Technologies Digital Technologies Year 6 Teaching and Learning Exemplar

DRAFT
TECHNOLOGIES: DIGITAL TECHNOLOGIES

Teaching and Learning Exemplar
Year 6
Kaya. The School Curriculum and Standards Authority (the Authority) acknowledges that our offices
are on Whadjuk Noongar boodjar and that we deliver our services on the country of many traditional
custodians and language groups throughout Western Australia. The Authority acknowledges the
traditional custodians throughout Western Australia and their continuing connection to land, waters
and community. We offer our respect to Elders past and present.
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© School Curriculum and Standards Authority, 2021
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Disclaimer
Any third party materials including texts, websites and/or resources that may be referred to in this document are for the purposes of
example only. The School Curriculum and Standards Authority does not endorse any third party materials, nor are such materials
considered mandatory. Schools must exercise their professional judgement as to the appropriateness of any third party materials they may
wish to use.
Cover image from: SDI Productions. (2016). [Stock photograph ID: 611869804]. Retrieved May, 2021, from https://www.istockphoto.com/
Cover image from: Doodglebug. (n.d.). Paper [Photograph]. Retrieved May, 2021, from https://cleanpublicdomain.com/downloads/paper/
Draft | 2020/44161v3
Contents
Contents........................................................................................................................................1
Background....................................................................................................................................1
Teaching.............................................................................................................................................1
Assessing............................................................................................................................................1
Reflecting...........................................................................................................................................2
Catering for diversity..........................................................................................................................2
The general capabilities and cross-curriculum priorities....................................................................3
Technologies: Digital Technologies.................................................................................................4
Diagram 1 How to read the teaching and learning exemplar.............................................................5
Ways of teaching................................................................................................................................6
Ways of assessing...............................................................................................................................6
Year level description.........................................................................................................................8
Year 6 Achievement Standard............................................................................................................8
Term 1............................................................................................................................................9
Term 2..........................................................................................................................................22
Term 3..........................................................................................................................................35
Term 4..........................................................................................................................................47
Appendix A: Resources.................................................................................................................56
Appendix B: Assessment Exemplar 1.............................................................................................59
Appendix C: Assessment Exemplar 2.............................................................................................67
Acknowledgements......................................................................................................................79
Background
This Teaching and Learning Exemplar (the exemplar) has been developed by the School Curriculum
and Standards Authority as part of the School Education Act Employees (Teachers and
Administrators) General Agreement 2017 (Clause 61.1–61.3).
The Western Australian Curriculum and Assessment Outline (the Outline –

https://k10outline.scsa.wa.edu.au/) sets out the mandated curriculum, guiding principles for
teaching, learning and assessment and support for teachers in their assessment and reporting of
student achievement. The Outline recognises that all students in Australian schools, or international
schools implementing the Western Australian curriculum, are entitled to be given access to the eight
learning areas described in the Alice Springs (Mparntwe) Education Declaration, December 2019.
This Digital Technologies exemplar for Year 6 articulates the content in the Outline and approaches to
teaching, learning and assessment reflective of the Principles of Teaching, Learning and Assessment.
This exemplar presents planning for eight weeks of teaching and learning for each of the four terms,
with a time allocation of one hour per week. The planning includes suggested assessment points.
Teaching
The year-level syllabuses for each learning area deliver a sequential and age-appropriate progression
of learning and have the following key elements:
 a year-level description that provides an overview of the context for teaching and learning in the
year.
 a series of content descriptions, populated through strands and sub-strands, that sets out the
knowledge, understanding and skills that teachers are expected to teach and students are
expected to learn.
 an achievement standard that describes an expected level that the majority of students are
achieving by the end of a given year of schooling. An achievement standard describes the quality
of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that
indicate the student is well-placed to commence the learning required in the next year.
Assessing
Assessment, both formative and summative, is an integral part of teaching and learning. Assessment
should arise naturally out of the learning experiences provided to students. In addition, assessment
should provide regular opportunities for teachers to reflect on student achievement and progress. As
part of the support it provides for teachers, this exemplar includes suggested assessment points. It is
the teacher’s role to consider the contexts of their classroom and students, the range of assessments
required, and the sampling of content selected to allow their students the opportunity to
demonstrate achievement in relation to the year-level achievement standard. Teachers are best
placed to make decisions about whether the suggested assessment points are used as formative or
summative assessment and/or for moderation purposes.
Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar 1

Reflecting
Reflective practice involves a cyclic process during which teachers continually review the effects of
their teaching and make appropriate adjustments to their planning. The cycle involves planning,
teaching, observing, reflecting and replanning. Throughout this cycle, teachers adjust their plans as
they work with their students to maximise learning throughout the year. As such, a long-term set of
tightly planned lessons is not conducive to reflective practice.
This exemplar supports reflective practice and provides flexibility for teachers in their planning. The
exemplar shows how content can be combined and revisited throughout the year. Teachers will
choose to expand or contract the amount of time spent on developing the required understandings
and skills according to their reflective processes and professional judgements about their students’
evolving learning needs.
Catering for diversity
This exemplar provides a suggested approach for the delivery of the curriculum and reflects the
rationale, aims and content structure of the learning area. When planning the learning experiences,
consideration has been given to ensuring that they are inclusive and can be used in, or adapted for,
individual circumstances. It is the classroom teacher who is best placed to consider and respond to
(accommodate) the diversity of their students. Reflecting on the learning experiences offered in this
exemplar will enable teachers to make appropriate adjustments (where applicable) to better cater
for students’ gender, personal interests, achievement levels, socio-economic, cultural and language
backgrounds, experiences and local area contexts.
At any point, teachers can adjust the:

 timing of the lessons, e.g. allowing more time where required, or changing when content is
taught to fit local or cultural celebrations, such as NAIDOC Week
 scheduling of assessments to allow for further consolidation of teaching and learning, or to fit
with students’ personal or cultural events, such as Ramadan
 mode of delivery, e.g. allowing students to present an oral report rather than a written one or
contributing to a blog instead of a written reading journal
 setting of the lessons, e.g. visiting a museum to see primary source materials
 opportunities to engage with the content descriptions, e.g. consolidating a data collection skill
required in Mathematics or Science
 ways students work, e.g. students supporting each other in mixed ability groups or teachers
forming ability groups for targeted support
 delivery of the content descriptions to make it more engaging, challenging or appropriate, e.g.
making a 3D container in Mathematics to hold a favourite toy, delivering scientific information
through a picture book or documentary
 teaching strategies used, e.g. building up to collaborative group structures by engaging in
partner work first or changing a book-based lesson to an excursion
 content descriptions, skills or modes of learning for individuals with formal or informal learning
adjustments.

The general capabilities and cross-curriculum priorities
The Outline incorporates seven general capabilities and three cross-curriculum priorities that can be
utilised to connect learning across the eight learning areas.
The general capabilities and cross-curriculum priorities encompass the knowledge, skills, behaviours
and dispositions that will assist students to live and work successfully in the 21st century. Teachers
may find opportunities to incorporate the capabilities and priorities into their teaching and learning
programs.
The full description and exemplification of the general capabilities can be found on the Authority
website
https://k10outline.scsa.wa.edu.au/home/teaching/general-capabilities-over/general-capabilities-
overview/general-capabilities-in-the-australian-curriculum.
The full description and exemplification of the cross-curriculum priorities can be found on the
Authority website
https://k10outline.scsa.wa.edu.au/home/teaching/cross-curriculum-priorities2/cross-curriculum-
priorities.

Technologies: Digital Technologies
The Western Australian Curriculum: Digital Technologies empowers students to shape change by
influencing how information systems and practices are applied to meet current and future needs. A
deep knowledge and understanding of information systems enables students to be creative and
discerning decision-makers when they select, use and manage data, information, processes and
digital systems to meet needs and shape preferred futures.
Digital Technologies enables students to become innovative creators of digital solutions, effective
users of digital systems and critical consumers of information conveyed by digital systems. These
attributes are necessary when using and developing solutions to make sense of complex ideas and
relationships in all areas of learning. Digital Technologies helps students to be regional and global
citizens, capable of actively and ethically communicating and collaborating.
Digital Technologies aims to develop the knowledge, understandings and skills to ensure that,
individually and collaboratively, students:
 use computational thinking and the key concepts of abstraction; data collection, representation
and interpretation; specification, algorithms and implementation to create digital solutions
 confidently use digital systems to efficiently and effectively transform data into information and
to creatively communicate ideas in a range of settings
 apply systems thinking to monitor, analyse, predict and shape the interactions within and
between information systems and understand the impact of these systems on individuals,
societies, economies and environments.

Diagram 1 How to read the teaching and learning exemplar
1 2 3
2a
2b
1. The Western Australian curriculum is the mandated curriculum content to be taught from the
Outline.
2. Teaching and learning intentions may provide additional information and/or examples to assist
with the interpretation of curriculum content.
a. Suggested teaching points are opportunities that teachers may choose to consider as
intentional teaching or revision of relevant knowledge, understanding and/or skills.
b. Suggested assessment points provide opportunities to monitor student progress and to
facilitate teacher planning.
3. Learning experiences describe the interaction and activities that take place to facilitate learning.

