Difference between revisions of "Telangana ICT syllabus year 1"

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==Project==
 
==Project==
 +
 +
=Overall mapping of Year 1 syllabus=
 +
{|class="wikitable"
 +
|-
 +
|Year
 +
|Strand of digital literacy
 +
|Levels of competency
 +
|Duration
 +
|Project Ideas
 +
|Subject integration
 +
|-
 +
|Year 1
 +
|Data representation and processing
 +
|'''Basic'''
 +
#Reading, analysing data in different formats; reading graphs and pictures (eg., vegetation diversity charts, map of forest cover, photo essay as a sequence, only audio, only video)
 +
#Understanding what data to collect to answer a proposed question, identifying data elements (can come from the previous description of data in various formats)
 +
#Organizing given data sets and analyzing and representing data as graphs
 +
#Working with spreadsheets to enter data, analyse and represent using graphs
 +
#Querying data sets to get answers to questions (sort,count)
 +
#Text entry (Indian languages) and processing
 +
#Using mind maps to represent an idea with relationships, explore linkages
 +
|10 weeks
 +
#Data - 1 week
 +
#Spreadsheet - 2 weeks
 +
#Text editing and text processing - 2 weeks
 +
#Concept Mapping - 2 weeks
 +
#Project completion - 3 weeks
 +
#'''Applications covered'''
 +
*Spreadsheet
 +
*Text editor
 +
*Image viewing software
 +
*Concept mapping application
 +
|Projects
 +
Some can be individual projects; some group projects
 +
#Creation/ representation of an idea using multiple data formats - graphs, photos, numbers, text, audio, video, Make an infographic)
 +
#Tabulate pre-existing data sets and make meaning / inferences from numeric data and represent as graphs -
 +
##Data collection locally - heights of students and ages, income of parents, secondary data (like temperature, rainfall, etc) and graph; with simple analysis
 +
#Making a report on age-wise height variation, income distibution in class, caste-breakup, regional distribution
 +
#Thematic explorations for science (water, land use, forests, force) using concept maps
 +
|
 +
#Mathematics
 +
#History/ Social Science
 +
#Science
 +
|Teacher Notes
 +
#Teacher must have knowledge of spreadsheet and data analysis
 +
#Introduction to TPACK
 +
#Teacher must be introduced to basics of graphics
 +
|-
 +
|Year 1
 +
|Graphics
 +
|'''Basic'''
 +
#Capturing/ creating Images to tell a story (use of a camera and downloading from camera to be learned incidentally)
 +
#Editing existing images to combine with text
 +
#Working with layered image editing tools
 +
|5 weeks
 +
#Image capture for given ideas
 +
#Creating in class using digital art tools
 +
#Collaborative story making using created pictures
 +
#Simple image editing (resizing, colour, hue, saturation)
 +
#'''Applications covered'''
 +
*Image viewing software
 +
*Digital Art tools
 +
*Image editing software
 +
|Projects
 +
#Photo essay of processes- election, flowering plants (not possible to do in a given year - must use secondary data)
 +
#Picture stories
 +
#Comic books (with pictures and minimal text)
 +
|
 +
#History/ Social Science
 +
#Science
 +
#Languages
 +
|
 +
#Evaluation using picture essays
 +
#Image editing and slideshow using images
 +
#List of chapter based ideas
 +
|-
 +
|Year 1
 +
|Programming environments and applications
 +
|'''Basic'''
 +
#Demonstration of computing environments where instructions generate outcomes – Geogebra, STEP, Turtle Art
 +
#Identifying computing needs in any given process and documenting process
 +
#Working in a logo based programming environment
 +
#Using Geogebra to create sketches and puzzles
 +
|10 weeks
 +
#Flowcharting tools to document processes - 2 weeks
 +
#Working with Turtle logo - 4 weeks
 +
#Play with Geogebra to learn to make puzzles, tangram shapes
 +
#'''Applications covered'''
 +
*Flowcharting tools
 +
*Turtle Art
 +
*Geogebra
 +
|Projects
 +
#Mapping processes and identifying requirements and outcomes – school science day, sports day, etc – need for definitions, conditional processes, repetition, computation and outcome
 +
#Writing code for given Turtle constructions
 +
#Create Geogebra sketches for geometric concepts (determined by maths teachers)
 +
|
 +
#Mathematics
 +
#Languages
 +
|
 +
#Introduction to shapes in maths
 +
|-
 +
|Year 1
 +
|Audio visual communication
 +
|'''Basic'''
 +
#Audio story telling
 +
#Combining recorded sounds, sound effects to add to audio narration
 +
#Combining visuals to add to audio narration
 +
|5 weeks
 +
'''Applications covered'''
 +
*Audio-video players
 +
*Audio editing software
 +
*Screencast recorder, video editing software
 +
|Projects
 +
#Narrate an event or a story – oral description; skill of building a narrative.  Record the narration using multiple devices. 
 +
#Create audio files of music, activities in class by students and sounds around the school; creating image files from photographs, drawings, scanned images, maps, etc
 +
|
 +
#History/ Social Science
 +
#Languages
 +
|
 +
#Communication using digital stories
 +
#Evaluating digital stories
 +
|-
 +
|Year 2
 +
|Data representation and processing
 +
|'''Intermediate'''
 +
#Querying data sets to get answers to questions, conditional representation
 +
#Data analysis using spreadheets (filters, pivots, percentiles
 +
#Spreadsheet is not an output format
 +
#Different forms of data visualizations
 +
#Creating a communication output combining text, graphs, images in a text document - formatting, organizing, multi-page, multi-section, references, footnotes
 +
|10 weeks
 +
#Spreadsheet - 3  weeks
 +
#Text processing - 3 weeks
 +
#Project completion - 3 weeks
 +
|Projects
 +
#Vegetation mapping of the neighbourhood and making a multi-page documents with pictures, graphs, data and analysis (includes text, numeric data, images, graphs).  Similar projects to be conceptualized
 +
#Documentation of neighbourhood institutions (audio-visual narrative combined with text)
 +
|
 +
#Mathematics
 +
#History/ Social Science
 +
#Science
 +
#Languages
 +
|-
 +
|Year 2
 +
|Audio visual communication
 +
|'''Intermediate'''
 +
#
 +
#
 +
#
 +
|5 weeks
 +
#
 +
#
 +
|Projects
 +
#
 +
#
 +
|
 +
#History/ Social Science
 +
#Science
 +
#Languages
 +
|}

