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KindergartenDigital Technologies Program

2014Teachers:Class Teacher 1Class Teacher 2Class Teacher 3

Integration Assistance:

Teacher

Created By: Janine Comber

Early Stage 1 – Year Kindergarten

Rationale

This rationale complements and extends the rationale for the Technologies learning area. In a world that Is Increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the benefits of information systems are exploited ethically. This requires deep knowledge and understanding of digital systems (a component of an Information system) and how to manage risks, ubiquitous digital systems such as mobile and desktop devices and networks are transforming learning, recreational activities, home life and work. Digital systems support new ways of collaborating and communicating and require new skills such as computational and systems thinking. These technologies are an essential problem-solving toolset in our knowledge-based society.

The Australian Curriculum: Digital Technologies empowers students to shape change by influencing how contemporary and emerging 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 provides students with practical opportunities to use design thinking and to be Innovative developers of digital solutions and knowledge.

The subject helps students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of Information conveyed by digital systems. Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. These are all necessary when using and developing Information systems 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.

AimsIn addition to the overarching aims for the Australian Curriculum: Technologies, Digital Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

Design, create. manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs 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 automate the transformation of data into information and to creatively

communicate Ideas in a range of settings Apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences Apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on

Individuals, societies, economies and environments.

Created By: Janine Comber

Foundation to Year 2Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.

By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.

In Foundation - Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.

Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.

Students describe how Information systems meet Information, communication and/or recreational needs. Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they Interact online for learning and communicating.

Created By: Janine Comber

Cross-curriculum priorities

There are three cross-curriculum priorities in the Australian Curriculum:

• Aboriginal and Torres Strait Islander histories and cultures• Asia and Australia’s engagement with Asia• Sustainability

The cross-curriculum priorities are embedded in the curriculum and will have a strong but varying presence depending on their relevance to each of the learning areas.

Foundation to Year 2 Achievement Standard

By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.

Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems and share information in safe online environments.

Implementation

Students will have both the class teacher and ICT Curriculum Support Teacher present in the room for each lesson for 2014. In 2015 the program will be delivered by the class teacher only. Lessons are 63 minutes in length. Required time for completion of Early Stage 1 and Stage 1 units are listed below:

Stage Year Suggested Time in draft syllabus Actual time

Early Stage 1 Kindergarten 30 hours per stage 1 period per fortnight (semester 2 only)

Stage 1Year 1 30 hours per stage 1 period per fortnight (semester 2 only)

Year 2 30 hours per stage 1 period per fortnight (semester 1 only)

Created By: Janine Comber

Digital Technologies Foundation to Year 10 Scope and SequenceStrand Foundation to Year 2 Years 3 and 4 Years 5 and 6 Years 7 and 8 Years 9 and 10 (Elective subject)

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Digital Systems 2.1 Identify and use digital systems (hardware and software components) for a purpose

4.1 Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data

6.1 Investigate the main components of common digital systems, their basic functions and interactions and how such digital systems may connect together to form networks to transmit data

8.1 Investigate how data are transmitted and secured in wired, wireless and mobile networks, and how the specifications of hardware components impact on network activities

10.1 Investigate the role of hardware and software in managing, controlling and securing the movement of end access to data in networked digital systems

Representation of data

2.2 Recognise and explore patterns in data and represent data as pictures, symbols and diagrams

4.2 Recognise different types of data and explore how the same data can be represented in different ways

6.2 Investigate how digital systems use whole numbers as a basis for representing all types of data

8.2 Investigate how digital systems represent text, image and audio data in binary

10.2 Analyse simple compression of data and how content data are separated from presentation

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Collecting, managing and analysing data

2.3 Collect, explore and sort data, and use digital systems to present the data creatively

4.3 Collect, access and present different types of data using simple software to create information and solve problems

6.3 Acquire, store and validate different types of data, and use a range of commonly available software to interpret and visualise data in context to create information

8.3 Acquire data from a range of digital sources and evaluate its authenticity, accuracy and timeliness

10.3 Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy, security requirements

