Year 8 Digital Technologies .au



30012158382Irene McCormack Catholic CollegeDigital Technologies714776-22699600Year 8 Digital Technologies2021 Course OutlineYear 8 Level DescriptionIn Year 8, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as decomposing problems, and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities. Students have opportunities to create a range of solutions, such as interactive web applications or simulations of relationships between objects in the real world. Students investigate the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, visualise and evaluate various types of data, and the complexities of storing and transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the data and related systems define and are limited by technical, environmental, economic and social constraints. Students further develop abstractions, identifying common elements, while decomposing apparently different problems and systems to define requirements; and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship between data elements to help computation. They progress from designing the user interface, to considering user experience factors, such as user expertise, accessibility and usability requirements. Students have opportunities to plan and manage individual and team projects. They consider ways of managing the exchange of ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online, students develop an understanding of different social contexts; for example, acknowledging cultural practices and meeting legal obligations.7693761695200Irene McCormack Catholic CollegeYear 8 - Digital TechnologiesScheme of Assessment 2021Assessment typeTask weightingsTaskDue DateSyllabus LinksCS in SFPart 215%Task 1: Students build, remix and share animations, games, stories, music and art, in a collaborative environment.Week 9 - Term 1Digital ImplementationGrand Design2d Floor Plan3D Model15%Task 2: Students are assessed based on the completion of a 2D-3D House Floor Plan, a 3D model of a house and a Flyer promoting their Grand Design Architectural House. Portfolio of work in PPT. Week 9 - Term 1Processes & Production SkillsCollecting, Managing and Analysing dataLego Engineering 15%Task 3: Students are assessed based on the problem-solving activity thatis intended to encourage learners to apply the knowledge they have gained from both the different principle models and/or the main model concerning the simple machine in focus.Week 8 - Term 2Processes & Production SkillsEngineering STEMSystem ThinkingIntroduction to CodingRapid Router15%Task 4: Students complete 60 levels which assess their computational thinking skills (decomposition, pattern recognition and algorithm) as well as their problem solving and their understanding of programming principles.Week 8 - Term 2Digital ImplementationPTT Drawing a CharacterPTT Animation10%Task 5: Portfolio of workWeek 9 - Term 3Processes & Production SkillsRepresentation of DataMinecraft EducationHour of Code & AI15%Task 6: Students are assessed based on the completion of Projects based learning in Minecraft.Week 8 - Term 4Digital ImplementationComputer System15%Task 7: Theory Test. Students are tested on their knowledge and understanding of computer system.Week 8 - Term 4Digital SystemsTotal 100%term 1WeekResources&PreparationTeaching FocusWest Australian curriculum linksLesson One – CS in SF – Part 2Lesson Two – Grand Design1ComputerScratch online platformFloor Planner online platformClassroom expectationsReview DT programTask 3.7 IF-ELSEStudents search for Boolean operators and conditional statements (known by their pointed edges), in a Scratch Scavenger?Hunt.Students compare IF-ELSE and NOT statements in a challenge?where the background changes as a sprite moves across the stage.Classroom expectationsIn this 3–4-day project, students create a floor plan of your dream house. Understand how to use and combine the tools in Floor Planner to create a drawing up of a house floor plan and experimenting with real products, colours and textures.Processes & Production SkillsCreating Solutions By:Investigating & DefiningDesigningProducing & ImplementingEvaluatingCollaborating & ManagingRepresentation of DataBinary is used to represent data in digital systemsDigital ImplementationDesign 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 errorsImplement 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 contextsComputational ThinkingDesign Thinking2ComputerScratch online platformFloor Planner online platformTask 3-8 Line FollowerStudents create a simulation!??The cat always finds and follows the black line. The cat is not on a predetermined route. It takes environmental input and finds a black line to follow.Day 2 – Students continue designing a floor plan of your dream house. Understand how to use and combine the tools in Floor Planner to create a drawing up of a house floor plan and experimenting with real products, colours and textures.3ComputerScratch online platformFloor Planner online platformTask 3-9 Slide ShownStudents build a slideshow. They use If-Else statements to signify the first and last slide and make a character appear on one specific slide.Slideshows are a