Digital Solutions 2019 v 1.2Unit 1: Creating with Code — Context: Web Applications

Unit descriptionIn Unit 1, students will explore the creative and technical aspects of developing interactive digital solutions. They investigate algorithms, programming features and useability principles to generate small interactive solutions using programming tools and gain a practical understanding of programming features. This allows them the opportunity to explore existing and developing trends involving digital technologies.

Unit objectivesBy the end of this unit, students will:

1. recognise and describe programming elements and useability principles. 2. symbolise and explain information, ideas and interrelationships related to programming problems. 3. analyse problems and information related to a selected technology context. 4. determine user experience and programming requirements, and self-determined and prescribed criteria of a programming problem. 5. synthesise information and ideas to determine possible prototype digital solutions. 6. generate user interface and programmed components of the prototype digital solution. 7. evaluate impacts, components and solutions against criteria to make refinements and justified recommendations. 8. make decisions about and use mode-appropriate features, language and conventions for particular purposes and context.

Assessment plan

Assessment details % Objectives to be assessed Conditions Date

Formative Internal Assessment 1:Technical Process

Formative (20%) 1. recognise and describe programming elements and useability principles. 2. symbolise and explain information, ideas and interrelationships related to

programming problems. 3. analyse problems and information related to a selected technology context. 4. determine user experience and programming requirements, and self-determined

and prescribed criteria of a programming problem. 5. synthesise information and ideas to determine possible prototype digital solutions. 6. generate user interface and programmed components of the prototype digital

solution. 7. evaluate impacts, components and solutions against criteria to make refinements

and justified recommendations. 8. 8. make decisions about and use mode-appropriate features, language and conventions

for particular purposes and context.

Multi-modal Presentation: 9-11 minutes

The reference list is not included in the presentation time.

Individual

Must follow Stuartholme School’s authentication strategies. These strategies reflect QCAA guidelines.

Due Date: First lesson of week eight in term one.

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 1 of 15

Assessment details % Objectives to be assessed Conditions Date

Formative internal assessment 2: Project – Digital Solutions

Formative (30%) 1. recognise and describe programming elements and useability principles. 2. symbolise and explain information, ideas and interrelationships related to

programming problems. 3. analyse problems and information related to a selected technology context. 4. determine user experience and programming requirements, and self-determined

and prescribed criteria of a programming problem. 5. synthesise information and ideas to determine possible prototype digital solutions. 6. generate user interface and programmed components of the prototype digital

solution. 7. evaluate impacts, components and solutions against criteria to make refinements

and justified recommendations. 8. 8. make decisions about and use mode-appropriate features, language and

conventions for particular purposes and context.

Length: 4-6 A3 pages 1-2 -minute demonstration of the functionality of the user interface, data and coded components of the digital solution by video recording 2-4 A4 pages of code with annotations

Other: the reference list is not included in the page count Stuartholme School will implement authentication strategies that reflect QCAA guidelines (see Section 1.3.2).

Due Date: First lesson of week five in term two.

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

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Teaching and learning planPlease be advised that this resource may contain images, voices, names or references to deceased persons. This may be in the form of photographs, film, audio recordings or printed material included or referenced as part of this resource. Some references may contain terms or reflect attitudes that are inappropriate today but are provided in a historical context.

The notional hours provided are based on 55 hours of teaching, learning and assessment (including revision, assessment preparation and implementation).

Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

1 hour 1, 3 Topic 1: Understanding digital problems understand the constituents of a digital

problem − methods of breaking down problems into parts using computational thinking and thinking tools, e.g. mind maps

understand and describe personal, social and economic impacts

analyse problems to identify − essential elements, components and features of problems in Digital Solutions − where and how digital technologies are used to solve problems to meet personal, societal and organisational needs, e.g. through search engines, robotics, mobile phone applications, automobile control systems, wearable devices and the use of smart objects in the Internet of Things

explore existing solutions to similar

Group activity: What constitutes a problem in Digital Solutions? − Brainstorm and discuss where and how future technologies will solve real-world problems. Examples of future technologies include search engines, robotics, mobile phone applications, automobile control systems, wearable devices and the use of smart objects in the Internet of Things.

