ICT Scope and SequenceSekolah Ciputra 2010

Table of contentsIntroduction to ICT in the PYPICT Learning continuumSuggested ICT Focus within Trandisciplinary

UnitsAttachment

Role of ICT in PYP – p.2 The use of ICT:can document the learning, making it available to all

partiescan provide opportunities for rapid feedback and

reflectioncan provide opportunities to enhance authentic learningcan provide access to a broad range of sources of

informationcan provide students with range of tools to store, organize

and present their learningencourages and allows for communication with wide-

ranging audience.Adapted from IB Making the PYP Happen, page 43 (2007)

How is the use of ICT in Sekolah Ciputra?

can document the learning, making it

available to all parties

25%

can provide opportunities for rapid feedback and reflection

14%

can provide opportunities to enhance authentic learning

19%

can provide access to a broad range of sources of information

21%

can provide students with range of tools to store, organize and

present their learning12%

encourages and allows for communication with wide-ranging audience.

10%

About Learning ICT – p.2

Learning through

ICT

Learning using

ICT

Learning about

ICT

Learning about ICTLearn the basic knowledge of ICT and its

conceptsLearn about ICT as a mean of communicationLearn about specific ICT skills for their daily

lifee.g.: develop word processing skills, database,

multimedia processing, computer parts, control, internet, etc

Learning through ICTLearn from various of ICT tools available

around themLearn how to choose appropriate ICT tools

that are suitable and meaningful for their learning

e.g.: internet resources (wiki, blog, etc), electronic encyclopedia, video sharing, multimedia resources, educational software, etc

Learning using ICTLearn how to access, produce and share

informationLearn how to use ICT to improve their

learning qualityLearn how to use ICT appropriately and

responsiblye.g.: the use of video and digital camera,

laptops, interactive whiteboard, TV, video player etc

ICT in PYP Sekolah Ciputra – p.4

ICT in PYP Sekolah Ciputra

Knowledge: what do we want students to know? – p.5ICT KNOWLEDGE

Basic Computer OperationsTechnology for thinking, learning and producing

Technology to access informationTechnology to enhance communication

Responsibility and ethical practicesRelated concepts will be stated in every strand

Concepts: what do we want students to understand about ICT? – p.6Understanding of ICT comes in various

concepts:FORMS - Hardware and software, component, parts,

featuresFUNCTION - Basic computer operations, technology

purposeCAUSATION – factors develop technologyCHANGE – ready for rapid technology revolutionCONNECTION – computer network systemRESPONSIBILITY –responsible attitudes as technology userREFLECTION – rapid feedback and reflection toolsPERSPECTIVE – different ways of creative productivity

Concepts General Perspective ICT Perspective

Form -What is it like?

Everything has a form with reconizable features that can be observed, identified, described and categorized.

Technology comes in various forms. There are lots of hardware and software related to technology, including its component, parts and features

Function - How does it work?

Everything has a purpose, a role or a way of behaving that can be investigated.

Technology operates in purpose of helping people doing their work.

Causation - Why is it like this?

Things do not just happen. There are causal relationships at work, and actions have consequences.

ICT become basic needs to support human activity. There are lots of factors that affect the development of technology.

Change - How is it changing?

Change is the process of movement from one state to another. It is universal and inevitable.

The revolution of technology happens constantly; it keeps changing over period of time. We must be always prepared for its rapid change.

Connection - How is it connected to other things?

We live in a world of interacting systems in which the actions of any individual element affect others.

Each and every component of technology work together in a complex system. Networking system, in particular, provide us opportunities to connect with others

Perspective - What are the points of view?

Knowledge is moderated by perspectives.Different perspectives lead to different interpretations, understanding and findings. Perspectives may be individual, group, cultural or disciplinary.

The approach and examination of different ways individuals use technology to learn, to produce and to solve problem creatively.

Responsibility - What is our responsibility?

People make choices based on their understandings and the actions they take as a result do make a difference

Technology requires the users to demonstrate responsible attitudes based on ethical, cultural and social issues that occur around us.

Reflection - How do we know?

There are different ways of knowing. It is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and reliability of the evidence we have considered.

Technology provides us opportunities for rapid feedback, evaluation and reflection.

Skills: what do we want students to be able to do? – p. 7PYP related skillsCommunication skills – with audience global through online mediaResearch skills – with a wide range of sources of information providedThinking skills – with creative productivitySocial skills – with understanding among othersSelf management skills – with ergonomic and safety use of ict

equipmentICT skills:Basic Computer skillsWord processing skillsSpreadsheets skills Internet skillsMultimedia skillsEthical skills

Attitudes: what do we want students to feel, value and demonstrate? – p.8 Respect –respect to others’ properties, content, copyrights, and

privacy Emphaty – understanding issue of digital divide around the globe

and show emphaty to other user Tolerance – show great tolerance to other user, respect privacy,

and display proper netiquette Integrity – cite from trusted sources and understand about

copyrights Independence – independently work through various projects Creative – being creative in solving problem and productivity Curiosity – being active researcher to find information using

technology Cooperation – being active in collaborative project through

online media Appreciation- really appreciate social, moral and ethical issue Commitment – committed to use technology based on the

standard safety Confidence – being confident user of technology and as digital

natives Enthusiasm – active contributor in using technology

Action: what do we want students to act? – p. 8Every knowledge and skills that students

have achieved should be applied in real life context.

At the end of every ICT unit, as far as possible teachers should consider to plan an action for students to use ICT for their life experiences.

How to use the Scope and Sequence – p.9At the start of planning a new Unit of Inquiry

especially during stage 1 and 2Teachers can integrate an ICT unit through the

elements of theme(knowledge), concepts, attitudes, supporting skills and considered action.

