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

Curriculum content descriptions

Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Elaborations
  • checking existing solutions to identify features that are transferable to new but similar digital solutions, for example identifying if there are any similarities (such as user age and special requirements) between an existing game and a new game to be created – in terms of the types of data and the needs of the users
  • investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens – many people respond more intuitively than when using a keyboard or stylus; and the consistent placement of symbols helps with performing actions that require speed, for example in games
  • using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications or mismatches of data
  • describing in simple terms the nature of a problem and what a solution needs to achieve, for example what need the problem is associated with, who the solution is needed for, what data are needed and what features the solution would need to include
General capabilities
  • Literacy Literacy
  • Numeracy Numeracy
  • Critical and creative thinking Critical and creative thinking
  • ICT capability Information and Communication Technology (ICT) capability
ScOT terms

Problem solving,  Functionality

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Sydney Metro – a 3D design focused inquiry – Stage 3

This inquiry-based unit of work was created, trialled and peer reviewed as part of a professional learning program in inquiry-based learning for school teachers. The professional learning courses were part of a pilot partnership between the NSW Government’s Sydney Metro transport agency and Western Sydney University.

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Home energy use

Reducing carbon dioxide emissions and sustainable energy use and are two of the major issues facing the world today. This project explores energy use in homes, and compares individual energy use with the class average and calculate and graph CO2 emissions.

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Telling robots what to do

If you were programming a robot to play a competitive game of soccer, what are some of the things you would consider? Think about some of the most basic functions of a robot, like walking, stopping and turning, to more complicated functions like recognising objects and reacting to them in a specific way.

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Data and information

This is a unit for Year 5 from the Scope and sequence resources from the DT Hub. The topic of data collection and presentation is organised into four key elements. Use this flow of activities to plan and assess students against the relevant achievement standards. Students collect their own data and analyse the resulting ...

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What skills are important for programming robots?

Listen as David McKinnon from UNSW describes some of the skills that are useful to have if you want to program robots. David explains an activity that exercises problem solving skills. Why don't you try doing it? Look at a map and find some towns that are close to yours. Use the scale on the map to work out the distances ...

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Is it going to rain today?

In this lesson sequence students understand the importance of data in effective decision-making, and are able to find, sort and interpret Bureau of Meteorology (BOM) rainfall data, and to collect their own data and analyse the resulting datasets.

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Programming for Water Management

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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Australian Curriculum: Digital Technologies: years 5-6

This PDF provides a line of sight from content descriptions to achievement standards.

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Lockwood & Mooney review: Computational thinking

This article provides a literature review of how computational thinking fits into a school curriculum. The aim of the report is to provide educators with an overview of the current research in this field and the work that is being done in teaching computational thinking.

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DTiF Classroom Exploring AI in the Classroom: Teacher debrief

Digital Technologies in Focus curriculum officers discuss a lesson about Artificial Intelligence and curriculum links for teachers

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Bethany Christian School – Progress report 3

This video explains the progress that Bethany Christian School has made in the Digital Technologies in Focus project. It is the third in a series of four.

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Green Hill Public School – PL ecosystem

This document illustrates the network of people and resources that make up Green Hill Public Hill's Professional Learning ecosystem.

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South Kalgoorlie Primary School – Project proposal

This PDF outlines South Kalgoorlie Primary School's proposal to participate in the Digital Technologies in Focus project.

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Data knowledge and skills tutorial: part 3 - structuring data in a spreadsheet

This video demonstrates ways in which data can be structured in spreadsheets. It is the third in a series of four.

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Bethany Christian School – Progress report 4

This video explains the progress that Bethany Christian School has made in the Digital Technologies in Focus project. It is the final in a series of four.

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St Mary’s Primary School – Timeline

This document presents the milestones in St Mary's Primary School's participation in the Digital Technologies in Focus project.

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Green Hill Public School – Progress report 2

This video explains the progress that Bethany Christian School has made in the Digital Technologies in Focus project. It is the second in a series of three.

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Wodonga South Primary School – Timeline

This document presents the milestones in Wodonga South Primary School's participation in the Digital Technologies in Focus project.

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South Kalgoorlie Primary School – Progress report 2

This video explains the progress that South Kalgoorlie Primary School has made in the Digital Technologies in Focus project. It is the second in a series of four.

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St Mary’s Primary School – Progress report 4

This video explains the progress that Bethany Christian School has made in the Digital Technologies in Focus project. It is the last in a series of four.