VELS+Level+2+(Years+1+to+2)

  The [|learning focus] statement provides advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3. At Level 3, students use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. They explain how these strategies can be used for different problems or situations. At Level 3, students organise their files into folders classified in a way that is meaningful to them. Students explain the purpose of passwords for accessing files stored on networks. They follow simple plans and use tools and a range of data types to create information products designed to inform, persuade, entertain or educate particular audiences. They create information products to assist in problem solving in all areas of the curriculum. With minimal assistance, students use ICT tools to capture and save images. They use simple editing functions to manipulate the images for use in their products. They make ongoing modifications to their work to correct the spelling of frequently used words and to rectify simple formatting errors. They evaluate the final information product and describe how well it meets its purpose. Students make adjustments to their equipment and apply techniques that are ergonomically sound. At Level 3, students initiate and compose email messages to known and unknown audiences and, where appropriate, send replies. Students create folders in their mailbox to organise the storage of email messages they wish to keep. They locate information on an intranet, and use a recommended search engine and limited key words to locate information from websites. They develop and apply simple criteria to evaluate the value of the located information.
 * Progressing towards Level 3**
 * ~  ||~ Progression point 2.25 ||~   ||~ Progression point 2.5 ||~   ||~ Progression point 2.75 ||~   ||
 * ^  ||< At 2.25, the work of a student progressing towards the standard at Level 3 demonstrates, for example: ||^   ||< At 2.5, the work of a student progressing towards the standard at Level 3 demonstrates, for example: ||^   ||< At 2.75, the work of a student progressing towards the standard at Level 3 demonstrates, for example: ||^   ||
 * ^  ||< **ICT for visualising thinking*** identification of relationships between ideas, using basic editing software, nominated graphic organiser templates and manipulation techniques; for example, inserting shapes or drawing lines
 * saving and retrieval of nominated visualising thinking files, and the use of editing techniques such as deleting and copying to modify these for use in new but similar learning situations ||^  ||< **ICT for visualising thinking*** logical sequencing of ideas, using basic editing software, such as concept mapping tools, and other graphic organiser templates selected from a given list, and a range of manipulation techniques
 * retrieval of the visualising thinking files selected from a given list, and use of editing techniques to modify these for new but similar learning situations; for example, deleting and inserting text and shapes in a graphic organiser to outline relationships between characters and events
 * retrieval of nominated visualising thinking files, and use of annotation tools such as text boxes and callouts to indicate the files’ suitability for different learning situations ||^  ||< **ICT for visualising thinking*** organisation of ideas using familiar software and graphic organiser templates selected from a collaboratively developed list (for example, Venn diagrams and sequence charts) and a range of manipulation techniques
 * retrieval of the visualising thinking files they selected from a collaboratively developed list, and use of editing techniques to modify them in new but similar learning situations
 * retrieval of the visualising thinking files they selected from a given list, and use of annotations to describe how each file might be suitable for different learning situations ||^  ||
 * ^  ||< **ICT for creating*** saving of files into nominated, existing folders in a networked environment
 * creation of information products for a specific audience or purpose, following given layouts; for example, a birthday invitation created by placing text and pictures in given positions in a sample design
 * with teacher direction, use of a digital camera to capture still or moving images
 * identification on paper of typographical errors and the incorrect spelling of frequently used words using manual proofreading techniques, and the application of editing techniques to correct these errors on screen ||^  ||< **ICT for creating*** saving of files into collaboratively created folders in a networked environment
 * creation of an information product to inform, persuade, entertain or educate a specific audience, following a collaboratively determined design; for example, in a group, students plan a story book, create a layout design, and then individually create a page following this design
 * with teacher guidance, transfer and saving to a computer of still and/or moving images captured with a digital camera
 * identification and correction on screen of typographical errors and the incorrect spelling of frequently used words, using electronic spellchecker techniques ||^  ||< **ICT for creating*** saving of files into individually created folders in a networked environment
 * creation of information products, based on original ideas, to inform, persuade, entertain or educate specific audiences, and the documentation of these ideas in simple design plans
 * with teacher support, transfer and saving to computer of still and/or moving images captured with a digital camera or scanner
 * identification and correction on screen of typographical errors and the incorrect spelling of frequently used words, using manual proofreading and editing techniques and electronic spellchecker techniques ||^  ||
 * ^  ||< **ICT for communicating*** storage of all sent and received emails in existing folders in their mailbox
 * location of websites using a nominated search engine such as Yahooligans, and nominated keywords ||^  ||< **ICT for communicating*** use of teacher-provided criteria to determine which emails will be kept for future reference
 * location of websites using a nominated search engine, such as the Education Channel, and keywords selected from a given list ||^  ||< **ICT for communicating*** creation of collaboratively defined folders in their mailbox
 * location of websites using a nominated search engine, such as AskJeeves for Kids, and keywords selected from a class-developed list ||^  ||
 * Level 3 standard**
 * ICT for visualising thinking**
 * ICT for creating**
 * ICT for communicating**

Learning focus
As students work towards the achievement of Level 2 standards in Information and Communications Technology (ICT), they use ICT to acquire new knowledge and skills in all areas of the curriculum and to create and present information in meaningful ways. For example, students access a website to participate in a food pyramid game, and then present their understanding of food groups in a slide show that contains an image of a lunchbox filled with the appropriate food items. When using [|multimedia resources], students begin to think critically about these resources and how they help learning. In their learning of new material, students experiment with some simple [|ICT tools] and techniques for visualising their thinking. They learn to organise and classify information and ideas, and present them in a manner that is meaningful to them. This may entail cutting and pasting, dropping and dragging, and colour coding in order to group similar items, to sequence events and to identify examples that illustrate key ideas. To improve the presentation of text and images, students begin to apply simple techniques, such as bolding, centring and changing case. They explore a range of different information products and identify intended audiences. Students display their own[|information products] in a way that suits different audiences. Students develop an understanding of the importance of checking the accuracy of facts that are going to be processed; this being necessary for producing accurate output. Students collect first-hand data and, with assistance, enter it into their spreadsheet files and manipulate it. For example, after collecting the heights of fellow students or the number of classmates with particular eye colours, students manipulate the data by summing or colour-coding cells, and then present the processed data as a chart. Individually, and as a class, they make summary statements about the characteristics of the processed data. Working in a networked environment, students develop the practice of using a file-naming system that is both meaningful to the students, and avoids confusion over who owns particular files. Students begin to explore contemporary ways of communicating ideas and information by composing and sending simple electronic messages such as emails.

Standards
At this level standards are not organised by dimensions.

Information and Communications Technology
At Level 2, students manipulate text, images and numeric data to create simple information products for specific audiences. They make simple changes to improve the appearance of their information products. They retrieve files and save new files using a naming system that is meaningful to them. They compose simple electronic messages to known recipients and send them successfully. With some assistance, students use ICT to locate and retrieve relevant information from a variety of sources.