DL Curriculum G6-10

G6-8

Communication, Collaboration, Innovation, and Creativity

ISS students will

  • appropriately use social media and other collaborative tools for learning.
  • effectively communicate ideas to multiple audiences using digital environments and media.
  • create original media products as a means of personal or group expression.
    • Understand the features and functions available within an online learning environment like: calendar, noticeboard, chat, assessment records. (Veracross)Understand the concept of virtual learning environments (VLE). Identify examples
    • Understand the concept of virtual learning environments (VLE). Identify examples like: social networking websites, Internet forums, web conferencing, chat, online computer games, and learning management systems.
    • Outline ways that users can publish and share content online: blogs, microblogs, podcasts, images, audio and video clips.
    • Outline ways that users can publish and share content online: blogs, microblogs, podcasts, images, audio and video clips.Outline the benefits of using online collaborative tools
    • Outline the benefits of using online collaborative tools like: shared files and calendars, reduced travel expense, ease of communication, enhanced teamwork, global access.Be aware of the risks associated with using online collaborative tools
    • Be aware of the risks associated with using online collaborative tools like: unauthorised access to shared files, insufficient management of version control, malware threats, identity/data theft, service interruptions.
    • Understand the concept of online storage solutions and identify common examples.
    • Identify the limitations of online storage like: size limit, time limit, sharing restrictions.Identify different types of ICT services/uses
    • Identify different types of ICT services/uses like: Internet services, mobile technology, office productivity applications.

Critical thinking, problem-solving, and decision-making: Data and Organization

ISS students will

  • identify, research, and collect data using digital tools and resources, and propose developmentally appropriate solutions.
  • use digital tools to explore, organize, and generate ideas and information.
    • In a collaborative work group,  produce a digital visual thinking product in a curriculum area.
    • Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software.
    • Use online communication and productivity tools to collaboratively design and create a product
    • Conduct science experiments using digital instruments and measurement devices.
    • Gather data, examine patterns, and apply information for decision making using digital tools and resources.
    • Identify, research, and collect data on an environmental or other global  issue using digital resources and propose a developmentally appropriate solution.
    • Use digital tools to gather feedback to refine products.
    • Conceptualize, guide, and manage individual or group learning projects using digital planning and organizational  tools.

Digital Citizenship

ISS students will

  • model and practice safe, legal, and ethical behavior while collaborating, creating, and learning online.
    • We can use strategies for guarding against identity theft and scams that try to access our private information online.
    • Spam can take many forms, and we need strategies to deal with it.
    • Passwords need to be managed appropriately.
    • There are benefits of social media and messaging, but some situations or online behavior may make us feel uncomfortable.
    • We can stay safe online by choosing websites that are appropriate for us to visit, and by avoiding sites that are not appropriate.
      • identify safety strategies including those relating to stranger danger in online environments
      • Identify appropriate vs. inappropriate places in cyber space, and make appropriate choices.
      • apply appropriate levels of personal information disclosure for specific online environments, including managing online identity by using anonymous nick-names, avatars and private passwords
      • Identify the negative impacts of spam, scams, phishing, and malicious code (eg. trojan horses, spyware, worms & viruses)
      • Evaluate the positive and negative implications of using social networking sites, (Facebook, Twitter, Edmodo, etc)
      • comply with school expectations and protocols when using ICT
    • We all have a digital footprint and this information can be searched, copied and passed on, but we can take some control based on what we post online.
    • The choices we make about how we present ourselves in different ways online carries both benefits and risks.
      • explore how you and others represent themselves online, and the relationship between your online and offline selves
    • Copyright and fair use laws help to preserve our rights as creators.
    • When using the words or ideas of others, we need to credit them by creating a citation.
      • identify their responsibilities as creators and users of creative work.
      • apply understanding of fair use to case studies, and create an original work of fair use
      • articulate the importance of citing references and acknowledging the owners of digital sources and conform to intellectual property and copyright laws
      • use devices safely and ethically and share materials responsibly
    • Digital media and technologies are 24/7 and social in nature.
      • Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners.
      • Review their media habits and the array of media they use on a weekly basis, and reflect on the role of digital media in their lives.
      • Use basic vocabulary and knowledge for discussing the media landscape.
      • Debate the effect of existing and emerging technologies on individuals, society, and the global community.
      • Cruelty can escalate quickly online because people are often anonymous and posts spread quickly.
      • Identify the difference between being a passive bystander versus a brave upstander in cyberbullying situations.
      • Distinguish good-natured teasing from cyberbullying.