Ways of teaching
This Year 6 exemplar provides a suggested approach to planning for the delivery of the Digital
Technologies curriculum and reflects the rationale, aims and content structure of the Digital
Technologies curriculum. This approach exemplifies the interrelation between the two strands of
Technologies, Knowledge and understanding and Processes and production skills. Teachers select
technologies-specific content from the Knowledge and understanding strand and students apply
skills from the Processes and production skills strand to that content.
In Digital Technologies, students develop an understanding of the characteristics of data, digital

systems, audiences, procedures and computational thinking. They apply this when they investigate,
and create digital solutions. The delivery of Digital Technologies requires learning experiences where
digital solutions are created by:
 teachers selecting specific content from digital systems and/or representation of data
 students applying skills from the Processes and production skills strand
 developing project management skills
 engaging computational, design and/or systems thinking.
Digital Technologies includes the practical application of the Information and Communication
Technology (ICT) general capability. The ICT capability involves students in learning to make the most
of the technologies available to them, adapting to new ways of doing things as technologies evolve,
and limiting the risks to themselves and others in a digital environment.
The clear difference between the Digital Technologies curriculum and the ICT general capability is
that the capability helps students to become effective users of digital technologies while the Digital
Technologies curriculum helps students to become confident developers of digital solutions.
Further information on ways to teach Digital Technologies can be found on the Authority website:
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies/technologies-
overview/ways-of-teaching.
Note: links to electronic resources
This sequence of lessons may utilise electronic web-based resources, such as YouTube videos.
Schools are advised to install advertising blocking software prior to using online material.
Additionally, teachers should be present while an electronic resource is in use and close links
immediately after a resource such as a video has played to prevent default ‘auto play’ of additional
videos. Where resources are referred for home study, they should be uploaded through Connect, or
an equivalent system, that filters advertising content.
Ways of assessing
The suggested assessment points included in the exemplar alert teachers to only some of the
opportunities to monitor individual student progress and achievement during day-to-day learning
activities. Teachers can decide about whether the suggested assessment points are to be used as a
learning experience, formative or summative assessment, or to alternatively, plan and develop their
own assessments. Information collected from these assessments will allow teachers to monitor
student learning and development to inform future planning, provide a focus for feedback to

students, support feedback in discussion with parents, and support reporting requirements. Teachers
should consider a range of ways in which evidence of student achievement will be collected in
addition to the examples provided in this exemplar.
The two strands in Digital Technologies, Knowledge and understanding and Processes and productions
skills, are interrelated. When developing assessment strategies, teachers combine components of the
strands in different ways to provide students with opportunities to demonstrate their knowledge and
understanding through the practical application of their skills. For example, students may be asked to
consider the implications of technologies in society when designing a solution to a problem, situation
or need.
In addition to the suggested assessment points, Appendix B and Appendix C provide teachers with
assessment exemplars that can be used for both assessment and moderation purposes. The
assessments provide teachers with the resources, or links to resources, required for students to
complete the task, as well as marking keys or checklists in order to make valid and reliable
judgements on student achievement. The teaching and learning exemplar supports the prior learning
required for students to complete the tasks in both Appendix B and Appendix C.
The assessment experiences and evidence collected may look different for individual tasks as the
assessment strategies should match the design brief and be reflective of individual students'
understandings and interpretation of the solution they are creating.
Further assessment strategies can be found on the Authority website:

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies/technologies-
overview/ways-of-assessing.

Year level description
In Year 6, students further develop understanding and skills in computational thinking such as
identifying similarities in different problems and describing smaller components of complex systems.
They will have opportunities to create a range of solutions, such as quizzes and interactive stories
and animations, that involves more than one branching solution (choice of options).
Students consolidate their 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 begin to explain the concept of data states in digital systems and how data
are transferred between systems.
Students learn to further develop abstractions by identifying common elements across similar
problems and systems and make connections between models and the real-world systems they
represent.
When creating solutions, students further refine their skills to identify and use appropriate data and
requirements. They increase the sophistication of their algorithms by identifying repetition. They
learn to incorporate repeat instructions or structures when implementing their solutions through
visual programming environments, such as reading user input until an answer is guessed correctly in
a quiz.
Students critique design solutions and examine the sustainability of their own, and existing,
information systems.
Students develop strategies to communicate information and ideas using agreed social, ethical and
technical protocols, taking into account the safety aspects of working in digital environments.
Year 6 Achievement Standard
At Standard, students outline interactions between components and basic functions within digital
systems and how they transmit different types of data to form networks. They make a connection
between whole numbers being used to represent data within a digital system. They use software to
collect, sort, interpret, visually present and manipulate data for a range of purposes. Students use
simple visual programming environments to design, modify, follow and represent both
diagrammatically, and in written text, algorithms (sequence of steps), involving branching (decisions),
iteration (repetition) and consider user input. Students manage, create and communicate
information for online collaborative projects, using agreed social, ethical and technical protocols.
In Digital Technologies, students identify available resources to design a solution for a given digital
task, outlining problem-solving decisions, using algorithms (sequenced steps). Students develop
alternative solutions by designing, modifying and following both diagrammatically and in written text,
using a range of appropriate technical terms, technologies and techniques. They select and apply
safe procedures when using a variety of components and equipment to make solutions. Students
develop criteria collaboratively to evaluate and justify design processes and solutions. They work
independently, or collaboratively, considering resources and safety to plan, develop and
communicate ideas and information for solutions.

TERM 1
Weeks 1–8: Digital Technologies
Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar | Term 1 9
Western Australian
Teaching and learning intentions Learning experiences
curriculum content
Week 1 When producing solutions students are required to do so Show students a traditional poster (one that may already
safely. be displayed in the classroom or computer room) of a list of
Processes and production skills rules alongside a modern infographic of a set of rules. In
The school’s information and communication technologies small groups, students briefly discuss and write three points
Creating solutions by: (ICT) code of conduct and the classroom rules should define of difference between the poster and the infographic. Have
Producing and implementing safe use of hardware and software. a speaker from each group share the group’s ideas. Explain
Select, and apply, safe procedures when Students access the code of conduct and classroom rules to the purpose of infographics and integrate student
using a variety of components and understand and know the potential consequences of not responses and any demonstration they may use to illustrate
equipment to make solutions following code of conduct. the intention and uses of infographics, into the explanation.
Collaborating and managing Suggested teaching points Students work collaboratively to create a set of rules for
Work independently, or collaboratively safe use of ICT. This should cover hardware and software
when required, considering resources, Identify physical health and safety issues when working with safety, and their correct use in and out of the classroom.
to plan, develop and communicate and around computers.
ideas and information for solutions Students individually rank the rules beginning with most
Introduce infographics (information graphics) as a tool to dangerous to least dangerous and risk of injury. This data
communicate a message or present information in a way that can be used as a stimulus for a class discussion.
is easy to understand. Show common types of infographics.
Prepare students for the next lesson, by explaining that
Use a selection of templates to create an infographic. Sites they will be required to produce an infographic to illustrate
like Canva, Adobe Spark or Easelly provide an easy to use rules for safety when working with and around ICT, based
infographic creator. on the list of rules. Students can use a free downloaded
template, or one provided by the teacher.
Suggested assessment points
Western Australian
curriculum content
Teacher observation of students’ participation in and

contribution to the activities.
Week 2 When producing solutions, students are required to do so Remind students:

safely and they need to develop an understanding of options  that their task for this lesson is to produce an
Collecting managing and analysing data
for communicating ideas and information. infographic to convey the rules for using ICT at school
Collect, sort, interpret and visually
 before they start they need to have a clear idea of the
present different types of data using Students experience how the same information can be
information to be conveyed.
software to manipulate data for a range communicated using different design solutions.
of purposes Students work collaboratively (individually, in pairs or small
Suggested teaching points
groups) to create an infographic illustrating why following
Processes and production skills
Demonstrate how to create a simple infographic to safety rules is important when using ICT. They display their
Creating solutions by: effectively communicate ideas and information using a infographics in areas of the school where ICT is used.
selection of templates (either provided by the teacher on the Monitor how effectively students use the infographic to
Producing and implementing
school network, or an online site). communicate ideas and information.
Select, and apply, safe procedures when
using a variety of components and Explain to students that some layouts, colours, text etc. are Students can present to students and staff when
equipment to make solutions more effective than others. Explain the influence of audience distributing their infographic for display to explain the
and purpose. expected behaviour when using ICT.
Collaborating and managing
Work independently, or collaboratively Suggested assessment points Display infographics in classrooms, the library or
when required, considering resources, administration.
to plan, develop and communicate Provide informal feedback to students, as needed. Focus on
ideas and information for solutions the information in the infographic, and its effectiveness as a
form of communication. The teacher may choose to note
student ability to transfer written information to a graphic
Western Australian
curriculum content
form for communication purposes, as well as their skill in

manipulating the template.
Western Australian
curriculum content
Week 3 Students understand social and ethical protocols for Ask students what they use the internet for through a call
working collaboratively online. Students develop ways to out, or a placemat activity to determine the top three
Processes and production skills manage online safety issues, such as inappropriate contact, activities of each group, and the top three of the whole
Digital implementation cyberbullying, and the risks that can be involved in sharing class. The result could be collected in an online poll or
Manage the creation and communication images. survey, with the results graphed if relevant. Address
of information, including online student responses and the potential cyber safety issues
Suggested teaching points throughout the learning experiences.
collaborative projects, using agreed
social, ethical and technical protocols Explain to students the importance of:
 suitability of content, e.g. acceptable language, Use a call out or a placemat activity:
Producing and implementing  to determine the top three activities of each group, and
originality of work (copyright and plagiarism)
Select, and apply, safe procedures when top three of the class
 respecting input from all group members
using a variety of components and  collect results in an online poll or survey, (graph results
 not publishing personal identifying information of self
equipment to make solutions if relevant).
or others (e.g. names, school, images, passwords)
 following the school’s ICT code of conduct. Address student responses and the potential cyber safety
Suggested assessment point issues throughout the learning experiences.
Teacher observation of student engagement and To help students engage with and develop their
cooperation, and safe use of ICT devices during learning understanding of staying safe online, teachers can use
experiences online. school recommended resources, or access resources
provided on the following websites:
 Digital Technologies Hub
https://www.digitaltechnologieshub.edu.au/
 eSafety Commissioner
Western Australian
curriculum content
https://www.esafety.gov.au/.
These resources are age appropriate and relevant to Year 6

students. #GameOn is presented as a series of short videos
addressing issues that can arise for students online. Other
resources include:
 CyberSmart challenge (animated video)
 the lost summer (role-play video game)
 making good choices online (videos and animation).
Before the end of the lesson, each student writes their

