Grade 9 Standards Digital Technology & Innovation

The Grade 9 Digital Technology & Innovation curriculum ensures that students are well prepared for the successful cross-curricula utilization of ICT resources in Cycle 3 and gain the programming and media knowledge needed in the Cycle 3 DTI course.

Students demonstrate competence in managing and operating computer hardware and software. This includes an understanding of, and ability to, operate equipment efficiently, manages files logically and use software efficiently.Students’ knowledge of computer programming and computational thinking allow them to create interactive projects using visual programming tools with control structures and variables.Students work safely and responsibly in online environments. They discuss the dangers as well as the ethical and legal issues surrounding online environments and digital data. They effectively use a variety of digital communication tools and collaborative spaces including email and shared online storage.Students are confident in their ability to explore and discover information online. They use search engines efficiently by identifying key words and concepts and using a range of appropriate modifiers and Boolean logic. They are able to critically evaluate the information that they discover.

Students demonstrate effective communication skills through designing, creating and presenting with text and multimedia products. They use photo editing software to understand how images can be modified. They use the principles of design and layout to enhance on-screen and printed documents to suit a particular audience and purpose.Students are able to organize, reorder and analyze data using statistical functions within a spreadsheet. They are able to perform a variety of calculations by creating their own formulae in spreadsheets.Throughout the year students learn while working either collaboratively or independently, as appropriate. They have many opportunities to be creative and innovative while producing unique products or solutions.

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Scope and SequenceLearning Outcomes Term

1Term

2Term

3D9.CD.1.1Demonstrate consistently the use of meaningful file and folder names and logical folder hierarchy D9.PC.1.1Use nested repeat statements to improve coding efficiency D9.PC.1.2Use variables to solve complex problems D9.PC.1.3Use input and output statements to solve complex problems D9.PC.1.4Use logical expressions to solve complex problems D9.PC.1.5Use functions or procedures to code complex program modules D9.PC.1.6Demonstrate an understanding of simple Boolean logic [for example, AND, OR and NOT] by using it to solve complex programming problems

D9.PC.1.7Combine multiple programming techniques to solve complex problems D9.PC.1.8Collaborate to create computer programs by combining code from different sources D9.DC.1.1Demonstrate an understanding of legislation and issues surrounding digital theft and plagiarism D9.ED.1.1Use a search engine efficiently by identifying key words and concepts and using a range of appropriate modifiers and Boolean logic D9.ED.1.2Use a systematic approach to critically evaluate multiple websites D9.CP.1.1Create a multimedia product to present information and ideas demonstrating a clear understanding of audience and purpose D9.CP.1.2Create digital images using specialised photo editing software features D9.CP.1.3Demonstrate the principles of layout consistently when creating print or display media

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D9.CC.1.1Use an online storage environment to collaborate with peers, to discuss, compare and clarify ideas and to share information D9.CC.1.2Manage a personal email mailbox D9.DM.1.1Use spreadsheets to organise and reorder data for analysis D9.DM.1.2Use spreadsheets to perform relevant statistical calculations D9.DM.1.3Perform relevant calculations by creating formulae in spreadsheets D9.GS.1.1Collaborate with peers to contribute to their own learning and the learning of others D9.GS.1.2Demonstrate independent work habits D9.GS.1.3Create novel, unique or innovative products or solutions.

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Subject: Digital Technology & Innovation Grade: 9 Code: D9.CDCore Digital Skills (Managing And Operating)IndicatorBy the end of the grade, students will be able to: Demonstrate an understanding of, and ability to, operate equipment efficiently, manages files logically and use software

effectivelyPedagogical ApproachThroughout this unit, students will spend the majority of their time learning by: Communicating, collaborating, and sharing content using Office 365 software Applying Office 365 software to complete projects on a range of topicsLearning OutcomesStudents learn to:

Mastered (Learning Outcome) Developing Emerging Assessment Criteria

D9.CD.1.1

Demonstrate consistently the use of meaningful file and folder names and logical folder hierarchy

Demonstrate the use of meaningful file and folder names

Describe the importance of using meaningful file and folder names

For Emerging, teacher can use observations and quizzes/tests to assess students’ proficiency.For Developing and Mastered, teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: Emerging Students should understand the reasons for using sensible file/folder names.

