1. Australian International School Singapore
Research Skills Scope and Sequence
I introduce P practice Apply
Preschool Prep One Two Three Four Five Six
DEFINE: based on the NSW information skills process. It is assumed that students will be introduced to inquiry based learning using a modeled example such as
the NSW information skills process, the Big Six (or Big 3 for lower elementary) or similar.
Formulating Questions
Brainstorm topics in groups – recall known information I I P P P A A A
Asks questions to seek clarification I I P A A A A
Uses a question to expand on an idea in a discussion I I P P A
Pose realistic and investigative questions I I P P A A A
Continue to formulate and refine research questions I P P A
Identify and interpret keywords, questions & ideas in a task I I P P A
Organises focus questions into headings from clustered ideas I I P P A
using modeled examples
Observing
Understands that information can be received through all the I I P P A A A A
senses
Has developed observation skills by using their senses to gather I I P P A A R A
and record information
Uses their own observations to identify simple patterns, make I I P P A A A A
predictions and discuss ideas
Discusses a given topic in response to an audio +/or visual I I P P A A A A
stimulus
Planning
Propose & discuss search strategy I I P P A
Establish goals and priorities I I
Establish a time line and action plan I I P P
Delegate duties, plan, set goals, organize, take action (group I I P P A A
work, collaborative)
Engages in reflective thinking to analyse and clarify a problem I I P P

2. Preschool Prep One Two Three Four Five Six
LOCATE
Collecting Data
Identify parts of a book- front & back cover, spine, title page I I P A A A A A
Use cover and title to indicate contents I I P P A A A A
Identify author and illustrator I I P A A A A A
Identify structural features of a text e.g. contents page, index, I I P P A A A
glossary, appendix, bibliography, page numbers, headings and
captions
Is aware of different areas of the library I I I P P A A A
Differentiate between fiction and nonfiction I P P A A A A
Use first three letters of an authors name to locate fiction I P P A A A A
Use subject index book I P P A A
Use OPAC Inquiry to identify & locate resources – uses author, I P P A A A
title, subject, keyword access
Uses simple and combined terms to search internet sources e.g. I P P P A
Boolean etc
Use of Dewey Decimal System: I I P P A
Recognises & uses the call number to locate non fiction
Is aware of primary resources as a source of information e.g. I I P P A A
1st hand experience, people, concrete objects
Is aware of secondary resources as a source of information e.g. I I P P A A
books, pictures, AV materials
Use of specialist sources material to extract information:
o Dictionaries I I P A A A
o Thesaurus I P A
o Encyclopedias I P P A A
o Atlases – mapping skills – from simple to more complex I I P P P A A
o Interviews/experts I I P P P A A
o Newspapers I P P
o Periodicals/magazines I I
o Online databases I P P A
o TV & radio broadcast
Uses several strategies for finding information in texts:
o Selects materials by assessing readability and scanning I I P P A A
cover, title, illustrations and other structural features of
text (index, glossary)
o skimming and scanning techniques I P P A

3. Use of community resources to satisfy information needs e.g. I P P A
Government agencies, public libraries
Use of graphic organizers: I P P A A A A
o KWL chart
o Describing wheel
o T chart
o Flow chart
o T chart
o Cluster/word web
o Brainstorming web
o Venn diagram
o fishbone
Uses range of equipment to access information:
o telephone I I
o fax I I
o scanner I P P A
o digital camera I P P P
o intranet I P P A
o CD ROMS I P A A
o Internet I P P A A
o Email as a communication tool and information source I P P A A
Participates in on-line projects to locate, contribute and gather I P P A A
information
Preschool Prep One Two Three Four Five Six
SELECT / ANALYSE
Recording Data
Uses pictures, objects, live specimens to extract information I I P P A A A A
Records relevant information (Note taking skills as age
appropriate) using modeled examples by:
o Arranges ideas, events & facts in sequence from oral, I I I P P P A A
pictorial & written sources
o Listens in group discussions and records key issues I P P P P
(pictorial or written)
o Contributes to class summary after reading, viewing or I I P P A A A
listening
o Understands that different accounts of the same even I P P A A
may vary
o List key words I P P P A
o Uses appropriate note taking templates & strategies using I I P P A A A