name, the website and resources they have engaged with
on a sticky note and passes it to the teacher to keep for the
next lesson.
Western Australian
curriculum content
Week 4 Students increase their understanding of the risks of using Review the previous lesson with students by returning the
social media and exposure to potential bullying and sticky note that listed students’ names, the website and
Processes and production skills exploitation. Students are able to have safe and positive resources they were exploring. Before returning to that
Digital implementation experiences within digital environments. site, or choosing another (from those offered by the
Manage the creation and communication teacher), students partner and share something that they
Suggested teaching points think is important for children in their age group to know
of information, including online
collaborative projects, using agreed Explain to students about: about staying safe online and why. The teacher could:
social, ethical and technical protocols  distinguishing between true and false information  engage with students individually during this lesson to
 searching online safely informally assess each student’s understanding of the
Producing and implementing concept of cybersafety
 sharing images and videos online and in social media
Select, and apply, safe procedures when  do a class call out and scribe a list as a prompt for
 using privacy settings on social media
using a variety of components and further discussion
 staying safe when instant messaging and playing online
equipment to make solutions  have students record this information in a form chosen
games.
by the teacher.
Note: the eSafety Commissioner is Australia’s independent
regulator for online safety. Students can continue to engage with the online resources
on the eSafety Commissioner website.
Suggested assessment point
Teachers may want to build a cybersafety lesson around
Conduct and view the results of an online cybersmart quiz, school-based resources, or online resource sites.
or create a quiz particularly relevant to the context of the
school/students. If appropriate, invite cybersafety educators to make a
presentation to students.
Western Australian
curriculum content
Week 5 Digital systems involve input of data through a range of Students work individually, in pairs, or in a small group to
peripherals, processing through computer hardware, such create a list of components of computer systems they are
Knowledge and understanding as central processing units and primary storage, and familiar with (home, classroom) and describe the basic
Digital systems outputting information or data through output devices. functions of each. Suggested classifications include
Digital systems have components with hardware, software, input and output devices, and
All computer systems involve an input, a process and an wired/wireless.
basic functions and interactions that may output. Input devices include keyboards, mouses, barcode
be connected together to form networks scanners and game controllers. Output devices include Students use a collaborative online tool to record their
which transmit different types of data monitors, printers and speakers. Peripherals are responses, such as Google Docs, Microsoft OneNote,
Processes and production skills non-essential to the running of a device or computer Microsoft Teams, or work face-to-face using a graphic
system, but increase useability. organiser. Introduce a new online tool to students if they
Creating solutions by: are familiar with the contents of the task.
Collaborating and managing In this activity, it is essential that students demonstrate
Work independently, or collaboratively Explain how to use an unfamiliar online collaborative tool. their knowledge of hardware such as RAM (random access
when required, considering resources, to Revise the basic functions of essential hardware memory), CPU (central processing unit) and secondary
plan, develop and communicate ideas and components of a computer system. storage. If necessary, revise this content. Teaching points to
information for solutions be determined by the teacher, based on students’ prior
Suggested assessment points knowledge.
Observe each student’s level of knowledge and

understanding of digital system components. To what
extent can students describe the basic functions and
interactions between digital system components?
Western Australian
curriculum content
Week 6 Devices can be wired or wireless. Explain the interactions Provide pairs or groups of students with a set of graphic,
between components and basic functions in a digital name, and description cards that illustrate the computer
Knowledge and understanding system, and different ways that data can be transmitted to system components from the previous lesson. Students
Digital systems form networks. match each graphic with the correct name and description.
Digital systems have components with Check responses, either individually, or as a whole class,
Suggested teaching points and address any misconceptions.
basic functions and interactions that may
be connected together to form networks Explain that: Using the online collaborative tool, refer to students’
which transmit different types of data  wired devices use cables to transfer data classification of wired and wireless devices from the
 wireless devices use radio waves to transmit data. previous lesson. Focusing on the wireless devices list, ask
Compare and contrast wired and wireless devices. students how they think wireless works.
Creating solutions by:
Wired networks data transfer is faster and more secure. In small groups, students use words or graphics on a large
Collaborating and managing sheet of paper to represent their understanding of how
Wireless networks make it easier to add new devices and
Work independently, or collaboratively wireless works.
the devices are more mobile.
when required, considering resources, to
plan, develop and communicate ideas and Suggested assessment points Groups participate in a gallery walk to view other groups’
information for solutions work. Ideally, this will stimulate reflection and discussion.
Use an assessment tool to record student understanding of Each group has the opportunity to revise their
how wireless works. representation.
Review student work in the lesson to identify their level of Demonstrate what happens when a wireless device, such as
understanding of the benefits and limitations of wireless an iPad, connects to the wireless network. Teach content
and wired devices. that students do not understand. An online video or graphic
explaining wireless communication may be useful.
Western Australian
curriculum content
Observe student engagement, cooperation and Groups revisit their representation and add or change it to
contribution within the rotating group task. reflect their developing knowledge.
Ask students to compare three devices that are both wired

and wireless, and list the benefits and limitations of each in
a T chart. Following on from the above activity students
should also understand the difference between wired and
wireless networks. This can be created through a table of
positives and negatives.
Western Australian
curriculum content
Week 7 Computer networking refers to more than one device Discuss and make a list of the types of networks that are
connecting and communicating data together. There are commonly used at school and home for different devices
Knowledge and understanding different types of networks: and include the role of a router in network communication.
Digital systems  peer-to-peer networks – no central server, with devices
The teacher may want to use visual resources and physical
Digital systems have components with having the same privileges and access as each other.
movement to explain and demonstrate how the various
basic functions and interactions that may  client-server networks – a server attached to the
components of the school (or any other familiar) network
be connected together to form networks network where other devices can share the server’s
enable data to be transmitted.
which transmit different types of data resources. The server sets the restrictions and
protocols to be used on the network Use a practical activity to demonstrate how the school
Creating solutions by:  Network interface cards (NICs) – are devices that network passes messages between computers. For
communicate on a network, allowing for devices to example, by using envelopes to represent packets of data,
Investigating and defining
connect to a network. These are either wireless or students can send and receive messages. Set up students in
Define a problem, and a set of sequenced
wired. A device cannot connect to a network without a groups (teacher choice) with one student in each group
steps, with users making decisions to
NIC. representing a router and the others representing
create a solution for a given task
computers. Each group could be named after a classroom
Collaborating and managing block, with each computer representing a classroom within
Work independently, or collaboratively Outline: that block.
when required, considering resources, to  the different types and layouts of networks, starting
plan, develop and communicate ideas and Each envelope has a destination and a written message. It
with familiar networks
information for solutions gets ‘delivered’ (by a student representing the movement
 components of networks, such as switches, routers,
through the network) to the destination ‘computer’ and the
hardware with network cards
recipient writes a reply, and returns to sender. It might be
 how servers are powerful computers with high
useful to let this play out, to see if students pick up on the
amounts of RAM (random access memory) that store
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curriculum content
files in one location. Having a server at school allows need to put an ‘address’ for sending and replying.
students to log on to any computer in the school to
access their school work (files) saved to the school To extend the activity, servers can be added into the
server. Students can access age appropriate social network, simulating the internet. It is important that every
media accounts that are stored on an external server (if server is labelled and understands the protocol for
the school code of conduct allows this) from any device messages moving through the ‘network’. It would be useful
in the school. The cloud data or data from social media to do one or two ‘test’ messages, and discuss and review
apps is stored on a server in a location somewhere in the results from each test.
the world. Teacher led discussion focusing on the concept of the
Compare and contrast wired and wireless networks. fastest route and what happens if that path is blocked.
Explain what a network allows people to do. There are a number of resources that can be accessed in,
and through Digital Technologies Hub.
Discuss if the internet is a network and the difference
between public and private networks. Students reflect on and demonstrate their learning by
completing a prepared worksheet, or drawing and labelling
Suggested assessment points the school (or other familiar) network, including servers
and routers.
Use a prepared worksheet for students to label, or ask
students to draw and label a network, from either their
home or school.
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Week 8 Students review and consolidate their learning about digital Show students a hyperlinked quiz and do it together as a
systems through the application of new learning – creating class. Ensure the quiz is similar to the one the students will
Processes and production skills a non-linear quiz using branching, that is then illustrated be required to design and create.
Digital implementation using a flow chart design process.
Explain to students that they will work in pairs to design
Design, modify, follow and represent both A hyperlink is a navigation link. Hyperlinks can be created and create a non-linear hyperlinked Microsoft PowerPoint®
diagrammatically, and in written text, through text or image, and move the user to another quiz that reflects their learning about digital systems,
simple algorithms (sequence of steps) location, which can be in another section of the same specifically wireless and wired networks, as well as devices,
involving branching (decisions) and document or page, or to another website, image, file, such as servers and routers.
iteration (repetition) sound, email etc.
When completed share the quizzes online (e.g. via the
Manage the creation and communication Branching is a term that refers to having more than one school’s learning management system, class wiki, Connect)
of information, including online intended outcome. for class members to access, engage with, and provide
collaborative projects using agreed social, feedback. Parents may have access, if that is suitable within
ethical and technical protocols Suggested teaching points the school context.
Creating solutions by: Define hyperlinks and explain their purpose. Demonstrate Explain the quiz structure:
different ways that hyperlinks can be inserted – text,
Investigating and defining  use a flowchart design that shows branching/selection
images, and buttons. (This depends upon students’ prior
Define a problem, and a set of sequenced choices to plan the quiz
knowledge.)
steps, with users making decisions to  use basic symbols to represent choices where suitable
Show students an example of branching (decisions or  provide clear instructions for the user
choices) in a PowerPoint quiz similar to what they will be  use hyperlinks to facilitate choice and progression
expected to create. through the quiz
 explain types of questions, such as multiple-choice,
Demonstrate a flow chart designed to illustrate a computer true/false and the number of questions to be included
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create a solution for a given task action, such as turning a computer on and logging in. (limit number so the task can be completed within one
Explain how to create a basic flow chart design with or two lessons)
branching and using common symbols. The flow chart  select an appropriate image and terminology.
(digital solution) must include decisions made by the user,
which are referred to as selection. The three types of Before students start the task, identify the teaching points
selection are one-way selection (if-then), two-way selection needed for students to complete the task. This may include
Collaborating and managing (if-then-else), and multiway selection (CASE). explanation and demonstration of:
Work independently, or collaboratively  how to create and use a hyperlink in PowerPoint
when required, considering resources, to Common symbols include:  the concept of branching so the quiz can be non-linear
plan, develop and communicate ideas and  start and end - rounded rectangle or oval  the way a flow chart represents branching
information for solutions  process – rectangle  symbols used to represent actions in a flow chart.
 decision – diamond
 input/output – parallelogram Online resources to illustrate the concept of branching in
 line connectors – arrow. flow charts, as well as the use of symbols if they are
available.
Students will be taught algorithms after the completion of
the quiz task, using their task flow chart. Teaching content for this lesson could take up the whole
lesson. Students can be invited to practise the new learning
Suggested assessment point during the school holiday break if appropriate.
Discuss prior knowledge and use this information to refine

