1. ICT Scope and Sequence
Sekolah Ciputra 2010

2. Table of contents Introduction to ICT in the PYP
ICT Learning continuum
Suggested ICT Focus within Trandisciplinary Units
Attachment

3. Role of ICT in PYP – p.2 The use of ICT:
can document the learning, making it available to all parties
can provide opportunities for rapid feedback and reflection
can provide opportunities to enhance authentic learning
can provide access to a broad range of sources of information
can provide students with range of tools to store, organize and present their learning
encourages and allows for communication with wide-ranging audience.
Adapted from IB Making the PYP Happen, page 43 (2007)

4. How is the use of ICT in Sekolah Ciputra?

5. About Learning ICT – p.2 Learning through ICT Learning using ICT
Learning about ICT

6. Learning about ICT Learn the basic knowledge of ICT and its concepts
Learn about ICT as a mean of communication
Learn about specific ICT skills for their daily life
e.g.: develop word processing skills, database, multimedia processing, computer parts, control, internet, etc

7. Learning through ICT
Learn from various of ICT tools available around them
Learn how to choose appropriate ICT tools that are suitable and meaningful for their learning
e.g.: internet resources (wiki, blog, etc), electronic encyclopedia, video sharing, multimedia resources, educational software, etc

8. Learning using ICT Learn how to access, produce and share information
Learn how to use ICT to improve their learning quality
Learn how to use ICT appropriately and responsibly
e.g.: the use of video and digital camera, laptops, interactive whiteboard, TV, video player etc

9. ICT in PYP Sekolah Ciputra – p.4
Concepts
Knowledge
Actions
Skills
Attitudes

10. Knowledge: what do we want students to know? – p.5
ICT KNOWLEDGE
Basic Computer Operations
Technology for thinking, learning and producing
Technology to access information
Technology to enhance communication
Responsibility and ethical practices
Related concepts will be stated in every strand

11. Concepts: what do we want students to understand about ICT? – p.6
Understanding of ICT comes in various concepts:
FORMS - Hardware and software, component, parts, features
FUNCTION - Basic computer operations, technology purpose
CAUSATION – factors develop technology
CHANGE – ready for rapid technology revolution
CONNECTION – computer network system
RESPONSIBILITY –responsible attitudes as technology user
REFLECTION – rapid feedback and reflection tools
PERSPECTIVE – different ways of creative productivity

12. Concepts
General Perspective
ICT Perspective
Form -What is it like?
Everything has a form with reconizable features that can be observed, identified, described and categorized.
Technology comes in various forms. There are lots of hardware and software related to technology, including its component, parts and features
Function - How does it work?
Everything has a purpose, a role or a way of behaving that can be investigated.
Technology operates in purpose of helping people doing their work.
Causation - Why is it like this?
Things do not just happen. There are causal relationships at work, and actions have consequences.
ICT become basic needs to support human activity. There are lots of factors that affect the development of technology.
Change - How is it changing?
Change is the process of movement from one state to another. It is universal and inevitable.
The revolution of technology happens constantly; it keeps changing over period of time. We must be always prepared for its rapid change.
Connection - How is it connected to other things?
We live in a world of interacting systems in which the actions of any individual element affect others.
Each and every component of technology work together in a complex system. Networking system, in particular, provide us opportunities to connect with others
Perspective - What are the points of view?
Knowledge is moderated by perspectives.Different perspectives lead to different interpretations, understanding and findings. Perspectives may be individual, group, cultural or disciplinary.
The approach and examination of different ways individuals use technology to learn, to produce and to solve problem creatively.
Responsibility - What is our responsibility?
People make choices based on their understandings and the actions they take as a result do make a difference
Technology requires the users to demonstrate responsible attitudes based on ethical, cultural and social issues that occur around us.
Reflection - How do we know?
There are different ways of knowing. It is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and reliability of the evidence we have considered.
Technology provides us opportunities for rapid feedback, evaluation and reflection.

13. Skills: what do we want students to be able to do? – p. 7
PYP related skills
Communication skills – with audience global through online media
Research skills – with a wide range of sources of information provided
Thinking skills – with creative productivity
Social skills – with understanding among others
Self management skills – with ergonomic and safety use of ict equipment
ICT skills:
Basic Computer skills
Word processing skills
Spreadsheets skills
Internet skills
Multimedia skills
Ethical skills

14. Attitudes: what do we want students to feel, value and demonstrate? – p.8
Respect –respect to others’ properties, content, copyrights, and privacy
Emphaty – understanding issue of digital divide around the globe and show emphaty to other user
Tolerance – show great tolerance to other user, respect privacy, and display proper netiquette
Integrity – cite from trusted sources and understand about copyrights
Independence – independently work through various projects
Creative – being creative in solving problem and productivity
Curiosity – being active researcher to find information using technology
Cooperation – being active in collaborative project through online media
Appreciation- really appreciate social, moral and ethical issue
Commitment – committed to use technology based on the standard safety
Confidence – being confident user of technology and as digital natives
Enthusiasm – active contributor in using technology

15. Action: what do we want students to act? – p. 8
Every knowledge and skills that students have achieved should be applied in real life context.
At the end of every ICT unit, as far as possible teachers should consider to plan an action for students to use ICT for their life experiences.

16. How to use the Scope and Sequence – p.9
At the start of planning a new Unit of Inquiry especially during stage 1 and 2
Teachers can integrate an ICT unit through the elements of theme(knowledge), concepts, attitudes, supporting skills and considered action.
When there is an opportunity for collaboration, ICT should support the unit with its related planning.
When specific aspects of ICT need to be addressed outside the units of inquiry, it can be planned independently.