Makes it easy to find items once you have many files Makes it easy to reorganize when necessary e.g. when moving to a new grade at the end of the school year Keep file names short and devise a good file naming strategy Use descriptive names for folders and use a logical hierarchy

Developing Students should have at least one well organized folder within their OneDrive with files properly named. There should be no files named Document, Document1 etc.Mastered Students should have their entire OneDrive organized with a logical file structure including nested folder.

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Subject: Digital Technology & Innovation Grade: 9 Code: D9.PCPrograming And Computational ThinkingIndicatorBy the end of the grade, students will be able to: Create interactive projects using visual tools with control structures and variablesPedagogical ApproachThroughout this unit, students will spend the majority of their time learning by: Use the Scratch programming language to create and share code Create code to develop solutions to problems that cover a wide range of topicsLearning OutcomesStudents learn to:

Mastered (Learning Outcome) Developing Emerging Assessment Criteria

D9.PC.1.1

Use nested repeat statements to improve coding efficiency

Use nested repeat statements

Identify nested repeat statements in a computer program

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: For Emerging, students learn to use repetition as a more efficient way to repeat an event or sequence of events. They should understand the effect of placing blocks inside or outside of a repeat block and how to control the number of repetitions as in the example below.

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Students then need to understand nested repetition. For example, with the code below a student should be able to clearly explain the sequence of events identify such things as the first and last notes to be played when the script is run and how many times a particular note is played.

For Developing, students create code that uses nested repetition to solve problems.For Mastered, students repeatedly use nested repeat statements to improve coding efficiency

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Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.PC.1.2

Use variables to solve complex problems

Use variables to solve simple problems

Identify variables in a computer program

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: This LO ensures that students learn to use variables in their coding and can use them to solve problems.For Emerging, students learn to use variables in simple code.Students need to be able to identify variables and explain their use them in simple calculations as shown.

For Developing, students use variables to solve problems.The problem below was to draw a square of a given length.The solution has set the variable ‘Side’ and then used it within the repeat loop.This would represent work from a student at the earliest stage of developing for this LO. The problem below would still be regarded as ‘simple’.

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For Mastered, students not only need to use variables to solve more complex problems but also use variables to make their code more efficient.So for example, code to play the notes from 60 to 69 could be written as below;

We could use a variable to achieve the same thing.

But we could make this more efficient by using a repeat command.

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To demonstrate mastery a student is expected to be able to create efficient code to solve probelems as shown below.

Draw this shape.

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Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.PC.1.3

Use input and output statements to solve complex problems

Use input and output statements to solve simple problems

Identify input and output statements in a computer program

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: This LO helps students develop an understanding of importance of interactive elements in code.For Emerging, students should be able to interpret code with input and output statements, in which users are asked questions and are able to input a response which is then used in the program. Sensing blocks (https://wiki.scratch.mit.edu/wiki/Sensing_Blocks), control blocks (https://wiki.scratch.mit.edu/wiki/Control_Blocks) specifically if-then blocks, and broadcast event blocks will be used to create realistic user-sprite or sprite-sprite interaction. For example, this code asks for the length and width of a rectangle and provides the area.

Another example, this code asks if a joke was funny and responds with “Thank you!” if the answer was “yes.”

For Developing, students create simple interactive games, stories or quizzes. Students learn how to write simple interactive code AY 2016_2017 DTI GRADE 9 10 | P a g e

in which users are asked questions and are able to input a response which is then used in the program

Or

The focus here is on coding to make the interactions as realistic as possible. Notice that in this case an if-then-else statement has been used to alter the response according to the answer given.

For Mastered, students write complex interactive games as in this example.

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Or they can write a very complex conversation.

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Notice that ‘complex’ refers to the code rather that the game. This game is very simple – simply try and guess a number between one and ten – but the coding used is more complex than that used for Emerging.For Mastered students would be expected to be able to build further on this code. For example, by asking the user to decide what the range should be and count the number of attempts taken.

Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.PC.1.4

Use logical expressions to solve complex problems

Use logical expressions to solve simple problems

Identify logical expressions in a computer program

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: This LO requires students to become familiar with the way in which decision making and logical expressions can be used in code. Specifically, the students will use operator blocks and if-then blocks to solve interactive mathematical equations. For Emerging, students learn how to use simple decision block and interpret logical expressions. Specifically, students will learn the function of the non-Boolean operation blocks and they will interpret the outcome of a given logical expressions. https://wiki.scratch.mit.edu/wiki/Operators_Blocks

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Students would be expected to understand the if-then-else logic and describe what would happen if the code in the example was run.In this case if the math problem was solved correctly, the sprite would respond with “Correct.”