the teaching and feedback needed during the learning
experiences.
TERM 2
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Week 1 Students review and consolidate their learning about Create a short hyperlinked non-linear PowerPoint quiz
digital systems. for students to engage with at the start of the lesson.
Processes and production skills The quiz could include three questions that use
Develop an understanding of, and experience with, branching. The topic could be a review of some Term 1
Digital implementation diagrammatic representation of branching and
Design, modify, follow and represent digital technologies content, or it could be a pop quiz.
iteration through a flow chart that illustrates a non- The purpose of this activity is to engage students and
both diagrammatically, and in written linear hyperlinked PowerPoint.
text, simple algorithms (sequence of lead them into connecting with the task they were
steps) involving branching (decisions) Suggested teaching points introduced to at the end of Term 1. This activity can be
and iteration (repetition) done as a whole class.
Check for understanding and remind students of the
Manage the creation and elements to complete the task, such as: Provide students with an information sheet about the
communication of information,  how to create and use a hyperlink in PowerPoint task. Students work in pairs to create a non-linear
including online collaborative projects,  the concept of branching so the quiz can be non- hyperlinked PowerPoint quiz that reflects their
using agreed social, ethical and linear learning about digital systems, specifically wireless and
technical protocols wired networks, as well as devices, such as servers and
 the way a flow chart represents branching
routers. Check for understanding of the requirements
 symbols used to represent actions in a flow chart.
Creating solutions by: of the task, focusing on the information and skills
Review the performance criteria. required to complete the task. In particular, ensure
students remember how to hyperlink in a PowerPoint
Define a problem, and a set of Provide feedback on flow chart designs for students to slide, as well as the meaning of branching and how to
sequenced steps, with users making
represent branching using a flow chart.
decisions to create a solution for a
given task Each pair of students will plan their quiz using a flow
chart design, while formulating content. Make clear
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Designing edit before producing the PowerPoint. the number of questions students are required to
Design, modify, follow and represent create, differentiating the task to suit individual
both diagrammatically, and in written students.
text, alternative solutions using a
As part of the revision (if time permits) lead students
range of techniques, appropriate
to define the task performance criteria. Check
technical terms and technology
Suggested assessment points students’ understanding of the criteria. This will
Evaluating support the design of a quality product, as well as
Develop collaborative criteria to Check student planning for evidence of skills using a inform self and peer evaluation.
evaluate and justify design processes flow chart, as well as knowledge of digital system
components. Students start planning the quiz content in pairs, or as
and solutions
Observe students using the software, as well as their a whole class, to complete the flow chart design.
Collaborating and managing engagement with the task to assess skills.
Provide feedback on the flow chart designs as students
Work independently, or
progress through the task, providing support where
collaboratively when required,
needed.
considering resources, to plan,
develop and communicate ideas and
information for solutions
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Week 2 This teaching and learning task provides students with an Students finalise their flow chart designs and create the
opportunity to review and consolidate learning about content slides. Check each flow chart design and set of
Processes and production skills digital systems. slides and provide feedback against the collaboratively
Digital implementation created performance criteria to support student
Students develop an understanding of, and experience progression with the task.
Design, modify, follow and represent both with, diagrammatic representation of branching and
diagrammatically, and in written text, iteration through a flow chart that illustrates a non-linear Ask students to finish their quiz by the end of the lesson
simple algorithms (sequence of steps) hyperlinked PowerPoint. and upload the completed quizzes to the online
involving branching (decisions) and collaborative site nominated by the teacher. In some
iteration (repetition) Suggested assessment point schools this would be the class Connect page.
Manage the creation and communication Observe student progression with the task and provide
of information, including online feedback as needed. Record anecdotal notes on
collaborative projects using agreed social, engagement, and/or student application of learning.
ethical and technical protocols

Work independently, or collaboratively
plan, develop and communicate ideas and
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Week 3 Review and consolidate learning about digital systems. Students access their peers’ online quizzes (uploaded to the
chosen online collaborative site). Complete some quizzes,
Processes and production skills Develop an understanding of, and experience with, record the result and complete a peer review, recording the
diagrammatic representation of branching and iteration evaluations against the performance criteria.
Digital implementation
through a flow chart that illustrates a non-linear
Design, modify, follow and represent both
hyperlinked PowerPoint. Apply recent learning by Engage the class in discussion based on students’
diagrammatically, and in written text,
reviewing and evaluating own and peer quizzes. evaluation of own, and peers’ quizzes.
simple algorithms (sequence of steps)
involving branching (decisions) and Suggested assessment points Make a class chart to record things to remember when
iteration (repetition) designing hyperlinks, and creating and using flow charts.
Observe and note student quiz results and peer
Manage the creation and communication evaluations. Review the signficant elements of wired and wireless
of information, including online networks if required.
collaborative projects using agreed social, Evaluate students’ quizzes against the collaboratively
ethical and technical protocols created performance criteria.
Evaluating
Develop collaborative criteria to evaluate
and justify design processes and solutions

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Week 4 Students develop an understanding of, and experience In small groups students write a set of step-by-step
with, basic algorithms connected to a flow chart. instructions for brushing teeth. Give students a set time,
Knowledge and understanding and point out that they need to be specific. Write it like
Algorithm/s they are writing for an older person who has forgotten how
Representation of data
Whole numbers are used to represent A description of the steps and decisions required to solve a to do it. Be careful not to miss any steps.
data in a digital system problem. An algorithm may be described in many ways. Other alternatives are:
Flow charts are often useful in visualising an algorithm. A
Processes and production skills  the teacher could set students the challenge of writing
definition is provided in Technologies on the Authority
instructions to complete a task and act out the
Digital implementation website:
instructions in the classroom. For example, making a
Design, modify, follow and represent both  Glossary sandwich
diagrammatically, and in written text, https://k10outline.scsa.wa.edu.au/home/teaching/
 the teacher could act out the sets of instructions from
simple algorithms (sequence of steps) curriculum-browser/technologies/technologies-
groups. The main point is to illustrate how important it
involving branching (decisions) and overview/glossary.
is to be clear and explicit when writing instructions for
iteration (repetition) a computer
 students view YouTube videos that will illustrate the
Demonstrate how to write an algorithm alongside a flow importance of writing specific instructions. After
Investigating and defining chart. Explain the importance of including all of the steps, watching the video, students review their instructions.
and in the correct order. If they discover steps are missing, they can amend their
steps, with users making decisions to original instructions.
Explain the importance of algorithms in computer
create a solution for a given task programming and how a computer needs to be told what Display and compare teeth brushing instructions. Focus the
to do, when and how to do it. Programmers to plan the discussion on the importance of not missing any steps. The
starting point, the sequence of steps and the different teacher or selected students can physically act out the
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when required, considering resources, to branches along the way. When given a problem to solve, a steps to illustrate the process, if this will support the
plan, develop and communicate ideas and programmer breaks it down into steps, plans out those development of students’ understanding.
information for solutions steps and then puts it in a sequence for the computer to Making reference to the flow chart students created in
follow. previous lessons, explain that this flow chart is a symbolic
representation of the instructions they created to show the
Suggested assessment point path a user would follow when they selected a specific
Formative assessment task (Appendix B) answer. The algorithm will use words (or numbers) instead
of symbols.
Flow chart and algorithm design. Students create a flow
chart and a written algorithm to show their understanding Use a flow chart similar to the students’ quiz flow chart to
of simple digital design processes. illustrate and explain how to write an algorithm. Students
create (or co-create as a whole class) an algorithm to
accompany their quiz flow chart.
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Week 5 Computers code data using a binary system of counting. Provide the class with some text written with a code, such
Students develop understanding that digital systems use as substituting numbers for letters, or Morse code (provide
Knowledge and understanding whole numbers to represent various types of data, such as access to the actual code). Students work in pairs or small
Representation of data letters, numbers, images and sounds. groups to solve the message/s. Students could create a
Whole numbers are used to represent code to swap with another pair/group, or create one for
Suggested teaching points the teacher to solve.
data in a digital system
Computers can only process, send or receive data in whole Brainstorm (whole class, small group-share, or pair-share)
Processes and production skills numbers. The central processing unit (CPU) is responsible for other familiar codes, or coding language that computers
Creating solutions by: the calculations involved in processing binary digits. These use. Students may respond with barcodes, QR (quick
digits are referred to as binary, and are represented as response) codes, or Morse code. Use students’ responses
Collaborating and managing either ones (1) or zeros (0). to segue into teaching points that lead to using binary
In binary, electronic pulses are either off (0) or on (1). code to create an on/off (or 0, 1) picture.
plan, develop and communicate ideas A bit (binary digit) is either a 1 or a 0 and represents a single Demonstrate and explain to students how a computer
and information for solutions piece of data. All data that is represented will be processed image is created with binary. This can be done using a grid
to binary regardless of being text, sound or image. For this with a simple image, created using off (0) and on (1). The
lesson, the idea of creating images using binary can be teacher can present a grid filled with 1s and 0s in a pattern
introduced. that forms a picture when all of the 0s are coloured black
(off) and the 1s are white (on).
Pixels are a single point in an image, and are so small that
many are required to create the image. Students practise with some provided grids that form
Suggested assessment points images.
Observe students’ understanding of the codes concept.
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Note brainstorm contribution. Note: part of this lesson is based on learning activities
found on the Authority’s website.
Observe students’ ability and interest as they engage with
the practice tasks. Data representation
Representing images using binary
https://k10outline.scsa.wa.edu.au/home/teaching/teachin
g-support-materials
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Week 6 Computer data is represented by the binary number system Review the last lesson where students created a small
that uses 0s and 1s. image using black and white pixels, with the focus of the
Knowledge and understanding review on computers understanding only 0 and 1 to
The binary system is based on the power of 2, which is communicate.
Representation of data different from the base 10 system which Year 6 students
Whole numbers are used to represent will be familiar with. Provide students with opportunities to Show students a video explaining binary numbers. There
data in a digital system explore and learn about the binary number system. are many to choose from on the internet. Students use a
graphic organiser or a collaborative online tool to record
Suggested teaching points the main ideas. Students view the video first, then take
Teach students how to convert decimal numbers up to 32 notes on key points during a second viewing.
to binary and vice versa. Teachers may want to introduce Provide an explanation and demonstration of binary as a
the Base 2 binary system by contrasting it with the Base 10 method to convert data into a form that a computer
decimal system. recognises and processes. Explain and demonstrate how to
32 16 8 4 2 1 Total convert decimal numbers (up to 32) to binary and vice
0 0 0 0 1 1 3 versa. Plan the teaching points based on students’ prior
0 1 0 1 0 1 21 knowledge.
Suggested assessment points Students engage with activities to practise their learning,
ideally using hands-on resources to learn and practise
Check for understanding of converting binary to decimal, converting binary to decimal numbers at a level they can
and decimal to binary by observing each individual understand. An example of a task could be counting in
student’s work, and/or asking questions, and reteach binary from 0 to 10.
students who need further support to understand the
concept. Learning activities, such as those in Digital Learning Hub
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(Introduction to binary), may be useful resources.
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Week 7 Students understand and apply conversion of decimal Assessment task
numbers to binary, and binary to decimal, by creating a
Knowledge and understanding pathway in a grid framework. They write instructions, so Part A can be completed as a whole class to revise binary
others can follow the pathway. and decimal numbers and to demonstrate how to use the
instructions. Work together using the binary number
Whole numbers are used to represent
Suggested teaching points instructions to navigate the given path.
Review algorithms and binary/decimal conversions. Check student understanding then explain or reteach any
Processes and production skills information/concepts that are misunderstood.
Check for understanding and address misunderstandings as
Creating solutions by: needed. Teachers can check for understanding by asking the For Part B, students create their own path (teacher to
class a factual or a process question. Students write the decide if individually or in pairs) by drawing the path on
answer on their personal whiteboard/sheet of paper and the grid provided. Students use binary code to create a set
hold it up for the teacher to view. of instructions (like those in Part A) for someone else to be
able to recreate the path. They can reference a conversion
create a solution for a given task Suggested assessment point table if needed to complete this task.
Designing This task can be used as either a formative or a summative As they finish Part B, students can swap their instructions
Design, modify, follow and represent both assessment (Appendix C). Task sheets are provided, along (not the diagram) with another student who will convert
diagrammatically, and in written text, with a teacher checklist. the binary numbers back to decimal numbers so they can
alternative solutions using a range of
recreate the path. They will draw this on the grid provided.
techniques, appropriate technical terms
Once they recreate the path, they can compare their path
and technology
with the original. If the paths are different, they should
Collaborating and managing work out why. Were the given instructions incorrect, or
Work independently, or collaboratively was the interpretation of the instructions incorrect (or
when required, considering resources, to both)? Students record their answers.
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Week 8 Diagrammatic designs include storyboards, flow charts, site Students commence a collaborative (small group) project
maps etc. All diagrams need written text to show the to create an educational presentation. Students will
Knowledge and understanding purpose or explain details. These can include labels or explain binary and data representation. The teacher may
Representation of data annotations. When technical terms are used an explanation differentiate the task for specific students/groups.
Whole numbers are used to represent should be given.
The presentation can be created using stop motion or still
data in a digital system Using stop motion will help students to understand that images. The school may have access to software that the
using still images can create a story or represent a theme. teacher considers to be suitable, and that students are
Music or voice overs could be considered. familiar with. Alternatively, use free software, such as Stop
Creating solutions by: Motion Studio for stop motion or still images, and
Suggested teaching points Powtoon or Toon Boom Animation for basic animation
Investigating and defining creation. Teachers can choose for students to use simple
Emphasise the importance of planning. Find out students’
Define a problem, and a set of sequenced animations to complete the task rather than stop motion
prior knowledge of storyboarding as a planning tool.
steps, with users making decisions to style. This will depend on the software available and the
Teacher may need to demonstrate how to use a storyboard.
create a solution for a given task students’ ability to use the chosen software.
What is a storyboard? What type of information might be
Designing Students create the design brief and storyboard before
included on a storyboard? Common content includes:
Design, modify, follow and represent both producing the presentation. Check students’ experience
 sketches of key scenes
diagrammatically, and in written text, with storyboards, and decide the level of teaching
 main event in each scene or slide content
alternative solutions using a range of required for students to complete the task effectively.
 actions that will take place
 text, audio or images to be added.
and technology
How does planning using a storyboard contribute to a
quality product?
Introduce software suitable for the task, if required.

