PIALBA STATE SCHOOL: DIGITAL TECHNOLOGY YEAR 1 SEMESTER 2 UNIT 1
PLAN
Deep Learning Inquiry Cycle Question
Pialba Year 1 Computers: Handy helpers (Unit 1 Year 1)
In this unit students will learn and apply Digital Technologies
knowledge and skills through guided play and tasks integrated into
other subject areas. Student will:
· recognise and explore how digital and information systems are
used for particular purposes in daily life
· collect, explore and sort familiar data and use digital
systems to present the data creatively to convey meaning
· describe and represent a sequence of steps and decisions
(algorithms) to solve simple problems in non-digital and digital
contexts
· develop foundational skills in systems and computational
thinking, applying strategies such as exploring patterns,
developing logical steps, and hiding unnecessary information when
solving simple problems
· work independently and with others to create and organise
ideas and information, and share these with known people in safe
online environments.
Pedagogical Practices
Levering Digitally
Learning Environments
Learning Partnerships
Pedagogical Practices are used to design, monitor and assess
learning.
Leveraging digital accelerates access to knowledge beyond the
classroom and cultivates student driven deep learning.
Learning Environments foster 24/7 interaction in trusting
environments where students take responsibility for their
learning.
Learning Partnerships are cultivated between and among students,
teachers, families and the wider environment
Continual Feedback loop / monitoring
Deep Learning opportunities through open-ended questioning and
tiered tasks using Collaboration: Elbow partners, small groups,
whole class, Innovation Space, Computer lab.
Check in / Check out (thumbs up) strategies
· Participate in a virtual tour of a shopping centre focusing on
the types of information systems people use.
· Online virtual tour or video tour of a home focusing on the
types of information systems people use.
· USC – Pre Service Teachers in the STEM – Technologies (Design
and Digital) University Course have been assigned to a Year level
from Prep to Year 6 to plan, implement, assess, moderate and review
Digital Units and to align with our School Improvement Agenda of
Developing Expert Teaching Teams.
Information for Year 1 Teachers
Pialba Year 1 Computers: Handy helpers (Unit 1A)
Year 1 Unit – Pialba Year 1 Helpers
This unit Pialba Year 1 Computers: Handy Helpers will build our
Year 1 students Digital Technologies knowledge and understanding
and Digital Technologies Processes and Production Skills in the P-2
Band. From this Year 1 unit, students at Pialba State School will
build on what our Prep students previously have engaged in to build
their Digital Technologies knowledge and understanding and Digital
Technologies Processes and Production Skills in the P-2 Band and by
completing the Pialba Year 1 Computers: Handy Helpers unit, both
prep and Year 1 units will provide the scaffolding for successful
implementation of the Unit 1 Year 2 Computers: Handy Helpers
unit.
Note: It is anticipated that the Year 2 unit will be moved into
Year 1 – once A-E data, student survey data and teacher survey data
aligns to show where best the P-2 Unit 1 Computers: Handy Helpers
Unit is best placed at Pialba State School.
A process of backward mapping the P-2 Band Computers: Handy
Helpers unit has taken place with Prep-2 teachers, our #Qld tech
Ambassador and Deputy Principal.
Year 1 students will engage in this unit including modified
assessment task and GTMJ at P-2 Achievement Level.
Pialba Prep Computers: Handy helpers (Unit 1 Prep)
Purpose of assessment: To identify common digital systems,
represent data to make meaning, create and share information using
collected data to convey meaning, and design a simple algorithm to
solve a problem. (Assessment for this unit is in three parts. The
modified assessment booklet is designed to be used as discrete
sections after the relevant topic is taught.) Teacher led
Prep unit building Capacity for Year 1
Pialba Year 1 Computers: Handy helpers (Unit 1 Year1)
Purpose of assessment: To identify the purposes of common
digital systems, represent data to make meaning, create and share
information using collected data to convey meaning, and design an
algorithm to solve a problem. (Assessment for this unit is in three
parts. The modified assessment booklet is designed to be used as
discrete sections after the relevant topic is taught.) We do
Teacher and Student
Year 1 unit building Capacity for Year 2
Computers: Handy helpers (Unit 1 – Year 2)
Purpose of assessment: To identify the purposes of common
digital systems, represent data to make meaning, create and share
information using collected data to convey meaning, and design an
algorithm to solve a problem. (Assessment for this unit is in three
parts. The C2C assessment booklet is designed to be used as
discrete sections after the relevant topic is taught.)
Planning is sequenced across the Term or Semester. Timings of
Units are based on data and integration within other KLA’s
KLA: Digital Tech
Year Level Team: add teacher names
Term: Semester 2
WALT/WILF/TIB
(The What)
Active Learning Engagement
(The How)
Check for Understanding
Internal monitoring data Formative (Feedback)
Differentiation
Content: What
Process: Pedagogy – How
Product: Check for Understanding
Resources
Computers: Handy Helpers Year 1 Unit–
WALT: students will be introduced to unit and the project focus
and the assessment.
WILF: is through viewing the introduction PowerPoint students
will show their prior knowledge through a KWL.
TIB: learning can be differentiated based on student’s prior
knowledge of the unit.
Computers: Handy Helpers Year 1 Unit–
Vocab development (Word Walls)
Spend a short time at the start of each lesson revising
concepts, facts or skills and enhancing understanding and
fluency.
Teacher leads students through the Slideshow - What is Digital
Technologies? Years Prep-6
Teacher to do “I do” Modelling to explore the purpose and
content of the subject Digital Technologies.
Do you know how to
· use digital technology – what are these devices you have used
or seen?
· program a robot, Use a computer or Use software
Find or create data and information – (link to Maths –
integrated in Sem 2 Maths Data Unit)
During Maths lessons Model to students to help them:
· Recognise that computational thinking has similarities to
problem-solving used in mathematics. Show and explain many examples
to students.
Recognise that there are concepts and thinking skills that
underpin learning in Digital Technologies such as:
designing a sequence of logical steps to solve a problem
(algorithm).
