pialbastateschool.files.wordpress.com€¦ · web viewunit plan . a-maze-ing digital designs. in...

OneSchoolUnit Plan

Name: Unit 1 - Digital Technologies Years 5-6 Band (V8)Duration: 20 Weeks

Year Level: Years 5, 6

Applicable Learning Areas/Subjects: Digital Technologies

Unit Plan

A-maze-ing digital designsIn 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.

Suggested partner units:

English Year 5 Unit 2: Examining and creating fantasy texts English Year 6 Unit 6: Comparing texts

For further information to support teaching of the unit, view the:

Band plan Topic overview

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 25

Unit Plan Plan Name: Unit 1 - Digital Tecnologies Year 5-6 Band (V8)

Year: 5, 6Learning Areas/Subjects: Digital Technologies

Duration: 20 Weeks

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

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

SafetyWhen planning and conducting ICT activities, including online activities, teachers need to refer to and apply all relevant policies and guidelines. Read the 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 for advice and links to policies and resources.

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Pages/Information-Communication-and-Technology-(ICT).aspx

.DOCX




Duration: 20 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

A-maze-ing digital designs: Portfolio (Yr 05, 06)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.

Portfolio Digital Technologies Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Assessment Connections between learning

and assessment Digital systems Designing a game Visual implementation Evaluating solutions

Resources Attachments Plan Resource Bank

Assessment Portfolio - A-maze-ing digital

designs (Yr 05, 06)




Duration: 20 Weeks

Australian Curriculum

Digital Technologies - Years 5 and 6

Years 5 and 6 Achievement StandardBy 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 Descriptions

Digital 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)

Content descriptions, achievement standards and general capabilities © ACARA 2014 of



Duration: 20 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents 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 towardsThe 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)




Duration: 20 Weeks

General 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.

Cross-curriculum priorities




Duration: 20 Weeks

SustainabilityStudents 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.

Assessing student learningAssessment name: A-maze-ing digital designs: PortfolioAssessment 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.

FeedbackFeedback may relate to the development of students' Digital Technologies knowledge, understanding, 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 explain how networks meet needs determine the data and functional requirements for a game design the user interface for a game collaborate appropriately online applying communication protocols follow and modify simple algorithms write algorithms in English and diagrammatically incorporate algorithms involving branching (decisions) and iteration (repetition) collect or create different types of data for a collaborative digital project




Duration: 20 Weeks

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 explain how a student solution can be used to meet a need identify features of a digital solution that could be improved describe data and features of a future digital solution.




Duration: 20 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

1 Lesson Assessment Lesson 1: Assessment

1 Lesson Connections between learning and assessment Lesson 2: Connections between learning and assessment

7 Lessons Digital systems Lessons 3-9: Digital systems

8 Lessons Designing a game Lessons 10-17: Designing a game

10 Lessons Visual implementation Lessons 18-27: Visual implementation

3 Lessons Evaluating solutions Lessons 28-30: Evaluating solutions

30 Lessons Total Unit




Duration: 20 Weeks

Teaching Sequence

Topic Assessment Topic Duration 1 Lesson

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level.In this topic, students will 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.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Assessment

Key idea Assessment of learning

Student resources Assessment task - A-maze-ing digital designs: Portfolio

Teacher resources Assessment task - A-maze-ing digital designs: Portfolio: Model response Assessment task - A-maze-ing digital designs: Project folio (Part B) - Model response

(video) Assessment task - A-maze-ing digital designs: Portfolio – Teaching notes Assessment task - A-maze-ing digital designs: Portfolio – Suggested marking guide for

maze game solution

Attachments Topic outline

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25



Duration: 20 Weeks

Teaching Sequence

Topic Connections between learning and assessment Topic Duration 1 Lesson

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will investigate the unit focus and thinking skills in Digital Technologies for the Years 5-6 Band. Students will make connections with relevant prior knowledge, understanding and skills in preparation for learning and assessment in Digital Technologies for Years 5-6 Band.


Lesson 2

Connections between learning and assessment

Key ideas Curriculum organisation Prior learning

Curriculum organisation 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 - Technologies essentials

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

Prior learningStudent resources

Slideshow - What is an algorithm? Slideshow - Digital systems

Teacher resources Supporting learning resource - Algorithms Supporting 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/




Duration: 20 Weeks

Teaching Sequence

Topic Connections between learning and assessment Topic Duration 1 Lesson

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will investigate the unit focus and thinking skills in Digital Technologies for the Years 5-6 Band. Students will make connections with relevant prior knowledge, understanding and skills in preparation for learning and assessment in Digital Technologies for Years 5-6 Band.

