Year 10 Digital Technologies · Web viewBlock 3 – Lesson 3: Rome Sweet Rome Tell students: today you will be investigating and becoming more familiar with utilizing all the skills

Irene McCormack Catholic CollegeDigital Technologies

YEAR 10 DIGITAL TECHNOLOGIES

2021 COURSE OUTLINE

Year 10 Level DescriptionIn Year 10, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as precisely and accurately describing problems; and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years.Students have opportunities to analyse problems and design, implement and evaluate a range of solutions, such as database-driven websites, artificial intelligence engines and simulations.Students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes.Students explore how bias can impact the results and value of data collection methods, and use structured data to analyse, visualise, model and evaluate objects and events.Students learn how to develop multilevel abstractions; identify standard elements, such as searching and sorting in algorithms; and explore the trade-offs between the simplicity of a model and the faithfulness of its representation.When defining problems, students consider the functional and non-functional requirements of a solution through interacting with clients/stakeholders and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop solutions to complex problems and evaluate their solutions and existing information systems, based on a broad set of criteria, including connections to existing policies and their enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.Students have opportunities to become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions individually, collaboratively and interactively for sharing in online environments, students should comply with legal obligations, particularly with respect to the ownership of information.

Irene McCormack Catholic College

Year 10 - Digital Technologies Scheme of Assessment 2021

Assessment type Task weightings Task Due Date Syllabus Links

Grok LearningIntro to HTML/CSS

15% Task 1: Completion of fast-paced eight-module walkthrough of the basics of HTML5 and CSS3. Week 9 - Term 1 Digital Implementation

Research Project on Disruptive

Innovation/Technology15% Task 2: PowerPoint Presentation of their Research project of

at least 6 disruptive innovations. Week 9 - Term 1Processes & Production Skills

Collecting, Managing and Analysing data

Lego Engineering STEM 15%

Task 3: Students are assessed based on the problem-solving activity that is intended to encourage creativity, system thinking and design thinking.

Week 8 - Term 2

Processes & Production SkillsEngineering STEMSystem Thinking

Grok LearningNetworking - Cyber

Security15%

Task 4: Students complete 4 modules which assess their computational thinking skills (decomposition, pattern recognition and algorithm) as well as their problem solving and their understanding of Cyber Security.

Week 8 - Term 2 Digital Implementation

Minecraft EducationHour of Code & AI 20% Task 5: Students are assessed based on the completion of

Activities in Minecraft. Week 8 - Term 3 Digital Implementation

MakeCode ArcadeCS intro #2 15% Task 6: Students are assessed based on the completion of

Projects based tasks. Week 7 - Term 4 Digital Implementation

Computer System 5% Task 7: Theory Test. Students are tested on their knowledge and understanding of computer system. Week 7 - Term 4 Digital Systems

Total 100%

TERM 1

WEEKRESOURCES

&PREPARATION

TEACHING FOCUSWEST AUSTRALIAN CURRICULUM LINKSLESSON ONE – GROK LEARNING

INTRO TO HTML/CSS (2 HOURS) LESSON TWO – RESEARCH PROJECT (1 HOUR)

1 Computer Grok Learning online

platform

Intro to HTML/CSSA fast-paced eight-module walkthrough of the basics of HTML5 and CSS3. Discover what HTML5 and CSS3 are, how they work, and how you can tame them in order to build your first website from scratch!

Module 1: What is HTML and CSS?1. HTML Tags2. Document structure3. Styles

Research Project: Disruptive Technologies/Innovations What is Disruptive Innovation? Students study one disruptive innovation every week. Students put their finding into a PPT

o What is it?o How does it work?o Impact on society

Knowledge & UnderstandingRepresentation of Data Simple compression of data and how content

data is separated from presentation data (ACTDIK035)

Collecting Managing & Analysing Data Apply techniques for acquiring, storing and

validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)

Analyse, visualise and model processes and entities, and their relationships, using structured data (ACTDIP037)

Processes & Production SkillsDigital Implementation Design plans, using a sequence of steps, and

represent them diagrammatically and in English, to solve a problem and to predict output for a given input to identify errors

Implement and modify solutions, that include user interfaces within a programming environment, including the need for choice of options and/or repeating options

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

Computational Thinking

Design Thinking


platform

Module 2: Colours, alignment, links, and images1. Strong, em and br2. Colours and alignment3. Links4. Images


platform

Module 3: HTML document structure and lists1. Head and body2. Title and link elements3. Lists4. List styling

Artificial Intelligence Internet of Things (IoT) Space Colonisation 3D Printing Medical Innovations High-Speed Travel Robotics

Blockchain Technology Cryptography Autonomous Vehicles Cloud Computing Advanced Virtual Reality Renewable Energy Digital Divide Digital Convergence


platform

Module 4: CSS classes, margins, borders, and padding1. Classes2. Margin, border and padding3. More styling tricks


platform

Module 5: Web fonts and the CSS box model1. Recap and divs2. Web fonts3. Border box

4. Finale question


platform

Module 6: Overriding styles, backgrounds, and the display property1. Overriding styles2. More on backgrounds3. CSS display property4. Online shopping


platform

Module 7: Semantic HTML and CSS child selectors1. Semantic HTML2. Child selectors3. Vertical alignment4. Articles and Aside5. Sections


platform

Module 8: Navigation, menus, and the CSS :hover pseudo-class1. Navigation2. Hover3. Menus4. Design


platform Catch-up & Submission


platform Catch-up & Submission Portfolio submission

TERM 2

WEEKRESOURCES

&PREPARATION

TEACHING FOCUSWEST AUSTRALIAN CURRICULUM

LINKSLESSON ONE – LEGO ENGENEERING – STEM(2 HOURS)

LESSON TWO – GROK LEARNINGNETWORKING - CYBER SECURITY (1 HOUR)

1-2

Computer Lego technic Grok Learning

Platform

Group ProjectStudents choose to build a machine using Lego technic: Remote Control Car Parking Automatic Gate Blow Bubble Machine

What is an Engineering Notebook? One of the goals of the project is to recognize the engineering design process, the journey that a team makes in the phases of the creating their robot, and the running a team including: Problem Definition Information Gathering Brainstorming Solutions Concept Design Production System Level Design Testing Design Improvement

Grok Learning: Networking – Cyber Security

Learn the techniques and code to start you on your way to becoming a cyber security expert! This Challenge is a part of the Schools Cyber Security Challenges series, developed by the Australian Computing Academy in partnership with AustCyber, ANZ, BT, Commonwealth Bank, NAB and Westpac.

Module 1: Communicating through networks

Student Activities1. Introduction to networks2. Using the micro:bit3. Scrolling and sleeping4. Introducing the radio

Processes & Production SkillsCreating Solutions By: Investigating & Defining Designing Producing & Implementing Evaluating Collaborating & Managing

Knowledge & UnderstandingRepresentation of Data Simple compression of data and how

content data is separated from presentation data (ACTDIK035)

Collecting Managing & Analysing Data Apply techniques for acquiring, storing

and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)


3-4 Computer Lego technic Grok Learning

Platform

Throughout the process of building and designing a robot, teams will draw ideas on paper, encounter obstacles, and learn valuable lessons. This is where teams will use an engineering notebook. These notebooks follow the team from kickoff throughout the project. Teacher reviews a team’s engineering notebook to better understand the journey, design, and team.The engineering notebook is a documentation of the team plans, and the robot design. This documentation should include sketches, discussions and team meetings, design evolution, processes, obstacles, and each team member’s thoughts throughout the journey for the entire project. Teams must create an entry in their journal for each lesson.

What is Engineering Videos series

Module 1: Communicating through networks

Student Activities5. Repeating things6. Receiving messages7. Creating networks8. Snooping around

Digital Implementation Design algorithms represented

diagrammatically and in structured English, including iteration (ACTDIP040)

Validate algorithms and programs using common acceptable methods (ACTDIP040)

Implement data storage and organisation techniques within a programming environment (ACTDIP041)

Create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities (ACTDIP043)

5-6


Platform

Module 2: Addressing in a network

Student Activities1. Introduction2. Using buttons3. Structuring a packet4. Packet unpacking5. Adding source6. Receiving7. Wrap up

7-8


Platform

Module 3: Routing packets through networks

Student Activities1. Welcome to Module 32. Routing in networks3. Packet structure4. Routing table5. DNS6. Project: The complete network

9-10


Platform

Assessment: Self-evaluation Peer evaluation

Module 4: Network securityStudent Activities1. Intro2. Types of networks3. The OSI Model4. Man in the middle5. Diffie-Hellman6. Playground

11 Computer Engineering Notebook Submission

TERM 3

WEEKRESOURCES

&PREPARATION

TEACHING FOCUSWEST AUSTRALIAN CURRICULUM LINKS

LESSON ONE – ROBOTICS MBOT(1 HOUR)

LESSON TWO – MINECRAFT EDUCATION(2 HOURS)

1

Computer mBot robot Cables mBlock IDE online mLink Driver Lesson instructions in

OneNote

Robotics mBotThis course is a comprehensive introduction to the mBot STEM robotics platform. This course is organised in Lessons with scaffolding guided exercises and challenge exercises.

Student Activities Blink - The onboard LED light blinks red for 1 second and

then turn off for 1 second. Repeated this process for 10 times.

Alternating blink - The left onboard LED light begins to flash blue for 1 second and then turns off, at this time, the right one begins to flash blue for 1 second and then turns off. This process repeats without stop.

Random colour - Change colours of the LEDs on board randomly every 1 second using random numbers.

Coding FUNdamentals These 18 Block-based lessons are split into 3 blocks! These lessons aim at showcasing the coding journey from learning about algorithms, sequencing and loops to conditionals, operators, events, variables and functions.

Download and Install Minecraft Education

Block 3 – Lesson 1: The ExperimentTell students that while testing our latest time traveling device, we're stuck in a time loop. This loop is sending us to random times. We must use our coding powers to overcome the obstacles and find our way to the time gate.

Student ActivitiesActivity 1: Lava SwimActivity 2: The ClimbActivity 3: BuildingActivity 4: Change the World!Activity 5: Make it Rain!


Representation of Data Binary is used to represent data in digital

systems

Digital Implementation Design plans, using a sequence of steps, and





Design Thinking

System Thinking

2


OneNote

Student Activities Press button to play - When the onboard button is

pressed, the buzzer sounds; when it is loosened, the buzzer does not sound.

Play a piece of music - When an onboard button is pressed, the onboard buzzer will play Little Star.

Ambulance sound - Each time you press the onboard button, the onboard buzzer will play a sound of ambulance.

Block 3 – Lesson 2: Dinosaur RunTell students: Today you will be investigating and becoming more familiar with Events. Remember Events are what causes things to happen. Knowing this, let's see how you will use events to handle these challenges.

Student ActivitiesActivity 1: Dinosaur SneakActivity 2 - 4: Navigating the TempleActivity 5: Powering the Gate

3 Computer mBot robot Cables mBlock IDE online mLink Driver Lesson instructions in

OneNote

Student Activities Sound gradient - The onboard buzzer plays a tone rising

sound. Brightness gradient - The onboard LED lights red and the

brightness increase gradually. When the brightness reaches a certain value, the onboard LED turns off. Repeat this process.

Simulate an ambulance - Press the onboard button and mBot gives warning light and sound while its moving forward, so as to simulate an ambulance.

Block 3 – Lesson 3: Rome Sweet RomeTell students: today you will be investigating and becoming more familiar with utilizing all the skills you have been learning about in this course. We are going to create an app to build some columns in Ancient Rome for us. We are not going to do anything super fancy but we are going to use the tools we know in such a way that the columns will be built for us.

Student ActivitiesActivity 1: ColumnsActivity 2: A Little HelpActivity 3: Pretty Things

4


OneNote

Student ActivitiesChristmas Light – Christmas Song You are required to prototype a led string light that is ideal

for Christmas and outdoor party. The Led string light should include at least three (3) kinds

of light effect mode that can be changed by a push button controller.

The led string light should feature the following functions: flashing, fading and blinking of a set of LED lights.

Block 3 – Lesson 4: Wild WestTell students: today you will be investigating and becoming more familiar with utilizing all the skills you have been learning about in this course. We are going to the American frontier circa 1850. The gold rush is in full swing, and small mining towns are popping up all over the west.

Student ActivitiesActivity 1: Mine the ResourcesActivity 2: Starter HousesActivity 3: Town Hall

5


OneNote

Student Activities Move in Square – Move in Circle Move along the M-shaped track - Press the onboard

button and mBot moves in a M-shaped track in the set order.

Singing and Dancing robot

Block 3 – Lesson 5: We need beets!Tell students: Today you will be investigating and becoming more familiar with utilizing all the skills you have been learning about in this course. We are going to get the Agent to plant beets for us today as we will be visiting the future.

Student ActivitiesActivity 1: Learn to PlantActivity 2: Planting ContinuesActivity 3: Multiple RowsActivity 4: Planting Even More Rows

6


OneNote

Student Activities Control movement, sound and light - On the computer

keyboard, press the ↑ key and mBot moves forward; press SPACEBAR and mBot onboard LED lights green; press the number 1 key, and the mBot onboard buzzer sounds.

Balloon Battle

Block 3 – Lesson 6: Coding ChallengeStudents will be building collaboratively a coding challenge / coding challenges for their peers to solve. They need to come up with story and the challenge. The challenge needs to involve at least 2 of the concepts that were covered in this course.

Student ActivitiesLESSON RUNDOWN:• 10-15 min – Review• 10-15 min – Planning, forming groups• 40-45 min – Collaborative build• 5-10 min – Swapping the builds• 10-15 min – Coding puzzles solution• 5-10 min – Wrap-up

7 Computer mBot robot Cables mBlock IDE online mLink Driver Lesson instructions in

OneNote

Student Activities Value of the light sensor - When the ambient light around

the light sensor is changed, the mBlock stage will show in real time the readings of the onboard light sensor.

Stage background brightness - mBlock stage background brightness changes as the ambient light changes.

Cliff detection - Let mBot move forward on a white table (or other light color table) and stop it when it gets to the edge of the table surface.

Seymour IslandA multiplayer coding adventure, which takes up to 30 students, through a series of 8 unique coding tasks together.This 2-3 hour activity will bring a class of students on a coding adventure. Initially beginning on the high seas, with Captain Pappert, the students will eventually find themselves shipwrecked on Seymour Island.

Student ActivitiesActivity 0: Getting started with your agent - (Beginner)Activity 1: The Fish and Melon - (Beginner)Activity 2: Autominer 1 - (Beginner)Activity 3: Autominer 2 - (Intermediate)

8


OneNote

Student Activities Stop automatically in front of a barrier - mBot moves in a

certain speed and stops automatically before a barrier. Avoid barriers - mBot starts when the onboard button is

pressed and moves in a certain speed. When there is a barrier in front, mBot will turn right; when there is not, mBot keeps moving forward.

Sumo mBot

Seymour IslandA multiplayer coding adventure, which takes up to 30 students, through a series of 8 unique coding tasks together.

Student ActivitiesActivity 4: Autominer 3 - (Advanced)Activity 5: Fish Unloading - (Intermediate)

9


OneNote

Student Activities Value of the line-follower sensor - Display, by a panda

speaking, the value of the line-follower sensor on the stage in real time.

Simple line follow program - Let mBot move along a black track on a light-colour surface.

Seymour IslandA multiplayer coding adventure, which takes up to 30 students, through a series of 8 unique coding tasks together.

Student ActivitiesActivity 6: Shocking Discoveries - (Intermediate)Activity 7: Multiplayer Maze 1 - (Beginner)Activity 8: Multiplayer Maze 2 - (Intermediate)

10 Assessment Submission PTT Portfolio Submission

TERM 4

WEEKRESOURCES

&PREPARATION

TEACHING FOCUSWEST AUSTRALIAN CURRICULUM LINKS

LESSON ONE – MAKECODE ARCADECS INTRO #2 – (2 HOURS)

LESSON TWO – COMPUTER SYSTEM(1 HOUR)

1.

Computer Microsoft MakeCode

Arcade Platform OneNote

MakeCode Arcade Introduction What’s MakeCode Arcade? How to access to it? MakeCode Arcade provides a programming environment specifically for the hardware of open source game consoles. Although different in type, the hardware’s main purpose is to design their own games. Arcade allows you to run games you made on multiple hardware that supports this platform. Ok, let’s unveil Arcade.Open your browser, go to https://arcade.makecode.com/Students complete a collection of courses and tutorials built for the Arcade.

Functions Functions Intro Reducing Redundancy with Functions Using Extensions Project

ICT Systems Types of Computer Input and Output Devices

Knowledge and UnderstandingDigital systems Methods of data transmission and security in

wired, wireless and mobile networks Specifications of hardware components and

their impact on network activities


Digital Implementation Design plans, using a sequence of steps, and





Design Thinking

2.



Logic Logic Intro If and Else Multiplayer Booleans Validating User Input Logic in Loops Project

Processing & Motherboard

3.



Tilemap Tilemap Intro Interactions Using Corgio Extension Project

Memory & Storage

4. Computer Computer Language – Binary Code

https://arcade.makecode.com/

Microsoft MakeCode Arcade Platform

OneNote

Arrays Arrays Intro String Arrays Sprite Arrays Tile Arrays Project

5.



Unit 2 Review Side Scroller Blockbuster Film Functionally the Same

Unit 2 Project

Operating System & Software Applications

6.



Unit 2 Project Networking & The Internet

7. Computer PORTFOLIO SUBMISSION Assessment - Theory Test on Computer Systems8. Marking and Marks release Marking and Marks release9. No classes No classes

Knowledge and Understanding Processes & Production Skills

Digital systems Representation of Data

Collecting Managing &

Analysing Data

Digital ImplementationCreating Solutions By:

Investigating & Defining Designing Producing & Implementing

Evaluating Collaborating & Managing

Role of hardware and software in managing, controlling and securing access to data, in networked digital systems (ACTDIK034)

Simple compression of data and how content data is separated from presentation data (ACTDIK035)

Apply techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)

Design algorithms represented diagrammatically and in structured English, including iteration (ACTDIP040)

Identify the needs of the client/stakeholder to determine the basis for a solution (WATPPS61)

Apply design thinking, creativity, enterprise skills and innovation to develop, modify and communicate design ideas of increasing sophistication (WATPPS64)

Select, justify, and safely implement and test appropriate technologies and processes, to make solutions (WATPPS66)

Analyse design processes and solutions against student developed criteria (WATPPS67)

Work independently, and collaboratively to manage projects, using digital technology and an iterative and collaborative approach. Considers time, cost, risk, safety, production processes, sustainability and legal responsibilities (WATPPS68)

Validate algorithms and programs using common acceptable methods (ACTDIP040)


Implement data storage and organisation techniques within a programming environment (ACTDIP041)

Create and critique briefs to solutions (WATPPS62)

Design possible solutions, analysing designs against criteria, including functionality, accessibility, usability and aesthetics using appropriate technical terms and technology (WATPPS65)

Create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities (ACTDIP043)

Investigate components/resources to develop increasingly sophisticated solutions, identifying and considering associated constraints (WATPPS63)

YEAR 10 DIGITAL TECHNOLOGIES ASSESSMENT POINTERS

AExcellent achievement

BHigh achievement

CSatisfactory achievement

DLimited achievement

EVery low achievement

Knowledge and understanding

Digital systems Compares the role of hardware and software in managing, controlling and securing access to data in networked digital systems, using a range of appropriate examples.

Explains the role of hardware and software in managing, controlling and securing access to data in networked digital systems, using appropriate examples.

Describes the role of hardware and software in managing, controlling and securing access to data in networked digital systems.

Identifies a role of hardware and software in managing, controlling and securing access to data in networked digital systems.

Does not meet the requirements of a D grade.

Representation of data Compares the process of simple compression of data and explains how content data is separated from presentation data.

Explains the process of simple compression of data and describes how content data is separated from presentation data.

Describes the process of simple compression of data and how content data is separated from presentation data.

States that data is compressed and that content data is separated from presentation data.


Processes and production skills

Collecting, managing and analysing data

Applies appropriate techniques for acquiring, storing and validating quantitative and qualitative data from a range of relevant sources, and explains appropriate privacy and security requirements.

Applies appropriate techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, and considers privacy and security requirements.

Applies techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, and considers privacy and security requirements.

Inconsistently applies techniques for acquiring, storing and validating data, with no references to privacy and security requirements.


Analyses, visualises and models relevant and complex processes and entities, and their relationships, using structured data.

Analyses, visualises and models relevant processes and entities, and their relationships, using structured data.

Analyses, visualises and models processes and entities, and their relationships, using structured data.

Visualises and models processes and entities ineffectively, using irrelevant data.


BHigh achievement




Digital implementation Creates an appropriate and logical design for algorithms, correctly represented diagrammatically and in structured English, including iterations.

Creates an appropriate design for algorithms represented diagrammatically and in structured English, including iterations.

Creates a design for algorithms represented diagrammatically and in structured English, including iterations.

Creates an incomplete or minimal design for algorithms.


Validates algorithms and programs efficiently using relevant, commonly acceptable methods.

Validates algorithms and programs, using relevant, commonly acceptable methods.

Validates algorithms and programs, using commonly accepted methods.

Provides a simple validation of algorithms and programs; however, some parts are incomplete and/or incorrect.

Implements and applies efficient data storage and organisation techniques within a programming environment.

Implements and applies data storage and organisation techniques within a programming environment.

Implements data storage and organisation techniques within a programming environment.

Implements incorrect and/or inefficient data storage and organisation techniques within a programming environment.

Consistently creates and uses interactive solutions for sharing ideas and information online, relevant and engaging for the user, and taking into account appropriate social contexts and legal responsibilities.

Creates and uses interactive solutions for sharing ideas and information online, relevant to the user, and taking into account social contexts and legal responsibilities.

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

Creates incomplete and/or incorrect interactive solutions for sharing ideas and information online.


Processes and production skills – Creating solutions by:

Investigating anddefining

Explains the needs of the client/stakeholder to determine the basis for a solution.

Describes the needs of the client/stakeholder to determine the basis for a solution.

Identifies the needs of the client/stakeholder to determine the basis for a solution.

Lists some needs of the client/stakeholder to determine the basis for a solution.


Creates and provides detailed and valid critiques of briefs.

Creates and critiques detailed briefs.

Creates and critiques briefs. Provides a brief critique, but comments are mostly irrelevant.

Investigates a range of relevant components/resources to develop and justify increasingly sophisticated solutions, identifying and considering associated constraints.

Investigates a range of relevant components/resources to develop increasingly sophisticated solutions, identifying and considering associated constraints.

Investigates components/resources to develop increasingly sophisticated solutions, identifying and considering associated constraints.

Lists familiar components and/or resources to develop solutions, briefly identifying some associated constraints.


BHigh achievement




Designing Applies complex design thinking, creativity, enterprise skills and innovation to develop, modify and communicate design ideas of increasing sophistication.

Applies detailed design thinking, creativity, enterprise skills and innovation to develop, modify and communicate design ideas of increasing sophistication.

Applies design thinking, creativity, enterprise skills and innovation to develop, modify and communicate design ideas of increasing sophistication.

Provides simple ideas for design, creativity, enterprise skills or innovation in an attempt to develop and communicate design ideas.


Creates effective design solutions, using a range of relevant examples to critically analyse designs against criteria, including functionality, accessibility, usability and aesthetics, using appropriate technical terms and technology.

Creates appropriate design solutions, using some relevant examples to analyse designs against criteria, including functionality, accessibility, usability and aesthetics, using appropriate technical terms and technology.

Designs possible solutions, analysing designs against criteria, including functionality, accessibility, usability and aesthetics, using appropriate technical terms and technology.

Designs possible but simple solutions, analysing designs against criteria, including functionality and aesthetics, using some appropriate technical terms and/or technology.

Producing and implementing

Selects, justifies, and safely implements and tests appropriate technologies and processes, with modifications to make complex solutions.

Selects, justifies and safely implements and tests appropriate technologies and processes, with modifications to make solutions.

Selects, justifies and safely implements and tests appropriate technologies and processes to make solutions.

Selects and safely implements some appropriate technologies and processes to make simple solutions.


Evaluating Provides a comprehensive analysis of design processes and justifies solutions against student-developed criteria, using a range of relevant examples.

Provides a detailed analysis of design processes and explains solutions against student-developed criteria, why relevant examples.

Provides a relevant analysis of design processes and solutions against student-developed criteria.

Provides a simple and brief analysis of design processes and solutions, using student-developed criteria.


Collaborating and managing

Consistently works independently and collaboratively to effectively manage projects, considering time, cost, rich, safety, production processes, and sustainability and legal responsibilities. Using suitable digital technology and an iterative and collaborative approach.

Works independently and collaboratively to effectively manage projects, considering time, cost, rich, safety, production processes, and sustainability and legal responsibilities. Using suitable digital technology and an iterative and collaborative approach.

Works independently and collaboratively to manage projects, considering time, cost, rich, safety, production processes, and sustainability and legal responsibilities. Using digital technology and an iterative and collaborative approach.

Works independently, and collaboratively to manage some projects, using simple digital technology. Refers briefly to some time, cost, risk, safety, production processes, sustainability and/or legal responsibilities.


© School Curriculum and Standards Authority, 2016

Documents

Year 10 Digital Technologies · Web viewBlock 3 – Lesson 3: Rome Sweet Rome Tell students: today you will be investigating and becoming more familiar with utilizing all the skills