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For Developing, students use decision making statements in solving simple problems.In this example the problem was to say whether a number was even or odd. Note that an understanding of mathematical terms is also required – in this case mod (short for modulus). In the other example, the user can calculate the average of a data set.

For example, write a code to decide whether a number (generated randomly [between -10 and 10] is zero, positive or negative. This could be solved using nested if then else blocks.

For Mastered, students use decision making statements to solve complex problems.So for example, write code to generate randomly 20 numbers between 1 and 100, count how many are even and how many are odd, and instruct the sprite to display the answer, or create code to display the quotient and remander of any division problem.

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Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.PC.1.5

Use functions or procedures to code complex program modules

Use functions or procedures to code simple program modules

Identify functions or procedures in a computer program

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: For Emerging, students need to understand the role of functions and procedures in a computer program. These sub routines are used by programmers to save time by not having to rewrite the same code again and again. In Scratch, functions and procedures are defined using custom blocks (select ‘more blocks’ in the script collection). For example, emerging students should be able to describe the result of using the ‘spin right’ custom block below or the effect of the ‘jump’ custom block in the code below.

For Developing, students will apply their previous knowledge and skills to create simple custom blocks in scratch, similar to those illustrated above. For Mastered, students will apply their previous knowledge and skills to create more complex blocks in scratch and use them to simplify complex coding problems.

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(Learning Outcome)

D9.PC.1.6

Understand simple Boolean logic [for example, AND, OR and NOT] and use it to solve complex programming problems

Understand simple Boolean logic [for example, AND, OR and NOT] and use it to solve simple programming problems

Understand simple Boolean logic [for example, AND, OR and NOT]

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: For Emerging, students will be able to recognize and solve basic Boolean logic problems. The Boolean operations students must be able to understand are located within the operator blocks (https://wiki.scratch.mit.edu/wiki/Operators_Blocks) and Boolean blocks (https://wiki.scratch.mit.edu/wiki/Boolean_Block) menu. The list includes;

Touching () Touching Color () Color () is Touching () Key () Pressed Mouse Down () < () () = () () > () and <> or <> Not <>

For Developing, students will use simple Boolean mathematical logic like is x=y, is x< y, or is x = y or z to solve simple

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programming problems.

Or, they can use other Boolean operators to set parameters such as if the mouse is touching (yes or no operation) the cat the mouse says, “OH NOs!”

For Mastered, students will use Boolean logic to solve complex programming problems and define specific operations. Typically, this will include using multiple Boolean operations to define and sort data and choices.

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Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.PC.1.7

Combine multiple programming techniques to solve complex problems

Combine multiple programming techniques to solve simple problems

Combine two programming techniques to solve simple problems

Students projects are used to provide evidence of this learning outcome

Explanatory Notes: This learning outcome is assessed in trimester 3 from the students’ final project/competition entry. The project provides an opportunity for students to use any of the techniques that they have learned so far as well as new techniques that they need to solve their unique project problem.For Emerging, the student will use two separate programming techniques to solve a simple problem. This example uses variables

(D9.PC.1.2) and nested loops (D9.PC.1.1) to create a drawing of a square.

For Developing, the student will use three or more programming techniques to solve a simple problem. The progression from Emerging to Developing is easy to assess since it simply requires the use of additional techniques in one piece of code

For Mastered, the student will use three or more programming AY 2016_2017 DTI GRADE 9 20 | P a g e

techniques to solve a complex problem. To assess whether or not the student has progressed to Mastery requires the teacher to make a judgement on the complexity of the problem being solved.

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Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.PC.1.8

Work collaboratively to create computer programs by combining code from different sources

Combine computer code from various sources

Identify program modules suitable for separate development

Students projects are used to provide evidence of this learning outcome

Explanatory Notes: For Emerging, students need to divide their project into separate, logical components that can be developed by different people. At this point many of the common features like custom blocks and sprite names need to identified and planned. Students can work with a partner or individually to satisfy the requirements for Emerging. For Developing, students will use Scratch’s built in features (share projects and use the backpack to transfer) to share and retrieve code remotely. The students must demonstrate they know how to borrow code from other students or other publically available projects. Students can work with a partner or individually to satisfy the requirements for Developing. For more information on Scratch project sharing visit https://wiki.scratch.mit.edu/wiki/Project_Sharing, For Mastered, students must work with a partner or a group, to plan a co-operative project. They will develop the project separately once the initial planning phase is complete and expectations are established. When the separate components are complete, the team will use the sharing functions in Scratch to combine the different elements into one complete project.