Producing and implementing Suggested assessment points
Support
Draft | Technologies | Digital Technologies | Year 6 | Teaching andstudents throughout
Learning Exemplar | Termthe
2 process, addressing38
areas
TERM 3
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Week 1 Use storyboards and software to create a presentation As a class, revise the task requirements from the previous
explaining binary and data representation. lesson in Term 2, focusing on the main points of the task,
Knowledge and understanding design process and software.
Suggested teaching point
Representation of data Alternatively, the teacher can ask students to work in small
Whole numbers are used to represent Review and reteach elements of using a storyboard and the groups with large paper and a coloured marker (each
data in a digital system selected software for stop motion, or simple animation if student to use a different colour) and list everything that
required. they can remember about the task. Ask students to
collectively decide on three points their group considers
Creating solutions by: important for the task.
Teacher to provide formative feedback for each group’s
Designing Focus on storyboards (essential components), the stop
storyboard design.
Design, modify, follow and represent both motion/animation software they will be using, and the
diagrammatically, and in written text, Observe student engagement, cooperation and content (explain binary and data representation). Ideally,
alternative solutions using a range of demonstrated skills. Teacher may choose to use an complete this activity within ten minutes.
techniques, appropriate technical terms observation checklist of relevant skills throughout the three
Student groups to re-engage with the storyboards they
and technology weeks of this learning experience.
started last term. Once the storyboard has been
completed and feedback obtained from the teacher,
groups start work on their presentations.
using a variety of components and Encourage groups to progress with their task. Provide both
equipment to make solutions positive and formative feedback.
Collaborating and managing Groups create the presentation using their storyboard
Work independently, or collaboratively design as a guide. Support students to review and adjust
when required, considering resources, to as needed. Provide support with the software to groups or
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plan, develop and communicate ideas and individual students as needed.
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Week 2 Using storyboards and software, groups of students Once the presentations are complete, the class can have a
complete and review presentations explaining either binary viewing session, or groups can view presentations
Knowledge and understanding and data representation, or the differences and similarities separately to provide feedback and view how other
Representation of data between wired and wireless network connections. students designed their presentations.
Whole numbers are used to represent Suggested assessment points Teacher can lead a discussion for students to reflect on
data in a digital system their product as well as the planning and design process. If
Formative assessment there were issues with any of the elements, such as
Teacher to support students throughout the process, working collaboratively, using the software or storyboards,
Creating solutions by: addressing areas of need. or the content, the teacher may choose to extend the
discussion to create a class chart of ‘tips and tricks’ for
Producing and implementing Prompts for self-assessment include the following: creating a group presentation, or similar focus area that is
Select, and apply, safe procedures when  what went well? relevant to the context of the class and task.
using a variety of components and  what changed from your initial design and why did it
equipment to make solutions change? Once finished students can complete a self-assessment. If
appropriate, they can also complete a peer assessment.
 what can be improved?
Evaluating The marking key or checklist can be provided by the
 how can it be improved?
Develop collaborative criteria to evaluate teacher, but explained to students when it is introduced.
and justify design processes and solutions  if you were to do the task again, what would you change
and why?
Collaborating and managing  comment on your group’s ability to collaborate
Work independently, or collaboratively effectively.
plan, develop and communicate ideas Prompts for peer-assessment can include:
and information for solutions  what do you like about the presentation?
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 what could be improved to make the animation more

effective?
Teacher could view the peer-assessments and student

self-assessments. A marking key could be developed and
used by the teacher. If the teacher uses a marking key (with
or without numerical marks), discuss it with students when
the task is introduced and explained, so that students
understand the assessment criteria.
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Week 3 Data can be obtained from primary or secondary data Provide students with a set of uncategorised and
sources. Primary data is collected by the students unorganised data. Invite students to discuss what the data
Processes and production skills themselves. Secondary data is collected from third-party represents in pairs or small groups. The data could be a
sources. table with the categories removed, or a series of random
Collecting, managing and analysing data
numbers that has meaning to the teacher. The point of the
Collect, sort, interpret and visually Data is used to analyse a situation or problem. Interpretation discussion is to illustrate the concept of data versus
present different types of data using of data refers to the reviewing of collected data to view information.
software to manipulate data for a range patterns and trends, and with this knowledge, make
of purposes assumptions about the data or future data. If suitable, data can be sorted and categorised together as
a class, with the teacher modelling the process. Ideally,
Manipulation of data involves either changing data based on demonstrate using a Microsoft Excel spreadsheet.
given parameters or retrieving required data. Management
of this information should include the validity and Provide examples of other data tables for students to
referencing of any data gathered. examine and discuss using teacher generated questions to
support students to understand how to interpret the
Suggested teaching points information. Undertake a class discussion about how to
interpret data in different ways.
Differences between categorised and uncategorised data,
and between data and information. Data can be text, Demonstrate how to create various graphs using a set of
numbers, images, or sound. To make data meaningful it can data within a spreadsheet. Discuss the suitability of the
be organised, e.g. into groups. When data is organised to different types of graphs, in particular the benefits and
present information, it is useful for decision-making. limitations of each. Discuss different uses of data tables
and graphs.
Teach Microsoft Excel spreadsheet skills as required based
on students’ prior knowledge.
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Note students’ prior knowledge, and task engagement with
a checklist, or add to anecdotal notes.
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Week 4 Data is used to analyse a situation or problem. This lesson can be presented as a summative assessment
Interpretation of data refers to the reviewing of collected task.
Processes and production skills data to view patterns and trends, and with this knowledge
making assumptions about the data or future data. Give students a choice of collections of relevant and
Collecting, managing and analysing data interesting data to work with. This data may be from
Collect, sort, interpret and visually Suggested teaching points learning experiences or investigations in another learning
present different types of data using area, such as Science or Humanities and Social Sciences.
software to manipulate data for a range Explain the task to students, revising teaching points from
of purposes the previous lesson as needed. Once students choose the data, they organise the data in
tables (if the data is not provided in that format) and
Digital implementation Support students with operations in Microsoft Excel as create four different graphs to present the data, using
Manage the creation and communication needed. Microsoft Excel.
Suggested assessment points Students create an explanation or story about the
collaborative projects using agreed social,
ethical and technical protocols Summative assessment presented information. Either give students focus
 Sort data in a table using Microsoft Excel. questions to support them to interpret the data, or ask
Creating solutions by: students to predict what will happen in the future, (based
 Create a range of graphs to visually present data.
on their data) and to justify their prediction.
Investigating and defining  Explain the purpose of creating visual representations of
Define a problem, and set of sequenced data using a graph. Students evaluate the task by exploring the purpose of
steps, with users making decisions to  Compare the effectiveness of graph types. visually representing data and investigating their graphs to
create a solution for a given task  Explain data represented in a graph. decide which is the most effective.
Evaluating Students explain their thoughts on the purpose of

