Pialba State School 2018 – 2020

Digital TechnologiesCurriculum

Year Level Overview

Computer Lab on Desktop Computers. On IPads / Other Devices in Innovation Space

Lab and Classrooms

C L I S L C

Pialba State School – Digital Units 2018 - 2020Computer Lab on Desktop

Computers.On IPads / Other Devices in

Innovation SpaceLab and Classrooms

C L I S L C

Year Level Unit Outline Assessment

Prep

Pialba Prep Computers: Handy helpers (Unit 1 Prep)

In this unit students will learn and apply Digital Technologies knowledge and skills through guided play and tasks integrated into other subject areas. Student will:

• recognise and explore how digital and information systems are used for particular purposes in daily life• collect, explore and sort familiar data and use digital systems to present the data creatively to convey meaning• describe and represent a sequence of steps and decisions (algorithms) to solve simple problems in non-digital

and digital contexts• develop foundational skills in systems and computational thinking, applying strategies such as exploring

patterns, developing logical steps, and hiding unnecessary information when solving simple problems• work independently and with others to create and organise ideas and information, and share these with known

people in safe online environments.

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

Purpose of assessment: To identify the purposes of common digital systems, represent data to make meaning, create and share information using collected data to convey meaning, and design an algorithm to solve a problem. (Assessment for this unit is in three parts. The assessment booklet is designed to be used as discrete sections after the relevant topic is taught.)

Term 3, Week 6 S

Part A Everyday Digital Systems Identify common digital systems. Explain the purposes of familiar digital systems.

Term 4, Week 6 S

Part B Data Discoveries Collect, sort and organise data to make meaning. Represent data in different ways. Create a multimedia class profile in an online space.

Term 3, Week 9 & 10 S

Part C Program This Follow and describe in plain English a series of steps to

program a floor robot. Plan a route to program a robot to follow a path. Write a sequence of steps and decisions (algorithm).

Pialba State School – Digital Units 2018 - 2020Computer Lab on Desktop

Computers.On IPads / Other Devices in

Innovation SpaceLab and Classrooms

C L I S L C

Year 1

Pialba Year 1Computers: Handy helpers (Unit 1 Year 1)

In this unit students will learn and apply Digital Technologies knowledge and skills through guided play and tasks integrated into other subject areas. Student will:

• recognise and explore how digital and information systems are used for particular purposes in daily life• collect, explore and sort familiar data and use digital systems to present the data creatively to convey meaning• describe and represent a sequence of steps and decisions (algorithms) to solve simple problems in non-digital

and digital contexts• develop foundational skills in systems and computational thinking, applying strategies such as exploring

patterns, developing logical steps, and hiding unnecessary information when solving simple problems• work independently and with others to create and organise ideas and information, and share these with known

people in safe online environments.

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

Purpose of assessment: To identify the purposes of common digital systems, represent data to make meaning, create and share information using collected data to convey meaning, and design an algorithm to solve a problem. (Assessment for this unit is in three parts. The assessment booklet is designed to be used as discrete sections after the relevant topic is taught.)

Term 3, Week 6 S

Part A Everyday Digital Systems Identify common digital systems. Explain the purposes of familiar digital

systems.

Term 4, Week 6 S

Part B Data Discoveries Collect, sort and organise data to make

meaning. Represent data in different ways. Create a multimedia class profile in an

online space.

Term 3, Week 9 & 10 S

Part C Program This Follow and describe in plain English a

series of steps to program a floor robot. Plan a route to program a robot to follow a

path. Write a sequence of steps and decisions

(algorithm).

Pialba State School – Digital Units 2018 - 2020Computer Lab on Desktop

Computers.On IPads / Other Devices in

Innovation SpaceLab and Classrooms

C L I S L C

Year Level Unit Outline Assessment

Year 2

Computers: Handy Helpers Year 2 (Unit 1)

In this unit students will learn and apply Digital Technologies knowledge and skills through guided play and tasks integrated into other subject areas. Student will: recognise and explore how digital and information systems are used for particular purposes in daily life collect, explore and sort familiar data and use digital systems to present the data creatively to convey meaning describe and represent a sequence of steps and decisions (algorithms) to solve simple problems in non-digital

and digital contexts develop foundational skills in systems and computational thinking, applying strategies such as exploring

patterns, developing logical steps, and hiding unnecessary information when solving simple problems work independently and with others to create and organise ideas and information, and share these with known

people in safe online environments.

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

Purpose of assessment: To identify the purposes of common digital systems, represent data to make meaning, create and share information using collected data to convey meaning, and design an algorithm to solve a problem. (Assessment for this unit is in three parts. The assessment booklet is designed to be used as discrete sections after the relevant topic is taught.)

