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Information and Software TechnologyYears 7–10

Advice on Programming and Assessment

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October 2003

ISBN 1 7409 9853 7

2003577

Contents

1 Introduction..................................................................................................................5

2 Establishing a Scope and Sequence Plan.......................................................................6

2.1 Sample Stage 5 Scope and Sequence Plan ...........................................................7

3 Advice on Assessment..................................................................................................9

3.1 Assessment for Learning .....................................................................................9

3.2 Planning for Effective Learning and Assessment...............................................10

3.3 Designing Effective Learning and Assessment ..................................................12

3.4 Annotated Assessment for Learning Activity.....................................................13

3.5 Sharing Learning and Assessment Intentions.....................................................16

3.6 Effective Feedback to Students..........................................................................16

3.7 Recording Evidence for Assessment..................................................................16

4 Programming Units of Work ......................................................................................18

5 Sample Units of Work................................................................................................19

5.1 Stage 5 Sample Unit of Work: Option 3 Database Design Project......................20

5.1.1 Sample assessment for learning activity 1: Database Data Storage ...........39

5.2 Stage 5 Sample Unit of Work: Option 4 Digital Media Project .........................41

5.2.1 Sample assessment for learning activity 2: GraphicsPackage Presentation................................................................................46

Information and Software Technology Years 7–10: Advice on Programming and Assessment

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1 Introduction

This support document has been designed to help teachers understand key aspects of the newInformation and Software Technology Years 7–10 Syllabus and to provide guidance forimplementation. The document shows how these aspects can be incorporated in teaching andlearning programs, and how these programs are underpinned by the principles of assessmentfor learning (Information and Software Technology Years 7–10 Syllabus, p 55).

The document provides advice about constructing a program that will cover the scope ofInformation and Software Technology for a stage. It sets out a process for planning andsequencing units of work, and developing teaching and learning activities.

The sample stage program plans and the sample units of work in this document demonstrateways in which teachers can build a teaching and learning program and develop units of workto ensure coverage of the scope of the syllabus.

The document contains two Stage 5 sample units of work:

• Database Design Project – Students complete a project portfolio of various activities thatdemonstrate their skills and understanding of database design and function. The durationof the unit is 10–15 weeks. The unit addresses Option 3 Database Design and integratescore content including Data Handling.

• Digital Media Project – In this 6–8 week unit, student work is focused on the productionof materials to be incorporated into a graphics package for a publishing company. Theculmination of the project is a PowerPoint presentation and peer evaluation of the finalgraphics package. The unit addresses Option 4 Digital Media and integrates study from thecore content topics of People, Hardware and Design, Produce and Evaluate.

These sample units can be used as models for planning units of work. They include:• relevant outcomes and content• assessment activities that have been designed and integrated into the units of work• different types of possible feedback• a variety of teaching and learning experiences• opportunities for student reflection.

An assessment activity from each unit has been selected to show how assessment can fit intoteaching and learning sequences. They are described in some detail to illustrate the process ofassessment for learning. Teachers would not provide this level of detail in day-to-dayclassroom situations. The units of work and activities may be modified or amended to suit theneeds, interests and abilities of students.

For a small percentage of students with special education needs who are undertaking LifeSkills outcomes and content, support materials will be provided which will assist in thedevelopment of a meaningful and relevant program of study related to the Information andSoftware Technology Years 7–10 Syllabus. Units of work adapted for students undertakingInformation and Software Technology Life Skills will be included in a consolidated documentthat will be distributed to schools early in 2004.


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2 Establishing a Scope and Sequence Plan

When establishing a scope and sequence plan teachers should consider the following.

Syllabus requirements• 100-hour course: students must complete a minimum of two projects and a maximum of

four projects.• 200-hour course: students must complete a minimum of four projects and a maximum of

eight projects.• All outcomes must be addressed by the end of the course, with the ‘learn about’ and ‘learn

to’ content taught in units of work based on projects.

FlexibilityThe syllabus allows flexibility in the delivery of content, and particularly in the selection oflearning experiences and activities. Units of work may vary in length of time (see the samplescope and sequence plan on page 7). Schools may decide to combine options and integraterelevant core content areas into more comprehensive units of work.

Further considerationsSchools also need to consider the specific needs and interests of their students and the localcommunity, as well as building on any existing school activities or programs. For example, anexisting Information Technology VET program, where the school computer network isexamined, may influence a school to select the Networking Option. Schools may also considerlocal businesses or community groups that may be able to provide a focus for project work(eg development of a membership database for a local sporting club).

Advice on creating a scope and sequence plan for a 200-hour course• Consider the eight option topics and select a minimum of four, appropriate to your school

in terms of:– existing hardware and software– teacher expertise– interests of students– existing programs or local community support.

• Identify the areas of core content that will be integrated into the option topics selected.Determine the number of projects (between the minimum four and maximum eight) to bedelivered across the 200-hour course.

• Schools choosing to offer the 100-hour course need to devise a program to integrate all ofthe core content into a minimum of two options.

The following sample 200-hour scope and sequence plan illustrates a number of features:• An option topic may be revisited (Digital Media in Years 9 and 10).• Options may be combined (Options 4 and 5 in Year 10).• Sections of the core are to be integrated into appropriate parts of the option topics to be

taught (eg C1 indicates content taken from Core Topic 1).• The integrated core and option topics are delivered through projects.• Projects may be planned for teaching over different lengths of time (eg from 6 weeks to

more than 20 weeks).


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2.1 Sample Stage 5 Scope and Sequence Plan (for a 200-hour course)

Year 9

Option 4 Digital Media Project (8 wks)

Description: Students develop skills in design andproduction through a project in which theycomplete a range of challenges. These challengesinclude the design and production of a logo,animated banner and a map to meet the needs ofan imaginary publishing business. Prior tocompletion of the project, students will examineand analyse a variety of digital media products andtheir uses. Core content is integrated as shown(at right).

Term 1

Outcomes – 5.1.1, 5.2.2, 5.2.3, 5.3.1, 5.5.1

Students learn about:• project development• data types for digital media products• manipulation techniques• factors affecting file size• roles and responsibilities (C6)• user interface design (C7)• solutions and evaluation (C1)• data sources (C3)

Option 3 Database Design Project (15 wks)

Description: Students are presented with avariety of scenarios for which they are to designand produce database solutions. The completedactivities are presented as a portfolio project thatdemonstrates the student’s progress and theirunderstanding of issues such as privacy, accuracyand security. Skills in importing, searching,sorting, creating queries and macros, as well asproducing calculations, reports, forms andevaluating database performance, are integratedinto the project. Core content is integrated asindicated in the unit of work (see pages 20 to 40).

Term 2

Outcomes – 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.3.2,5.4.1, 5.5.1, 5.5.3

Students learn about:• database development• software systems (C7)• types and examples of software (C7)• impact of past, current and emerging

technologies (C2)• environmental considerations (C2)• data and information (C3)• data forms and types (C3)• legal and ethical issues (C5)• collecting, organising and storing data• integration• data coding and security (C3)• file extensions• data storage and function (C3)• roles and responsibilities (C6)• careers in information technology (C6)• methods of processing and analysing data• methods of presenting information• user interface design (C7)• integration• features of software (C7)• software (C1)• communication techniques (C1)• solutions and evaluation (C1)

Option 1 Artificial Intelligence (AI),Simulation and Modelling Project (14 wks)

Description: Students are presented with anumber of real-world scenarios. Methods ofsolving problems, including the use of an expertsystem or a neural network are compared.Students manipulate variables in a simulationprogram in order to observe trends andsubsequent results. In small groups models areinvestigated to solve nominated problems. Thecompletion of a portfolio over the projectprovides evidence of learning, and individual andgroup contributions to the project are evaluated.Core content is integrated as shown (at right).

Term 3

Outcomes – 5.1.1, 5.2.1, 5.2.2, 5.2.3, 5.3.1

Students learn about:• artificial intelligence• areas of AI• requirements of AI• ethical and legal issues (C5)• types of software (C7)• factors affecting hardware (C7)• modelling and simulations• requirements of models and simulations• advantages and limitations• using model and simulation programs• defining and analysing the problem (C1)• producing solutions (C1)• data sources (C3)• social issues (C5)• collaboration and group work (C1)

Term 4


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Year 10

Option 7 Robotics and Automated SystemsProject (10 wks)

Description: Students explore a range ofautomated systems and robots. Drawing on skillsand knowledge developed through these classactivities, students design and construct a robotfor a particular purpose. The program needed todrive the automated system or robot is a secondpart of the project. A portfolio of ideas, plans andcompleted designs is maintained to demonstrateproject development. Core content is integrated asshown (at right).