Model to students and in pairs / elbow partners provide
opportunities for students to share their understanding.
Provide students opportunities to logon to computers and IPads
and to recognise keyboard letter layout through a typing program
(Go Keys)
Formative (Feedback)
Check students understanding through elbow partner and small
group discussions of their understanding of What is Digital
technologies and that Computational Thinking is similar to problem
solving students use in maths.
Check that students can login to a computer or access an IPad
independently.
Check students typing letters on keyboard through their
recognition of layout.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to
ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues
with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning
strategies
U2B
Expose to more technical or specific DIGITAL TECHNOLOGY
vocabulary.
Extend with students choice of extra study – ensure one-to-one
conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and
skills – Compact the curriculum where possible.
Digital Technology Digital Resource Library
https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html
Student resources
Slideshow — What is Digital Technologies? Years Prep–6
Teacher resources
Introduction to the unit: DigitalTechnologies Years P–2 Band
Unit 1
Supporting learning resources
· Alternative projects
· Technologies essentials
https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html
· C2C: Digital Technologies glossary
· Computational thinking for primary teachers
Planning is sequenced across the Term or Semester. Timings of
Units are based on data and integration within other KLA’s
KLA: Digital Tech
Year Level Team: add teacher names
Term: Semester 2
WALT/WILF/TIB
(The What)
Active Learning Engagement
(The How)
Check for Understanding
Internal monitoring data Formative (Feedback)
Differentiation
Content: What
Process: Pedagogy – How
Product: Check for Understanding
Resources
Computers: Handy Helpers Year 1 Unit–
WALT: make connections with the unit focus and the inquiry
questions, and contextualise learning in Digital Technologies and
be safe online.
WILF: students sharing the safe online message and can identify
5 people they can talk to for help (parents, teacher, police)
TIB: all students, parents, community need to action safe online
practices.
Computers: Handy Helpers Year 1 Unit–
Vocab development (Word Walls)
Prior Knowledge Online Safety and collaborating online
Spend a short time at the start of each lesson revising
concepts, facts or skills and enhancing understanding and
fluency
Review Online safety and collaborating online
· View Video Being Safe Online
https://www.youtube.com/watch?v=d5kW4pI_VQw
· Discuss who is playing games on Xbox, Playstation, Ipads,
Computers at home that use the internet.
· Teacher to lead discussion on What does it mean to be safe
online at school, home & in the community e.g. town library,
school
· Develop a class poster of “What is means to be Safe
online?”
· Have the students identify 5 people that they could go to who
can keep them safe online. Students to write them onto a Hand
template. Create a Class safe online Tree in the classroom.
· View Internet safety of kids K-3 and discuss with
students.
Formative (Feedback)
Check students understanding through elbow partner and small
group discussions of their understanding of cyber safety and being
safe online. Safe use of digital equipment.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to
ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues
with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning
strategies
U2B
Expose to more technical or specific DIGITAL TECHNOLOGY
vocabulary.
Extend with students choice of extra study – ensure one-to-one
conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and
skills – Compact the curriculum where possible.
Digital Technology Digital Resource Library
https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html
Websites:
Supporting learning resource - Online safety and collaborating
online
https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx
Website - Cybersafe policy
http://behaviour.education.qld.gov.au/cybersafety/school-staff/Pages/policy.aspx
Website - IT Security
https://isecurity.eq.edu.au/Pages/default.aspx
Website - Cybersafe and reputation management
https://oneportal.deta.qld.gov.au/EducationDelivery/educationandict/cybersafetyandReputationmanagement/Pages/default.aspx
Internet Safety for Kids K-3
https://www.youtube.com/watch?v=89eCHtFs0XM
Planning is sequenced across the Term or Semester. Timings of
Units are based on data and integration within other KLA’s
KLA: Digital Tech
Year Level Team: add teacher names
Term: Semester 2
WALT/WILF/TIB
(The What)
Active Learning Engagement
(The How)
Check for Understanding
Internal monitoring data Formative (Feedback)
Differentiation
Content: What
Process: Pedagogy – How
Product: Check for Understanding
Resources
Computers: Handy Helpers Year 1 Unit–
WALT: Understand that digital systems are made up of hardware
and software.
WILF: is to identify hardware and software components. .
TIB: understanding how digital systems such as phones, music
players’, calculators and game consoles are used at home and at
school.
Computers: Handy Helpers Year 1 Unit–
Vocab development (Word Walls)
Exploring digital systems and their purposes
Spend a short time at the start of each lesson revising
concepts, facts or skills and enhancing understanding and fluency.
Revise Cyber safety
Hardware and software components
Organise a virtual tour of a home using video chat software to
view and discuss the digital systems. Teacher leads student
discussion by:
· Exploring Hardware - Digital systems in the home such as
televisions, smart phones, tablets, laptop computers, desktop
computers, and personal devices and comparing these to what we have
at school.
· Tour the school to locate the digital systems in use in the
classrooms, office, library and other areas. Take photographs or
video (using Ipads) of the systems.
· Examine the difference between hardware and software. Create a
Poster – use images / pictures
· Examine photographs, images and real-life examples of digital
systems such as a keyboard, mouse, mp3 player, camera, and label
them. (Label these within your classroom) Create a poster of these
(using photos taken) and make labels and put display up on
Classroom wall.
Provide students opportunities to logon to computers and IPads
and to recognise keyboard letter layout through a typing program
(Go Keys)
Formative (Feedback)
Check students understanding through elbow partner and small
group discussions of their understanding of Hardware and Software
within their classroom.
Evidence of learning
Can the student:
Identify a range of familiar digital systems?
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to
ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues
with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning
strategies
Use technology to record students work; e.g. digital
photography, tape and video.
U2B
Expose to more technical or specific DIGITAL TECHNOLOGY
vocabulary.
Extend with students choice of extra study – ensure one-to-one
conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and
skills – Compact the curriculum where possible.
Digital Technology Digital Resource Library
https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html
Hardware and software components
Create a poster and place images from internet, magazines etc
and place these under the Headings of Hardware and Software. Label
the pictures.