Develop collaborative criteria to evaluate collecting, sorting, interpreting and representing data
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visually.
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Week 5 In any computer program there must be a sequence of Review writing algorithms from Term 2, when students
step-by-step, specific instructions. These steps must be worked together to write sets of instructions for brushing
Processes and production skills logical to avoid any errors that can cause the program to teeth, and for following a pathway in a grid. Ask students
operate incorrectly, producing an unintended or undesired to share what they remember about algorithms and their
action. Computers understand only specific instructions, no importance for computer programs. Teaching points will
Design, modify, follow and represent
matter whether they have errors or not. depend on students’ current understanding.
both diagrammatically, and in written
text, simple algorithms (sequence of Suggested teaching points Engage students in an activity (such as the Lego block
steps) involving branching (decisions) and model activity described below) that reinforces the
iteration (repetition) Revision of algorithms if needed. importance of clear instructions and how an error or
Teacher may need to demonstrate the task. misunderstanding can lead to different results from those
Manage the creation and communication
that were intended (equivalent to a logic error). Explain
Students need to understand that a sequence of instructions the activity to students. The teacher may want to
for a computer must be developed in a logical order. demonstrate the activity first, if they think that will
social, ethical and technical protocols
Computers work sequentially, line by line, top to bottom. If support student learning.
the order is incorrect, a logic error will result. For example, it
will create a problem for you if you put your shoes on before This learning experience involves students using basic Lego
your socks. A computer works in the same way. block models. Students work in groups of three or four.
They receive a container with visual instructions and the
Suggested assessment points construction blocks to make that particular model. Student
one provides verbal instructions using the visual
Check for understanding throughout the learning process to
instructions, to students two and three (who do not get to
determine students’ misconceptions about algorithms, and
see the visual instructions). They construct the model
address those directly.
based on student one’s instructions. Student four listens
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Observe and note students’ actions during the task, and the to the instructions given, observes how they are applied to
quality of the debrief discussion. To what extent could the model construction and records how many
students identify effective and ineffective instructions? instructions were given. Teacher decides if this is to be a
timed task. Once the time or model (whichever comes
first) is completed, the group can debrief their actions.
Focus on what happened, how the instructions were given,
and which instructions were most effective and why.
Change roles and swap models with another group as

many times as the lesson allows.
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Week 6 Simple visual programing environments, such as Scratch Remind students that a computer program is a list of
include block based programming. This allows students to instructions that operate the computer. Explain there are
Processes and production skills learn the skills of computational thinking without constraints different types of languages that computers understand.
of syntax rules, such as spelling. Inputs can be received in a However, every language and program has to be exact in
variety of ways, including mouse, keyboard, speech and its instructions as computers do not have a brain that
Implement and use simple visual
touchscreen. enables them to figure out if something does not make
programming environments that include
sense.
branching (decisions), iteration Web-based applications, such as Kodu Game Lab, provide
(repetition) and user input materials to support teachers to learn about the Kodu visual Ask students which programming software they are
programming tool. familiar with. Choose software to be taught as a result of
student responses.
Introduce the selected visual programming tool/software
Define a problem, and a set of sequenced Demonstrate programming concepts, such as variables and and explore the user interface with the teacher
steps, with users making decisions to constants, using examples from the school timetable, or demonstrating and guiding students through the process
create a solution for a given task local weather. as needed.
Choose one programming tool for the whole class to There are online tutorials students can engage with to
learn/extend learning or teach a new tool/software. develop their programming skills in the selected software,
Suggested assessment points such as Scratch, Alice, or Turtle on Blockly Games.
Observe student engagement with the learning experiences. In this lesson, students will have time to engage with the
software to develop understanding and skills.
Note students’ understanding and application of various
features of the software with an observation checklist, or
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add observations to anecdotal notes.
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Week 7 Visual programming environments. Students continue to explore the tutorials and further
develop their confidence and skills in using the visual
Processes and production skills Development of computational thinking skills. programming software.
Digital implementation Continue to develop understanding of branching, iteration

Implement and use simple visual (repetition) and user input in programming.
Suggested teaching point
branching (decisions), iteration
(repetition) and user input Demonstrate and explain concepts, skills or elements of the
software that students do not understand.
Define a problem, and a set of sequenced Observe student engagement with the learning
steps, with users making decisions to experiences.
Note students’ understanding of how to use the software
elements.
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Week 8 Provide opportunities to develop knowledge, Students continue to explore the tutorials and further
understanding and skills of visual programming to create a develop their confidence and skills in using the visual
Processes and production skills basic game. In particular, development of systems programming software.
knowledge, and design and computational thinking are
Digital implementation Teacher sets tasks and challenges for students to apply
essential for students to experience. Creating digital
Implement and use simple visual using the variables within the software. This task could
solutions encourages students to use and build on their
programming environments that include require students to debug or fix a game that has a fixed
problem-solving skills.
branching (decisions), iteration number of deliberate errors. Give students information
(repetition) and user input Suggested teaching points about how the game works, and teach strategies if
necessary.
Creating solutions by: Teacher-set tasks and challenges as required.
Students should be prepared to start basic game design in
Investigating and defining Introduce basic game design. the next lesson, using the visual programming software.
steps, with users making decisions to Teach debugging strategies by either:
create a solution for a given task  guiding students to break a code in a game they have
created (run the game to note what happens)
 using various debugging strategies.
Note students’ understanding of how to use the software

elements.
T ERM 4
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Week 1 Provide opportunities to develop knowledge, Revise how to create a flow chart showing the sequence of
understanding and skills of visual programming to create a steps in design.
Processes and production skills basic game. In particular, development of systems
knowledge, and design and computational thinking are Ask students to name the essential elements of flow chart
Digital implementation design to determine students’ level of understanding
essential for students to experience. Creating digital
Implement and use simple visual (perhaps through a call out). Students could also explain
solutions encourages students to use and build on their
programming environments that include what they know to a partner (think-pair-share), or small
problem-solving skills.
branching (decisions), iteration group, who could then reach a consensus and feed this back
(repetition) and user input Suggested teaching points to the whole class.
Creating solutions by: Revise elements of flow chart design if needed. In this lesson, students create a game using the visual
programming software explored in Term 3. Explain the
Investigating and defining Reteach elements of developing performance criteria for requirements of the task and ensure all students understand
Define a problem, and a set of sequenced evaluation as needed (i.e. when developing criteria to what is expected.
steps, with users making decisions to evaluate the task).
create a solution for a given task As a class, develop criteria to evaluate the task processes
Explain the task and demonstrate any elements of the including the flow chart design, and the solution to the task
Evaluating visual programming environment that are necessary to the (the game).
Develop collaborative criteria to evaluate design of the game.
and justify design processes and solutions Whole class brainstorm of game ideas. Suggestions may
Suggested assessment point include:
Observe student engagement and understanding of the  a game to help other students increase their literacy and
visual programming environment. Provide formative numeracy
feedback as required.  a game to promote sustainability or recycling
 a game to promote different cultures from around the
world.
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Students decide on the type of game they will design.
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Week 2 Students define a problem (their game design) and create a Lesson one (of three sequential lessons).
sequence of steps that will result in a workable game. The
Processes and production skills design and planning should show branching and iteration, Start the lesson with a quick call out to remind students of
as well as where user input is required. the elements of flow chart design. Provide students with a
Digital implementation copy of the performance criteria for the task, and check
Implement and use simple visual Students create a flow chart that illustrates their game their understanding of the task.
programming environments that include design.
branching (decisions), iteration Students create a flow chart that illustrates the sequence of
(repetition) and user input Suggested assessment point their game design. They create a logical sequence of steps
with branching in the flow chart to represent the game
Knowledge and understanding This task can be used as a summative assessment to be design, highlighting the levels and features of the game.
completed over a period of three lessons. The flow chart should show students’ ideas for the
Representation of data sequence of their game design.
data in a digital system In the design of their game, students develop a code using
whole numbers to create directions in the game.
Once the flow chart is complete and checked by a peer
Investigating and defining and/or teacher, students create their game using the visual
Define a problem, and a set of sequenced programming software they have learnt in the previous
steps, with users making decisions to lessons.
Designing
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and technology
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Week 3 Students design a game with a purpose (self-selected) and Lesson two (of three sequential lessons).
create a sequence of steps that will result in a workable
Processes and production skills game. The product includes branching and iteration, as well Students continue to create their game using the visual
as user input. programming software. They continue to develop their
Digital implementation understandings and skill level of the design process and the
Implement and use simple visual Suggested assessment points software application.
branching (decisions), iteration Note points of assistance required by students. The teacher supports students as needed.
(repetition) and user input
This task can be used as a summative assessment
Knowledge and understanding completed over a period of three lessons.