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Subject: Digital Technology & Innovation Grade: 9 Code: D9.DCDigital Citizenship (Working Safely And Ethically)IndicatorBy the end of the grade, students will be able to: Understand the dangers, ethical and legal issues surrounding online environments and digital data and work safely and

responsiblyPedagogical ApproachThroughout this unit, students will spend the majority of their time learning by: Using digital devices and traditional sources to gather content (digital and traditional media) Applying copyright law to evaluate content Use content to create projects that cover a variety of topicsLearning OutcomesStudents learn to:

Mastered (Learning Outcome) Developing Emerging Assessment Criteria

D9.DC.1.1

Demonstrate an understanding of legislation and issues surrounding digital theft and plagiarism

Describe common legislation surrounding digital theft and plagiarism

Describe issues surrounding digital theft and plagiarism

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: Students should understand the importance of intellectual property and how to responsibly borrow/use another person’s digital media. The students are expected to follow all appropriate laws and documentation procedures when creating digital images from copied images. Topics include;

Copyright Fair Use Creative Commons Public Domain

Emerging students should be able to explain concepts including intellectual property, plagiarism, and citation in the context of owning, sharing, and the theft of digital content. Developing students should have a basic understanding of copyright, fair use, creative commons, and public domain media. They should be able to explain why each one is needed, identify digital media that is covered by each, and demonstrate citing

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digital content.Mastered students should be able to consistently and correctly cite digital content used in the creation of their own class projects. ResourcesThe Grade 10 DTI Digital Media Student Guidebook contains information on digital citizenship that explains copyright, fair use, creative commons, and public domain in detail.NoteUsing a recognised format for citations eg APA or MLA, is not required at this level. For this LO the student should record the URL, the author/company if known, and the date. This information could be recorded in a bibliography format and placed at the end of a presentation/document. This learning outcome should be addressed while completing the multimedia presentation from 9D.CP.1.

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Subject: Digital Technology & Innovation Grade: 9 Code: D9.EDExploring And DiscoveringIndicatorBy the end of the grade, students will be able to: Plan and perform logical and efficient online searches and evaluate and select appropriate informationPedagogical ApproachThroughout this unit, students will spend the majority of their time learning by: Using digital devices to conduct efficient internet searches Use an evaluation tool to develop an informed judgement on a website’s content relevance, bias, and accuracy Use a variety of internet searches methods to gather specific digital content (images, audio, video, and text) Use digital content to create projects that cover a variety of topicsLearning OutcomesStudents learn to:

Mastered (Learning Outcome) Developing Emerging Assessment Criteria

D9.ED.1.1

Use a search engine efficiently by identifying key words and concepts and using a range of appropriate modifiers and Boolean logic

Use a search engine using key words, modifiers and Boolean logic

Use a search engine using key words

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: Emerging students should be able to use a search engine with a single word and/or phrase to search for a desired result. For example, a student searches “Etihad sponsorship” in order to find a website that lists all of the football teams Etihad Airways sponsors. Developing students should be able to use a search engine with words and or phrases along with modifiers including -, +, AND, OR, and “_” to search for a desired result. To eliminate syntax confusion, encourage students to use a search engine’s advanced search options in conjunction with modifiers.For example, a student searches “Etihad sponsorship –cricket” to find a website that lists all of the football teams Etihad Airways sponsors, but excluding websites that list the cricket teams. Adding a minus/hyphen before a word will exclude websites that include the word, and adding a plus sign will only show websites that include the word. Mastered students should be able to use a search engine with words and or phrases along with multiple modifiers. The student

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will also be able to limit search results using advanced criteria. For example, searching for images based upon their resolution, copyright, date of publication and file type. Resources

Google Search Methods- http://www.lifehack.org/articles/technology/20-tips-use-google-search-efficiently.html Google Advance Search- https://www.google.com/advanced_search?q=&newwindow=

1&biw=1164&bih=541&site=webhp&hl=en Google Advanced Image Search- https://www.google.com/advanced_image_search Google Boolean Search- http://google.about.com/od/searchingtheweb/qt/ booleantip.htm Advanced Boolean Search- http://booleanblackbelt.com/2013/08/50-google-search-tips-tricks/

Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.ED.1.2

Use a systematic approach to critically evaluate multiple websites

Use a systematic approach to critically evaluate website content

Search efficiently by evaluating and prioritising search engine results

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: Emerging students should be able to quickly rate the suitability of websites by looking at the information provided in search engine results. From information such as description, image, URL and date students should be able to make informed decisions on which sites to view.Students should be aware of the following;

The search engine descriptions provide you with a general overview of the website’s content. Most search engines display text taken from the website.

