This document provides an overview of the evaluation and assessment framework for the ICT curriculum at the primary level in Years 1 through 6. It outlines two main forms of assessment: formative assessment through continuous classroom observations and informal feedback, and summative assessment conducted at the end of topics. Performance is assessed based on demonstrations of knowledge, skills, and competencies. Assessment results are recorded using forms like classroom assessment forms and summative reports to track student progress over time. The assessments and records aim to provide feedback to improve learning.
The document provides an overview of evaluation and assessment for ICT education at the primary level. It discusses two main forms of assessment: informal continuous observation by teachers in the classroom and formal assessment at the end of each topic. Assessment can be in the form of observations, presentations, portfolios, tasks or activities. Scoring guides or rubrics are used to track student achievement over time. Teachers are required to complete classroom and summative assessment forms to report student performance, which are reviewed by parents. Accurate reporting is important to achieve the objectives of assessment and support student learning.
National Goal 4 Building Leadership Capacity For Strategic Planning IncreasedCORE Education
A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results of the ICT PD Annual Survey 09 related to Goal 4, and discussion questions.
This document provides an introduction to the Mathematics curriculum for secondary schools in Malaysia. It emphasizes that mathematics is important for developing workforce skills and preparing students to meet the needs of a progressive nation. The curriculum aims to develop students' mathematical knowledge, competency, and positive attitudes. It links mathematics concepts to everyday life to show relevance. Students are taught to communicate mathematically and apply their skills to solve problems. Technology is used as a tool to enhance teaching and learning. The curriculum also focuses on developing students' mathematical reasoning abilities and appreciation for the subject.
This document provides the curriculum specifications for the Information and Communication Technology (ICT) subject in Malaysian secondary schools. It outlines the following:
1) The six learning areas covered in the ICT curriculum: ICT and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems.
2) Recommended teaching approaches including knowledge-based, skills-based, and task-based approaches. Learning strategies like self-directed learning are also suggested.
3) Details of the curriculum content including the knowledge, skills and values to be developed.
4) Requirements for schools to offer the ICT subject, including infrastructure, hardware, software and teacher qualifications.
5)
This document provides guidelines for implementing the Information and Communication Technology Literacy (ICTL) programme for secondary schools in Malaysia. The ICTL programme aims to produce computer literate students by teaching them ICT knowledge, skills, and values. The content is organized into four domains: computer lab management, computer hardware, computer software, and networks and the Internet. Schools are encouraged to allocate a double period per week for the ICTL programme and sample timetables are provided. The teaching approach emphasizes hands-on learning and project-based work to help students acquire ICT skills.
The document outlines the curriculum for Information and Communication Technology (ICT) in Malaysian secondary schools, including the aims, objectives, content organization, teaching approaches, and syllabus content which is organized into 6 learning areas such as Information and Communication Technology and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems.
This document provides an introduction to the Mathematics curriculum specifications for secondary schools in Malaysia. It outlines the aims of developing students' mathematical thinking and problem-solving skills to apply to everyday life and advance the country. The curriculum content is organized into numbers, shapes and spaces, and relationships. Emphases are placed on problem solving, communication, reasoning and making connections in mathematics. The use of technology in teaching and learning is also encouraged to enhance understanding of concepts. The specifications provide guidance for teachers on topics, learning objectives, outcomes, activities, vocabulary and key points to consider in lessons.
The summary provides an overview of the key points covered in the document, which discusses the South African educational system and strategies for teacher training. It addresses four main topics:
1) The current educational landscape in South Africa and future national strategic objectives, which involve transforming the system following apartheid to be equitable and address all learners' needs.
2) National and international initiatives for continuous teacher professional development related to ICT competencies and skills.
3) The various dimensions that impact teacher training, including pedagogical, technical, and collaborative aspects.
4) How the author would design a teacher training module to address the national guidelines by providing resources, developing practical skills like creating websites, and incorporating self
The document provides an overview of evaluation and assessment for ICT education at the primary level. It discusses two main forms of assessment: informal continuous observation by teachers in the classroom and formal assessment at the end of each topic. Assessment can be in the form of observations, presentations, portfolios, tasks or activities. Scoring guides or rubrics are used to track student achievement over time. Teachers are required to complete classroom and summative assessment forms to report student performance, which are reviewed by parents. Accurate reporting is important to achieve the objectives of assessment and support student learning.
National Goal 4 Building Leadership Capacity For Strategic Planning IncreasedCORE Education
A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results of the ICT PD Annual Survey 09 related to Goal 4, and discussion questions.
This document provides an introduction to the Mathematics curriculum for secondary schools in Malaysia. It emphasizes that mathematics is important for developing workforce skills and preparing students to meet the needs of a progressive nation. The curriculum aims to develop students' mathematical knowledge, competency, and positive attitudes. It links mathematics concepts to everyday life to show relevance. Students are taught to communicate mathematically and apply their skills to solve problems. Technology is used as a tool to enhance teaching and learning. The curriculum also focuses on developing students' mathematical reasoning abilities and appreciation for the subject.
This document provides the curriculum specifications for the Information and Communication Technology (ICT) subject in Malaysian secondary schools. It outlines the following:
1) The six learning areas covered in the ICT curriculum: ICT and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems.
2) Recommended teaching approaches including knowledge-based, skills-based, and task-based approaches. Learning strategies like self-directed learning are also suggested.
3) Details of the curriculum content including the knowledge, skills and values to be developed.
4) Requirements for schools to offer the ICT subject, including infrastructure, hardware, software and teacher qualifications.
5)
This document provides guidelines for implementing the Information and Communication Technology Literacy (ICTL) programme for secondary schools in Malaysia. The ICTL programme aims to produce computer literate students by teaching them ICT knowledge, skills, and values. The content is organized into four domains: computer lab management, computer hardware, computer software, and networks and the Internet. Schools are encouraged to allocate a double period per week for the ICTL programme and sample timetables are provided. The teaching approach emphasizes hands-on learning and project-based work to help students acquire ICT skills.
The document outlines the curriculum for Information and Communication Technology (ICT) in Malaysian secondary schools, including the aims, objectives, content organization, teaching approaches, and syllabus content which is organized into 6 learning areas such as Information and Communication Technology and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems.
This document provides an introduction to the Mathematics curriculum specifications for secondary schools in Malaysia. It outlines the aims of developing students' mathematical thinking and problem-solving skills to apply to everyday life and advance the country. The curriculum content is organized into numbers, shapes and spaces, and relationships. Emphases are placed on problem solving, communication, reasoning and making connections in mathematics. The use of technology in teaching and learning is also encouraged to enhance understanding of concepts. The specifications provide guidance for teachers on topics, learning objectives, outcomes, activities, vocabulary and key points to consider in lessons.
