INF 1.1 Students identify and describe different forms of information.	INF 1.2 Students use simple techniques for presenting information for their own purposes.
Students know that: · information exists · forms of information can be identified and described. Students understand how information exists as they: · realise there are different sources of information – people – television/radio/print – libraries – Internet · realise there are different forms of information – aural — spoken, sound - telephone conversation, school bell – visual — text, graphical - recipe, email letter, drawings of ideas, advertising brochure – multimedia — combinations of different media - program on the television, interactive story book on CD-ROM, website. Students identify and describe different forms of information as they: · consider and discuss forms in which information is conveyed – signs, symbols and logos used in public places – explanatory photographs and videos – information posters – labels in classrooms – television advertisements – non-fiction books – sound recordings such as music CDs or story tapes – telephone book · locate forms of information in the community – identify some forms of information in the local area - street name, road signs, billboards – use libraries or the Internet - electronic - ext - graphical - pictorial.	Students know how: · simple techniques are used to present information. Students prepare and present information for their own purposes as they: · use simple techniques to prepare information – draw - pictures for posters - pictures to illustrate a product – lay out information - cut/paste items to create chartslayout information using a computer - write lists to use for different purposes - write simple sentences (with assistance) to explain their ideas – use certain design techniques they have observed - colour - change text - change font size. · use simple techniques to present information – oral presentations – display posters – print information using a computer – electronic slide shows – pictures, using a digital camera or video – audio recordings.
At each level, activities should occur in a range of contexts. Students should consider aspects of appropriateness and management within these activities. Examples · Students describe how road signs are used in their surroundings and use simple techniques to make their own signs for the classroom. · Students examine the layouts of storybooks and apply them to make new storybooks. · Students look at recipes and present a drawing of a sequence of steps to explain how they wish to make sandwiches. · Students observe posters in the library and select ways to organise a display board of photos from an excursion. · Students use computers, with assistance, to access sources of information and print the information they find. · Students watch information programs on television and video their own roleplays of these programs.