Audio-visual activity − View three current resources about three different digital solutions that meet personal, societal or organisational needs, e.g. ‘Driverless vehicle technology to be tested at Adelaide airport’, ‘Aged care provider trials use of robot for heavy lifting’ (0:24 min) and ‘Dementia patients using robots’ (1:16 min).

Analyse the solutions and categorise the innovative technologies using a table to identify how the technology met societal, organisational or personal needs.

Categorise the essential elements, components or features of the technology that meet the needs identified, such as code, camera, motor, sensors.

Partner activity − Identify criteria in the previous activity that can be used to judge the quality of the solution. − Analyse the article ‘Driverless vehicle technology to be tested at Adelaide airport’ to identify and give examples of criteria that are needed to ensure driverless vehicles are safe for everyone to use

identify criteria and give examples

Literacy skills • comprehend texts through listening, reading and viewing to make meaning of terms • use Digital Technologies information and ideas in real-world or lifelike contexts to progress learning

21st century skills • critical thinking — analyse information to see or make new links to digital problems • creative thinking — generate and apply new ideas to create and identify strategies to develop innovative solutions • collaboration and team work — relate and interact with others to solve problems in

ABC 2017, ‘Driverless vehicle technology to be tested at Adelaide airport, Flinders University,’ www.abc.net.au/news/2017-03-21/driverless-car-trial-at-adelaide-airport,-flinders-university/8373006

accessed 28/7/17

Laurence, E 2017, ‘Aged care provider trials use of robot for heavy lifting, giving staff more time with residents’, www.abc.net.au/news/2017-04-07/nursing-home-robot-trial-wollongong/8426442

accessed 28/7/17

Turner, R 2017, ‘Dementia patients using robots, virtual reality to engage’, www.abc.net.au/news/2017-04-02/dementia-patients-look-to-new-technology-to-communicate/8406260

2 hours 1, 2 & 7 Topic 1: Understanding digital problems analyse a given problem to identify

- the user perspective and user-experience requirements

appraise information and ideas communicate using sketches or diagrams to

present information and ideas about the problem

Topic 2: User experiences and interfaces recognise and describe

− the meaning and importance of user experience − useability principles including accessibility, effectiveness, safety, utility and learnability

explore existing user interfaces to − identify pitfalls and useful solutions − determine how user characteristics influence the user-interface requirements and user experience for problems and solutions in

Investigation activity: How do different interfaces cater for different users?

− Explore a range of digital technology contexts and identify commonalities in user interfaces and user experiences. − Evaluate the interfaces against the useability principles of accessibility, effectiveness, safety, utility and learnability.

Sketching activity: How do sketches communicate information?

− Generate annotated sketches of sample interfaces for at least three technology contexts.

Literacy skills • comprehend texts through listening, reading and viewing to make meaning of terms • use Digital Technologies information and ideas in real-world or lifelike contexts to progress learning

21st century skills • critical thinking — analyse information to see or make new links to digital problems • creative thinking — generate and apply new ideas to create and identify strategies to develop

Usability PowerPoint

Usability worksheet10 Usability Heuristics:https://www.youtube.com/watch?v=hWc0Fd2AS3saccessed 4/7/2018

Understanding layouthttps://material.io/design/layout/understanding-layout.html#accessed 4/7/2018

Example usability testing with paper prototypes:https://www.youtube.com/watch?v=9wQkLthhHKAaccessed 4/7/2018

Digital Solutions 2019 v 1.2

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Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

relation to the useability principles symbolise ideas for a user interface using

sketches, diagrams, schematic diagrams or mock-ups

evaluate and make recommendations about user interfaces based on useability principles.

Low fidelity testing of the EE app:https://www.youtube.com/watch?v=yafaGNFu8Egaccessed 4/7/2018

Paper prototype app example:https://www.youtube.com/watch?

v=y20E3qBmHpgaccessed 4/7/2018

7 principles that make your website more engaging:

https://www.youtube.com/watch?v=3J85SUZFXNM

accessed 4/7/2018

4 hours

Page 52 hoursalgorithms

1, 2, 3 and 7 Topic 1: Understanding digital problems • understand methods of breaking down problems into parts using computational thinking and thinking tools, e.g. mind maps.

Topic 3: Algorithms and programming techniques • understand that simple algorithms consist of input, process and output at various stages • understand and use the basic algorithm constructs • symbolise algorithms and interrelationships with sketches and diagrams.

