F-10 Curriculum (V8)
F-10 Curriculum (V9)
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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. ...
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.
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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.
The teacher assesses the student’s knowledge and skills using the student’s project log, self-reflection and think aloud.
Throughout the lesson sequence, students keep and maintain a reflection log with key content to inform the development of an infographic.
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.
Use this assessment task to explore data collection, analysis and presentation.
This task can be used to reveal whether students can use markings on a ruler to measure in centimetres and whether they understand how the number on the scale relates to the units.
Use this diagnostic task to assess if students use an array structure when working out how many tiles fit in a rectangle.
Use the diagnostic tasks, Page sections and Decimals and measures, to assess a student’s understanding of metric units and their relationship to decimals.
Use this task to assess language the student uses to describe position, direction and pathways in familiar environments.
Use this diagnostic task to assess what students know about volume and units to compare volumes.
This assessment includes a number of questions to enable students to demonstrate their understanding and learning in probability. Students will be asked to explore the outcomes of a set of non-transitive dice using probability tree diagrams, and discover their unique features. The assessment task is outlined in detail including ...
Use these diagnostic tasks, Volume of prisms (1) and Volume of prisms (2), to assess a student’s understanding of working out the volume of rectangular prisms and a formula for volume.
Use this task to reveal if the student can see in their ‘mind’s eye’ the transformation from a 2D net to a 3D object.
Use this diagnostic task in the style of a one-on-one interview to assess a student's knowledge and understanding of an object's properties, and their use of comparative language.
Use this diagnostic task to assess understanding of area and measuring the area of an irregular shape.
Refer to the diagnostic task for a guide on how to conduct a one-on-one interview where the student is asked to measure length by choosing an informal unit.
Use this diagnostic task to assess a student's understanding of mass and the graduations on a kitchen scale.