Designing
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and technology.
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Week 4 Students design a game with a purpose (self-selected) and Lesson three (of three sequential lessons).
create a sequence of steps that will result in a usable game.
Processes and production skills The product includes branching and iteration, as well as Students continue to create their game using the visual
user input, such as mouse movements or keyboard programming software learnt in previous lessons.
controls. As students complete the first design of their game, they
Implement and use simple visual
programming environments that include Suggested assessment points can invite each other to play the game, and provide
branching (decisions), iteration immediate verbal feedback. They can then use this
(repetition) and user input Students trial their game with another student who will feedback to reflect and record a response to the question,
provide immediate feedback on the functionality of the ‘How can I make my game better?’
Creating solutions by: game.
Students then have the opportunity to make any changes
Investigating and defining This task can be used as a summative assessment to their game.
Define a problem, and a set of sequenced completed over a period of three lessons.
Designing
Design, modify, follow and represent
both diagrammatically, and in written
text, alternative solutions using a range
of techniques, appropriate technical
terms and technology
Evaluating
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Week 5 This summative task enabled students to apply the basics of Students finalise their games and complete a reflection and
computer programming and game design. Students used a self-evaluation of the performance criteria. Ideas for
Processes and production skills flow chart to show a sequence of steps that illustrated the improvement are part of the evaluation.
programming of the game. They applied their learning of
Digital implementation Each student has a partner play the game and provide peer-
visual programming software to create the game ready for
Implement and use simple visual evaluation on the success of the game. Ideas for
a user.
programming environments that include improvement can be included as part of the evaluation.
branching (decisions), iteration
(repetition) and user input Students submit screenshots of their workflow, scripts and
finished game. They also submit a self-evaluation and the
Creating solutions by: peer-evaluation to the teacher for assessment.
Evaluating
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Week 6 Legal and ethical implications of copyright and plagiarism. Show an example of a breach of copyright (perhaps an
image that students might use), then analyse and discuss
Processes and production skills Students understand the implications of easy access to and this with the class.
use of digital media. It is easy to create, copy, remix, and
Digital implementation share anything. Show an example of plagiarism, ideally from an original
Manage the creation and communication (remove any identifying elements) piece of student work.
of information, including online Suggested teaching points Analyse the example and discuss it with the class, focusing
collaborative projects, using agreed on fairness and ethics.
Copyright
 Discuss what copyright is and the significance of Teach the meanings of copyright and plagiarism and the
copyright law for students. consequences of breaching copyright, or submitting
 Discuss the copyright status of online images – check plagiarised work as your own (in school and beyond).
usage rights of an image search and cover what are Demonstrate to students how easy it can be to break
public domain images and what is creative commons copyright, and the need to respect the intellectual property
 Explore suitable sites for images and music without of others.
copyright and discuss what fair use is.
Show students how to check for copyright, and how to
Plagiarism access images and other media that will not be in breach of
 Discuss what plagiarism is. copyright. Discuss a variety of different situations and
 Define the difference between plagiarism and copyright scenarios that illustrate the situations where using digital
infringement. media is okay and when it is not.
Piracy
 Discuss what piracy is and what makes it theft.
Resources that may be of use to teachers, depending upon

the school content, can be sourced from:
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 Copyright User
https://www.copyrightuser.org/.
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Week 7 Students manage and use digital media by developing an Play sound bites that will capture students’ interest and
understanding of social, ethical and technical protocols attention. Ask students what they are, why they might have
Processes and production skills associated with copyright and plagiarism. been created, and what they would be used for. Students
think-pair-share, and contribute to class discussion.
Digital implementation Suggested teaching points
Explain to students that they will be creating a 30 second
Manage the creation and communication Explain a sound bite and when/how it can be used. sound bite that warns against the consequences of breaching
Demonstrate relevant and interesting sound bites. copyright or committing plagiarism. The sound bite can be
created individually or collaboratively. Students to decide on
Elements of a sound bite can include: a target audience, e.g. students of their own age, or younger
Creating solutions by:  choosing or making a short, but informative message students.
 using music as communication
Investigating and defining Share the performance criteria with students with an
 using appropriate and powerful language
Define a problem, and a set of sequenced explanation of criteria as needed.
 making it memorable.
Students decide the message to convey, ensuring that it will
create a solution for a given task Demonstrate how to use the chosen software, if students
be suitable for their chosen (or assigned) target audience.
are unfamiliar with how to do this.
Identify available resources Students brainstorm a number of options to represent their
Suggested assessment points message. They create a plan and script before starting to
Collaborating and managing create the product. All sounds and music snippets used are to
Work independently, or collaboratively Determine students’ prior experience with relevant audio be correctly referenced.
when required, considering resources, to production software by asking them which software apps
plan, develop and communicate ideas and or programs they have used and what they have created. Students can use software, such as (Apple) GarageBand,
information for solutions This could be collected by using online collaborative Audacity (free, open source), or software already used by the
software or a card cluster using sticky notes. school, to create the sound bite. Free online sound libraries
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include Pixabay music and freeSFX.
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Week 8 Students manage and use digital media by developing an Revise the task requirements and check on students’
understanding of social, ethical and technical protocols progress. Provide guidance and feedback as needed.
Processes and production skills associated with copyright and plagiarism.
Students continue to work on the sound bite task, either
Digital implementation Suggested teaching points individually or collaboratively.
Manage the creation and communication
of information, including online Revise the task requirements and clarify misconceptions. The task can be saved to the class online work folder, or
collaborative projects, using agreed another location as directed by the teacher. If appropriate,
Reteach elements of the software to students where the sound bites can be located where parents have access.
required.
Summative assessment of students’ sound bites product
against the performance criteria shared with students in
the previous lesson.

using a variety of components and
equipment to make solutions
APPENDIX A: R ESOURCES
Resources
Resource Link/information
Digital Technologies Hub Provides lesson ideas based on the Digital Technologies curriculum.
https://www.digitaltechnologieshub.edu.au/
eSafety Toolkit for Schools Provides resources for schools to create safer online environments.
This toolkit focuses on preventing and responding to online safety
issues.
https://www.esafety.gov.au/educators/toolkit-schools
School Curriculum and Technologies Glossary

Standards Authority https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/technologies/technologies-overview/glossary
Copyright User Resource aimed at making UK copyright law accessible to everyone

who uses copyright.
https://www.copyrightuser.org/
Educational Computing Professional association that promotes use of ICT in learning.

Association of Western https://ecawa.wa.edu.au/
Australia (ECAWA)
Scootle A national digital learning source which provides Australian teachers

with access to more than 20 000 digital learning items.
https://www.scootle.edu.au/ec/p/home
Australian Curriculum – Digital Provides resources for teaching elements of the Digital Technologies
Technologies in focus curriculum, including information to support teachers. For example,
Exploring Digital Technologies through shopping (Years 3–6), or board
and card games for exploring Digital Technologies concepts.
https://www.australiancurriculum.edu.au/resources/digital-
technologies-in-focus/resources/teaching/
Australian Computing Academy Supports teachers to increase their understanding and implementation
of the Digital Technologies curriculum.
https://aca.edu.au/
Grok Academy Affiliated with the Australian Computer Academy, this organisation
aims to give everyone the power to code.
https://groklearning.com/
Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar | Appendix A 71
School Curriculum and Technologies Digital Technologies Year 6 Sample Teaching and
Standards Authority Learning Outline
Representing images using binary
https://k10outline.scsa.wa.edu.au/home/teaching/teaching-
support-materials
The Alice Project (through A free resource that provides a block-based programming environment
Carnegie Mellon University, for creating animations, interactive narratives, or simple 3D games.
Qatar) https://www.alice.org/
Computer Science without a A collection of free learning activities that uses hands-on (no digital
computer – CS Unplugged device) games and puzzles to teach elements of the Digital
(from University of Canterbury, Technologies curriculum (from University of Canterbury, New Zealnd).
New Zealand) https://csunplugged.org/en/
Code.org A non-profit (US based) site with a vision to ensure every student in
every school has an opportunity to learn computer science. The link
takes you to a range of ‘unplugged’ lessons for the classroom.
https://code.org/curriculum/unplugged
Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar | Appendix A 72
APPENDIX B: A SSESSMENT E XEMPLAR 1
Flow chart and algorithm design
Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar | Appendix B 73
Achievement Standard
What is assessed
Note: areas assessed in this exemplar are indicated in bold.
At Standard, students outline interactions between components and basic functions within digital systems
and how they transmit different types of data to form networks. They make a connection between whole
numbers being used to represent data within a digital system. They use software to collect, sort, interpret,
visually present and manipulate data for a range of purposes. Students use simple visual programming
environments to design, modify, follow and represent both diagrammatically, and in written text,
algorithms (sequence of steps), involving branching (decisions), iteration (repetition) and consider user
input. Students manage, create and communicate information for online collaborative projects, using
agreed social, ethical and technical protocols.
In Digital Technologies, students identify available resources to design a solution for a given digital task,
outlining problem-solving decisions, using algorithms (sequenced steps). Students develop alternative
solutions by designing, modifying and following both diagrammatically and in written text, using a range
of appropriate technical terms, technologies and techniques. They select and apply safe procedures when
using a variety of components and equipment to make solutions. Students develop criteria collaboratively
to evaluate and justify design processes and solutions. They work independently, or collaboratively,
considering resources and safety to plan, develop and communicate ideas and information for solutions.
Draft | Technologies | Digital Technologies| Year 6 | Teaching and Learning Exemplar | Appendix B 74
Assessment task
Title of task
Flow chart and algorithm design
Task details
Description of task Students create an algorithm aligned to the flow chart they created to
illustrate the design of their previously created non-linear PowerPoint quiz.
Type of assessment Formative
Purpose of assessment Assess students’ understanding of digital design to illustrate a simple program
design through a flow chart and the creation of an algorithm
Evidence to be collected Flow chart design with matching algorithm – paper or digital
Suggested time 1 x 1 hour lesson in class
Content description
Content from the Western Australian curriculum
Design, modify, follow and represent both diagrammatically, and in written text, simple algorithms
(sequence of steps) involving branching (decisions) and iteration (repetition)
Define a problem, and a set of sequenced steps, with users making decisions to create a solution for a given
task
Designing
Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions using
a range of techniques, appropriate technical terms and technology
Work independently, or collaboratively when required, considering resources, to plan, develop and
communicate ideas and information for solutions
Task preparation
Prior learning
Students understand the basics of flow charts including symbols and rules for their creation. Students have
practised writing a basic logical sequence of steps for programs and real-world applications. Students have
already created a non-linear quiz or similar programming activity.
Assessment task
Assessment conditions
Allocation of class time to plan, prepare and produce the product. Students complete the task individually
in class.
Differentiation
Teachers should differentiate their teaching and assessment to meet the specific learning needs of their
students, based on their level of readiness to learn and their need to be challenged. Where appropriate,
teachers may either scaffold or extend the scope of the assessment tasks.
Resources
Task sheet
Instructions for teacher
This task can be modified based on the description of previous programming tasks or tasks completed with
sequence, decisions and repetition. If students have not completed a non-linear PowerPoint quiz, such as
that outlined in the Year 6 sample teaching and learning program located on the School Curriculum and
Standards Authority’s website, teachers can choose a similar activity that students have previously created.
This could include a programming task.
Mathematical drawing aids are optional. If they are not available this task can be carried out with the use of
a pencil and ruler (if unplugged).
Edit the sample template as required to suit the school or class context.
Students should practise creating flow charts, and demonstrate an understanding of the symbols before
attempting the task.
Students create both the flow chart and algorithm designs during this task. These should be a simple design
and include one- and two-way selection (branching). Students may also be required to use iteration
(repetition) in their design.
Instructions to students
Practise flow charts and writing basic algorithms before the task.
Focus on the sequence and the order of your previously completed PowerPoint quiz.
Marking key
Flow chart Marks
Provides a logical simple sequence of steps 5–6
Identifies simple sequence of steps 3–4
Attempts to provide a sequence of steps 1–2
Subtotal 6
Flow chart
Uses all correct symbols; rectangle, parallelogram, diamond, arrow for direction of
4
flow
Uses mostly correct symbols; rectangle, parallelogram, diamond, arrow for direction
3
of flow
Uses some correct symbols; rectangle, parallelogram, diamond, arrow for direction
2
of flow
Makes limited use of correct symbols; rectangle, parallelogram, diamond, arrow for
1
direction of flow
Subtotal 4
Flow chart
Identifies consistently and correctly, and efficiently implements one-way and/or
4
two-way decisions (branching)
Identifies consistently and correctly one-way and/or two-way decisions (branching) 3
Identifies correctly one-way and/or two-way decisions (branching) 2
Incompletely or incorrectly identifies one-way and/or two-way decisions (branching) 1
Subtotal 4
Flow chart
Successfully includes iteration (repetition) where required with efficiency and
3
accuracy
Successfully includes iteration (repetition) where required 2
Attempts to include iteration (repetition) 1
Subtotal 3
Algorithm
Provides a logical simple sequence of steps 5–6
Identifies a simple sequence of steps 3–4
Attempts a sequence of steps 1–2
Subtotal 6
Marking key
Algorithm Marks
Identifies consistently and correctly, and efficiently implements one-way and/or
4
two-way decisions (branching)
Identifies consistently and correctly one-way and/or two-way decisions (branching) 3
Identifies correctly one-way and/or two-way decisions (branching) 2
Incompletely or incorrectly identifies one-way and/or two-way decisions (branching) 1
Subtotal 4
Algorithm
Includes iteration (repetition) where required successfully with efficiency and
3
accuracy
Includes iteration (repetition) where required successfully 2
Attempts to include iteration (repetition) 1
Subtotal 3
Total 30
Student name: __________________________________
Draw flowchart here Write algorithm here
APPENDIX C: ASSESSMENT EXEMPLAR 2
Binary blocks
Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar | Appendix C 81
Achievement Standard
What is assessed
Note: areas assessed in this exemplar are indicated in bold.
At Standard, students outline interactions between components and basic functions within digital systems
and how they transmit different types of data to form networks. They make a connection between whole
numbers being used to represent data within a digital system. They use software to collect, sort, interpret,
visually present and manipulate data for a range of purposes. Students use simple visual programming
environments to design, modify, follow and represent both diagrammatically, and in written text,
algorithms (sequence of steps), involving branching (decisions), iteration (repetition) and consider user
input. Students manage, create and communicate information for online collaborative projects, using
agreed social, ethical and technical protocols.
In Digital Technologies, students identify available resources to design a solution for a given digital task,
outlining problem-solving decisions, using algorithms (sequenced steps). Students develop alternative
solutions by designing, modifying and following both diagrammatically and in written text, using a range of
appropriate technical terms, technologies and techniques. They select and apply safe procedures when
using a variety of components and equipment to make solutions. Students develop criteria collaboratively
to evaluate and justify design processes and solutions. They work independently, or collaboratively,
considering resources and safety to plan, develop and communicate ideas and information for solutions.
Assessment task
Title of task
Binary blocks
Task details
Description of task Students convert from decimal numbers to binary and from binary to decimal
numbers as they create and provide instructions for others to follow a drawn
path in a grid.
Type of assessment Formative, or a summative assessment
Purpose of assessment Students to demonstrate understanding of using whole numbers to represent