Computer Magazines
Images from internet
Photos taken through Tour of school.
Planning is sequenced across the Term or Semester. Timings of
Units are based on data and integration within other KLA’s
KLA: Digital Tech
Year Level Team: add teacher names
Term: Semester 2
WALT/WILF/TIB
(The What)
Active Learning Engagement
(The How)
Check for Understanding
Internal monitoring data Formative (Feedback)
Differentiation
Content: What
Process: Pedagogy – How
Product: Check for Understanding
Resources
Computers: Handy Helpers Year 1 Unit–
WALT: Understand the different purposes for a range of digital
systems. Explore a range of digital systems for different
purposes.
WILF: Understand the purposes of and changes in digital systems
over time.
TIB: understanding how digital systems such as phones, music
players’, calculators and game consoles reinforce our understanding
of our past, present and future history of technological
devices
Computers: Handy Helpers Year 1 Unit–
Vocab development (Word Walls)
Exploring digital systems and their purposes
Spend a short time at the start of each lesson revising
concepts, facts or skills and enhancing understanding and
fluency.
Purposes of digital systems
Example learning opportunities
· Experiment with and explore the use of different digital
systems for a range of familiar purposes and to create ideas and
information, e.g.
taking photographs with a digital camera or camera on a laptop
and saving them on the computer
using software to create a simple picture (Tux Paint) related to
their current learning.
using an electronic whiteboard as an instructional tool
playing computer or IPad games
using software or hardware to record their voice or other sounds
(10 second voice recorder device – Ipad app Voice recorder)
· Explore different ways users can input instructions into
software such as keyboard and mouse
· Role-play using digital systems. Describing purpose of the
different digital systems in different situations such as work
(emails and phone calls), recreation (games, photos and drawing)
and communication (phone calls and texts on phones).
Provide students opportunities to logon to computers and IPads
and to recognise keyboard letter layout through a typing program
(Go Keys)
Evidence of learning
Can the student:
Describe the purposes of a range of familiar digital
systems?
Summative Assessment
Term 3, Week 6
Part A
Purpose of assessment: To identify the purposes of common
digital systems.
Part A Everyday Digital Systems
· Identify common digital systems.
· Explain the purposes of familiar digital systems.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to
ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues
with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning
strategies
Use technology to record students work; e.g. digital photography
tape and video. Important in Assessment
U2B
Expose to more technical or specific DIGITAL TECHNOLOGY
vocabulary.
Extend with students choice of extra study – ensure one-to-one
conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and
skills – Compact the curriculum where possible.
Digital Technology Digital Resource Library
https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html
Purposes of digital systems
Teacher resources
· Slideshow - Digital systems
Planning is sequenced across the Term or Semester. Timings of
Units are based on data and integration within other KLA’s
KLA: Digital Tech
Year Level Team: add teacher names
Term: Semester 2
WALT/WILF/TIB
(The What)
Active Learning Engagement
(The How)
Check for Understanding
Internal monitoring data Formative (Feedback)
Differentiation
Content: What
Process: Pedagogy – How
Product: Check for Understanding
Resources
Linked to Maths Unit Semester 2 Data
WALT: Investigate how digital systems improve meaning.
Recognise and explore patterns in data.
WILF: is to collect and sort data using tally marks. Collect
responses from questions and organise into a display (tally). Use
digital systems to present data. Create a Graph.
TIB: collecting, organising, posing questions and displaying
data allows you to make efficient decisions.
Computers: Handy Helpers Year 1 Unit–
Vocab development (Word Walls)
Collecting, organising and presenting data
· Collect data to answer personally significant questions, such
as class birthdays, favourite sports, family compositions and lunch
boxes. Teacher models questions and collect responses from students
by conducting a simple survey and recording responses using a
tally. Discuss results with students.
· Teacher models and then students organise data using tables
and lists with support.
· Collect and sort data through maths play
collecting groups of blocks and sorting by colour or size
sorting sports equipment by purpose such as bouncing, throwing
and hitting
grouping class members by height
· Teacher models the purposes of displaying the data.
Teacher leads discussion to compare data representations to
determine the best way of making meaning from the data
representation.
· In computer lab Teachers models to use Create a Graph to
Create data displays to present data and to insert into a poster or
drawing (Tux Paint)
Provide students opportunities to logon to computers and IPads
and to recognise keyboard letter layout through a typing program
(Go Keys)
Formative (Feedback)
Evidence of learning
Can the student:
Collect, sort and explore data?
Use digital systems to present data creatively?
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to
ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues
with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning
strategies
Use technology to record students work; e.g. digital
photography, tape and video.
U2B
Expose to more technical or specific DIGITAL TECHNOLOGY
vocabulary.
Extend with students choice of extra study – ensure one-to-one
conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and
skills – Compact the curriculum where possible.
Digital Technology Digital Resource Library
https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html
Student resources
Slideshow — Data sort and display
Teacher resources
Video — Posing questions
Create a Graph - https://nces.ed.gov/nceskids/createagraph/
Planning is sequenced across the Term or Semester. Timings of
Units are based on data and integration within other KLA’s
KLA: Digital Tech
Year Level Team: add teacher names
Term: Semester 2
WALT/WILF/TIB
(The What)
Active Learning Engagement
(The How)
Check for Understanding
Internal monitoring data Formative (Feedback)
Differentiation
Content: What
Process: Pedagogy – How
Product: Check for Understanding
Resources
Computers: Handy Helpers Year 1 Unit–
Linked to Maths Unit Semester 2 Data
WALT: Explore patterns in data.
Represent data as pictures symbols and diagrams. Use digital
systems to creatively present data.
WILF: is to collect and sort data using tally marks. Pose
questions, collect responses and organise into a display. Use
digital systems to present data.
TIB: collecting, organising, posing questions and displaying
data allows you to make efficient decisions.
Computers: Handy Helpers Year 1 Unit–
Vocab development (Word Walls)
Collecting, managing and representing data
Data can be represented in different forms
· Explore familiar or simple patterns.