great way to tell stories and it maybe something your students explore for their mid-term or final project.Day 3 – Students continue designing a floor plan of your dream house. Understand how to use and combine the tools in Floor Planner to create a drawing up of a house floor plan and experimenting with real products, colours and textures.4ComputerScratch online platformFloor Planner online platformTask 4-2?Maze Interactive ControlsIn this 3-day project, students design and write Pseudocode for their Maze Game. Day1, students will create a maze backdrop using the art tool and make interactive controls that move a sprite around the stage.Day 4 – Students continue designing a floor plan of your dream house. Understand how to use and combine the tools in Floor Planner to create a drawing up of a house floor plan and experimenting with real products, colours and textures.5ComputerScratch online platformSketchUp online platformTask 4-3 Maze Game – IFDay 2, students will repeatedly test if a sprite touches the wall. If the sprite does touch wall, do something. If the sprite makes it to the end of maze, create a reward.In this 3–4-day project, students create a 3D model of their own house. Understand how to use and combine the tools in SketchUp to create a 3D model of a house.6ComputerScratch online platformSketchUp online platformTask 4-4 Maze Game -TreasureIn Day 3, students will add objects to collect in their maze game. Students will use a variable to set and increment the score as each object is collected.Day 2– Students continue designing a 3D model of their dream house. Understand how to use and combine the tools in SketchUp to create a 3D model of a house.7ComputerScratch online platformFloor Planner online platformTask 6-2 StampStudents choose from two projects to explore stamp tool in more depth. Enjoy creating cool art in scratch. Remember the magic angle in nature is 137.5°Day 3– Students continue designing a 3D model of their dream house. Understand how to use and combine the tools in SketchUp to create a 3D model of a house.8ComputerScratch online platformPowerPointTask 6-3 Animation CyclesStudents use?make-a-block?to?create two "animation cycle" blocks:?Jump?and?Spin.??Students create an animation using these new blocks.Day 4– Students continue designing a 3D model of their dream house. Understand how to use and combine the tools in SketchUp to create a 3D model of a house.9ComputerScratch online platformPowerPointTask 6-7 Pen ArtStudents draw a shape using the pen tool.? They will make a block for their shape, that they will repeatedly call, making a circle of shapes. Students should customize their art with the pen attributes of? color; shade; line thickness.?A PowerPoint presentation that contains all of the specified information and suits the target audience. One improvement made to the presentation after receiving feedback from a friend.Understand how to apply design skills in PowerPoint to suit a specific audience.10ComputerScratch online platformFloor Planner online platformTask 6-5 Unit Recap & AssessmentsStudents will demonstrate understanding of this unit's concepts by taking a unit assessment. Students will participate in a gallery walk to showcase their best work, give and receive feedback, and iterate to improve their project. Selected students will present their Impacts of Computing current event project.?Portfolio duePortfolio dueterm 2WeekResources&PreparationTeaching FocusWest Australian curriculum linksLesson One – Lego engeneering - stemLesson Two – Rapid Router1-2ComputerLego technicLEGO? Education BricQ Motion Essential SetBuilding InstructionStudent WorksheetRapid Router onlineWinning with ScienceThis unit will develop your students' understanding of forces and motion as they engage in and conduct investigations about the effects of balanced and unbalanced forces. They'll investigate the patterns in an object's motion, developing and sharpening their ability to predict future motion. Along the way, they'll develop their collaborative conversation skills as they effectively engage in a range of discussions. Track and FieldWhich can you do best? Running, jumping, or throwing? Let’s get out onto the track and find out!Build your EventUse the pictures on pages 2-3 in the building instructions book for inspiration.Your model must:Imitate a real track and field event by representing running, jumping, or throwingHave some moving mechanical partsInclude at least one MinifigureThis course aims to teach the first principles of computer programming that are covered in the new Computing curriculum. Students will develop their understanding of programming principles by learning how to use repeat loops, if statements and respond to changes in variables in Rapid Router. The activities focus on driving a delivery van around increasingly complex routes involving twists, turns and traffic lights.Rapid Router levels 1 to 19:Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructionsCreate and debug simple programsUse logical reasoning to predict the behaviour of simple programsUse technology purposefully to create, organise, store, manipulate and retrieve digital contentRecognise common uses of