The summary provides an overview of the key points covered in the document, which discusses the South African educational system and strategies for teacher training. It addresses four main topics:
1) The current educational landscape in South Africa and future national strategic objectives, which involve transforming the system following apartheid to be equitable and address all learners' needs.
2) National and international initiatives for continuous teacher professional development related to ICT competencies and skills.
3) The various dimensions that impact teacher training, including pedagogical, technical, and collaborative aspects.
4) How the author would design a teacher training module to address the national guidelines by providing resources, developing practical skills like creating websites, and incorporating self
The document discusses the competencies needed by modern teachers. It defines competency as a combination of knowledge, skills, and behaviors used to improve performance. The modern teacher needs competencies in classroom management, effective teaching practices, assessment, and technology skills. Specifically, they must be able to facilitate critical thinking, problem solving, and active learning while helping students develop responsibilities. Teachers also require cultural competency and the ability to incorporate innovations to meet changing needs.
The south african educational system has undergone many stages of transitions...nathinho
The document discusses the South African educational system and proposals for its improvement. It covers:
1) An overview of the current system which was divided during apartheid and the goals of reforming it to be equitable and high quality.
2) The importance of continuous teacher development and training on integrating information communication technologies (ICT) into teaching based on national and international standards.
3) How the author would design a teacher training module to address national guidelines and requirements by providing resources, learning outcomes, application activities, and self-reflection.
The document provides information about the Additional Mathematics curriculum for Form 4 students in Malaysian secondary schools. It includes:
1) An introduction emphasizing the importance of mathematics education and the role of Additional Mathematics in preparing students for science and technology careers.
2) An outline of the curriculum content, which is divided into core and elective packages covering topics in algebra, geometry, calculus, trigonometry, statistics, and applications.
3) Guidance on teaching approaches that develop problem-solving, reasoning, and communication skills while making connections between mathematical concepts and to real-world examples.
This study determined the competency improvement needs of teachers of brick/blocklaying and concreting works for effective teaching in technical colleges in Edo and Delta States. Three research questions gave credence to the study and two null hypotheses tested. A descriptive survey research design was used. A population of 64 respondents made up of 42 brick/blocklaying and concreting works (BBCW) teachers and 22 technologists was used. A 56- item competencies structured questionnaire was the instrument for the study. Three experts validated the instrument. A reliability coefficient of 0.74 was obtained. Research questions were answered with Mean and standard deviation, while independent t-test statistic applied to test the hypotheses. From the findings, it was revealed that brick/blocklaying and concreting works teachers and technologist need competency improvements for classroom management, planning instructions, evaluation strategies and different types of instructional techniques. It was recommended among others that, BBCW teachers and technologist be exposed to regular workshops, seminars and trainings for capacity building on areas of needs identified in the study.
This document describes the development of EthoshuntTM, a gamified prototype designed to transform teaching and learning of ethics education. EthoshuntTM uses elements of game dynamics, mechanics, and functionality to engage learners with ethics learning objectives and outcomes in a digital format. It aims to make ethics education more fun and enjoyable compared to traditional methods. The researchers believe EthoshuntTM has potential to inspire students and revolutionize ethics education teaching in line with the needs of the 4th Industrial Revolution by replacing conservative methods with more immersive and experiential learning.
The document outlines the Additional Mathematics curriculum for Form 5 in Malaysia. It discusses the importance of mathematics education for the country's development and the role of Additional Mathematics in preparing students for science and technology careers. The curriculum emphasizes problem solving skills, mathematical communication, and the use of technology. It also highlights the inclusion of project work and moral values in teaching and learning mathematics.
This document provides curriculum specifications for mathematics for Year 2 primary students in Malaysia. It includes learning objectives, suggested teaching activities, learning outcomes, key points to note, and relevant vocabulary for topics in whole numbers, money, time, length, mass, volume, and shape and space. The document aims to help students build understanding of mathematical concepts and skills that can be applied to everyday life.
This document provides an overview of a methodological development on applying STEAM education techniques in biology lessons. It discusses how STEAM education can help modernize education by integrating different subjects and using digital technologies. The development contains examples of non-standard lesson plans, modeling activities, games, creative approaches, and challenges that can be used in blended or distance learning formats. The goal is to engage digital generation students and help them see connections between subjects while developing important skills.
This document provides the curriculum specifications for the Year 2 primary school science curriculum in Malaysia. The curriculum aims to develop students' interest and creativity in science through hands-on experiences and investigations. It seeks to help students acquire scientific skills and concepts while fostering scientific attitudes and values. The curriculum is organized into two main learning areas: 1) Learning about Living Things, and 2) Learning about the World Around Us. It outlines the objectives, content, and teaching strategies for each area.
This document contains curriculum specifications for teaching mathematics to year 3 primary students in Malaysia. It includes sections on whole numbers, fractions, money, time, length, mass, volume, shape and space, and data handling. The document aims to help students develop numeracy skills and mathematical understanding that can be applied to everyday life. It provides learning objectives, teaching activities, learning outcomes, vocabulary and other guidance for teaching each math topic. The overall goal is to equip students with strong foundations in mathematics.
1. The document discusses Malaysia's Smart School initiative which began in 1997 to transform schools into learning institutions that prepare students for the digital age.
2. The goals of Smart Schools are to develop a skilled workforce, promote education for all, produce technology-literate thinkers, support student development, and enhance individual strengths.
3. Key components of Smart Schools are the teaching-learning process, management and administration, use of technology, and emphasis on skills like critical thinking across the curriculum.
This article aims to demonstrate the need to restructure the education system in all countries of the world to adapt to the profound changes that are occurring in the world of work arising from technological advances.
This article aims to characterize the profile required for the engineer and the changes required in his training and in the education system of Brazil in general in the 21st century.
The document provides an introduction to the Integrated Curriculum for Secondary Schools Mathematics Form 4 curriculum in Malaysia. It includes the Rukunegara declaration, national philosophy of education, and preface. The introduction discusses the aims of developing mathematical knowledge, competency, and positive attitudes. It also covers the organization of the curriculum content into number, shape and space, and relationship. Emphases are placed on problem solving, communication, and using technology in teaching and learning mathematics.
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
The document provides an overview of evaluation and assessment for ICT education at the primary level. It discusses two main forms of assessment: informal continuous observation by teachers in the classroom and formal assessment at the end of each topic. Assessment can be in the form of observations, presentations, portfolios, tasks or activities. Scoring guides or rubrics are used to track student achievement over time. Teachers are required to complete classroom and summative assessment forms to report student performance, which are reviewed by parents. Accurate reporting is important to achieve the objectives of assessment and support student learning.
