Technologies - Digital Technologies - Year 5 - Teaching and Learning Exemplar

DRAFT
TECHNOLOGIES: DIGITAL TECHNOLOGIES

Teaching and Learning Exemplar
Year 5
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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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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: vgajic. (2016). [Stock photograph ID: 623065050]. Retrieved July, 2021, from https://www.istockphoto.com/
Cover image from: Radachynskyi, S. (2019). [Stock photograph ID: 1140166411]. Retrieved July, 2021, from https://www.istockphoto.com/
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Contents
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 5 Achievement Standard............................................................................................................8
Term 1.............................................................................................................................................9
Term 2...........................................................................................................................................28
Term 3...........................................................................................................................................43
Term 4...........................................................................................................................................64
Appendix A: Resources..................................................................................................................79
Appendix B: Assessment Exemplar 1.............................................................................................82
Appendix C: Assessment Exemplar 2..............................................................................................99
Acknowledgements.....................................................................................................................116
Background
This Teaching and Learning Exemplar (the exemplar) has been developed by the School Curriculum
and Standards Authority (the 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 5 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 substrands, 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, should be considered as an integral part of teaching and
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 5 | 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
1
2b
1
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 revison 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 5, students further develop understanding and skills in computational thinking, such as
identifying similarities in different problems and describing smaller components of complex systems.
They have opportunities to create a range of solutions, such as games and interactive stories and
animations that involve branching (choice of options).
Students explore the role that individual components of digital systems play in the processing and
representation of data. They learn to acquire, justify and track various types of data. Students are
introduced to the concept of data states in digital systems and how data are transferred between
systems.
Students use abstractions by identifying common elements across similar problems and systems.
They develop an understanding of the relationship between models and the real-world systems they
represent.
When creating solutions, students identify appropriate data and requirements. They develop skills to
write clear algorithms by identifying repetition and incorporate repeat instructions or structures
when implementing their solutions. They make judgments about design solutions against the
effectiveness in existing information systems.
Students develop strategies to communicate information and ideas using agreed ethical protocols,
taking into account the safety aspects of working in digital environments.
Year 5 Achievement Standard
At Standard, students identify components of digital systems and their basic functions that connect
to form networks which transmit data. They represent data using code, as well as using software to
collect, store and present data for a specific purpose. Students create design solutions for a user
interface and design, follow and represent diagrammatically, a simple sequence of steps (algorithms),
involving branching (decisions) and iteration (repetition), implementing and using simple
programming. They create and communicate information for online collaborative projects, using
agreed social, ethical and technical protocols (codes of conduct).
In Digital Technologies, students define a problem, identify available resources and create algorithms
(sequenced steps) to assist in decision making for a given digital task. They develop and
communicate alternative solutions, and use annotated diagrams, storyboards and appropriate
technical terms when following design ideas. Students select and apply safe procedures when using
components and equipment. They develop negotiated criteria to evaluate and justify design
processes and solutions. Students work independently, or collaboratively, to plan, safely develop and
communicate ideas and information.

TERM 1
Weeks 1–8
Draft | Technologies | Digital Technologies | Year 5 | Teaching and Learning Exemplar | Term 1 9
Western Australian
Teaching and learning intentions Learning experiences
curriculum content
Optional lesson: The content for this Students access a variety of computer hardware, As an introduction to Digital Technologies, explain the rules
lesson may be covered in another peripherals, software and networks at school to be and guidelines for the safe use of ICT hardware and
learning area depending upon the school informed and safe users. software in the computer room and/or classroom and
context across the school.
The school’s Information and Technologies (ICT) Code of
Processes and production skills Conduct, or in some schools, the ICT Acceptable use The teaching content and time needed will vary according
Policy/Agreement and Electronic Communications to school context.
Digital implementation Guidelines (student) or equivalent should define safe use of
hardware, infrastructure and online services. Using parent- Use the school’s ICT Acceptable Usage Agreement that
Create and communicate information, students and parents are required to sign and ensure
including online collaborative projects, funded and personal devices are included in school policy
and guidelines. students understand what they have agreed to.
using agreed social, ethical and technical
protocols (codes of conduct) Suggested teaching points Discuss with students the consequences of not following
the rules.
School ICT Code of Conduct/Acceptable Use Policy or
Agreement This lesson provides an opportunity for teachers to ensure
students can log in to the school network and other school
Classroom ICT rules platforms, as well as to assess students’ keyboard skills and
confidence using a computer, if this is considered relevant.
Suggested assessment points
Teacher observation of students’ attitude, participation and

contribution to the lesson.
Teacher observation of students’ keyboard skills and
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confidence using a computer.
Week 1 All computer systems involve an input, a process and an To determine students’ prior knowledge of digital systems,
output. Input devices include keyboards, mice, barcode provide each student (to work as individuals, pairs or small
Knowledge and understanding scanners and game controllers. Processing is done by groups) with a worksheet containing a photo of a computer
Digital systems Central Processing Units and primary storage. Output system from the classroom/computer room, and space for
devices include monitors, printers and speakers. writing. Students label each component and write a brief
Digital systems have components with explanation of how it works.
basic functions that may connect together Input and output devices are non-essential to the running
to form networks which transmit data of a device or computer system, but extend its Observe students knowledge and confidence level as they
functionality. For example, touchscreens, game controllers, are working. Differentiate the task for students who don’t
Processes and production skills microphones and barcode readers are input devices, and tv have the skills to explain in English or by writing.
screens, printers, speakers and earbuds are output devices.
Creating solutions by: Demonstrate and explain components that students do not
Focus questions understand. Ask students to write additional information in
Collaborating and managing
any gaps on the worksheet.
What do people use information systems for? For example,
Work independently, or collaboratively
to collect and store information, so that the information Check for understanding by asking questions and clarify any
when required, to plan, develop and
can be accessed or used at another time (census data, remaining misconceptions.
communicate ideas and information for
dental records).
solutions Ask students to keep the worksheets to complete a
What types of digital systems do people use? For example, summative assessment task about digital systems in week
QR codes, or payment system at the supermarket checkout. 3.
What peripheral devices are used to communicate data and Extension activity: Class (or individual students or groups)
information? For example, a tap and go card/phone reader brainstorm peripheral devices. Choose three devices and
paying for items at a popup store. provide an explanation of each, using these questions as a
Western Australian
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Suggested teaching points guide:

 What is their purpose?
Ensure students understand and can explain interactions
 What information do they communicate?
between components in a digital system.
 Who uses the information they generate?
Teach or revise the basic functions of the hardware
For example, a barcode scanner is a peripheral device that:
components of a computer system.
 ‘reads’ and interprets barcode symbols
Suggested assessment point  communicates the meaning of the barcode to a
computer
Assesss the extent to which students can describe the basic  can be used by sales people in a shop, by a librarian in a
functions between digital system components. Record each library, or by the SafeWA app to record locations that a
student’s level of knowledge and understanding. person visits.
Western Australian
curriculum content
Week 2 A network is formed when systems are connected and used Start the lesson with a card match game (with cards or on
to share information. the class display screen) of the computer components that
Knowledge and understanding students learnt in the previous lesson. Match the picture of
Students identify that connected components form a the component to the description of what it does.
Digital systems network, and that networks transmit data through a server.
Digital systems have components with They explain how separate systems can be connected in Ask students to conduct a think-pair-share for the question
basic functions that may connect together different ways (e.g. cables or wireless) to exchange data ‘Why would you connect computers?’ Facilitate the
to form networks which transmit data (e.g. connecting an external drive to a printer to print a discussion then demonstrate and explain a classroom or
photo). school network. If students already know, encourage them
Processes and production skills to demonstrate and explain how a simple network, such as
Suggested teaching points the classroom networked computer, functions.
Creating solutions by:
Explain the definition of a network. Ask students to create a mind map to show the connections
Demonstrate and explain the components of a simple between components in a network (computers, wifi,
Work independently, or collaboratively network in the school. server) showing how data is sent and received by each
when required, to plan, develop and component.
communicate ideas and information for The location of a school server and the flow of data
between the classroom and the server. For example, the To extend the activity students can explain how to print a
solutions
networked printer in the room. Make the connection to a picture (or other relevant process) from a computer or
network providing internet access in the classroom, as well device. Students draw, or are provided with a diagram
as the school/education system email. showing the process. Students label the components and
write an explanation of the process.
Suggested assessment point
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Check and provide feedback on students’ mind maps.
Week 3 Computers can store data and information in the form of Introduce the assessment task (Appendix B) to students
text, photo, video and sound files for users to access at a and explain what they need to do. Make sure students read
Knowledge and understanding later time. The computer stores the information in a hard the marking key to understand the level of response
Digital systems drive, or the user can store it on an external drive. required.
Digital systems have components with External drives can be damaged, lost or stolen, so using Allow 25 minutes for students to complete the summative
basic functions that may connect together storage that is networked is currently the norm. This data is assessment response task about digital system
to form networks which transmit data kept in a secure location and is also backed up. This way components. Students will:
people do not have to rely on their own back ups to  label the components of a simple computer system and
Processes and production skills prevent data loss. explain what they do
 label a diagram of the input and output data direction
Creating solutions by: The Internet allows users to access ‘cloud’ storage that
in a digital system when printing a document
saves and stores data on a server that can be in any
Collaborating and managing  describe differences between desktop computers and
geographical location. The data can be accessed from a
servers.
Work independently, or collaboratively device through the internet regardless of physical location
when required, to plan, develop and of the user/device. Teach students about cloud storage; what it is, how it
communicate ideas and information for works and where it can be located. Refer to cloud storage
Suggested teaching points
solutions that students can relate to, such as popular social media or
Explain the requirements of the assessment task and game application that stores its data in the cloud. Show
marking key. students a clip such as Inside a Google data center to
support their visualisation of the size and security involved
Explain cloud storage. Resources may be sourced from the in data storage.
following website:
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broadbandbuyer.com https://www.youtube.com/watch?
v=HZ-2gYd1Ces
What is Cloud Storage?
For further into what a ‘cloud’ data storage area looks like
and the security involved:
Google Workspacehttps://www.youtube.com/watch?
v=XZmGGAbHqa0
Inside a Google data center
Appendix B: Assessment Task Digital systems and data

response task, Part A.
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Week 4 Students understand the difference between personal and Explain to students that the introductory activity will
private information and are confident about what outline the difference between personal and private
Processes and production skills information is/is not appropriate to share online. information in the online world.
Digital implementation Some websites used by students require a login, obtained Provide each small group of students with a set of cards;
by providing requested information. It can be easy for each card names a type of information that is either
Create and communicate information,
students to sign up to websites aimed at children (and personal or private. Use types of information that are
including online collaborative projects,
some that are not), so it is important they understand the regularly requested by websites, by new friends, or that
implications of doing so. It is essential for students to people ask each other in real life or online. Provide three
protocols (codes of conduct)
develop a critical inquiry approach to online requests for headings – ‘personal information’, ‘private information’,
user information. and ‘not sure’. Explain to students that are to discuss and
sort each card into one of the given categories. Allow
Information regularly requested by websites may include students adequate time to do the sort and discuss their
personal and/or private information, such as first name, reasoning with the group.
surname, username, password, gender, birthday, and
email/phone contact. Students complete a rotation activity, with groups moving
from group to group at the teacher’s signal to view and
Students develop an understanding of why websites want comment on all/some of the groups’ sorting. Once each
their information. For example, for payment, marketing group has returned to their sort, use a call out to debrief
(direct and promotional) and adding to mailing lists (some the activity. It is important to ensure that each type of
which may be sold on to others). information is categorised correctly, and that students can
understand and explain the reasoning.
Reinforce with students that sharing information is a
Define:
common way people connect with each other. Explain that
 personal information – information that is common to
there are lots of ways to share information, however, it is
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many people and cannot be used to identify you important not to over-share, especially with information
 private information – information that is specific to you that is private. Show students a suitable clip about sharing
and can be used to identify you online to further explain the concept.
 identity theft – when someone uses your private
information to pretend to be you. After viewing the clip, hold a class discussion focusing on
what type of information is/isn’t okay to share. Reinforce to
Make sure students understand the difference between students that private information is risky to share because
personal and private information, and that personal it can identify an individual, being unique to that person
information is usually safe to share online. It is always best (for example, your date of birth or home address).
to get permission from a parent/guardian before Ask: ‘Why would someone want to steal another person’s
sharing.Choose a suitable clip about sharing online. identity on the internet?’ “If needed, explain the meaning
Resources may be sourced from the following website: of identity theft and why (hide own identity, fraud).
Explain to students that on the internet people you interact
Commonsense education with could be your friends next door, or strangers who live
https://www.commonsense.org/education/digital- on the other side of the world. As it is hard to know the
citizenship/lesson/private-and-personal-information intentions of people you have not met, it is best to remain
Grade 4, Private and Personal Information Student Video cautious when sharing information.
Suggested assessment points Remind students how important it is each time they share
information online to stop and consider if they are giving
Using an online journal students: out information that should be kept private. In groups
students develop a good rule for kids about sharing
 write an example of personal information and an
information.
example of private information
 write a brief explanation of identity theft
 write their group’s rule about sharing information
online.
Western Australian
curriculum content
Week 5 Students build their understanding of the risks of using Explain to students that in this lesson they will be learning
social media and their exposure to potential bullying and about strategies for dealing with cyberbullying and ways to
Processes and production skills exploitation. Students become equipped and confident stand up for others who are being bullied.
Digital implementation online users to increase the likelihood of safe and positive
experiences. Ask students (callout, brainstorm, or think-pair-share),
Create and communicate information, ’What is cyberbullying?’ Record responses on a
including online collaborative projects, Teachers can use school recommended or school based chart/screen, but don’t comment yet.
using agreed social, ethical and technical resources, or access resources provided on Digital
Technologies Hub or the eSafety Commissioner website to Use digital resources to illustrate and explain cyberbullying
protocols (codes of conduct) to students and extend or challenge students’ current
help students engage with, and develop their
Creating solutions by: understanding of staying safe online. Additionally, the thinking.
school can invite Cybersafety educators to make a After viewing, invite students to add or delete anything on
presentation to students (teachers and parents). the chart/screen.
Note: Throughout this lesson teachers should be sensitive Provide small groups of students with cyberbullying
to the possibility that there may be students experiencing scenarios. Students discuss what the bullying action is, who
cyberbullying who do not want to talk about it in front of is doing the bullying, and what they think the person being
solutions
their peers. bullied should do?
Suggested teaching points Using an online collaborative tool (such as chart created by
The focus of this lesson is to support students’ teacher), ask groups to input their responses through their
understanding of cyberbullying – what it is, and what can device. Alternatively, the list can be displayed on a shared
be done to stop it. screen or paper chart.
What is cyberbullying? Reflection activity: Students write a short paragraph to list

