Digital Technologies

Asses sment Task s

ELC

Coding Unplugged Students program to move bee-bots from one destination to another‌..

Colour coded for right and left‌

Early Years Framework Bee-Bot Resources Patterning Apps: Fun Farm Patterning

Apps Based Activities: Students use appropriate apps for alphabet and number ordering and pattern recognition (simple shapes colours.)

Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.

Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich.

They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.

Explore resources, tools and information communication technologies to represent ideas and represent their thinking (connects to the Technologies Curriculum) Use tools, resources and technologies in play, thinking and learning. Develop simple ICT skills:

What does Algebra in early years look like?

Explore the purpose and function of a range of tools, media, sounds and graphics.

Engage with information communication technologies for fun and to promote thinking and learning.

Asses sment Task s

PP

Coding Unplugged Students are programmed to move from one destination to another….. move and find way in and around objects..

Colour coded for right and left…

APPS based learning: Students use appropriate apps that encourage the thinking and planning in order to make things happen.

Students plan logically to program a robot A.L.E.X. or a bee-bot with a sequence of commands to get through each level from start to finish.

Students use Kodable to program with visual conditional commands.

iPad Apps

Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework.

Bee-Bot

It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems. Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.

A.L.E.X Kodable

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems •

experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner, such as following a path around the classroom

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writing and entering a simple set of instructions jointly to sequence events and instructions, for example scanning personal photographs and collating and ordering significant personal events or milestones and describing the steps involved in the process recognising sequences of instructions or events that are commonly experienced

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General capabilities: Literacy, Numeracy, Information and communication technology capability, Critical and creative thinking, Personal and social capability.

Asses sment Task s

Year 1

Dance Bots Tuning in activity – Hokey Pokey, North, South, East and West (Hi 5) Students begin to develop algorithmic thinking and sense of direction through the performing arts.

Apps based Activities: A.L.E.X Daisy the Dinosaur Students explore computer programming with Daisy the Dinosaur by using the drag and drop interface to animate Daisy to dance across the screen.

Students use the apps challenges to begin to understand the basics of objects, sequencing, loops and events.

iPad Apps

Daisy the Dinosaur

A.L.E.X

BBC Computer Science

Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework.

It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.

Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich.

They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process (dance) or controlling robotic devices.

Identify, use and explore digital systems (hardware and software components) for a purpose •

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recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement.

General capabilities: Literacy, Numeracy, Information and communication technology capability, Critical and creative thinking, Personal and social capability.

Asses sment Task s

Year 2

Hour of Code – a rotation of: Plugged, Unplugged, Online and Apps based Activities.

Unplugged Activities Book

By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.

Cato’s Hike

Students design solutions to simple problems using a sequence of steps and decisions.

They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems and share information in safe online environments.

Unplugged: Students explore run length code and how images are displayed, based on the pixel as a building block.

Tuning In with Algorithm Dance

Students use compass directions and your own symbols to create a code that will get you through the maze

One is a Snail 10 is a Crab

Apps Based: Students use Cato’s Hike to develop basic programming skills. Coding tutorials and activities include concepts like loops, branching and working with a basic stack or memory.

Maths Students use Turtle Maths to create different geometrical patterns, designs and fractals.

Students develop their own visual programming language after reading One is a Snail, 10 is a Crab

Mapping

Describe and draw two-dimensional shapes, with and without digital technologies •

Interpret simple maps of familiar locations and identify the relative positions of key features •

Turtle Geometry Ladybug Mazes Espresso Core

identifying key features of squares, rectangles, triangles, kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges and corners

understanding that we use representations of objects and their positions, such as on maps, to allow us to receive and give directions and to describe place: constructing arrangements of objects from a set of directions

The Critical and creative thinking continuum: 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.

General capabilities: Literacy, Numeracy, Information and communication technology capability, Critical and creative thinking, Personal and social capability.

Asses sment Task s

Year 3

Graphic Art Project Students will manipulate code, thinking critically and creatively, to make characters draw.

Digital Technologies: Hopscotch

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them • •

Students will develop an understanding of programming math and art that is relevant to geometry, design, and other computational thinking.

Students learn to use Tynker drawing tools to create their own vector based drawings.

Web Work

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Tynker Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input •

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Core Curriculum

explaining what the problem is and some features of the problem, such as what need is associated with the problem, who has the problem and why describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device explaining to others how to follow technical instructions, for example how to capture and download images from a mobile device defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example sequencing the steps in selecting and downloading images and audio to create a book trailer

Espresso

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designing and implementing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left and top of web pages to help users interact with the site

Asses sment Task s

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Year 3 •

implementing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow

Recognise different types of data and explore how the same data can be represented in different ways • • • •

recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images recognising representations of different types of data such as waves for sound exploring codes and symbols that are representations of data, for example Morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region

Maths: Identify angles as measures of turn and compare angle sizes in everyday situations

Art: Plan, create and present media artworks for specific purposes with awareness of responsible media practice Present artworks and describe how they have used visual conventions to represent their ideas.

Asses sment Task s

Year 4

Students will complete the apps continuum and Tynker tutorials to develop their skill level for their own design project.

Students use Tynker tools to create their own maths games.

Students practise their own coded dance routines. (House Meetings)

Tynker Coders Cargo Bot

Tynker

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community. By the end of Year 4, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real world systems and simple guessing games.

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input.

Espresso •

Coding Online: Work

Web

Students participate in coded treasure hunt.

(House Meetings)

BBC: Computer Science

Students use Lego Mindstorms to create and program robots. (Genius Hour)

Lego Mindstorms

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designing and implementing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English. using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left and top of web pages to help users interact with the site

Implement programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution.