Lessons Teaching and Learning Sequence Resourcesdigital-citizenship

Website - Office of the Children’s eSafety Commissioner: Education resources (Australian Government) https://www.esafety.gov.au/education-resources





Duration: 20 Weeks

Teaching Sequence

Topic Digital systems Topic Duration 7 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will identify the main components of digital systems, explain their basic functions and interactions, and evaluate how digital system components meet different needs. Students will understand how digital systems connect to form networks to transmit data and how networks meet needs.


Lessons 3-9

Digital systems

Key ideas Hardware and software Networks

Hardware and softwareStudent resources

Slideshow - Computer systems Sheet - Computer parts memory game Slideshow - Types of software Sheet - Software audit Slideshow - The journey of a letter from the keyboard to the screen Slideshow - The journey of a photo from the camera to the hard disk

Teacher resources Supporting learning resource - Computer parts memory game

Helpful information Website - Computer Basics - Understanding operating systems (GCF Learnfree.org)

http://www.gcflearnfree.org/computerbasics/understanding-operating-systems/1/

NetworksStudent resources

Slideshow - Network adventures Sheet - Network printing

Teacher resources Supporting learning resource - Message mix-up activity Supporting learning resource - Network printing (Answers)


Teaching Sequence

Topic Designing a game Topic Duration 8 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will define the data and functional




Duration: 20 Weeks

Teaching Sequence




requirements of a simple game and identify common features of games. Students will understand the common features and design principles of user interfaces and collaborate online applying communication protocols. Students will follow, modify and design algorithms incorporating branching, user input and iteration.


Lessons 10-17

Designing a game

Key ideas Defining requirements Designing user interfaces Designing algorithms

Defining requirements Student resources

Slideshow - Defining a game Sheet - Define the game Slideshow - Computational thinking Years 3-6

Teacher resources Supporting learning resource - Computational thinking for primary teachers

Helpful information Website - 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/Pages/default.aspx

Designing user interfaces Student resources

Slideshow - Designing a user interface Sheet - Designing the user interface

Teacher resources Supporting learning resource - Design collaboration activities Supporting learning resource - Using technology in the classroom Supporting learning resource - Online safety and collaborating online





Duration: 20 Weeks

Teaching Sequence




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

information/esafety-issues/digital-reputation

Designing algorithms Student resources

Slideshow - Algorithms Sheet - Designing algorithms Slideshow - Computational thinking Years 3-6

Teacher resources Supporting 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/





Duration: 20 Weeks

Teaching Sequence

Topic Visual implementation Topic Duration 10 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will acquire different types of data and use software to present data in a different context, use technical protocols and manage a simple collaborative project. Students will use a visual programming language to implement algorithms involving branching (decisions) and iteration (repetition). Students will use a visual program to generate a user interface from a design plan and implement a maze game using a visual programming language.


Lessons 18-27

Visual implementation

Key ideas Collaborating and managing Testing and automating algorithms Visual programming

Collaborating and managingStudent resources

Sheet - The project management game Sheet - Creating a project plan Sheet - Game development checklist

Teacher resources Supporting learning resource - The project management game Supporting learning resource - Online safety and collaborating online


Testing and automating algorithms Student resources

Sheet - Branching challenge Sheet - Repetition challenge

Helpful information Website - 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/

Visual programmingStudent resources

Sheet - Making a game using a visual program Sheet - Game development checklist

Teacher resources Supporting learning resource - Implementing a maze game




Duration: 20 Weeks

Teaching Sequence

Topic Visual implementation Topic Duration 10 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will acquire different types of data and use software to present data in a different context, use technical protocols and manage a simple collaborative project. Students will use a visual programming language to implement algorithms involving branching (decisions) and iteration (repetition). Students will use a visual program to generate a user interface from a design plan and implement a maze game using a visual programming language.


Helpful information Website - Blockly games (Google) https://blockly-games.appspot.com/ Website - Computer science fundamentals (Code Studio, Code.org)

https://studio.code.org/





Duration: 20 Weeks

Teaching Sequence

Topic Evaluating solutions Topic Duration 3 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will explain how student solutions meet local community needs. Students will consider opportunities to improve developed solutions using emerging or future technology and define data and functional requirements for a future application.


Lessons 28-30

Evaluating solutions

Key ideas Solutions that meet a need My preferred future

Solutions that meet a needStudent resources

Slideshow - Digital systems meeting needs Sheet - Does it meet the need?