one or two potential responses and/or actions to take if
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Cyberbullying is the use of technology to bully a person or cyberbullying occurs to them, or a friend and explain why
group with the intent to hurt them socially, psychologically they think this response and/or action would work.
or even physically.
Serious cyberbullying is material that is directed at a

particular child with the intention to seriously embarrass,
harass, threaten or humiliate.
Students recognise similiarities and differences between in-

person bullying, cyberbullying and being mean. Explore the
difference between having fun, just joking, I didn’t mean it,
and bullying behaviours.
Resources may be sourced from the following websites:

 commonsense education
https://www.commonsense.org/education/digital-
citizenship/lesson/is-it-cyberbullying
Grade 5, Is it Cyberbullying? What’s Cyberbullying Student
Video
 esafetyCommissioner
Video library for educators | eSafety Commissioner
Video library for educators, Sticks and Stones
 eSafety Commissioner
https://www.esafety.gov.au/educators/classroom-
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resources/posters-and-conversation-starters
Online safety posters and conversation starters
How to report cyberbullying material poster
Read students reflection paragraph to determine their

understanding of how to respond to cyberbullying.
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Optional lesson: The content for this Students access a variety of computer hardware, As an introduction to Digital Technologies, explain the rules
lesson may be covered in another peripherals, software and networks at school to be and guidelines for the safe use of ICT hardware and
learning area depending upon the school informed and safe users. software in the computer room and/or classroom and
context across the school.
The school’s Information and Technologies (ICT) Code of
Processes and production skills Conduct, or in some schools, the ICT Acceptable use The teaching content and time needed will vary according
Policy/Agreement and Electronic Communications to school context.
Digital implementation Guidelines (Student) or equivalent should define safe use of
hardware, infrastructure and online services. Using parent- Use the school’s ICT Acceptable Usage Agreement that
Create and communicate information, students and parents are required to sign and ensure
including online collaborative projects, funded and personal devices are included in school policy
and guidelines. students understand what they have agreed to.
protocols (codes of conduct) Suggested teaching points Discuss with students the consequences of not following
the rules.
School ICT Code of Conduct/Acceptable Use Policy or
Agreement This lesson provides an opportunity for teachers to ensure
students can log in to the school network and other school
Classroom ICT rules platforms, as well as to assess students’ keyboard skills and
confidence using a computer, if this is considered relevant.
Teacher observation of students’ attitude, participation and

contribution to the lesson.
Observe students’ keyboard skills and confidence level
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using a computer.
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Week 6 Students understand that in developing a solution to solve Recall the previous lesson about cyberbullying.
an identified problem, an important first step is to define
Processes and production skills the problem. This understanding contributes toward Explain to students that their challenge is to find out the
students’ skills with computational thinking. extent of cyberbullying of students at the school by using a
Digital implementation survey. After analysing the data, they will design a digital
When planning and creating a survey students consider the solution to inform students of strategies to minimise or
Create and communicate information,
purpose and the question structure. They understand that prevent cyberbullying.
including online collaborative projects,
the types of questions used will impact the information
using agreed social, ethical and technical Provide students with a ‘project brief’ that outlines
collected.
protocols (codes of conduct) requirements and expectations, including elements such as:
Collecting, managing and analysing data
Students can be allocated roles within the group to  design a survey
formalise working collaboratively.  gather the information
Collect,store and present different types  depict the data
Students may need digital devices for collecting data
of data for a specific purpose using  analyse the data and define the the problem
through the survey.
software  explore solutions
Note  make a decision to create a solution
 design and create the solution
A project brief is contained in Appendix C Assessment task.  evaluate (the design process and the solution) against
criteria.
Depending upon the school context, the teacher may
consider accessing data from other sources, such as Allow students time to read through the brief, then allocate
research centres. In this case, teachers can decide to groups. Talk through the project brief in more detail with
modify or replace this lesson. students. Take time to answer students’ questions and
solutions
consider any variations to the project tasks that students
Students either research to source the information, or the
Investigating and defining may suggest.
teacher may choose to provide it.
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Define a problem, and set of sequenced Suggested teaching points Check for understanding by asking questions.
steps, with users making a decision to
create a solution for a given task Review privacy of personal information. Explain and discuss Explain to students that groups will work together to create
the type of information that will be collected. Explain that survey questions and the class will select the most effective
Identify available resources the questions need to be designed so that students don’t questions.
provide personal or private information. Responses need to
Designing be anonymous. To start planning the survey, student groups engage in a
brainstorm and discussion of questions, such as:
Develop and communicate alternative Teach the medium (such as Padlet or Microsoft OneNote)  What do we want to find out?
solutions, and follow design ideas, using for recording ideas if using devices for the brainstorm and  Who do we want responses from?
annotated diagrams, storbyoards and question design activity.  What does cyberbullying include?
appropriate technical terms
 How does cyberbullying happen?
Information about designing and conducting an online
survey, such as: Each group lists their survey questions. Display the
 survey platforms (such as Microsoft Forms) questions so students can do a gallery walk to consider the
 different ways of collecting data /doing the survey responses of the other groups, or pass the lists around the
 how to structure effective questions. groups. Students tag the questions with symbols as follows:
 star if the group has that question in their list
 tick if the group agree the question should be included
 question mark if the group isn’t sure
 cross if the group thinks the question should not be
included.
Students justify their group’s response.
Debrief the activity and and guide students to create the

final list of survey questions.
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Week 7 Students learn that digital technologies provide Demonstrate how to use the survey platform by setting up
opportunities to collect data from specific groups of people, the survey. Before the lesson organise recipients email
Processes and production skills as well as storing and interpreting that data. addresses and time with teachers for other classes to
Collecting, managing and analysing data participate.
As a class the teacher will lead students to source focused
Collect,store and present different types data from online sources (student survey). Complete a practice run of the survey with the class.
of data for a specific purpose using Suggested teaching points Demonstrate the collected class information in the survey
software platform. Explain the display and how this data can be
Demonstrate and explain how to use a selected survey collated and viewed. Demonstrate this with the class data.
Creating solutions by: platform (such as Microsoft Forms).
Designing Lead a review of the raw data answers to determine if the
Explain ethical and legal use of information. selected questions give the information that is being
Develop and communicate alternative Note: review the actual survey responses before students sought. In particular, ensure that there is no personal or
solutions, and follow design ideas, using viewing it in the next lesson, to ensure there is no private private information that can be linked to an individual.
annotated diagrams, storbyoards and or personal information that has been shared, or that could
appropriate technical terms Data interpretation questions can include:
be linked to an individual.
 How many (or what percentage of) students have
Producing and implementing Suggested assessment point experienced cyberbullying of some type?
 What is the most common way students have
Select, and apply, safe procedures when Observe student participation during the lesson. experienced cyberbullying?
using components and equipment to
 What is the least common way students have
make solutions
experienced cyberbullying?
 How many students spend more than (insert
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appropriate number) hours online per week?

 What is the most common suggestion made for
reducing the risk of being cyberbullied?
Amend the survey questions if necessary to improve the

quality of the collected data.
Send the survey to selected student group/s.
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Week 8 Students understand that data can be represented digitally Review survey response data in the chosen survey
with software, and can identify patterns in the data. platform. Lead students through this process, and facilitate
Processes and production skills discussion about how the data is presented.
Using a spreadsheet, students organise and manipulate
Collecting, managing and analysing data data. They can create charts based on the entered data. Demonstrate and explain how to use a spreadsheet to
Collect, store and present different types The choice of software is at the discretion of the school and organise and analyse the data (if students are not familiar
of data for a specific purpose using teacher. with how to do this). Demonstrate how to use a
software spreadsheet with data sourced from elsewhere, then guide
In the chosen survey platform (such as Microsoft Forms) student individuals or pairs to work with the live data from
Creating solutions by: responses are shown as summary or individual responses. the survey.
The user can view all of the responses to each question and
Producing and implementing can create a spreadsheet from within the responses tab. Discussion questions can include:
There are functions that can be used with rating responses  What does the data tell us?
Select, and apply, safe procedures when
(numbers or equated to numbers) that are not text  How can it be illustrated in a chart?
responses.
make solutions Demonstrate how to create charts to illustrate significant
Focus questions information within the data.
What information does the data provide? As a whole class discuss the findings and their significance
Will the patterns in data help form a solution to the to student cyberbullying.
problem?
How could the information be presented? Referring to the project brief, inform students that in Term
Looking at the data, are there new questions to ask? 2 they will be producing a short film clip (of no more than 1
minute and 30 seconds) showing how to minimise being a
victim of cyberbullying. Students will use information from
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Suggested teaching points an analysis of the collected data.
How to use a spreadsheet to organise and analyse data and

to create charts that represent the data. This can be done
using online tutorials, getting started guides, or step-by-
step instructions that students can follow.
How to best display the collected data and the findings

from it.
Evaluate the survey against the agreed criteria.
TERM 2
Weeks 1–8
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Week 1 Note: Ensure that students have access to the resources Students review the design brief and their analysis and
needed to complete the task. findings from the cyberbullying survey data. Guide students
Processes and production skills how to decide on the target audience for their short film.
Students demonstrate that they understand the topic and
Collecting, managing and analysing data how it can affect them and their peers. Decide if working groups need to change or remain the
Collect, store and present different types same.
Students apply their design skills to create a digital product
of data for a specific purpose using focusing on a target audience. They have an opportunity to Explain and discuss the steps that students will follow
software evaluate products against an expected standard, during the term.
Digital implementation considering the elements of an effective digital design and
product.  Brainstorm ideas and choose one to develop into a
Create and communicate information, short film of no more than 1 minute and 30 seconds
including online collaborative projects, Working collaboratively students continue to develop duration.
using agreed social, ethical and technical collaborative work practices.  Use a storyboard design format to sequence the
protocols (codes of conduct) potential scenes.
 Create, edit and produce the video.
Creating solutions by: Review the Term 1 survey data results focusing on what the  Present the film to peer audience for evaluation.
data said about cyberbullying.  Self-evaluation of the project.
Investigating and defining
 To support student re-engagement with the topic and Students review the performance criteria in the marking
Define a problem, and set of sequenced
provide information about one form of support for key. Discuss and adapt as needed.
create a solution for a given task cyberbullying, teachers may source resources from the
Student groups complete steps 1 and 2 of the design brief.
following websites:eSafety Commissioner
 Step 1: List the characteristics of the target audience.
https://www.esafety.gov.au/educators/classroom-
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Identify available resources resources/keep-it-sweet-online  Step 2: Brainstorm ideas for the film.
Keep it Sweet Online – Identifying and reporting
Designing cyberbullying – Lower and middle primary (PDF, 4.32MB) Guide the groups to create a brainstorm or mindmap of
different elements of the process using the school
Develop and communicate alternative
 esafety Commissioner endorsed online platform/software. Alternatively, use pen
solutions and follow design ideas, using
https://www.esafety.gov.au/media/2559 and paper.
annotated diagrams, storyboards and
appropriate technical terms Lodging a cyberbullying complaint video Groups use the marking key performance criteria to review
Explain and discuss with students the performance criteria their brainstorm/mindmap, ensuring it is at or above
in the marking key. Check for understanding by asking expected standard. Students can compare their
Work independently, or collaboratively students to describe the difference between an expected brainstorm/mindmap with other students to be aware of
when required, to plan, develop and level of performance compared to a high level of alternative ideas.
communicate ideas and information for performance. Be sure students understand what is needed Groups decide on an idea from the brainstorm/mindmap
solutions to get the highest marks. If students do not understand and explain their choice then justify why they chose that
certain elements, show examples of best practice. idea.
Suggested assessment points Provide support for those who need help with ideas, or
Make a note of students’ level of engagement and provide feedback and guidance to those students who can
understanding of the project brief and the assessment independently choose the content for their film.
criteria in an observation checklist for the project.
In particular, note each student’s justification for choosing

