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Learning focus
As students work towards the achievement of Level 4 standards in Information and Communications Technology (ICT), they apply known [|ICT tools] for [|visualising thinking] in new ways to make links between existing and new knowledge. They begin to use new tools, such as [|ICT-controlled models], a programming language or simulation software, such as microworlds, spreadsheets and domain specific modelling software, to represent and explore processes, patterns, and cause-and-effect relationships. They learn to use tools, such as database software and graphic organisers, to organise and analyse data and information.

Students reflect on their experience in using such ICT tools, comparing how they learned with these tools with how they might learn from books, and comparing the virtual worlds created through these models with real life.

Students use ICT tools to produce [|information products] that demonstrate their knowledge and skills for all areas of the curriculum. Students develop their use of ICT to assist with problem solving.

Students explore new software functions that promote [|efficiency] and [|effectiveness]. For example, students use the ‘find and replace’ function to locate and change repeated words or formats (efficiency) and they use borders to separate different sets of information (effectiveness). They develop skills in using three-dimensional multimedia tools for problem solving, discuss how the three-dimensional functions improve the effectiveness of solutions, and brainstorm situations in which these tools can be used. Students develop skills in using ICT systems for controlling events in a predetermined way by writing programs that, for example, control a turtle or robot, manipulate objects in a game or three-dimensional virtual environment, or respond to environmental changes captured by sensors.

Students use design tools, such as layout diagrams, annotated drawings and storyboards, to document solutions and the layout of information products. They begin to use [|ICT presentation conventions], incorporating them into their solutions and information products where appropriate. They test their products against commonly accepted ICT evaluation [|criteria] and, with assistance, refine their work to meet both the criteria and [|audience needs]. They develop and maintain a digital bank of evidence (for example, an [|electronic portfolio]), that demonstrates their learning. This requires students evaluating, selecting and organising files that showcase their learning and that are up-to-date and structured in an orderly way. Students apply file management procedures that assist in securing their files (for example, backing up on storage media such as disks or memory sticks), and in allowing the easy retrieval of files by using naming conventions that are meaningful. Students continue to use ergonomic practices that assist in minimising physical harm, such as doing exercise to reduce injury due to repetitive actions.

Students begin to work in a collaborative global environment. They share their developing knowledge with their peers through email, and seek advice from others through frequently asked questions (FAQs), websites or by directly emailing experts. Students consider these methods of sharing information with a wider audience, and develop knowledge of protocols for sending and receiving electronic information through the Internet by creating and sending emails with attachments and uploading files to protected public places on intranets or the Internet.

When problem solving, students use recommended search engines and begin to refine search questions to locate information quickly on the Internet. This involves applying criteria for assessing the integrity of information, such as the reliability of the web host and the accuracy of the information.