· Create data representations, such as weather charts, name and
birthday charts, simple calendars, lists, tables and picture
graphs.
· Explore different ways in which data can be represented as
pictures, symbols and diagrams, e.g. symbols used to represent
seasons, traffic lights (red = stop)
· Experiment with different ways of representing patterns such
as using materials, text, images or drawing. (Tux Paint)
· Teacher to Model and then students represent simple patterns
in different ways, e.g. representing a pattern such as DGDDGGDGGG
where the two letters are given distinct representations.
Non-digitally: clap and tap, high/low pitch, up and down hand
movement, coloured counters.
Digitally: use a range of software to represent the pattern,
such as using two symbols and copying and pasting in a word
processor ( …), using a stamp tool in a drawing program to paste
images (Tux Paint)
Formative (Feedback)
Evidence of learning
Can the student:
Recognise patterns in data?
Represent data as pictures, symbols and diagrams?
Summative Assessment
Term 4, Week 6
Part B
Purpose of assessment: To represent data to make meaning, create
and share information using collected data to convey meaning.
Part B Data Discoveries
· Collect, sort and organise data to make meaning.
· Represent data in different ways.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to
ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues
with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning
strategies
Use technology to record students work; e.g. digital
photography, tape and video. Important in Assessment
U2B
Expose to more technical or specific DIGITAL TECHNOLOGY
vocabulary.
Extend with students choice of extra study – ensure one-to-one
conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and
skills – Compact the curriculum where possible.
Digital Technology Digital Resource Library
https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html
Student resources
Slideshow — Computers make representing data easier
Teacher resources
Supporting learning resource — Data presentation
Supporting learning resource — Representing data
Video — Data displays
Planning is sequenced across the Term or Semester. Timings of
Units are based on data and integration within other KLA’s
KLA: Digital Tech
Year Level Team: add teacher names
Term: Semester 2
WALT/WILF/TIB
(The What)
Active Learning Engagement
(The How)
Check for Understanding
Internal monitoring data Formative (Feedback)
Differentiation
Content: What
Process: Pedagogy – How
Product: Check for Understanding
Resources
Computers: Handy Helpers Year 1 Unit–
WALT: Understand a range of information systems, their purposes
and the needs they meet.
WILF: identify an information system from a list, images. State
why information systems are used and how they meet different
needs.
TIB: students and adults use a variety of information systems
everyday.
Computers: Handy Helpers Year 1 Unit–
Vocab development (Word Walls)
Creating meaning using information systems
Spend a short time at the start of each lesson revising
concepts, facts or skills and enhancing understanding and
fluency.
Using information systems to achieve a purpose
· Explore what information systems are.
· Compare familiar and simple types of information systems, e.g.
a weather app (BOM or Weather zone), library borrowing system,
information screens at shopping centres, internet browsers and
menus of software (home screen of a tablet).
Participate in a virtual tour of a shopping centre focusing on
the types of information systems people use.
· Explore the different needs met by information systems:
Information needs (web searching, educational apps, weather
apps).
Organising information (graphs, tables, lists, calendars).
Recreation needs (computer games, creativity and artistic output
supported by drawing programs - Tuxpaint).
Communication needs (emails and social media support increased
social communication with friends and family who live in different
regions, including Teacher to discuss the comparison with letters –
email and phone to Skype).
Formative (Feedback)
Evidence of learning
Can the student:
Identify an information system?
Describe the purpose of an information system and the needs
met?
Culminating Activity:
· Use information systems for a purpose such as to:
· locate weather information in class daily,
· view a map of our school, Hervey Bay using Google maps
· play educational game on computer and IPads.
Provide students opportunities to logon to computers and IPads
and to recognise keyboard letter layout through a typing program
(Go Keys)
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to
ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues
with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning
strategies
Use technology to record students work; e.g. digital
photography, tape and video.
U2B
Expose to more technical or specific DIGITAL TECHNOLOGY
vocabulary.
Extend with students choice of extra study – ensure one-to-one
conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and
skills – Compact the curriculum where possible.
Digital Technology Digital Resource Library
https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html
Teacher resources
Slideshow - Information systems: Handy helpers
Slideshow - Information systems
Planning is sequenced across the Term or Semester. Timings of
Units are based on data and integration within other KLA’s
KLA: Digital Tech
Year Level Team: add teacher names
Term: Semester 2
WALT/WILF/TIB
(The What)
Active Learning Engagement
(The How)
Check for Understanding
Internal monitoring data Formative (Feedback)
Differentiation
Content: What
Process: Pedagogy – How
Product: Check for Understanding
Resources
Computers: Handy Helpers Year 1 Unit–
WALT: Understand that an algorithm is a sequence of steps.
Explore and follow a range of algorithms.
WILF: is to describe what an algorithm is and recognise and
follow a range of algorithms.
TIB: we design steps and sequences to solve problems in everyday
life.
Computers: Handy Helpers Year 1 Unit–
Vocab development (Word Walls)
Designing steps and sequences to solve problems ~
Spend a short time at the start of each lesson revising
concepts, facts or skills and enhancing understanding and
fluency.
Understanding algorithms
· Role-play a sequencing activity, e.g. brushing hair or teeth,
getting dressed. Teacher models and then Students Verbalise
instructions in pairs (Elbow partners) or small groups.
· Students follow Teachers verbal directions and instructions to
complete a task, e.g. walk a path, draw a shape, build a 3D shape -
blocks or follow a recipe.
· Discuss the term algorithm and explore the different ways an
algorithm can be expressed, e.g. as numbered steps, a series of
symbols or images, a slideshow, a diagram with numbered
annotations, a verbal set of instructions.
· Order sequences of events from stories or books which have a
journey storyline. Recognise order is important.
· Use abstraction to identify the most important steps to solve
a problem and hide the unnecessary ones.
Formative (Feedback)
Evidence of learning
Can the student:
Describe what an algorithm is and recognise and follow a range
of algorithms?
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to
ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues
with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning
strategies
Use technology to record students work; e.g. digital
photography, tape and video.
U2B
Expose to more technical or specific Digital Technology
vocabulary.