one idea over another from their brainstorm and their
ability to justify an alternative solution.
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Week 2 A storyboard is a sequenced set of illustrations to support Students complete the planning section of the design brief
planning, and will be used as a visual guide when making workbook before commencing the storyboard design.
Processes and production skills the film. Using a storyboard as a visual organiser in the
design process supports students to combine creativity Explain to students what storyboards are and why they
Digital implementation would be used. Reinforce that a script, storyboard and shot
with technology.
Create and communicate information, list are used to help them follow their plan and stay
including online collaborative projects, Using a storyboard also encourages students to explore organised.
using agreed social, ethical and technical different looks and sequences, consider camera shots and
timing and map out what the camera will see and show. Demonstrate the use of storyboards by collaboratively
protocols (codes of conduct) creating a practice script, shot list and storyboard.
Creating solutions by: Camera shots and timing are usually mapped out in a ‘shot
list’. This can include information such as the shot location, Reinforce with students that their storyboard will show the
Investigating and defining the type of shot (such as wide, point of view, close up), key shots of the video.
camera angle, audio, subject of the shot, and usually a Check students understand what the task requires by
short description. A shot list can also be sequenced to show asking questions.
the scene number and shot number. Using a shot list is a
create a solution for a given task Allow at least one lesson for groups to develop their script
useful way to be organised and stay on track when shooting
Designing a video. and shot list.
Develop and communicate alternative Suggested teaching points Work closely with students to guide, inform and provide
solutions and follow design ideas, using feedback as they are developing their script and shot list.
Explain and demonstrate storyboards for digital movie
creation. This could include history about the development
and use of storyboards by the Walt Disney Studio for
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Producing and implementing animations (cartoons), and their use today.
Select, and apply, safe procedures when Resources may be sourced from the following website:
make solutions ACMI Education
https://youtu.be/50GtW6HxhIo
What is a storyboard?
This site also has a practice script, shot list, and storyboard
template if the teacher wants to use this to demonstrate
preparation for storyboarding.
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Teaching and learning intentions Teaching and learning experiences
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Week 3 Students continue to develop their understanding of the Start the lesson with a short review of the main points of
importance of storyboards as a visual organiser in a design the previous lesson including:
Processes and production skills process. The aim is for students to create a storyboard that  the overall design brief
Digital implementation will guide their video production.  the process of storyboarding – script, shot list and
storyboard
Create and communicate information, Students understand that the design and creation process
 elements that students found challenging.
including online collaborative projects, not only directly impacts the quality of the finished
using agreed social, ethical and technical product, but also allows them to explore their creative During this lesson, each group will finish their script and
protocols (codes of conduct) ideas. shot list and create the storyboard. The teacher provides
feedback on student work to each group before they
Creating solutions by: Although there are online ways to create storyboards, at
commence creating the storyboard.
this stage of their learning it would be effective for students
Investigating and defining to complete this activity unplugged. Work closely with groups to guide the development of the
storyboards. Prompt students to consider and discuss with
Define a problem, and set of sequenced Suggested teaching points
each other their planned camera shots and timing.
create a solution for a given task Review the design brief.
Students will have time next lesson to complete or review
Reteach or revise any elements of the storyboard process the storyboards prior to production.
Designing
that students may not understand clearly.
solutions and follow design ideas, using Suggested assessment point
annotated diagrams, storyboards and Observe students’ interaction in the groups, in particular
appropriate technical terms cooperation, collaboration, communication and
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Teaching and learning intentions Teaching and learning experiences
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Producing and implementing contribution to the task.

make solutions
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Week 4 The Information and Communication (ICT) capability Groups complete their storyboards and have them checked
encourages students to make the most of accessible digital by the teacher
Processes and production skills technologies so they can be adaptable to the evolving ways
of doing things that technologies provide. Within the school Students act out their storyboards in a rehearsal to check
Digital implementation that their scenes and planned shots will work. Students
environment, students should have opportunities to
Create and communicate information, develop the knowledge, skills and confidence to apply ICT. should adjust storyboards based on the feedback.
including online collaborative projects, The opportunity for students to use recording equipment Students gather, check and prepare all of the resources
using agreed social, ethical and technical and editing software is an opportunity to support students’ needed for video production
protocols (codes of conduct) development of their ICT capability.
Teach students how to use any unfamiliar equipment (as a
Creating solutions by: Students continue to develop their understanding of class or in groups). This includes recording equipment, such
storyboards. Students create a storyboard to guide the as a tablet, mobile phone or digital camera, and editing
Designing
production. software. Groups may use different software depending
Develop and communicate alternative upon their prior knowledge and experience.
Students understand that the design process impacts the
solutions and follow design ideas, using
quality of the finished product. Students need to know how to use the video recording
appropriate technical terms It is recommended that students complete their storyboard equipment, such as a tablet, mobile phone or digital
unplugged. camera, as well as video editing software. Different groups
Producing and implementing might use different software depending upon their prior
Choose editing software that is available for all group knowledge and experience.
Select, and apply, safe procedures when members to make the editing process more efficient.
using components and equipment to Organise with each group where they will be shooting,
make solutions which device they are assigned to use and the computer or
device to use for viewing and editing. Ensure groups have
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Collaborating and managing Suggested teaching point roles and expectations set for each group member.
Work independently, or collaboratively How to use unfamiliar production equipment such as Revise the assessment criteria expectations with the class.
when required, to plan, develop and recording equipment and editing software. Ask questions to check for understanding.
solutions Suggested assessment points
Check students design brief workbooks and provide

feedback.
Observe students’ interaction in groups, in particular

cooperation, collaboration, communication and
contribution to the task.
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Week 5 When producing solutions students are required to do so Ensure groups have the equipment they need and are clear
safely. Safe use of hardware and software should represent about task expectations.
Processes and production skills the schools ICT code of conduct and the classroom rules set
by the teacher. Recommend to students that they shoot at least two takes
Digital implementation of each scene. This will help with editing, as it is easier to
Create and communicate information, Using storyboards, hardware and software, groups of shoot two takes, then have to set up and reshoot a scene.
including online collaborative projects, students create a film that addresses cyberbullying.
Each group shoots their film following their storyboard.
using agreed social, ethical and technical Choose editing software that is available for all group
protocols (codes of conduct) members to make the editing process more efficient.
Creating solutions by: Suggested assessment points
Producing and implementing Formative assessment: Support students throughout the
Select, and apply, safe procedures when production process, addressing observed areas of need.
using components and equipment to Observation of student engagement, cooperation and
make solutions demonstrated skills. Use an observation checklist of
Evaluating relevant skills through the weeks of this learning
experience.
Develop negotiated criteria to evaluate
and justify design processes and solutions
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solutions
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Week 6 When producing solutions students are required to do so Students continue to complete the shoot. Support students
safely. Safe use of hardware and software should represent with time management.
by the teacher. Remind students to record in the design brief workbook
Digital implementation any changes from their original design that takes place
Create and communicate information, Using storyboards, hardware and software groups of during the implementation. These working changes need to
including online collaborative projects, students create a film that addresses cyberbullying. be included when students complete their evaluation.
using agreed social, ethical and technical Choose editing software that is available for all group Groups start to view and edit their raw video footage using
protocols (codes of conduct) members to make the editing process more efficient. teacher selected editing software. Students use the teacher
Creating solutions by: selected editing software as they would have been taught
Suggested assessment points this in Week 4. Provide support and guidance.
Producing and implementing Formative assessment: Support students throughout the
Select, and apply, safe procedures when production process, addressing observed areas of need.
using components and equipment to Observation of student engagement, cooperation and
make solutions demonstrated skills. Use an observation checklist of
Evaluating relevant skills through the weeks of this learning
experience.
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Week 7 When producing solutions students are required to do so In groups students continue to edit and complete the
safely. Safe use of hardware and software should represent production of their movie.
by the teacher. Once completed each group will do a self-assessment of
Digital implementation their final product.
Create and communicate information, It is important that students engage in self-assessment to
support the development of process and production skills Explain to students that it is important that their self-
including online collaborative projects, assessment is honest, so that that they can improve on the
using agreed social, ethical and technical that are the focus in Digital Technologies. Self-assessment
also builds students awareness of and responsibility for quality of future products.
their own learning. Students use the marking key to review their work.
Suggested assessment points Students complete the project brief document in
Producing and implementing preparation for submission in the next lesson.
Formative assessment: Support students throughout the
Select, and apply, safe procedures when video production process, addressing observed areas of
using components and equipment to need.
make solutions
Observation of student engagement, cooperation and
Evaluating demonstrated skills. Use an observation checklist of
relevant skills through the weeks of this learning
experience.
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Week 8 Demonstrate design skills to create an effective digital Briefly review the peer assessment questions, to make sure
product focussed on a target audience. students are clear about the standard of response
Processes and production skills expected.
Demonstrate the ability to evaluate and justify what makes
Digital implementation  What do you like about the film and why?
an effective digital design and product.
 What could improve the effectiveness of the film?
Create and communicate information, Demonstrate collaborative work practices. Explain why you think your suggestion would be an
including online collaborative projects, improvement.
using agreed social, ethical and technical Suggested assessment points  Give a score out of five.
Completed project brief document (written or digital), Encourage students to be fair, yet honest with their
Creating solutions by: storyboard (written or digital), video, and self and peer feedback to support their peers to make high quality future
assessments (written or digital). products.
Evaluating
Prompts for self-assessment can include: Allocate reviewers so that each group receives at least two
 What went well? reviews. Ensure students understand the evaluation forms.
 What changed from your initial design and why did it
change? Allow a few minutes break between each film to ensure
 What can be improved and how? time for reviewers to discuss and complete their review.
Work independently , or collaborativel  If you were to do the task again, what would you do Alternatively, each student could individually complete a
when required, to plan, develop and differently and why? review, ensuring that each video receives the same number
communicate ideas and information for  Comment on your group’s ability to collaborate. of reviews. How this is organised will depend upon the class
solutions context.
As students may not be reviewing all of the videos, a ‘film
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festival’ schedule could be created, with different screening

areas. There is an opportunity for being creative with the
‘film festival’ approach.
TERM 3
Weeks 1–8
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Week 1 Computers process, transmit and store information, such as Note: Parts of this lesson have been adapted from Digital
audio, text and images. They do this using binary code, Technologies Hub – Binary Numbers lesson. It can be
Knowledge and understanding which is a base 2 number system using only two digits, 0 completed as one lesson, or continued over two lessons,
Representations of data and 1 to represent all numbers. The 0 and 1 represent ‘on’ depending upon the school/class context. There is a written
or ‘off’ electronic pulses within computer systems. assessment for students in the Assessment Exemplar
Data is represented using codes (Appendix B, Part B: Representation of data) that teachers
The binary number system is different to the more may use as a formative or summative assessment.
Processes and production skills common base 10 number system which uses 10 digits, from
0 to 9. Show students a clip to introduce the concept of binary
numbers.
In the binary/base 2 system, the place value of each
Collect, store and present different types
number is twice as much as that of the digit to the right. Show the clip again but this time ask students to write at
of data for a specific purpose using
For example: 01010101 in binary = 85 least three interesting things they find out about binary
software
numbers.
0 1 0 1 0 1 0 1
As a class create a list of student responses with the
128 64 32 16 8 4 2 1 teacher recording as students call out. Use this as an
opportunity to clarify misunderstandings.
27 26 25 24 23 22 21 20
There are a number of ways students can be introduced to
Binary uses the power of two, not the power of ten as in binary numbers. One way is an explanation and
the base ten number system (1, 10, 100, 1000, 10 000, 100 demonstration that contrasts decimal and binary systems.
000, 1 000 000 etc).
The explanation can be reinforced with a hands-on activity,
Students are introduced to the concept of binary code and such as using a series of cards to represent binary numbers
start to understand the importance of binary numbers in (or on/off symbols) as shown in a Digital Technologies Hub
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digital systems. The concept of binary is developed in more clip for teachers that demonstrates an unplugged lesson
detail in Year 6. about binary.
Resources may be sourced from the following websites: This can be followed by students working with a set of the
 Digital Technologies Hub binary cards in pairs/small groups to explore how to show a
https://www.digitaltechnologieshub.edu.au/teachers/t given number by recognising the patterns within the binary
opics/data-representation number system.
Understanding representation
 Introducing binary on BBC Bitesize is accessed through

a Digital Technologies Hub link. It includes explanations
of binary and encoding.
 The Computer Science Field Guide

https://csfieldguide.org.nz/en/chapters/data-
representation/getting-started/Data Representation
5.2 Getting Started. 5.2.1 What is Braille?
Binary number system
Resources may be sourced from the following websites:

 Digital Technologies Hub
Video – What are binary numbers? – James May’s Q&A –

Head Squeeze. 5 minutes duration.
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 Maths is fun
 https://mathsisfun.com/numbers/bases.html
Number bases (if relevant to the school/class context.)
 CS Unplugged
https://csunplugged.org/en/resources/Printables (a
downloadable page of cards and dots for an unplugged
activity, as well as small and large binary cards).
Observe and note student engagement and responses to

the teaching and the learning experiences.
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Week 2 Computer programming involves developing an executable Explain to students that they will be given an encoded
program, and coding is part of that development. Coding message and have an allocated amount of time to solve it.
Knowledge and understanding involves writing instructions (commands) that a computer Choose whether students will work individually or in pairs.
Representations of data can understand and follow. Coding is a part of
programming. As computers can only understand binary (0 Show/give students the encoded message. Make sure the
Data is represented using codes and 1), it would be very difficult and time consuming to message is challenging, but not impossible for students to
write all computer instructions using binary code. decode. Use more than one encoded message to
Processes and production skills differentiate the level of difficulty for students who need it.
Computer languages have been developed to make it
Collecting, managing and analysing data easier to write instructions (coding) for computers. Display a timer. Provide students with enough time to make
Encoding is used to represent data in a different way. progress, but not solve the code. Once the time is up, tell
Engaging students in encoding and decoding activities, such students they will be given time later in the lesson to solve
as creating a code to write a message, requires them to use the code. Stop displaying/collect the encoded message/s. If
software
and build on their pattern recognition and problem solving students experience frustration, make a connection to
skills. Encoding and decoding messages can be explained to attributes, such as perseverance, needed by successful
students in relation to the concept of coding for computer coders.
programs. Show students a message that has been encoded with the
Note: This lesson is adapted from Digital Technologies Hub rule of matching the sequential letters of the alphabet with
– Ciphering a sentence, which is based on original lessons numbers from 1 to 26. Provide some hints, such as G = 7, M
developed by the Exploring Computational Thinking team = 13, T =20 and ask them to decode the message. Debrief
at Google. the activity. Display a grid showing the ‘mapping’ of the
numbers and letters.
In this lesson, students explore data representation.
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Teachers should ensure students understand the Tell students they will be shown two rules to map and
connection to encoding data in different formats which is change the order of the alphabet, so they can encode and
covered in the next lesson. decode messages. Demonstrate and explain the rules.
Suggested teaching points Rule One: Divide the letters of the alphabet into two
groups. When written in lower case, group one comprises
Prepare an encoded message (cipher) for students using the letters which have an enclosed area (a, b, d, e, g, o, p,
the mapping between letters and numbers in alphabet q). Group two comprises the remaining letters.
mapping number 2, or using the code created in alphabet
mapping number 3. When initially giving students the Rule Two: Sort the two groups alphabetically with group
cipher do not provide any rules for solving it. Allow just one first, then group two (a, b, d, e, g, o, p, q, c, f, h, I, j, k, l,
enough time for students to start realising it would be m, n, r, s, t, u, v, w, x, y, z).
easier/faster to solve with rules or instructions. Or if they
do this quickly, tell them their challenge is to work out the Students draw their own table to map the letters and
rule. The point of this activity is that students understand numbers as below. Name it alphabet mapping number 1.
the importance of: 1 2 3 4 5 6 7 8 9 10 11 12 13
 looking for and recognising patterns
a b d e g o p q c f h i J
 decomposition – breaking down data, processes or
problems into smaller more manageable parts. 14 15 16 17 18 19 20 21 22 23 24 25 26
Demonstrate how to create a cipher message. k l m n r s t u v w x y z

Have each student encode a short message (reminding
Observation of student engagement with the task and how
them of class/school rules if necessary) and swap with a
quickly students understand how to identify patterns to
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help them solve the problem.

partner to decode a message.
Students submit the written reflection for formative or
Introduce a third rule and apply it to the mapped table
summative assessment. Reflection prompts can include:
above. Rule Three: Swap the order of the letters, starting
 Which alphabet mapping did you find easiest to use to
with z at 1, y at 2, x at 3, ending with d at 24, b at 25 and a
encode and decode a message and why?
at 26. Name it alphabet mapping number 2.
 When you were given the cipher (encoded message)
and you didn’t know the rules that were used to 1 2 3 4 5 6 7 8 9 10 11 12 13
encode it, how did you try to solve it? Did you see any
z y x w v u t s r n m l k
patterns to help you discover the one-to-one mapping?
How would you create a cipher that would be very 14 15 16 17 18 19 20 21 22 23 24 25 26
difficult for someone else to decode?
j i h f c q p o g e d b a
Or it could be completely different by mapping letter

against letter. Alternative Rule Three: Map the alphabet in
order starting at letter k. Call it alphabet mapping number3.
a b c d e f g h i j k l m
k l m n o p q r s t u v w
n o p q r s t u v w x y z
x y z a b c d e f g h i j
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Tell students they can now go back to the encoded

message they were given to solve at the start of the lesson.
Explain which rule was used to encode the message, and
provide time for students to solve it.
Students complete a short verbal or written reflection.
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Optional lesson Suggested teaching points Students use the binary cards from the previous lesson to
further explore and consolidate their introduction to the
Knowledge and understanding Revise the number patterns within the binary number concept of binary numbers.
system.
Representations of data The assessment exemplar (Appendix B) includes Part B with
Suggested assessment points an assessment about representation of data focussing on
Data is represented using codes
Part B of the assessment exemplar within Appendix B can the patterns within a binary system.
Processes and production skills be completed as a formative or a summative assessment Choose whether students engage in the assessment task as
Collecting, managing and analysing data with the teacher recording student results. a formative or summative assessment task.
Collect, store and present different types Note: students revise and explore the binary number
of data for a specific purpose using system as representations of data in Year 6.
software
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Week 3 A computer stores data in binary, a collection of eight Ask students: ‘How does your phone/computer know what
binary digits together create a byte. Bytes together create a to show on the screen?’ Encourage students to share their
Knowledge and understanding computer file. ideas or to guess if they don’t know. Facilitate the
Representations of data discussion toward the idea that files have different
There are different types of file formats, with each extensions based on what they contain and which program
Data is represented using codes organising and storing data in different ways. Different they are created in.
formats denote which programs can and cannot access and
Processes and production skills execute the file. A program can only open file formats that Organise students into small groups of three to four
it is compatible with. students. Ensure groups have sticky notes and ask students
to brainstorm all of the different file formats they know.
A music file is stored in a different format to an image file. Write one file format per sticky note. Give groups a suitable
Additionally, the same type of data can have different file amount of time to brainstorm. If students know a program
formats. For example, sounds can be stored as wav or mp3 that the file format is viewed/created in, they can add that
software
(to name only two types). Encoding formats are used to as well.
support compatibility of different files across platforms.
Challenge students to sort their answers into categories of
Focus question their choice, however they need to be able to explain and
Why do digital systems need to convert sound, text, images justify their categories. One way of organising file formats
and numbers to process them? into categories could include:
 document – doc, docx, pdf
Suggested teaching points  image – bmp, gif, jpg, png, tif
 audio – mp3, wma, wav
File formats – common file type names and meanings.
 video – avi, mp4, mov
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 spreadsheet – xls
 presentation – ppt
Resources may be sourced from the following website:  compressed – rar, zip
Mr Matthews  web – HTML.
https://www.youtube.com/watch?v=68GD6oiqLL0
CS Basics: File extensions Give students a time limit for the activity and ask each
group to share the categories they have chosen and
Suggested assessment points why.Facilitate a discussion about why different file types
exist. If students do not know then it will need to be
Observe students interaction and participation in the small
demonstrated and explained.
group brainstorm activity.
Display different file graphics that represent different file
Check student understanding of file formats by checking
formats. This can be done as a whole class using a display
the results of the categorising activity and file format
screen, online in a class/student connect space where
identification activity.
students can access and complete the activity, or using a
paper handout. Students can either name the file format
and type of file, or match a graphic with the file format it
represents. The results can be checked immediately with
the teacher guiding students to share answers and students
marking/correcting their own answers.
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Week 4 Three important areas of thinking in the Technologies Display a number sequence, such as 7, 14, 21, 28, and so on
learning area are systems thinking, design thinking and and ask students to think-pair-share and say what the next
Processes and production skills computational thinking. number in the sequence is. Ask students to explain the rule
Digital implementation (algorithm) and how they worked it out. Answering that
Computational thinking describes the processes and they ‘just know it’ is not acceptable for this activity.
Design solutions to a user interface for a approaches we draw on when thinking about how a
digital system computer can help us to solve complex problems and Write a second number sequence that is more challenging,
create systems. yet not too difficult for the class. Again the main focus is on
Design, follow and represent explaining the rule and explaining how they worked about
diagrammatically, a simple sequence of A central part of computational thinking is logical the answer.
steps (algorithm), involving branching thinking,or logic. Logic refers to the sequence of a program
(decisions) and iteration (repetition) or event. Logical thinking is about using the information Write a third and more complex number sequence if time
that is available or known, to reason new information. It is and interest allow.
not about making a lucky (or not) guess. A commonly
known way to apply logical thinking is when solving Move the lesson on to the concept of computational
Sudoku, where minimal information is given, but rules help thinking by explaining the connection between the process
the user solve the puzzle in a methodical way. of looking for patterns and taking a logical approach to
problem solving. Briefly explain the four components of
Computational thinking has four components: computational thinking to students, ensuring they
decomposition, pattern recognition, abstraction and understand the connection to digital technologies, in
algorithms. (BBC Bitesize is one website that has an particular coding and game design.
explanation of computational thinking that explains each
component.) Tell students that they will look at identifying patterns using
images.
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This lesson will start with pattern recognition and problem Optional activity: Four pictures – One word examples for
solving using logic in the first optional activity. This can be students on a presentation slide or document (can be
related to the earlier work on creating ciphers and coding. displayed on a screen or paper-based). Examples can be
The second optional activity takes pattern recognition and sourced online. Demonstrate and explain as many
logic into sequencing. examples as needed and give reasoning or have students
provide the reasoning each time. Choose the level of
Being able to recognise a pattern is an important part of difficulty (four or more letter words).
finding a solution to a problem. It helps us to make
predictions, create rules and solve problems. Explain and reinforce to students (throughout any of the
suggested or similar activities) that knowing or seeing a
Suggested teaching points pattern makes it easier to solve a problem. For example, if
Explain and demonstrate the concept of computational you had to draw lots of cats/cars or make a new computer
thinking with a brief explanation of its importance in digital game it would be easier to create a template with the
technologies as well as what each component means. characteristics that all cats/cars/computer games have and
then add variables. Looking for patterns helps to make
Resources may be sourced from the following website: predictions, create rules and solve problems. It also helps
Jules to re-use ideas.
https://www.youtube.com/watch?v=mUXo-S7gzds
Best of Digital Literacy + Computational Thinking for Optional activity: Show a picture of four cats (two photos
Children and two images). Ask students to name what is the same
This is an introduction to the four components. and what is different about the cats in the pictures. Ask
students to decide on a general statement about cats. Ask if
Suggested assessment point there are any exceptions to their general statement. This
activity can be done as a whole class call out or in asmall
Informal assessment of students’ understanding,
group with students writing the answers on paper or a
participation and contribution to the activities and tasks.
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tablet.) Ask groups to list their answers.
Reinforce to students the connection between identifying

patterns and how it can save time in sequencing when
coding.
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Week 5 In Digital Technologies, flowcharts diagrammatically As a whole class, as pairs or individuals with access to the
represent an algorithm (sequence of steps for solving quiz online, students complete a quiz pre-designed by the
Processes and production skills problems) by showing the flow of data as it would be teacher where each answer determines the next question.
Digital implementation processed. A flowchart allows the user to know the
operations performed and the sequence of these Think-pair-share: How is the program working this way?
Design solutions to a user interface for a operations. It shows the design a user has made to solve a Explain that everything is on the slides. Can students
digital system problem. explain how the program is working? Ask students to draw
Design, follow and represent Five common symbols that are used in flowcharts that what they think.
diagrammatically, a simple sequence of represent an algorithm: Show the flowchart that maps the quiz process.
steps (algorithm), involving branching  oval – start or end
(decisions) and iteration (repetition)  parallelogram – inputs and outputs Use the display flowchart to illustrate each of the regular
 rectangle – process to be done/carried out symbols used in a flowchart.
Implement and use simple programming
 diamond – decisions – yes or no – should be one of
environments that include branching Explain to students that they will be given a set of magnetic
these two paths
(decisions) and iteration (repetition) strips and a whiteboard marker. They will use these to
 arrows – direction/flow of steps/actions.
create a flowchart. Define the first flowchart, such as
The flowchart activities in this lesson can also be done by getting ready for school or making a sandwich. Check
providing students with an incomplete or ‘fill in the box’ students work for demonstration of their understanding.
flowchart if time is limited, or to differentiate the task.
Students create their own flowchart that involves two or
Suggested teaching points three choices, such as choosing between a pizza ortoasted
sandwich, or going to the movies or going to the beach.
Briefly explain the meaning of an algorithm and provide
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some basic examples depending on students’ prior Take a photo of the flowchart (or write onto paper) and
knowledge. submit to teacher for assessment.
Explain and demonstrate what a flowchart is and why they

are important in digital implementation. Teach the symbols
for a flowchart.Teach how to create a basic flow chart
design with branching (making a decision between one of
two or more actions) and using common symbols. The flow
chart (digital solution) must include decisions made by the
user, which are referred to as selection. The three types of
selection are:
 one-way selection which is carried out sequentially line

by line (if-then)
 two-way selection which is choosing between two or
more paths (if-then-else)
 multiway selection – choosing from more than two
choices (case).
Assess and provide formative feedback on the magnetic

strip flowchart, including the correct placement of symbols,
that shows a process students are familiar with.
Week 6 Note: If the teacher considers that their students will find Divide the class into teams and explain to students that
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sequencing an easier concept to grasp than iteration, they they will be participating in a competition.
can choose to change the order of the Week 6 and Week 7
Processes and production skills lessons. Create a competition which involves repetition by each
student inside or outside the classroom depending upon
Digital implementation Understanding and creating algorithms is an essential school context. A simple inside game would need a number
Design solutions to a user interface for a component in developing computational thinking skills. of teams, with each team having an object to throw and a
digital system Students have started to explore creating flowcharts to container as the target. During the competition watch each
represent algorithms.This lesson focuses on iteration – person throw the object (eraser/bean bag/ball of scrap
Design, follow and represent sometimes referred to as loops, repeats, ‘while’ or ‘do paper) aiming to get it into the container and scores a point
diagrammatically, a simple sequence of while’. Iteration is when a sequence of steps is repeated or each time they are successful. Record team’s scores. Each
steps (algorithm), involving branching continued based on a condition. Unlike humans a computer person has a set number of attempts in a row, then passes
(decisions) and iteration (repetition) can repeat a sequence of steps in exactly the same way as the object to throw to the next person on the team. The
many times as it is told (programmed). team with the highest score wins.
Implement and use simple programming
environments that include branching Resources may be sourced from the following website: Each team or smaller group will use the magnetic strips
(decisions) and iteration (repetition) (with whiteboard markers) to create a flowchart showing
the steps involved in the game. Give students time to
Creating solutions by: Code.org discuss, review and amend their flowcharts after the
https://www.youtube.com/watch?v=mgooqyWMTxk competition.
Hour of Code – Mark Zuckerberg teaches Repeat Loops.
Work independently, or collaboratively (The first 45 seconds is sufficient to watch) Prompt students to consider the need for a repeat
when required, to plan, develop and Simple visual programming environments include simple command by asking them to think of and share examples of
communicate ideas and information for block-based programming. This allows students to learn the how repetition is used in games they are familiar with.
solutions skills of computational thinking without being constrained What are the actions that are repeated in that game?
by syntax rules.
Ask students how they can replicate this on their game
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Suggested teaching points flowchart? Students need to know that an

algorithm/flowchart will include a condition that tells the
Organise and explain a game that involves repetitive computer how many times a sequence of instructions
movements, and involves all students. needs to be repeated.
Depending upon students’ prior knowledge, iteration may This section might need the teacher to explicitly teach
need to be introduced, demonstrated and explained. iterations, guide students to see the need for an iteration,
Ensure students understand that the benefit of iteration or debrief their decision to use iterations.
(repeat command) is to reduce the number of steps to
write in the flowchart (or the written algorithm). As part of the teaching, the teacher can demonstrate blocks
of code showing an iteration (repeat loop of a single
Students may need to be taught how to include the score instruction) in a simple visual programming environment.
and how the game ends. This may involve a command such
as ‘repeat until each player has had a turn’, which means Ask students to have a go atattempt working out how to
the flowchart will show two loops with one nested inside include the scoring and how to end the game. If needed,
the other. Explain and demonstrate, directing students’ to prompt students by asking them to think of how familiar
add the information into their flowchart. games end. Lead a class discussion based on students’
responses. These steps may need to be taught by the
Suggested assessment point teacher explaining and demonstrating how to do this.
Take photos of students’ flowcharts during and at the end
of the lesson. Use this information to assess students’ level
of understanding.
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Week 7 Note: If the teacher considers that their students will find Students work individually, in pairs or small groups and use
sequencing an easier concept to grasp than iteration, they magnetic strips to create a flowchart that illustrates an
Processes and production skills can choose to change the order of lessons by teaching this algorithm for a simple maze game.
Digital implementation lesson, prior to the previous lesson (Week 6).
Encourage students to physically ‘step out’ the program to
Design solutions to a user interface for a Students have the opportunity to apply their learning of test it.
digital system algorithms by creating a simple maze game.
Each individual, pair or small group matches with another
Design, follow and represent By engaging in this learning experience, students will build individual, pair or small group and tries out the maze game
diagrammatically, a simple sequence of on their understanding of logical thinking and logic, and its following the instructions on paper.
steps (algorithm), involving branching importance in programming and coding. Logic errors occur
when the order of instructions/sequence of code is Students attempt to find any programming errors in their
(decisions) and iteration (repetition) flowchart and algorithms. They debug their program and fix
incorrect because computers process sequentially, line by
Implement and use simple programming line, top to bottom. any errors. Introduce the selected visual programming
environments that include branching software and lead students through an exploration of the
(decisions) and iteration (repetition) Suggested teaching points user interface. Students create their program based on
their flowchart.
Creating solutions by: Revise flowcharts and algorithms as needed.
Demonstrate the use of simple algorithms to create a visual
Collaborating and managing Teach, by explaining and demonstrating what ‘debugging’ effect; for example, draw a simple shape or move an object
is, why it is important, and how to do it if necessary. If so, around the screen.
Work independently, or collaboratively illustrate a flowchart, or write an algorithm (or both) for a
when required, to plan, develop and simple game. Deliberately include an error, have students Students can either complete a tutorial within the program,
communicate ideas and information for ‘step out’ the program, and encourage/guide them to ‘fix’ or follow a teacher created task/s to develop their
the error (debug the game). familiarity with the programming environment.
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solutions If students are not familiar with the chosen visual

programming software, demonstrate and explain the main
elements they need to use to get started, such as using
simple algorithms to move an object.
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Week 8 Students develop understanding and skills to apply Students use this lesson to create and complete their
iteration (repetition) in programming solutions, along with simple game using the visual programming software.
Processes and production skills decision-making and user-interface design. When creating
solutions, students can start to create increasingly refined Provide guidance and support to students as needed.
Digital implementation Ensure students follow their original design and are not
algorithms that identify repetition and include repeat
Design solutions to a user interface for a instructions. sidetracked by adding additional elements.
digital system Students should have another person test out their game to
Design, follow and represent ensure it is operating as intended. Students address any
diagrammatically, a simple sequence of Explain the requirements for the written reflection. design or operating flaws identified by the test user.
steps (algorithm), involving branching Reteach or guide students with the visual programming Each student completes a written reflection of their game
(decisions) and iteration (repetition) software as required. and the design process. They can use screen shots to show
Implement and use simple programming the game, and include the flowchart and/or algorithm.
Suggested assessment pointsCollect and review or mark Reflection questions can include:
environments that include branching the flowchart/algorithm, the screen shots of the
(decisions) and iteration (repetition)  What were the challenges you faced in designing and
development of the maze game, and the written reflection.
creating your maze game?
Creating solutions by: Observe each student’s maze game during the  What did you like about your maze game?
implementation process and make anecdotal notes, or use  How would you improve your game if you were able to
a checklist to record student’s learning development and develop it further?
Work independently, or collaboratively progress.
Collect and store the reflection question responses to be
used in the first lesson in Term 4.
solutions
TERM 4
Weeks 1–8
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The teaching and learning focus in Term 4 is to collaborate with others to create a digital solution, using agreed protocols for a relevant context. Students will apply
problem-solving processes by creating a digital game. Successful game design includes empathising, ideation, design, prototyping, testing and evaluation. Digital
Technologies Hub has a series of lessons that investigate the design thinking process; that is, how games are designed, created and played at
https://www.digitaltechnologieshub.edu.au/teachers/topics/game-based-learning that teachers may find useful.
This exemplar provides suggestions for eight lessons incorporating the design thinking process. Teachers may want to use addtional lessons to provide more time for
the ‘design and develop’ elements of the process.
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Week 1 Students develop an online game to apply and continue to Ask students: What makes a good digital game? Give them
develop problem-solving processes to create a digital one minute to think and write/type three things.
Processes and production skills solution.
Ensure each student has two sticky notes (or access to a
Digital implementation Students describe the data (the algorithms that define the collaborative screen) and ask them to write/type the name
Design solutions to a user interface for a decisions, options and ways that users will input of their two favourite digital games. Facilitate a card cluster
digital system instructions) and functional requirements (features the to sort and display the responses. Depending on student
game must perform) for a game. responses this could be by game name, by game type, or
Creating solutions by: any other relevant category. Discuss student responses.
Game design steps
Investigating and defining 1. Define the game by identifying the rationale, the Ask students to be specific about what it is they like about
audience, what the game is trying to achieve, and how the chosen game/s. If students need thinking and/or
it will solve a problem. discussion time, allow time for pair or small group
2. Design the rules and actions as well as the user discussion. Chart or display on a screen the main student
create a solution for a given task
interface (how the game looks). points.
Collaborating and managing 3. Write algorithms that include decisions, options and
show user input. Ask students to name elements they don’t like about their
Work independently, or collaboratively 4. Use a programming language to create the game. favourite game, or a game they don’t like playing. Record
when required to plan, develop and 5. Judge if the solution addresses the needs of what it was the responses. Debrief by comparing the ‘like’ and ‘don’t
communicate ideas and information for designed for. like’ chart, discussing the commonalities and differences.
solutions
Suggested teaching points Lead students toward the design thinking step of
empathising (without making it explicit) by asking them:
Elements to consider when identifying likes and dislikes in a  Do you think that the designers of your favourite
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digital game: game/s are your age?

 appearance  If they aren’t, how do you think they know what Year 5
 challenge students/young people would or would not like?
 goals
Discuss and outline how successful game designers need to
 components
empathise with their target audience by understanding
 how the game works – inputs, processes, outputs
how they see their world, how they feel about things, how
 instructions
they communicate and what their needs and motivations
 music and sound effects.
are.
Direct students to review their maze games from last term.
Observe and take note of student’s contribution to, and Challenge students to be game designers and think of ideas
engagement with the various parts of this lesson, in to develop their maze game into a game that 10–12 year
particular their ability to identify and express likes and olds would like. Students record their ideas and reasoning.
dislikes of a game. If it would be helpful students should play their game again.
Formative assessment of students’ ideas to improve their Focus questions could include:
game, including their reasoning.  What is the most important aspect to get right in a
simple maze game?
 What happened when you/others played your game?
 How did you/others act as players of your game?
 Why would someone want to play your game?
 What changes could you design to make someone want
to play your game?
Submit the work for assessment and feedback.
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Week 2 Students develop an understanding of design thinking and Explain to students that during this term they will develop a
its importance in problem solving.Empathising is one digital game for an assigned target audience. They will be
Processes and production skills element of design thinking. Understanding the user and learning about and applying the steps of design thinking to
Digital implementation how they think will help when designing a digital solution. If help them understand how to become a good game
the game designer can understand the target audience, designer.
Design solutions to a user interface for a then they can think like them. (Digital Technologies Hub
digital system lesson ideas – Think like an inventor). Remind students of last week’s lesson where they tried to
understand their target audience in order to improve their
Creating solutions by: Students can be assigned a target audience that is the same game.
for all, or is different for each individual/pair. For example:
Investigating and defining Explain each of the steps in the design thinking process –
 Pre-primary – learn sight words
empathising, ideation, design, prototyping, and testing.
Define a problem, and set of sequenced  Year 1 – practise basic addition and subtraction
steps, with users making a decision to  Year 2 – reinforce spelling rules Assign individuals/pairs their target audience. Students can
create a solution for a given task  Year 3 – learn about plants or animals related to a be given a ‘design brief’ that lists a scenario for which they
Science topic. identify a solution and design a game that would meet that
need.
Explain the meaning of the empathising step. Work
when required to plan, develop and Explain the design thinking process to support student
together with students through this step. For example,
communicate ideas and information for understanding of the terminology, the actual process and
prompt questions could include:
solutions its importance in producing a successful product. The
 What do you know and understand about x (relevant
design process steps include:
age) year olds? Brother/sister/relative who is that age?
 What do they like?
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 empathising – aim to understand the target user  How do they act?

 ideation – brainstorm ideas that could be developed in  How do they think about things?
the game  Can they write/read?
 design – develop the ideas into the process for the
game; what will happen, how will it work. Students are Set parameters, such as no injuries or killing, no items that
familiar with this step, which includes flowchart/ can harm people like guns or knives.
algorithm design, as well as the user interface Students brainstorm ideas for their game. Push students to
 prototyping – working model of the game write down every idea they have without judgement. For
 testing – users test the game. Observe and get example, if working as pairs they can be challenged to write
feedback to identify any problems or areas for 20/30 ideas in 10 minutes.
improvement
 evaluation – final product evaluated by the user. Allow the rest of the lesson for students to discuss their
ideas and choose two ideas to take further. Provide
Suggested assessment points guidance and feedback as needed. Students record their
two choices on a worksheet (digital/hard copy) and explain
Review and provide feedback on student’s worksheet,
why.
listing the two ideas and the reason for choosing them.
In the next lesson, students will explore how their idea/s
will work.
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Week 3 Creating and designing a digital game requires the Students review their two game idea choices from the
developer/designer to understand the target audience and previous lesson and choose one to develop.
Processes and production skills work out what the game will look like and how it will work.
The game must meet the requirements or purpose for Reinforce to students that during the design process they
Digital implementation must include as much detail as possible to map out how the
which it was designed.
Design solutions to a user interface for a game will work, how it will look and what the user will do at
digital system Students need to use their critical and creative thinking each stage. Make sure they understand that their game will
skills (General Capability) in this task. need to be a simple, short game as the time for designing
Design, follow and represent and building the game is limited.
diagrammatically, a simple sequence of Suggested teaching points
steps (algorithm), involving branching Provide students with a worksheet (digital or hard copy)
Ask students to approach this stage with the mindset of a with prompts to guide their game design, such as:
(decisions) and iteration (repetition) ‘designer’. This requires them toinclude as much detail as
 purpose of the game
Creating solutions by: possible for the ‘programmer’ who will build the game
 features
(even though they will also be the ‘programmer’). The point
 types of data needed (text, images, sound)
Designing of this approach is to encourage students to include
 rules of the game
enough details for another person to build the game.
Develop and communicate alternative  user input
solutions, and follow design ideas, using Explain the elements included in the worksheet, ensuring  algorithms/flow chart (branching, iteration)
annotated diagreams, storyboards and students understand the expectation for the amount of  storyboard/screen layout.
appropriate technical terms detail required.
Provide guidance and support to students throughout the
Collaborating and managing Suggested assessment points lesson.
During class monitor and provide feedback and guidance Optional: Depending upon factors such as time and skill
Western Australian
curriculum content
Work independently, or collaboratively for students completion of the elements required for their level, students could produce a second design idea, then
when required to plan, develop and game design. choose one to develop further. Additionally, students could
communicate ideas and information for get feedback of their basic design from the target audience.
solutions Students submit their work at the end of the lesson to
provide feedback for adjustments and improvements to the Optional: Use online tools approved for students to use to
design elements. create flowcharts and storyboards.
Western Australian
curriculum content
Week 4 If there is an additional scheduled lesson in the term, Students continue to design their game, focusing on
decide whether students need more time for designing or completing the details for each of the required elements.
Processes and production skills developing, or both. Remind students to keep the game short and simple to
Digital implementation finish the game by the end of this lesson.
Students continue to explore design thinking processes as
Design solutions to a user interface for a they design a digital game. Provide feedback and direction to students based on the
digital system submission of their work in the previous lesson.
Suggested teaching pointSupport and guide students with
Design, follow and represent each part of the design process, providing further When students think they have completed their design they
diagrammatically, a simple sequence of explanation and modelling as needed. can get feedback from a peer to see if that student thinks
steps (algorithm), involving branching they could build the game using that design. They need to
Suggested assessment point provide reasons why/why not.
(decisions) and iteration (repetition)
Students submit their work at the end of the lesson to Submit the design for formative assessment before starting
Creating solutions by: provide feedback for adjustments and improvements to the to develop the prototype.
Designing design elements.

solutions, and follow design ideas, using
annotated diagreams, storyboards and
Western Australian
curriculum content
Week 5 Using a visual programming language allows students to Students start to develop their game design by creating a
sequence commands as ‘blocks’, rather than write code to prototype.
Processes and production skills develop a digital game. A block code program makes it
accessible for students at this level to implement branching Provide ongoing support and feedback as students are
Digital implementation working.
and iteration to achieve steps that could be complicated to
Design solutions to a user interface for a write. It will simplify the process by saving time and Encourage students to test each part of their game as they
digital system reducing potential for errors. create it. As issues arise students will need to problem-
Implement and use simple programming There are various gamemaking platforms using visual solve them. It is likely that students will need to amend
environments that include branching programming languages which meet school/system their original design as they develop their game.
(decisions) and iterations (repetition) guidelines.
Creating solutions by: If students are familiar with more than one program the
teacher may choose different gamemaking platforms for
Producing and implementing
some students.
make solutions Depending on the school context and prior student
knowledge, provide an explanation about the choice of the
block-based program students will be using. Explain how
Work independently, or collaboratively the program will be the most suitable for student needs.
when required to plan, develop and Each block-based program has different strengths and
communicate ideas and information for limitations.
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solutions Explain to students that when they develop their game,

they will be faced with decisions they may not have
thought about. For example, in reality an idea may not
work as they had predicted. Or as students are working
they might come up with a new idea or design
improvement.
Observe and note students’ skill level and engagement.
Western Australian
curriculum content
Week 6 Programming is how algorithms (instructions/steps) are Students continue to develop their game design by creating
communicated to a digital system, so that the instructions a prototype.
Processes and production skills are understood. Digital systems need precise instructions,
so programming languages are used to code these Provide ongoing support and feedback to students as they
Digital implementation attempt to problem solve issues that may arise with their
instructions. There are many different programming
Design solutions to a user interface for a languages, but all use a common approach to creating and game.
digital system testing a program. Encourage students to continue to test each part of their
Implement and use simple programming Students continue to use a visual programming language to game as it is being developed.
environments that include branching create their digital games. Although creating visual
(decisions) and iterations (repetition) programs can be a challenging activity for many students, it
provides opportunity to apply computational thinking skills
to solve a problem.
Suggested teaching point
Revise the visual programming environment, or provide
guidance to students who need support in using it.
make solutions
Observe and note students’ skill level and engagement.
when required to plan, develop and
Western Australian
curriculum content
solutions
Week 7 During this year students have had the opportunity to Explain to students that when they finish the prototype of
explore different features of user interfaces, and in Term 4 their game, they need to have it tested and reviewed by at
Processes and production skills have applied the principles and elements of design to least one peer. Areas of focus for the peer review can
Digital implementation produce a user interface that addresses an identified need. include:
Students have explored tools to design the user interface of  level of enjoyment (rating tickbox)
Design solutions to a user interface for a their digital game and have generated and considered  appeal of the main character (other characters)
digital system alternative game and user interface designs.  story (if relevant)
 accessibility of instructions
Implement and use simple programming Understand the importance of evaluation; both peer and
 game difficulty
environments that include branching self-evaluation when applying the problem-solving process
 duration (too long/too short)
(decisions) and iterations (repetition) during game design.
 elements that are confusing for the player.
Creating solutions by: Students should be able to explain how they have
The peer completes the checklist or written feedback after
developed a solution using available hardware and
Evaluating they have played the game. Encourage students to be
software and applied specific instructions through
supportive and honest and share ideas to improve their
Develop negotiated criteria to evaluate programming (their interactive digital game).
peer’s game.
Suggested teaching point
Optional: Ask the ‘game developer’ to watch their peer test
Collaborating and managing play the prototype game. Use an observation chart or note
Explain the peer review process for testing the prototype
Work independently, or collaboratively games. Check for understanding of the process by asking page to record how the player engages with the game and
when required, to plan, develop and questions. how they progress through the game. It is essential that
communicate ideas and information for they observe without interrupting the player.
Optional: Students work with the targeted user of their
Western Australian
curriculum content
solutions Review peer feedback and student notes. Provide game to complete a final evaluation.
formative feedback.
Once their digital game has been reviewed by at least one
peer, students make changes to their prototype game
based on the peer feedback and their own observations (as
well as the targeted user if this takes place).
Western Australian
curriculum content
Week 8 Evaluating a digital solution draws on systems thinking as Students complete a written reflection for their submission.
students need to consider how the solution meets and
Processes and production skills affects the user/s. Prompt reflection questions can include:
 What is the purpose of the game?
Digital implementation Students need time to consider their digital game design  Who is the target user?
Design solutions to a user interface for a experience in terms of the successes and challenges of the  How will this game help the target user?
digital system process and product. They should be provided with  Did the game meet its intended purpose?
opportunity to evaluate the level to which the solution  How does the original game design compare with the
Create and communicate information, (their digital game) meets the needs of the target user, or final product?
including online collaborative projects, the intended purpose.  What changes were made during the development
using agreed social, ethical and technical stage? Explain the reasons for the change/s.
protocols (codes of conduct) Suggested teaching points
 How does the game address the functional
Explain the written reflection points to students and ensure requirements for user input and game play?
they understand the standard of responses required.  What did the reviewers consider to be the most
Evaluating interesting or appealing thing about the game?
Explain to students that they will compare and contrast  What do you – as the game designer and programmer –
Develop negotiated criteria to evaluate their original design with the final game. consider to be the most interesting and appealing thing
and justify design processes and solutions about the game?
 List three design features (incorporating emerging
Written submission, and the digital game, can be submitted technology) that could improve the game?
as a summative assessment.
Once students have completed and submitted their written
reflections, students celebrate by playing each other’s
Western Australian
curriculum content
games.
APPENDIX A:
RESOURCES
Resources
Resource Link/information
Digital Technologies Hub Education Services Australia. Digital Technologies Hub.

https://www.digitaltechnologieshub.edu.au/
Lesson ideas based on the digital technologies curriculum
CSER Digital Technologies Access directly through the University of Adelaide Professional
Education Learning Program available MOOCS (Massively Open Online
Courses). Free online courses that are designed to support
Australian teachers with implementing the Australian Curriculum:
Digital Technologies.
Or through Connect Community: Bunbury PS Digital and Design
Technologies (STEM) – Professional Learning – CSER Digital
Technologies Education Program
Scootle Education Services Australia

Scootle https://www.scootle.edu.au/ec/p/home
Scootle is a national digital learning source which provides
Australian teachers with access to more than 20 000 digital learning
items.
Australian Curriculum – Australian Curriculum, Assessment and Reporting Authority

Digital Technologies in (ACARA)
focus Resources, Digital Technologies in Focus, Teaching
https://www.australiancurriculum.edu.au/resources/digital-
technologies-in-focus/resources/teaching/
Resources for teaching elements of the Digital Technologies
curriculum, including information to support teachers. For example,
Exploring Digital Technologies though shopping (Years 3–6), or
board and card games for exploring Digital Technologies concepts.
Australian Computing .
Academy https://aca.edu.au/
The University of Sydney, through the Australian Computing
Academy supports teachers to increase their understanding and
implementation of the Digital Technologies curriculum
Resources for teachers: Teaching digital systems – webinar that
provides an introduction and further information about digital
systems.
Also has webinars for Teaching Cyber Security, Data Representation,
Draft | Technologies | Digital Technologies | Year 5 | Teaching and Learning Exemplar | Appendix A 83
Resource Link/information
Algorithms and Coding online (primary).
Grok Academy Grok Learning

https://groklearning.com/
Grok Academy
Affiliated with the Australian Computer Academy, this organisation
aims to give everyone the power to code.
Computer Science without a Computer Science Education Research Group (University of

computer Canterbury)
Computer Science without a computer
https://csunplugged.org/en/
CS Unplugged is a collection of free learning activities that uses
hands-on (no digital device) games and puzzles to teach elements of
the Digital Technologies curriculum (from University of Canterbury,
NZ).
CS Fundamentals for Code.org

Elementary Schools .
https://code.org/educate/curriculum/elementary-school
CS Fundamentals for Elementary Schools
Provides six Computer Science Fundamentals courses that may be
an informative and useful resource for teachers. Code.org is a US-
based non-profit organisation dedicated to improving diversity in
computer science
APPENDIX B:
ASSESSMENT
EXEMPLAR 1
Digital systems and data response task
Achievement standards
Note: areas assessed through the sample assessment task are indicated in bold.
interface and design, follow and represent diagrammatically, a simple sequence of steps (algorithms),
involving branching (decisions) and iteration (repetition), implementing and using simple
programming. They create and communicate information for online collaborative projects, using
agree social, ethical and technical protocols (codes of conduct).
In Digital Technologies, students define a problem, identify available resources and create algorithms
(sequenced steps) to assist in decision making for a given digital task. They develop and
technical terms when following design ideas. Students select and apply safe procedures when using
components and equipment. They develop negotiated criteria to evaluate and justify design
processes and solutions. Students work independently, or collaboratively, to plan, safely develop and
communicate ideas and information.
Draft | Technologies | Digital Technologies | Year 5 | Teaching and Learning Exemplar | Appendix B 87
Assessment task
Title of task
Digital systems and data response task
Task details
Description of task Students respond to questions relating to concepts of digital systems

and representation of data.
Type of assessment Formative/summative
Purpose of assessment Assess students’ knowledge and understanding of digital systems and
representation of data concepts.
Evidence to be collected Response sheet part A

Response sheet part B
Suggested time Time to be determined by the teacher
Content description
Content from the Western Australian curriculum:
Knowledge and understanding
Digital systems
Digital systems have components with basic functions that may connect together to form networks
which transmit data
Representations of data
Data is represented using codes
Task preparation
Prior learning
Students will be familiar with digital components and their basic functions. Students will have an
understanding of the basic concept of networks and the purpose of a server. Students understand
data can be represented in a variety of ways using numbers, words, and images.
Assessment task
Assessment conditions
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
 Response sheets part A and part B
Instructions for teacher
This response task has been separated into two parts as the content is taught at different times of
the year.
Provide students with the opportunity to clarify language and instructions as required.
Accept any other correct relevant answer during the marking process.
Part A: Digital Systems
1. Label the different components of the computer system and explain what it does (i.e. function)
(4 marks each)
Component 1______________
What does this component do? (function)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Component 2______________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Component 3______________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Component 4______________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Component 5______________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Explain the steps (sequence) you would use to print a document, naming devices in your
explanation. (4 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Label on the diagram the direction (input/output) data is travelling through the computer system
when printing a document. (4 marks)
4. Describe three differences between a server and a desktop computer. (6 marks)
Difference one
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Difference two
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Difference three
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Part B: Representations of data
5. Explain the pattern represented from right to left in the above star cards. (2 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. If the pattern continued, how many stars would there be on the next card to the left? (1 mark)
_________________________________
7. Explain your answer to question 6. (2 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
8. If the pattern continued, how many stars would there be on the next card on the right? (1 mark)
_________________________________
If we turn over all the cards they look like this:
9. Only count the stars you can see, add up the totals (the first example has been completed for
you). (2 marks)
10. In the space provided draw the cards to represent 15. (1 mark)
11. In the space provided draw the cards that represent 30. (1 mark)
12. Now you can use the cards as many times as you like. In the space below, draw how many
different combinations you can think of to have the cards add up to 4. (6 marks)
13. What is the least efficient way (most amount of cards), of writing 4 with the star cards and
explain why it is the least efficient? (3 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
14. What is the most efficient way (least amount of cards), of writing 4 with the star cards and
explain why it is the most efficient? (3 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Marking key
Part A: Digital Systems
Description Marks
1. Label the different components of the computer system and explain what is does (function).
For each answer:
 correctly labels the component 1
 explains the function of the component (how it works) 2
 outlines the function of the component (how it is used). 1

1) Printer – an output device attached to a computer/system that allows for
the printing of data such as text or images on to paper. Used to print
homework.
2) Monitor – an output device that shows data on the screen in the form of
pixels. Used to watch videos and view webpages.
3) Tower/case/system/unit (accept any other appropriate answer) – the
physical housing of the internal components inside a computer such as the
Central Processing Unit (CPU) and Memory. Designed to keep these
components protected from dust and other elements that can cause
damage.
4) Mouse – an input device that assists interaction with programs through a
cursor that can be moved on screen. A mouse allows for ease of use when
opening a program or moving files.
5) Keyboard – an input device that allows for interaction with programs that
have the ability to display text or type. A keyboard allows the user to input
letters and numbers into the computer system. Students use keyboards to
complete homework or write stories.
Subtotal 20
Description Marks
2. Explain the steps (sequence) used to print a document, naming correct devices in your
explanation.
Sequence of steps is explained logically and accurately 4

Sequence of steps is described mostly logically and accurately 3
Sequence of steps is briefly outlined, mostly logical and accurate 2
Sequence of step is attempted with minimal logic and accuracy 1
Subtotal 4
Marking key
Description Marks
3. Label on the diagram the direction (input/output) data is travelling through the computer
system when printing.
One mark per correct direction labelled
Subtotal 4
Description Marks
4. Describe three differences between a server and a desktop computer.

For each difference:
Accurately describes a difference 2
Accurately states a difference 1
Answers could include:
 a server allows for networking of devices, sharing resources between
devices
 a server has larger storage space, Hard Disk Drive (HDD) capacity
 a server uses more power/electricity to operate
 a server is usually locked away, secure location away from connected
devices
 a server is only operated by a trained professional.
Subtotal 3-6
Total 34
Marking key
Part B: Representations of data
Description Marks
5. Explain what pattern is represented from right to left in the above star cards.
Explains the pattern 2
Makes a general statement about the pattern 1
Answer could include:
The cards double each time or is multiplied by 2. This is shown as 1 x 2 = 2, 2
x 2 = 4, 4 x 2=8, 8 x 2 = 16. The next card in the pattern is 32.
Subtotal 2
Description Marks
6. If the pattern continued, how many stars would there be on the next card on the left?
1 mark for correct answer of 32 1
Subtotal 1
Description Marks
7. Explain your answer to question 6.

Explains the answer 2
Makes a general statement about the answer 1
Answer could include:
The next card in the pattern is 32. This is because the cards double each
time, the previous card is 16. (16 x 2= 32)
Subtotal 2
Description Marks
8. If the pattern continued, how many stars would there be on the next card on the right?
1 mark for correct answer of 0.5 1
Subtotal 1
Description Marks
9. Only count the stars you can see, add up the totals.
1 mark per correct answer 1
Subtotal 2
Total 22
Marking key
Description Marks
10. In the space provided draw the cards to represent 15.
1 mark for correct representation of 15 1
Subtotal 1
Description Marks
11. In the space provided draw the cards to represent 30.
1 mark for correct representation of 15 1
Subtotal 1
Description Marks
12. Draw the different combinations to have the cards add up to 4.
1 mark for each accurate combination 1
Six different Combinations:
1+1+1+1
1+1+2
1+2+1
2+1+1
2+2
4
Subtotal 6
Description Marks
13. What is the least efficient way (most amount of cards), of writing 4 with the star cards and
explain why it is the least efficient?
Accurate answer of 1+1+1+1 = 4 cards 1
Explains why 4 cards is least efficient 2
Makes a general statement about being least efficient 1
Subtotal 3
Description Marks
14. What is the most efficient way (least amount of cards), of writing 4 with the star cards and
explain why it is the most efficient?
Accurate answer of 1 card, number 4 1
Explains why 1 card is most efficient 2
Makes a general statement about most efficient 1
Subtotal 3
Total 22
APPENDIX C:
ASSESSMENT
EXEMPLAR 2
Creating a digital solution
Achievement standard
What is assessed
Note: areas assessed through the sample assessment task are indicated in bold.
interface and design, follow and represent diagrammatically, a simple sequence of steps
(algorithms), involving branching (decisions) and iteration (repetition), implementing and using
simple programming. They create and communicate information for online collaborative projects,
using agree social, ethical and technical protocols (codes of conduct).
In Digital Technologies, students define a problem, identify available resources and create
algorithms (sequenced steps) to assist in decision making for a given digital task. They develop and
technical terms when following design ideas. Students select and apply safe procedures when
using components and equipment. They develop negotiated criteria to evaluate and justify design
processes and solutions. Students work independently, or collaboratively, to plan, safely develop
and communicate ideas and information.
Draft | Technologies | Digital Technologies | Year 5 | Teaching and Learning Exemplar | Appendix C 106
Assessment task
Title of task
Creating a digital solution.
Cyberbullying: Is it a problem and what can we do about it?
Task details
Description of task The class will design an online survey to gather student data on the
incidence of cyberbullying. Students work together to analyse the data.
In small groups, students design and create a short video about one
strategy to minimise being a victim of cyberbullying.
Type of assessment Formative/summative
Purpose of assessment Students collaborate to problem solve. Students work together to

collate, manage and interpret data.
Students will have the opportunity to:

 demonstrate an understanding of cyberbullying
 apply design skills to create an effective digital product with the
focus on a selected target audience
 demonstrate their ability to evaluate and justify what makes an
effective digital design and product
 continue to develop collaborative work practices to create products
to expected standards.
Evidence to be collected Completed project brief for the survey

Completed design brief for video production
Storyboard (written or digital)
Video
Self and peer evaluations (written or digital)
Suggested time Time to be determined by the teacher, with the work being completed
over a series of lessons.
Content description
Content from the Western Australian curriculum:
Processes and production skills
Collect, store and present different types of data for a specific purpose using software
Digital implementation
Create and communicate information, including online collaborative projects, using agreed social,
ethical and technical protocols (codes of conduct)
Create solutions by:
Investigating and defining
Define a problem, and set of sequenced steps, with users making a decision to create a solution for a
given task
Identify available resources
Designing
Develop and communicate alternative solutions, and follow design ideas, using annotated diagrams,
storyboards and appropriate technical terms
Select, and apply, safe procedures when using components and equipment to make solutions
Evaluating
Develop negotiated criteria to evaluate and justify design processes and solutions
Work independently, or collaboratively when required, to plan, develop and communicate ideas and
information for solutions
Task preparation
Prior learning Students are aware of online voting and/or survey systems.
Students will have an understanding of social media and other online

environments.
The teacher should demonstrate the basic skills needed to complete the
task in the chosen video editing software. Students may have an
awareness of design briefs and storyboards prior to the commencement
of these tasks.
Assessment task
Assessment conditions Students may work as a whole class, or as small groups to complete the
survey tasks.
Students will work in class time to plan, prepare and produce their video
and associated tasks.
Differentiation
Teachers should differentiate their teaching and assessment to meet the specific 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 task.
Resources
 Online survey platform

 Digital video camera/smart phone/tablet device
 Video editing software (approved for use within schools)
 Design brief template/handout
 Storyboard templates
Instructions for teacher
Provide students with a document that outlines the requirements for the project. Explain and discuss
the brief and the project requirements with students.
Support students through the design, implementation, collection and review of the survey data.
Complete the video design part of the project. Students will require equipment and software to
complete the task. The teacher should be familiar with the software before teaching it to students.
The videos should be short and no more than 1 minute and 30 seconds.
After students have finished producing their videos, it is recommended that peer evaluation should
take place as a whole class. This can be in the form of a film festival. Students can complete the self-
evaluations verbally if needed.
Project Brief Template
Cyberbullying: Is it a problem and what can we do about it?
Tasks for the project
1. Design a survey.
2. Gather the information.
3. Display the data.
4. Analyse the data and define the problem.
5. Explore solutions.
6. Choose a solution.
7. Design and create the solution.
8. Evaluate the design process and the solution against criteria.
1. Design a survey
a. People in my question brainstorm group__________________________________________
b. Two questions that I contributed (2 marks):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
c. Two questions from the final survey (2 marks):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Gather the information

a. Which survey software was used to develop the survey? (1 mark)
____________________________________________________________________________
b. Name one thing you learned about that software that makes it useful for online surveys. (2
marks)
____________________________________________________________________________
____________________________________________________________________________
c. Which groups of people were surveyed? (2 marks)
____________________________________________________________________________
3. Display the data
How did the software present the responses from the survey (the data)? What did it look like? If it
was presented as a graph, which type of graph? (3 marks)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. Analyse the data and define the problem

a. (Add student/class generated criteria here. For example, “We gathered enough data to make
a decision.” (4 marks)
Criteria Judgements/evaluation
b. What were our findings about cyberbullying? (4 marks)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. Explore solutions
a. People in my design group________________________________________________
b. Create a brainstorm below or use software to show your ideas and information for your
video. (5 marks)
6. Choose a solution
Choose one of your ideas from the brainstorm and explain why you have chosen this idea. (2 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7. Design and create the solution

a. List two resources you will need to complete this task? (2 marks)
____________________________________________________________________________
____________________________________________________________________________
b. Name two things your group will plan for, so that you complete the task safely and
efficiently? (2 marks)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
c. Explain which video design you have chosen to produce and why. (3 marks)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
d. Attach or insert a photo of your group’s completed storyboard. An electronic template can
be sourced online, or your teacher may provide a paper template. (4 marks)
e. Attach or insert a photo of your group’s completed script and shot list. (3 marks)
f. Which hardware did you use to shoot the video? (1 mark)
____________________________________________________________________________
g. Which software did you use to edit and produce the video? (1 mark)
____________________________________________________________________________
8. Evaluate the design process and the solution (12 marks)

a. What went well?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
b. What changed from your initial design/plan and why did it change?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
c. What can be improved?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
d. How can it be improved?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
e. If you were to do the task again, what would you change and why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
f. Comment on your group’s ability to collaborate effectively?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Peer Evaluation completed by at least two other groups
Your Name___________________ Group____________________
Evaluating_____________________
What do you like about the video?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What could be improved to help the video be more effective?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Score out of 5? 1 2 3 4 5
Peer Evaluation completed by at least two other groups

Your Name___________________ Group____________________
Evaluating_____________________
What do you like about the video?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What could be improved to help the video be more effective?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Score out of 5? 1 2 3 4 5
Marking key
1. Design a survey Marks
a) Names people in their brainstorm group. No marks allocated
b) Lists two questions that the student contributed to the brainstorm. 1–2
c) Lists two questions that were included in the final survey. 1–2
Subtotal 4
2. Gather the information Marks
a) Correctly names survey software. 1
b) Describes one relevant thing learned about the software. 1–2
c) Lists all of the groups surveyed. 1–2
Subtotal 5
3. Display the data Marks
How did the software present the responses from the survey (the data)?
What did it look like? If it was presented as a graph, which type of graph?
Describes with some detail how the survey software presented the data, 3
including naming the type of graph/s used.
Briefly describes how the survey software presented the data, including 2
naming the type of graph/s used.
Provides a limited description about how the data was presented. 1
Subtotal 3
4. Analyse the data and define the problem Marks
a) Use student-generated criteria to assess this element of the process.
Includes two student-generated relevant criteria for making a judgement 4
about this element.
Includes one student-generated relevant criteria for making a judgement 3
about this element.
Includes two student-generated criteria that have some relevance for 2
making a judgement about this element.
Includes one student-generated criteria that have some relevance for 1
making a judgement about this element.
Subtotal 4
Marking key
b) What were the findings from the cyberbullying survey?
Provides an accurate and detailed description of the survey findings. 3–4
Accurately describes the survey findings, with some detail. 2
Describes the survey findings with limited detail. 1
Subtotal 4
5. Explore solutions Marks
Create a brainstorm to show your ideas and information for your video
Provides a clear brainstorm with a variety of detailed ideas clearly matched 5
to the target audience.
Provides a brainstorm witha variety of detailed ideas with an attempt to 4
match the target audience.
Provides a brainstorm which includes a variety of ideas with some detail 3
included.
Provides a basic brainstorm including more than one idea. 2
Provides a limited brainstorm. 1
Subtotal 5
6. Choose a solution Marks
Choose one idea from your brainstorm and explain why you have chosen
this idea.
Clearly communicates choice of idea from brainstorm. 2
Briefly communicates choice of idea from brainstorm. 1
Subtotal 2
7. Design and create the solution Marks
a) List two resources you will require to complete this task.
Accurately lists resources required for the completion of the task (1 mark 2
for each).
b) Name two things your group will plan for, so that you complete the task
safely and efficiently.
For each measure:
Clearly describes a measure required to complete the task safely and 2
efficiently.
Identifies a measure required to complete the task safely and efficiently 1
c) Explain which video design you have chosen to produce and why.
Marking key
Describes which design has been chosen and provides a clear and relevant 3
reason why.
Describes which design has been chosen and briefly explains a relevant 2
reason why.
Lists the idea chosen and attempts to explain why. 1
d) Completed storyboard
Creates a clearly annotated storyboard with a range of appropriate technical 4

terms.
Creates a clearly annotated storyboard with appropriate technical terms. 3
Creates an annotated storyboard with technical terms. 2
Creates a simple storyboard with basic labelling. 1
e) Script and shot list
Creates a detailed script and shot list. 3

Creates a script and shot list that has most details. 2
Creates a script and shot list with minimal details. 1
f) Hardware
Accurately lists hardware that was actually used to shoot the video. 1
g) Software
Accurately lists software used to edit and produce the video. 1
Subtotal 16
8. Evaluate the design process and the solution Marks

(questions a to e)
Clearly evaluates and justify design processes and solutions, considers 7–8
improvements or changes.
Evaluates and justifies design processes and solutions. 5–6
Evaluates design processes and solutions. 3–4
Provides a limited evaluation. 1–2
Collaborating
(question f)
Marking key
Works collaboratively, to plan, safely develop and effectively communicate 4
logical ideas and information for solutions.
Works collaboratively, to plan, safely develop and communicate logical 3
ideas and information for solutions.
Works collaboratively, to plan, safely develop and communicate ideas and 2
information.
Works collaboratively, to plan, develop and communicate simple ideas and 1
share some information.
Subtotal 12
Digital implementation Marks
Creates and efficiently communicates accurate and detailed information for 7–8
intended target audience.
Creates and clearly communicates accurate information for intended target 5–6
audience.
Creates and communicates information with limited alignment with 3–4
intended target audience.
Communicates some limited information 1–2
Subtotal 8
Total 63
Acknowledgements
Term 1
Week 2 Teaching and learning intentions (sentence 3) adapted from: Grok Academy.
(n.d.). Unpack the curriculum, Band 5-6. Retrieved May, 2021, from
https://aca.edu.au/curriculum/5-6/
Used under a Creative Commons Attribution 4.0 International licence.
Week 4 Teaching and learning intentions (paragraph 3) and learning experiences

(paragraphs 7 and 8) adapted from: Common Sense Education. (2015).
Private and personal information. Retrieved June, 2021, from
https://code.org/curriculum/docs/csf/CSF_TeacherGuide_CoursesA-
F_v2a_small.pdf
Used under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0
International licence.
Learning experiences (paragraphs 4 and 5) concept from: Common Sense

Education. (2020). Lesson 8: private and personal information. Retrieved
June, 2021, from https://curriculum.code.org/csf-20/coursee/8/
Used under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0
Generic licence.
Week 5 Definition of cyberbullying from: eSafety Commissioner. (n.d.). Keep it sweet

LP 2. Retrieved May, 2021, from
https://www.esafety.gov.au/educators/classroom-resources/keep-it-sweet-
online
Term 3
Week 1 Learning experiences (paragraphs 5–7) concept from: Digital Technologies

Hub. (n.d.). Binary numbers. Retrieved June, 2021, from
https://www.digitaltechnologieshub.edu.au/teachers/scope-and-sequence/
5-6/data-representations/binary-numbers
Week 2 Suggested teaching points, reflection prompts and learning experiences

adapted from: Digital Technologies Hub, Google. (n.d.). Ciphering a sentence.
Retrieved June, 2021, from
https://www.digitaltechnologieshub.edu.au/teachers/lesson-ideas/integratin
g-digital-technologies/ciphering-a-sentence
Week 4 Definition of computational thinking from: Digital Technologies Hub. (n.d.).
Computational thinking. Retrieved June, 2021, from
https://www.digitaltechnologieshub.edu.au/teachers/topics/computational-
thinking
Week 5 Learning experiences (sentences 1–7) adapted from: Digital Technologies

Hub. Making maths quizzes 1: plan and test our programs. Retrieved June,
2021, from https://www.digitaltechnologieshub.edu.au/teachers/lesson-
ideas/making-maths-quizzes-1
Week 6 Learning experiences adapted from: Digital Technologies Hub. (n.d.).

Learning to loop. Retrieved June, 2021, from
https://www.digitaltechnologieshub.edu.au/teachers/lesson-ideas/integratin
g-digital-technologies/learning-to-loop
Term 4
Weeks 1, 2 and 7 Adapted from: Digital Technologies Hub. (n.d.). What makes a good game?
Retrieved June, 2021, from
https://www.digitaltechnologieshub.edu.au/teachers/lesson-ideas/think-
like-an-inventor/what-makes-a-good-game

Technologies - Digital Technologies - Year 5 - 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 5 | Teaching and Learning Exemplar 1

Catering for diversity

At any point, teachers can adjust the:

Draft | Technologies | Digital Technologies | Year 5 | Teaching and Learning Exemplar 2

Draft | Technologies | Digital Technologies | Year 5 | Teaching and Learning Exemplar 3

Draft | Technologies | Digital Technologies | Year 5 | Teaching and Learning Exemplar 4

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

Further assessment strategies can be found on the Authority website:

Draft | Technologies | Digital Technologies | Year 5 | Teaching and Learning Exemplar 7

Year 5 Achievement Standard

Draft | Technologies | Digital Technologies | Year 5 | Teaching and Learning Exemplar 8

Teacher observation of students’ attitude, participation and

Teacher observation of students’ keyboard skills and

confidence using a computer.

Suggested teaching points guide:

Check and provide feedback on students’ mind maps.

Suggested assessment point

Appendix B: Assessment Task Digital systems and data

What is cyberbullying? Reflection activity: Students write a short paragraph to list

Serious cyberbullying is material that is directed at a

Students recognise similiarities and differences between in-

Resources may be sourced from the following websites:

Suggested assessment point

Read students reflection paragraph to determine their

Teacher observation of students’ attitude, participation and

Observe students’ keyboard skills and confidence level

Students justify their group’s response.

Debrief the activity and and guide students to create the

appropriate number) hours online per week?

Amend the survey questions if necessary to improve the

Send the survey to selected student group/s.

Suggested teaching points an analysis of the collected data.

How to use a spreadsheet to organise and analyse data and

How to best display the collected data and the findings

Suggested assessment point

Evaluate the survey against the agreed criteria.

In particular, note each student’s justification for choosing

Producing and implementing animations (cartoons), and their use today.

Producing and implementing contribution to the task.

Select, and apply, safe procedures when

Check students design brief workbooks and provide

Observe students’ interaction in groups, in particular

Collaborating and managing

Work independently, or collaboratively

As students may not be reviewing all of the videos, a ‘film

festival’ schedule could be created, with different screening

 Introducing binary on BBC Bitesize is accessed through

 The Computer Science Field Guide

Suggested teaching points

Binary number system

Resources may be sourced from the following websites:

Video – What are binary numbers? – James May’s Q&A –

Suggested assessment points

Observe and note student engagement and responses to

Demonstrate how to create a cipher message. k l m n r s t u v w x y z

Suggested assessment points