technology beyond schoolProcesses & Production SkillsCreating Solutions By:Investigating & DefiningDesigningProducing & ImplementingEvaluatingCollaborating & ManagingDigital ImplementationDesign 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 errorsImplement 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 contextsComputational ThinkingDesign ThinkingSystem Thinking3-4ComputerLego technicLEGO? Education BricQ Motion Essential SetBuilding InstructionStudent WorksheetRapid Router online Race CarThe light changes from red to green, and off you go! Did your pit team choose the right wheels? Will your team win?Pit StopBuilding instructions book “B," pages 4 – 18Experiment 1: Test CarTest your car with the medium-sized wheels to see how far it'll go.Pull the launcher back to position 5.Experiment 2: Let’s race!Now test your car with small gray wheels and the large white wheels.What did you see?Which forces did you observe?Did you see any patterns?Rapid Router levels 20 to 29:Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructionsCreate and debug simple programsUse logical reasoning to predict the behaviour of simple programsUse technology purposefully to create, organise, store, manipulate and retrieve digital contentRecognise common uses of technology beyond school5-6ComputerLego technicLEGO? Education BricQ Motion Essential SetBuilding InstructionStudent WorksheetRapid Router onlineFree ThrowExplore the motion of a basketball when scoring a three-point throw. Can you score a perfect basket every time?Build the CourtBuilding instructions book “B,” pages 20 - 38Experiment 1: Try it out!Set the pivot position to "1," throw distance to "2," and basket height to "1" on the blue numbered tiles.Try to score!Record your result on the graph on your Student Worksheet.Now turn the crank to increase the throw distance to positions 4, 6, and 8.Try to score, record your scores in the table.Experiment 2: Find the pattern!Change the height of the basket and the throw distance to position 2, and try to score.Record your score on the Student Worksheet.Now turn the crank to increase the throw distance to positions 4, 6, and 8.Record your scores.What did you see? Now raise the basket to position 3 and do the experiment again.Rapid Router levels 30 to 39:Understanding the repeat until functionUsing the if statement to decide on movement along the routeBeginning to understand the else if extension to the if statementUsing variables in the context of the colour of traffic lightsCreating and evaluating their own challenges and programs using the code skills learnt7-8ComputerLego technicLEGO? Education BricQ Motion Essential SetBuilding InstructionStudent WorksheetRapid Router onlineCheering Crowd – Problem Solving & Creative AssessmentStudents will explore the engineering design process in this final project, which tests their understanding of balanced and unbalanced forces. The race is nearly over. The runners come around the final bend, they can see the finish line, and the crowd goes wild! How Will You Do It?How can you use what you've already learned about forces and motion to create mechanisms that imitate some of the movements you saw in the video?How could you build an animated cheering crowd of Minifigures?Design And BuildDiscuss with your partner what you want to build. Build a moving model with at least one mechanism that represents a cheering crowd or celebration.Rapid Router levels 40 to 49:Understanding the repeat until functionUsing the if statement to decide on movement along the routeBeginning to understand the else if extension to the if statementUsing variables in the context of the colour of traffic lightsCreating and evaluating their own challenges and programs using the code skills learnt9-10ComputerLego technicLEGO? Education BricQ Motion Essential SetBuilding InstructionStudent WorksheetRapid Router onlineCheering Crowd – Problem Solving & Creative AssessmentStudents will explore the engineering design process in this final project, which tests their understanding of balanced and unbalanced forces. Design And BuildDiscuss with your partner what you want to build. Build a moving model with at least one mechanism that represents a cheering crowd or celebration.Awards CeremonyTest your model with your partner. How could it be even better? Get ready for a big class celebration!Rapid Router levels 59 to 60:Use the core programming commands appropriately in a visual languageUnderstand the repeat while commandDecompose the programming task into smaller partsIdentify sections of code which can be used several times and write a procedure for that sectionUse repeat loops within proceduresDevelop an initial understanding of Python as a text based language11ComputerBooklet submissionRapid Router Python level:Write code in Python without the support of BlocklyWrite simple programs in Python using code for simple movement e.g. v.move_forwards()term 3WeekResources&PreparationTeaching FocusWest Australian curriculum linksLesson One – Robotics mBotLesson Two - PTT Character Drawing1ComputermBot robotCablesmBlock IDE onlinemLink DriverLesson 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 ActivitiesBlink - 