Term 1

Outcomes – 5.1.2, 5.2.1, 5.2.2, 5.2.3, 5.3.2

Students learn about:• robotics• types and purpose of robots• use and function of robots• automated control• hardware components (C4)• sensing devices and actuators• controlling devices• microprocessors (C4)• hardware solutions (C4)• functions that hardware performs (C4)• classification of hardware systems (C4)• trouble shooting (C4)• data transmission types (C3)• industrial issues (C5)• project development

Option 4 Digital Media and Option 5 Internetand Website Development Project (28 wks)

Description: This project takes the productsproduced in Year 9 Digital Media as a startingpoint for creating a website.Students undertake a study of the historicaldevelopment of the internet. Tools and uses of theinternet are explored particularly in the area of theWorld Wide Web. Students manipulate tools todesign, produce and evaluate a website for a givenpurpose. Evaluation of student learning is basedon a portfolio of plans and designs, along with theproduction and demonstration of the final website.Core content is integrated as shown (at right).

Term 2

Outcomes – 5.1.1, 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2,5.5.1, 5.5.2, 5.5.3

Students learn about:• purpose of digital media products (Op 4)• types of digital media products (Op 4)• digitisation process of data types (Op 4)• display and distribution (Op 4)• evaluation of digital media products (Op 4)• internet and intranet (Op 5)• internet use (Op 5)• internet software (Op 5)• types of protocols (Op 5)• World Wide Web (Op 5)• control of access to info. on the web (Op 5)• data compression techniques (C3)• interface design (C7)• designing possible solutions (C1)• website development (Op 5)• features of a website (Op 5)• management (C1)• project development (Op 4 & 5)

Term 3

Term 4

Note: Option 3 Database Design Project and Option 4 Digital Media Project are described indetail on pages 20–48.


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3 Advice on Assessment

3.1 Assessment for Learning

The Board’s revised syllabuses advocate assessment for learning. Assessment that enhanceslearning recognises that learners use their current understanding to discover, develop andincorporate new knowledge, understanding and skills. Assessment for learning helps teachersand students to know if that current understanding is a suitable basis for future learning.

Assessment occurs as an integral part of teaching and learning. Teacher instruction andassessment influence student learning and learning processes. This involves using assessmentactivities to clarify student understanding of concepts, and planning ways to remedymisconceptions and promote deeper understanding.

Assessment for learning encourages self-assessment and peer assessment. Students candevelop and use a range of strategies to actively monitor and evaluate their own learning andthe learning strategies they use.

The feedback that students receive from completing assessment activities will help teachersand students decide whether they are ready for the next phase of learning or whether they needfurther learning experiences to consolidate their knowledge, understanding and skills. Teachersshould consider the effect that assessment and feedback have on student motivation and self-esteem, and the importance of the active involvement of students in their own learning.

By integrating learning and assessment, the teacher can choose which aspects of a student’sperformance to record. These records can be used to monitor the student’s progress, determinewhat to teach next and decide the level of detail to be covered. At key points, such as the endof the year, this information is also available for the teacher to use to form a judgement of thestudent’s performance against levels of achievement. This judgement can be used to informparents, the next teacher and especially the student, of the student’s progress. Consequently,teachers using their professional judgement in a standards-referenced framework are able toextend the process of assessment for learning into the assessment of learning.

Principles of assessment for learningAssessment for learning:AP1 emphasises the interactions between learning and manageable assessment strategies

that promote learningAP2 clearly expresses for the student and teacher the goals of the learning activityAP3 reflects a view of learning in which assessment helps students learn better, rather than

just achieve a better markAP4 provides ways for students to use feedback from assessmentAP5 helps students take responsibility for their own learningAP6 is inclusive of all learners.

Details on how these principles translate in practice can be found on page 55 of theInformation and Software Technology Years 7–10 Syllabus. One activity in this document hasbeen annotated to show how the principles of assessment for learning feature in that activity.It can be found on pages 13–14.


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3.2 Planning for Effective Learning and Assessment

The diagram below summarises a model for integrating learning and assessment. It emphasisesthat outcomes are central to the decisions teachers make about the learning to be undertakenand the evidence of learning that needs to be collected. This evidence enables teachers todetermine how well students are achieving in relation to the outcomes and to provide studentswith feedback on their learning. Evidence of learning assists teachers and students to decide ifstudents are ready for the next phase of learning or if teachers need to adapt programs toprovide further learning experiences to consolidate students’ knowledge, understanding andskills.


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The diagram below shows how this process has been applied in the design of the assessmentactivity Database Data Storage, taken from the sample unit Database Design Project (pages20–39).

Criteria for assessing learningStudents will be assessed on theirability to:• identify relevant legal and ethical

issues for the situation• select appropriate file types and

media to create and store the data• justify the choice of file types and

media appropriate to the issues.

PerformanceThe student’sperformance in relationto the outcomes willdetermine the feedbackand the type of furtherlearning experiencesrequired. Either similarlearning experienceswill be needed for theseoutcomes, or the studentis ready to engage withdifferent outcomes.

Feedback will be provided at anumber of points during theactivity:• Teacher gives oral feedback

at the planning stages,commenting on:– suitability of media– depth of discussion and

number of issuesconsidered for thescenario.

• Teacher gives writtenfeedback on student printoutwith annotations. Commentswill inform students aboutsuch things as:– selection of appropriate file

types and media– identification of relevant

legal and ethical issues– justification of selection of

file types and media.

ContextStudents have learnt aboutdata types and the media forstorage and transmission. Thelearning experiences allowthem to develop anunderstanding of legal andethical issues for databasedesign. Legal and ethicalissues are tied to the selectionof appropriate storage mediaand file types.

Description of learningexperiencesStudents:• read and discuss the scenario

of the doctor’s surgery• identify all legal and ethical

issues involved in entering andstoring patient data

• decide on the best file typesand media to be used forstorage of this data

• write a report on theirdecisions and give justificationfor their choices of file typesand media.

Evidence will be gathered by:Students report on their choicesand justification for theirselection.

OutcomesA student:5.1.2 selects, maintains and

appropriately uses hardwarefor a range of tasks

5.2.2 designs, produces andevaluates appropriatesolutions to a range ofchallenging problems

5.3.1 justifies responsiblepractices and ethical use ofinformation and softwaretechnology.


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3.3 Designing Effective Learning and Assessment

Designing effective learning experiences requires the selection of activities that developstudents’ knowledge, understanding and skills and that allow evidence of learning to begathered. Methods of gathering evidence could include informal teacher observation,questioning, peer evaluation and self-evaluation, as well as more structured assessmentactivities. Assessment should be an integral part of each unit of work and should supportstudent learning.

When designing assessment activities, teachers should consider whether the activity:• has explicitly stated purposes that address the outcomes• is integral to the teaching and learning program• shows a clear relationship between the outcomes and content being assessed• allows students to demonstrate the extent of their knowledge, understanding and skills• focuses on what was taught in class and what students were informed would be assessed• provides opportunities to gather information about what further teaching and learning is

required for students to succeed• provides valid and reliable evidence of student learning and is fair.


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3.4 Annotated Assessment for Learning Activity

The Assessment for Learning Principles provide the criteria for judging the quality ofassessment materials and practices. The Stage 5 sample assessment activity, Database DataStorage, has been annotated to show these principles.

ContextStudents have been introduced to databases and have studied the role of data and informationwithin database systems. This is one of the activities that would be included into the projectportfolio, illustrating an early stage in the teaching and learning sequence when feedback isessential for the student. This feedback assists the student to clarify understanding of concepts,remedy misconceptions and plan for deeper understanding. Students have learnt about thedifferent types of data and how they are represented and stored digitally on a computer.Students have undertaken a number of learning activities to develop an understanding of thelegal and ethical issues that pertain to databases and database design. An earlier activity hadstudents write a data policy document for a doctor’s surgery that addressed these issues in thecontext of a given scenario. The purpose of this activity is to tie these concepts together andhave students make considered decisions in the ethical selection of appropriate storage mediafor a given database.

OutcomesA student:5.1.2 selects, maintains and appropriately uses hardware for a range of tasks5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging

problems5.3.1 justifies responsible practices and ethical use of information and software technology

Description of activityStudents study the given scenario for the use of a large database system in a doctor’s surgery. Theydecide on appropriate storage types and media for the different components and operations of thedatabase. This includes input and output file types and media (including transmission media), databasestorage media, and backup storage media. They then discuss legal and ethical issues relating to thescenario and justify their selection of media in terms of these issues. They present their decisions andjustification in the form of a written report (1–2 pages). The suggested duration for this activity is1–2 periods.

Criteria for assessing learning(These criteria would normally be communicated to students with the activity.)Students will be assessed on their ability to:• select appropriate file types and media for the input, storage and output/transmission of

database data/information.• identify relevant legal and ethical issues relating to the scenario.• justify the selection of file types and media in terms of their relationship with identified

legal and ethical issues.

The activity forms an integralpart of the learning process andbuilds on previous experiences.AP1, AP2, AP3

The activity has a clearpurpose with clear links tolearning goals. AP1, AP2

Syllabus outcomes areidentified, with bothunderstanding and skillstargeted. AP1, AP3

The open nature of thisactivity allows for a range ofstudent responses and isinclusive of all learners. AP6

The link between the markingguidelines and criteria for judgingperformance and the outcomes isclear and explicit. AP2, AP3


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Guidelines for markingThe following guidelines for marking show one approach to assigning a value to a student’swork. Other approaches may be used that better suit the reporting process of the school.Categories, marks, grades, visual representations or individual comments/notations may all beuseful.

