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Information and Communications Technology 3.5

Introduction
Sample at 3.5 – Creating advertising information products
Sample at 3.5 – Identifying the relationship between actions and events in a novel

Introduction

This work sample forms part of the assessment map for Information and Communications Technology (ICT). Other parts of the ICT assessment map can be accessed by using the menu on the right side of the screen.

The ICT Level 4 standards describe what students should know and be able do at this level.

The assessment task which generated this work sample was designed to give students the opportunity to demonstrate achievement of selected elements of the standard. The work sample illustrates progress towards, but does not fully demonstrate achievement of, the selected elements of the standard.

Sample at 3.5 – Creating advertising information products

Context

Students were asked to investigate a national park in Australia and, based on this information, design and produce a travel brochure promoting the features of a fictional park to potential visitors, and a postcard for purchase by visitors.

Students were asked to include in the brochure information about the type of park, its location, facilities, special flora and fauna and accessibility. When designing and producing the postcard students were required to consider its colour, neatness, appropriateness and size of images and relevant presentation conventions.

Students chose an appropriate software tool (samples illustrate the use of a desktop publishing tool) and were required to insert digital images acquired by scanning, selecting from the school’s network or downloading copyright free images from the Internet.

The elements of the ICT for creating Level 4 standard addressed by the task are:

(Students) safely and independently use a range of skills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences. They use design tools to represent how solutions will be produced and the layout of the information products.

(Students) apply conventions and techniques that improve the appearance of the finished product.

Stimulus

Students were provided with the following checklist to assist with the selecting and applying of appropriate techniques, procedures and formats when designing and producing their brochure and postcard.

Promoting a national park - Stimulus

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Sample

This work sample, and the related ICT 3.5 progression point examples, illustrates the kinds of responses that students produce as they progress towards the Level 4 standard.

Part 1 – Annotated drawing of promotional brochure

Creating advertising information products - Work sample

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Annotation

ICT for creating – 3.5

Indicates the main elements of both pages of the brochure, but some details are vague regarding placement and content.
Shows how one image will be inserted (picture of kangaroo from ClipArt) but most producing techniques are not identified.
Follows most of the plan when creating the brochure.
Omits a map of the park, which was a requirement.

Part 2 – Promotional brochure

Side 1

Creating advertising information products - Work sample Part 2a

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Side 2

Creating advertising information products - Work sample Part 2b

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Annotation

ICT for creating – 3.5

Places most information in appropriate columns, but some important headings are missing.
Describes key features of the park; however there is insufficient detail to suitably fill each column.
Uses inconsistent font styles, sizes and colours within the body of the brochure, which detracts from the overall presentation.
Emphasises key features through the use of colour and varying font sizes.
Incorporates language and images in an attempt to persuade visitors to the park.
Selects images appropriate to the context.
Includes some inaccurate information such as the email address.
Shows limited understanding of the audience needs by using multicolours, which are more suitable for a younger audience.
Inconsistent spacing between headings and text.
Uses narrow margins within some columns, which detract from the brochure’s appearance.

Part 3 – Annotated drawing of postcard

Creating advertising information products - Work sample Part 3

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Annotation

ICT for creating – 3.5

Vaguely indicates the type of image for the front of the postcard and its text.
Ignores a plan for the back of the postcard.

Part 4 – Postcard

Creating advertising information products - Work sample Part 4 - front

Creating advertising information products - Work sample Part 4 - back

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Annotation

ICT for creating – 3.5

Selects an image appropriate for the purpose.
Crops the image to fit the template requirement.
Inserts appropriate message, however, the text is not centred.
Includes minimal features on the reverse side of a postcard, such as lines for address, however, does not include identity of image and postage position.

Sample at 3.5 – Identifying the relationship between actions and events in a novel

Context

Students were asked to select a variety of ICT visualising thinking tools to assist in developing and representing their understandings of the relationships between the key characters, events and actions in a novel. A variety of data types, such as text and images were to be used, to depict their understanding of the novel. Students had access to concept mapping tools and graphic organiser templates and were to use each of these when visualising their thinking. This task was part of a larger literature activity.

The elements of the ICT for visualising thinking Level 4 standard addressed by the task are:

(Students) apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. Students use ICT tools and techniques that support the organisation … of … ideas and that allow relationships to be identified and inferences drawn from them.

Sample

This work sample, and the related ICT 3.5 progression point examples, illustrates the kinds of responses that students produce as they progress towards the Level 4 standard.

Part 1 – No Way Back story map

Representing the relationship between actions and events - work sample Part 1

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Annotation

ICT for visualising thinking – 3.5

Applies a range of techniques to manipulate and edit text, lines and images. Most images are relevant to the text.
Uses lines to correctly indicate order, events and actions, however, there is no indication of direction. This could have been achieved by using lines with arrowheads and indicating start and finish with symbols.

Part 2 – Problems, options, outcomes, choices

Students were required to explore and represent one cause-and-effect relationship identified in their story map, as shown in Part 1. Part 2 stems from the following extract from Part 1.

Representing the relationship between actions and events - extract Part 1

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POOCH: Problem. options, outcomes and choices.

Representing the relationship between actions and events - work sample Part 2

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Annotation

ICT for visualising thinking – 3.5

Selects an appropriate graphic organiser to structure thoughts about a problem, options available, outcomes and choices, however, the outcomes are incomplete and no choices have been made.
Uses colour to visually reinforce the range of options (coding in both text and colour supports memory and understanding).