Foundation to Level 2 Description
In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning. Students use the concept of abstraction when defining problems, to identify the most important information. They begin to develop their design thinking skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices. Students describe how information systems meet information, communication and recreation needs. Through discussion with teachers, students learn to apply safe practices to protect themselves and others as they interact online for learning and communicating. Across the band, students will have had the opportunity to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications. Foundation to Level 2 Content Descriptions Digital Systems
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Levels 3 and 4 Description
In Levels 3 and 4, students explore digital systems in terms of their components and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation. Students further develop their computational thinking skills using the concept of abstraction to analyse simple problems and use techniques such as summarising facts to deduce conclusions. They record simple solutions to problems through text and diagrams and develop their designing skills. They initially follow prepared algorithms, and progress to describing their own that support branching (choice of options) and user input. Their solutions are developed using appropriate software including visual programming languages that use graphical elements rather than text instructions. With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and communicating in online environments they develop an understanding of why it is important to consider the feelings of their audiences and apply safe practices and agreed social protocols that demonstrate respectful behaviour. Across the band, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real-world systems and simple guessing games. Levels 3 and 4 Content Descriptions Digital Systems
By the end of Level 4, students describe how a range of digital systems and their peripheral devices can be used for different purposes. Students explain how the same data sets can be represented in different ways. They collect and manipulate different data when creating information and digital solutions. They plan and safely use information systems when creating and communicating ideas and information, applying agreed protocols. Students define simple problems, and design and develop digital solutions using algorithms that involve decision-making and user input. They explain how their developed solutions and existing information systems meet their purposes. |
Levels 5 and 6 Description
In Levels 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems and how data are transferred between systems. They learn to develop abstractions further by identifying common elements across similar problems and systems and to develop an understanding of the relationship between models and the real-world systems they represent. When creating solutions, students analyse problems clearly by defining appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when developing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own solutions and existing information systems. Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols such as devising file naming conventions that are meaningful and determining safe storage locations to protect data and information. Across the band, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations. Levels 5 and 6 Content Descriptions Digital Systems
By the end of Level 6, students explain the functions of digital system components and how digital systems are connected to form networks that transmit data. Students explain how digital systems use whole numbers as a basis for representing a variety of data types. They manage the creation and communication of ideas, information and digital projects collaboratively using validated data and agreed protocols. Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and develop their digital solutions, including a visual program. Students explain how information systems and their developed solutions meet current and future needs taking sustainability into account. |
Cybersafety
Games.
Shaun The Sheep Game - sustainable Shaun.
Coding tasks using Tynker.
Star Wars Coding.
1000 dot to dot - using Publisher.
Querkles using Inkscape. |
Some as works in progress!
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Stop motion movies by year 2&3.
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Handy Links.
Online things to try.
Years 2 to 6.
Task 1 |
Students have a classroom portfolio for presenting a variety of works across the curriculum. The first task combines both Art and ICT with the students decorating an A2 piece of paper to be used as a cover.
Using Publisher, students are instructed on:
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Task 2 |
Investigation of the use of the webcam using Debut Video Capture software.
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Task 3 |
Again using Debut video capture software, you are to create a video of yourself just saying your name. Then we will edit the whole lot together for a class movie on the smart board using Windows Live Movie Maker.
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Task 4 |
Making and editing a video!
You are to make a video interviewing yourself! It should be divided into 3 parts....
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Task 5 |
Files in your network folder.
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Use Google Chrome to SAY your search! Fun things Google can do!
Coding
Task 8 |
Using the webcams. (Revision of how to take a photo and make a small video.)
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Task 9 |
Using Parapara Animation create a short animation.
On line gingerbread man decorator! Sprint Sweet.
Make Snowflakes
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Using Stoodle create a classroom and create a collaborative piece of work.
Ideas for Video Projects
- Make a Book Trailer: Challenge students to design a movie-style trailer that excites their classmates about a must-read novel or nonfiction book.
- Try Digital Storytelling: Digital storytelling is a great format for students to share more about their lives or to present about a person in history.
- Film a Thank You Note: If you need to thank a visitor to your class or an awesome parent volunteer, try filming rather than writing a thank you note. Your students’ smiles will be a memorable token of appreciation!
- Keep Parents Informed: Have small groups take turns writing a brief summary of what you learned on a weekly or monthly basis and then filming it, news report-style, to share with families.
- Make a How-To Video: Invite kids to practice their informative writing skills by making short videos that explain how to bake a cake, ride a skateboard or shoot a soccer goal.
- Take a Stand: If your students are fired up about an issue at your school (like the length of their passing periods, for example), have them make videos sharing their opinions and/or asking for change.
- Recreate a Favorite Story: As a class, film your own version of “Chrysanthemum” or “The Tale of Despereaux”—it’s a great way to practice key reading skills like summarizing and comprehension.
- Make a Commercial: Commercials are persuasive writing at their most distilled—have students make one for your school playground or a local attraction.
- Try Stop-Action: Stop-action movies are a fun way to document a science experiment, whether it’s cell meiosis or growing a bean sprout in a paper cup.
- Tour Your School: A student-led tour of your school, from the cafeteria to the library to the front office, is a nice resource for sharing with new students and visitors.