Digital technologies / Year 7 and 8 / Digital Technologies Processes and Production Skills

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Curriculum content descriptions

Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)

Elaborations
  • developing and modifying digital solutions by implementing instructions contained in algorithms through programs
  • developing a digital game that manipulates models of real-world objects
  • programming a robot to recognise particular objects and to treat them differently, for example choose objects based on colour
  • creating digital solutions that provide user navigation and prompts with controlled repetitions, for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning
General capabilities
  • Numeracy Numeracy
  • Critical and creative thinking Critical and creative thinking
  • ICT capability Information and Communication Technology (ICT) capability
ScOT terms

User interfaces,  Programming languages,  Branching,  Computer programming,  Iteration

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Micro:bit missions: Take a chance on me (Integrating Mathematics): years 6-8

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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.

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Classroom ideas: Micro:bit environmental measurement (visual and general-purpose programming): years 5-8

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This tutorial shows ways in which environmental factors such as lighting and temperature can be measured and improved using micro:bits and sensor boards, and programmed using pseudocode, visual programming and general-purpose programming.

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Scratch 3.0 tutorial

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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.

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Visual to text coding: Index page

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This lesson sequence provides a bridge between visual coding (eg. Scratch) and General Purpose Programming languages (eg. Python or JavaScript). This resource is most suitable if you have never done General Purpose Programming and/or you benefit from slow-paced, step-by-step video tutorials.

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Scratch Creative Computing Guide

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There is also a series of units comprising learning activities, paired with assessment activities and templates that can be used to support use of the Scratch (MIT) platform. The Scratch Creative Computing Guide supports assessment activities with visual programming environments.

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Scratch 2.0 tutorial

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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.

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Data knowledge and skills tutorial: part 4 - analysing and visualising data

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This video demonstrates ways in which data can be analysed and visualised. It is the final in a series of four.

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General-purpose programming languages

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This video takes viewers through the transition from visual programming (block-based environments) to general-purpose programming (text based environments). It guides teachers as they assist students to move from block-based programming used in primary schools to general-purpose programming languages used in secondary schools.

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A hands-on activity to practise training and testing an artificial intelligence (AI) model, using cartoon faces, including a discussion about sources of potential algorithmic bias and how to respond to these sources.

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digIT Games workbook

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This lesson will help students develop a basic understanding of computer programming structures by using block language Scratch. It will also introduce student to using Python with the Makey Makey electronic input device to create a game controller.

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Asunda review: STEM integration

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This article explores the benefits of an interdisciplinary STEM program in the quest for providing students with a holistic approach to problem-solving that reflects real-world practice. This is supported by a conceptual framework that comprises four constructs: systems thinking, situation learning theory, constructivism ...

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Good teaching practice with Digital Technologies

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This PDF lists seven characteristics of good teaching practice in the Digital Technologies curriculum.

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Volmert et al. review: STEM learning

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This report examines the similarities and differences in the understandings about STEM education between experts and the general public in some American states. The authors contend that one of the most interesting findings is the role of Science: the general public equates STEM as Science, whereas the experts view all STEM ...

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Supporting Implementation of Digital Technologies: Progress report – Focus on curriculum and pedagogy and learning outcomes (2019)

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This PDF is an extensive report on the success of the Digital Technologies in Focus (DTiF) project, with a focus on curriculum and pedagogy and learning outcomes. The evaluation gathered qualitative data to create rich case study accounts of six schools' engagement in the project and its impacts and outcomes.

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Effective DTiF strategies

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This PDF lists eight ways in which Digital Technologies in Focus (DTiF) supported the implementation of Digital Technologies in disadvantaged schools.

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Miller & Boix-Mansilla review: Thinking across perspectives and disciplines

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This article explores the challenges associated with using knowledge from different domains (and people) to work on a common problem, issue or puzzle. It acknowledges that the differences in how disciplines structure their knowledge raise challenges when working across disciplinary boundaries. The article identifies these ...

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Literature reviews: what, why and how

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This PowerPoint explains the benefits and techniques of literature reviews.

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Lockwood & Mooney review: Computational thinking

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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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Curzon & Bell et al. review: Computational thinking

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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.

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Kelley & Knowles review: STEM integration

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This article explores ways of building integrated STEM programs so that students have opportunities to make connections to crosscutting concepts and real-world problems. This is proposed through the lens of a framework.

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