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PIALBA STATE SCHOOL: DIGITAL TECHNOLOGY YEAR 6 SEMESTER 2 UNIT 1 PLAN

Deep Learning Inquiry Cycle QuestionA-maze-ing Digital Designs

In this unit students engage in a number of activities, including: investigating the functions and interactions of digital components and data transmission in simple

networks, as they solve problems relating to digital systems following, modifying and designing algorithms that include branching and repetition developing skills in using a visual programming language within a maze game context working collaboratively to create a new maze game.

Students will apply a range of skills and processes when creating digital solutions. They will: define problems by identifying appropriate data and functional requirements design a user interface, considering design principles follow, modify and design algorithms using simple statements, relating particular programming

language statements (steps and decisions) to actions in the game implement their game using visual programming evaluate how well their solutions meet needs plan, create and communicate ideas within a collaborative project, and apply agreed protocols

when negotiating, providing feedback, developing plans and sharing online.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Note: Stated in each learning sequence in the Resources.

USC – Pre Service Teachers in the STEM – Technologies (Design and Digital) University Course have been assigned to a Year level from Prep to Year 6 to plan, implement, assess, moderate and review Digital Units and to align with our School Improvement Agenda of Developing Expert Teaching Teams.

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

1 of 30DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Purpose of assessment: To describe digital systems and their components and explain how digital systems connect together to form a network. To create a maze game using the skills of defining, designing, implementing using visual programming, managing and evaluating.

Term 3, Week 6 (Q1-6) S

Part A: Digital Systems Q1-6 Explain how digital systems connect together to form a

network.Term 3 Week 8-

10 (Q1-7)Term 4 Weeks

1-6 (Q8-14)

S

Part B: Create a Maze Game (Q1-14) Create a maze game using visual programming.

Partner Unit Integration: Year 6 English Unit 6 – Comparing Texts“Students combine text and images to transform an informative text into a narrative text on an issue of sustainability for a younger audience” Students will use their Narrative text, applying visual features with a sustainability focus as starting place to create their Digital Maze.

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital Tech Year Level Team: add teacher names Term: Semester 2WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

A-maze-ing Digital Designs Prior Knowledge

WALT: students will be introduced to unit organisation and make connections between prior learning, the unit focus and the assessment.

WILF: is through viewing the introduction PowerPoint students will show their prior knowledge through a KWL.Explaining success criteria for unit.

TIB: learning success is based on students prior knowledge (for differentiating) of the unit and through knowing the unit expectations and success criteria.

A-maze-ing Digital Designs Prior Knowledge - Each lesson build Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Teacher leads students through the Slideshows revision - What is Digital Technologies? Years Prep-6 , Systems thinking for Years 3–6 and Computational thinking Years 3–6

On IWB, Whiteboard, Butchers paper teacher records students prior knowledge from Slideshows. KWL based on the following Curriculum organisation• Understand that the study of Digital

Technologies allows students to apply knowledge, practical skills and processes to create innovative digital solutions, independently and collaboratively, that meet current and future needs.

• Understand that systems thinking helps us understand complex systems that include technologies and human components.

• Understand that computational thinking helps us break down problems and create solutions.

• Recognise the key strategies in computational thinking.

• Understand that computer programming involves defining simple tasks a computer can understand.

Introduce the Unit Outline the learning expectations, the assessment task including unpacking the GTMJ with students and discussing A-C Success Criteria.

Formative (Feedback)

Check students understanding through elbow partner and small group discussions of their understanding of the unit outline, success criteria, assessment task and GTMJ. Provide feedback on students prior knowledge.

L2BAllow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography, tape and video.

U2BExpose to more technical or specific HASS vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Introduce experimentation of Game Makerhttps://www.yoyogames.com/gamemake r as alternative program to scratch.

Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html

Student resources

Slideshow — What is Digital Technologies? Years Prep-6

Slideshow — Systems thinking for Years 3–6

Slideshow — Computational thinking Years 3–6

Teacher resources

Supporting learning resource — Introduction to the unit: Digital Technologies Years 5–6 Unit 1

Supporting learning resource — Technologiesessentials https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html

Supporting learning resource — Computational thinking for primary teachers

Supporting learning resource — Alternative projects

Supporting learning resource — C2C: Digital technologies glossary

Supporting learning resource — Implementing

a maze game

Supporting learning resource — Online safety and collaborating online https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx


https://learningplace.eq.edu.au/cx/resources

https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html



https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html



https://www.yoyogames.com/gamemaker



KLA: Digital Tech Year Level Team: add teacher names Term: Semester 2WALT/WILF/TIB






Resources

A-maze-ing Digital Designs Prior learning (Continued)

WALT: students will be introduced to unit organisation and make connections between prior learning, the unit focus and the assessment.