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.In this course you will learn how to use the Drawing and Shape tools to create/draw a cartoon character face in Microsoft PowerPoint (PPT).Character Face OneDrawing & Shape tools in PPT:Insert shapesArrange shapesFormat shapes (style, colours, size, rotate)Group shapesMerge shapesProcesses & Production SkillsCreating Solutions By:Investigating & DefiningDesigningProducing & ImplementingEvaluatingCollaborating & ManagingRepresentation of DataBinary is used to represent data in digital systemsDigital ImplementationDesign 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 errorsImplement 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 contextsComputational ThinkingDesign ThinkingSystem Thinking2ComputermBot robotCablesmBlock IDE onlinemLink DriverLesson instructions in OneNoteStudent ActivitiesPress 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.Character Face TwoDrawing & Shape tools in PPT:Insert shapesArrange shapesFormat shapes (style, colours, size, rotate)Group shapesMerge shapes3ComputermBot robotCablesmBlock IDE onlinemLink DriverLesson instructions in OneNoteStudent ActivitiesSound 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.Character Face ThreeDrawing & Shape tools in PPT:Insert shapesArrange shapesFormat shapes (style, colours, size, rotate)Group shapesMerge shapes4ComputermBot robotCablesmBlock IDE onlinemLink DriverLesson instructions in OneNoteStudent ActivitiesChristmas Light – Christmas SongYou 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.Assessment Task 1 - Draw a Face5ComputermBot robotCablesmBlock IDE onlinemLink DriverLesson instructions in OneNoteStudent ActivitiesMove in Square – Move in CircleMove along the M-shaped track - Press the onboard button and mBot moves in a M-shaped track in the set order.Singing and Dancing robotAssessment Task 2 - Draw an Animal6ComputermBot robotCablesmBlock IDE onlinemLink DriverLesson instructions in OneNoteStudent ActivitiesControl 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 BattleCreate Animated video in PowerPoint | Animated Vector Landscape: Part 17ComputermBot robotCablesmBlock IDE onlinemLink DriverLesson instructions in OneNoteStudent ActivitiesValue 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.Create Animated video in PowerPoint | Animated Vector Landscape: Part 28ComputermBot robotCablesmBlock IDE onlinemLink DriverLesson instructions in OneNoteStudent ActivitiesStop 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 mBotAssessment Task 3 – Create an Animation9ComputermBot robotCablesmBlock IDE onlinemLink DriverLesson instructions in OneNoteStudent ActivitiesValue 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.Assessment Task 3 – Create an Animation10Assessment SubmissionPTT Portfolio Submissionterm 4WeekResources&PreparationTeaching FocusWest Australian curriculum linksLesson One – Minecraft educationLesson Two – Computer SystemComputerMinecraft Education Software/WebsiteOneNoteHour of Code 2019 (AI)Program the Minecraft Agent to collect data about forest fires. Learn coding basics and explore a real-world example of artificial?intelligence.ICT SystemsTypes of ComputerKnowledge and UnderstandingDigital systemsMethods of data transmission and security in wired, wireless and mobile networksSpecifications of hardware components and their impact on network activitiesProcesses & Production SkillsCreating Solutions By:Investigating & DefiningDesigningProducing & ImplementingEvaluatingCollaborating & ManagingDigital ImplementationDesign 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 errorsImplement 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 contextsComputational ThinkingDesign ThinkingComputerMinecraft Education Software/WebsiteOneNoteMinecraft Code TownProgram the Minecraft Agent to solve coding challenges! Collect all the puzzle pieces scattered around the town to make the town portrait!Input and Output DevicesComputerMinecraft Education Software/WebsiteOneNoteHour of Code 2020 (Inclusion)Use block-based or Python code to bring two villages together. Students also explore themes of empathy, diversity, inclusion, and cooperation.Processing & MotherboardComputerMinecraft Education Software/WebsiteOneNoteMuseum HeistThis lesson is inspired by the new film WONDER WOMAN 1984!Memory & StorageComputerMinecraft Education Software/WebsiteOneNoteSeymour Island (AI)A multiplayer coding adventure, which takes up to 30 students, through a series of 8 unique coding tasks together.Activity 0: Getting started with your agent - (Beginner)Activity 1: The Fish and Melon - (Beginner)Activity 2: Autominer 1 - (Beginner)Computer Language – Binary CodeComputerMinecraft Education Software/WebsiteOneNoteActivity 3: Autominer 2 - (Intermediate)Activity 4: Autominer 3 - (Advanced)Operating System & Software ApplicationsComputerMinecraft Education Software/WebsiteActivity 5: Fish Unloading - (Intermediate)Activity 6: Shocking Discoveries - (Intermediate)Networking & The InternetComputerMinecraft Education Software/WebsiteActivity 7: Multiplayer Maze 1 - (Beginner)Activity 8: Multiplayer Maze 2 - (Intermediate)Assessment - Theory Test on Computer