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Digital Technologies

Years 5 and 6 band Content Descriptions
 
Knowledge and Understanding
 

Investigate the main components of common digital systems, their basic functions and interactions, and how such digital systems may connect together to form networks to transmit data (ACTDIK014).

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  • describing digital systems as having internal and external components that perform different functions

 

Processes and Production Skills

 

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020).

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  • planning and implementing a solution, using a visual programming language, for example, creating a simple computer game involving decisions and repetitions, suitable for younger children, that requires user input to make selection, taking into account user responses

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"Design Brief: What's Your Game?"

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Students will design and create a simple educational computer game as specified in the design brief, using visual programming (e.g. Scratch or Code.org), suitable for  younger children to play. Students will also identify components of a digital system and describe their functions.

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This resource for the Years 5 - 6 band includes:

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  • Design Brief

  • Links to learning activities and tutorials

  • Resources for teachers

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Links to learning activities and tutorials:

 

 

 

 

 

 

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Design Brief & Assessment

Scratch

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Quick guide to get started with Scratch: using different blocks, adding backdrops and sprites etc..​

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Includes 12 step by step cards with instructions: Change Colour, Move to a Beat, Key Moves, Say Something, Glide, Follow the Mouse, Dance Twist, Interactive Whirl, Animate It, Moving Animation, Surprise Button, Keep Score.

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This resource contains a PDF handout that explains several blocks that can be used in creating games: variables, lists, operators, control, sensing etc. Along with a brief explanation of the various blocks, there is a link to a sample project that uses the blocks listed.

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Introductory Tutorials and Paint Editor Tips

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Code Studio

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Course 2: Recommended for students who have no prior programming experience. In this course students will create programs to solve problems and create interactive games. The following stages are a selection of recommended activities.

 

  • Stage 3: Maze (sequence)

  • Stage 6: Maze (loops)

  • Stage 8: Bee (loops)

  • Stage 10: Bee (debugging)

  • Stage 13: Bee (conditionals)

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Course 3: Designed for students who have completed Course 2. Students build on their programming knowledge and by the end of the course will build interactive games. 

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  • Stage 1: Computational thinking

  • Stage 2: Maze

  • Stage 6: Bee functions

  • Stage 8: Bee conditionals

  • Stage 10: Dice Race

  • Stage 17: Playlab (Create a Game)

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BBC Bitesize

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Computational thinking: 

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  • 6 Learner guides: Introduction to computational thinking, Decomposition, Pattern recognition, Abstraction, Algorithms, Evaluating Solutions (Includes: Revision & Tests) & 12 Class clips.

Articles, links and other resources for teachers:

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Article by Grant Smith - former educator turned teacher trainer and CS education consultant helping districts bring coding to all students. 

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Article by Douglas Rushkoff - Digital Literacy Advocate, Codeacademy

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Article by Mitchel Resnick & David Siegel

How kids are making and remaking themselves from Scratch.

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An online community for educators using Scratch; with stories, discussions and resources such as the Scratch curriculum guide.

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The Queensland Curriculum and Assessment Authority (QCAA) has developed advice, guidelines and resources incorporating the Australian Curriculum.

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Cybersafety:

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Education/classroom resources eg. Digital citizenship. Includes lesson plans with links to the Australian Curriculum.

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Teach children that information on the web is not always reliable. 

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Posters created by the Department of Education and Training (QLD) to assist schools to promote discussions about the importance of positive online behaviours and protecting students' digital footprint.

 

Selected resources and links for teachers: lesson plans and teaching materials. Depatment of Education and Training (QLD). 

Components of a digital system

Curriculum key ideas

  • Computational thinking: students design and implement algorithms to create an interactive game.

  • Digital systems: students learn how the different components fit together.

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General capabilities

  • ICT: students use ICTs to create an interactive game.

  • Critial and creative thinking: students use problem solving and applying new ideas.

  • Literacies: students use specific vocabulary of concepts; write instructions for a game; discuss and evaluate ideas.

Differentiation

  • Students work individually and in small groups.

  • A range of additional supporting resources are included to suit the different learning styles and abilities of students (e.g. video tutorials, step by step instructions). 

References

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Australian Curriculum, Assessment and Reporting Authority. (2016). Australian Currriculum: General capabilities. Retrieved March 6, 2016, from                     http://v7-5.australiancurriculum.edu.au/generalcapabilities/overview/general-capabilities-in-the-australian-curriculum

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Australian Curriculum, Assessment and Reporting Authority. (2016). Australian Curriculum: Digital technologies. Retrieved March 6, 2016, from                      http://v7-5.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1#level5-6

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Australian Curriculum, Assessment and Reporting Authority. (2016). Australian Curriculum: Technologies. Retrieved March 6, 2016, from                                  http://v7-5.australiancurriculum.edu.au/technologies/content-structure

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BBC Bitesize. (2016). Computational thinking. Retrieved May 9, 2016, from  http://www.bbc.co.uk/education/topics/z7tp34j

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Code Studio. (2016). Computer science fundamentals. Retrieved April 17, 2016, from https://studio.code.org/

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Cyber Safety Solutions. (2014). Cyber safety for schools. Retrieved May 9, 2016, from http://www.cybersafetysolutions.com.au/for-schools.shtml

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Department of Education and Training. (2015). Cybersafety resources. Retrieved May 6, 2016, from 

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

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Department of Education and Training. (2014). Digital footprint resources. Retrieved May 6, 2016, from 

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

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Digital Technologies. (n.d.) Retrieved April 17, 2016, from http://primary-ed.wix.com/technology-resources#!digital-technologies/cse2

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Howell, J. (2014). Teaching and learning: building effective pedagogies. South Melbourne, VIC: Oxford University Press.

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Kaif, H. (2013). Understanding what is inside your computer and how it works. Retrieved May 8, 2016, from 

       http://sites.jmu.edu/103oconnor-16/introduction-to-basic-computer-components-and-functions/ 

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Lifelong Kindergarten Group. (n.d.) Scratch. Retrieved April 10, 2016, from https://scratch.mit.edu/ 

 

Lifelong Kindergarten Group. (n.d.) ScratchEd. Retrieved April 17, 2016, from http://scratched.gse.harvard.edu/resources

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Queensland Curriculum and Assessment Authority. (2016). Year 5 Technologies. Retrieved February 25, 2016, from    

        https://www.qcaa.qld.edu.au/p-10/aciq/p-10-technologies/year-5-technologies

 

Resnick, M. & Siegel, D. (2015). A different approach to coding. Retrieved April, 18, 2016, from 

       https://medium.com/bright/a-different-approach-to-coding-d679b06d83a#.xg

 

Rushkoff, D. (2012). Coding literacy: a 21st century requirement. Retrieved April 18, 2016, from 

       http://www.edutopia.org/blog/code-literacy-21st-century-requirement-douglas-rushkoff

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Office of the Children eSafety Commissioner. (n.d.) Digital citizenship. Retrieved May 8, 2016, from 

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

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Smith, G. (2016). 3 steps to becoming a coding teacher. Retrieved May 6, 2016, from 

       http://www.edutopia.org/blog/3-steps-to-becoming-a-coding-teacher-grant-smith​

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