Topic 4: Programmed solutions • evaluate and make recommendations about algorithmic steps using debugging processes, e.g. desk checks.

Class activity: Use a mind map to brainstorm ideas relating to the questions below to collate existing knowledge and create new knowledge.

- What is an algorithm? - What is pseudocode and why do programmers write

pseudocode statements? - What can computers do that pseudocode can explain? - What are the conventions used for writing pseudocode?

Partner algorithm activity: Chocolate crackle algorithm - Cut a printed chocolate crackle recipe into separate steps and

mix up the steps. - Analyse the mixed-up steps for preparing chocolate crackles

and reorder the steps to generate an algorithm. - Classify inputs, processes and output. - Identify and explain some common tasks that can be explained

using pseudocode statements. Group algorithm activity 1: Provide another algorithm e.g. making

toast in the morning. - Analyse errors to identify any missing information. - Evaluate the suitability of each pseudocode statement and

recommend improvements. - Identify inputs, processes and output.

Group audio-visual activity: View Planning with pseudo-code and explain the role of pseudocode. - Analyse pseudocode statements in The elements of

pseudocode that are written to solve a problem. Analyse the steps shown in examples in The elements of

pseudocode to identify the existence of common rules for writing pseudocode.

Discuss the implications of the findings with a partner. Group algorithm activity 2

- Given the scenario: You are to help a new visitor to the school locate a location.

- Write an effective algorithm, i.e. logical step-by-step instructions using pseudocode statements, for this scenario.

- Test the correctness of the algorithm by using it to carry out the steps.

Literacy skills • comprehend written instructions through listening, reading and viewing for specific technologies • understand and use algorithms and Digital Solutions subject matter • communicate ideas, elements and processes by composing texts through speaking, writing and creating

Numeracy skills • estimate and calculate with whole numbers • recognise and use patterns and relationships in algorithms • interpret statistical information through developing, testing and refining components • use spatial reasoning to work with digital models

21st century skills • critical thinking — problem-solving, decision-making, reasoning and breaking down problems • creative thinking — identify alternatives, generate and apply new ideas • collaboration and team work — relate and interact with others to create new knowledge • personal and social interactions — develop personal, social, ethical, economic and legal understandings, demonstrate adaptability and flexibility to create digital solutions, develop the ability to self-manage, develop and enhance resilience, mindfulness, open- and fair-mindedness and self-

Khan Academy 2017, Planning with pseudo-code, www.khanacademy.org/computing/computer-programming/programming/good-practices/p/planning-with-pseudo-code accessed 28/7/17

Viking code school 2017, The elements of pseudocode, www.vikingcodeschool.com/software-engineering-basics/the-elements-of-pseudocode accessed 28/7/17

Desk check guide, sites.google.com/a/campioncollege.com/it_eveningschoool/problem-solving-and-programming/desk-check-guide accessed 28/7/17

Digital Solutions 2019 v 1.2

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Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

Group algorithm activity 3 - Generate step-by-step pseudocode instructions (an algorithm)

for the following tasks: o Draw a picture of a window frame on paper. o Add three numbers to display the total. o Display a new price after a 20% discount has been applied. o Display the area of a circle after a user inputs a value for the

radius. o Calculate what a bookstore will pay for 60 posted copies of a

book if its cover price is $24.95, but bookstores get a 40% discount, and postage costs $6 for the first copy and 30 cents for each additional copy.

- Evaluate the suitability of one of these algorithms after undertaking a desk check using the methodology from the Desk check guide.

Individual algorithm activity: Provide poor algorithm examples. - Analyse, identify and correct errors. - Recommend improvements to the algorithms. - Implement, test and evaluate the accuracy of algorithmic

statements by transforming pseudocode into equivalent Python code statements by testing the outputs.