WILF: is through viewing the introduction PowerPoint students will show their prior knowledge through a KWL.Explaining success criteria for unit.

TIB: learning success is based on students prior knowledge (for differentiating) of the unit and through knowing the unit expectations and success criteria.

Prior learning• Revise key terms from the Years 3–4 Band

such as, ‘digital system’, ‘peripheral device’, ‘user’, ‘algorithm’ and ‘cybersafety’.

• Follow, modify and design simple algorithms involving steps, branching and user input, and represent them using diagrams (flowcharts) and written instructional steps.Example: Teacher to act like a Robot and students present their algorithms to test. Flowcharts created using Smartdraw

• Reinforce and consolidate understanding of communicating online safely.

In Computer lab time introduce Scratch – Build student capacity linked to English Narrative text, applying visual features with a sustainability focus as starting place to create their Digital Maze.


Check in with students as they build their capacity during computer lab time in learning and developing their use of the program Scratch – through linking their learning to their English Narrative Unit – applying visual features with a sustainability focus.

L2BAllow 'wait time' for the student to process information






U2BExpose to more technical or specific HASS vocabulary.



Introduce experimentation of Game Makerhttps://www.yoyogames.com/gamemake r as alternative program to scratch.

Scratchhttps://scratch.mit.edu/

Flowcharthttp://popplet.com/

Venn Diagramhttp://www.classtools.net/education-games-php/venn_intro

Student resourcesSlideshow — What is an algorithm?Slideshow — Digital systems

Teacher resourcesSupporting learning resource — AlgorithmsSupporting learning resource — The difference between hardware, software and peripheral devices

Supporting learning resource — C2C: Digital technologies glossary

Helpful information

Website — Digital citizenship principles (Australian Government Office of the Children’s eSafety Commissioner) https://www.esafety.gov.au/education-resources/classroom-resources/digital-citizenshipWebsite — Office of the Children’s eSafety Commissioner: Education resources (Australian Government) https://www.esafety.gov.au/education-resources


https://www.esafety.gov.au/education-resources

https://www.esafety.gov.au/education-resources

https://www.esafety.gov.au/education-resources/classroom-resources/digital-citizenship



http://www.classtools.net/education-games-php/venn_intro


http://popplet.com/

https://scratch.mit.edu/




https://www.smartdraw.com/

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital Tech Year Level Team: add teacher names Term: Semester 2WALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring data




Resources

Digital SystemsHardware and Software

WALT: Identify the main components of digital systems and explain their basic functions and interactions.

WILF: Identifying a range of digital systems? Describing different purposes of digital systems?

TIB: understanding how digital systems of hardware and software are used at school, home and in the workforce.

A-maze-ing Digital Designs Digital systems~ Each lesson Vocab development

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Hardware and software• Brainstorm familiar digital systems and peripheral

devices. (KWL)

• View Slideshow — Computer systems discuss with elbow partners and whole class.

• Understand that computer systems receive input data, store and process data and output data.

• Identify a range of external and internal components of computer systems (hardware and peripheral devices) and understand their basic functions. (SH – Computer parts memory game)

• Recognise the roles of input and output devices in computer systems. (Slideshow)

• Understand and categorise software. (Slideshow) and (SH Software Audit)

• Understand how hardware, software and peripheral devices connect and interact to collect, store, process and transmit data. For example:o how a letter is transmitted from the keyboard

to the monitor (Slideshow)o how to transfer a photo from a digital camera

to a storage device. (Slideshow)


Evidence of learningCan the student: Identify the main

components of digital systems and explain their basic functions?



L2B

Allow 'wait time' for the student to process information







U2B

Expose to more technical or specific HASS vocabulary.



Introduce experimentation of Game Makerhttps://www.yoyogames.com/gamemake r as alternative program to scratch


Hardware, software and peripheral devices

Student resources

Sheet - Digital systems stimulus Sheet - Digital systems Sheet - Peripheral devices Slideshow - Digital systems Slideshow - Data transmission

Teacher resources

Supporting learning resource - The difference between hardware, software and peripheral devices

Helpful information

Website - What are input and output devices? (BBC Bitesize) http://www.bbc.co.uk/guides/zx8hpv4




http://popplet.com/


http://www.bbc.co.uk/guides/zx8hpv4










(The How)Check for

UnderstandingInternal monitoring data




Resources

Digital SystemsHardware and Software (Continued)

WALT: Understand how digital systems connect to form networks to transmit data. Understand how networks meet needs.

WILF: Identifying a range of digital systems? Describing different purposes of digital systems? Understanding of how network meet needs.

TIB: understanding how digital systems of hardware, software and networks are used at school, home and in the workforce.