8.4 Analyse and visualise data using a range of software to create information; and use structured data to model objects or events

10.4 Analyse and visualise data to create information and address complex problems; and model processes, entities and their relationships using structured data

Creating digital solutions by:Defining 2.4 Follow, describe and represent

a sequence of steps and decisions (algorithms) needed to solve simple problems

4.4 Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them

6.4 Define problems in terms of data and functional requirements, and identify features similar to previously solved problems

8.5 Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints

10.5 Precisely define and decompose real-world problems, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs

Designing 6.5 Design a user interface for a digital system, generating and considering alternative designs

8.6 Design the user experience of a digital system, generating, evaluating and communicating alternative designs

10.6 Design the user experience of a digital system, evaluating alternative designs against criteria including functionality, accessibility, usability and aesthetics

6.6 Design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, iteration (repetition)

8.7 Design algorithms represented diagrammatically and in English; and trace algorithms to predict output for a given input and to identify errors

10.7 Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases

Implementing 4.5 Implement digital solutions as simple visuals programs with algorithms involving branching (decisions), and user input

6.7 Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input

8.8 Implement and modify programs with user interfaces involving branching, iteration and functions in a general purpose programming language

10.8 Implement modular programs, applying selected algorithms and data structures, including using an object-oriented programming language

Evaluating 2.5 Explore how people safely use common information systems to meet information, communication and recreation needs

4.6 Explain how developed solutions and existing information systems meet common personal, school or community needs; and envisage new ways of using them

6.8 Explain how developed solutions and existing information systems are sustainable and meet local community needs, considering opportunities and consequences for future application

8.9 Evaluate how well developed solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability

10.9 Critically evaluate how well developed solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise

Collaborating and managing

2.6 Work with others to create and organize ideas and information using information systems, and share these in safe online environments

4.7 Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols

6.9 Manage the creation and communication of ideas and information include online collaborative projects, applying agreed ethical, social and technical protocols

8.10 Create and communicate interactive ideas and information collaboratively online, taking into account social contexts

10.10 Create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities

8.11 Plan and manage projects, including tasks, time and other resources required, considering safety and sustainability.

10.11 Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability.

Created By: Janine Comber

Scope and Sequence – Semester 2 Term 3 Kindergarten

Term Week Content/Unit Number of periods Outcomes Project Resources

32014

1-2 Sci/Tech – Sorting and Searching Game – complete worksheetSciTech – Classification of people – hair colour, month born, no. in the family etc.

2 2.2, 2.3 Task 1:- Sorting game - worksheetDue: Week term 3

Printed cards (1 set per child), sorting and searching – worksheet, MS Word, Smart Board, spreadsheet scaffold - classification

3 Sci/Tech - Searching and sorting - Animal Database – no. of legs, live in water etc.

1 2.1, 2.2, 2.3 Task 2:- Animal database – search resultsDue: Week term 3

Animal database, computers.

4 Identifying basic parts of a computer system – interactive click and drag

1 2.1, 2.3 Task 3:- Computer parts - printedDue week 4 term 3

MS PowerPoint slide, computer parts, printed slide.

5 Ergonomics – your work environment and correct use of computer equipment – cutting and sticking pictures in order.

1 2.5 Task 4:- Ergonomic instructions - worksheetDue: Week 5 term 3

MS Word scaffold – images to create a list of instructions for users to display in the classroom.

6 Hectors World – Cyber Safety – Keeping Safe Online, Strong Passwords

1 2.6 Task 5:- Colouring in a chosen page from the Story – episode 2Due: Week 7 term 3

Hectors Friends – handout/display, Episode 1 – view it http://www.hectorsworld.com/island/main/episode_theatre_interior_01/Set_01_episodes/HW_NZ_WEBSITE_JULY_2009_EPISODE_THEATRE_NZ_SET_01_EP_01.html

http://www.hectorsworld.com/island/main/episode_theatre_interior_01/COMPUTER_SECURITY/HW_NZ_COMPUTER_SECURITY_IE.htmlhttp://cybersmart.gov.au/young%20kids/have-some-fun/colour-in-story-books.aspx – episode 2 (Welcome to the Carnival - worksheet, Strong Passwords sheet

7-9 Sci/Tech – Habitats – Collage of different types of Habitats

3 2.1, 2.3, 2.4 Task 6:- Designing a Collage of Types of HabitatsDue: Week 9 term 3

Internet, MS Word, student network folder, images

Created By: Janine Comber

Scope and Sequence – Semester 2 Term 4 Kindergarten

Term Week Content/UnitNumber

of periods

Outcomes Project Resources

42014

1-3 Problem Solving - Programming – students follow instructions to find treasure then, take a simple map and may write the instructions to follow for others to find treasure.

3 2.1, 2.4 Task 7:- Let’s Find the Treasure MapsDue: Week 3 Term 4

Bee Bots, MS Publisher, Bee Bots maps, Scenario instructions (4)

4-7 My Favourite Fairy Tale – insert images and record their own voice overs to tell the story.

3 2.1, 2.3, 2.4, 2.6

Task 8:- Voice over Fairy TaleDue: week 2 term 4

Snappy program, internet, resource folder – images and sound files, microphone, Audacity.

8-9 English – Build Castles for your Fairy Tale – a design of your own choice.

2 2.12.3

Task 9: Build your own Fairy Tale CastleDue: Week 9 Term 4

iPad’s, castle resources (images for comparison), Castle Builder app.

Created By: Janine Comber

Topic One: What’s Alive - Animals and HabitatsTiming: 9 weeks

Topic 1 – What’s Alive – Animals and Habitats (Term 3)Outcomes:

2.1 Identify and use digital systems (hardware and software components) for a purpose2.2 Recognise and explore patterns in data and represent data as pictures, symbols and diagrams2.3 Collect, explore and sort data, and use digital systems to present the data creatively2.4 Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems2.5 Explore how people safely use common information systems to meet information, communication and recreation needs2.6 Work with others to create and organize ideas and information using information systems, and share these in safe online environments

Strand: Digital Technologies (Knowledge and Understanding)Sub-Strand:

Digital Systems Representation of Data

Strand: Digital Technologies (Processes and Production Skills)Sub-Strands:

Collecting, Managing and Analysing Data Defining Evaluating Collaborating and managing

Content Descriptors/Elaborations Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegKnowledge and Understanding sorting objects and events based on easily

identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols

making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns In modes of travel

Processes and Production Skills collecting, and sorting data through play, for

example collecting data about favourite toys and sorting them into categories such as toys they like or dislike

exploring, imagining and comparing the usefulness of different data displays, for example Jointly creating simple column graphs and picture graphs to represent different types of items

exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph

Task 1:1. Explain how to play the sorting

and searching game.2. Hand out the game cards to

students and step through two searches.

3. Students sort and search on the worksheet.

Task 2:1. As a class students discuss the

physical characteristics of each other and record them in the spreadsheet using the Smart Board.

2. As you add values about students watch the graph grow. Discuss what the graph represents.

2.22.3

Task 1:- Classification of Class Members – spreadsheet and graphing activityDue: Week 2 Term 3

Sorting and Searching Game – worksheet, sorting and searching cards, spreadsheet – recording class member details.

Created By: Janine Comber

Content Descriptors/Elaborations Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegKnowledge and Understanding sorting objects and events based on easily

identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols

recognising that a digital system follows instructions or commands, for example Instructing robotic toys to perform a function such as a dance movement

Processes and Production Skills exploring, imagining and comparing the

usefulness of different data displays, for example Jointly creating simple column graphs and picture graphs to represent different types of items

exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph

1. Open the Animal database as a class using the Smart Board. Look at animals and the characteristics stored in it.

2. Complete the worksheet by locating each of the animals and their characteristics.

3. Find all animals with no legs, all animals that live in trees, all animals that live in the water.

2.12.22.3

Task 2:- Animal Database – search results worksheet.Due: Week 3 Term 3

Animal Database, search results worksheet.

Content Descriptors/Elaborations Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegKnowledge and Understanding exploring and identifying hardware and software

components of digital systems when creating ideas and Information, for example experimenting with different ways of providing instructions to games software using a mouse. touch pad, touch screen, keyboard, stylus, or switch scanning device, and using different software to manipulate text, numbers, sound and images

Processes and Production Skills using common software to present data

creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing

1. Class discussion of each of the parts of the computer, pass them around and answer questions.

2. Students return to their desks and complete the click and drag MS PowerPoint activity, add their name, print it off and then hand to their teacher.

2.12.3

Task 3: Labeling a computer and its parts – PowerPoint slideDue: Week 4 term 3

MS PowerPoint slide, computer parts.

Created By: Janine Comber

Content Descriptors/Elaborations Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegProcesses and Production Skills recognising safe ergonomic practices when

children are playing with information systems, for example recognising the need to take regular breaks to avoid eye strain and repetitive strain injuries

1. Watch the video on ergonomics and sitting at your computer properly.

2. Complete the worksheet of cutting and pasting the right pictures for Do’s and don’ts.

2.5 Task 4: Ergonomics – cut and paste worksheetDue: Week 5 term 3

Do’s and Don’ts worksheet - ergonomics, video on ergonomics.

Content Descriptors/Elaborations Teaching Strategies/Activities Outcomes Assessment Adjust Resources RegProcesses and Production Skills making ethical decisions when using images for

public viewing and using the work of others, for example asking the question 'What is fair and just?' to compare images of events or activities and decide whether or not to publish

1. Watch the video from Hectors World – Episode 1.

2. Discuss what they have seen.3. Complete the colouring in activity

and the password activity sheet.

2.6 Task 5: Hectors World – Colouring in page and strong password activity.Due: week 6 term 3

Hectors Friends – handout/display, Episode 1 – view it http://www.hectorsworld.com/island/main/episode_theatre_interior_01/Set_01_episodes/HW_NZ_WEBSITE_JULY_2009_EPISODE_THEATRE_NZ_SET_01_EP_01.html

http://www.hectorsworld.com/island/main/episode_theatre_interior_01/COMPUTER_SECURITY/HW_NZ_COMPUTER_SECURITY_IE.htmlhttp://cybersmart.gov.au/young%20kids/have-some-fun/colour-in-story-books.aspx –

Created By: Janine Comber

episode 2 (Welcome to the Carnival - worksheet, Strong Passwords sheet

Content Descriptors/Elaborations Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegKnowledge and Understanding exploring and using digital systems for

downloading and storing information. for example knowing how to download Images from a website and inserting them into a document; saving and retrieving data

exploring and identifying hardware and software components of digital systems when creating ideas and Information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus, or switch scanning device, and using different software to manipulate text, numbers, sound and images

Processes and Production Skills collecting, and sorting data through play, for

example collecting data about favourite toys and sorting them into categories such as toys they like or dislike

locating and purposefully using visual or text data, for example searching through a digital photo library to select an image, taking into account cultural considerations such as awareness of appropriate use of Images and audio recordings of deceased persons

following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing It to Include In a slow motion

1. Students log on using their username and password.

2. Students access their network drive and create a folder – ‘Habitats’.

3. Students open Firefox and the Google via the Portal.

4. Students search for images called ‘habitats’.

5. Students select the image they like and right click then copy then paste click on the MS Word doc and then paste.

6. Teacher steps students through positioning and rotating their graphics to create a collage.

7. Students add their name in the header and then save the document.

8. Students then print their MS Word document.

2.12.32.4

Task 6: Design a Collage of HabitatsDue: Week 9 term 3

Support: provide the images for students to assist in forming the collage.

MS Word, internet, student network folder, images

Created By: Janine Comber

Topic Two: Fairy TalesTiming: 10 weeks

Topic 1 – Fairy Tales (Term 4)Outcomes:2.1 Identify and use digital systems (hardware and software components) for a purpose2.2 Recognise and explore patterns in data and represent data as pictures, symbols and diagrams2.3 Collect, explore and sort data, and use digital systems to present the data creatively2.4 Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems2.5 Explore how people safely use common information systems to meet information, communication and recreation needs2.6 Work with others to create and organize ideas and information using information systems, and share these in safe online environments

Strand: Digital Technologies (Knowledge and Understanding)Sub-Strand:

Digital Systems Representation of Data

Strand: Digital Technologies (Processes and Production Skills)Sub-Strands:

Collecting, Managing and Analysing Data Defining Evaluating Collaborating and managing

Content Descriptors/Elaborations Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegKnowledge and Understanding recognising that a digital system follows

instructions or commands, for example Instructing robotic toys to perform a function such as a dance movement

Processes and Production Skills experimenting with very simple, step-by-step

procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an Intended manner, such as following a path around the classroom writing and entering a simple set of instructions jointly to sequence events and Instructions, for example scanning personal photographs and collating and ordering significant personal events or milestones and describing the steps Involved In the process

1. Show students the Bee Bots and how they work.

2. Demonstrate to the class how we can get them to move and program them.

3. Step class through one example.4. Divide class into groups (2-3) so they

can program the Bee Bots for scenario 1.

5. Students fill out the scaffold by colouring which step goes first, second, third etc.

6. Complete the scaffold for each of the 4 tasks.

7. Extension task -

2.12.4

Task 7: How To Find the Treasure - ProgrammingDue: Week 3 term 4

Bee Bots, MS Publisher, Bee Bot maps, Scenario instructions and scaffolds x 4.

Created By: Janine Comber

Content Descriptors/Elaborations Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegKnowledge and Understanding exploring and using digital systems for

downloading and storing information, for example knowing how to download Images from a website and inserting them into a document; saving and retrieving data

exploring and identifying hardware and software components of digital systems when creating ideas and Information. for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus, or switch scanning device, and using different software to manipulate text, numbers, sound and images

Processes and Production Skills using digital systems to organise data to improve

meaning, for example using word processing software to create a list of tasks or visualisation software to create a mind map (diagram) showing relationships between characters In a story

following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing It to Include in a slow motion

using different types of data to create information for sharing online, for example creating a multimedia class profile that Includes a photo of each student, a personal audio recording and a written message

1. Students read their favourite Fairy Tale story.

2. Select their chosen one and open Snappy saving a new project file titled their story in their network drive.

3. Open Audacity and record each statement for their digital story.

4. Import into the Snappy project the images and audio files (folder) needed.

5. Create the Snappy file and save it.

6. Then copy the folder onto s: Junior School/Kindergarten/class so it can be shared for students to view.

2.12.32.42.6

Task 8:- My Favourite Fairy Tale – digital storyDue: Week 7 Term 4

Snappy program, MS PowerPoint, Audacity, iPad’s, s: folder is used for copying and student drive for saving.

Created By: Janine Comber

Content Descriptors/Elaborations Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegKnowledge and Understanding exploring and identifying hardware and software

components of digital systems when creating ideas and Information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus, or switch scanning device, and using different software to manipulate text, numbers, sound and images

Processes and Production Skills using common software to present data

creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing

following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing It to Include In a slow motion

1. Students look at a variety of castle designs using the Smart Board.

2. Students access the iPad’s and open the app called Castle Builder.

3. Teacher demonstrates how to add blocks and the various tools and the blocks that are available.

4. Teacher discusses with the students how many rooms and the castles design. The students could even draw on paper first their design.

5. Students add their base and develop their own castle/

2.12.3

Task 9:- Build Your Own Castle – computer modelDue: Week 9 Term 4

Software to build a castle online. Castle Builder app – (free), variety of castle designs to look at.

Created By: Janine Comber

Evaluation: Program and activities

Digital Technologies(Kindergarten) Class Teacher Students

Program

Activities

Created By: Janine Comber