Term 3, Week 5 S

Part A Everyday Digital Systems Identify common digital systems. Explain the purposes of familiar digital

systems.

Term 4, Week 6 S

Part B Data Discoveries Collect, sort and organise data to make

meaning. Represent data in different ways. Create a multimedia class profile in an

online space.

Term 3, Week 9 & 10 S

Part C Program This Follow and describe in plain English a

series of steps to program a floor robot. Plan a route to program a robot to follow a

path. Write a sequence of steps and decisions

(algorithm).

Pialba State School – Digital Units 2018 - 2020Computer Lab on Desktop

Computers.On IPads / Other Devices in

Innovation SpaceLab and Classrooms

C L I S L C

Year 3

What Digital Systems do you use? (Unit 1)

In this unit students will learn and apply Digital Technologies knowledge and skills through guided play and tasks integrated into other subject areas. Student will: identify and explore a range of digital systems and their use to meet needs at home, in school and in the local

community, and use a range of peripheral devices to transmit data define simple problems and identify needs develop technical skills in using a visual programming language to create a digital solution describe, follow and apply a sequence of steps and decisions (algorithms) in non-digital contexts and when

using a visual programming language implement a simple digital solution that involves branching algorithms and user input when creating a simple

guessing game explain how their solutions and existing information systems, such as learning software, meet personal, school

and community needs develop skills in computational and systems thinking when solving simple problems and creating solutions.

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

Purpose of assessment: To demonstrate knowledge and understanding of digital systems and apply skills in defining, designing, implementing and evaluating a digital solution (simple guessing game) using a visual programming language.

Term 3, Week 6 S

Part A Digital Systems Explain what you know about digital

systems.

Term 3, Week 9 & 10 S

Part B Guessing Game Project (Q1-4) Content of the guessing game (not

assessed) Defining the problem Designing the guessing game

Term 4Week 2 - 5 S

Part B Guessing Game Project (Q5-8) Algorithm of the guessing game (teacher

checkpoint) Implementing the guessing game Evaluating the guessing game

Pialba State School – Digital Units 2018 - 2020Computer Lab on Desktop

Computers.On IPads / Other Devices in

Innovation SpaceLab and Classrooms

C L I S L C

Year Level Unit Outline Assessment

Year 4

What's your waste footprint? (Unit 2)

In this unit students will explore and manipulate different types of data and transform data into information. They will create a digital solution that presents data as meaningful information to address a school or community issue (such as how lunch waste can be reduced).

Students will apply a range of skills and processes when creating digital solutions. They will: describe how information systems can be used for different purposes describe how digital systems and peripheral devices transmit different types of data in an information

system describe how information systems meet personal, school and community needs use a range of information systems to select, search and store different types of information evaluate future uses of information systems and consider sustainability use agreed ethical and social protocols when communicating online recognise different types of data represent data in different ways use software to organise and manipulate different types of data to create information and solve problems use software to present different types of data when creating information and solving problems.

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

Purpose of assessment: To explain how information systems meet needs. To represent a variety of data types in digital systems. To design and create an interactive spreadsheet and share information ethically.

Term 3, Week 6 S

Part A: Explain how information systems meet local and community needs.

Part B: Represent a variety of data types in digital systems.

Term 4, Weeks 3-7 S Part C: Design and create an interactive

spreadsheet and share information ethically.

Pialba State School – Digital Units 2018 - 2020Computer Lab on Desktop

Computers.On IPads / Other Devices in

Innovation SpaceLab and Classrooms

C L I S L C

Year Level Unit Outline Assessment

Year 5

Data changing our world (Unit 2)

In this unit students will explain how information systems meet local and community needs, represent a variety of data types in digital systems and design and create an interactive spreadsheet and share information ethically.

Students will apply a range of skills and processes when creating digital solutions. They will: explore information systems, including systems that deliver community information and explain how they

meet needs collect, manage and analyse data using a range of software (such as spreadsheets) interpret and visualise data to create information define problems by considering what the need is, what data is required, who the audience is and how they

will interact with the solution, and what features need to be included implement a digital solution that automates the processing of user input and presentation of information to

solve a defined problem apply technical protocols such as devising meaningful file naming conventions and determining safe storage

locations to protect data and information. Partner Unit Integration: Year 5 Maths Unit 1 – Assessment: 'Interpreting data and posing questions to collect data' Students will use their proficiencies in mathematics and data learning through their Maths Unit Semester 1 Term 1 to complete this Digital Technologies unit.

