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Digital technologies / Year 5 and 6 / Digital Technologies Processes and Production Skills

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

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

Elaborations
  • experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet
  • planning and implementing a solution using a visual programming language, for example designing and creating a simple computer game involving decisions and repetitions, suitable for younger children, that requires user input to make selections, taking into account user responses
  • designing and creating a solution that is interactive, using a visual programming language, for example designing a user interface for people with disability, taking into account visibility and size of icons; or creating a quiz that provides feedback on response and allows the user to try again
  • creating a quiz where questions are repeated until the correct response is given, for example questions and feedback on responses in a few slides in a slideshow
  • programming a robot to operate independently, for example to find its way out of a maze
  • experimenting with different ways of instructing to make choices and repeat instructions, for example using ‘IF’ statements to allow for making choices and iterations (repeat instructions) until a goal is achieved
General capabilities
  • Numeracy Numeracy
  • Critical and creative thinking Critical and creative thinking
  • ICT capability Information and Communication Technology (ICT) capability
ScOT terms

Decision making,  Computer programming

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9 direct matches to ACTDIP020

Teacher resource

Creating a digital game

  • TLF-IDM021743

This is a unit for Year 6 from the Scope and sequence resources from the DT Hub. The topic of creating a digital solution is organised into four key elements. Use this flow of activities to plan and assess students against the relevant achievement standards. Students follow the problem solving process to design and create ...

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Teacher resource

Design thinking

  • TLF-IDM021270

Find out about Design thinking. Use this topic from the Digital Technologies Hub to learn more, get ideas about how to teach about it, find out what other schools are doing and use the applications and games in the classroom.

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Teacher resource

Digital citizenship

  • TLF-IDM021271

Find out about Digital citizenship. Use this topic from the Digital Technologies Hub to learn more, get ideas about how to teach about it, find out what other schools are doing and use the applications and games in the classroom.

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Teacher resource

Computational thinking

  • TLF-IDM021269

Find out about Computational thinking. Use this topic from the Digital Technologies Hub to learn more, get ideas about how to teach about it, find out what other schools are doing and use the applications and games in the classroom.

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Teacher resource

Making maths quizzes 2: Implementing a digital solution

  • TLF-IDM021028

In this sequence students implement a digital solution for a maths quiz. They test and assess how well it works.

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Teacher resource

Problem solving process

  • TLF-IDM021733

This is a unit for Year 5 from the Scope and sequence resources from the DT Hub. The topic of creating a digital solution is organised into four key elements. Use this flow of activities to plan and assess students against the relevant achievement standards. Students follow the problem solving process to design and create ...

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Teacher resource

Making maths quizzes 1: Plan and test our programs

  • TLF-IDM021024

In this sequence students plan, create and edit a program that will ask maths questions that are harder or easier depending on user performance.

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Teacher resource

Girls in tech

  • TLF-IDM021280

Find out about Girls in tech. Use this topic from the Digital Technologies Hub to learn more, get ideas about how to teach about it, find out what other schools are doing and use the applications and games in the classroom.

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Teacher resource

Eco-calculator

  • TLF-IDM021019

In this sequence of lessons students make a paper prototype of an eco-calculator to demonstrate human impact on the environment and suggest changes in behaviour. This is an unplugged activity with an opportunity to extend learning to create a digital solution using Scratch.

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Teacher resource

Digital Technologies Hub

  • TLF-IDM020779

The Digital Technologies Hub is a website that supports Australian primary teachers, secondary teachers, students, school leaders and school communities in engaging with the Australian Curriculum: Digital Technologies. The hub provides scaffolded support for teachers and many of the resources will assist those getting started ...

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Moving Image

Making games with Benjamin

  • TLF-IDM021152

Find out why teenage game-maker Benjamin started coding. What is his advice for new game-makers? Why is Benjamin excited about the possibilities that virtual reality (VR) offers for gaming? If you don't know much about VR do some research online. Think about how it will change the playing and creation of games.

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Teacher resource

MoneySmart: How teachers can use MoneySmart

  • TLF-IDM020868

This MoneySmart web page is designed to enable teachers to get the most out of ASIC's MoneySmart Teaching program and resources. It guides teachers on where to find information on being a MoneySmart teacher, professional development for teachers, primary and secondary teaching resources, and tips and tools to help with ...

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Teacher resource

Programming for Water Management

  • TLF-IDM021049

This unit of work introduces students to the potential of digital technologies to manage and conserve water resources in Australian agriculture. It assumes that students and teachers have little or no prior programming experience and provides a series of introductory activities to build students' understanding of the basic ...

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