SystemsComputerMinecraft Education Software/WebsiteMarking and Marks releaseMarking and Marks releaseNo classNo classKnowledge and UnderstandingProcesses & Production SkillsDigital systemsRepresentation of DataCollecting Managing & Analysing DataDigital ImplementationCreating Solutions By:Investigating & DefiningDesigningProducing & ImplementingEvaluatingCollaborating & ManagingMethods of data transmission and security in wired, wireless and mobile networks (ACTDIK023)Binary is used to represent data in digital systems (ACTDIK024)Evaluate the authenticity, accuracy and timeliness of acquired data (ACTDIP025)Design the user experience of a digital system (ACTDIP028)Investigate a given need or opportunity for a specific purposeDesign, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technologySafely apply appropriate techniques to make solutions using a range of components and equipmentDevelop contextual criteria independently to assess design processes and solutionsPlan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and other required resourcesDesign 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 (ACTDIP029)Specifications of hardware components and their impact on network activitiesEvaluate and visualise data, using a range of software, to create information, and use structured data to model objects or events (ACTDIP026)Implement and modify solutions, that include user interfaces within a programming environment, including the need for choice of options and/or repeating options (ACTDIP030)Evaluate and apply a given briefProduce a simple plan designed to solve a problem, using a sequence of stepsCreate and communicate interactive ideas collaboratively online, taking into account social contexts(ACTDIP032)Consider components/resources to develop solutions, identifying constraintsYear 8 Digital Technologies Assessment pointersAExcellent achievementBHigh achievementCSatisfactory achievementDLimited achievementEVery low achievementKnowledge and understandingDigital systemsCompares methods of data transmission and security in wired, wireless and mobile networks.Describes methods of data transmission and security in wired, wireless and mobile networks.Identifies methods of data transmission and security in wired, wireless and mobile networks.Lists some methods of data transmission and security. Does not meet the requirements of a D pares and identifies specifications of hardware components and coherently outlines, in detail, their apparent impacts on network activities.Identifies specifications of hardware components and coherently outlines their apparent impacts on network activities.Identifies specifications of hardware components and outlines their apparent impacts on network activities.Lists some specifications of hardware components and briefly outlines their impact on network activities.Representation of dataComprehensively explains how binary is used to represent data in digital systems.Describes how binary is used to represent data in digital systems.Identify how binary is used to represent data in digital systems.States that binary is used to represent data in digital systems.Does not meet the requirements of a D grade.Processes and production skillsCollecting, managing and analysing dataComprehensively and efficiently evaluates the authenticity, accuracy and timeliness of acquired data.Efficiently evaluates the authenticity, accuracy and timeliness of acquired data.Evaluates the authenticity, accuracy and timeliness of acquired data.Briefly comments on the authenticity and accuracy of acquired data.Does not meet the requirements of a D grade.Uses a range of software to clearly create information; uses structured data to correctly model objects or events and to evaluate visualise data using appropriate and effective criteria.Uses a range of software to clearly create information; uses structured data to model objects or events and evaluate and visualise data using appropriate criteria.Uses a range of software to create information; uses structured data to model objects or events and to evaluate and visualise data.Presents an incomplete evaluation of data, using software and provides minimal information.AExcellent achievementBHigh achievementCSatisfactory achievementDLimited achievementEVery low achievementDigital implementation Presents diagrammatically (with annotations) and in English, designs and comprehensively plans for an engaging user experience of a digital system, with logically sequenced steps.Presents diagrammatically (with annotations) and in English, designs and plans for an engaging user experience of a digital system, with sequenced steps.Presents diagrammatically and in English, designs plans for the user experience of a digital system, with sequenced steps.Presents diagrammatically and in English with some inaccuracies, designs and plans with minimal consideration for the user experience of a digital system, with broad sequenced steps.Does not meet the requirements of a D grade.Proficiently predicts output for a given input to identify errors, modifies and effectively implements digital solutions, considering the user interface within a programming environment and the need for