Pialba State School – Digital Units 2018 - 2020Computer Lab on Desktop

Computers.On IPads / Other Devices in

Innovation SpaceLab and Classrooms

C L I S L C

Year Level Unit Outline Assessment

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

Purpose of assessment: To explain how information systems meet needs. To represent a variety of data types in digital systems. To design and create an interactive spreadsheet and share information ethically.

Term 3, Week 6 S

Part A: Explain how information systems meet local and community needs.

Part B: Represent a variety of data types in digital systems.

Term 4, Weeks 3-7 S Part C: Design and create an interactive

spreadsheet and share information ethically.

Year 6

A-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.

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)

SPart 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.

Pialba State School – Digital Technology

USC / Pialba

Community Link2018

Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6USC Preservice Teacher

Chantell Arnold

USC Preservice Teacher

Maddison Maile

USC Preservice Teacher

Maddison Maile

USC Preservice Teacher

Dee Hoffman

USC Preservice Teacher

Amie Pennisi

USC Preservice Teacher

Curtis Muller

USC Preservice Teacher

Curtis Muller

Computer Lab / Innovation Space Day and Time

Wednesday12:15 – 1:15 pm

Computer Lab / Innovation Space Day and Time

Tuesday1:50 – 2:50 pm

Computer Lab / Innovation Space Day and Time

Tuesday12:15 – 1:15 pm

Computer Lab / Innovation Space Day and Time

Thursday1:50 – 2:50 pm

Computer Lab / Innovation Space Day and Time

Wednesday1:50 – 2:50 pm

Computer Lab / Innovation Space Day and Time

Wednesday1:50 – 2:50 pm

Computer Lab / Innovation Space Day and Time

Wednesday12:15 – 1:15 pm

Pialba State School – ICT’s Continua Description and Elaborations 2018

ICTs - Every lesson (Lab and Classroom Integration)

Computer Lab on Desktop Computers.

On IPads / Other Devices in Innovation Space

Lab and Classrooms

C L I S L C

ICTs Every lesson (Integrate) Description

Student logon Starting in Prep – All students must use their own login eg jrobi134 and a password to login to all school computers and the internet. Purpose: This is a department requirement to keep information safe and is signed off by the Student Internet Agreement at time of enrolment.

Typing (Go Keys) Go Keys Typing program is a Prep- 6 sequential learning software package – all students will complete a minimum of 5 minutes within Lab time (extra time provided in classroom environments throughout the school day is also essential for their touch typing development). Purpose: Students need to have touch typing and keyboard / letter automaticity for successful use of: Digital Systems – Hardware (computers, IPads and other devices) and Software (Word-processing, Desktop publishing, Spread sheeting, databases, internet use and research, manipulating and using Apps and other programs).

Coding Academy

Click on Course Picture (right) to go to Lesson structure and Student lessons.

Student (elbow partners) work through the lessons on the IPads in the Innovation Space.

These courses are a step by step course that students work through at their own pace.

In the innovation Space – Teachers will mark off when the students have shown they have completed a lesson before they move onto the next lesson. (Digital Class Lesson Completion Sheet to be displayed on Innovation Space Interactive Tablet – saved on G drive)

Prephttps://studio.code.org/s/courseb-2018

Learn the basics of computer science and internet safety. At the end of the course, create your very own game or story you can share.

Year 1https://studio.code.org/s/coursec-2018

Create programs with sequencing, loops, and events. Translate your initials into binary, investigate different problem-solving techniques, and learn how to respond to cyberbullying. At the end of the course, create your very own game or story you can share!

Year 2https://studio.code.org/s/coursed-2018

Create programs with sequencing, loops, and events. Translate your initials into binary, investigate different problem-solving techniques, and learn how to respond to cyberbullying. At the end of the course, create your very own game or story you can share!

Year 3https://studio.code.org/s/coursed-2018

Create programs with sequencing, loops, and events. Translate your initials into binary, investigate different problem-solving techniques, and learn how to respond to cyberbullying. At the end of the course, create your very own game or story you can share! Students also go further wit algorithms, nested loops, conditionals, and more.

Year 4https://studio.code.org/s/coursee-2018

Start coding with algorithms, loops, conditionals, and events and then you’ll move on functions. In the second part of this course, design and create a capstone project you can share with your friends and family.

Year 5https://studio.code.org/s/coursee-2018

Start coding with algorithms, loops, conditionals, and events and then you’ll move on functions. In the second part of this course, design and create a capstone project you can share with your friends and family.