Extend with students choice of extra study – ensure one-to-one
conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and
skills – Compact the curriculum where possible.
Digital Technology Digital Resource Library
https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html
Refer to Digital Technology Cyber-Safety Poster – 5 P’s for a
Positive Digital Footprint.
Student resources
· Slideshow - Algorithm role plays
Teacher resources
· Supporting learning resource - Algorithms
· Slideshow - What is an algorithm?
Designing algorithms to solve a problem
Student resources
Develop sheets similar to these – Students will be completing
thes ein the Year 2 unit.
· Sheet - Puzzle paths
· Sheet - Happy map 1 © 2013 Code.org
· Video - Unplugged activity: Happy maps © 2013 Code.org
· Sheet - Order the steps
Planning is sequenced across the Term or Semester. Timings of
Units are based on data and integration within other KLA’s
KLA: Digital Tech
Year Level Team: add teacher names
Term: Semester 2
WALT/WILF/TIB
(The What)
Active Learning Engagement
(The How)
Check for Understanding
Internal monitoring data Formative (Feedback)
Differentiation
Content: What
Process: Pedagogy – How
Product: Check for Understanding
Resources
Computers: Handy Helpers Year 1 Unit–
WALT: Program an object to follow a path using words, numbers,
symbols and images.
WILF: is to describe what an algorithm is and recognise and
follow a range of algorithms.
TIB: we design steps and sequences to solve problems in everyday
life.
Computers: Handy Helpers Year 1 Unit–
Vocab development (Word Walls)
Designing steps and sequences to solve problems
Designing algorithms to solve a problem
· Explore a range of software and apps that support writing a
sequence of steps (algorithms) such as a slideshow, word processor
(numbered steps feature) or image-sequencing application.
· Draw a path on a grid to solve a problem. Using BeeBots and
Big Grid Mats in innovation space.
· Write a sequence of steps (algorithm) to solve a simple
problem - how to order lunch from the tuckshop, what happened to a
character in a story eg The Three little pigs or Cinderella.
· Explore programmable devices, such as simple robotic devices,
and program them to move in an intended manner. (Bee Bots first
Term 3 (Assessment) and then experiment with Blue Bots Term 4)
Using carpet mats - Grids
· Identify different ways to write algorithms, including how
movement and direction can be communicated, involving symbols and
images (such as arrows), text (such as ‘move forward’, ‘face left’,
‘turn right’), use of numbers (five paces, three squares, 30 cm
etc.)
· Draw grids with chalk – ask children to follow a verbal path.
Students sitting at side can suggest moves using directions /
movement.
· Program a simple floor robot BeeBot (or write instructions for
a classmate) to follow a path.
· Use an interactive learning object or game. Use language of
location, direction and movement. eg www.code.org/starwars
Formative (Feedback)
Evidence of learning
Can the student:
Represent a series of steps to solve a problem in words,
numbers, symbols and images?
Summative Assessment
Term 3, Week 9 and 10
Part C
Purpose of assessment: To identify the purposes of common
digital systems, represent data to make meaning, create and share
information using collected data to convey meaning, and design an
algorithm to solve a problem.
Part C Program This
· Follow and describe in plain English a series of steps to
program a floor robot.
· Plan a route to program a robot to follow a path.
· Write a sequence of steps and decisions (algorithm).
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to
ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues
with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning
strategies
Use technology to record students work; e.g. digital
photography, tape and video.
U2B
Expose to more technical or specific DIGITAL TECHNOLOGY
vocabulary.
Extend with students choice of extra study – ensure one-to-one
conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and
skills – Compact the curriculum where possible.
Digital Technology Digital Resource Library
https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/digital.html
Refer to Digital Technology Cyber-Safety Poster – 5 P’s for a
Positive Digital Footprint.
Designing algorithms to solve a problem
Code.org
https://www.bee-bot.us/emu/beebot.html
18 of 27
Assessment Task:
Digital Technologies
Computers: Handy helpers
Band for Years P–2
Year 1
Unit 1
Assessment task — Collection of work
Name
Class
Teacher
Date
Task
Recognise and explore digital systems and their purpose.
Collect, sort and organise data to share with the class in an
online space.
Explore and work with algorithms to write a sequence of
instructions to navigate virtual robots.
Instructions
Assessment for this unit is in three parts. The assessment
booklet is designed to be used as discrete sections after the
relevant topic is taught.
Part A: Everyday digital systems
Identify common digital systems.
Explain the purposes of familiar digital systems.
Part A: Everyday digital systems can be completed by students by
writing responses in the assessment booklet, or teachers may
interview students and collect evidence through scribing, recording
or other strategy.
Part B: Data discoveries
Collect, sort and organise data to make meaning.
Represent data in different ways.
Create a multimedia class profile in an online space.
Part B: Data discoveries is included in assessment task
Collection of work: Teaching notes. Assessment will be based on
observations of the use of digital technologies to collect data,
make meaning, represent data and organise ideas and information,
and student interviews.
Part C: Program this
Follow and describe in plain English a series of steps to
program a floor robot.
Plan a route to program a robot to follow a path.
Write a sequence of steps and decisions (algorithm).
Part C: Program this can be completed in this assessment
booklet, with teachers scribing written text where appropriate.
Digital Technologies
Computers: Handy helpers
Band for Years P–2
Year 1
Unit 1
Assessment task — Collection of work
Name
Class
Teacher
Date
Part A: Everyday digital systems
1. Circle digital systems you find in the classroom picture.
Image courtesy of
https://www.e-class.in/digital-classroom-for-schools/
2. Draw a digital system you see in your classroom.
3. Choose one of the digital systems below and match it to the
description of what it is used for.
Digital system
Draw arrow from Digital System tothe description
Description
This digital system device allows you to watch educational and
entertaining programs such as
ABC kids, Sport
This digital system device allows you to
Play games using a controller.
© DET
4. Your teacher will show you an example of some software you
have used in class and the computer lab. Explain what the software
is used for.
