- Understanding the curriculum
- Syllabuses A–Z
- Curriculum development
- K–10 syllabus development
- Languages K–10 development
- Syllabus development process
- School Developed Board Endorsed Courses
- Equivalent and Alternative Courses of Study
- Awarding grades
Integrating ICT Capability
Students live in a rapidly changing technological world. Information and communication technology (ICT), including hardware and personal digital devices, software, and systems that manage, store, process, create, produce and communicate information, has become an important part of everyday life. The integration of ICT capabilities in teaching, learning and assessment in NSW syllabuses can lead to enhanced outcomes for students, and:
- support the interactive process of teaching, learning and assessment in NSW schools
- develop the knowledge, skills, understanding, attitudes and behaviours to assist students to live and work successfully in the 21st century.
The integration of ICT across the curriculum provides opportunities for all students to develop their skills to become competent, discriminating, productive, creative and ethical users of ICT.
The new K–10 English, Mathematics, Science (incorporating Science and Technology K–6) and History syllabuses describe opportunities to:
- integrate ICT in teaching and learning
- enable students to develop knowledge, understanding and skills about ICT related to their studies.
A feature of the new interactive online syllabuses is the ability to filter and identify specific references to the ICT capability within a stage. This option can be used to highlight opportunities for integrating the development of knowledge, understanding and skills in ICT within teaching and learning programs. Teachers may also identify additional opportunities for students to learn about ICT.
THE ROLE OF ICT IN TEACHING, LEARNING AND ASSESSMENT
The integration of ICT can support a range of teaching, learning and assessment approaches that:
- enhance learning opportunities through access to a range of resources, stimulus materials and learning tools
- provide increased opportunities for student engagement and motivation
- equip students with the necessary knowledge and skills to use ICT to support 21st-century learning
- support the development of effective student research and evaluation skills
- promote critical and creative thinking skills
- increase teacher and student efficiency
- develop awareness of the public nature of online activity and related responsibilities
- increase opportunities to work collaboratively, locally, nationally and globally.
THE DEVELOPMENT OF ICT KNOWLEDGE, UNDERSTANDING AND SKILLS IN NSW SYLLABUSES
Students can learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information. This could include making direct links to their school, home, employment (including managing their finances), and local and global communities.
Students should be encouraged to develop analytical, organisational and problem-solving skills to adapt to and manage:
- developments in ICT and related technologies
- expanding access to digital information in the workplace and the community
- increased connectedness to data and information.
NSW syllabuses provide opportunities for students to:
- locate, access and verify the integrity of data and information when investigating and researching
- gather and process information from a variety of sources, and identify new paths for inquiry
- generate ideas, plans and processes to create solutions
- represent and model ideas, information and thinking in a variety of ways
- apply understanding across a range of contexts
- use a range of tools effectively and appropriately to investigate, make decisions and solve problems
- manage and operate ICT ethically and appropriately to investigate, create and communicate
- develop confidence in the use of ICT
- evaluate interactions within a digital environment
- take ownership of their learning.
RESPONSIBLE USE OF ICT
How ICT is used, and the impact of ICT on individuals, groups, local and global communities and organisations, is an important factor in teaching, learning and assessment.
Practices underpinning the responsible use of ICT include:
- respect for and appreciation of the transferability of the knowledge, understanding and skills from one ICT environment to another; for example, from school to community to workplace
- balance in the use of ICT to support contemporary learning and living
- appreciation of the rapidly expanding and dynamic nature of ICT
- appreciation of the importance and value of individual responsibility and actions
- respect for, and appreciation of, social and ethical protocols and practices
- appreciation of the public nature of most online activities and the potential impact on others, including limiting the risks to one’s self and others in a digital environment.
Teachers continue to have a central role in teaching students to use ICT strategically to optimise their learning, and promote opportunities through connectedness and digital media. Teachers should evaluate the suitability of ICTs, including particular ICT use, and consider how this may vary based on the:
- syllabus outcome(s) and content being addressed
- development of knowledge, understanding and skills
- learning and assessment activity
- level of expertise of the students
- accessibility to materials, including a range of devices and applications
- appropriateness of the ICT tool to enhance teaching and learning.
When planning, teachers may consider the application of a range of ICT tools and resources to support teaching, learning and assessment. Teachers will identify tools and resources for use by students based on specific learning needs, such as:
- multimedia creation tools, including cameras, microphones and audio editing programs
- programming tools
- game-based learning and game development opportunities
- online collaboration tools, including blogs and wikis
- web 2.0 and web 3.0 tools
- GPS, geo-tagging, geographic information systems
- electronic portfolios
- productivity tools, including word processing, databases, spreadsheets, graphic editing
- interactive manipulatives, such as interactive geometry applications
- contextualised learning experiences, including robotics, 3D modelling, virtual learning environments (including field trips), web quests.
Read more about applying the ICT capability in each syllabus:
ICT Capability in English
The study of English enables students to develop and apply knowledge, understanding and skills of ICT in their composing, responding and presenting, and as part of the imaginative and critical thinking they undertake in English.
Students have the opportunity to become competent, discriminating and creative users of ICT as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information. Students will learn about the ethics of information communication through technology.
ICT Capability in Mathematics
Information and communication technology (ICT) includes digital technologies such as calculators, spreadsheets, dynamic geometry software, and computer algebra and graphing software. Students use ICT effectively and appropriately when investigating, creating and communicating ideas and information, including in representing mathematics in a variety of ways to aid understanding. ICT can be used by students to solve problems and to perform previously onerous tasks more readily.
In the Number and Algebra strand in the NSW K–10 Mathematics curriculum, students can use ICT in such topic areas as creating patterns, creating and interpreting graphs, investigating compound interest, and solving equations graphically. In the Measurement and Geometry strand of the curriculum, students can utilise ICT in such areas as exploring properties of angles and shapes, including symmetry; creating designs that involve shapes and transformations; representing, visualising and manipulating three-dimensional objects; investigating congruency and similarity; representing position and paths; making informal measures of length and area; and developing formulas for perimeter and area. In the Statistics and Probability strand, students can use ICT in such areas as recording and displaying data in various forms, comparing data sets, calculating measures of location and spread, modelling probability experiments, and using the internet to gather and analyse data presented by the media.
ICT Capability in Science
Information and communication technology (ICT) can be used effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively. The Science K–10 (incorporating Science and Technology K–6) Syllabus provides students with opportunities to develop ICT capability when they develop design ideas and solutions, research science concepts and applications, investigate science phenomena, and communicate their scientific and technological understandings. In particular they learn to access information, collect, analyse and represent data, model and interpret concepts and relationships, and communicate scientific and technological ideas, processes and information. Digital technologies and aids, such as animations and simulations, provide opportunities to view phenomena and test predictions that cannot be investigated through practical experiences in the classroom, and may enhance students' understanding and engagement with science and technology.
ICT Capability in History
Students develop ICT competence as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information at school, at home, at work and in their communities. Competence in ICT is most evident in historical skills associated with locating, processing and communicating historical information. This includes the use of information technologies to access a growing range of digitised online materials; spreadsheets and databases for analysing evidence and historical trends; digital technologies to create, publish and present their learning; communication technologies, for example wikis and blogs, to enhance students' analytical thinking capabilities in their study of history and online forums and videoconferencing to discuss and debate ideas.
Also in programming:
- Designing effective learning and assessment
- Differentiated programming
- Sharing learning and assessment intentions
- Integrating ICT capability
- Advice on scope and sequences
- Sample scope and sequences
- Advice on units
- Sample units
- Additional support materials