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

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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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20 direct matches to ACTDIP017

Online

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

  • TLF-IDM025445

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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Video

What skills are important for programming robots?

  • TLF-IDM020272

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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Video

Telling robots what to do

  • TLF-IDM020266

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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Online

Home energy use

  • TLF-IDM025140

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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Online

Data and information

  • TLF-IDM021739

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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Text

Computational thinking cut out cards

  • TLF-IDA002163

This set of printable cards provides definitions of six aspects of computational thinking.

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Text

Visual programming with Scratch: years 3-6

  • TLF-IDA002180

This comprises a collection of sample activities that incorporate visual programming (Scratch) into teaching and learning programs. They show the possibilities Scratch offers for integration. The projects are incomplete and are designed to be used as samples for inspiration or modification by teachers.

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Mossman State School – Timeline

  • TLF-IDA002335

This document presents the milestones in Mossman State School's participation in the Digital Technologies in Focus project.

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South Kalgoorlie Primary School – Final report

  • TLF-IDA002375

This report provides details of South Kalgoorlie Primary School's participation in the Digital Technologies in Focus project, including a Research question, criteria for success, data collection, resources, challenges, milestones and next steps.

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St Mary’s Primary School – Project proposal

  • TLF-IDA002381

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

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Text

Mossman State School – Final report

  • TLF-IDA002337

This report provides details of Mossman State School's participation in the Digital Technologies in Focus project, including a Research question, criteria for success, data collection, resources, challenges, milestones and next steps.

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Text

Mossman State School

  • TLF-IDA002328

Mossman State School is a government school located in Mossman, Queensland, on the Traditional Lands of the Kuku Yalanji Peoples. Beth Claydon is the curriculum officer who works directly with the school to support the implementation of the Australian Curriculum: Digital Technologies. Teachers at the school have chosen ...

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Text

South Kalgoorlie Primary School – Project proposal

  • TLF-IDA002371

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

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Text

Bethany Christian School – PL ecosystem

  • TLF-IDA002354

This document illustrates the network of people and resources that make up Bethany Christian School's Professional Learning ecosystem.

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Classroom ideas: Choose your own adventure: years 3-6

  • TLF-IDA002177

This PDF provides a sequence of activities that allow students to view and create planning templates and algorithms when making 'Choose Your Own Adventure' stories. Older students can use the visual programming language Scratch to build their stories.

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Video

St Mary’s Primary School – Progress report 4

  • TLF-IDA002380

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.

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Video

Wodonga South Primary School – Progress report 1

  • TLF-IDA002387

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

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Text

Australian Curriculum: Digital Technologies Years F-6 achievement standards and aligned content descriptions on a page

  • TLF-IDA002197

This PDF presents content descriptions and achievement standards for the Digital Technologies subject in the Australian Curriculum

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Video

Expert webinar video: Nathan Alison, Digital Learning and Teaching Victoria (DLTV): Focus on systems thinking. How do we teach it well?

  • TLF-IDA002276

Nathan Alison from Digital Learning and Teaching Victoria (DLTV) explains what systems thinking is and how it is used in the context of Digital Technologies. Nathan explains what we need to consider when teaching digital systems, covering topics such as networks, hardware and software protocols, people and processes.

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Video

Green Hill Public School – Progress report 1

  • TLF-IDA002359

This video explains the progress that Green Hill Public School has made in the Digital Technologies in Focus project. It is the first in a series of three.

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