data in a digital system, represented both diagrammatically and in written text
using algorithms
Evidence to be collected Path designed by students. Instructions provided by students on how to

navigate the path.
Suggested time 1 x 1 hour lesson in class
Content description
Content from the Western Australian curriculum
Representations of data
Whole numbers are used to represent data in a digital system
Design, modify, follow and represent both diagrammatically, and in written text, simple algorithms
(sequence of steps) involving branching (decisions) and iteration (repetition)
Task preparation
Prior learning
Students are familiar with how to convert from decimal numbers to binary numbers, and from binary
numbers to decimal numbers.
Assessment task
Assessment conditions
This is a collaborative task. Students will work individually or in pairs to complete the task. Once students
have created their instructions they should swap their work with another person (or pair) to complete the
final part of the task.
Differentiation
Teachers should differentiate their teaching and assessment to meet the specific learning needs of their
students, based on their level of readiness to learn and their need to be challenged. Where appropriate,
teachers may either scaffold or extend the scope of the assessment tasks.
Resources
Task sheet
Instructions for teacher
Students require prior knowledge of how to convert decimal numbers (up to 32) to binary and vice versa.
Part A may be completed as a whole class exercise to revise binary and decimal numbers and to
demonstrate how to use the instructions to navigate the given path.
Ask students to create their own path by drawing the path on the grid provided. In Part B they use their
diagram to create a set of instructions using only binary code for someone else to be able to recreate the
path.
Once students have finished Part B, students swap their instructions only (not the diagram) with another
student. In Part C the students use the given instructions to convert the binary numbers to decimal
numbers to be able to recreate the path. They draw this on the final grid provided. Students should not
view the original diagram.
In Part D students compare their diagram with the original. If the paths are different, students try to
determine why, i.e. were the given instructions incorrect, or was the interpretation of the instructions
incorrect?
Note: students can use a website, app, or provided table to check their conversion of decimal numbers to
binary before finalising their instructions.
Instructions to students
Task description: Binary blocks
Name: _______________________________
Part A – Navigate the pattern shaded in black.
The instructions for navigating the path are provided in binary numbers. The first few have been done for
you. Complete the instructions.
Instructions required to navigate the maze – using binary numbers:

 starting position: top left corner (indicated by a→)
 move right 0000 0011 places (i.e. three places in decimal figures)
 move down 0000 1010 places (i.e. 10 places in decimal figures)
 move right 0000 0110 places (i.e. six places in decimal figures)
 move up 0000 0100 places (i.e. four places in decimal figures).
For the remainder of the instructions, complete the missing figures:
 move right ____________________ (i.e. nine places in decimal figures)
 move down ____________________ places (i.e. 12 places in decimal figures)
 move left ____________________ places (i.e. two places in decimal figures)
 move up ____________________ places (i.e. four places in decimal figures)
 move left ____________________ places
 move down ____________________ places
 move left ____________________ places
 move down ____________________ places.
Part B – Design a path of your own for someone else to navigate.
Firstly, draw the path that you wish the other person to follow, but do not show them the diagram. Start
your path in a corner of the grid.
On the next page, write the instructions including the following:

 which corner to start in
 which direction to move in (i.e. up, down, left, right)
 how many spaces to move – must be given using binary numbers only.
Path instructions (created by _______________________________________________________________)
Part C – Swap instructions and recreate the path
Give your instructions to someone else in the class to follow. Do not share your original diagram.
Once you have received instructions from someone else, follow their directions and draw the path in the
grid below.
Hint: Convert the binary numbers in the instructions back to decimal numbers to know how many places to
move.
Part D – Evaluation
Once you have finished, compare your original diagram with the path drawn by another student using your
instructions. Do they look the same? If not, explain why you think they are not the same.
Teacher checklist
Teacher checklist for students
Student name Comments
numbers to binary
Converts decimal
Converts binary
collaboratively
independently
Completes the
numbers to
evaluation
decimal
Works
Works
Acknowledgements
Term 3
Week 5 Learning experience adapted from: Google. (2015). ECT lesson plan: algorithmic thinking.
Retrieved November, 2020, from https://docs.google.
com/document/d/1Qouj-ZxcPVmYehvIvLGnNV0X_4E_9YNyjXEeCOmmBaI/
edit
Used under a Creative Commons Attribution 4.0 International licence.

Technologies Digital Technologies Year 6 Teaching and Learning Exemplar

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Technologies Digital Technologies Year 6 Teaching and Learning Exemplar

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DRAFT

TECHNOLOGIES: DIGITAL TECHNOLOGIES

© School Curriculum and Standards Authority, 2021

The Western Australian Curriculum and Assessment Outline (the Outline –

Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar 1

Catering for diversity

At any point, teachers can adjust the:

Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar 2

Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar 3

Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar 4

Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar 5

In Digital Technologies, students develop an understanding of the characteristics of data, digital

Note: links to electronic resources

Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar 6

Further assessment strategies can be found on the Authority website:

Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar 7

Year 6 Achievement Standard

Draft | Technologies | Digital Technologies | Year 6 | Teaching and Learning Exemplar 8

Teacher observation of students’ participation in and

Week 2 When producing solutions, students are required to do so Remind students:

form for communication purposes, as well as their skill in

These resources are age appropriate and relevant to Year 6

Before the end of the lesson, each student writes their

Observe each student’s level of knowledge and

Ask students to compare three devices that are both wired

Discuss prior knowledge and use this information to refine

Creating solutions by:

Collaborating and managing

Creating solutions by:

Collaborating and managing

Observe students’ understanding of the codes concept.

Introduce software suitable for the task, if required.

 what could be improved to make the animation more

Teacher could view the peer-assessments and student

Evaluating Students explain their thoughts on the purpose of

Change roles and swap models with another group as

Digital implementation Continue to develop understanding of branching, iteration

Suggested assessment point

Note students’ understanding of how to use the software

Creating solutions by:

Investigating and defining

Resources that may be of use to teachers, depending upon

Producing and implementing

School Curriculum and Technologies Glossary

Copyright User Resource aimed at making UK copyright law accessible to everyone

Educational Computing Professional association that promotes use of ICT in learning.

Scootle A national digital learning source which provides Australian teachers

Note: areas assessed in this exemplar are indicated in bold.

Flow chart and algorithm design

Type of assessment Formative

Suggested time 1 x 1 hour lesson in class

Content from the Western Australian curriculum

Creating solutions by:

Investigating and defining

Collaborating and managing

Draw flowchart here Write algorithm here

Note: areas assessed in this exemplar are indicated in bold.

Type of assessment Formative, or a summative assessment

Purpose of assessment Students to demonstrate understanding of using whole numbers to represent

Evidence to be collected Path designed by students. Instructions provided by students on how to

Suggested time 1 x 1 hour lesson in class

Content from the Western Australian curriculum

Whole numbers are used to represent data in a digital system