Information and communication technology skhumbuzo slidesSkhumbuzo Dlamini
This document discusses the influence of technology in society and schools. It outlines how knowledge societies rely on knowledge as the primary resource rather than capital and labor. Characteristics of knowledge societies include higher education levels, intelligent organizations, and increased digitized expertise. The document also discusses how lifelong learning and ICT are important for preparing students for a changing global workplace. Technology is intended to facilitate student learning and promote creative thinking. National strategic objectives aim to develop ICT competencies for educators and integrate technology into pre-service and in-service teacher training. Teachers need training to successfully integrate ICT into teaching in a meaningful way and develop new learning environments using technology.
The document discusses the role of information and communication technologies (ICTs) in education in the South African context. It outlines how e-education can connect learners and teachers through online platforms to improve access to information and ideas. The use of ICTs in education is presented as a tool to enhance interaction, administration, curriculum integration, communication, collaboration, and engagement. It also emphasizes the importance of teacher training programs that integrate ICT skills alongside educational goals and subject-specific, contextualized learning. Overall, the document advocates for the strategic use of ICTs to help achieve national education objectives in South Africa.
This document discusses the role of information and communication technology (ICT) in teacher education. It outlines several purposes of ICT in education, including keeping pace with scientific and technological development and improving student learning and performance. The document also describes different approaches to integrating ICT in teacher education programs, such as improving ICT skills, focusing on ICT pedagogy, incorporating ICT into specific subjects, and practice-driven approaches. It emphasizes that ICT allows teachers to upgrade their knowledge and resources to become more effective educators who can help students succeed.
Re- aligning higher education curriculum with the 21st century expectations: ...Joseph Mwanzo
Re-aligning higher education curriculum with the 21st century expectations:implications for teacher training in Kenya: a paper presented by Dr Julius Jwan, PhD on a conference on the state of Higher Education in Kenya at Kenyatta University on 23rd-August,2016
Roles and functions of educational technology in thejohnmartincongson
Educational technology should enable student-centered learning with the teacher as facilitator, encourage collaborative learning where students work together, and provide context so students see the value of learning. Technology allows 24/7 access to information, constant social interaction, and easy creation and sharing of digital content. To prepare students for success, schools must use technology comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education systems through technology that transforms standards, assessments, curriculum, instruction, and administration. Educational technology can also improve learning and teaching, enhance education goals, train teachers, develop curriculum and materials, inform teaching strategies, develop audio-visual aids, and help overall improvements by identifying community needs.
The document discusses the competencies needed by modern teachers. It defines competency as a combination of knowledge, skills, and behaviors used to improve performance. The modern teacher needs competencies in classroom management, effective teaching practices, assessment, and technology skills. Specifically, they must be able to facilitate critical thinking, problem solving, and active learning while helping students develop responsibilities. Teachers also require cultural competency and the ability to incorporate innovations to meet changing needs.
The south african educational system has undergone many stages of transitions...nathinho
The document discusses the South African educational system and proposals for its improvement. It covers:
1) An overview of the current system which was divided during apartheid and the goals of reforming it to be equitable and high quality.
2) The importance of continuous teacher development and training on integrating information communication technologies (ICT) into teaching based on national and international standards.
3) How the author would design a teacher training module to address national guidelines and requirements by providing resources, learning outcomes, application activities, and self-reflection.
The document provides information about the Additional Mathematics curriculum for Form 4 students in Malaysian secondary schools. It includes:
1) An introduction emphasizing the importance of mathematics education and the role of Additional Mathematics in preparing students for science and technology careers.
2) An outline of the curriculum content, which is divided into core and elective packages covering topics in algebra, geometry, calculus, trigonometry, statistics, and applications.
3) Guidance on teaching approaches that develop problem-solving, reasoning, and communication skills while making connections between mathematical concepts and to real-world examples.
This study determined the competency improvement needs of teachers of brick/blocklaying and concreting works for effective teaching in technical colleges in Edo and Delta States. Three research questions gave credence to the study and two null hypotheses tested. A descriptive survey research design was used. A population of 64 respondents made up of 42 brick/blocklaying and concreting works (BBCW) teachers and 22 technologists was used. A 56- item competencies structured questionnaire was the instrument for the study. Three experts validated the instrument. A reliability coefficient of 0.74 was obtained. Research questions were answered with Mean and standard deviation, while independent t-test statistic applied to test the hypotheses. From the findings, it was revealed that brick/blocklaying and concreting works teachers and technologist need competency improvements for classroom management, planning instructions, evaluation strategies and different types of instructional techniques. It was recommended among others that, BBCW teachers and technologist be exposed to regular workshops, seminars and trainings for capacity building on areas of needs identified in the study.
This document describes the development of EthoshuntTM, a gamified prototype designed to transform teaching and learning of ethics education. EthoshuntTM uses elements of game dynamics, mechanics, and functionality to engage learners with ethics learning objectives and outcomes in a digital format. It aims to make ethics education more fun and enjoyable compared to traditional methods. The researchers believe EthoshuntTM has potential to inspire students and revolutionize ethics education teaching in line with the needs of the 4th Industrial Revolution by replacing conservative methods with more immersive and experiential learning.
The document outlines the Additional Mathematics curriculum for Form 5 in Malaysia. It discusses the importance of mathematics education for the country's development and the role of Additional Mathematics in preparing students for science and technology careers. The curriculum emphasizes problem solving skills, mathematical communication, and the use of technology. It also highlights the inclusion of project work and moral values in teaching and learning mathematics.
This document provides curriculum specifications for mathematics for Year 2 primary students in Malaysia. It includes learning objectives, suggested teaching activities, learning outcomes, key points to note, and relevant vocabulary for topics in whole numbers, money, time, length, mass, volume, and shape and space. The document aims to help students build understanding of mathematical concepts and skills that can be applied to everyday life.
This document provides an overview of a methodological development on applying STEAM education techniques in biology lessons. It discusses how STEAM education can help modernize education by integrating different subjects and using digital technologies. The development contains examples of non-standard lesson plans, modeling activities, games, creative approaches, and challenges that can be used in blended or distance learning formats. The goal is to engage digital generation students and help them see connections between subjects while developing important skills.
This document provides the curriculum specifications for the Year 2 primary school science curriculum in Malaysia. The curriculum aims to develop students' interest and creativity in science through hands-on experiences and investigations. It seeks to help students acquire scientific skills and concepts while fostering scientific attitudes and values. The curriculum is organized into two main learning areas: 1) Learning about Living Things, and 2) Learning about the World Around Us. It outlines the objectives, content, and teaching strategies for each area.