NetworksBrainstorm how digital systems connect to form networks. (KWL)View Slideshow — Network adventures discuss with elbow partners and whole class to• Identify how digital systems are connected to

form networks and that they:o connect to transmit data between digital

systemso transmit data in different ways (e.g. wired

and wirelessly).• Explain the benefits of networking digital

systems. For example: (SH - Network printing)o a network printer can be used by multiple

computerso network drives allow students to access and

share files at school.• Simulate data transmission on a network, such as

decomposing and reconstructing multiple email messages using unplugged activities. (Use Flowchart Popplet)

• Annotate a diagram to show how data is sent to a network printer. (Display in Innovation Space as a display for other students to look at and learn from. (Create poster using PowerPoint as a class and send to Vistaprint online to create Poster).

• Understand how a networked storage device can be best used in a collaborative project by following technical protocols for the secure storage of data. Students in pairs through collaboration complete the inquiry task Message mix-up activity .


Evidence of learningCan the student: Explain how digital

systems connect to form networks?

Explain how networks meet needs?

Summative AssessmentTerm 3, Week 6(Q’s 1-6)Part A Digital Systems Explain how digital

systems connect together to form a network.

Explain what you know about digital systems?


L2B








U2B






Student resourcesSlideshow — Network adventuresSheet — Network printing

Teacher resourcesSupporting learning resource — Message mix-up activitySupporting learning resource — Network printing (Answers)


In Computer lab time introduce Scratch – Build student capacity linked to English Character – Ethical dilemma content focus.


http://popplet.com/







http://popplet.com/

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events



(The How)Check for

UnderstandingInternal monitoring

data Formative (Feedback)



Resources

Digital DesignsDesigning a Game

WALT: Define the data and functional requirements of a simple game and identify common features of games.

WILF: is to explain the purpose of their game and the functional and data requirements.

TIB: Ensuring the defining requirements for a game is outlined provides the backbone for the creation of the game.

A-maze-ing Digital Designs Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Designing a gameDefining requirements• Recognise that defining problems is a key step

to solving problems and developing a solution.• Relate defining the problem to the

computational thinking strategy ‘decomposition’ slideshow - Computational thinking Years 3–6.

• Choose existing games to identify similarities (such as user age and programming environment).

• KWL Games known by students and use (Venn Diagram online )

• Identify the features of existing games (such as data types) that could be transferrable to a new game with a similar purpose. Slideshow – Defining a game

• Understand the terms ‘purpose’, ‘functional requirements’ and ‘data requirements’ as they apply to defining a game. Slideshow – Defining a game and SH – Define a game

• Define the problem of creating a new game by describing its purpose and the need it meets, its data requirements and functional requirements.

• Complete Assessment Part B: Q1-3


Evidence of learning

Can the student: Determine the data

and functional requirements for a game?

Summative AssessmentTerm 3, Week 8(Q’s 1-3)Part B Create Game Explain the purpose What are the

Functional and Data requirements



L2B







U2B





Student resourcesSlideshow — Defining a gameSheet — Define the gameSlideshow — Computational thinking Years 3–6Teacher resourcesSupporting learning resource — Computational thinking for primary teachers

Helpful informationWebsite — Computational thinking(Code Studio) https://studio.code.org/unplugged/unplug2.pdf

Website — Cybersafety policy http:/ /behaviour.education.qld.gov.au/cybersafety/school-staff/Pages/policy.aspx

Website — IT security https://isecurity.eq.edu.au/Pages/default.aspx

Website — Cybersafety and reputation management https://oneportal.deta.qld.gov.au/EducationDelivery/educationandict/cybersafetyandReputationmanagement/


https://oneportal.deta.qld.gov.au/EducationDelivery/educationandict/cybersafetyandReputationmanagement/Pages/default.aspx


https://isecurity.eq.edu.au/Pages/default.aspx

https://isecurity.eq.edu.au/Pages/default.aspx

http://behaviour.education.qld.gov.au/cybersafety/school-staff/Pages/policy.aspx



https://studio.code.org/unplugged/unplug2.pdf

https://studio.code.org/unplugged/unplug2.pdf







Pages/default.aspx







Resources

Digital Designs(Continued)

Designing user interfaces

WALT: Understand the common features and design principles of user interfaces. Collaborate online, applying communication protocols.

WILF: is to explain the user interface design for a game. Students collaborating safely online using correct etiquette.

TIB: Students safety online in collaborative environments ensure they are ready to enact this in the real world.


Designing a gameDesigning user interfaces• Identify features of familiar user interfaces that support user

interaction. For example, input boxes, message pop-ups, a highlighted area of the screen, menus on web pages and on apps, use of common symbols for help, go back, home, volume. Create a class user interface mural poster to go up in Innovation Space.

• Discuss the position and presentation of important information in a user interface.

• Plan a user interface for a new game by drawing a picture or diagram. (links to assessment task Part B Q5)

• Explore how to use online collaboration tools (Google Docs) to communicate ideas and provide feedback.