4. modeled examples e.g.
o concept mapping
o main idea
o list making
o clustering notes under sub-headings
o Constructs sentences using identified key words I I P P A A
o Summarises key information (paraphrasing) I I P P
o Recognizes when a statement is a generalisation I P
o Makes brief relevant notes (including outlining strategies) I I P P A A
Preschool Prep One Two Three Four Five Six
ORGANISE / SYNTHESISING
Organising Data
Participates in teacher led discussion to categorise information I I P P P A A A
Participates in group discussion to propose solution to a problem I P P P A A A
Learns that charts, diagrams, recipes, news recounts & I I P P A A
documentaries present information in different ways
Interprets maps, charts, diagrams, graphs, photos, graphics I P P A A
Constructs timelines I P P A A
Label diagrams I P P A A A A
Compile charts I P P A A
Categorises information according to specified criteria I I P A A A
Selects main idea and supporting details I P P A
Organizes ideas and information logically I P P
Categorizes information according to a framework of heading and I P P A
subheadings using modeled examples
Categorises information according to specified criteria I I P A A A
Makes simple generalizations and draws simple conclusions I I P P A A
Makes notes using modeled techniques e.g. written, bulleted I I P P A A
points, graphic organisers
Combine information from different sources I P P
Translates information from one form to another I I P P A A A A
Makes simple generalizations and draws simple conclusions I I P P A A
Use of word processing and typing skills:
o To draft and edit writing I I P P P A
Extends the use of Word Processing Skills (as age
appropriate)by:
o Entering and editing text
o Justifying text
o Changing text – font/colour/bold/italic/underline

5. o Resizing text
o Changing text alignment
o Highlighting text
o Using tab function & indent
o Understand difference between cut and copy
o Copying selected text
o Cuts and pastes text
o Making notes directly from screen
o Practicing keyboard drills e.g. hand and finger placement
o Using spell checker & synonyms
o Using columns
o Changing page orientation (Landscape/portrait)
o Changing size of page, e.g. 75% view
o Inserting graphics
o Insert borders, word art, shading, background
o Manipulating graphics e.g. resizing
o Using lists/bullets
Wrapping text around graphics
o Formatting text appropriate to text type
o Insert tables
o Use drawing toolbars to create graphic organisers
o Create computer generated organisational strategies, e.g.
Low charts, time lines using modeled examples
o Use print preview to check work document
o Print
o Save & Save as
Interpreting Data
Understands limitations of reference books e.g. old atlases, I P A
encyclopedias, bias, international publications
Aware of fact, opinion, propaganda, bias, stereotyping and points I I I
of view in information
Aware of strategies to assess the value of internet sites I P P
Makes inferences from gathered information I P P A
Compares different ways information is presented in e.g. TV I P
documentaries, news bulletins, encyclopedias & newspapers
Verifies results of experiments using modeled examples I P P
Explains their own interpretation of ideas, information and events I P P P A A A
Verify accuracy of information according to copyright date, I I P P
authority, bias