General capabilities: Literacy, Numeracy, Information and communication technology capability, Critical and creative thinking, Personal and social capability.

Asses sment Task s

Year 5

Students will complete Codecademy- Hour of Code.

On successful completion students will advance to the Kodu lab activities.

Codecademy

Digital Technologies:

Espresso

Define problems in terms of data and functional requirements, and identify features similar to previously solved problems

Kodu Software

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checking existing solutions to identify features that are transferable to new but similar digital solutions, for example identifying if there are any similarities (such as user age and special requirements) between an existing game and a new game to be created – in terms of the types of data and the needs of the users investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens – many people respond more intuitively than when using a keyboard or stylus; and the consistent placement of symbols helps with performing actions that require speed, for example in games using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications or mismatches of data describing in simple terms the nature of a problem and what a solution needs to achieve, for example what need the problem is associated with, who the solution is needed for, what data are needed and what features the solution would need to include

Design a user interface for a digital system, generating and considering alternative designs •

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exploring different features of user interfaces that allow people from different cultures to access information irrespective of language background, for example using icons and consistently placing icons or symbols in games interfaces to reduce the frustrations of game players applying the principles and elements of design to a set of requirements in order to produce a user interface for a system that addresses an identified need, for example to emphasise or highlight an area of the screen to draw the viewer’s attention to an event or action designing the user interface of a solution using different design tools, for example using a storyboard to outline the stages of a game or a mock-up to show the placement

Asses sment Task s

Year 5

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of icons generating alternative designs for a user interface, for example sketching different concepts for a splash screen of a game or interactive multimedia experience

Design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition)

Science Understanding: The Earth is part of a system of planets orbiting around a star (the sun)

Science Inquiry • • • • • • • •

With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be(ACSIS231) With guidance, plan appropriate investigation methods to answer questions or solve problems(ACSIS086) Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087) Use equipment and materials safely, identifying potential risks (ACSIS088) Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate(ACSIS090) Compare data with predictions and use as evidence in developing explanations (ACSIS218) Suggest improvements to the methods used to investigate a question or solve a problem(ACSIS091) Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts

Asses sment Task s

Year 5

Science Kodu & NASA: Mission To Mars

Use a grid reference system to describe locations. Describe routes using landmarks and directional language Mars

Module

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comparing aerial views of Country, desert paintings and maps with grid references creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another

Describe translations, reflections and rotations of two-dimensional shapes.

Identify line and rotational symmetries •

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identifying and describing the line and rotational symmetry of a range of twodimensional shapes, by manually cutting, folding and turning shapes and by using digital technologies identifying the effects of transformations by manually flipping, sliding and turning two-dimensional shapes and by using digital technologies

Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original.

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using digital technologies to enlarge shapes using a grid system to enlarge a favourite image or cartoon

General capabilities: Literacy, Numeracy, Information and communication technology capability, Critical and creative thinking, Personal and social capability.

Asses sment Task s

Year 5

Mathematics: Students will learn about area, perimeter, volume and the coordinate plane. Math Module Students when given incremental changes in the area of square, students will describe and analyse the pattern using math sentences and relationships.

Students when given a condition and consequence will represent it as a Robocompass When...Do... statement in Kodu.

Turtle Maths Students when given a control scheme, students will program their Kodu character to respond according to the specifications.

Students will work through Maths Module completing as open ended tasks.

Asses sment Task s

Year 6

Computational Training Students will complete an Hour of Code and a range of run length code and binary number activities (somewhere between Perth, Kalgoorlie Camp and return.)

Students will use the Binary Ninja App to test knowledge of Binary Numbers conversion. What is Binary 0101 converted to Decimal? How about Binary 100110 converted to Decimal? How about Decimal 225 converted to Binary? And how about the Binary 1000101110101101 converted to Decimal?

The Hour of Code Unplugged Activities – Binary Card Game

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the sustainability of information systems for current and future uses.

By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations.

Students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems and how data are transferred between systems.

They learn to further develop abstractions by identifying common elements across similar problems and systems and develop an understanding of the relationship between models and the real-world systems they represent.

Binary Ninja When creating solutions, students define problems clearly by identifying appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when implementing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own and existing information systems.

Asses sment Task s

Students, as a House Leadership Group, will code and perform a dance in order to develop an understanding of sequencing and the importance of accurate instructions.

Investigate how digital systems use whole numbers as a basis for representing all types of data •

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Students will be introduced to the concept of looping to implement repetitive segments of the dance.

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Students will add a variable to determine the number of times the dance sequences is repeated.

Students will, as part of House Meetings, code vertically streamed house groups as Dance-Bots for a Performing Arts Festival

Students will create a flow chart program of dance steps.

recognising that digital systems represent all types of data using number codes that ultimately are patterns of 1s and 0s (called binary digits, which is why they are called digital systems) explaining that binary represents numbers using 1s and 0s and these represent the on and off electrical states respectively in hardware and robotics recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11 representing whole numbers in binary, for example counting in binary from zero to 15, or writing a friend’s age in binary exploring how division by two can be used as a technique to determine the binary representation of any whole number by collecting remainder terms representing the state of an object in a game as active or inactive using the respective binary values of 1 or 0

Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks.

Asses sment Task s

Students will use Scratch software to program a dance performance.

They will: Delete cat sprite Add a sprite from the people folder Add multiple costumes for the sprite Program the sprite to look like it is dancing Add sound or movement

Students will, as a House Meeting activity, use existing tennis /basketball boundaries and ropes and cones to code a Maze/ Treasure Hunt for younger house members.

Algorhythm/Line Dancing/ Dance Bots Scratch Software Scratch Dance Project

Espresso Web Work