As many JHS students at the start of Year 11 are still consolidating skills from Year 10 and below, this guide utilises Level 6 Outcomes from the Australian Curriculum General Capabilities.
INQUIRING – IDENTIFYING, EXPLORING AND ORGANISING INFORMATION AND IDEAS.
This element involves students developing inquiry skills.
Students pose questions and identify and clarify information and ideas, and then organise and process information. They use questioning to investigate and analyse ideas and issues, make sense of and assess information and ideas, and collect, compare and evaluate information from a range of sources. In developing and acting with critical and creative thinking, students:
- pose questions
- identify and clarify information and ideas
- organise and process information.
Level 6
Pose questions to critically analyse complex issues and abstract ideas
Identify and clarify complex information and ideas drawn from a range of sources
Organise and process information – critically analyse independently sourced information to determine bias and reliability
APPLY SOCIAL AND ETHICAL PROTOCOLS WHEN USING ICT
This element involves students developing an understanding of how social and ethical protocols and practices are applied when using ICT.
Students apply appropriate practices to recognise the intellectual property for digital information of themselves and others. They use appropriate practices for the physical and logical storage and security of digital information, and apply appropriate protocols when using ICT to safely create, communicate or share information. Students gain an understanding of the benefits and consequences of the use of ICT by individuals, groups and communities and the impact of the use of ICT on the fabric of society. In developing and acting with ICT capability, students:
- recognise intellectual property
- apply digital information security practices
- apply personal security protocols
- identify the impacts of ICT in society.
Level 6
Typically by the end of Year 10, students:
Recognise intellectual property – identify and describe ethical dilemmas and consciously apply practices that protect intellectual property
Apply digital information security practices – use a range of strategies for securing and protecting information, assess the risks associated with online environments and establish appropriate security strategies and codes of conduct
Apply personal security protocols – independently apply appropriate strategies to protect rights, identity, privacy and emotional safety of others when using ICT, and discriminate between protocols suitable for different communication tools when collaborating with local and global communities
Identify the impacts of ICT in society – assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use
INVESTIGATING WITH ICT
This element involves students investigating questions, topics or problems using ICT.
Students use ICT to define and plan information searches of a range of primary and secondary sources. They locate, access, generate, organise and/or analyse data and information and apply criteria to verify the integrity and value of the digital data, information and sources using ICT. In developing and acting with ICT capability, students:
- define and plan information searches
- locate, generate and access data and information
- select and evaluate data and information.
Level 6
Typically by the end of Year 10, students:
Define and plan information searches – select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation
Select and evaluate data and information – develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources
Locate generate and access data and information – use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings
PERSONAL AND SOCIAL CAPABILITY – SOCIAL AWARENESS
This element involves students recognising others’ feelings and knowing how and when to assist others.
Students learn to show respect for and understand others’ perspectives, emotional states and needs. They learn to participate in positive, safe and respectful relationships, defining and accepting individual and group roles and responsibilities. Students gain an understanding of the role of advocacy in contemporary society and build their capacity to critique societal constructs and forms of discrimination, such as racism and sexism. In developing and acting with personal and social capability, students:
- appreciate diverse perspectives
- contribute to civil society
- understand relationships.
Level 6
Typically by the end of Year 10, students:
Appreciate diverse perspectives
articulate their personal value system and analyse the effects of actions that repress social power and limit the expression of diverse views
Contribute to civil society
plan, implement and evaluate ways of contributing to civil society at local, national regional and global levels
Understand relationships
explain how relationships differ between peers, parents, teachers and other adults, and identify the skills needed to manage different types of relationships
INTERCULTURAL UNDERSTANDING – INTERACTING AND EMPATHISING WITH OTHERS
This element involves students developing the skills to relate to and move between cultures through engaging with different cultural groups, giving an experiential dimension to intercultural learning in contexts that may be face-to-face, virtual or vicarious.
Students think about familiar concepts in new ways. This encourages flexibility, adaptability and a willingness to try new cultural experiences. Empathy assists students to develop a sense of solidarity with others through imagining the perspectives and experiences of others as if they were their own. Empathy involves imagining what it might be like to ‘walk in another’s shoes’ and identifying with others’ feelings, situations and motivations. In developing and acting with intercultural understanding, students:
- communicate across cultures
- consider and develop multiple perspectives
- empathise with others.
Level 6
Typically by the end of Year 10, students:
Communicate across cultures – analyse the complex relationship between language, thought and context to understand and enhance communication
Consider and develop multiple perspectives – present a balanced view on issues where conflicting views cannot easily be resolved
Empathise with others – recognise the effect that empathising with others has on their own feelings, motivations and actions