From the photos below decide which device would be best to log
onto create a drawing or picture using the Tux Paint Software you
have been using in class.
All images courtesy of openclipart.org
smart phone
tablet
Computer
camera
5. If your parents choose to talk to someone, which device
should they choose?
a) Mum or dad should use the: ______________________________
b) Why?
Digital Technologies
Computers: Handy helpers
Band for Years P–2
Year 1
Unit 1
Assessment task — Collection of work
Name
Class
Teacher
Date
Part B: Data discoveries
Data collection
1. Your teacher has helped you pose questions for your
classmates to answer about their favourite sports and how they
travel to school. As your teacher counts hands to represent
students responses, Record the data in the table below for each
question:
Data table
Questions
Answers as a tally
What is your favourite sport?
soccer
tennis
basketball
netball
other
How do you travel to school?
walk
car
bus
bike
other
Data representation
2. Choose one set of data you collected (e.g. How do you travel
to school?) and use a digital system (e.g. computer and software)
to show the data you collected in a picture format. Ensure that you
have shown your data in a meaningful way. Use Tux Paint to show
this.
3. Explain why you showed your data in this way.
4. Look closely at the pattern : - ABAABAABBB
a) Show the pattern to your teacher without using digital
systems. (Counters)
b) Display this pattern in two different ways using a digital
system. (Tux Paint)
Sharing data using information systems
5. In an online space create a page to organise and share
information with your class about Mr Hill our Health & Physical
Education Teacher. Information could include:
· a photograph/image
· text, audio or video recording to provide information about Mr
Hill such as:
· name and school he works at
· birthday month
· country of birth or where they live
· why you love to participate in his fun lessons
· image to represent a feature of their personality, what they
are known for, or what you like about them.
Digital Technologies
Computers: Handy helpers
Band for Years P–2
Year 1
Unit 1
Assessment task — Collection of work
Name
Class
Teacher
Date
Part C: Program this
Welcome to Pialba Island. You will need to use the island map to
follow and write directions.
1. Follow these directions on the map with a pencil and write or
draw the object you stopped at.
Step 1:Start at My Place
I reached the …
Step 2:Move three squares up
Step 3:Turn right
Step 4:Move five squares forward
Step 5:Turn right
Step 6:Move four squares forward
(All images courtesy of
http://www.scootle.edu.au/ec/viewing/L350/index.html#)
X
2. The robot needs to:
I need to program a floor robot to solve this problem.
· start at the X
· take as few steps as possible
· pick up both the coins
· drop the coins in the chest.
(All images courtesy of openclipart.org)
In the box below, use words or symbols to program the path for
the robot to follow.
Possible words or symbols to use:
turnforwardbackwardleftrightsquarestopgopick up
dropmovecoincoinssteps
Instruction
Start/Stop
Years P–2 Band Digital Technologies: Unit 1 — Computers: Handy
helpers: Year 1 Collection of work
Name:
Purpose of assessment: To identify the purposes of common
digital systems, represent data to make meaning, create and share
information using collected data to convey meaning, and design an
algorithm to solve a problem.
Digital Technologies Knowledge and Understanding
Digital Technologies Processes and Production Skills
Digital systems; Representation of data
Collecting, managing and analysing data
Investigating and defining; Generating and designing; Producing
and implementing
Collaborating and managing
Identifies how common digital systems (hardware and software)
are used to meet specific purposes.
Uses digital systems to represent simple patterns in data in
different ways.
Collects familiar data and displays them to convey meaning.
Designs solutions to simple problems using a sequence of steps
and decisions.
Creates and organises ideas and information using information
systems and shares information in a safe online environment.
Justifies choice of digital system. Clearly and accurately
represents patterns in diverse ways.
Justifies choice of data display.
Designs an accurate, succinct and clear sequence of steps.
Presents information clearly and logically, including original
ideas.
A
Compares the purposes of familiar digital systems.
Represents patterns in data using different multimedia.
Manipulates data and displays in a creative way.
Designs a clear and logical sequence of steps.
Effectively organises information by editing and arranging items
in the online space.
B
Identifies how common digital systems meet specific
purposes.
Represents simple patterns in data in different ways using
software.
Collects and displays data to convey meaning using software.
Designs a sequence of steps or instructions to solve a
problem.
Creates and organises information for a personal profile. Shares
information in a safe online environment.
C
Names a familiar digital system. Represents simple patterns in
data.
Displays data.
Follows a sequence of steps or instructions.
Adds information to an information system for sharing.
D
Identifies a digital system. Represents part of a pattern in
data.
Gathers own data.
Recognises a sequence of instructions.
Uses an information system.
E
Feedback:
Australian Curriculum
Digital Technologies – Foundation to Year 2:- Unit 1 Year 1
Year Foundation to Year 2 Achievement Standard
By the end of Year 2, students identify how common digital
systems (hardware and software) are used to meet specific purposes.
They use digital systems to represent simple patterns in data in
different ways.
Students design solutions to simple problems using a sequence of
steps and decisions. They collect familiar data and display them to
convey meaning. They create and organise ideas and information
using information systems, and share information in safe online
environments.
Content Descriptions
Digital Technologies Knowledge and Understanding
Digital Technologies Processes and Production Skills
Recognise and explore digital systems (hardware and software
components) for a purpose (ACTDIK001)
Recognise and explore patterns in data and represent data as
pictures, symbols and diagrams (ACTDIK002)
Collect, explore and sort data, and use digital systems to
present the data creatively (ACTDIP003)
Create and organise ideas and information using information
systems independently and with others, and share these with known
people in safe online environments (ACTDIP006)
Explore how people safely use common information systems to meet
information, communication and recreation needs (ACTDIP005)
Follow, describe and represent a sequence of steps and decisions
(algorithms) needed to solve simple problems (ACTDIP004)
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculum
Relevant prior curriculum
It is not assumed that students have prior experience with
Digital Technologies. Students will build on a range of
understandings and skills from home and other experiences (e.g.
care and educational settings).