6. Preschool Prep One Two Three Four Five Six
PRESENT
Presenting Research Findings
Talks about what they have found from their data collection I I P P A A A A
Shares knowledge and information with others within a group I I P P P A A A
Oral reports I P P P A
Uses supporting evidence to argue a personal view point I P
Examine & report on findings ( May use notes as prompts when speaking) I I P P
Gives sustained reports on generalized, researched topics I P P A
Uses ICT technology and extends desktop publishing skills to I I P P
record data and present research findings
Consider the nature of the audience in the selection of I P P
appropriate presentation
Selects the most appropriate method/media to present I P P
information
Is aware of Web page structure (years 6 – 7) I
Academic honesty:
Demonstrates an understanding of plagiarism: I I P P P P P
Prep-1: discusses role of ownership e.g. Author, illustrator,
producer.
Yr 2- 4: recognizes importance of expressing information in the
student’s own words
Yr 5-6: defines plagiarism and uses full citation of information
used for research
Bibliographic skills, simple to more complex e.g. book, I I P P P P
encyclopedia, magazine, internet, using modeled examples
Understands and complies with copyright requirements using I P P
modeled examples
Uses online citation tools to record bibliographic sources I I

7. Preschool Prep One Two Three Four Five Six
ASSESS
Assessing
Express opinions I P P A A A A A
Respects the rights and opinions of others & acknowledges their I I P P A A A A
contributions
Identify alternative strategies & sources to use for future research I P P A
Develops the concept of peer evaluation by giving and receiving I P P P
feedback
Analyse and evaluate various viewpoints I P P
Uses a variety of evaluative strategies using modeled examples I I P P P A A
to assess and review learning re their strengths & weaknesses
e.g. learning logs, reflective journals, rubrics
Evaluates understanding and implementation of set task criteria I P P A A
using modeled examples
Discuss how they could improve their research next time I P P A A A
Discusses the appropriateness of the presentation in relation to I I P P P
the original task
Identifies further questions and issues arising from action and I I P P P
decisions

8. Bibliography / References:
Board of Studies NSW (2006). English Syllabus: K.6 [online] http://k6.boardofstudies.nsw.edu.au/english/#english-syllabus. Accessed
12 October 2006.
Borgmeyer, Val. Resource based learning at Parndana Area School, South Australia. Information literacy skills continuum. [online]
Available Edna online: http://www.edna.edu.au/edna/page2521.html
Bundy, Alan (ed). (2004). Australia and New Zealand Information Literacy Framework – principles, standards and practices.
Australian & New ZealandInstitute for Information Literacy: Adelaide. [online]. Available Edna online: http://www.caul.edu.au/info-
literacy/InfoLiteracyFramework.pdf
Evans, S & Kirby-Barrett, Y. (1995) Information skills, the library and the curriculum. [unpublished research document].
Houghton Mifflin Education Place, Graphic organizers [online]. Available: http://www.eduplace.com/graphicorganizer/. Accessed 11
October 2006.
Kansas State Board of Education (May 2001). Kansas Curricular standards for library media [online]. Available:
http://www3.ksde.org/outcomes/library.html. Accessed 12 October 2006.
Leslie, Suzanne (200?). Scope and sequence of information skills for the students of Lindfield Primary School [online]. Available:
http://www.lindfield.nsw.edu.au/library/libss.html . Accessed: 11/07/2006.
Library curriculum guidelines; scope and sequence (2005) [online] Available as PDF: www.arlingtondiocese.org/offices/schools/form/Library
%20Spreadsheet%202005%20Curriculum.pdf
Rochester (NY) Regional library Council (2006) Core Library & research skills grade 9-14+ [online]. Available: http://rric.org
Ryan, Jenny & Capra, Steph. (2000) ILPO Information literacy planning overview P/K-7 for primary school revised edition. CRA,
Australia.
Skirrow, Ingrid (2006). The IBO learner profile as a model of lifelong learning and for information literacy in the library [online].
Available: Online Curriculum Centre, IBO Library Resources. http://occ.ibo.org/ibis/occ/guest/home.cfm Accessed June 2006.
Acknowledgement:

9. Although various resources were used &/or referred to in the creation of this document, acknowledgement and thanks are especially noted
to: Ryan, Jenny & Capra, Steph. (2000) ILPO Information literacy planning overview P/K-7 for primary school revised edition. CRA, Australia.
Developed by: Yvonne Barrett, Teacher Librarian Primary. Australian International School Singapore 2006.