This document contains curriculum specifications for teaching mathematics to year 3 primary students in Malaysia. It includes sections on whole numbers, fractions, money, time, length, mass, volume, shape and space, and data handling. The document aims to help students develop numeracy skills and mathematical understanding that can be applied to everyday life. It provides learning objectives, teaching activities, learning outcomes, vocabulary and other guidance for teaching each math topic. The overall goal is to equip students with strong foundations in mathematics.
1. The document discusses Malaysia's Smart School initiative which began in 1997 to transform schools into learning institutions that prepare students for the digital age.
2. The goals of Smart Schools are to develop a skilled workforce, promote education for all, produce technology-literate thinkers, support student development, and enhance individual strengths.
3. Key components of Smart Schools are the teaching-learning process, management and administration, use of technology, and emphasis on skills like critical thinking across the curriculum.
This article aims to demonstrate the need to restructure the education system in all countries of the world to adapt to the profound changes that are occurring in the world of work arising from technological advances.
This article aims to characterize the profile required for the engineer and the changes required in his training and in the education system of Brazil in general in the 21st century.
The document provides an introduction to the Integrated Curriculum for Secondary Schools Mathematics Form 4 curriculum in Malaysia. It includes the Rukunegara declaration, national philosophy of education, and preface. The introduction discusses the aims of developing mathematical knowledge, competency, and positive attitudes. It also covers the organization of the curriculum content into number, shape and space, and relationship. Emphases are placed on problem solving, communication, and using technology in teaching and learning mathematics.
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
The document provides an overview of evaluation and assessment for ICT education at the primary level. It discusses two main forms of assessment: informal continuous observation by teachers in the classroom and formal assessment at the end of each topic. Assessment can be in the form of observations, presentations, portfolios, tasks or activities. Scoring guides or rubrics are used to track student achievement over time. Teachers are required to complete classroom and summative assessment forms to report student performance, which are reviewed by parents. Accurate reporting is important to achieve the objectives of assessment and support student learning.
Information and communication technology skhumbuzo slidesSkhumbuzo Dlamini
This document discusses the influence of technology in society and schools. It outlines how knowledge societies rely on knowledge as the primary resource rather than capital and labor. Characteristics of knowledge societies include higher education levels, intelligent organizations, and increased digitized expertise. The document also discusses how lifelong learning and ICT are important for preparing students for a changing global workplace. Technology is intended to facilitate student learning and promote creative thinking. National strategic objectives aim to develop ICT competencies for educators and integrate technology into pre-service and in-service teacher training. Teachers need training to successfully integrate ICT into teaching in a meaningful way and develop new learning environments using technology.
The document discusses the role of information and communication technologies (ICTs) in education in the South African context. It outlines how e-education can connect learners and teachers through online platforms to improve access to information and ideas. The use of ICTs in education is presented as a tool to enhance interaction, administration, curriculum integration, communication, collaboration, and engagement. It also emphasizes the importance of teacher training programs that integrate ICT skills alongside educational goals and subject-specific, contextualized learning. Overall, the document advocates for the strategic use of ICTs to help achieve national education objectives in South Africa.
This document discusses the role of information and communication technology (ICT) in teacher education. It outlines several purposes of ICT in education, including keeping pace with scientific and technological development and improving student learning and performance. The document also describes different approaches to integrating ICT in teacher education programs, such as improving ICT skills, focusing on ICT pedagogy, incorporating ICT into specific subjects, and practice-driven approaches. It emphasizes that ICT allows teachers to upgrade their knowledge and resources to become more effective educators who can help students succeed.
Re- aligning higher education curriculum with the 21st century expectations: ...Joseph Mwanzo
Re-aligning higher education curriculum with the 21st century expectations:implications for teacher training in Kenya: a paper presented by Dr Julius Jwan, PhD on a conference on the state of Higher Education in Kenya at Kenyatta University on 23rd-August,2016
Roles and functions of educational technology in thejohnmartincongson
Educational technology should enable student-centered learning with the teacher as facilitator, encourage collaborative learning where students work together, and provide context so students see the value of learning. Technology allows 24/7 access to information, constant social interaction, and easy creation and sharing of digital content. To prepare students for success, schools must use technology comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education systems through technology that transforms standards, assessments, curriculum, instruction, and administration. Educational technology can also improve learning and teaching, enhance education goals, train teachers, develop curriculum and materials, inform teaching strategies, develop audio-visual aids, and help overall improvements by identifying community needs.
The Roles And Functions of Educational Technology in the 21st Century EducationPowerlove
Educational technology plays several important roles in 21st century education. It helps prepare students for success in a competitive world by developing proficiency in 21st century skills through the use of technology. It supports innovative teaching and learning by offering more engaging opportunities for students to apply their knowledge. Educational technology also helps create robust education support systems by transforming standards, assessments, curriculum, instruction, professional development and administration when used comprehensively.
ROLES AND FUNCTIONS OF EDUCATIONAL TECHNOLOGY IN THE 21ST CENTURY EDUCATIONVan1128
Educational technology plays important roles in 21st century education by maximizing the impact of technology to develop 21st century skills, support innovative teaching and learning, and create robust education support systems. It allows for 24/7 access to information, facilitates social interaction and digital content creation. Educators should leverage technology to create engaging, personalized learning environments. There is a call to comprehensively integrate technology into education to develop 21st century proficiencies, support innovative practices, and create effective support systems for teachers, students, standards, and administration.
Roles and Functions of Educational Technology in the 21st Century Educationrabago10
The document discusses the roles and functions of educational technology in 21st century education. It states that educational technology aims to maximize the impact of technology to develop 21st century skills, support innovative teaching and learning, and create robust education support systems. It also discusses how instruction should be student-centered, education should be collaborative, and learning should have context. Additionally, it outlines important functions of educational technology, including the improvement of teaching and learning, analysis of the teaching-learning process, enhancing educational goals, training teachers, developing curriculum and teaching-learning materials, identifying community needs, and helping with overall improvement.
The document discusses the influence of technology in the 21st century and education. It addresses how knowledge societies provide equitable access to information through technological resources like computers and cellphones. Technology enhances collective learning and intelligence. Educators must use technology collaboratively in class and be responsible for developing students' information and communication technology skills. Technology also enables long-life learning and integrating education into the real world. The pervasiveness of technology facilitates understanding resources and promotes creative thinking. National strategic objectives include providing long-life learning opportunities and access to technology in schools to improve learning and teaching. Teacher training needs to integrate technology through programs and develop computer literacy skills.
The document discusses educational technology and national strategic imperatives regarding technology in education. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, and teacher competencies relating to technology integration. The document explores concepts like personal learning environments and how technology can support learning, knowledge sharing, and building collective intelligence. It emphasizes the importance of teachers' roles in developing students' skills for a knowledge-based society.