- Make recommendations about possible improvement steps.

awareness • information & communication technologies (ICT) skills — access, collate, evaluate, analyse and present information from primary and secondary sources, be productive users of ICT

4 hours

Page 94 hoursAlgorithms

- Cs Harvard for resources

1, 3 and 7 Topic 1: Understanding digital problems understand methods of breaking down problems

into parts using computational thinking and thinking tools, e.g. mind maps

analyse a given problem to identify prescribed and self-determined criteria to evaluate the personal, social and ethical impacts of the solution

communicate using - language that is specific to digital technologies

and relates to elements, components, principles, processes, events, patterns, ideas and facts

- visual, written and spoken modes of communication to present data and information about programmed digital solutions

Topic 2: User experiences and interfaces recognise and describe useability principles

(efficiency, effectiveness, safety, utility and learnability)

Topic 3: Algorithms and programming techniques represent algorithms using pseudocode

- identifying and describing the steps and their behaviour in the algorithm

- identifying and explaining the algorithmic steps required for a programmed solution

recognise and describe programming syntax

Group algorithm problem-solving activity: How do we formulate algorithms that solve problems?

- Select and present a problem that focuses on algorithms and can be solved digitally.

- Use the Digital Solutions problem-solving process to collaboratively identify a solution to the problem.

During the explore phase, the following technique is employed. - Identify and understand possible solution requirements, e.g.

information, systems and tools. During the develop ideas phase, the following techniques are

employed. - Identify self-determined success criteria needed to evaluate the

personal, social and ethical impacts, quality, appropriateness and effectiveness of the desired solution.

- Determine required information and acquire required skills. - Use computational, systems and design thinking to elaborate on

and test ideas. During the generate phase, the following technique is employed.

- Generate and modify a chosen solution (algorithm, programming syntax and rules) in response to new or existing information.

During the evaluate phase, the following techniques are employed. - Appraise test data and errors. - Use pattern recognition to compare outcomes of alternative

solutions. - Appraise strengths, implications and limitations of decisions to

date (reference resource).

Literacy skills communicate information, ideas

and detailed proposals to a variety of audiences by composing texts through speaking, writing and creating

read and interpret detailed written instructions for specific technologies, including diagrams, data patterns and pseudocode by composing texts through speaking, writing and creating

develop annotated drawings, software instructions and code by composing texts through speaking, writing and creating.

Numeracy skills create accurate technical

representations using sketching and algorithms by recognising and using patterns and relationships

recognise and use patterns and relationships in computational thinking in decision-making processes when planning, developing and generating best-fit solutions.

21st century skills critical thinking — problem-solving,

analytical thinking, decision-

BBC Bitesize 2017, Designing an algorithm, www.bbc.co.uk/education/guides/z3bq7ty/revision/2

accessed 28/7/17

Google, 2017, Developing algorithms, computationalthinkingcourse.withgoogle.com/unit?lesson=28&unit=7accessed 28/7/17

Khan Academy 2017, Planning with pseudo-code, www.khanacademy.org/computing/computer-programming/programming/good-practices/p/planning-with-pseudo-codeaccessed 28/7/17

Desk check guide, sites.google.com/a/campioncollege.com/it_eveningschoool/problem-solving-and-programming/desk-check-guide

accessed 28/7/17

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

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June 2018

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Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

and rules communicate and clarify knowledge and

understanding about the purpose of code

making, intellectual flexibility, evaluating with purpose against criteria

creative thinking — generate and apply new ideas, demonstrate curiosity, initiative and enterprise, synthesise information and ideas to create new understanding, evaluate and refine ideas and solutions

communication — use and manipulate effective oral, written and visual communication, use specialised language, terminology, symbols, diagrams and texts to communicate

information and communication technologies (ICT) — access, collate, evaluate, analyse and present information from primary and secondary sources, be productive users of ICT.

3 hours

Page 11Unpacks their Problem Solving process and intro to IA1

1, 3 and 7 Topic 1: Understanding digital problems understand what constitutes a digital problem analyse problems to identify

- essential elements, components and features of problems in Digital Solutions

- where and how digital technologies are used to solve problems to meet personal, societal and organisational needs

analyse a given problem to identify - its boundary or scope - the requirements of the solution - constraints and limitations of the

environment - missing, required or unnecessary facts or

information - the user-perspective and user-experience

requirements - technical issues that influence the user-

interface requirements explore existing solutions to similar problems,

e.g. existing games or websites appraise information and ideas communicate using digital technologies–specific

language the modes of visual, written and spoken

communication to present data about digital solutions.

Topic 2: User experiences and interfaces explore existing user interfaces to identify

pitfalls and useful solutions.

