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Keyboarding and typing in the Australian (Aust) Curriculum

The content descriptors and elaborations of the Australian Curriculum focus mostly on keyboard awareness but underlying them is the assumption that students can type effectively. The assumption is that these outcomes are achieved through the teaching of touch typing.

The Australian Curriculum (Aust) is used by:

Additional standards relating to typing are defined for:

Australian Curriculum Advanced Keyboarding Achievement Standards

In 2018 ACARA defined new Achievement Standards within the Literacy Progression. The new Standards relate to the Writing Element and specifically the Handwriting and Keyboarding Sub Element – (Previously Handwriting). The new Achievement Standards are HwK1, HwK2, HwK3, HwK4, HwK5, HwK6, HwK7, HwK8. Full details.

Actual references to keyboarding in The Australian Curriculum:


Foundation – English – Literature

ACELY1654 | Content description | Foundation Year | English | Literacy | Creating texts  

Content description

Construct texts using software including word processing programs

Elaborations

  • using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Foundation – English – Language

ACELA1433 | Content description | Foundation Year | English | Language | Text structure and organisation  

Content description

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

Elaborations

  • learning about print: direction of print and return sweep, spaces between words
  • learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts
  • learning about front and back covers; title and author, layout and navigation of digital/screen texts
  • learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Foundation – Digital Technologies

ACTDIK001 | Content description | Foundation to Year 2 | Digital Technologies | Digital Technologies Knowledge and Understanding  

Content description

Recognise and explore digital systems (hardware and software components) for a purpose

Elaborations

  • playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past
  • exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and inserting them into a document; saving and retrieving data
  • exploring and identifying hardware and software components of digital systems when creating ideas and information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus, or switch scanning device, and using different software to manipulate text, numbers, sound and images
  • recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices
  • recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement
  • constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult

Years 3 and 4 – Digital Technologies

ACTDIK007 | Content description | Years 3 and 4 | Digital Technologies | Digital Technologies Knowledge and Understanding  

Content description

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data

Elaborations

  • using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
  • using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living and non-living things
  • experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions, for example a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; a USB flash drive and external hard drive as storage peripheral devices
  • recognising that images and music can be transferred from a mobile device to a computer, for example using a cable to connect a camera and computer to upload images for a photo story