engaging user choice and/or repeating options.Predicts output for a given input to identify errors, modifies and implements digital solutions, considering the user interface within a programming environment and the need for user choice and/or repeating options.Predicts output for a given input to identify errors, implements and modifies digital solutions, considering the user interface within a programming environment and the need for user choice and/or repeating options.Implements and modifies digital solutions (with errors), including an incomplete or inappropriate user interface within a programming environment.Works collaboratively with efficiency online to effectively create and communicate relevant interactive ideas with consideration for appropriate social contexts.Works collaboratively online to effectively create and communicate interactive ideas with consideration for appropriate social contexts.Works collaboratively online to create and communicate interactive ideas with consideration for social contexts.Creates and communicates interactive ideas online; however, makes inappropriate use of social contexts.Processes and production skills – Creating solutions by:Investigating anddefiningInvestigates and comprehensively describes a given need or opportunity for a specific purpose.Investigates and describes a given need or opportunity for a specific purpose.Investigates a given need or opportunity for a specific purpose.Outlines a given need or opportunity for a specific purpose.Does not meet the requirements of a D grade.Evaluates, in detail, and applies a given brief, using supporting examples. Evaluates and applies a given brief, using supporting examples. Evaluates and applies a given brief, using some examples.Briefly evaluates a given brief.Describes in detail, relevant constraints when considering and selecting components/resources.Identifies relevant constraints when considering and selecting components/resources.Identifies constraints when considering and selecting components/resources.Lists few constraints when considering and selecting familiar components/resources.AExcellent achievementBHigh achievementCSatisfactory achievementDLimited achievementEVery low achievementDesigningUses a range of appropriate technical terms and technology to design, develop and evaluate a variety of alternative solutions that are communicated in a comprehensive manner.Uses a range of appropriate technical terms and technology to design, develop, evaluate and communicate a variety of alternative solutions.Uses appropriate technical terms and technology to design, develop, evaluate and communicate alternative solutions.Designs and communicates simple alternative solutions, using limited technical terms and technology.Does not meet the requirements of a D grade.Produces a simple,problem-solving plan through a detailed and logical sequence of steps.Produces a simple, problem-solving plan through a logical sequence of steps.Produces a simple, problem-solving plan through a sequence of steps.Produces a simple plan designed to solve a problem, using broad steps.Producing and implementingSelects and consistently applies safe and appropriate techniques to make solutions, using a wide range of relevant components and equipment, explaining reasons for selection of appropriate techniques.Selects and applies safe and appropriate techniques to make solutions, using a range of relevant components and equipment.Applies safe and appropriate techniques to make solutions, using a range of components and equipment.Follows some safe techniques to make solutions, using familiar or given components and equipment.Does not meet the requirements of a D grade.EvaluatingIndependently develops and applies contextual criteria to comprehensively examine design processes and solutions, providing a detailed and logically sequenced evaluation on design processes and solutions.Independently develops and applies contextual criteria to assess design processes and solutions, providing an evaluation on design processes and solutions.Independently develops contextual criteria to assess design processes and solutions.Lists unclear contextual criteria, simply recalling design processes and/or solutions.Does not meet the requirements of a D grade.Collaborating and managingConsistently works independently, and collaboratively, to plan, develop and effectively communicate detailed ideas and logical information when managing projects.Works independently, and collaboratively, to plan, develop and effectively communicate ideas and logical information when managing projects.Works independently, and collaboratively, to plan, develop and communicate ideas and information when managing projects.Sometimes works independently, and collaboratively, to plan simple ideas and shares some information when managing projects.Does not meet the requirements of a D grade.? School Curriculum and Standards Authority, 2016This document—apart from any third party copyright material contained in it—may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed.Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. ................
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