Range A student in this range:

8–10(High)

• selects all appropriate file types and media for storage of data and information• identifies a broad range of relevant legal and ethical issues for the scenario• independently justifies the selection of file types and media for storage in relation

to the legal and ethical issues

4–7(Satisfactory)

• selects most appropriate file types and media for storage of data and information• identifies a range of relevant legal and ethical issues for the scenario• describes the selection of file types and media for storage in relation to the legal

and ethical issues

1–3(Progressing)

• selects some file types or media for storage of data and information• identifies some relevant legal and/or ethical issues for the scenario• requires assistance to justify the selection of file types and media for storage in

relation to the legal and ethical issues.

FeedbackBrief written annotations on the student report where necessary, commenting on:• selection of appropriate file types and media• identification of relevant legal and ethical issues• justification of the selection of file types and media.

Oral feedback to the students during the activity. Comments will inform students about suchthings as:• suitability of media depending on its planned use• depth of discussion and number of issues considered for the scenario.

Future directionsThrough this activity students are developing an ability to critically evaluate and justify theirdecisions in terms of relevant legal and ethical issues. They are developing a betterunderstanding of database systems in context, which they will use later in the unit when theyare required to develop their own database software solutions. They will be required to carryout similar activities for all other modules covered in the course.

Resources• Briefing sheet outlining the details of the particular scenario.• Feedback grid sheet, to be submitted with their report.• Internet sites:

– nsd.uib.no/English/privacy/ (NSD Homepage)– lboro.ac.uk/admin/committees/ethical/gn/deas.htm (Loughborough University Data

Collection and Storage)– jmir.org/2000/1/e8 (Journal of Medical Internet Research, 2000)

The link between the markingguidelines and criteria for judgingperformance and the outcomes is clearand explicit. AP2, AP3

Assessment guidelines reflectthe nature and intention of theactivity and are expressed interms suitable for feedback tostudents. AP4

The activity encouragesstudents to take responsibilityfor their own learning. AP5

The activity shows theknowledge, skills andunderstanding to be builton. AP1, AP2


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Assessment for learning principlesThe following table shows some of the criteria that have been used to annotate the assessmentfor learning activity in this document. This list of criteria is not exhaustive; it has beenincluded to provide support in understanding the Assessment for Learning principles.

It is not envisaged that teachers will use this table as a checklist each time an assessmentactivity is developed. However, this could be a valuable tool for use in staff developmentactivities.

Assessment principle 1 Related criteria

The activity emphasisesthe interactions betweenlearning and manageableassessment strategies thatpromote learning

• The activity has a clear statement of purpose• The activity lists the outcome(s) to be addressed• The activity is appropriate for the outcomes being assessed• The activity forms part of the learning and has clear links to learning

goals• The activity shows the knowledge, skills and understanding that are

being built on


The activity clearlyexpresses for the studentand teacher the goals ofthe learning activity

• The link between the marking guidelines and/or criteria for judgingperformance and the outcomes is clear and explicit

• The language of the marking guidelines and/or criteria for judgingperformance and the outcomes is clear and explicit

• The activity clearly indicates the knowledge, skills and/orunderstanding to be developed


The activity reflects a viewof learning in whichassessment helps studentslearn better, rather thanjust achieve a better mark

• The activity has the capacity to engage the learner• The activity has been designed to target skills and understandings

that lead to deeper learning as well as knowledge• The activity models an approach that has the activity as an integral

component of the learning


The activity provides waysfor students to usefeedback from assessment

• Marking guidelines and/or criteria for judging performance reflectthe nature and intention of the activity and will be expressed in termsof the knowledge and skills demanded by the activity

• Marking guidelines and/or criteria for judging performance enablemeaningful and useful information on performance relative to theoutcomes to be gathered and reported


The activity is designed soas to help students takeresponsibility for theirown learning

• The activity models ways that self and peer assessment can be usedas valid means of assessment


The activity has beendesigned so as to beinclusive of all learners

• The activity is inclusive of gender, ethnicity, and a variety of socio-economic and geographical groupings


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3.5 Sharing Learning and Assessment Intentions

Students must be aware of what they need to do to demonstrate evidence of learning. Thisinformation could be conveyed informally or formally by the teacher, as appropriate for thelearning activity. Students should be informed of the criteria that will be used to assess theirlearning. They should be clear about the meaning of the language used, and the subject-specific terminology. They also need to be clear about any sources or stimulus material thatare appropriate to the activity.

It may be helpful to give students models of good responses and templates, or procedures tohelp them demonstrate the extent of their knowledge, understanding and skills.

3.6 Effective Feedback to Students

The aim of feedback is to communicate to students how well their knowledge, understandingand skills are developing in relation to the outcomes. Feedback enables students to recognisetheir strengths and areas for development, and to plan with their teacher the next steps in theirlearning. They are then given opportunities to improve and further develop their knowledge,understanding and skills.

Teacher feedback about student work is essential for students and is integral to the teachingand learning process. Student self-reflection and peer evaluation can also provide valuablefeedback to students. Students should be provided with regular opportunities to reflect on theirlearning.

Feedback should:• focus on the activity and what was expected• be constructive, providing meaningful information to students about their learning• correct misunderstandings• identify and reinforce students’ strengths and state clearly how students can improve.

Forms of feedback include:• oral discussion with class, groups or individual students• written annotations• general comments to the class about those aspects of the activity in which students

excelled and those aspects that still need addressing• examples of good responses• peer evaluation and self-evaluation.

3.7 Recording Evidence for Assessment

Recording student performance needs to be manageable. Teachers should make decisionsabout which aspects of student performance on an activity should be recorded, and in whatformat. The teacher can use this information to ascertain students’ progress, what needs to betaught next and to what level of detail, and to form a judgement of student achievement at keypoints.

Record-keeping should reflect the reporting processes of the school and may take the form ofindividual comments or notations, marks, grades or visual representations for the activities.


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A scale such as the one below may be a useful way to summarise the extent of students’learning. This example shows how individual students performed on the same assessmentactivity.

Student Activity – Database Storage

A x

B x

C x

D x

E x

F x

Progressing Satisfactory High

This method can be adapted to capture evidence of an individual student’s strengths andweaknesses on various elements of one activity, or the performance of a particular student,class, group or cohort of students, across a range of assessment activities.


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4 Programming Units of Work

The sample units of work have been developed using the following process:1 identify the outcomes that will be addressed in the unit2 decide on the focus of the unit of work3 decide on the evidence of learning that will be required, how students will demonstrate

learning in relation to the outcomes and how this evidence will be gathered and recorded4 select the relevant syllabus content for the identified outcomes relating to the knowledge,

understanding and skills that students will develop5 plan the learning experiences and instruction, and identify the assessment for learning

strategies that will provide the evidence of learning, checking that:• a range of assessment strategies is used• meaningful feedback in a variety of forms can be given to students• opportunities are provided to reflect on student progress and modify future learning

experiences accordingly.

Sample unit of work proformaSchools may choose to use or adapt the proforma style provided below. The model has beenannotated to show the characteristics of each part.

Front page:

Unit title:

Description:

Suggested unit length:

Targeted outcomes: Resources:

Planning pages:

Students learnabout:

Students learnto:

Integrated learning experiences, instructionand assessment

Evidence oflearning

Feedback

An overview of the unit of work.

Planned number of teaching weeks to address the content at appropriate depth.

List of syllabus outcomes targeted in this unitof work.

Identified list of resources, including websites,useful to teachers and students.

Identified from thesyllabus.

The teaching and learningstrategies are identified andoutlined. Prior learningand skills of students areused to sequence thelearning experiences.Assessment for learningexperiences are embedded.Students undertake a rangeof theoretical and practicalexperiences.

Observableevidenceresulting fromthe learningexperiencethat will allowjudgments tobe made onachievement inrelation tooutcomes.

Identify thenature andtype offeedback andshow how itcontributesto studentlearning.


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5 Sample Units of Work

The sample units of work that follow are designed to assist teachers in planning for theimplementation of the Information and Software Technology Years 7–10 Syllabus. The unitsprovide programming ideas for selected syllabus content.

The sample units show ways in which teachers can meet the needs, interests and abilities oftheir students, while assessing their progress towards a demonstration of outcomes. Thesample units also illustrate ways in which assessment activities may be integrated into theteaching and learning sequence. They will assist teachers to understand the importance of:• being explicit about the outcomes and content they are addressing• being explicit about the evidence required to demonstrate student learning• providing meaningful feedback to students• adapting teaching and learning programs to students’ demonstrated needs• having a sound basis for modifying future teaching and learning programs (in light of

students’ demonstrated needs).

The sample units provide opportunities for students to engage in questioning and dialogue,self-assessment, peer assessment and reflection. Through these activities students can becomeclear about their own learning, understanding and needs.

Note that the assessment activities are described here in some detail to illustrate the process ofassessment for learning. Teachers would not provide this level of detail in day-to-dayclassroom situations.


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5.1 Stage 5 Sample Unit of Work: Option 3 Database Design Project

Unit title: Database Design (Option 3)

Project description: Students are presented with a variety of scenarios for which they are to design and produce database solutions. The completed activitiesare presented as a portfolio project that demonstrates the student’s progress and their understanding of issues such as privacy, accuracy and security. Skills inimporting, searching, sorting, creating queries and macros, as well as producing calculations, reports, forms and evaluating database performance, areintegrated into the project.

Suggested unit length: 10–15 weeks

Targeted outcomes:A student:5.1.1 selects and justifies the application of appropriate software programs to a

range of tasks5.1.2 selects, maintains and appropriately uses hardware for a range of tasks5.2.1 describes and applies problem-solving processes when creating solutions5.2.2 designs, produces and evaluates appropriate solutions to a range of

challenging problems5.3.1 justifies responsible practices and ethical use of information and software

technology5.3.2 acquires and manipulates data and information in an ethical manner5.4.1 analyses the effects of past, current and emerging information and

software technologies on the individual and society5.5.1 applies collaborative work practices to complete tasks5.5.3 describes and compares key roles and responsibilities of people in the

field of information and software technology

Resources:• First Fleet database CSV and text file from:

First Fleet On-lineUniversity of Wollongong © 1999http://cedir.uow.edu.au/programs/FirstFleet/

• Computer laboratory• Database and word-processing software• Sample databases• Internet access

Students learn about: Students learn to: Integrated learning experiences, instructionand assessment

Evidence of learning Feedback

Purpose of the database

Database development• purpose of the

database

• define and describe adatabase

• explain the purposeof a database

• Students examine a variety of databases inboth digital and non-digital form. Theydefine and analyse their purpose, eg phonebook, internet, recipes, library cataloguecards.

Given a database,students are able todescribe what it does,understanding itspurpose.

Teacher provides oralclarification and positivereinforcement of studentresponses.


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Software systems• the purpose of a

software system• define and describe a

software system• explain the purpose

of a software system

• Teacher introduces DBMS software, andlooks at its features and purpose. Relate thisto the above examples.

Students can relate theDBMS to an example bycomparing its features.

Teacher provides oralfeedback on student’sability to comparefeatures.

Types and examples ofsoftware• application software

including graphics• distinguish between

types of software

Students:• contrast DBMS (features and purposes)

with other software• look at some examples of data in a word

processing document and DBMS• compare both forms.

Students are able tounderstand the purposeof the database, and howit differs from otherpackages.

Teacher gives oralfeedback fromobservation andquestioning aboutdifferences inapplications.

• impact of past,current and emerginginformation andsoftwaretechnologies on theindividual andsociety includingdifferent culturalgroups such asAboriginal andIndigenous

• explore and discussrelevant past, currentinformationtechnologies for theoption topic

• evaluate theappropriateness of acurrent and emerginginformation andsoftware technologyfor a specific purpose

Students:• investigate examples of databases that have

evolved from non-digital forms. Examplesinclude the library catalogue system,phonebook and family histories

• make a table to list the advantages anddisadvantages of each example

• discuss possible emerging databasetechnologies, such as hyper-text based dataretrieval and expert systems/AI, eg usewww.askjeeves.com as stimulus.

Students are able toidentify the past, presentand future technologiesin databases, and make ajudgement on theirimpact on society.

Oral feedback fromdiscussion about therange of technologies.

Teacher checks list ofadvantages anddisadvantages foraccuracy and providesoral feedback.


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Environmentalconsiderations such as• disposal of obsolete

technologies• recycling

• assess the effects ofpast, current andemerging informationand softwaretechnologies on theindividual, societyand the environment

• Discuss and assess the impact of databaseson paper use and other resources.

Students demonstrate anawareness ofenvironmental issues byworking in anappropriate manner andminimising paper use.

Oral feedback fromteacher about studentawareness ofenvironmental issues.

Teacher provides oralfeedback of student useof resources.

Components of a database, inputs of the database, and outputs of the database (reports, forms, data/information)

Data and information• importance of

information tosociety, particularlyin electronic form

• define and comparedata with information

• explain the processof derivinginformation fromdata

Students:• explain and define data and information• create a survey to enter data and produce a

conclusion on the basis of the results• discuss the process of data being converted

from data into information, clearly definingeach.

Students can identify:• data and information

in a scenario• the processes

involved in thetransformation ofdata intoinformation.

Teacher provides writtencomments andannotations based on thesurvey task.

Data forms• analogue and digital • convert data between

analogue and digitalforms

Students:• discuss digital and analogue in terms of

discrete and continuous data• record sounds with a microphone, into the

computer.Teacher:• explains converting the analogue sound into

a digital media• plays the sounds back, demonstrating digital

into analogue through the speakers.Students write a recount of the process.

Students can recount theprocess of transformingdata from analogue todigital and vice versa.

Teacher provides writtencomments on student’srecount of the process oftransforming data.

Feedback may also beprovided by peerassessment with a setcriteria decided upon bythe class.


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Data types such as:• text and hypertext• graphics• audio• video• animation

• describe andmanipulate datatypes for a range ofpurposes

Students:• create a table that describes the data types

related to databases, and where they areused, eg text, number, data, and currency

• collect data samples and classify accordingto their data types.

Students are able totransfer data from onetype into another, in avariety of situations.

Oral feedback on studentability to manipulatedata for a range ofpurposes.

Legal issues such as :• copyright/licensing• intellectual property• security and

protection includingviruses

• legislation such asAnti-discrimination,Equal EmploymentOpportunity,Occupational Healthand Safety

• examine legal issuesas they apply to thedevelopment ofinformation andtechnology softwaresolutions

Students:• use a variety of sources (eg computing

magazines, the internet and newspapers) tofind articles and case studies that relate torelevant legal and ethical issues

• identify the issues involved and discussthem

• write a data policy document for a doctor’ssurgery. This needs to reflect theappropriate social and ethical issues.

Students can identifyand discuss appropriatelegal issues as theyapply to certain databasescenarios.

Students maintain ajournal to collect ideasand encourage reflectionon the issues.

Oral responses toquestioningdemonstrates studentunderstanding of legalissues.

Teacher provides briefwritten feedback onstudent analysis of legalissues.

Ethical issues such as:• code of practice and

conduct• accuracy, validity

and bias of data

• research and reporton ethical issuesrelating to thedevelopment ofinformation andsoftware technologysolutions

• examine and judgethe accuracy, validityand bias of data andinformation

Students:• via a variety of websites, research

contentious social issues (for examplepassive smoking)

• discuss the accuracy, validity and bias ofdata and information.

Students can identifyand discuss appropriateethical issues as theyapply to certain databasescenarios.

Students are able todiscuss these issues, andrelate them to theresponsibilities ofdatabase users.

Teacher provides oralfeedback on studentability to discuss ethicalissues.


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Database development• components of a

database• inputs of the

database• data types required

to solve a problem

• describe therelationshipsbetween a database,file, record, field anddata, character

• list input data• create a data

dictionary toillustrate anddescribe data types

‘First Fleet Database’ Activity• Students are given a .CSV or .TXT file

containing the data from the ‘First FleetDatabase’. This should be used as stimulusfor a discussion about data types andmethods of organisation.

• Students analyse the organisation of thedata and relate this to the concepts of a file,record, field, data type and data format.

• Teacher introduces the concept of a datadictionary; then students analyse the rawdata, suggest appropriate field names andfield lengths and work out descriptions ofthe data and data types to create a completedata dictionary for this data

• Students create and populate the databaseusing two different methods:– manually enter a few records– import the CSV or TXT data using the

import feature of the chosen database.• Discuss the issue of accuracy and suggest

ways that the frequency of problems can bereduced.

Students create datadictionaries as part ofthe planning process ofthe database, and thenuse this with the keyconcepts to create adatabase for a particularpurpose.

Students identify the keydatabase components ofa set of input data andcreate a data dictionary.

Students manually enterdata into a databasecreated from thespecifications of the datadictionary.

Students import datafrom a file into theirdatabase created fromthe specifications of thedata dictionary.

Students can suggest andimplement a means tovalidate data in adatabase.

Teacher provides writtenannotations on datadictionary activity.

Oral feedback fromteacher on data types andorganisation.

Oral feedback fromteacher on student abilityto import files.


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Collecting, organisingand storing data• sources of data to

solve a problem• database storage on a

storage mediumconsidering file size,portability andupdatability

• validation andverification checksof data

• document andacknowledge datasources

• use validation andverification checkson the data for adatabase

• input data and storefor a given problem

Students:• create the database for the data dictionary

created above, setting up any validation andverification checks and necessaryformatting

• import the First Fleet data from the text file.Students need to enter some of the datamanually

• document and acknowledge the datasources used in the learning task.

Students use a datadictionary to create adatabase and then inputdata into that database.

Students are able toacknowledge the sourceof their data, andunderstand the reasonsfor doing this.

Oral feedback fromteacher on student abilityto:• create the database• input data• acknowledge data

source and reasonsfor its use.

Integration• importing from

existing electronicdata

• import data from adifferent source

• Students import a graphic from a selectedsource.

Students can import andposition a graphic in thedatabase.

Teacher provides writtenfeedback on ability toimport and position agraphic.

Data coding such as:• decimal and binary• bits and bytes such

as kilobytes,megabytes, gigabytesand terabytes

• ASCII

• describe andcompare codingmethods

• discuss the units usedwhen measuring datastorage

• perform simplecalculations on datacoding

• Overview the binary and decimal numbersystem, comparing each.

• Overview methods of coding numerical andtextual data in binary form, through lookingat the ASCII system and the conversions ofdecimal to binary and binary to decimal.

• Produce a table with entries for each unit ofmeasure, its abbreviation and size in bytes.

Students are able tocarry out codingconversion calculationson ASCII text andnumerical data.

Teacher provides oralfeedback on the process.

Teacher and/or peerevaluation of table basedon criteria set by teacher.


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File extensions such as:• doc• *db• bmp• xls

• recognise fileextensions and theiruse within chosenoptions

• Discuss different files types used withdatabases and their file extensions using atable, eg .csv, .txt, .*db (the headings for thetable are Use, Data Format, Extension).

Students have anunderstanding of thedifferent file types andextensions and theirrelationship to databasesoftware.

Teacher provides oralfeedback on studentunderstanding of filetypes and extensions.

Data storage andfunction• primary storage such

as RAM and ROM• secondary storage

such as random andsequential access

• secondary storagemedia such as tape,disk and opticalmedia

• contrast primary andsecondary memory

• describe thefunctions of primaryand secondarymemory

• select and use theappropriate datastorage media for agiven situation in anethical manner

• state the reasons forthe range of datastorage and mediaformats

• Define primary and secondary memory/storage and its purpose.

• Define the different media types.• Create a database of storage devices with

the following fields:– Name of device– Picture– Description– Category (prim. or sec.)– Media type– Storage size/capacity (MB)– Access time– Typical application/use– Source/reference

• Populate this database with data researchedfrom the internet and class discussion/notes.

• Discuss the reasons for the variety instorage media.

Sample assessment for learning activity 1 –Database Data Storage (see page 39)Given a scenario, eg a doctor’s surgery,students decide on appropriate storagetype/media for the different operations of thedatabase system and identify any related legaland ethical issues.

Students are able todescribe primary andsecondary storage, andthen use it in anappropriate and ethicalmanner for a givensituation.

Teacher gives writtenfeedback on the use ofhardware in anappropriate situation.

Teacher provides oralclarification and positivereinforcement of studentresponses.


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Roles andresponsibilities ofpeople working in theinformation andsoftware technologyfield such as• data entry operators• systems analysts• users

Careers in informationtechnology

• describe key roleswithin theinformation andsoftware technologyfield and criticallyanalyse possible rolestereotypes

• develop roledescriptions ofpeople working inthe field ofinformation andsoftware technology

• explore careeropportunities andpathways for peoplewithin the field ofinformation andsoftware technology

• Students, working in pairs, create a reportthat uses thorough research from differentsources (including job advertisements andthe internet), about current database-relatedIT career paths. In the report students mustinclude:a) Job title and descriptionb) Salaryc) Experience and qualifications

• Students will also present and discuss theirfindings orally to the rest of the class.

Note that this is a task that can becontinued/reused across a number of topics.

Students are able todescribe the vast array ofroles and their purposesin the IT industry.

Students can makeinformed judgementsabout possible rolestereotypes.

Teacher gives oral andwritten feedback onability to:• describe key roles in

the IT field• analyse possible role

stereotypes.

Methods of processing and analysing data

• editing, searching,sorting records

• edit existing fieldsand records within adatabase

• construct querysearches and sorts ongiven data

Editing• Briefly discuss the ways in which databases

can be edited, ie creating, modifying anddeleting fields and/or records.

• Following a teacher demonstration, studentsadd a ‘Price’ field to the ‘Storage Devices’database. Enter the typical price for eachitem in the database.

Students cansuccessfully create,modify and delete fieldsand records.

Teacher provides oralfeedback on studentability to edit fields andrecords.


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• editing, searching,sorting records(continued)

• edit existing fieldsand records within adatabase

• construct querysearches and sorts ongiven data(continued)

Sorting• Overview the concept of sorting and

methods of sorting data, eg ascending/descending, alphabetic, numeric, by date,etc.

• Give examples of commonly used databasesand their method of sorting, eg phone book– ascending alphabetic.

• Provide students with hard copy examplesof other sorted data (eg class list, fake markbook) and have them identify the sort fieldand sort method.

• Students carry out sorting exercises on the‘First Fleet’ database to answer somesimple questions.

• Discuss how sorting can help in analysingdata.

Students can identifysort order and field froma sample of sorted data.

Students cansuccessfully design andcarry out a sort on adatabase to interpret orgain meaning from data.

Student responsesindicate anunderstanding of the useof sorting to analysedata.

Teacher provides oralfeedback on studentability to sort records.

Teacher provides oralfeedback on studentability to sort and orderfields.

Teacher provides writtenannotations/marks onstudent ability to sortdata to gain meaning.

Queries• Overview the concept of a ‘query’.• Introduce queries through the use of

‘filters’. Conduct some simple filteringexercises using the ‘Storage Device’database they created earlier. Refine thequeries/filters by using progressive filteringof data, eg filter on ‘Secondary’ for thestorage type and then on ‘Magnetic’ for thestorage medium.

• Discuss how queries/filters assist withanalysing data.

Student definitionsindicate theirunderstanding of theconcept of a query andits use in analysing data.

Students demonstrate anunderstanding of the useof different operators inqueries.

Teacher providesfeedback on ability todefine a query and use itto analyse data.


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• Overview:– logical operators, including AND, OR

and NOT– comparative operators including >, <,

>=, <=, LIKE• Give students a hard copy of the ‘Storage

Devices’ (or similar) database and a list ofquestions to be answered that require theuse of these operators, conducting their own‘manual’ queries.

• Teacher demonstrates how to enter queryvalues for different field types, eg textstrings in quotes, dates, etc. Brieflyoverview the use of ‘wild card’ charactersin criteria such as * and ?

• Students create several queries on the‘Storage Devices’ database (with questionsfrom the paper/manual activity as stimulus).

• Teacher demonstrates how to view theirqueries in ‘SQL view’ as an insight intowhat actually occurs in a query (if inAccess).

• Informal questioning to gauge studentunderstanding.

Students cansuccessfully design andcarry out a query on adatabase to interpret orgain meaning from databased on set criteria.

Student responses toquestioning demonstratean understanding of thedifferent forms of aquery, ie query, filter,SQL.

Teacher gives writtenfeedback on ‘StorageDevices’ query creation.

• mathematicalcalculations

• design and performcalculations on data

• create macros toperform repetitivetasks

Calculations• Overview the use of calculations in queries

and briefly discuss the advantages/disadvantages of using calculations withindatabases as compared to other types ofapplications, such as spreadsheets.

Student responsesindicate anunderstanding of theconcept of calculationwithin queries.

Teacher provides oralfeedback on calculationsduring class questioningand discussion.


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• mathematicalcalculations(continued)

• design and performcalculations on data

• create macros toperform repetitivetasks(continued)

• Teacher demonstrates the use of aggregatefunctions/calculations such as sum, averageand count in queries.

• Students create a query that lists the average‘Price’, average ‘Storage Capacity’ andcount of total number of records in the‘Storage Devices’ database.

• Teacher demonstrates how to create a newquery field that calculates the price per MBfor each storage device in the ‘StorageDevices’ database, ie price per MB =‘Price’/‘Storage Capacity’. Sort by this fieldto determine the most cost-effective methodof storage.

Students cansuccessfully design andcarry out calculationswithin a query tointerpret or gainmeaning from data.

Teacher provides oralfeedback on ability to:• design and carry out

calculations in aquery

• interpret or gainmeaning from data.

Macros• Introduce the concept of macros and their

general use across all applications.• Demonstrate the construction and use of a

macro in a database. Construct a macro torun, print and close one of the queries thatwere created earlier for the ‘StorageDevices’ database.

Student responsesindicate anunderstanding of thepurpose of a macro.

Students cansuccessfully createmacros to run querieswithin a database.

Teacher provides oralfeedback on use ofmacros after directobservation of studentsat work.

Teacher provides oralfeedback on creation anduse of macros to runqueries.


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Consolidation Task• Students are given questions to answer

through analysis of the ‘First Fleet’database. Students have to create sortedqueries to perform on the database. Theycreate macros to run and print these queries,answering the questions and attaching theirprintouts for submission to the teacher forassessment.

Students can consolidatetheir knowledge ofsorting, queries andmacros in a combinedtask.

Students can createsorted queries, andmacros to activate them,thereby being able tointerpret data and answerset questions.

Teacher gives writtenfeedback on studentanalysis of ‘First Fleet’database.

Methods of presenting information

• outputs of thedatabase: reports,forms,data/information

• identify outputswhen designing adatabase

• Overview the methods used for outputtinginformation from a database (electronic andhardcopy). Use examples of the same datapresented in different forms, eg on-screenform, report, mail merge.

• Discuss and create a list of possible items ofinformation to be obtained from a schooldatabase of students, teachers andclasses/courses. Determine whether theseare best presented in hardcopy form or on-screen.

Student responsesindicate anunderstanding of thedifferent database tools/components used tooutput information inboth electronic andhardcopy form.

Students can identifyappropriate outputs froma database and the mostpractical form forpresenting this data.

Teacher provides oralfeedback on studentidentification of outputs.

• presentation ofreports: header, bodytext, footer

• prepare a range ofreport layouts forpresentation

ReportsTeacher:• overviews concept and purpose of a

database report

Students can identify themain parts of a databasereport.

Teacher provides oralclarification during classquestioning anddiscussion.


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• report layouts• design features on

forms and reports

• create an effectivedesign for databaseforms

• outlines the parts of a report (ie header,footer, body, text) using samples todemonstrate

• models good report design, using samplesof good and poor reports

• discusses report design considerations oftypeface, sequence and structure ofinformation, use of white space, etc

• highlights the importance of date stampingof hardcopies

• outlines the process for creating reports andcreates a simple report to print the contentsof the ‘Storage Devices’ database as well assome of the other queries that were createdearlier.

• Highlight the fact that the input for a singlereport can be from any number of tablesand/or queries.

• Students create reports for the queries theycreated for the ‘First Fleet’ database earlier.

Students cansuccessfully create adatabase report from aquery.

Reports created bystudents demonstrate anunderstanding of whatconstitutes good reportdesign practice.

Teacher provides writtenannotations on ability to:• identify key parts of

a database• create a database

report from a query• create an effectively

designed report

Forms• Overview concept and purpose of a

database form. Discuss the general functionof database forms in providing a ‘userinterface’ to the database that allows theuser to easily view and edit data. Introducethe concept of a database ‘front-end’ and‘back-end’. Use sample databases to assistin discussion.

Students can identify themain parts of a databaseform.


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• Outline the different types of user interfacesand determine the type of interface used indatabase forms (ie G.U.I.).

• Students create a form for viewing/editingstorage device details in the ‘StorageDevice’ database created earlier.

• Outline the basic elements of a form,eg header, footer, body, labels, textboxes,buttons, icons and pictures. Use a worksheetidentifying screen elements on a sampleform. Then identify these elements on theforms just created.

• Teacher demonstrates how to edit a form in‘form design view’. Students create a buttonto run the printing macro created earlier forthe ‘Storage Devices’ database. Studentsdemonstrate how to move, resize and alignscreen elements and forms.

Students demonstrate anunderstanding of thefunction of forms inproviding an interface tothe database.

Students cansuccessfully create adatabase form using aform wizard.

Students can create andedit form elements andarrange them on a form.

Teacher provides oralfeedback on uses offorms from databases.

Interface design• the function of the

user interface• interactivity with the

user• communication with

application andoperating systems

• explain the functionof the user interface

• compare and contrastthe types of userinterfaces

• Present students with a handout outlininginterface design principles. Discuss theseprinciples with reference to form design andform elements.

• Students critically evaluate samples of goodand bad interface screen design (includingexamples from other applications or evenwebsites).

• Students create a form for viewing the ‘FirstFleet’ database. Add buttons for running thevarious queries and reports created earlier.The form should follow sound interfacedesign principles.

Students can criticallyappraise the design of aninterface in terms ofaccepted designprinciples.

Students can create adatabase form,incorporating a numberof elements, whichdemonstrates soundinterface design.

Teacher provides oralfeedback on designprinciples during classquestioning anddiscussion.

Teacher provides writtenannotations on ‘FirstFleet’ form design.


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Integration• exporting data for

other uses• create a mail merge

from stored data• Outline the concept and function of mail

merge using real-world examples, eg creditcard letters, competition sweepstakes.

• Teacher demonstrates the construction of amail merge document. Create a mail mergewith the ‘First Fleet’ database to send apersonalised letter to all convicts tellingthem of their criminal conviction and theship they will be sailing on.

• Students create a database with thefollowing fields: Surname, Given Name,Title, Gender, and Address. Studentspopulate the database, entering fictitiousdata in the address field to protect studentprivacy. They add a ‘Yes/No’ field to theirdatabase called ‘Invite’, choosing who theywish to invite to their birthday party byticking this field in the database. Theycreate a query that displays only thosepeople they wish to invite to their birthdayparty. They then create a party invitation ina word processor and mail merge it with thequery.

Students can relate theuse of mail merge toreal-world examples.

Students cansuccessfully create amail merge documentand merge it with anexisting database.

Teacher provides oralfeedback on mail mergeduring class questioningand discussion.

Teacher gives writtencomments on mail mergeprintout from bothlearning activities.

Ethical issues such as:• code of practice and

conduct• privacy and security• accuracy, validity

and bias of data

• research and reporton ethical issuesrelating to thedevelopment ofinformation andsoftware technologysolutions

• Class brainstorms ethical issues, based onprevious activities.

• Class debates whether ‘Using mail merge tosend letters has improved the way wecommunicate’.

Students can carry outan informed discussionand present logicalarguments based on theethical issues involvedwith the use ofdatabases.

Teacher provides oralfeedback on studentunderstanding of ethicalissues.


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Features of a softwaresuch as:• search facilities• micro capabilities• macro capabilities• editing capabilities• data portability

• compare and contrastthe features ofpackages, includingrelationships to otherpackages

• list the features ofsoftware packagesappropriate toparticular users and arange of tasks

• Students create a table of features ofdatabase software with a brief description ofeach.

• Discuss how each of these features relate tofeatures in other software packages, egword processing, spreadsheets, internet, etc.

For example:

Feature Description Comparison

Searching To retrieve specificpieces of informationbased on certaincriteria. Conductedthrough the use offilters and queries.

Most other programslimited to ‘Find’.Internet search engineshave similar, but not aspowerful, features.

Sorting To arrange informationin either ascending ordescending order. Canalso be carried out aspart of a query.

Spreadsheets verysimilar. Not present inother packages.

……. ……. …….

Students demonstrate anunderstanding of themain features ofdatabase software.

Students can makecomparisons betweendatabase features andsimilar features in othersoftware applications.

Teacher provides oralfeedback on the databasefeatures selected bystudents.

Software

Developing softwaresolutions• defining a problem• designing a solution• evaluating a solution

• apply set criteria tochoose the mostappropriate softwaresolution

• apply an approach todevelop softwaresolutions

• select and justify theuse of existingsoftware for asoftware solution

• Examine in detail, the processes ofselecting, designing and evaluating asoftware solution.

Using an example of an e-business such asAmazon.com, students:• analyse the business structure• write a report that describes the main

features of the database and how itfunctions at the centre of the online servicestudied during the case study

Students write a reportthat describes the basicstructure and function ofthe database in thecontext of the casestudy.

Teacher gives writtenfeedback on studentdescription of the basicstructure and function ofthe database.


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• justify the decision to use the selectedsoftware solution by outlining the activitiesthat occur during each step of development:– defining the problem– designing a solution– evaluating the solution.

Students demonstrate anunderstanding of howeach step in thedevelopment processapplies to the chosensolution and justifies thedecision to use theselected softwaresolution.

Teacher provides oralfeedback during classquestioning anddiscussion.

Databases: design, produce and evaluate

Defining and analysingthe problem• identification of need

or problem to besolved

• constraints thatimpact on problemsolving:– technical such as

hardware– operational– financial– ethics

• identify the need orproblem to be solved

• analyse the problemand a range ofpossible solutions

• identify and analysethe factors that mayimpact on thesolution

Students:• model the main elements of the design

process by designing a database solution formonitoring the inventory of a DVD hireshop

• identify the need or problem to be solved• analyse a range of solutions• identify the constraints and discuss how

they impact on the solution.

Students can define andanalyse a simpleproblem and identify themain constraints thatimpact on the solution.

Teacher provides writtenfeedback on studentability to define andanalyse a problem andidentify the mainconstraints.

Designing possiblesolutions such as:• concept mapping• brainstorming• observation• research

• generate ideas usinga range of methods

• examine and modifyexisting solutions

• Introduce the methods of designing possiblesolutions and then have the students workthrough the process using each method.

Students create aconcept map, participatein a brainstormingexercise, observe howthe system operates andresearch the possibilities.

Teacher gives writtenfeedback on studentconcept maps andresearch.


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Teacher provides oralfeedback duringbrainstorming andobservation exercisesand discussion.

Database development• purpose of the

database• components of a

database• inputs of the

database• outputs of the

database: reports,forms, data/information

• data types requiredto solve a problem

• define and describe adatabase

• explain the purposeof a database

• list input data• identify outputs

when designing adatabase

• create a datadictionary toillustrate anddescribe data types

• Working in small groups, students designan inventory database for a DVD hire shop.

• Each group creates a design folio thatdescribes the purpose of the database, thecomponents of the database, the inputs andoutputs of the database. They must alsocreate a data dictionary that describes theimportant features of the data.

Students can produce adesign folio or designbrief for a purpose-builtdatabase.

Students produce a datadictionary for a purpose-built database.

Teacher provides writtenannotations on studentdesign folio.

Teacher gives writtenfeedback on student datadictionary.

Producing possiblesolutions such as:• prototyping• input/output/

processes table

• model possiblesolutions using arange of methods

• Students create a prototype of the inventorydatabase for a DVD hire shop that fits thespecifications called for in the student’soriginal design brief.

Students create aprototype of theinventory database for aDVD hire shop.

Teacher provides writtenfeedback on prototypedatabase.

Communicationtechniques including:• written• graphical and visual

• document decision-making and problem-solving in thedevelopment ofsolutions

• Students create documentation for theprototype that will be included in the designfolio:– written descriptions and explanations– graphics, diagrams and concept maps.

Students produce adesign brief for apurpose-built databasethat contains written andgraphical explanations.

Teacher gives writtenannotations on studentdesign brief.


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Evaluation criteria• functionality of

solution• quality of

information such asaccuracy, relevance,integrity andtimeliness

• establish criteria forthe evaluation ofsolutions

• evaluate solutionsusing establishedcriteria

• Examine the importance of establishingcriteria for the evaluation of a databasesolution.

• Describe methods of evaluating the criteriaof:– functionality of solution– accuracy of information– aesthetics.

• Write an evaluation that addresses theestablished criteria.

• Students use criteria to evaluate theprototypes of other class members.

Students can recall theimportance ofestablishing criteria forevaluation.

Students create a writtenevaluation addressingthe established criteriaand then use it to gatherfeedback on theirprototype databasesolution.

Teacher provides oralfeedback on criteriaselected.

Teacher gives writtenannotations on studentevaluation.

Peers evaluate eachother’s databases andprovide oral feedback.

Methods of evaluation• individual • use feedback

evaluation in order tomodify solutions

• Use the evaluation to gather feedback that isthen used to modify their prototypesolution.

Students make anddocument changes totheir prototype based onthe findings of theevaluation feedback.

Teacher provides writtenfeedback on finalprototype database anddocumentation.


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5.1.1 Sample assessment for learning activity 1: Database Data Storage

ContextStudents have been introduced to databases and have studied the role of data and informationwithin database systems. This is one of the activities that would be included in the projectportfolio, illustrating an early stage in the teaching and learning sequence when feedback isessential for the student. This feedback assists the student to clarify understanding of concepts,remedy misconceptions and plan for deeper understanding. Students have learnt about thedifferent types of data and how they are represented and stored digitally on a computer.Students have undertaken a number of learning activities to develop an understanding of thelegal and ethical issues that pertain to databases and database design. An earlier activity hadstudents write a data policy document for a doctor’s surgery that addressed these issues in thecontext of a given scenario. The purpose of this activity is to tie these concepts together andhave students make considered decisions in the ethical selection of appropriate storage mediafor a given database.

OutcomesA student:5.1.2 selects, maintains and appropriately uses hardware for a range of tasks5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging

problems5.3.1 justifies responsible practices and ethical use of information and software technology.

Description of activityStudents study the given scenario for the use of a large database system in a doctor’s surgery. Theydecide on appropriate storage types and media for the different components and operations of thedatabase. This includes input and output file types and media (including transmission media), databasestorage media, and backup storage media. They then discuss legal and ethical issues relating to thescenario and justify their selection of media in terms of these issues. They present their decisions andjustification in the form of a written report (1–2 pages). The suggested duration for this activity is1–2 periods.

Criteria for assessing learning(These criteria would normally be communicated to students with the activity.)

Students will be assessed on their ability to:• select appropriate file types and media for the input, storage and output/transmission of

database data/information• identify relevant legal and ethical issues relating to the scenario• justify the selection of file types and media in terms of their relationship with identified

legal and ethical issues.



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8–10(High)

• selects all appropriate file types and media for storage of data and information• identifies a broad range of relevant legal and ethical issues for the scenario• independently justifies the selection of file types and media for storage in relation

to the legal and ethical issues

4–7(Satisfactory)

• selects most appropriate file types and media for storage of data and information• identifies a range of relevant legal and ethical issues for the scenario• describes the selection of file types and media for storage in relation to the legal

and ethical issues

1–3(Progressing)

• selects some file types or media for storage of data and information• identifies some relevant legal and/or ethical issues for the scenario• requires assistance to justify the selection of file types and media for storage in

relation to the legal and ethical issues.

FeedbackBrief written annotations on the student report where necessary, commenting on:• selection of appropriate file types and media• identification of relevant legal and ethical issues• justification of the selection of file types and media.

Oral feedback to the students during the activity. Comments will inform students about suchthings as:• suitability of media depending on its planned use• depth of discussion and number of issues considered for the scenario.

Future directionsThrough this activity students are developing an ability to critically evaluate and justify theirdecisions in terms of relevant legal and ethical issues. They are developing a betterunderstanding of database systems in context, which they will use later in the unit when theyare required to develop their own database software solutions. They will be required to carryout similar activities for all other modules covered in the course.

Resources• Briefing sheet outlining the details of the particular scenario.• Feedback grid sheet, to be submitted with their report.• Internet sites:

– nsd.uib.no/English/privacy/ (NSD Homepage)– lboro.ac.uk/admin/committees/ethical/gn/deas.htm (Loughborough University Data

Collection and Storage)– jmir.org/2000/1/e8 (Journal of Medical Internet Research, 2000)


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5.2 Stage 5 Sample Unit of Work: Option 4 Digital Media Project

Unit title: Digital Media (Option 4)

Project description: This unit of work is an introductory project based on a design brief. It involves the creation of graphical images to be incorporated into agraphics package for a publishing company. The unit involves the development of skills and knowledge in working with graphics, and sufficient time must beallocated to allow students to gain experience and skills in graphic manipulation in both draw and paint packages.This project requires the development of various media products, expressed as a series of challenging activities – Challenges 1 to 5.

Suggested unit length: 6–8 weeks

Targeted outcomes:A student:5.1.1 selects and justifies the application of appropriate software programs to a

range of tasks5.2.1 describes and applies problem-solving processes when creating solutions5.2.2 designs, produces and evaluates appropriate solutions to a range of

challenging problems5.2.3 critically analyses decision-making processes in a range of information

and software solutions5.3.1 justifies responsible practices and ethical use of information and software

technology5.3.2 acquires and manipulates data and information in an ethical manner5.5.1 applies collaborative work practices to complete tasks5.5.2 communicates ideas, processes and solutions to a targeted audience5.5.3 describes and compares key roles and responsibilities of people in the

field of information and software technology

Resources:• Software packages: Paint, Draw, Animation and Presentation• Internet access• WebQuest or hand-out sheets



Project development• processes and

techniques• design, produce and

evaluate a simpleproject for a real-world application

• Teacher introduces the students to a designbrief involving the creation of graphicimages for an online publishing company.

Students demonstratebasic practical skills ingraphic manipulation indraw and paintpackages.

Teacher gives oralfeedback to individualstudents on their use ofdraw and paint packages.


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Data types for digitalmedia products• used in specific

digital mediaproducts

• recognise and selectdata types used indigital products

• produce samples ofwork for a range ofdata types

• Students brainstorm how to successfullyincorporate graphic elements into apublishing company design. In pairs theycreate a list of design considerations fortheir product.

• Teacher discusses design principles anddemonstrates examples using professionalwebsites and other published material.

• Students view and analyse samples ofwebsites and other published materiallisting key aspects of design – includingstructure, colour, appropriateness of textand graphics.

Students analyse graphicelements and identifyexemplary designconcepts.

Students describeexamples of appropriategraphic design principlesviewed in the samples.

Teacher provides oraland written feedback onstudent ability to identifygraphic elements andexemplary designconcepts.

Teacher provides oralfeedback on students’descriptions.

Manipulationtechniques• cropping, rendering,

special effects

• manipulate datatypes for specificdigital mediaproducts

Challenge 1This challenge involves creating an appropriatecompany logo, which reflects the companyprofile.• Students hand draw several prototypes of a

company logo on paper, and then in pairsdiscuss the most relevant design to be usedfor the publishing company.

• Using a graphics package, students createand manipulate a design, based on theprototypes, to be used for the companylogo.

Students developproficiency in designinga range of solutions forthe company logo.

Students demonstratetheir skills in using avariety of graphic tools.

Students select andjustify theappropriateness of theirdesign.

Teacher gives oral andwritten feedback on therange of student designs.

Teacher provides oralfeedback on use ofvarious graphic tools.

Teacher provides writtenfeedback on student self-evaluation of design.


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special effects


Challenge 2This challenge involves students using a paintprogram to re-create a section of a street map tobe used in representing the company’s officelocation.• Teacher displays printed sections of street

maps to students. Samples of maps may bedownloaded from the Telstra whereisinternet site (www.whereis.com.au).

• Students select a sample map, choosing asection on which to base their location map,and create it in a paint program.

• The logo created in Challenge 1 is resizedand imported in to the top corner of themap page to identify the company withtheir location.

Students select andjustify the mostappropriate software tomanipulate the map,then produce a graphicalrepresentation of themap.

Students demonstrate theability to integrate andmanipulate graphicimages for a specificpurpose.

Teacher provides oralfeedback on graphicalrepresentation of themap.

Teacher providesannotations on printoutof map and logo.Clarification of studentachievement is providedby oral feedback.


special effects


Challenge 3This challenge involves students creating a setof graphics to be used in the company website.They produce a banner with the company nameand appropriate link buttons for the website.• Teacher introduces students to a range of

professionally designed websites. Studentsidentify and discuss best practice forgraphics for the web.

• Design principles, such as simplicity,consistency of elements, colours, texturesand effects are discussed.

• Students create a set of banner and linkbuttons for the publishing company websiteusing a paint program.

Students are able todiscuss and list thecriteria for graphics usedin web design.

Students producegraphic elements, whichdemonstrate the designprinciples discussed.

Teacher provides oralfeedback on studentability to identify anddiscuss criteria forgraphics.

Teacher provides oralfeedback on graphicelements produced.


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Factors affecting filesize• file format – GIF,

WAV, MPEG, etc• memory size• processing speed• colour palette

• describe factorsaffecting file sizeand observe theeffects on the digitalmedia

• select and useappropriate fileformats for digitalmedia

• Students save graphics in two different fileformats, to compare and contrast file sizeand image quality of the graphics.

Students are able toidentify the differencesin saving graphics in avariety of file formats.

Students demonstrate anability to save graphicsin two file formats.

Teacher provides oraland written feedback onstudent ability to savegraphic files in a varietyof file formats.

Data types for digitalmedia products• used in specific

digital mediaproducts

• recognise and selectdata types used indigital products

• produce samples ofwork for a range ofdata types

• describe how datatypes combine toproduce and enhancea digital mediaproduct

Challenge 4This challenge involves students creating ananimated graphic using animation software.• Students view examples of animated

images used in websites. They discuss theirquality and the appropriateness of usinganimated images in the web designs.

• Students in small groups brainstorm anddocument solutions for the use of animatedimages in the online publishing company.

• Teacher demonstrates the method ofcreating an animated graphic in ananimation package.

• Students create a static image, which willbe used as a base for a ten-frame animation.

• Students create an animated sequence bymaking changes to the original staticimage.

• Students test their sequence and make anynecessary modifications.

Students describe andjustify appropriateanimated images used inprofessional web design.

Students demonstrateexamples of appropriateand effective animationsfrom sampled websites.

Students create a staticimage to be used in ananimated package.

Students demonstrate anability to create andmodify images in ananimated sequence.

Teacher provides oralfeedback on studentanalysis of animatedimages.

Teacher provides oralfeedback on static imageanimated sequence.


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Project development• processes and

techniques• design, produce and

evaluate simpleprojects for a realworld application

Sample assessment for learning activity 2 –Graphics Package Presentation (see page 46)Challenge 5This challenge involves students presentingtheir work to the class. Students usepresentation software to display and discusstheir graphics package. This includes thecompany logo, location map, website banner,link buttons and animated graphic.• Teacher introduces evaluation criteria to

students. This includes the appropriatenessand relevance of the graphics to the designbrief, design consistency and visual qualityof the images included in the package.

• Students itemise evaluation criteria items.• Teacher demonstrates the method of

importing graphics into a presentationprogram. A ready-made template could bedistributed to students to aid in presentingtheir graphics package.

• Students import their graphic elements intothe presentation package. They annotatetheir graphic solutions with a series ofcomments justifying their choices andoutlining the possible use of their package.

• Students present the project to the class andjustify their choices for their solution inrelation to the design brief.

• Students in the class provide peer feedbackon the presented graphics solutions.

Students establish andapply criteria for theevaluation of theirsolution.

Students create anannotated slidepresentation in order toreflect and documenttheir solution.

Students apply andassess collaborativework practices whendeveloping solutions.

Students carry out peerassessment of individualand group contributionto the package.

Teacher provides oralfeedback on criteriaestablished.

Peers and teacherprovide oral and writtenfeedback on individualpresentations.

Teacher provides oralfeedback based onobservation of workpractices.

Formal written feedbackof completed folio forproject.


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5.2.1 Sample assessment for learning activity 2: Graphics Package Presentation

ContextThis is the final activity in a project to create and present a range of media. Students havealready completed four of the five challenges or activities involved in this unit of work,including designing and producing a company logo, a location map, a website banner, linkbuttons and an animated graphic. In this fifth activity, students use previously createdcomponents to produce their graphics package for the online publishing company ‘CreativePublishing’ and present their solutions to the class. Peer evaluation is used, to assist studentswith their appreciation of the relevant design principles and with using evaluation to improvetheir final product. The teacher will introduce evaluation criteria, including appropriatenessand relevance of the graphics to the design brief, design consistency and visual quality of theimages in the package. This presentation is the culmination of the project and provides thematerials to be used later in the creation of a website.

OutcomesA student:5.1.1 selects and justifies the application of appropriate software programs to a range of

tasks5.2.1 describes and applies problem-solving processes when creating solutions5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging

problems5.3.2 acquires and manipulates data and information in an ethical manner5.5.2 communicates ideas, processes and solutions to a targeted audience.

Description of activityStudents are to present their graphics which include a company logo, a location map, a website banner,link buttons and an animated graphic to the class. Students may use a presentation software packagesuch as PowerPoint to present and display their graphics package.

Students will make a list of evaluation criteria and use it to provide peer feedback to other students’graphic solutions. They will evaluate the best features of their design including annotated points aboutstructure, style, colour, appropriateness of text and graphics. They will provide justification for theirchoices of images and chosen software applications. Drawing on peer feedback, students will identifyareas for improvement, and suggest suitable modifications.

Criteria for assessing learning(These criteria would normally be communicated to students with the activity.)

Students will be assessed on their ability to:• describe and apply a set of evaluation criteria for the evaluation of the graphics package

solution• incorporate effective design considerations (such as structure, simplicity, consistency of

elements, colours, textures and effects)• import and manipulate graphics into a presentation software package• use feedback from peer evaluation to identify weaknesses and suggest appropriate

modifications• describe and justify the appropriateness of the graphics package to the design brief and

target audience.


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11–15(High)

• describes and applies criteria for evaluation of a graphics package• incorporates effective design considerations and principles into their graphics

package• demonstrates sound technical skills in importing and manipulating graphics• constructively uses student feedback to plan appropriate modifications to their

presentation• justifies the most appropriate design for the graphics package relating to the design

brief and targeted audience

6–10(Satisfactory)

• describes and applies some criteria for evaluation of a graphics package• incorporates some design considerations and principles into their graphics package• demonstrates some technical skills in importing and manipulating graphics• uses student feedback to plan some appropriate modifications to their presentation• justifies the design for the graphics package relating to the design brief and

targeted audience

1–5(Progressing)

• identifies and applies some criteria for evaluation of a graphics package• incorporates minimal design considerations into their graphics package• demonstrates limited technical skills in importing and manipulating graphics• with assistance uses student feedback to plan some modifications to their

presentation• provides limited justification of design choices.

FeedbackStudents will be given both oral and written feedback from the teacher. Peer evaluation willalso occur as students discuss other students design solutions based on a set of evaluationcriteria.

The teacher will provide oral feedback to students on their:• list of suitable criteria for the evaluation of their solution• ability to import their graphic elements into the presentation software and convert any file

formats as required.

Written feedback will inform students on their ability to:• produce a graphics package incorporating effective design considerations and principles

such as structure, simplicity, consistency of elements, colours, textures and effects• plan modifications to their presentation following student feedback• produce and justify an appropriate design solution to the design brief and targeted

audience.


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Future directionsDuring the activity students develop skills in applying evaluation criteria to assess theirsolutions and the solutions of their peers. They need to further improve their skills inmanipulating appropriate data types to produce and enhance their digital media solution.Collaborative work practices are encouraged through peer feedback. Students also need toimprove their skills in communication through explaining their ideas and solutions to atargeted audience. Further activities should also give students the opportunity to improve theirliteracy skills in writing.

This learning activity can lead students into creating and building an online website for apublishing company.

Resources• Paint and Draw packages• Internet access• Peer assessment sheet• Internet sites:

– Logo design www.123logo.com/logo-designs.htmwww.creativeprp.com/story/feature/2857.html

– Banner design www.htmlcook.com/traffic_banners_design.htmwww.wdvl.com/Internet/Commerce/BannerAds/

– Animated graphics www.geocities.com/SiliconValley/Way/9721/gifs.htmlwww.uselessgraphics.com/www.donotenter.com/cool/ucgraphics/animated/

information and software technology years 7–10 · information and software technology years...

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