ROLES AND FUNCTIONS OF EDUCATIONAL TECHNOLOGY IN THE 21ST CENTURY EDUCATIONjack811
The document discusses the roles and functions of educational technology in 21st century education. It advocates for student-centered, collaborative, and contextual learning. Technology allows 24/7 access to information, social interaction, and easily created/shared digital content. There is a call to integrate technology comprehensively to develop 21st century skills through innovative teaching/learning and robust education support systems. Important functions of educational technology include improving teaching/learning, analyzing the process, developing curriculum/materials, identifying community needs, and helping overall improvement.
This document discusses improving educational standards through teacher training and professional development. It covers several topics: the knowledge society agenda; pervasiveness of technology; education for all goals; national strategic objectives; and teacher competency standards regarding ICTs and professional aptitude. The knowledge society relies on information and communication technologies to share knowledge. Technology is increasingly prevalent in education. Education for all goals aim to provide early childhood education, primary education, adult literacy, gender equality, and quality education. National objectives seek to integrate ICTs into teaching and develop educator competencies. Teacher competency standards relate to ethical, collective, and evolutive competencies as well as using ICTs to develop skills like problem solving.
ROLES and FUNCTION of EDUCATIONAL TECHNOLOGY in the 21st century EDUCATIONjinkySalingaro
The document discusses the roles and functions of educational technology in 21st century education. It states that educational technology can help maximize the impact of technology to develop 21st century skills, support innovative teaching and learning, and create robust education support systems. It recommends that instruction should be student-centered, education should be collaborative, and learning should have context. Educational technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content. It can be used comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education support systems.
"Roles and Functions of Educational Technology in the 21st Century Education"JunibeJums
The document discusses the roles and functions of educational technology in 21st century education. It outlines that instruction should be student-centered, education should be collaborative, and learning should have context. Technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content. The three broad areas of integrating technology in education are: 1) using technology to develop 21st century skills, 2) using technology to support innovative teaching and learning, and 3) using technology to create robust education support systems. Important functions of educational technology include improving teaching and learning, analyzing the teaching-learning process, developing curriculum and materials, and identifying community needs.
The document discusses the roles and functions of educational technology in 21st century education. It outlines that instruction should be student-centered, collaborative, and have real-world context to prepare students for an increasingly digital world. Educational technology can improve teaching and learning, enhance educational goals, train teachers, develop curricula and materials, and help identify community needs. It allows for ubiquitous access to information, social interaction, and sharing of digital content.
21st century knowledge and skills in educator preparation Paolacastro2310
The document discusses the need to prepare students with 21st century skills for changing economic demands. It argues that current education systems are failing to do this. Teachers need specific competencies like using technology effectively, aligning instruction to standards, and applying assessments. Students must master core subjects but also interdisciplinary themes around global awareness, financial literacy, and more. Key skills include critical thinking, communication, and technology literacy. Schools require support systems like standards, assessments, curriculum, and professional development focused on 21st century skills.
Similar to Compilation of ict document year 5 (20)
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Compilation of ict document year 5
1.
2. T A B L E O F C O N T E N T S
CURRICULUM FRAMEWORK FOR ICT at PRIMARY LEVELS OF
EDUCATION [Year 1 to Year 6] ......................................................................... 1
BACKGROUND ............................................................................................................................... 1
FRAMEWORK ................................................................................................................................ 1
Scope ................................................................................................................................................. 1
Learning Outcomes ........................................................................................................................... 1
Assessment ........................................................................................................................................ 2
GENERAL AIMS .............................................................................................................................. 2
OBJECTIVES ................................................................................................................................... 3
COMPONENTS FOR ICT TEACHING AND LEARNING REVISED BLOOM’S TAXANOMY ................ 3
ICT SYLLABUS YEAR 1 TO YEAR 6 ................................................................................................... 4
EVALUATION AND ASSESSMENT .................................................................................................. 5
SKILLS AND COMPETENCIES ......................................................................................................... 5
ICT COMMITEES ............................................................................................................................ 6
SYLLABUS YEAR 5 ............................................................................................................ 7
AUDIO AND VIDEO ....................................................................................................................... 8
INVENTION AND CONTROL ........................................................................................................... 9
i
3. T A B L E O F C O N T E N T S
EVALUATION AND ASSESSMENT........................................................................... 10
OVERVIEW .................................................................................................................................. 11
CLASSROOM REPORT YEAR 5 SAMPLE ......................................................................................... 12
CONSOLIDATED REPORT YEAR 5 SAMPLE .................................................................................... 13
PROGRAMME OF STUDY YEAR 5 ............................................................................ 14
AUDIO AND VIDEO [AUDIO] ........................................................................................................ 15
AUDIO AND VIDEO [VIDEO] ......................................................................................................... 16
INVENTION AND CONTROL ......................................................................................................... 17
PERFORMANCE STANDARD YEAR 5 .................................................................... 18
ATTAINMENT TARGET ................................................................................................................. 19
PERFORMANCE STANDARD YEAR 5 ............................................................................................. 20
ii
4. C U R R I C U L U M F R A M E W O R K S f o r
ICT at PRIMARY LEVELS OF EDUCATION [Year 1 to Year 6]
BACKGROUND As we embark on the 21 s t century, our economic
imperatives will be linked to our ability to adapt
and thrive in the intense competition created by
globalization and information and communication
technology environment. Our society will continue
to be characterized by the rapid technological
development, changes in work profiles and growing
interdependence with world communities and its
global issues. The nation’s continuing develop-
ments hinges on our positive responses to these
technological challenges and the rate at which we
adapt to and infuse these challenges. In addition,
society is looking into the school of the future to be
engaging and authentic. The ICT Education for the
21 s t century should be able to develop an adequate
pool of new skills and competencies, and prepare
learners for the competitive knowledge-based
global economy. By placing technology within their
lives, we can not only go beyond using the
technology but can attribute values and meanings
to it, and promote excellence and strong desire for
life-long learning. Its education must be engaging
and authentic, teachers well qualified to translate
the curriculum into teaching/learning activities, and
teachers become mediators between knowledge
and learners. W e must also unlock the potentials of
our younger and able generations and mobilize
them to ensure the survival of our country well
beyond the 21 s t century.
FRAMEWORK The curriculum frameworks spell out the scope,
moving up the academic ladder from the first day
Sc op e they learnt ICT at Year 1. The continuity and
Le ar n in g consistency is pertinent with the fundamental role
O utc om es of curriculum to promote enjoyment of learning and
As s es s m ent excellence in learning as a result of learner’s
continual learning experience. The learning
outcomes are designed to stimulate and enhance
teachers in their developing the teaching and
learning resources and materials, and in devising
ICT CURRICULUM FRAMEWORK 1
5. the right pedagogy. W hen designing teaching/
learning activities and experiences, teachers must
plan explicitly for the type of cognitive processing
that they hope to foster. To enhance such learning,
teachers as facilitators should employ and deploy
hands-on, minds-on, and reality-on. Because
learners are different in their perceptions, thinking
styles and learning abilities, it is crucial to give due
considerations when designing and developing the
assessments - assessment of learning and
assessment for learning. Learning ICT is a
cumulative process that occurs as experience leads
to understanding, mastery of skills and knowledge.