Group problem-solving activity: How can the problem-solving process in Digital Solutions be applied to solve the given problem? Select and present a problem able to be solved digitally, e.g. a text-

based game is required by a school to teach reading skills. Use the problem-solving process in Digital Solutions to

collaboratively identify a solution to the problem. During the explore phase, employ the following techniques:

- Use abstraction and pattern recognition to identify essential features of elements, components, relationships and structures of the problem.

- Analyse the problem to identify and understand the relationships between users, solutions and the components of solutions in similar problems.

- Identify and understand possible solution requirements. - Identify the problem’s boundary or scope. - Identify existing, missing, required or unnecessary facts or

information. - Use decomposition to dissect problems and existing solutions to

similar problems, e.g. explore A dark room, a text-based adventure game and What should I make? Beginner programming project ideas.

- Appraise information and ideas. During the develop phase, employ the following techniques:

- Use computational thinking to apply abstraction procedures to problem components.

- Use systems and design thinking to develop ideas about components and solutions to test conceptual models.

- Use systems and design thinking to generate creative ideas, identify a solution and evaluate ideas that best meet the criteria for success.

Acquire required information, knowledge and skills to implement a solution plan. During the generate phase, employ the following techniques:

Literacy skills • communicate information, ideas and proposals by composing texts through speaking, writing and creating • read and interpret written instructions for specific technologies, including diagrams, data patterns and pseudocode by composing texts through speaking, writing and creating • develop annotated drawings and algorithms by composing texts through speaking, writing and creating.

Numeracy skills • use measurement to create technical representations • recognise and use patterns and relationships in computational thinking in decision-making processes when planning, developing and generating solutions.

21st century skills • critical thinking — problem-solving, analytical thinking, decision-making, intellectual flexibility, evaluating with purpose against criteria • creative thinking — generate and apply new ideas, demonstrate curiosity, initiative and enterprise, create new understanding, evaluate and refine ideas and solutions. • collaboration and teamwork — relate and interact with others, recognise and

A dark room, adarkroom.doublespeakgames.com/

accessed 28/7/17 Crowdgene, 2017, 29 service

ideas, www.ideaswatch.com/startup-ideas/service-ideas

accessed 28/7/17 Dalling, T 2017, What should I

make? Beginner programming project ideas www.programmingforbeginnersbook.com/blog/what_should_i_make_beginner_programming_project_ideas/

accessed 28/7/17 Github Inc. 2017,

Karan/projects-solutions, github.com/karan/Projects-Solutions

accessed 28/7/17 Gorkovenko, R 2017,

Problems games, www.codeabbey.com/index/task_list/games

accessed 28/7/17 Gorkovenko, R 2017a,

Problems – practical, www.codeabbey.com/index/task_list/practical

accessed 28/7/17 Gorkovenko, R 2017b,

Problems – simulation, www.codeabbey.com/index/task_list/simulation

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 6 of 15

Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

- Use design and systems thinking techniques to synthesise acquired information, ideas and skills to generate individual components of a preferred low-fidelity prototype solution.

During the evaluate phase, employ the following technique. - Use design thinking to evaluate components and the digital

solution against prescribed and self-determined criteria.

use diverse perspectives, participate and contribute to create personal, team and community connections • personal and social interactions — demonstrate adaptability and flexibility to create digital solutions

accessed 28/7/17 Child, D. n.d., Python cheat

sheet, www.cheatography.com/davechild/cheat-sheets/python/accessed 28/7/17

6 hoursPage 12Case scenarios

1, 4 and 6 Topic 1: Understanding digital problems communicate using

- digital technologies specific language relating to elements, components, principles, processes, events, patterns, ideas and facts

- the modes of visual, written and spoken communication to present data and information about programmed digital

Topic 2: User experiences and interfaces explore existing user interfaces to determine

how user characteristics influence the user interface requirements and user experience for problems and solutions in relation to useability

Individual use case scenario activity: - How do programmers identify and understand user needs

through use case scenarios and personas? - How do programmers develop effective solutions to suit user

requirements and needs? Use the resources from the usability.gov website: Personas,

Usability evaluation methods and Use cases to understand and compare explanations about use case techniques.

Use the resource McDonalds’ online delivery to analyse use case examples.

View the video Personas for understanding your user. Identify and explain how personas are used and how a persona

benefits a software solution. View the persona created for a pizza app in the video Meet dorm-

room Debbie - UX design for mobile developers. Determine the attributes that define the persona and then use the

Persona development discussion guide to identify attributes for a Queensland user for the pizza app.