Year 6https://studio.code.org/s/coursef-2018

Learn to use different kinds of loops, events, functions, and conditionals. Investigate different problem-solving techniques and discuss societal impacts of computing and the internet. In the second part of this course, design and create a capstone project you can share with friends and family.

Developing Deep learning Knowledge and Inquiry Skills through IPads and APPS integration across all KLA’s.

Using IPads in the Innovation Space, Library or within the Classroom – students will engage with a variety of APPS (Applications) and online learning (Internet) across all Key Learning Areas that accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

IPads are also used as a differentiated learning tool for students which promotes inclusivity within our classroom learning environment. They are also used as an Assessment tool for students or for teachers to record students learning experiences and assessment of learning.

Pialba State School – ICT’s Continua Description and Elaborations 2018Short Lesson Focus (to build student capability for integration)

Computer Lab on Desktop Computers.

On IPads / Other Devices in Innovation Space

Lab and Classrooms

C L I S L CTerm 3

ICTs Short Lesson Focus

(linked to KLA’s)

Description

Focus ICT’s Term 3

Weeks Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Social 1 Linked to Digital Units – Cyber safety and Linked to Digital Units – Cyber safety and Linked to Digital Units – Cyber Linked to Digital Units – Linked to Digital Units – Linked to Digital Units – Linked to Digital Units –

5 – 10 minutes

10- 15 minutes

Awareness and safety of Digital Environments

appropriate use of Digital Equipment.Introduce Padlet (Collaboration Space) https://padlet.com/

appropriate use of Digital Equipment.Introduce Padlet (Collaboration Space) https://padlet.com/

safety and appropriate use of Digital Equipment.Introduce Padlet (Collaboration Space) https://padlet.com/

Cyber safety and appropriate use of Digital Equipment.Introduce Padlet (Collaboration Space) https://padlet.com/

Cyber safety and appropriate use of Digital Equipment.Introduce Padlet (Collaboration Space) https://padlet.com/

Cyber safety and appropriate use of Digital Equipment.Introduce Padlet (Collaboration Space) https://padlet.com/

Cyber safety and appropriate use of Digital Equipment.Introduce Padlet (Collaboration Space) https://padlet.com/

Computational ThinkingSequence using various devices and Grids

2-5 BeeBots

http://code-it.co.uk/beebot

Making your classroom buzz with Bee-bots by Kristine Kopelke http://elresources.skola.edu.mt/wp-content/uploads/2010/06/doc_669_2468_beebotguideA4v2.pdf

Programming with Bee-bots by Barefoot Computinghttp://barefootcas.org.uk/wp-content/uploads/2014/09/Bee-Bots-1-2-3-Activity-Barefoot-Computing2.pdf

BlueBotsTeacher Guidehttps://www.lekolar.se/globalassets/inriver/resources/blue-bot-computer-guide_eng.pdf

Bee-bot activity guide by Modern Teaching Aids http://www.teaching.com.au/resources/static/main/pdf/2015-Bee-Bot-Activities-LR-AU.pdf

http://www.digitaltechnologieshub.edu.au/teachers/lesson-ideas/buzzing-with-bee-bots

BeeBots and BlueBots – Goldilocks Task https://csermoocs.adelaide.edu.au/library/F_2_Goldilocks.pdf Teacher Guidehttps://www.lekolar.se/globalassets/inriver/resources/blue-bot-computer-guide_eng.pdf

https://www.australiancurriculumlessons.com.au/2016/09/29/introduction-programming-via-bee-bots-f-12-lesson-plan/

OzoBotshttps://ozobot.com/stem-education/stem-lessons

Complete series of lessons linking to students learnings in all Key Learning Areas.

OzoBots https://ozobot.com/stem-education/stem-lessons

Complete series of lessons linking to students learnings in all Key Learning Areas.

OzoBotshttps://ozobot.com/stem-education/stem-lessons

Complete series of lessons linking to students learnings in all Key Learning Areas.

Ozobotshttps://ozobot.com/stem-education/stem-lessons

Complete series of lessons linking to students learnings in all Key Learning Areas.

Desktop Publishing Programs

6-10 Tux Paint – 2 weeksWord – 3 weeks (last week create tux paint and paste into word.

Tux Paint – 2 weeksWord – 3 weeks (last week create tux paint and paste into word.

Tux Paint – 2 weeksWord – 3 weeks (last week create tux paint and paste into word.

Word – 2 weeks PowerPoint – 3 weeks (last week create picture within PowerPoint save as a jpg and paste into PowerPoint.

Word – 2 weeks PowerPoint – 3 weeks (last week create picture within PowerPoint save as a jpg and paste into PowerPoint.