Therefore, various assessment tools should be
handy and at ready disposal for use, including one
that would be used for diagnostic purposes or for
learners with exceptional abilities.
GENERAL The general aims of the curriculum are set below.
AIMS They are not listed in order of priority or
importance.
To assist learners become compet ent, conf ident and
responsible users of ICT by making eff icient,
eff ective and creative use of simple and standard
sof tware and har dware in their regular classroom
activities;
To encourage learners develop appropriate social
and communicat ive skills essential f or cooperat ive
and collaborative learning by using ICT;
To encourage learners to develop appropriate
personal skills essential f or independent lif elong
lear ning through ICT;
To empower ICT-disadvant aged learners by
ensur ing suff icient access f or those learners who
have litt le out-of -school opportunit ies to use the
technolog y;
To assist learners to develop and enhance their
lit eracy and numer ical apt itude and competency;
To enable learners t o take control of their own
lear ning and prepare them f or their f uture;
ICT CURRICULUM FRAMEWORK 2
6. To provide options and choices f or leveraging the
potent ial of ICT in achieving national and
educat ional goals and solving educat ional
problems; and
To equip learners with the necessar y conceptual,
cognitive, attitudinal, and social tools to continue
lear ning anywhere, anyt ime, on demand.
OBJECTIVES The objectives of ICT education are to achieve the
following. Teachers are expected to help learners to
acquire cognitive skills and the skills to learn new
knowledge and apply that knowledge to new
situations.
Create an int elligent generation in using ICT f or
perf orming tasks in rich-technolog y envir onment;
Foster an interest in, enjoyment of , and conf ident
in, - the use of computers and associated
technologies;
Develop skills and competencies in the use of ICT
as prerequisites and co-requisite condit ions f or
eff ective integration into the educational process;
Develop skills to analyze and apply knowledge to
generate solutions and test options;
Develop interpersonal skills to interact and work
collaborat ively; and
Develop skills to access knowledge, assess it, and
apply it.
COMPONENTS FOR ICT TE ACHING AND LE ARNING: REVISED
BLOOM’S TAXONOMY
Selection of a technolog y and application packages should be dr iven by
the nat ure and level of the learning outcomes it is meant t o st imulate and
enhance. The lowest level of this taxonomy places learners in a passive
roles while the highest taxonomic level represents act ive lear ners
synthesizing mater ials and using ICT to construct pr ojects such as
multimedia presentat ions or simple movies.
ICT CURRICULUM FRAMEWORK 3
7. The revised Bloom’s taxonom y includes the f ollowing. Teachers are
expected to explor e and deploy these in their t eaching chores and f or the
lear ners’ activit ies. It is imperative f or teachers when designing and
developing assessm ents.
1. REMEMBERING
Recognize, list, describe, identify retrieve, name....
Can the student RECALL information?
2. UNDERSTANDING
Interpret, exemplify, summarize, infer, paraphrase....
Can the student EXPLAIN ideas or concepts?
3. APPLYING
Implement, carry out, use...
Can the student USE the new knowledge in another familiar situation?
4. ANALYZING
Compare, attribute, organize, deconstruct...
Can the student DIFFERENTIATE between constituent parts?
5. EVALUATING
Check, critique, judge hypothesize...
Can the student JUSTIFY a decision or course of action?
6. CREATING
Design, construct, plan, produce...
Can the student GENERATE new products, ideas, or ways of viewing things?
ICT SYLLABUS FOR YE AR 1 TO YE AR 6
The new syllabus was developed in keeping with the prer equisites f or
qualit y and equit y in educat ion. The syllabus is designed with consistency
and cont inuit y f or next levels of ICT education, avoiding disjunct ion
bet ween levels of education. The content s are also developed to meet the
demands and challenges of the 21 s t cent ury work prof iles and knowledge-
based economies. The learning areas are caref ully tailored to suit the
dif f erent cognitive levels of learners. Det ails of the syllabus contents and
lear ning areas are pr esented in later section of this document.
ICT CURRICULUM FRAMEWORK 4
8. EV ALUATION AND ASSESSMENT
The assessment of and assessment f or are two main methods of
assessments recom mended. These assessments should be carried out to
provide f eedbacks to learner’s lear ning . Assessments include written
tests, continuous obser vations and recor dings, presentations, portf olios,
and works or tasks assigned to lear ners such as project works or
modeling. Teachers are required to design and develop appr opriate tools
such as rubric to keep tab of learner ’s achievements and perf ormance
over time. Such records are important f or diagnostic purpose or to design
and develop lear ning programs f or the exceptional perf ormers.
SKILLS AND COMPETENCIES
The skills and com petencies to be achieved at dif f erent levels are def ined
and determ ined by the Learning Outcomes. Teachers may design and
develop their own t ools to measure these skills and competencies. T o
enhance learning, it should employ hands-on, minds- on and realit y-on.
Hands-on: Learners are actually allowed to perf orm as they construct
meaning and acquir e understanding. Such act ivit ies take them out of the
realm of the magical or extraordinar y.
Minds-on: Activit ies f ocus on key concepts, allowing lear ner s to develop
higher or der thinking process and skills, and encouraging them to
question and seek answers that enhance their knowledge and thereby
acquire an understanding of the world in they live.
Realit y-on: Learner s are presented wit h problem-solving activities that
incorporate authentic, real- lif e questions and issues that encour ages
drawing on mult idisciplinar y knowledge and generalization of broader
ideas and knowledge. The object ive is to promote learner ’s insight into
real ever yday world, along wit h the skills needed to live and work
eff ectively.