Curriculum working towards
The teaching and learning in this unit, work towards the
following in Years 3-4 Band:
· Collect, access and present different types of data using
simple software to create information and solve problems
(ACTDIP009)
· Define simple problems, and describe and follow a sequence of
steps and decisions (algorithms) needed to solve them
(ACTDIP010)
· Implement simple digital solutions as visual programs with
algorithms involving branching (decisions) and user input
(ACTDIP011)
· Explain how student solutions and existing information systems
meet common personal, school or community needs (ACTDIP012)
· Plan, create and communicate ideas and information
independently and with others, applying agreed ethical and social
protocols (ACTDIP013)
General Capabilities
This unit provides opportunities for students to engage in the
following general capabilities.
Literacy
· Comprehending texts through listening, reading and viewing
· Composing texts through speaking, writing and creating
· Text knowledge
· Word knowledge
· Visual knowledge
Numeracy
· Recognising and using patterns and relationships
· Using spatial reasoning
Information and communication technology (ICT) capability
· Applying social and ethical protocols and practices when using
ICT
· Investigating with ICT
· Creating with ICT
· Communicating with ICT
· Managing and operating ICT
Critical and creative thinking
· Inquiring - identifying, exploring and organising information
and ideas
· Generating ideas, possibilities and actions
· Reflecting on thinking and processes
· Analysing, synthesising and evaluating reasoning and
procedures
Personal and social capability
· Self-awareness
· Self-management
· Social awareness
· Social management
Ethical understanding
· Understanding ethical concepts and issues
· Reasoning in decision making and actions
· Exploring values, rights and responsibilities
For further information, refer to General capabilities in the
Australian Curriculum and the Learning area specific advice.
Cross-curriculum priorities
Sustainability
Students will develop the knowledge, skills, values and world
views necessary for people to act in ways that contribute to more
sustainable patterns of living.
For further information, refer to Sustainability in the
Australian Curriculum and the Learning area statements.
Assessing student learning
Assessment name: Handy helpers: Collection of work
Assessment description: Students identify the purposes of common
digital systems, represent data to make meaning, create and share
information using collected data to convey meaning, and design an
algorithm to solve a problem.
In this unit, assessment of student learning aligns to the
following aspects of the achievement standard.
By the end of Year 2, students identify how common digital
systems (hardware and software) are used to meet specific purposes.
They use digital systems to represent simple patterns in data in
different ways.
Students design solutions to simple problems using a sequence of
steps and decisions. They collect familiar data and display them to
convey meaning. They create and organise ideas and information
using information systems, and share information in safe online
environments.
Monitoring student learning
Student learning should be monitored throughout the teaching and
learning process to determine student progress and learning
needs.
Each lesson provides opportunities to gather evidence about how
students are progressing and what they need to learn next.
Specific monitoring opportunities in this unit may include
observations, consultations and samples of student work, for
example:
· recognising and exploring familiar digital systems
· describing the purpose of a digital system
· recognising and exploring patterns in data
· representing data as pictures symbols and diagrams
· identifying an information system
· describing the purpose of an information system
· recognising safe online environments
· describing an algorithm as a sequence of steps in English
· representing a series of steps to solve a problem using words,
numbers, symbols and images.
Year 1 Semester 2 Digital Technology Report Card Comment
Bank
A
B
C
D
E
2T1A
2T1B
2T1C
2T1D
2T1E
Digital Technologies: Unit 1 — Pialba Year 1 Computers: Handy
helpers: Year 1 Collection of work
{Name} justified choice of digital system. {She,He} clearly and
accurately represented patterns in diverse ways. {Name} justified
the choice of data display. {She,He} designed an accurate, succinct
and clear sequence of steps. {Name} presented information clearly
and logically, including sharing original ideas.
Digital Technologies: Unit 1 — Pialba Year 1 Computers: Handy
helpers: Year 1 Collection of work
{Name} compared the purposes of familiar digital systems.
{She,He} represented patterns in data using different multimedia.
{Name} manipulated data and displayed it in a creative way.{She,He}
designed a clear and logical sequence of steps. {Name} effectively
organised information by editing and arranging items in the online
space.
Digital Technologies: Unit 1 — Pialba Year 1 Computers: Handy
helpers: Year 1 Collection of work
{Name} identified how common digital systems met specific
purposes. {She,He} represented simple patterns in data in different
ways using software. {Name} collected and displayed data to convey
meaning using software. {She,He} designed a sequence of steps or
instructions to solve a problem. {Name} created and organised
information for a personal profile. {She,He} shared information in
a safe online environment.
Digital Technologies: Unit 1 — Pialba Year 1 Computers: Handy
helpers: Year 1 Collection of work
{Name} named a familiar digital system. {She,He} represented
simple patterns in data. {Name} displayed data. {She,He} followed a
sequence of steps or instructions. {Name} added information to an
information system for sharing.
Digital Technologies: Unit 1 — Pialba Year 1 Computers: Handy
helpers: Year 1 Collection of work
{Name} identified a digital system. {She,He} represented part of
a pattern in data. {Name} gathered own data. {She,He} recognised a
sequence of instructions. {Name} used an information system.
Digital Tech Pre-Moderation
Year 1: Unit 1 Semester 2Title: Pialba Year 1 Computers: Handy
Helpers
Curriculum Intent for the Unit (see unit /task description)
In this unit students will learn and apply Digital Technologies
knowledge and skills through guided play and tasks integrated into
other subject areas .
Learning opportunities support students to:
recognise and explore how digital and information systems are
used for particular purposes in daily life
collect, explore and sort familiar data and use digital systems
to present the data creatively to convey meaning
describe and represent a sequence of steps and decisions
(algorithms) to solve simple problems in non-digital and digital
contexts
develop foundational skills in systems and computational
thinking, applying strategies such as exploring patterns,
developing logical steps, and hiding unnecessary information when
solving simple problems
work independently and with others to create and organise ideas
and information, and share these with known people in safe online
environments.
Assessable Content (Must Know) (Refer to AAP or Unit Plan to
source this Information)
Students:
· Identifies how common digital systems (hardware and software)
are used to meet specific purposes.
