT presentation conventions and processing techniques to increase the efficiency and effectiveness of information products
 * designs for web-based information products that acknowledge characteristics of an unknown global audience; for example, the inclusion of symbols that are culturally respectful ||^  ||< **ICT for creating*** modification of the file management system used by a school team, to incorporate collaboratively determined conventions; for example, folder structures and file access rights
 * use of strategies to protect the security of stored team files; for example ‘read only’ files
 * use of ICT presentation conventions, processing techniques and procedures to increase the efficiency and effectiveness of information products; for example, gaining feedback from peers on the quality of the product during production and making appropriate modifications
 * designs for web-based information products that acknowledge universally accepted conventions regarding accessibility; for example, using an alt tag to indicate the size of a graphic ||^  ||
 * ^  ||< **ICT for communicating*** identification, in existing communications, of nominated protocols that are used when exchanging ideas and considered opinions through online forums; for example, language that respects gender
 * location of targeted websites, using general and specialised search engines, and nominated search directories such as BUBL
 * identification, in existing communications, of features that reflect ethical considerations and legal responsibilities; for example, copyright statements ||^  ||< **ICT for communicating*** application of collaboratively determined protocols when exchanging ideas and considered opinions through online forums such as blogs; for example, language and icons that respect cultural differences
 * location of targeted websites using general and specialised search engines, collaboratively chosen search directories such as Infomine, and proximity operators such as ‘near’ and ‘adjacent’
 * use, when communicating electronically, of strategies that comply with legal responsibilities and take into account ethical considerations ||^  ||< **ICT for communicating*** application of self-generated protocols when exchanging ideas and considered opinions through online forums such as Wikis
 * location of targeted websites using general and specialised search engines, search directories such as Awesome Library, and proximity operators
 * application, when communicating electronically, of strategies that comply with legal responsibilities and protect vulnerable users from accessing or receiving unwanted information ||^  ||
 * Level 6 standard**
 * ICT for visualising thinking**
 * ICT for creating**
 * ICT for communicating**

The below link has been provided for you to see where you are heading with this class and for you to choose a path that suits you.VELS Year 10 Information Communication and Technology (Multimedia)