When there is an opportunity for collaboration, ICT should support the unit with its related planning.

When specific aspects of ICT need to be addressed outside the units of inquiry, it can be planned independently.

Unit of inquiry Suggested ICT unit Suggested Learning engagement

Transdisciplinary themeWhere we are in place and timeAn inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.Central ideaHuman exploration has an impact on society.Key concepts: Causation, Reflection, FormRelated concepts: Science: Materials and Matters:

(properties and uses of materials)

Social Studies: Continuity and change through

time: (discovery, civilizations, exploration, history, migration); Human and natural environment (impact)

Lines of inquiry Some well known explorers and

their journeys Reasons people explore The impact of explorationsLearner Profile: Knowledgeable, Inquirer, Communicator

ICT strands Technology to access

information Technology to enhance

communicationRelated concepts:Electronic encyclopedia, internet, web 2.0 (wiki, blog), search engine, location based service.ICT skills:Students will be able to collect information about the

topic through various electronic media (online or offline)

compare and contrast the features of each electornic resources

create table to compare and contrast of media existed word processing skills

use electronic map which available online or offline to explore geographic features and route

create a presentation template of the copied electronic map and present it

Resources: Encarta Kids, Encarta Premium, Wikipedia.com, MS WordAttitudes: curiosity, integrity, and independence

Technology to access information1. Use Encarta Kids, Encarta

Premium, and Wikipedia to: find info about Explorer ( lines of

inquiry ) choose one of explorer and do

research about him/her1. Students analyze the

information that they got from those media to find the similarities and differences, plus and minus of those 3 media.

2. Students compare and contrast about the features, layout, picture and also contents of those 3 media using MS Word

Technology to enhance communicationUse Encarta Premium or Google earth Find and explore the world map Copy the countries/area that

explorer chosen to power point slide.

Create MS PowerPoint to show the countries where explorer voyage/journey taken place

The first column is the sample of unit of inquiry. It includes the trandsciplinary theme title and descriptor and the central idea. The key concepts and related concepts (also from different subject) and lines of inquiry are listed here.

The second column lists two ICT strands that are applicable to this unit of inquiry. The strands include the related concepts which will direct the unit into its focus.

The learning engagement is made to achieve the purpose of the ICT focus and also to support the units of inquiry.

The second column also lists the ICT skills which are described in details based on the strands. These skills can be the target for the teachers to focus during the delivery of the ICT unit.

Beside the strands, related concepts, and the skills, there are resources and attitude to support and complete the ICT unit planning in order to work together colaboratively as a unit of inquiry.

ICT Learning Continuum – p. 11The continuum will help you planning ICT

lesson for your students:The ICT skills are placed in each strands

and are built gradually through each phase (each year level). It shows students’ learning development.

The signs indicate how teacher deliver the skill to the studentsI = IntroduceT= Teach+ = Build on Skills

These phases shows the learning developments of PYP students in learning ICT

The strands is shown in the beginning, Then the ICT skills are identified below.

The signs indicate how the teachers deliver the skills in teaching learning context

Suggested ICT focus within Trandisciplinary Units – p.22There will be suggested ICT focus to support

each unit of Inquiry. They are divided into each year level and are

made carefully to meet all the ICT elements in PYP.

This suggested unit are still adjustable to meet the need of collaboration within our program.

You may change it and draft the changes to the document directly, so at the end we can review it and ready for next year.

Attachment – p. 38Glossary: to help teachers understand the

ICT terminologies.Digital tools resources : to provide teachers

ideas to use digital tool in the teaching learning process; How to use: interactive whiteboards, digital camera, digital video camera, data projector, etc

Team planning!Using the new scope and sequence ,you may

start to plan ICT lessons for the upcoming unit.

Decide the suitable strands, its related concepts, the ICT skills (see learning continuum) and the attitudes.

Think of the learning engagement and the assessment in the template provided.

You may use suggested ICT focus starts from page 22.

Do it in the template provided and save it in the same folder and the committee will review the result.

Unit of inquiry Suggested ICT unit Suggested Learning engagement

Transdisciplinary themeWhere we are in place and timeAn inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.Central ideaHuman exploration has an impact on society.Key concepts: Causation, Reflection, FormRelated concepts: Science: Materials and Matters:

(properties and uses of materials)Social Studies: Continuity and change through

time: (discovery, civilizations, exploration, history, migration); Human and natural environment (impact)

Lines of inquiry Some well known explorers and

their journeys Reasons people explore The impact of explorationsLearner Profile: Knowledgeable, Inquirer, Communicator

ICT strands Technology to access information Technology to enhance

communicationRelated concepts:Electronic encyclopedia, internet, web 2.0 (wiki, blog), search engine, location based service.ICT skills:Students will be able to collect information about the

topic through various electronic media (online or offline)

compare and contrast the features of each electronic resources

create table to compare and contrast of media existed word processing skills

use electronic map which available online or offline to explore geographic features and route

create a presentation template of the copied electronic map and present it

Resources: Encarta Kids, Encarta Premium, Wikipedia.com, MS WordAttitudes: curiosity, integrity, and independence

Technology to access information1. Use Encarta Kids, Encarta

Premium, and Wikipedia to: find info about Explorer ( lines of

inquiry ) choose one of explorer and do

research about him/her1. Students analyze the information

that they got from those media to find the similarities and differences, plus and minus of those 3 media.

2. Students compare and contrast about the features, layout, picture and also contents of those 3 media using MS Word

Technology to enhance communicationUse Encarta Premium or Google earth Find and explore the world map Copy the countries/area that

explorer chosen to power point slide.

Create MS PowerPoint to show the countries where explorer voyage/journey taken place

Thank you