Analyse whether the persona attributes identified are useful in developing the pizza app using the criteria: how, when and where app usage occurs.

Analyse Pizza app feature list - UX design for mobile developers. Use the Persona development discussion guide to identify four actors then explain each actor’s persona attributes.

Brainstorm the question ‘What makes a great movie mobile application?’ Identify actors and then develop a persona explanation about their usage of online movie ticketing and seating software. Group audio-visual activity: Investigating the use of personas in developing applications. Group research activity: The user-experience concept. Use the teacher-supplied learnability user-experience (UX) concept

(different for each group) to research and identify an example of the concept. Explain to the class.

Use the resource Reading 20: Heuristic evaluation to explore heuristic evaluation and useability evaluation methods to identify and explain useability principles including efficiency, effectiveness, safety, utility and learnability.

Group use case scenario activity: Are use case scenarios helpful when developing apps? Develop a use case for transport/ride services to replace taxis.

- Identify and analyse two different personas for the use case. - Exchange your use case with a different group and analyse

their decisions concerning user experience.- Evaluate decisions and make recommendations for

improvements. - Evaluate, with justifications, whether use case scenarios are

helpful when developing apps.

Literacy skills • communicate information, ideas and detailed proposals to a variety of audiences by composing texts through speaking, writing and creating • comprehend and interpret detailed written instructions for specific technologies, including diagrams, data patterns and pseudocode, through listening, reading and viewing • develop annotated drawings, software instructions and code by composing texts through speaking, writing and creating • prepare detailed specifications by composing texts through speaking, writing and creating.

Numeracy skills • use measurement to create accurate technical representations • use spatial reasoning to work with digital models • recognise and use patterns and relationships in computational thinking in decision-making processes when planning, developing and generating best-fit solutions.

21st century skills critical thinking — problem-

solving, analytical thinking, decision-making, intellectual flexibility, evaluating with purpose against criteria

creative thinking — evaluate and refine ideas and solutions

collaboration and teamwork — relate and interact with others, recognise and use diverse perspectives, participate and contribute to create personal, team and community connections

personal and social interactions — develop personal, social, ethical,

economic and legal understandings, demonstrate adaptability and flexibility to create

Look at good and bad websites

usability.gov, 2017a, Personas, http://www.usability.gov/how-to-and-tools/methods/personas.html

accessed 28/7/17 usability.gov, 2017b, Usability

evaluation methods, www.usability.gov/how-to-and-tools/methods/usability-evaluation/index.htmlaccessed 28/7/17

usability.gov, 2017c, Use cases, http://www.usability.gov/how-to-and-tools/methods/use-cases.htmlaccessed 28/7/17

Randive, V 2013, McDonalds’ online delivery, creately.com/diagram/example/hn00j0qr/McDonalds%20Online%20Delivaryaccessed 28/7/17

YouTube, 2016, Personas for understanding your user, www.youtube.com/watch?v=gAsoP9i2R_Qaccessed 28/7/17

YouTube, 2015, Meet dorm-room Debbie - UX design for mobile developers, www.youtube.com/watch?v=uTrPfWbx6Ekaccessed 28/7/17

usability.gov, 2017d, Persona development discussion guide, www.usability.gov/how-to-and-tools/resources/templates/persona-development-discussion-guide.htmlaccessed 28/7/17

Amara, 2017, Pizza app feature list - UX design for mobile developers, amara.org/en/videos/6rsNBXp2X9Yp/en/783665/accessed 28/7/17

Reading 20: Heuristic Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 7 of 15

Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

digital solutions, develop the ability to self-manage, develop and enhance resilience, mindfulness, open- and fair-mindedness and self-awareness.

evaluation, web.mit.edu/6.813/www/sp16/classes/20-heuristic-evaluation/accessed 28/7/17

YouTube, 2015, Rich Fulcher: personas and use cases - UX design for mobile developers

www.youtube.com/watch?v=3bQuJgBsYPoaccessed 28/7/17

IA1: Technical proposal – multimodalDue: First lesson of week 8 in term one

2 hours 1 Topic 1: Understanding digital problems analyse problems to identify their essential

elements, components and features explore existing solutions to similar problems,

e.g. existing games or websites.