Latest revision as of 14:31, 9 August 2016

Back to ICT implementation homepage
Proposed syllabus content for the first year

Introduction to the ICT syllabus and objectives

Data processing and representation

Learning Objectives

  1. Reading, analysing data in different formats; reading graphs and pictures (eg., vegetation diversity charts, map of forest cover, photo essay as a sequence, only audio, only video)
  2. Understanding what data to collect to answer a proposed question, identifying data elements (can come from the previous description of data in various formats)
  3. Organizing given data sets and analyzing and representing data as graphs
  4. Working with spreadsheets to enter data, analyse and represent using graphs
  5. Querying data sets to get answers to questions (sort,count)
  6. Text entry (Indian languages) and processing
  7. Using mind maps to represent an idea with relationships, explore linkages

Lessons

Project

Graphics

Learning Objectives

  1. Capturing/ creating Images to tell a story (use of a camera and downloading from camera to be learned incidentally)
  2. Editing existing images to combine with text
  3. Working with layered image editing tools

Lessons

Project

Audio visual communication

Learning Objectives

  1. Audio story telling
  2. Combining recorded sounds, sound effects to add to audio narration
  3. Combining visuals to add to audio narration

Lessons

Project

Overall mapping of Year 1 syllabus

Year Strand of digital literacy Levels of competency Duration Project Ideas Subject integration
Year 1 Data representation and processing Basic
  1. Reading, analysing data in different formats; reading graphs and pictures (eg., vegetation diversity charts, map of forest cover, photo essay as a sequence, only audio, only video)
  2. Understanding what data to collect to answer a proposed question, identifying data elements (can come from the previous description of data in various formats)
  3. Organizing given data sets and analyzing and representing data as graphs
  4. Working with spreadsheets to enter data, analyse and represent using graphs
  5. Querying data sets to get answers to questions (sort,count)
  6. Text entry (Indian languages) and processing
  7. Using mind maps to represent an idea with relationships, explore linkages
 10 weeks
  1. Data - 1 week
  2. Spreadsheet - 2 weeks
  3. Text editing and text processing - 2 weeks
  4. Concept Mapping - 2 weeks
  5. Project completion - 3 weeks
  6. Applications covered
  • Spreadsheet
  • Text editor
  • Image viewing software
  • Concept mapping application
 Projects