17. The first column is the sample of unit of inquiry
The first column is the sample of unit of inquiry. It includes the trandsciplinary theme title and descriptor and the central idea. The key concepts and related concepts (also from different subject) and lines of inquiry are listed here.
The second column lists two ICT strands that are applicable to this unit of inquiry. The strands include the related concepts which will direct the unit into its focus.
The learning engagement is made to achieve the purpose of the ICT focus and also to support the units of inquiry.
Unit of inquiry
Suggested ICT unit
Suggested Learning engagement
Transdisciplinary theme
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central idea
Human exploration has an impact on society.
Key concepts: Causation, Reflection, Form
Related concepts:
Science:
Materials and Matters: (properties and uses of materials)
Social Studies:
Continuity and change through time: (discovery, civilizations, exploration, history, migration); Human and natural environment (impact)
Lines of inquiry
Some well known explorers and their journeys
Reasons people explore
The impact of explorations
Learner Profile: Knowledgeable, Inquirer, Communicator
ICT strands
Technology to access information
Technology to enhance communication
Electronic encyclopedia, internet, web 2.0 (wiki, blog), search engine, location based service.
ICT skills:
Students will be able to
collect information about the topic through various electronic media (online or offline)
compare and contrast the features of each electornic resources
create table to compare and contrast of media existed word processing skills
use electronic map which available online or offline to explore geographic features and route
create a presentation template of the copied electronic map and present it
Resources:
Encarta Kids, Encarta Premium, Wikipedia.com, MS Word
Attitudes:
curiosity, integrity, and independence
Use Encarta Kids, Encarta Premium, and Wikipedia to:
find info about Explorer ( lines of inquiry )
choose one of explorer and do research about him/her
Students analyze the information that they got from those media to find the similarities and differences, plus and minus of those 3 media.
Students compare and contrast about the features, layout, picture and also contents of those 3 media using MS Word
Use Encarta Premium or Google earth
Find and explore the world map
Copy the countries/area that explorer chosen to power point slide.
Create MS PowerPoint to show the countries where explorer voyage/journey taken place
The second column also lists the ICT skills which are described in details based on the strands. These skills can be the target for the teachers to focus during the delivery of the ICT unit.
Beside the strands, related concepts, and the skills, there are resources and attitude to support and complete the ICT unit planning in order to work together colaboratively as a unit of inquiry.

18. ICT Learning Continuum – p. 11
The continuum will help you planning ICT lesson for your students:
The ICT skills are placed in each strands and are built gradually through each phase (each year level). It shows students’ learning development.
The signs indicate how teacher deliver the skill to the students
I = Introduce
T= Teach
+ = Build on Skills

19. The strands is shown in the beginning, Then the ICT skills are identified below.
These phases shows the learning developments of PYP students in learning ICT
The signs indicate how the teachers deliver the skills in teaching learning context

20. Suggested ICT focus within Trandisciplinary Units – p.22
There will be suggested ICT focus to support each unit of Inquiry.
They are divided into each year level and are made carefully to meet all the ICT elements in PYP.
This suggested unit are still adjustable to meet the need of collaboration within our program.
You may change it and draft the changes to the document directly, so at the end we can review it and ready for next year.

21. Attachment – p. 38
Glossary: to help teachers understand the ICT terminologies.
Digital tools resources : to provide teachers ideas to use digital tool in the teaching learning process; How to use: interactive whiteboards, digital camera, digital video camera, data projector, etc

22. Team planning!
Using the new scope and sequence ,you may start to plan ICT lessons for the upcoming unit.
Decide the suitable strands, its related concepts, the ICT skills (see learning continuum) and the attitudes.
Think of the learning engagement and the assessment in the template provided.
You may use suggested ICT focus starts from page 22.
Do it in the template provided and save it in the same folder and the committee will review the result.

23. Unit of inquiry
Suggested ICT unit
Suggested Learning engagement
Transdisciplinary theme
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central idea
Human exploration has an impact on society.
Key concepts: Causation, Reflection, Form
Related concepts:
Science:
Materials and Matters: (properties and uses of materials)
Social Studies:
Continuity and change through time: (discovery, civilizations, exploration, history, migration); Human and natural environment (impact)
Lines of inquiry
Some well known explorers and their journeys
Reasons people explore
The impact of explorations
Learner Profile: Knowledgeable, Inquirer, Communicator
ICT strands
Technology to access information
Technology to enhance communication
Electronic encyclopedia, internet, web 2.0 (wiki, blog), search engine, location based service.
ICT skills:
Students will be able to
collect information about the topic through various electronic media (online or offline)
compare and contrast the features of each electronic resources
create table to compare and contrast of media existed word processing skills
use electronic map which available online or offline to explore geographic features and route
create a presentation template of the copied electronic map and present it
Resources:
Encarta Kids, Encarta Premium, Wikipedia.com, MS Word
Attitudes:
curiosity, integrity, and independence
Use Encarta Kids, Encarta Premium, and Wikipedia to:
find info about Explorer ( lines of inquiry )
choose one of explorer and do research about him/her
Students analyze the information that they got from those media to find the similarities and differences, plus and minus of those 3 media.
Students compare and contrast about the features, layout, picture and also contents of those 3 media using MS Word
Use Encarta Premium or Google earth
Find and explore the world map
Copy the countries/area that explorer chosen to power point slide.
Create MS PowerPoint to show the countries where explorer voyage/journey taken place

24. Thank you