The URL is the address of the website. For example, http://www.adec.ac.ae is the complete web address or URL for the Abu Dhabi Education Council. Inspecting the URL can tell us a great deal about the website. For example;

o .ae identifies the country as the UAE, other country codes include .uk (United Kingdom), .om (Oman), nz (New Zealand)

o .ac tells us that the website belongs to an academic institution, other examples include .edu (education), .gov (government), .mil (military), .com (commercial – but widely used by anyone)

For more information on domain names, visit http://www.livinginternet.com/i/iw_dns_name.htm Some search engine results can be sorted according to the date and time that a website was last updated. This can be

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Developing students should be able to use a website evaluation tool to make informed judgement regarding a website’s potential accuracy and relevance. Mastered students should be able to use a website evaluation tool to for correct judgements regarding multiple website’s potential accuracy and relevance.

Activity IdeasCollaborate with other teachers to find subject matter to research. Using research ideas from several subjects will increase engagement and provide more opportunities for students to search for meaningful content. ResourcesThe link below, has several evaluation documents created by Kathy Schrock. The Critical Evaluation Survey: Secondary School Level is a website evaluation tool your student can use to evaluate websites. There are other documents on the website to help the students evaluate other forms of digital content such as online videos and podcasts. They are a fantastic way to challenge your high-preforming students. The website also offers links to hoax or joke website that you can use with your students to demonstrate what to look for when completing the evaluation checklist. When mixed with other reputable websites, these hoax websites, could help the students understand how misleading information on the internet can be. http://www.schrockguide.net/critical-evaluation.html

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Subject: Digital Technology & Innovation Grade: 9 Code: D9.CPCreating And PresentingIndicatorBy the end of the grade, students will be able to: Design, create and present text and multimedia products using sounds, images and video modified to suit audience and

purposePedagogical ApproachThroughout this unit, students will spend the majority of their time learning by: Use image editing software to edit and create digital images Apply industry accepted design methods when planning and creating digital media and presentations Use Office 365 or other software to create presentations that cover a variety of topics Learning OutcomesStudents learn to:

Mastered (Learning Outcome) Developing Emerging Assessment Criteria

D9.CP.1.1

Create a multimedia product to present information and ideas demonstrating a clear understanding of audience and purpose

Create a multimedia product to effectively present information

Create a multimedia product

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: Emerging students should be able to create a digital multimedia project consisting of visual media form a variety of sources; digital images, videos, and recorded audio as well as interactive elements that engage the audience. Multimedia Software

Digital Images- Gimp, Paint.net and Adobe Photoshop Elements Audio- Sound Recorder Video- Windows Movie Maker or Adobe Premiere Elements Presentation Software- PowerPoint and Prezi

Developing students should be able to create a complete presentation on a specific topic using appropriate content, font, colour, and media choices.

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Mastered students should be able to create a quality multimedia presentation that presents a clear and focused message to a specific audience. The image, font, writing style, and media choices will be different for different audiences. For example, a multimedia project intended for a kindergarten class will look very different to one intended for the school’s Parent Counsel. Cross-Curricular Project Examples

Create a presentation explaining the plot of a story read in an English or Arabic class Create an interactive science diagram to be given to grade3 students Create a step-by-step guide on how to solve a math word problem that includes graphs that will be used next year by the

teacher to show their new students Create a presentation outlining the rules for a sport being played in PE that will be given to parents who are unfamiliar with

the sport Create an interactive timeline for events being studied in history class

Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.CP.1.2

Create digital images using specialised photo editing software features

Modify digital images using intermediate photo editing software features

Modify digital images using basic photo editing software features

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: Emerging students should be able to modify digital images using basic image enhancement tools; crop, changing image size, adding text, and apply simple filters. Developing students should be able to combine and blend multiple images together using layers and advanced filters.Mastered students should be able select and isolate parts of digital images and use advance software-specific tools such as Clone Stamp to alter or correct specific parts of a digital image.ResourcesThe grade 10 DTI Digital Media Student Guidebook (available on ADEC Portal) contains information on the various tools and techniques described in this learning outcome.