· Uses digital systems to represent simple patterns in data in
different ways.
· Collects familiar data and displays them to convey
meaning.
· Designs solutions to simple problems using a sequence of steps
and decisions.
· Creates and organises ideas and information using information
systems and shares information in a safe online environment.
Additional Targeted Teaching Priorities
* Identified from previous assessment & post moderation of
Technologies unit and through Levering Digitally through other Key
Learning Areas. Were there any literacy / numeracy identified
areas?
Feedback Guide/Assessment Opportunities
See Feedback that may relate to misunderstandings and commo
alternative conceptions (in planning – Pre Moderating)
Feedback may relate to the development of students' Digital
Technologies knowledge and understanding, and application of
processes and production skills. In this unit this may include
providing feedback about a student's ability to:
· recognise and explore familiar digital systems for a
purpose
· recognise patterns in data
· represent data as pictures symbols and diagrams
· creatively present data using digital systems
· describe the purpose of an information system
· describe an algorithm as a sequence of steps in English.
Unit Success Criteria and Differentiation
How will you know you students have succeeded?
Differentiation:
CONTENT
PROCESS
PRODUCT
and ENVIRONMENT
‘C’ Year Level Achievement Standard – Success Criteria
(Refer to GTMJ and relevant content descriptors (AAP) –
including prior content – previous levels)
By the end of Year 2, students identify how common digital
systems (hardware and software) are used to meet specific purposes.
They use digital systems to represent simple patterns in data in
different ways.
Students design solutions to simple problems using a sequence of
steps and decisions. They collect familiar data and display them to
convey meaning. They create and organise ideas and information
using information systems, and share information in safe online
environments.
· Identifies how common digital systems meet specific
purposes.
· Represents simple patterns in data in different ways using
software.
· Collects and displays data to convey meaning using
software.
· Designs a sequence of steps or instructions to solve a
problem.
· Creates and organises information for a personal profile.
· Shares information in a safe online environment.
‘B’ Standard – Success Criteria
(Refer to GTMJ and relevant content descriptors)
· Compares the purposes of familiar digital systems.
· Represents patterns in data using different multimedia.
· Manipulates data and displays in a creative way.
· Designs a clear and logical sequence of steps.
· Effectively organises information by editing and arranging
items in the online space
‘A’ Standard – Success Criteria
(Refer to GTMJ and relevant content descriptors + above)
· Justifies choice of digital system.
· Clearly and accurately represents patterns in diverse
ways.
· Justifies choice of data display.
· Designs an accurate, succinct and clear sequence of steps.
· Presents information clearly and logically, including original
ideas.
Support Plan or ICP Adjusted Content – Refer to ICP
Students:
Tasks: Supported Plan or ICPsDifferentiated Assessment
Reporting Sentence: ‘Students working at Year x as per their
Support Plan or ICP Plan Tasks and assessments.’
Maker Model Guiding Questions
Content
What students need to learn (Select focus questions as
required)
· Can I choose a familiar context to help make connections or
will I scaffold to broaden student world knowledge?
· What links can I make to real life?
· Can I change the context to match student interests?
· What prior learning experiences are required?
· How will I know what students already know? Which data? Will
students complete a Pre-test?
· Can I skim over some of the content or miss it completely?
· How will I extend those students who already have this
knowledge?
· Will I accelerate students?
Process
How students learn (Select focus questions as required)
· Can I tier the activities around concepts and skills to
provide different levels of support or opportunities to demonstrate
deeper knowledge?
· Do I need to vary the length of time students require to grasp
a concept either by compacting the curriculum or extending the
timeframe?
· Can I provide opportunities for students to construct and
demonstrate knowledge using digital resources and technologies?
· Can I scaffold activities or break larger tasks down into
smaller tasks?
· Can I provide study guides or graphic organisers for targeted
students?
· Can I modify delivery modes for individuals or small
groups?
· Can I use peer tutoring?
Product
How students demonstrate what they know (Select focus questions
as required)
· To complete the scheduled assessment task will some students
require more/less time?
· Can students be extended by communicating the information in a
more challenging way? E.g. change to authentic audience
· Are there students who need the assessment task to be broken
down for them?
· Will some students need adjustments to the task e.g. having
concrete materials at hand or access to digital technologies?
· Will some students need feedback provided more frequently or
in a different manner?
Environment
How learning is structured (Select focus questions as
required)
Which of a range of flexible groupings: whole class, small group
and individual, best suits this concept and skill set?
Have I offered a range of materials and resources -including
ICT's to reflect student diversity?
Can I vary the level of class teacher support for some
students?
Would activities outside the classroom best suit this concept?
E.g. Other learning spaces within the school, excursions, camps
What routines can I put into place to assist students in
developing independent and group work skills?
What class structures can be modified e.g. team teaching or
shared teaching and timetabling?
Are there additional support provisions from specialist, teacher
aide, mentor etc.?
Can I provide visual cues for students e.g. content posters or
list of instructions for students to follow?
Post Moderation“Every Student Succeeding”
Objective: Develop professional knowledge and practice (Refer to
Pialba state School Moderation and Reporting Policy)
Moderation Protocols
Refer Appendix of Pialba State School Reporting and Moderation
(pre-post) School Policy – Social Moderation Norms.
Moderation of Completed DIGITAL TECHNOLOGY Assessment
Samples
Refer Appendix of School Policy – Making judgements using
standards.
· Previously agreed criteria (Pre Moderation)
· A-E given using the GTMJ
· On balance teacher judgement- poles
· Start at the C
· Move up or down according to the evidence in the sample.
· The achievement standard is the C standard.
· Compare each student sample to the standard not against other
student samples
· Give an A-E grade for the task
· This sample will become part of the student’s portfolio of
work
Where to next after Moderation
· Refer Appendix of School Policy – Moderation Reflection
Tool.
· From the moderated samples information can then be used to
plan for the next task.
· Complete in next Technologies Unit or Digital Integration
within other KLA’s the ADDITIONAL TARGETED TEACHING PRIORITIES
Identified from this terms assessment & moderation.