ICT CURRICULUM FRAMEWORK 5
9. ICT COMMITEES
Pg M ohd Su f f i an b in Pg H aj i M o h d S ai d Cur r ic u lum D e v el o pm ent D e par tm ent
Ha ji J ef ri b in J ai s Cur r ic u lum D e v el o pm ent D e par tm ent
Su h a il i b in H aj i Y u so f Cur r ic u lum D e v el o pm ent D e par tm ent
M uhamma d Nu ra iz iz b in M u h a mm ad Cur r ic u lum D e v el o pm ent D e par tm ent
Jun ai di
Ha ji I sm ai l b in H a ji S er u d i n Cur r ic u lum D e v el o pm ent D e par tm ent
Jul i et Ho h Ch u i Su a n Cur r ic u lum D e v el o pm ent D e par tm ent
Nan ih a sr in ah b in t i H an af i Cur r ic u lum D e v el o pm ent D e par tm ent
M ohd No r Az m an b in S ad i m S ek ol a h Re n da h A hm ad T aj ud d i n,
K ua l a B e la i t
M ohd Zu n o K art o n o b in Al i S ek ol a h Re n da h S u lt a n Has h im B at u A p o i,
T em bur o ng
Nu r S yaz w an i b in t i Ab d u l la h Koo S ek ol a h Re n da h B i nt u r an , T u t on g I
Ha ja h Da ya n g Su z i ya n a b in t i H aj i S ek ol a h Re n da h P i nt u M a l im , Br u ne i I
Aw a ng Ab d u l lah
ICT CURRICULUM FRAMEWORK 6
10.
11. YEAR 5
ICT Education
What pupils will learn
AUDIO APPLICATION VIDEO APPLICATION
1. Introduction to audio application. 1. Introduction to digital camera.
2. Understanding tools and main features. 2. Capturing photos and video.
3. Recording voice. 3. Getting started with video application.
4. Importing audio file. 4. Creating new project.
5. Editing and enhancing audio file. 5. Understanding tools and main features.
6. Saving and retrieving audio file. 6. Importing photos and video.
7. Exporting audio file. 7. Inserting to timeline.
8. Editing video file.
9. Saving and retrieving video file.
10. Exporting video file
LEARNING AREAS
AUDIO AND VIDEO L e a r n i n g O u t c o m e [s]
18 periods [9 hours] 1. Demonstrate ability to launch and close 1. Demonstrate ability to launch and close
application. application.
2. Demonstrate ability to record and play 2. Demonstrate ability to produce video with
sound. transition and text.
3. Develop skills in importing and editing 3. Develop skills in editing video files.
audio files. 4. Demonstrate ability to save and retrieve
4. Demonstrate ability to save and retrieve video files.
audio files.
8
12. YEAR 5
ICT Education
What pupils will learn
1. Introduction to LOGO application.
2. Introduction to basic LOGO commands.
3. Using LOGO commands to draw shapes or objects.
4. Print drawings.
LEARNING AREAS
INVENTION AND L e a r n i n g O u t c o m e [s]
CONTROL 1. Demonstrate ability to launch and close program.
18 periods [9 hours] 2. Use LOGO commands to draw objects.
3. Use LOGO commands to erase drawings or to clean screen.
4. Demonstrate ability to produce simple drawings of objects.
5. Demonstrate ability to open, save and print drawings.
9
13.
14. E V A L U A T I O N A N D A S S E S S M E N T (O V E R V I E W)
In order to be assessed, learners must demonstrate knowledge, skills or
competencies through perf ormance, and this perf ormance must be measurable.
For ICT Educat ion at Primar y Levels, inf ormal assessment is in the f orm of
teacher ’s cont inuous obser vat ions in t he classroom, and f ormal assessment
conducted at the end of each topic. The assessment can be in the f orm of
obser vat ions and recordings and, learner’s presentat ion, portf olios, tasks or
activities. A scor ing guide or r ubric is used to track, ref lect on and share
lear ner’s achievements. Assessment materials and recor ds must be managed
and compiled syst ematically f or each learner as evidence of their perf ormance
and achievement.
Students’ perf ormances are monitored and mentored. Assessment reporting is
carried out by f illing in the Classroom Assessm ent f orm and the summative
Report f orm. Both forms must be completed by the r espect ive I CT Educat ion
teacher. Ideally, bot h f orms are handed to parents f or review and appr opr iate
actions taken.
Great care must be exercised in f illing in the f orms. Accurate and concise
reporting goes a long way to achieve the stated object ives of assessment and
f or lif e-long learning, and to inf orm parents of learner’s achievements.
Below ar e brief descriptions f or both f orms.
CL ASSROOM ASSESSMENT
The classr oom assessment is conducted at the end of each topic. Teachers
make continuous assessment by obser ving student ’s perf ormance on
applications’ usage, and development of knowledge and applicat ion of skills.
Teacher records these obser vations by ticking the appropriate item(s) and
column in t he checklist. Teachers m ight leave some item(s) t o be ticked later as
the learner continues to develop his/her skills on certain ar ea.
For General Perf ormance Comment, teachers wr ite accurate and concise
statements depict ing learner ’s competencies: abilit y to work (independently or
assisted) and mastery of skills. W orth highlighting are areas where learners
might need f urther assistance or individualized tuit ion; lear ner’s attitude
towards lear ning; self -regulated learning; and problem-solving skills.
This Report must be completed at the end of each topic and shared with
parents. This is to enable both parents and teachers to com municate and take
appropr iate actions on areas of concern.
CONSOLI D ATED REPORT
This is a consolidat ion of reports f or all topics taught at that level (Year). The
General Perf ormance Comment must ref lect the curr ent status of the learner
relat ive to his/ her previous achievement af ter the lapsed period. This report
must be properly compiled. A second copy is compiled to complete the Student
Report.
11
15. Student Name
Class
CLASSROOM ASSESMENT YEAR 5
TOPIC VIDEO APPLICATION
LEARNING 1. Demonstrate ability to launch and close applications.
OUTCOME
2. Demonstrate ability to produce video with transition and text.
3. Develop skills in editing video files.
4. Demonstrate ability to save and retrieve video files
COMPETENCY CHECKLIST Need Need Need no
Continuous Minimum assistance
assistance assistance
1. Launch and close video application
2. Save and retrieve video files.
3. Use the choices set of tools in creating,
editing video files
a. Importing video files
b. Importing pictures
c. Importing audio/music files
d. Inserting video into the storyboard
e. Inserting pictures into the
storyboard
f. Preview the video
g. Adding transition
h. Adding titles and credits
i. Editing the titles and credits
j. Adding music/audio
k. Saving the video files
l. Retrieving the video files
4. Publishing video files.
General Performance Comment Teacher ‘s Name & Signature
No of activities/ portfolio the student was able to do Date:
12
16. Student Name
Class
CONSOLIDATED REPORT
TOPIC AUDIO APPLICATION
YEAR 5
LEARNING 1. Demonstrate ability to launch and close applications.
OUTCOME 2. Demonstrate ability to record and play sound.
3. Demonstrate ability to save and retrieve audio files
General Performance Comment Teacher ‘s Name & Signature
No of activities/ portfolio the student was able to do Date:
TOPIC VIDEO APPLICATION
LEARNING 1. Demonstrate ability to launch and close applications.
OUTCOME 2. Demonstrate ability to produce video with transition and text.