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Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.CP.1.3

Demonstrate the principles of layout consistently when creating print or display media

Demonstrate the principles of layout when creating print or display media

Understand the principles of layout for print and display media

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: Student should recognise and explain what makes some graphical forms of communication more effective than others. They should use effective visual communication strategies to create persuasive and/or informative images. Emerging students should understand and explain the following concepts and how they work together to create quality print and display media.

Effective Fontso Font typeo Font size o Font color

Principals of Layouto Contrasto Repetitiono Alignmento Proximity

Developing students inconsistently apply the Principles of Layout and/or make ineffective font choices while creating print or display media. Mastered students should be able to consistently apply the Principles of Layout and utilize fonts appropriately while create print or display media. Project ExamplesStudents can create posters, signs, logos, memes, advertisements, etc. This learning outcome is intended to work together with 9D.CP.1; creating images that could be included into a multimedia presentation. ResourcesThe grade 10 DTI Digital Media Student Guidebook contains information of the Principles of Layout. Below is a link to a website that explains the importance of font size, type, and colour to create contrast in a design. The site also addresses the differences

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between print and display media - a design may look appropriate for display on a computer screen, but would not be effective once printed. http://www.makesigns.com/tutorials/poster-design-layout.aspx

Subject: Digital Technology & Innovation Grade: 9 Code: 9.D.CC

Communicating And CollaboratingIndicatorBy the end of the grade, students will be able to: Effectively use a variety of digital communication tools and collaborative spacesPedagogical ApproachThroughout this unit, students will spend the majority of their time learning by: Communicating, collaborating, and sharing content using Office 365 software Applying Office 365 software to complete projects on a range of topicsLearning OutcomesStudents learn to:

Mastered (Learning Outcome) Developing Emerging Assessment Criteria

D9.CC.1.1

Use an online storage environment to collaborate with peers, to discuss, compare and clarify ideas and to share information

Use an online storage environment to store and retrieve documents

Explain the advantages and disadvantages of an online storage environment

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: Emerging Student should be able to describe the major advantages and disadvantages of using an online storage environment such as Office 365 OneDrive and be aware of other services such as DropBox and Google Drive.Advantages include;

World Wide access: You can access your data from anywhere in the world as long as you have internet access Data safety: Computer hard drives can fail but major online data services always have multiple back-up systems Easy sharing: It is very simple to share individual files or even entire folders making cooperation and collaboration easier Security: Your data can only be accessed with the correct username and password whereas data on memory sticks etc. is

usually unprotected.

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Disadvantages include; Internet needed: You need a fast, reliable internet connection Security: Online accounts can be hacked. You need to remember usernames and passwords – the more complex and the

more frequently they are changed, the more secure your account Cost: If you have large amounts of data, it can be expensive to use cloud storage

Developing Students should be confident and competent users of their Office 365 accounts, able to login and save and retrieve documents.Mastered Students should regularly share documents so that they can collaborate with other students in a meaningful way. Obviously this is dependent upon students being required to work on collaborative projects.

Mastered (Learning Outcome) Developing Emerging Assessment Criteria

D9.CC.1.2

Manage a personal email mailbox

Send and receive simple email messages independently

Explain the advantages and disadvantages email systems

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: Emerging Students should be able to explain the advantages and disadvantages of using email. They should also understand the difference between client-based-email (requires software such as Outlook) and webmail (just needs a web-browser)Advantages include;

Email is extremely fast when compared to traditional post. Emails can be sent 24 hours a day, 365 days a year. Webmail means that emails can be sent and received from any computer, anywhere in the world, that has an Internet

connection. Cheap - email sent is effectively free apart from the cost of an internet connection Emails can be sent to one person or many people at the same time

Disadvantages The recipient needs access to the Internet to receive email Viruses are easily spread via email attachments Cybercrime such as phishing - sending an email to a user falsely claiming to be a legitimate company to scam the user into

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No guarantee the mail will be read until the user logs on and checks their email. Spam - unsolicited email, ie junk mail

