F-10 Curriculum (V8)
F-10 Curriculum (V9)
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Use this assessment task to explore data collection, analysis and presentation.
Throughout the lesson sequence, students keep and maintain a reflection log with key content to inform the development of an infographic.
This lesson focuses on the AI systems that recommend content in various applications that students use on a day-to-day basis. It draws on students’ ethical understandings during analysis of these systems. This lesson was developed by the Digital Technologies Institute in collaboration with the Digital Technologies Hub.
Students are given a bitmap image made up of coloured pixels. They explain how the image is made up of binary digits that represent each pixel. Students represent 8 colours using binary digits. Teachers assess the student’s demonstrated knowledge/skills using the checklist provided.
This sample assessment task has been prepared to assist teachers with the implementation of the Australian Curriculum: Digital Technologies, with a particular focus on data. It shows how aspects of the Digital Technologies curriculum related to data can be assessed using contexts from other learning areas and subjects. ...
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The teacher assesses the student’s knowledge and skills using the student’s project log, self-reflection and think aloud.
A glyph is a pictorial representation of data, in this case, to be presented as a digital artwork. The task caters for students at different levels. Teachers use the checklist provided to assess students and record observations.
Find resources teaching students about copyright and plagiarism, support for efficient online search skills, and resources about digital privacy.
This PDF uses colour coding to provide a line of sight between key concepts, content descriptions and achievement standards in the Digital Technologies subject in the Australian Curriculum.
This article explores the concept of computational thinking within computer science learning and in relation to other learning areas. The authors assert that because of its focus on analysis, computational thinking is not only suitable for computation but also the development of systems-based on computation.
This report reviews recent research literature in the areas of teacher capacity, integration of STEM disciplines, active learning and student engagement and participation to help inform the world of practice. The literature review was restricted to STEM practices in primary schools.
This PDF lists eight ways in which Digital Technologies in Focus (DTiF) supported the implementation of Digital Technologies in disadvantaged schools.
This PDF outlines St James Catholic College's proposal to participate in the Digital Technologies in Focus project.
This resource comprises two activities that allow students to explore the concept of chance in Mathematics. Students use computational thinking while using a micro:bit as a digital system to generate and collect data. Students implement programs involving branching and iteration in visual and general-purpose programming languages.
This PDF provides a sequence of content for the Digital Technologies subject in the Australian Curriculum
This tutorial provides step-by-step instructions to support the learning of Scratch, a visual programming language. The tutorial is designed for educators who would like to learn how to use Scratch.
This PowerPoint supports the years 5-6 assessment task, How do digital systems represent data?
This article explores the types of systems in our world, their characteristics and how our behaviour can initiate and respond to changes in their performance. The author differentiates between systems thinking and a system and elaborates on those factors that contribute to systemic behaviour.
This PDF provides suggestions for teaching digital systems in the classroom. The resource includes useful links to websites that provide information about digital systems as well as relevant teaching and learning material.
