Creating

Creating is a process through which learners are provided with an opportunity to innovate and test boundaries. Learners construct meaning, apply critical thinking and original ideas to real-world situations, and share knowledge through self-expression, problem-posing and problem-solving, and reflection. The role of ICT in the PYP (2011)

A. Presenting and sharing knowledge with others in an appropriate and effective manner (tools)

B. Collecting and manipulating visual and audio data. (Skills based document to support)

C. Coding and Modelling

E. Citizenship in a digital world

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

1a. Using templates within presentation tools to share their learning.

2a. Use digital tools as a replacement/substitute for ‘real world’ creating and recording tools.

3a. Use multimedia tools/ online apps and software to represent and publish ideas effectively.

4a. Select and use multimedia tools and apps to represent and publish ideas effectively suitable for the intended audience.

5a. Combine presentation and publishing techniques in original and innovative ways suitable for the intended audience.

6a. Combine presentation and publishing techniques in original and innovative ways suitable for the intended audience.

1b. Record primary visual data (still images) from their environment and perform basic image manipulation.

2b. Record a variety of primary visual and audio data from their environment and perform basic image, sound and video manipulation.

3b. Apply recording and editing techniques to improve the appeal of media creations.  

4b. Use advanced techniques (recording) and features (editing) to create quality visual and audio media for a specific audience.

5b. Use advanced techniques (recording) and features (editing) to create quality visual and audio media for an intended audience and purpose.

6b. Use advanced techniques (recording) and features (editing) to create quality visual and audio media for an intended audience and purpose.

1c. Interact with technology tools that follow commands.

2c. Recognise and interact with technology tools that follow commands

3c. Begin to predict, experiment and improve upon commands, using sequences to achieve a given purpose; Construct/deconstruct and modify models created for a particular purpose.

4c. Know that creating sequences of commands, or programming can be represented in different formats; Construct/ deconstruct and modify models created for a particular purpose.

5c. Know that creating sequences of commands, or programming can be represented in different formats; Invent, design and/or modify models for a particular purpose.

6c. Understand the need for precision  and apply when creating sequences of commands to ensure the reliability of the script or program; Invent, design and/or modify models for a particular purpose.

1e.

2e.

3e. Create own personal web presence without revealing personal data.

4e. Create own personal web presence without revealing personal data.  

5e. Develop and maintain own personally created web presence making informed responsible decisions regarding personal data.

6e. Develop and maintain own personally created web presence making informed responsible decisions regarding personal data.

What it might look like

What it might look like

What it might look like

What it might look like

What it might look like

What it might look like

1a. Students use Videolicious to tell a learning story.

2a. Use Explain Everything to explain various Math stories

3a. Use an online tool to build a historical timeline.

4a. Using the green screen option to create a news report.

5a. Create short animations to model or recreate events, instructions or situations such as cause and effect, systems and growth

6a. Present a report using appropriate visual formats (e.g., graphs, info graphics, 3­D animations, video, etc.).

1b. Using the iPad to take photos and change the size when imported into an app.

2b. Create a digital story using collected media.

3b. Use a word processing application for text based tasks.

4b. Create animated movies using stop frame animation and/or image editing applications.

5b.Create movies using a combination of original content including video footage, images and sounds.

6b. Manipulate drawings and photos using layering and special effects to create complex images.

1c. Program a Bee Bot to follow a certain path; voice activation toca builder.

2c. Create a game to play with Beebots.

3c.Make a toy model that requires the use of a force

4c.Recreate in a 3D model format, earthquake simulations.

5c.Create a model that uses gravity.

Create a kinetic sculpture using Hummingbird.

6c. Writing a simple program for others to use such as with Scratch.

1e.

2e.

3e. Creating a digital record of learning over time like blogging.

4e. Creating a personal weebly.

5e. Developing a personal blog space.

6e. During the Year 6 exhibition, ensuring weeblies are created without revealing full identity (as password are switched off for a limited time)