Topic 3: Algorithms and programming techniques recognise and describe programming syntax

and rules recognise, describe and use good

programming practices, including dependability, efficiency, testing, debugging, error correction, coding conventions including commenting, consistent naming conventions, code simplicity and portability

identify and describe the purpose of code syntax and rules

explore - programming development tools to

understand how to use them effectively - − the use of a procedural text-based

language for interpreting programming language rules and syntax.

Table group activity 1: Why are rules used in society? - Discuss rules that everyone must follow every day, e.g. uniform

rules, litter rules, behaviour rules. - Identify and explain the purpose of each rule. - Brainstorm and discuss the use of the iterative phases of the

problem-solving process (explore, develop, generate, evaluate) in developing these rules.

Table group activity 2: What types of rules do programmers need to know about? What rules must be followed when programming? Apply the problem-solving process:

- Explore — explore and analyse statements, gather facts - Develop ideas — exchange information with peers using

brainstorming, questioning and discussion strategies - Generate — raise a range of responses to the statements - Evaluate — select effective responses to the statements to

respond to the following - Explain reasons programmers must follow rules. - Identify the rules that have been agreed upon by most

programmers. - Explain why each identified rule is important. - Repeat until effective responses are obtained. - Synthesise information, report and discuss findings.

Table group activity 3: Understand conventions and rules Compare and discuss the usefulness of the identified rules from the

previous activity to the following well-known programming rules: - indentation - code comments - use of whitespace - syntax error - naming conventions- Logical errors

Debugging Activity:Lesson 1 from Chapter 5 from Computer Science Principles on code.orghttps://studio.code.org/s/csp5-2018/stage/1/puzzle/12?section_id=1400357

Literacy skills communicate information and

ideas to a variety of audiences by composing texts through speaking, writing and creating

comprehend, analyse and evaluate the subject matter of Digital Solutions through listening, reading and viewing

21st century skills critical thinking — analytical

thinking (seeing or making new links related to programming rules and the problem-solving process)

creative thinking — demonstrate curiosity and imagination, synthesise information and ideas to create new understanding of programming rules

communication — use written and visual communication, use language and texts to communicate Digital Technologies ideas effectively

personal and social interactions — develop personal, social, ethical, economic and legal understandings

collaboration and team work — relate and interact with others

BBC Bitesize 2017, Writing error free codehttps://www.bbc.com/education/

guides/zcjfyrd/revision/1accessed 7/7/18

General steps for writing a program

https://study.com/academy/lesson/how-to-write-a-program-coding-testing-debugging.html

accessed 7/7/18

JavaScript Style Guide and Conventionshttps://www.w3schools.com/js/js_conventions.aspaccessed 7/7/18

HTML5 Style Guide and Conventionshttps://www.w3schools.com/html/html5_syntax.aspaccessed 7/7/18

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 8 of 15

Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

3 hours 1, 5 Topic 3: Algorithms and programming techniques recognise and describe programming syntax

and rules recognise, describe and use good

programming practices, including dependability, efficiency, testing, debugging, error correction, and coding conventions including commenting, consistent naming, code simplicity and portability

identify and describe the purpose of code syntax and rules

explore - existing solutions to similar problems - the use of a procedural text-based

language for writing and modifying code and using existing

code blocks or statements interpreting programming language rules and

syntax analysing and critiquing the end result of code

statements using input or output evidence (runtime evidence)

the purpose of code statements by writing code and using existing code blocks or statements

communicate and clarify knowledge and understanding about the purpose of code statements using code comments.

Topic 4: Programmed solutions students will use a procedural text-based

language to apply the use of operators, including arithmetic: +, –, *, /, integer, modulus, exponent

output information to the screen in text-based or visual formats

test inputs, outputs and processes.

Group audio-visual activity 1: How do programming languages automate tasks? View Lesson 1 - Python Programming (Automate the Boring Stuff

with Python) (5:39 min) and read the Beginners guide: Overview about Python’s features - Identify the purpose and functions of a programming language. - Brainstorm some ideas or questions about how Python works. - After a feedback session, mark off questions that have been

answered and raise any unanswered questions for further discussion.

Individual programming activity 1: Use of IDLE and text editor Read ‘Entering expressions into the interactive shell’ in Python

basics. Open and explore IDLE and text editor. Individual programming activity 2 Complete the Hello world program, save and test the program. Use ