digital technology - the curriculum web viewstudents define simple problems, design. ... make...

Learning with Faith and Vision

Digital Technology

UNIT TITLE: Symbolic Narrative Art

Years 3 and 4 Achievement Standard

By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions

Diocese of Cairns Catholic Education Services


and how a range of digital systems can be used.

Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.

Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital systems can be used.

Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of



steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

UNIT OUTLINE CONTENT DESCRIPTORS ASSESSMENT (A)

In this unit students will design and create a piece of Narrative Artwork using symbols and sequencing events to tell a life story.

Digital Technologies

Digital Technologies Knowledge and Understanding

Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

● design of symbols and layout of artwork● reflection on symbols and sequence of artwork● appropriate use of digital technologies to meet the

reflective needs of student

LINKS TO OTHER LA’S

Religion, English,



Visual Arts, Civics, History

Digital Technologies Processes and Production Skills

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

Design and Technologies

Design and Technologies Knowledge and Understanding

Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs(ACTDEK010)

Design and Technologies Processes and Production Skills

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



solve them (ACTDIP010)

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques(ACTDEP015)

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)

Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor☐

Leader and Collaborator☐

Effective Communicator☐

Active Investigator☐

Designer and Creator☐

Quality Producer☐



CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander

Histories and Cultures Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliatiuu65on, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality4. and to critically examine and/or challenge:5. social constructs6. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional Asia4. Connect Australia and Asia5. Communicate effectively with people of the Asian

region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value



stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship3. and to critically examine and/or challenge:4. the impact of human interaction with the natural, built

and social environment5. current environmental issues

and social capital.

The curriculum provides opportunities to develop:

1. Self Awareness2. Social Awareness 3. Responsible Decision Making4. Self-Management5. Relationship Management

diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.



GENERAL CAPABILITIES

Literacy Numeracy Information and

Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to:

● interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition)

● understand, use, write and produce different types of text (Texts)

● manage and produce grammatical patterns and structures in texts (Grammar)

● make appropriate word selections and decode and comprehend new (basic,

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to:

● Calculation and number● Patterns and relationships● Proportional reasoning● Spatial reasoning● Statistical literacy● Measurement.

Students develop ICT competence when they learn to:

● Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

● Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

● Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

● Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.

As they develop critical and creative thinking students learn to:

● pose insightful and purposeful questions● apply logic and strategies to uncover

meaning and make reasoned judgments● think beyond the immediate situation to

consider the ‘big picture’ before focusing on the detail

● suspend judgment about a situation to consider alternative pathways



specialised and technical) vocabulary (Vocabulary)

● use and produce a range of visual materials to learn and demonstrate learning (Visual information)

● Apply appropriate social and ethical protocols and practices to operate and manage ICT.

● reflect on thinking, actions and processes● generate and develop ideas and

possibilities● analyse information logically and make

reasoned judgments● evaluate ideas and create solutions and

draw conclusions● assess the feasibility, possible risks and

benefits in the implementation of their ideas

● transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural Understanding

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to:

● recognise that everyday life involves consideration of competing values, rights, interests and social norms

● identify and investigate moral dimensions in issues● develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

● explore questions such as:● What is the meaning of right and wrong and can I be sure

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to:

● recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

● manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals,

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to:

● identify increasingly sophisticated characteristics of their own cultures and the cultures of others

● recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures

● consider what it might be like to ‘walk in another’s shoes’● compare the experiences of others with their own, looking

for commonalities and differences between their lives and



that I am right?● Why should I act morally?● Is it ever morally justifiable to lie?● What role should intuition, reason, emotion, duty or self-

interest have in ethical decision making?

develop self-discipline , resilience, adaptability and initiative (Self-management)

● perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

● form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

seeking to understand these● reflect on how intercultural encounters have affected their

thoughts, feelings and actions● accept that there are different ways of seeing the world

and live with that diversity● stand between cultures to facilitate understanding● take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

● contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.



LEARNING AND TEACHING STRATEGIES

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE

Engage → Explore → Explain → Elaborate → Evaluate

ENGAGE RESOURCES

Lesson 1. Unpacking Local Symbols

Walk through the school to find and take photos of symbols that have meaning to the school. In small groups, discuss the meaning of 5 symbols. Each group will airplay 2 or 3 of their images with the class and explain the meaning of the symbols eg. school values, signs, school logo, flag.

Lesson 2. Unpacking Church Symbols

Student Resources:

iPad

Sketch Pad

Pencils

Teacher Resources:



As a class, visit your church/cathedral and identify and record the symbols used throughout the church. Discuss the meaning of each symbol. Interpret and draw in your sketch pad symbolic images for 3 of the symbols you have identified.

White board and laptop

ASSESSMENT OPPORTUNITIES

TECHNOLOGIES LANGUAGE



WEEK 1 2 3 4 5 6 7 8 9 10


CE SEL IE


EXPLORE RESOURCES

Lesson 3 Indigenous art

Reflect on the images in Indigenous art and interpret the symbols, story and meaning. Research Indigenous artwork and identify the symbols used.

https://www.youtube.com/watch?v=CKqA3RteH1A

Lesson 4 Australian Symbols

Brainstorm symbols that are truly Australian. In small groups, students will brainstorm ideas of symbols

Student Resources:

Pencils, markers, iPads, Chrome books, magazines

Teacher Resources:




that are identifiable as Australian eg. the Australian flag, slouch hat, thongs, Sydney Harbour Bridge and Opera house.

Lesson 5 Egyptian art

Explore Egyptian artwork and interpret the symbols and meaning. Using the provided Ancient Egyptian Hieroglyphics chart, design a cartouche of your name. Design the Cartouche border using a repetitive pattern.

http://www.artyfactory.com/egyptian_art/egyptian_art_lessons.htm




WEEK 1 2 3 4 5 6 7 8 9 10


CE SEL IE


EXPLAIN RESOURCES

Lesson 6 Symbol design

Using the knowledge you have learnt about symbols in art, design symbols to represent your life story. Students can choose the medium and layout for their design. Share your design with a partner to receive positive feedback.

Lesson 7 assessment Task

Collate your artwork so that the symbols are sequential and meaningful. Create a key for 6 of your symbols to assist your audience to be able to interpret your artwork. Choose a digital tool to explain and reflect on your artwork. Create a QR code using your reflection to explain your artwork to your audience. Display your artwork and QR code in the school gallery.

Student Resources:

iPad, scissors, glue

Teacher Resources:

paint, crayons, pastels, computer, magazines,art paper, pencils, camera, textiles





WEEK 1 2 3 4 5 6 7 8 9 10


CE SEL IE


ELABORATE RESOURCES

Student Resources:

Teacher Resources:




WEEK 1 2 3 4 5 6 7 8 9 10


CE SEL IE


EVALUATE RESOURCES

Lesson 5 Student Resources:

Teacher Resources:




Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOM

Seat near teacher

Assign student to low- distraction area

Seat near positive peer models

Use support groups / cooperative learning

Use rows instead of tables

Use learning centre

Use of time-out

Stand near student when giving instruction

Arrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOM



Adjust work load, reduce assignments or give alternative assignments

Use visual aids with oral presentation

Teacher gives student outlines or study guides

Ensure regular lesson revisits/reviews

Highlight instructions (marker or highlighter tape)

Give clear behavioural objectives

Ask student to repeat instructions for clarification and understanding

Use high- impact game-like materials

Call on student often

Acknowledgment effort put forth

Give reminders for student to stay on task, monitor student is on task/topic

Use large type/font and dark ink



Keep page format simple

Use visual prompts

Divide page into clearly marked sections

Remove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOM

Reduce number of items

Practice completely similar questions

Arrange for oral testing

Have support staff administer test

Permit student to type or use word processing

Adjust grading criteria based on individual

Adjusted grading option

NOTE TAKING STRATEGIES FOR WHOM

Provide student the means to record



Arrange for note taker e.g. Aide

Give student a copy of notes

Provide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOM

Use calendar to plan assignments

Use of assignment notebook or work checklist especially diary

Daily schedule

Give time top organise desk during class

AM check-in to organise for the day

Lunch-time check-in to organise for PM

PM check-out to organise for homework

Arrange a duplicate set of classroom material for use at home



Develop parent/school contract

Training in time management

SUPPORT SERVICES FOR WHOM

Peer tutoring

Cross-age tutoring

Student buddy

Work with school officer

Meet with staff during available times

Teach student to monitor own behaviour

Implement behaviour contract/reward

Self advocacy/communication skill training

Conflict resolution strategies

Other _____________________



Adapted with permission from Positive Partnerships PD Facilitators Guide

Module 5 Support materials

Appendix 3



Assessment Task Sheet and Criteria Sheet



Assessment Task Sheet

Student Name: Year Level: 4

Name of Task: Teacher:

Learning Area/s: Design and Technology, Science, Maths

Date Commenced: Date Due:

Type of Task: Oral☐ Written☐ Other☐

Task Conditions: Individual☐ Pair☐ ☐ Group Work



In Class☐ Homework☐ Other☐

Opportunity to Access:

Books☐ Notes☐ Library☐ ☐ Technology

Assessed By: Self☐ Peer☐ Teacher☐

Task Description (needs to include purpose and audience)

You will design and create a Piece of Narrative artwork using symbols and colour to tell a life story. Your artwork will be displayed in the school art Gallery with a QR code explaining your story.

Procedure

1. Unpack symbols in different cultures and different environments.

2. Design and create the symbols you will use to express your narrative.

3. Plan the layout of your artwork and sequence your symbols to tell your life story.

4. Choose the medium with which you will create your artwork.

5. Share your work with a partner to receive positive feedback.

6. Choose a digital tool to explain the meaning of your artwork. Create a QR code to attach to the artwork for your audience.



7. Display your Symbol Art in the school gallery.

Resources:



CRITERIA SHEET TITLE

Criteria A B C D E

The student work demonstrates evidence of:

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

(ACTDIK008)

Student demonstrated insightful understanding of how symbols from different cultures/environment can be interpreted for meaning.

Student demonstrated detailed understanding of of how symbols from different cultures/environment can be interpreted for meaning.

Student demonstrated sound understanding of of how symbols from different cultures/environment can be interpreted for meaning.

Student required support to demonstrate an understanding of how symbols from different cultures/environment can be interpreted for meaning.

With Explicit support, student demonstrated a limited understanding of how symbols from different cultures/environment can be interpreted for meaning.

Clear and concise drawing and annotations on design plan.

Student was able to proficiently design their narrative plan with detailed and

Student was able to confidently design their narrative plan with detailed and appropriate

Student was able to satisfactorily design their narrative plan with detailed and appropriate

Student required support to design their narrative plan with detailed and appropriate

With explicit support from peer or teacher, student made an attempt to design their



(ACTDEP017) appropriate symbols. symbols. symbols. symbols. narrative plan with detailed and appropriate symbols.

Use of appropriate graphical representation techniques

(ACTDEP015)

Student’s plan contains extensive graphical representation techniques.

Self reflection contained proficient use of appropriate terms eg. symbol, sequence, design, meaning, repetitive, ideas, communicate, narrative

Student’s plan contained detailed graphical representation techniques.

Self reflection contained competent use of appropriate terms eg. symbol, sequence, meaning, design, repetitive

Student’s plan contained some appropriate graphical representation techniques.

Self reflection contained satisfactory use of appropriate terms eg. symbols, meaning, sequence

With prompts, student’s plan contained some appropriate graphical representation techniques.

Self reflection contained limited use of appropriate terms eg. symbol, meaning

With explicit support, student’s plan contained some appropriate graphical representation techniques.

With Explicit support, student’s self reflection contained some appropriate terms eg. symbol

Recognise the role of people in design and technologies occupations and explore factors, including

Student demonstrated proficient understanding of their design, medium and digital tool choices to

Student demonstrated detailed understanding of their design, medium and digital tool choices to meet their needs.

Student demonstrated sound understanding of their design, medium and digital tool choices to meet their needs.

With prompts, student demonstrated some understanding of their design, medium and digital tool choices to

With explicit support, student demonstrated an understanding of their design, medium and digital tool choices



sustainability that impact on the design of products, services and environments to meet community needs

(ACTDEK010)

meet their needs. meet their needs. to meet their needs.

Plan a sequence of production steps when making designed solutions individually

(ACTDEP018)

Student confidently planned a sequence of steps to make their narrative design

Student efficiently planned a sequence of steps to make their narrative design

Student satisfactorily planned a sequence of steps to make their narrative design

With support, student planned a sequence of steps to make their narrative design

With explicit support, student planned a sequence of steps to make their narrative design

Appropriate choice of digital technologies to explain, create and reflect on their design (ACTDIK007) (ACTDIP009)

Students creatively chose four or more digital tools to explain, create and reflect on their design, construction and

Students competently chose three or more digital tools to explain, create and reflect on their design, construction and

Students successfully choose two or three digital tools to explain, create and reflect on their design, construction and

With prompts, students chose a digital tool to explain, create and reflect on their design, construction and explanation.

With explicit support, students chose a digital tool to explain, create and reflect on their design, construction and explanation.



(ACTDIP013) explanation. explanation. explanation.

Feedback

Signed:

Date:



Checklist during construction

Student name Appropriate language used Evaluates and revises plan Reflects on ideas and opinions of others.



Peer Reflection

1. What your buddy did well in the design of their Symbolic Art Narrative?

2. What could your buddy do differently to improve their design?



3. How well did your buddy explain what they did in their digital reflection?


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