3. Demonstrate ability to save and retrieve video files
General Performance Comment Teacher ‘s Name & Signature
No of activities/ portfolio the student was able to do Date:
TOPIC INVENTION AND CONTROL
LEARNING 1. Demonstrate ability to launch and close applications.
OUTCOME 2. Demonstrate ability to use commands to draw objects.
3. Demonstrate ability to load, save and print files
General Performance Comment Teacher ‘s Name & Signature
No of activities/ portfolio the student was able to do Date:
13
17.
18. YEAR 5
Topic Audio and Video
Duration 18 periods (9 hour)
AUDIO
Learning 1. Demonstrate ability to launch and close application.
O u t c o m e (s) 2. Demonstrate ability to record and play sound.
3. Develop skills in importing and editing audio files.
4. Demonstrate ability to save and retrieve audio files.
Suggested 1. Introduce Audacity to pupils.
Activities 2. Explain the basic bars and tools in Audacity. (refer notes)
3. Show pupils on how to record and play sound.
4. Show pupils on how to edit and adding effects.
5. Show pupils on how to import sound.
6. Show pupils on how to import sound.
7. Show pupils on how to create sound to MP3 files.
8. Show pupils on how to save and retrieve project.
9. Summarize today’s lesson.
Learning 1. Computer.
M a t e r i a l (s) 2. Interactive whiteboard.
3. Suggested application: Audacity
4. Guided worksheet.
Assessment 1. Pupil’s portfolio.
Remarks
15
19. YEAR 5
Topic Audio and Video
Duration 18 periods (9 hour)
VIDEO
Learning 1. Demonstrate ability to launch and close application.
O u t c o m e (s) 2. Demonstrate ability to produce video with transition and
text.
3. Develop skills in editing video files.
4. Demonstrate ability to save and retrieve video files.
Suggested 1. Introduce Movie Maker to pupils.
Activities 2. Explain the basic bars and tools in Movie Maker. (refer
notes)
3. Guide pupils on how to take photo and record movie
using digital camera.
4. Guide pupils on how to import photo and movie to the
application.
5. Guide pupils on how to use tools to import and play video.
6. Guide pupils on how to edit movie.
7. Guide pupils on how to export sound to MP3 files.
8. Guide pupils on how to add effects and transitions.
9. Guide pupils on how to play movie.
10. Guide pupils on how to create an avi and mpeg movie file.
11. Guide pupils on how to save and retrieve project.
12. Summarize today’s lesson.
Learning 1. Computer.
M a t e r i a l (s) 2. Interactive whiteboard.
3. Suggested application: Movie Maker
4. Guided worksheet.
Assessment 1. Pupil’s portfolio.
Remarks
16
20. YEAR 5
Topic Invention and Control
Duration 18 periods (9 hours)
Learning 1. Demonstrate ability to launch and close program.
O u t c o m e (s) 2. Use LOGO commands to draw objects.
3. Use LOGO commands to erase drawings or to clean
screen.
4. Demonstrate ability to produce simple drawings of
objects.
5. Demonstrate ability to open, save and print drawings.
Suggested 1. Introduce LOGO application to pupils.
Activities 2. Explain LOGO environment.
3. Explain and demonstrate how to move the turtle around
using basic LOGO commands. [FD – forward, LT – Left
Turn, RT – Right Turn]
4. Draw different shapes such as square, rectangle, triangle
and circle.
5. Draw assortment of shapes such as a house, table,
computer monitor, rocket, ships etc.
6. Draw lines of different lengths.
7. Draw different shapes filled with colours.
8. Show pupils on how to save, retrieve and print drawings.
9. Summarize today’s lesson.
Learn ing 1. Computer.
M a t e r i a l (s) 2. Interactive whiteboard.
3. Suggested application: LOGO application.
4. Guided worksheet
Assessment 1. Pupil’s portfolio.
Remarks
17
21.
22. A T T A I N M E N T T A R G E T
The assessment criteria for ICT subject will be focused on three main domain of learning namely knowledge, skill and
application. Each year pupils will be given knowledge, skill and application competency in their learning experience. The
attainment target will be set into six different levels, taking into account pupil’s cognitive and psychomotor development. In
each level pupils were expected to master certain area of knowledge, skill and application.
Level 1 Pupils will be able to know and understand the rules and regulations of ICT. They are also
expected to know the name of basic computer parts and can name some of the computer devices
and understand the function of each device. They use ICT to explore information, e.g. From CD
Rom and create simple design using graphic application.
Level 2 Pupils are expected to demonstrate ability to use word processor application, saving, retrieving and
basic editing. They are also expected to know how to use basic music application and understand
simple music notes. In presentation skill, pupils are expected to know how to produce simple
presentation and create hyperlink.
Level 3 Pupils use ICT to save information and to find appropriate information from internet. They use ICT
to share and exchange their ideas with others through communication application such as email and
messenger. They will be able to demonstrate their skills in creating table using given data. They use
sequences of instructions to control devices and achieve specific outcomes.
Level 4 Pupils use ICT to produce and present their ideas through graphics. They are also expected to
understand that graphic images can be edited, saved and published in the form of printed material.
They also learn how to produce designed product for commercial purposes such as how to create
brochures, flyers and business cards.
Level 5 Pupils use ICT to do video and audio editing. They are also expected to know how to create a
video and audio presentation using appropriate software. They can demonstrate the ability to use
LOGO command to produce drawings of objects according to the task given.
Level 6 Pupils use ICT to create simple multimedia product such as simple animation. They will combine
different multimedia elements such as audio, video, graphics and text to create interesting
multimedia presentations. They also use ICT application to create simple web designs and share
their ideas and information through their personal web page.
19
23. ICT EDUCATION YEAR 5
PERFORMANCE STANDARD
Knowledge Skills Applications
Identify and understand various Demonstrate ability to launch Ability to use the software to
tools in the audio software used. and close application. produce audio in various
Demonstrate ability to record formats.
and play sound.
3 Demonstrate ability to save and
Audio and months retrieve audio files.
Video Demonstrate skills in producing
audio in various formats.
6 Identify and understand various Demonstrate ability to launch Ability to use the software to
months tools in the video software used. and close application. produce video clips.
Demonstrate ability to capture
photos and videos.
Demonstrate the ability to edit
videos files.
9 Demonstrate ability to save and
months retrieve files.
Identify and understand various Demonstrate ability to launch Ability to use the software to
tools in the invention and control and close application. draw simple objects/ figures.
I n v e n t i on a n d software used. Demonstrate ability to use
Control commands to draw objects,
erase drawings or to clean
screen.
12 Demonstrate ability to open,
months save, retrieve files.
Demonstrate ability to print
drawings.
20