Geraldine,<BR><BR>We have dealt with this by fitting it into 'creating'. For example, design and produce a Flash animation that explains how a particular item of hardware works, suitable for an audience of primary school students, or an audience of Year 9 students etc. You could probably also put it into 'visualising thinking' by using Inspiration to visually represent input, processing and output.<BR><BR>BTW, I have been looking at the progression points, and was quite distraught that their relationship to the Standards was very vague - but I have found out that the progression points should be used only as examples or guides - they are not prescriptive. Focus on the Standards, not the progression points.<BR><BR>Lesley<BR><BR>> With Year 12s now finished I have some time to look at VELS, particularly as<BR>> it applies to our Year 7 level IT course. In looking out our current report<BR>> where we have an outcome relating to the students knowledge of hardware and<BR>> software concepts / components, I was wondering where such 'knowledge' fits<BR>> into the VELS course. Given that ICT is not a discipline, I cannot see how<BR>> basic knowledge of computers (which students are usually lacking in) fits<BR>> into ICT for Visualising thinking, creating or communicating? Can anyone<BR>> help with this question?<BR>> Geraldine McKenna<BR>> Avila College<BR>> Mt Waverley<BR>> <BR><BR><BR>___________________________________________________________<BR>Ms Lesley Humphries<BR>Learning Technologies Co-ordinator<BR>Santa Maria College<BR>50 Separation Street<BR>Northcote 3070<BR>Ph: 9489 7644<BR>___________________________________________________________<BR>
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