Word – 2 weeks PowerPoint – 3 weeks (last week create picture within PowerPoint save as a jpg and paste into PowerPoint.

Word – 2 weeks PowerPoint – 3 weeks (last week create picture within PowerPoint save as a jpg and paste into PowerPoint.

Pialba State School – ICT’s Continua Description and Elaborations 2018Short Lesson Focus (to build student capability for integration)

Computer Lab on Desktop Computers.

On IPads / Other Devices in Innovation Space

Lab and Classrooms

C L I S L CTerm 4

ICTs Short Lesson Focus

(linked to KLA’s)

Description

Focus ICT’s Term 4

Weeks Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Mathematics Focus – Data - Graphing

1-4 Students use the online software program to create a picture graph. Create a graph -

Students use the online software program to create a picture graph. Create a graph

Students use the online software program to create a picture graph. Create a

Students use the online software program to create a picture graph. Create a graph

Introduce excel to create a simple worksheet and to create a simple graph,

Link to Year 5 unit

Introduce excel to create a

Link to Year 6 unit

Introduce excel to create a

https://nces.ed.gov/nceskids/graphing/classic/index.asp

https://nces.ed.gov/nceskids/graphing/classic/index.aspStudents using various graphs picture, bar, line and then toSave it and print it.

graph https://nces.ed.gov/nceskids/graphing/classic/index.aspStudents using various graphs picture, bar, line and then to Save it and insert into Word, PowerPoint

https://nces.ed.gov/nceskids/graphing/classic/index.aspStudents using various graphs picture, bar, line and then to Save it and insert into Word, PowerPoint

simple worksheet and to create a simple graph,

simple worksheet and to create a simple graph,

Culminating Activities

Using Sphero Video

Studio 10

5-8 Students introduced to Ozobots

Students to work through a series of lessons from:https://ozobot.com/stem-education/stem-lessons

Students introduced to Ozobots

Students to work through a series of lessons from:https://ozobot.com/stem-education/stem-lessons

Students introduced to Ozobots

Students to work through a series of lessons from:https://ozobot.com/stem-education/stem-lessons

Students introduced to Spherohttps://www.sphero.com/sphero

Students in Innovation Space – Race the maze to see who is the quickest through. Times recorded on Innovation Glass Whiteboards.

Video Studio 10 create a movie using IPads for photos, video of the Sphero. Students develop in groups of 3 their own task to make their movie of after completing the sphero educational lessonshttps://www.sphero.com/sphero

eg Make a maze, make a dirt bike track with ramps

Video Studio 10 create a movie using IPads for photos, video of the Sphero. Students develop in groups of 3 their own task to make their movie of after completing the sphero educational lessonshttps://www.sphero.com/sphero

eg Make a maze, make a dirt bike track with ramps

Video Studio 10 create a movie using IPads for photos, video of the Sphero. Students develop in groups of 3 their own task to make their movie of after completing the sphero educational lessonshttps://www.sphero.com/sphero

eg Make a maze, make a dirt bike track with ramps

Pialba State School – Digital Technology and ICT’s Continua

Resources 2018

https://code.org/educate/resources/videos

Click on these videos for access to a range of Visual Stimulus for breaking it down and building up students Digital technologies knowledge and understanding. Vocabulary is included within these video vignettes to discuss.

Quite a few of the Digital Technology Units Video Resources have come from this site.

Inspirational videos

During the Digital technology sessions, in the Innovation Space:

Show one of these Inspirational Video’s to students which will outline for our Pialba Students the purpose behind why they need to develop their Digital Technology capability and the important

jobs of the future skills of “Collaboration, Innovation and Creativity” that our students will require.

More inspirational videos featuring role models and celebrities More inspirational videos featuring professionals in technology fields

Pialba State School – Digital Technology and ICT’s Continua

Professional

Development2018

Professional Development

Self Pathway Course – Choose when you learn Developed and run through Adelaide University

This course is linked to the content descriptors in the Australian Curriculum: Digital Technologies. Teachers will receive a certificate upon completion. For each unit, we recommend 2-3 hours of professional learning time.

Professional Learning Certificate available (mapped to AITSL standards)

Two Courses:

Foundations – Build your knowledge of the Digital technologies Australia Curriculum – What you are teaching (Content) and How (Pedagogy)

Extended – When you have the Australian Curriculum Digital Technologies completed, the extended course provides in depth knowledge and skills in teaching (Content) and How (Pedagogy) in the English and Mathematics Key learning areas (where you can integrate Digital technologies every lesson with greater student engagement a result.