Grades 9-10

Communication, Collaboration, Innovation, and Creativity

ISS students will

  • appropriately use social media and other collaborative tools for learning.
  • effectively communicate ideas to multiple audiences using digital environments and media.
  • create original media products as a means of personal or group expression.
    • Understand the concept of a personal learning network (PLN).
    • Identify examples like: social networking websites, Internet forums, web conferencing, chat.
    • Recognise the status of a wireless network: protected/secure, open.
    • Define the term firewall and outline its purpose.

Critical thinking, problem-solving, and decision-making: Data and Organization

ISS students will

  • identify, research, and collect data using digital tools and resources, and propose developmentally appropriate solutions.
  • use digital tools to explore, organize, and generate ideas and information.
    • In a collaborative work group,  produce a digital visual thinking product in a curriculum area.
    • Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software.
    • Use online communication and productivity tools to collaboratively design and create a product.
    • Conduct science experiments using digital instruments and measurement devices.
    • Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses.
    • Identify, research, and collect data on an environmental or other global  issue using digital resources and propose a developmentally appropriate solution.
    • Use digital tools to gather feedback to refine products.
    • Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems.
    • Identify a complex global issue, develop and document a systematic plan of investigation using the appropriate technology tools, and effectively present innovative sustainable solutions to a global audience.

Digital Citizenship

ISS students will

  • model and practice safe, legal, and ethical behavior while collaborating, creating, and learning online.
    • There are benefits of sharing information online as well as potential risks of sharing inappropriate information.
    • Websites and companies have different motives for collecting data online, including to utilize it to personalize content for their users.
    • There are risks and responsibilities of carrying out relationships in the digital world.
      • Manage appropriate online relationships.
      • understand the difference between ethical and unethical use of specific communication tools and social networking environments
      • appropriately communicate with others online with a password protected identity
      • Define Sexting and understand its negative consequences.
      • devise and implement risk management strategies when engaging in commercial transactions in online environments
      • comply with school expectations and protocols when using ICT
    • We all have a digital footprint and this information can be searched, copied and passed on, but we can take some control based on what we post online.
    • The choices we make about how we present ourselves in different ways online carries both benefits and risks.
      • explore how you and others represent themselves online, and the relationship between your online and offline selves
      • formulate and maintain strategies for securing and protecting digital information
    • There are both legal and ethical dimensions of respecting creative work.
    • There are differences between taking inspiration from the creative work of others and appropriating that work without permission.
      • discuss understanding of ethical behavior
      • Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources.
      • conform to intellectual property and copyright laws by acknowledging the ownership of digital information and developing an awareness of legislation surrounding digital theft and plagiarism
      • think critically about the different purposes, contexts, and ethical and legal dimensions of digital image editing.
      • use devices safely and ethically and share materials responsibly
    • Digital media and technologies are 24/7 and social in nature.
    • Utilize websites that foster positive community and learning.
    • Consider both the benefits and drawbacks of using collective intelligence in different contexts.
    • Reflect on experiences and evaluate practices in terms of being socially aware, safe, responsible and respectful.
    • Cruelty can escalate quickly online because people are often anonymous and posts spread quickly.
      • Reflect on the different pressures teens face when it comes to editing, posting, and commenting on photos online.
      • Students reflect on their responsibility to protect the privacy of others when posting information about them online.
      • Understand the definition of hate speech and how it affects individuals, groups, and communities.
      • Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources.