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Year 1Digital Technologies Program

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

Integration Assistance: Teacher

Created By: Janine Comber

Stage 1 – Year 1

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.


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.


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)


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

Digi

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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.


Scope and Sequence – Semester 2 Term 3 Year 1

Term Week Content/UnitNumber

of periods

Outcomes Project Resources

32014

1-3 Typing – 15 minutes at the beginning of each lessonHSIE/ English (Narrative) - Transport – Write a story about a Magical Mode of Transport - Snappy

3 2.1, 2.3, 2.4 Task 1:- My Magical Transport – Snappy StoryDue: Week 4 term 3

Snappy, computers, microphone, internet.

4-5 Typing – 15 minutes at the beginning of each lessonHSIE - Most common modes of transport – graphing and spreadsheet activity.

2 2.2, 2.3 Task 2:- Survey and graph modes of transportDue: Week 5 term 3

MS Excel, computers, scaffold task – paper recorded sheet and spreadsheet file.

6-8 Typing – 15 minutes at the beginning of each lessonProgramming – 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 3:- Find The Treasure.Due: Week 8 term 3

Bee Bots, MS Word, Bee Bots maps.

9 Typing – 15 minutes at the beginning of each lessonEnglish – (Narrative) Aboriginal Dreamtime Story – write story, draw/scan/photograph images and add to Snappy

1 2.1, 2.3, 2.4,

2.5, 2.6

Task 4:- Aboriginal Dreamtime StoryDue: Week 1 term 4

Snappy, computers, microphone, internet, http://www.rmwebed.com.au/hsie/y10/abc/dreamtime/dreamtime.htm


http://www.rmwebed.com.au/hsie/y10/abc


Scope and Sequence – Semester 2 Term 4 Year 1

Term Week Content/UnitNumber

of periods

Outcomes Project Resources

42014

1-2 Typing – 15 minutes at the beginning of each lessonEnglish – (Narrative) Aboriginal Dreamtime Story – write story, draw/scan/photograph images and add to Snappy to replicate the story.

2 2.1, 2.3, 2.4, 2.5, 2.6

Task 5:- Aboriginal Dreamtime StoryDue: Week 1 term 4

Snappy, computers, microphone, internet, http://www.rmwebed.com.au/hsie/y10/abc/dreamtime/dreamtime.htmType Quick

3-4 Typing – 15 minutes at the beginning of each lessonHSIE - Table - Weather mapping using symbols – MS PowerPoint slide – dragging weather symbols to the right area.

2 2.1, 2.2, 2.3, 2.5

Task 6:- Weather Symbols – Mapping the WeatherDue: week 2 term 4

MS Word, computers, internet, recording sheet for weather, MS PowerPoint, http://www.weather.com/weather/today/-33.300133,151.191101?par=googleoneboxType Quick

5-6 Typing – 15 minutes at the beginning of each lessonHSIE - Photo Collage – Season images using a table in MS Word or in Picasa.

2 2.1, 2.2, 2.3, 2.4,

Task 7:- Collage of Season ImagesDue: week 4 term 4

MS Word, internet, scaffold of each season in a table, Picasa, Type Quick, computers

7-9 Typing – 15 minutes at the beginning of each lessonMaths – Measuring the weather conditions, recording and then graphing them in a spreadsheet.

3 2.1, 2.3, 2.6 Task 8:- Measuring the Weather ConditionsDue: week 6 term 4

Type Quick, internet, MS Excel, http://www.weather.com/weather/today/-33.300133,151.191101?par=googleonebox,Computers, scaffold - spreadsheet

10 Typing – 15 minutes at the beginning of each lesson 1 2.1 Type Quick, computers


http://www.weather.com/weather/today/-33.300133,151.191101?par=googleonebox






Topic One: Transport (Getting About)Timing: 9 weeks

Topic 1 - Transport (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 Description Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegKnowledge and Understanding playing with and using different digital systems

for transferring and capturing data. for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past

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

Processes and Production Skills 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

1. What is transport?2. Discuss what modes of transport

are available, using pictures.3. Using the scaffold, write a story

about a Magical Mode of Transport.

4. Research for some pictures to represent your Magical Mode of Transport.

5. Create a new Snappy Project – named My Magical ???

6. Choose the background design.7. Import the images and sounds

into Snappy and save the project.8. Create a separate slide for each

part of your story about a Magical Mode of Transport. Students are using images, text and audio to tell the story.

2.12.32.4

Task 1:- My Magical Mode of Transport– Snappy StoryDue: Week 4 Term 3

Snappy program, Computers, microphone, internet, Resources folder for students – images & sounds


Content Description Teaching Strategies/Activities Outcomes Assessment Adjustments Resources Reg 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

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

Content Description Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegKnowledge and Understanding 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

1. Different modes of transport to get to school.

2. Survey the class and collate the results on the board using MS Excel.

3. Create the graph to display the results and add their name into the title.

4. Save the graph and the print it.

2.2, 2.3 Task 2: Most common modes of transport – graphing resultsDue: week 5 term 3

Task could be completed as a class.

MS Excel, computers, class survey results, class scaffolded spreadsheet

Content Description Teaching Strategies/Activities Outcomes Assessment Adjustments Resources Reg


Knowledge 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. Instruct students on how the Bee Bots work and what the cards are for.

2. Bee Bots can only move 1 square forward and one instruction at a time, no going through water but can go over bridges.

3. Step through one example of how to navigate a Bee Bot with a set of given instructions.

4. Explain the process of solving the problem (finding the treasure) in small groups.

5. Students work in small groups of 2/3 to come up with the solution using the scaffold form. They circle to appropriate step in sequence.

6. Students hand in their group solutions.

7. If time permitting, students can work through the second map or harder challenge.

2.1, 2.4 Task 3: Problem solving – Finding Hidden TreasureDue: week 8 term 3

Extension:Students requiring extension could create their own map and instructions to get to their treasure, sharing it with another group.Support:Students can work to complete the task with teacher and a scaffolded version of the task.

Bee Bots computers, Bee Bot maps, Bee Bot software, instruction cards – Bee Bots


Content Description 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

Processes and Production Skills 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



sharing ideas about the ways information systems are being used by families and friends In everyday life, for example comparing current digital play equipment with play equipment of 20 years ago

planning and creating text, drawings and sound files to share online, for example Jointly creating a photo story to Illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story

1. Students read through three Aboriginal Dreamtime Stories in class and select one of them.

2. Students write, using a scaffold, their version of their chosen Dreamtime story.

3. Students record their own voice overs for the Dreamtime story.

4. Create a new Snappy Project – named ‘DreamTime Story – Student name’.

5. Choose the background design.6. Import the images and sounds into

Snappy and save the project.7. Create a separate slide for each part

of your story (4 slides approx.) Students are using images, text and audio to tell the story.

8. Discuss with students how Aboriginal Dreamtime stories were passed on to each generation in the past compared to this method.

2.1, 2.3, 2.4, 2.5,

2.6

Task 4: Aboriginal Dreamtime Story – recreate a story.Due: week 2 term 4

Extension:Students requiring extension could Support:Students can

Computers, internet, 3 Dreamtime Stories, http://www.rmwebed.com.au/hsie/y10/abc/dreamtime/dreamtime.htmSnappy program, microphone, resource folder – images and audio







Topic Two: Weather (Wet and Dry Environments)Timing: 10 weeks

Topic 1 – Weather (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 Description 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

Processes and Production Skills 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



sharing ideas about the ways information systems are being used by families and friends In everyday life, for example comparing current digital play equipment with play equipment of 20 years ago

planning and creating text, drawings and sound files to share online, for example Jointly creating a photo story to Illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story

9. Students read through three Aboriginal Dreamtime Stories in class and select one of them.

10. Students write, using a scaffold, their version of their chosen Dreamtime story.

11. Students record their own voice overs for the Dreamtime story.

12. Create a new Snappy Project – named ‘DreamTime Story – Student name’.

13. Choose the background design.14. Import the images and sounds into

Snappy and save the project.15. Create a separate slide for each part of

your story (4 slides approx.) Students are using images, text and audio to tell the story.

16. Discuss with students how Aboriginal Dreamtime stories were passed on to each generation in the past compared to this method.

2.1, 2.3, 2.4, 2.5,

2.6

Task 4: Aboriginal Dreamtime Story – recreate a story.Due: week 2 term 4

Extension:Students requiring extension could Support:Students can

Computers, internet, 3 Dreamtime Stories, http://www.rmwebed.com.au/hsie/y10/abc/dreamtime/dreamtime.htmSnappy program, microphone, resource folder – images and audio







Content Description 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 with patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21 , or that an email address has a name followed by an @symbol followed by another type of name





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

sharing and describing ways that common information systems can be used to meet communication needs, for example computers can be used as phones and social networking tools allowing communication between families living In different regions

1. Students’ talk about which weather symbols represent each season and types of weather.

2. Each day for one week students track the weather and note it down on their recording sheet.

3. Students bring the recording sheet with them to the lab.

4. Teachers direct how to click and drag the icons to represent the weather patterns of the last week.

5. Students open the MS PowerPoint scaffold and complete the task, placing their name in the space provided.

6. Students print their MS PowerPoint page.

2.12.22.32.5

Task 5:- Mapping the Weather Patterns - SymbolsDue: Week 4 Term 4

MS Word, computers, internet, recording sheet for weather, MS PowerPoint, http://www.weather.com/weather/today/-33.300133,151.191101?par=googleonebox

Content Description Teaching Strategies/Activities Outcomes Assessment Adjustments Resources Reg





Knowledge and Understanding playing with and using different digital systems

for transferring and capturing data. for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past

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

sorting objects and events based on easily Identified characteristics and using digital systems to represent patterns in data, for example sorting blrthdates and presenting the patterns using seasonal symbols



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


1. Students discuss what the four seasons are and examples of what they look like.

2. Students set up a new folder (‘seasons’) in their network drive.

3. Students research using Google search engine to find images of 2 different images of each season. Save them into the folder in their network drive.

4. Import them into Picasa and create a new Collage.

5. Add their name to the collage and print it.

2.1, 2.2, 2.3, 2.4

Task 6:- Photo Collage of the Four SeasonsDue: Week 6 Term 4

Support:Images can be provided for them if required.

MS Word, internet, scaffold of each season in a table, Picasa, Type Quick, computers


Content Description Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegKnowledge and Understanding playing with and using different digital

systems for transferring and capturing data. for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past






1. Students set up a temperature gauge and take the temperature each day and rainfall as a class using the scaffold provided.

2. Students are introduced to the set up spreadsheet for them to use to enter their results.

3. They save a copy to their network drive and enter the results in the spaces provided.

4. Students add their name, save the spreadsheet again and then print the charts of their graphed results.

2.1, 2.3 Task 7:- Measuring Weather Conditions and graphing itDue: Week 9 Term 4

Extension – Students can create the graph themselves.

Type Quick, internet, MS Excel, http://www.weather.com/weather/today/-33.300133,151.191101?par=googleonebox,Computers, scaffold - spreadsheet

Content Description Teaching Strategies/Activities Outcomes Assessment Adjustments Resources RegProcesses and Production Skills participating in safe online environments, for

example sharing ideas and information through Intranets, messaging only to people they know, bookmarked websites and moderated online spaces

1. Cybersafety – go through the videos in Hectors World as a class

2.6 Task 8:- Cyber Safety discussion – watch the videosDue: Week 10 Term 4

Type Quick, Hectors World Program.Do’s and don’ts pictures – worksheet.





Evaluation: Program and activities

Digital Technologies(Year 1) Class Teacher Students

Program

Activities


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