Some can be individual projects; some group projects

  1. Creation/ representation of an idea using multiple data formats - graphs, photos, numbers, text, audio, video, Make an infographic)
  2. Tabulate pre-existing data sets and make meaning / inferences from numeric data and represent as graphs -
    1. Data collection locally - heights of students and ages, income of parents, secondary data (like temperature, rainfall, etc) and graph; with simple analysis
  3. Making a report on age-wise height variation, income distibution in class, caste-breakup, regional distribution
  4. Thematic explorations for science (water, land use, forests, force) using concept maps
  1. Mathematics
  2. History/ Social Science
  3. Science
 Teacher Notes
  1. Teacher must have knowledge of spreadsheet and data analysis
  2. Introduction to TPACK
  3. Teacher must be introduced to basics of graphics
Year 1 Graphics Basic
  1. Capturing/ creating Images to tell a story (use of a camera and downloading from camera to be learned incidentally)
  2. Editing existing images to combine with text
  3. Working with layered image editing tools
 5 weeks
  1. Image capture for given ideas
  2. Creating in class using digital art tools
  3. Collaborative story making using created pictures
  4. Simple image editing (resizing, colour, hue, saturation)
  5. Applications covered
  • Image viewing software
  • Digital Art tools
  • Image editing software
 Projects
  1. Photo essay of processes- election, flowering plants (not possible to do in a given year - must use secondary data)
  2. Picture stories
  3. Comic books (with pictures and minimal text)
  1. History/ Social Science
  2. Science
  3. Languages
  1. Evaluation using picture essays
  2. Image editing and slideshow using images
  3. List of chapter based ideas
Year 1 Programming environments and applications Basic
  1. Demonstration of computing environments where instructions generate outcomes – Geogebra, STEP, Turtle Art
  2. Identifying computing needs in any given process and documenting process
  3. Working in a logo based programming environment
  4. Using Geogebra to create sketches and puzzles
 10 weeks
  1. Flowcharting tools to document processes - 2 weeks
  2. Working with Turtle logo - 4 weeks
  3. Play with Geogebra to learn to make puzzles, tangram shapes
  4. Applications covered
  • Flowcharting tools
  • Turtle Art
  • Geogebra
 Projects
  1. Mapping processes and identifying requirements and outcomes – school science day, sports day, etc – need for definitions, conditional processes, repetition, computation and outcome
  2. Writing code for given Turtle constructions
  3. Create Geogebra sketches for geometric concepts (determined by maths teachers)
  1. Mathematics
  2. Languages
  1. Introduction to shapes in maths
Year 1 Audio visual communication Basic
  1. Audio story telling
  2. Combining recorded sounds, sound effects to add to audio narration
  3. Combining visuals to add to audio narration
 5 weeks

Applications covered

  • Audio-video players
  • Audio editing software
  • Screencast recorder, video editing software
 Projects
  1. Narrate an event or a story – oral description; skill of building a narrative. Record the narration using multiple devices.
  2. Create audio files of music, activities in class by students and sounds around the school; creating image files from photographs, drawings, scanned images, maps, etc
  1. History/ Social Science
  2. Languages
  1. Communication using digital stories
  2. Evaluating digital stories
Year 2 Data representation and processing Intermediate
  1. Querying data sets to get answers to questions, conditional representation
  2. Data analysis using spreadheets (filters, pivots, percentiles
  3. Spreadsheet is not an output format
  4. Different forms of data visualizations
  5. Creating a communication output combining text, graphs, images in a text document - formatting, organizing, multi-page, multi-section, references, footnotes
 10 weeks
  1. Spreadsheet - 3 weeks
  2. Text processing - 3 weeks
  3. Project completion - 3 weeks
 Projects
  1. Vegetation mapping of the neighbourhood and making a multi-page documents with pictures, graphs, data and analysis (includes text, numeric data, images, graphs). Similar projects to be conceptualized
  2. Documentation of neighbourhood institutions (audio-visual narrative combined with text)
  1. Mathematics
  2. History/ Social Science
  3. Science
  4. Languages
Year 2 Audio visual communication Intermediate
5 weeks
Projects
  1. History/ Social Science
  2. Science
  3. Languages
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