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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.
In Year 3 and 4, students explore digital systems in terms of their components, and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation.
Using the concept of abstraction, students define simple problems using techniques such as summarising facts to deduce conclusions. They record simple solutions to problems through text and diagrams and develop their designing skills from initially following prepared algorithms to describing their own that support branching (choice of options) and user input. Their solutions are implemented using appropriate software including visual programming languages that use graphical elements rather than text instructions. They explain, in general terms, how their solutions meet specific needs and consider how society may use digital systems to meet needs in environmentally sustainable ways.
With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and communicating in online environments they develop an understanding of why it is important to consider the feelings of their audiences and apply safe practices and social protocols agreed by the class that demonstrate respectful behaviour.
(source: www.australiancurriculum.edu.au)
By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital systems can be used.
Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.
(source: www.australiancurriculum.edu.au)
By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.
Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.
(source: www.australiancurriculum.edu.au)
A match-up activity for students to use when exploring data.
A match-up activity for students to use when exploring data.
A worksheet that explores the vocabulary of sustainability.
A set of 12 orb robot task cards for students, suitable for middle and upper years.
16 activity cards for students to use to practise their word processing skills.
A poster showing the definition and an example of a digital system.
A worksheet to assist students in understanding what actual computer code (ASCII- current 8-bit version) looks like.
A match-up activity linking technologies and technological devices with the function they perform.
A cut and paste sorting worksheet for use when learning about raw and manufactured products.
A research task exploring how people in various occupations need technology to perform their job successfully.
A match-up activity for students to use when exploring data.
48 skills cards for students to use to enhance their word processing skills.
A poster showing the definition and an example of binary codes.
A poster showing the definition and an example of binary codes.
A match-up activity for students to use when exploring data.
A match-up activity for students to use when exploring data.
A match-up game linking occupations and the technologies required to successfully perform the job.
A cyber safety poster to help the students understand correct online behaviour.
A worksheet exploring the positive and negative impacts of technology in the community.
A poster showing the definition and an example of Information Systems.
A worksheet to assist students in creating their own binary codes.
An activity for students to complete when learning how to read and write in code.
A poster showing the different forms algorithms can take.
A worksheet exploring the negative impacts of technology in the community.
A set of 15 coding flashcards on individual A4 pages with four instruction and activity cards to accompany them.
A set of 8-bit coding cards with associated activities to assist students in understanding 8-bit coding.
A set of 7 class 'We can' statement cards linked to the Australian Digital Technologies Curriculum.
A poster showing the definition and an example of basic functions.
A worksheet for students to label the key components of a laptop workstation.