Teacher resources Supporting learning resource - Does it meet the need? Answers

My preferred futureStudent resources

Sheet - My preferred future





Duration: 20 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Assessment Topic outline - DiT_Y05-06Band_U1_TO_Assessment.docx

Sequence - Connections between learning and assessment Topic outline - DiT_Y05-06Band_U1_TO_ConnLearnAssess.docx

Sequence - Digital systems Topic outline - DiT_Y05-06Band_U1_TO_DigitalSystems.docx

Sequence - Designing a game Topic outline - DiT_Y05-06Band_U1_TO_DesignGame.docx

Sequence - Visual implementation Topic outline - DiT_Y05-06Band_U1_TO_VisualImplementation.docx

Sequence - Evaluating solutions Topic outline - DiT_Y05-06Band_U1_TO_Evaluation.docx

Sequence Sheet - Branching challenge

Sheet - Computer parts memory game

Sheet - Creating a project plan

Sheet - Define the game

Sheet - Designing algorithms

Sheet - Designing the user interface

Sheet - Does it meet the need?

Sheet - Game development checklist

Sheet - Making a game using a visual program

Sheet - My preferred future




Duration: 20 Weeks


Sheet - Network printing

Sheet - Repetition challenge

Sheet - Software audit

Sheet - The project management game

Slideshow - Algorithms

Slideshow - Computational thinking Years 3-6

Slideshow - Computer systems

Slideshow - Defining a game

Slideshow - Designing a user interface

Slideshow - Digital systems

Slideshow - Digital systems meeting needs

Slideshow - Network adventures

Slideshow - Systems thinking for Years 3-6

Slideshow - The journey of a letter from the keyboard to the screen

Slideshow - The journey of a photo from the camera to the hard disk

Slideshow - Types of software

Slideshow - What is an algorithm? Slideshow - What is Digital Technologies? Years Prep-6




Duration: 20 Weeks


Supporting learning resource - Algorithms

Supporting learning resource - Alternative projects

Supporting learning resource - Computational thinking for primary teachers

Supporting learning resource - Computer parts memory game

Supporting learning resource - Design collaboration activities

Supporting learning resource - Designing algorithms (Answers) Supporting learning resource - Technologies essentials https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html

Supporting learning resource - Does it meet the need? Answers

Supporting learning resource - C2C: Digital technologies glossary

Supporting learning resource - Implementing a maze game

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

Supporting learning resource - Message mix-up activity

Supporting learning resource - Network printing (Answers) 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

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

Supporting learning resource - The project management game Supporting learning resource - Using technology in the classroom




Duration: 20 Weeks


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

Website - Computational thinking (Code Studio) https://studio.code.org/unplugged/unplug2.pdf

Website - Computer Basics - Understanding operating systems (GCF Learnfree.org) http://www.gcflearnfree.org/computerbasics/understanding-operating-systems/1/

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

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

Website - Cybersafety and reputation management https://oneportal.deta.qld.gov.au/EducationDelivery/educationandict/cybersafetyandReputationmanagement/Pages/default.aspx

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

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

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

Website - Fundamentals of computer systems (Cambridge GCSE Computing Online) http://www.cambridgegcsecomputing.org/fundamentals-of-computer-systems-main

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

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

Assessment Planner - A-maze-ing digital designs: Portfolio

Assessment task - DiT_Y05-06Band_AT_MarkingGuide.xlsx

Assessment task - DiT_Y05-06Band_U1_AT_TN_Portfolio.docx

Assessment task - DiT_Y05-06Band_U1_AT_MR_Portfolio.docx

Assessment task - DiT_Y05-06Band_U1_AT_Portfolio.docx

Assessment Assessment task - A-maze-ing digital designs: Portfolio




Duration: 20 Weeks


Assessment task - A-maze-ing digital designs: Portfolio: Model response

Assessment task - A-maze-ing digital designs: Project folio (Part B) - Model response (video)

Assessment task - A-maze-ing digital designs: Portfolio - Suggested marking guide for maze game solution

Assessment task - A-maze-ing digital designs: Portfolio - Teaching notes




Duration: 20 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

A-maze-ing digital designs: Portfolio (Yr 05, 06)Type Portfolio

Date

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.

Learning Area Digital Technologies

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 & functional requirements & design a solution by developing algorithms. Incorporate decision-making, repetition & user interface design & implement a digital solution. Manage a collaborative digital project using agreed protocols

A ◄ 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

B ◄ 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.

C ◄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.

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

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




Duration: 20 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002

Content descriptions, achievement standards and general capabilities © ACARA 2014

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