Developing Student should be able to send and receive email via their Office 365 accounts. Teachers should test by sending emails to students and checking for a response. Teachers should encourage email use by using it for meaningful and useful communication with students, for example, assignments can be submitted by email as attachments (students should know how to compress pictures in MS Word and PowerPoint documents and how to zip large files).Correct email etiquette should be followed;

Use proper formatting, spelling and grammar – slang and abbreviations are more appropriate in Instant Messaging services such as iChat and FaceBook Messenger

Don’t use capitals –THIS IS SHOUTING Always complete the subject line with a meaningful description Only use cc when you intend to share other people’s email addresses Use bcc when you do not want to disclose email addresses Don’t forward chain letters or spam Don’t email offensive comments Don’t open attachments from strangers Don’t email large files as attachments – most email systems restrict file attachment size to 10 – 20MB

Mastered Students email boxes should be well organised with folders for special groups. For example, all email from their ICT teacher might be in one folder. They should be able to create rules to automatically direct emails (In Office 365 go to Settings > My app settings > Mail > Automatic processing > Inbox and sweep rules).Students should be able to create contact lists to send group emails. In Office 365 this is in the People area.Students should be able to search for emails based on specific criteria such as date, attachment and sender.

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Subject: Digital Technology & Innovation Grade: 9 Code: D9.DM

Data Management (Calculating & Analysing)IndicatorBy the end of the grade, students will be able to: Perform calculations using formulae and analyze data using statistical functions within a spreadsheetPedagogical ApproachThroughout this unit, students will spend the majority of their time learning by: Manipulating data, performing calculations and creating and testing formulae in spreadsheet softwareLearning OutcomesStudents learn to:

Mastered (Learning Outcome) Developing Emerging Assessment Criteria

D9.DM.1.1

Use spreadsheets to organise and reorder data for analysis

Use spreadsheets to organise and reorder data

Explain the benefits of using a spreadsheet to organise and reorder data

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: For Emerging, student should be able to recognize and explain the benefits of using spreadsheets to organize and analyze data. The benefits include;

Efficient table creation to organize data Sorting data within tables Manipulating data using formula Creating graphs for a table

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For Developing, students should be able to transfer/input data into a table. A student’s table should include;

Column headings when applicable Row headings when applicable A title when applicable

Once the table is created, the students should be able to sort data by organizing rows or columns in ascending/descending order.For Mastered, student should also be able to create simple bar/line and pie/circle graphs using their data set and use to draw conclusions. The student should know how to format the graph appropriately to ensure the data is presented appropriately. They should be a change color, add labels, and edit the key to improve the readability of the graph.

Yellow4%

Blue4%

Purple4%

Orange8%

White8%

Green12%Black

20%

Red40%

9A Students' Favorite Color

Yellow Blue Purple OrangeWhite Green Black Red

Yellow Blue Purple Orange White Green Black Red02468

10121416

Grade 9 Students' Favorite Color

Students' Favorite Color 9A Students' Favorite Color 9BStudents' Favorite Color 9C Students' Favorite Color 9D

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Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.DM.1.2

Use spreadsheets to perform relevant statistical calculations

Use spreadsheets to perform statistical calculations

Describe statistical calculations that can be performed using a spreadsheet

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: This learning outcome focuses on students understanding how formula work and how to use Excel’s Function Library to calculate and analyze data. The math and science curriculum are great resources for inspiration. For example, in Math 9MD3, students calculate mean, median, mode, range, etc… This series of learning outcomes is taught in trimester two. Build upon the students’ knowledge by helping them transfer many of the concepts covered in the 9MD3 unit to Excel. Many of the Logic functions should be familiar to the students as they are covered in the programming unit. For Emerging, students should be able to understand and describe the basic equation building functions built into excel. Using basic calculation functions to demonstrate how simple math concepts can translate to Excel will help the students make connections. Some examples of a basic functions include;

SUM AVERAGE COUNT MAX MIN

For Developing, students must be able to apply the functions described above to solve given problems.For Mastered, student will use functions to analyze data that is relevant to another class or to the students’ private life.

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Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.DM.1.3

Perform relevant calculations by creating formulae in spreadsheets

Perform calculations by creating formulae in spreadsheets

Create a formula in a spreadsheet

Teacher can use observations, performance tasks, projects and quizzes/tests to assess students’ proficiency.