• Develop agreed protocols for communicating online. (In groups students brainstorm – whole class poster created)

• Compare user interface designs by collaborating online. (Google Docs)

• Consider feedback when refining design ideas and communicate how the feedback assisted in developing a better design.

• Discuss how people’s social differences and their need for privacy can be respected when communicating online.


In Computer lab time introduce Scratch – Build student capacity linked to English Narrative text, applying visual features with a sustainability focus as starting place to create their Digital Maze..



Can the student: Design the user interface for a

game? Collaborate appropriately

online, applying communication protocols?

Summative AssessmentTerm 3, Week 9(Q’s 4-6)Part B Create Game Design user interface Draw screen layout design Label screen layout diagram



L2B







U2B





Student resourcesSlideshow — Designing a user interface

Sheet — Designing the user interface

Teacher resourcesSupporting learning resource — Design collaboration activities

Supporting learning resource — Using technology in the classroom


Helpful information

Website — Digital reputation (Australian Government) https://esafety.gov.au/esafety-information/esafety-issues/digital-reputation


https://esafety.gov.au/esafety-information/esafety-issues/digital-reputation



https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx








Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: Digital Tech Year Level Team: add teacher names Term: Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding




Resources

Digital Designs(Continued)

Designing algorithmsWALT: Follow and modify and simple algorithms. Represent algorithms. Design algorithms involving branching (decisions), user input and iteration (repetition).

WILF: is to explain the user interface design for a game. Students collaborating safely online using correct etiquette.

TIB: Students safety online in collaborative environments ensure they are ready to enact this in the real world.


Designing a game

Designing algorithms

• Recognise that designing algorithms problems is a key step to solving problems and developing a solution.

• Website — How to explain algorithms to kids (Tynker)http://www.tynker.com/blog/articles/ideas-and-tips/how-to-explain-algorithms-to-kids/

• Relate designing algorithms to the computational thinking strategy ‘algorithms’. (Slideshow revision – Computational Thinking)

• Identify branching and iteration algorithms in existing games. For example, need to complete level 1 to start level 2 and repetition; obstacles moving back and forth .(Slideshow – Designing Algorithms + SH Designing Algorithms)

• Design algorithms involving branching (decisions), user input and repetition (iteration).

• Complete Assessment Part B: Q7


Evidence of learning Can the student:

Follow and modify simple algorithms?

Write algorithms? Incorporate decision-

making, user input and repetition into their algorithms?

Summative AssessmentTerm 3, Week 10(Question 7)Part B Create Game Describe how the user

will interact with the game.


L2B







U2B




Students may choose to use Game Makerhttps://www.yoyogames.com/gamemake r as alternative program to scratch.


Student resourcesSlideshow — Algorithms

Sheet — Designing algorithmsSlideshow — Computational thinking Years 3–6

Teacher resourcesSupporting learning resource — Computational thinking for primary teachers

Supporting learning resource — Designing algorithms (Answers)

Helpful information

Website — How to explain algorithms to kids (Tynker)http://www.tynker.com/blog/articles/ideas-and-tips/how-to-explain-algorithms-to-kids/




http://www.tynker.com/blog/articles/ideas-and-tips/how-to-explain-algorithms-to-kids/














Check for UnderstandingInternal monitoring data




Resources

Digital DesignsVisual implementation Collaborating and managing

WALT: Acquire different types of data and use software to present data in a different context. Use technical protocols. Manage a simple collaborative project.

WILF: collect, create different types of data collaboratively and organise, maintain data collections.

TIB: Students use data everyday and will use data in future job applications.


Collaborating and managing• Collect or create images, text and audio data to

represent objects and events in a game.• Use fair use guidelines to search for and select

data from the internet for a student project.• Use drawing software to create a digital

representation of a real world object and store it in a shared space for use by other students. G Drive

• Understand technical protocols and processes important for a collaborative project, such as:o file naming and storing conventionso version control for files to avoid overwriting

fileso creating backup copies of files.

• Discuss and develop agreed communication protocols for working on a collaborative project.

• Discuss different strategies for working together, such as:o pair programmingo splitting the programming tasks up (e.g.

students create different levels in a game and then combine them into a bigger program)

o use a planning tool to discuss and assign tasks to group members for a short, collaborative project.

o Understand the stages in producing a digital solution.

Complete Assessment Part B: Q8 9



Can the student: Collect or create different

types of data for a collaborative digital project?

Use technical protocols, such as file management rules, to organise and maintain data collections?

Create and use plans to share tasks in a short, collaborative project?

Summative AssessmentTerm 4, Week 2(Question 8,9)Part B Create Game Rules for working together Group Design – collaborate

Q1-6 as group design


L2B







U2B




Students may choose to use Game Makerhttps://www.yoyogames.com/gamemake r as alternative program to scratch for their assessment.

Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e33ab29729724/1/digital.html

Student resources

Sheet — The project management game

Sheet — Creating a project planSheet — Game development checklistTeacher resourcesSupporting learning resource — The project management game








https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e33ab29729724/1/digital.html













Resources

Digital Designs (Continued)Visual implementation Testing and automating algorithms

WALT: Use a visual programming language to implement algorithms involving branching (decisions) and iteration (repetition).

WILF: implantation of a visual program (scratch) using algorithms incorporating branching and iteration.

TIB: Students make decisions every day and will use them in future job applications.


Testing and automating algorithms• Understand that implementing digital solutions often

involves writing a program the computer can understand (execute).

• Understand that visual programming languages have been created for children to help them learn the fundamentals of programming and to create stories, games and other solutions.

• Recognise that visual programming uses abstractions, where the complexity of the actual program is hidden, and simplified into a selection of blocks. The software applies the complex code behind the scenes when a block is used in a program.

• Explore the link between algorithms and visual program blocks.

• Develop skills in using a visual program to independently implement specific algorithms, including decisions (branching) and repetition (iteration), and to perform tasks, such as adding sprites, moving, changing the background and being blocked by obstacles. SH – Branching Challenge

• Understand the importance of regular testing in designing and implementing a digital solution. Use problem-solving strategies or tips to resolve errors or unexpected results in visual programs.

Complete Assessment Part B: Q10, 11, 12



Can the student:o Implement a visual program

using algorithms that incorporates branching (decisions) and iteration (repetition)?

Summative AssessmentTerm 4, Week 3(Question 10, 11, 12)Part B Create Game Branching, repetition, user input

and game design testing Design Algorithms



L2B







U2B






Student resourcesSheet — Branching challengeSheet — Repetition challenge

Helpful informationWebsite — Creative computing learner workbook (Scratch Ed) http://scratched.gse.harvard.edu/guide/files/CreativeComputing20140820_LearnerWorkbook.pdf

Website — Blockly games (Google) https://blockly-games.appspot.com/

Website — Computer science fundamentals (Code Studio, Code.org) https://studio.code.org/

KLA: Digital Year Level Team: add teacher names Term: Semester 2


https://studio.code.org/

http://scratched.gse.harvard.edu/guide/files/CreativeComputing20140820_LearnerWorkbook.pdf










TechWALT/WILF/TIB






Resources

Digital Designs (Continued)Visual implementation Visual programming

WALT: Use a visual program to generate a user interface from a design plan.Implement a maze game using a visual programming language.

WILF: implement user interface of a game. Implement the action or features (linked to English unit characters, dilemma) using scratch – visual programming.

TIB: Students play games every day so creating and evaluating their own game will make connections with the games they play.


Visual programming• Create a simple maze game using visual

programming software, (Scratch) by:o creating the background images.o creating an avatar to represent the player.o creating sprites to represent objects the player

will interact with (e.g. items to collect, items to represent rewards, items to represent hazards).

o arranging the user interface to match the design plan

o implementing algorithms for user input. For example, when game starts ask the user for their name and store it in the player name variable).

o implementing algorithms for decisions. For example, when the player avatar collides with the exit, check if the key_found variable is true. If the key_found variable is true, open the door. Else say, ‘The door is locked.’

o implementing algorithms involving iteration. For example, repeat a movement backwards and forwards until a stop message is broadcast.

Complete Assessment Part B: Q13




Can the student:o Implement the user interface

of a game using a design plan?

o Implement the actions or features of a game using a visual programming language?

Summative AssessmentTerm 4, Week 3(Question 13)Part B Create Game Implement game created with

scratch based on characters, dilemma from English unit.



L2B








U2B





















Resources

Digital Designs

Evaluating solutions

WALT: Explain how existing systems and student solutions meet local community needs.

WILF: explanation of how existing systems and student solution can be used to meet needs of people.

TIB: making connections and explaining existing systems will help grow our preferred future to meet needs.


Evaluating solutionsSolutions that meet a need• Watch advertisements for digital solutions and

identify the need the digital solution addresses.o https://blog.advids.co/20-digital-advertising-

examples-from-b2b-businesses/o Google - Pedigree - Fetch Across the Internet

o Google - quip - Simplicity Dot Como Google - NBA 2K19 - How Could They

Have Known?o Inner child McDonaldso QANTAS Advertisement o STRAYA

• Watch Slideshow – Digital systems meeting needs• Use Student Handout – Does it meet the need - to

evaluate whether a digital solution addresses a defined need. Evaluate a student solution using a checklist.

• Using the I Pads - In Groups of three - Write or deliver a sales pitch explaining why a digital solution (Brainstorm ideas) addresses a school need.

• Showcase these videos on parade.



Can the student:

Explain how existing systems and student solutions can be used to meet needs?

L2B








U2B





Student resources

Slideshow — Digital systems meeting needs

Sheet — Does it meet the need?

Teacher resourcesSupporting learning resource — Does it meet the need? Answers

KLA: Digital Year Level Team: add teacher names Term: Semester 2





https://www.youtube.com/watch?v=rMdbVHPmCW0&list=RDhbGuqmaDgLA&index=8

https://www.youtube.com/watch?v=hbGuqmaDgLA

https://blog.advids.co/20-digital-advertising-examples-from-b2b-businesses/

https://blog.advids.co/20-digital-advertising-examples-from-b2b-businesses/

TechWALT/WILF/TIB






Resources

Digital Designs(continued)

My preferred future

WALT: Consider opportunities to improve developed solutions using emerging or future technology. Define data and functional requirements for a future application.

WILF: identify features and describe data of a digital solution based on emerging future technology.

TIB: making connections will help grow our preferred future.


Evaluating solutions

My preferred future

• Choose earlier and more recent games, identifying similarities and differences (e.g. purpose, user interface, user inputs, obstacles, rewards, scores).o Brainstorm games and discuss - research

• Identify emerging technologies that could be used in a future digital game.o Brainstorm games and discuss - research

• Describe a future version of a game they have developed or played that incorporates emerging technology.

• Identify the data and features of a student developed game that would need to be changed to accommodate new technology.





Can the student: Identify features of a digital

solution that could be improved by emerging or future technology?

Describe data and features of a future digital solution?

Summative AssessmentTerm 4, Week 5/6(Question 14-16)Part B Evaluate Game Evaluate Maze game project


L2B








U2B





Student resources

Sheet — My preferred future





Digital TechnologiesA-maze-ing digital designs

Band for Years 5–6Year 6 Unit 1

Assessment task — Portfolio

Name Class

Teacher Date

Task

• Part A: Explain how digital systems connect together to form a network.

• Part B: Create a maze game using visual programming.

Part A: Digital systems

1. Name each digital system or component.

Describe the purpose of each digital system or component.

http://pixabay.com/p-152656/?no_redirect

For example, this is a CPU (Central Processing Unit). The CPU is the brain of the computer. It is responsible for all of the processing the computer does.

(a) (b)

https://pixabay.com/en/card-circuit-electronics-interface-161279/

(c)

https://openclipart.org/detail/46759/ethernet-plug-network-straight-connector-rj45-lan

14 of 30DiT_Y05-06Band_U1_AT_Portfolio

2. Tick the boxes to show whether these devices work as inputs or outputs.

speakers

https://openclipart.org/detail/225107/speaker

USB keyboard https://openclipart.org/detail/

221272/usb-midi-controller

printer

☐Input ☐Output ☐ Input ☐Output ☐Input ☐Output

camera monitor tablet with touchscreen

☐Input ☐Output ☐Input ☐Output ☐Input ☐Output

3. Choose one input and one output device from Question 2 and explain how they interact with software.

For example, a user types on a keyboard (input) and the computer sends the text to a Braille reader (output) which has software that converts the text to Braille. The software sends signals which raise round pins through a flat surface on the machine to form the Braille cells.


4. Draw arrows to connect these digital systems as a network.

Explain what each digital system does by writing on the diagram.

5. Draw an additional digital system on the diagram above.Label the new digital system.Write on the diagram to explain what the new digital system does.

6. Explain the benefits of connecting these digital systems and components, including the new digital system, as a network.


laptop computer

image editing software

desktop computer

network printer

wireless modem and router

https://openclipart.org/detail/171413/wireless-router

Part B: Create a maze game

Define the problem

1. Who will play the game?

How will the game solve a problem?

Pur

pose

2. What features will you include in the game?

(e.g. movement, rewards, enemies, how the game will end etc.) Fu

nctio

nal r

equi

rem

ents

3. What data will you need to collect or create for this game?

(e.g. images, sounds, score etc.). D

ata

requ

irem

ents

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Design the user interfacePlan what the user will see and do when they play the maze game.

4. Tick the boxes to show what users will see in the maze game.

☐ Maze ☐ Exit or door ☐ Items to collect ☐ Text

☐ Player avatar ☐ Score ☐ Moving obstacles ☐ Other ____________

5. Draw your screen layout diagram.

6. Label your screen layout diagram.

7. Describe how the user will interact with the game.


Manage your maze game projectAs a team:

8. Discuss and write three rules for working together on your maze game.

9. Combine your design ideas from questions 1–6 and negotiate a group design.

10. Identify branching, repetition and user input and game design tasks in the table.

Ensure each group member has a branching, repetition and user input or game design task.

Branching tasks Group member

Example branching tasks:creating items and the rules to collect items, creating rules to show what happens when the avatar touches the maze walls, creating the score and adding the rules to make the score change, creating the exit and adding the rules to exit the maze

Repetition tasks Group member

Example repetition tasks:creating an enemy and the rules to make the enemy move, adding reward and the rules to animate the reward (e.g. float up or flash), creating a timer and adding the rules for the timer

User input and game design tasks Group member

Example user input and game design tasksmaking the maze background, creating an avatar, creating sounds and creating rules to turn sounds on or off, asking the user their name, creating rules for pausing the game

Design algorithms11. Design an algorithm for your branching task, from Part B: Question 10.

Briefly explain what your algorithm is for.18 of 30DiT_Y05-06Band_U1_AT_Portfolio

12. Design an algorithm for your repetition task, from Part B: Question 10.Briefly explain what your algorithm is for.

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Implement a maze game13. Create your maze game using visual programming software.

a) Use your group design to create the user interface for the maze game.

b) Use the algorithms you designed to create the rules for the maze game.

c) Record the storage location for your group game here:

______________________________________________________________________

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Evaluate your maze game project14. Rate your game in the table below by shading in the stars.

15. Make suggestions to improve the game in the table below.

Questions Ratings Suggestions

How well does it work?

How well does it meet the need?

How much fun is it to use?

16. Describe how your game is, or could be made, sustainable.

a) Explain the need for the game in the future.

b) Suggest how the game could be adapted to make use of emerging and future technologies, such as input and output devices.


Years 5–6 Band Digital Technologies: Unit 1 — A-maze-ing digital designs: Year 6 Portfolio Name:


Knowledge and understanding of Digital Technologies Process and production skills

Explain the fundamentals of digital system components and how digital systems are connected to form networks.

Define a problem in terms of data and functional requirements and design a solution by developing algorithms to address the problem. Incorporate decision-making, repetition and user interface design into a design and implement a digital solution. Manage the creation and communication of ideas in a collaborative digital project using agreed protocols.

Explains the benefits of networking digital systems.

Implements a maze game with an effective user interface and user input variables.Represents branching and repetition algorithms diagrammatically.Reflects on the sustainability of the maze game by considering emerging and future technologies.

A

Identifies an additional digital system. Explains how it functions and connects to the network.

Predicts how user inputs affect the game.Implements a maze game that addresses the defined need.Identifies aspects of the game that could be improved and justifies their choices.

B

Establishes the relationship between inputs, outputs and software.Explains the function of digital systems within a network.

Defines the purpose and requirements for the game.Designs a user interface and algorithms for the game.Implements a maze game using visual programming.Communicates design ideas with group members using agreed protocols.Explains how the game meets the defined need and considers sustainability.

C

Shows connections between digital systems or components. Comments on basic requirements for the maze game.Sequences some steps. D

Names a digital system / component. Identifies an aspect of the maze game. E

Feedback:

Australian Curriculum

Digital Technologies –Year 5 and 6:- Unit 1 Year 6

Years 5 and 6 Achievement Standard

By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.

Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision- making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

Content DescriptionsDigital Technologies Knowledge and Understanding Digital Technologies Processes and Production Skills

Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Design a user interface for a digital system (ACTDIP018) Design, modify and follow simple algorithms involving sequences of steps,

branching, and iteration (repetition) (ACTDIP019) Explain how student solutions and existing information systems are sustainable and

meet current and future local community needs (ACTDIP021) Implement digital solutions as simple visual programs involving branching, iteration

(repetition), and user input (ACTDIP020) Plan, create and communicate ideas and information, including collaboratively

online, applying agreed ethical, social and technical protocols (ACTDIP022)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculum

Relevant prior curriculum

Students require prior experience with the following in Years 3-4 Band: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007) Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010) Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011) Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012) Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

Curriculum working towards

The teaching and learning in this unit work towards the following in Years 7-8 Band: Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023) Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints

(ACTDIP027) Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028) Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029) Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030) Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031) Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)

Cross-curricula priorities

Sustainability

Students will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

General CapabilitiesGeneral capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.

Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge

Numeracy

Estimating and calculating with whole numbers Recognising and using patterns and relationships Using spatial reasoning Using measurement

Information and communication technology (ICT) capability

Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking

Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability

Self-awareness Self-management Social awareness Social management

Ethical understanding

Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

Intercultural understanding

Recognising culture and developing respect Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Assessing student learningAssessment name: A-maze-ing digital designs: Portfolio

Assessment description: Students describe digital systems and their components and explain how digital systems connect together to form a network. Students create a maze game using the skills of defining, designing, implementing using visual programming, managing and evaluating.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs. Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

identifying the main components of digital systems and how they function categorising software defining a game, including its purpose, the need it meets, the data and functional requirements planning a user interface by drawing a picture or diagram developing and using agreed protocols for communicating designing algorithms involving branching, user input and repetition writing algorithms collecting and creating data for a game implementing digital solutions using a visual programming language evaluating solutions.

Feedback

Feedback may relate to the development of students' Digital Technologies knowledge, understanding and application of processes and production skills. In this unit this may include providing feedback about a student's ability to:

identify the main components of digital systems and explain their basic functions explain how digital systems connect to form networks and how networks meet needs determine the data and functional requirements for a game and design the user interface for a game collaborate appropriately online applying communication protocols follow and modify simple algorithms and write algorithms in English and diagrammatically (flow chart) incorporate algorithms involving branching (decisions) and iteration (repetition) collect or create different types of data for a collaborative digital project use technical protocols such as file management rules to organise and maintain data collections create and use plans to share tasks in a short, collaborative project explain how digital systems meet needs and explain how a student solution can be used to meet a need identify features of a digital solution that could be improved and describe data and features of a future digital solution.

Year 6 Semester 2 Digital Technology Report Card Comment Bank

A B C D E2T6A 2T6B 2T6C 2T6D 2T6E

Digital Technologies: Unit 1 — A-maze-ing digital designs

{Name} explained the benefits of networking digital systems, and implemented a maze game with an effective user interface and user input variables. {She,He}represented branching and repetition algorithms diagrammatically. {Name}reflected on the sustainability of the maze game by considering emerging and future technologies.


{Name} identified an additional digital system, and explained how it functions and connects to the network. {She,He} predicted how user inputs affect the game, and implemented a maze game that addresses the defined need. {Name} identified aspects of the game that could be improved and justified their choices.


{Name} established the relationship between inputs, outputs and software, and explained the function of digital systems within a network. {She,He} defined the purpose and requirements for the game and designs a user interface and algorithms for the game and implemented a maze game using visual programming. {Name} communicated design ideas with group members using agreed protocols and explained how the game meets the defined need and considers sustainability.


{Name} showed connections between digital systems or components and commented on basic requirements for the maze game. {She,He} sequenced some steps.


{Name} named a digital system and or component, and identified an aspect of the maze game.

Digital Tech Pre-ModerationYear 6: Unit 1 Semester 2 Title: A-maze-ing Digital Designs

Curriculum Intent for the Unit (see unit /task description) In this unit students describe digital systems and their components and describe how digital systems connect together to form a network. Students create a maze game using the skills of defining, designing, implementing using visual program, managing and evaluating.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Students:Knowledge and Understanding:

Examine the main components of common digital systems and how they may connect together to form networks to transmit data

Processes and Production Skills Acquire, store and validate different types of data, and use a range of software to interpret and

visualise data to create information (ACTDIP016) Define problems in terms of data and functional requirements drawing on previously solved

problems (ACTDIP017) Design a user interface for a digital system (ACTDIP018) Design, modify and follow simple algorithms involving sequences of steps, branching, and

iteration (repetition) (ACTDIP019) Explain how student solutions and existing information systems are sustainable and meet

current and future local community needs (ACTDIP021) Implement digital solutions as simple visual programs involving branching, iteration

(repetition), and user input (ACTDIP020) Plan, create and communicate ideas and information, including collaboratively online, applying

agreed ethical, social and technical protocols (ACTDIP022)

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Technologies Unit or Digital Integration within other KLA’s . Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)

Feedback may relate to the development of students' Digital Technologies knowledge, understanding and application of processes and production skills. In this unit this may include providing feedback about a student's ability to:

identify the main components of digital systems and explain their basic functions explain how digital systems connect to form networks and how networks meet needs determine the data and functional requirements for a game and design the user interface for a game collaborate appropriately online applying communication protocols follow and modify simple algorithms and write algorithms in English and diagrammatically (flow chart) incorporate algorithms involving branching (decisions) and iteration (repetition) collect or create different types of data for a collaborative digital project use technical protocols such as file management rules to organise and maintain data collections create and use plans to share tasks in a short, collaborative project explain how digital systems meet needs and explain how a student solution can be used to meet a need identify features of a digital solution that could be improved and describe data and features of a future digital solution.

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Establishes the relationship between inputs, outputs and software. Explains the function of digital systems within a network Defines the purpose and requirements for the game. Designs a user interface and algorithms for the game. Implements a maze game using visual programming. Communicates design ideas with group members using agreed protocols. Explains how the game meets the defined need and considers sustainability

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Identifies an additional digital system. Explains how it functions and connects to the network. Predicts how user inputs affect the game. Implements a maze game that addresses the defined need. Identifies aspects of the game that could be improved and justifies their choices

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Explains the benefits of networking digital systems. Implements a maze game with an effective user interface and user input variables. Represents branching and repetition algorithms diagrammatically. Reflects on the sustainability of the maze game by considering emerging and future technologies.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed Digital Technology Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Technologies Unit or Digital Integration within other KLA’s

the ADDITIONAL TARGETED TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

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