Explanatory Notes: This learning outcome focuses on students creating custom formula by combining functions and data sets. The math and science curriculum provide many cross-curricula opportunities. For example, in Math 9MD3, students calculate mean, median, mode, range, etc. This series of learning outcomes is taught in trimester two. Build upon the students’ knowledge by helping them transfer many of the concepts covered in the 9MD3 unit to Excel.For Emerging, students will transfer basic mathematical concepts into an Excel format. Students should know;

A formula must begin with an = Order of operation is important How to use cell referencing.

For Developing, students need to demonstrate that they can solve written problems by developing their own formulae.For example, a student wants to calculate the average times a number will be rolled when a die is rolled 100 times. The formula would be =(B3+B4+B5+B6+B7+B8)/6 or =SUM(B3:B8)/6For Mastered, student will create formulae to perform calculations that are relevant to another class or to the students’ private life.Examples could include collecting data in a science class and using Excel to organize the data and create formulae that will aid in analyzing the information. Another student may want to create a basic budget for using Excel. *Resources for Formula*http://www.pcworld.com/article/2995399/software-productivity/15-simple-yet-powerful-excel-functions-you-need-to-know.htmlhttp://www.excelfunctions.net/Excel-Statistical-Functions.html

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AY 2016_2017 DTI GRADE 9 38 | P a g e

Subject: Digital Technology & Innovation Grade: 9 CodeD9.GSGeneric SkillsIndicatorBy the end of the grade, students will be able to: Work collaboratively or independently, as appropriate, to create innovative products or solutionsPedagogical ApproachThroughout this unit, students will spend the majority of their time learning by: Working on collaborative projectsLearning OutcomesStudents learn to:

Mastered (Learning Outcome) Developing Emerging Assessment Criteria

D9.GS.1.1

Collaborate with peers to contribute to their own learning and the learning of others

Contribute some ideas and work co-operatively with others on most occasions

Contribute few ideas and work co-operatively with others on some occasions

The final project/competition provide opportunities to assess this learning outcome

Explanatory Notes: Collaboration is the act of working together for a common goal. Collaboration skills are actually closely related to people skills and need to be practiced. Simply telling students to work together may not lead to productive collaboration. Teachers should develop activities and projects where students need to collaborate. Collaboration can be taught and learned by;

• Assigning clear responsibilities to group members• Assigning a group leader• Conducting group and self‐evaluations• Designing rubrics to measure the process and not just the product

Not Achieved would be a student who disrupts or does not contribute to group processes and makes no contribution to the group’s work.Emerging students would only occasionally contribute ideas or solutions to the group process and understand little of the group’s results or work.Developing students would contribute partly to the group process and understand some of the group’s results or work.Mastered students contribute fully to the group process and understand most of the group’s results or work. As a result of their involvement they will have increased their own knowledge and helped others to do the same.

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Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.GS.1.2

Demonstrate independent work habits

Demonstrate some independent work habits

Demonstrate occasional independent work habits

Teacher can use observations to assess this learning outcome throughout the year

Explanatory Notes: Not Achieved would be a student who never works independently and needs constant guidance and support. They require constant supervision to complete any task activities or seek immediate help rather than attempting tasks themselves.Emerging students would rarely work independently. They would require regular supervision or encouragement but do try to complete some task activities.Developing students need some direction but can work independently. They try to complete most task activities.Mastered students are self‐motivated and work independently with almost no supervision or encouragement. They try to complete almost all task activities.

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Mastered(Learning Outcome) Developing Emerging Assessment Criteria

D9.GS.1.3

Create novel, unique or innovative products or solutions.

Combine existing ideas with some original thinking to create a new product or solution

Reformulate a collection of available ideas to create a product or solution

The final project/competition provide opportunities to assess this learning outcome

Explanatory Notes: To be innovative means producing something unique like nothing done before. To reach this stage most designers or developers will have studied other designs and been inspired by other creations. For students to become innovative thinkers they should look at the work of others for inspiration but seek to develop their own originality.Not Achieved would be a student who always relies on reproducing the work of others to create a product or solution.Emerging students would be strongly influenced by other people’s ideas but begin to show some originality in the way in which they merge multiple ideas with their own thinking.Developing students would be slightly influenced by other people’s ideas but would show significant originality in the way in which they merge multiple ideas with their own thinking.Mastered students may be inspired by other people’s ideas but would create products or solutions that are clearly developed from their own thinking.

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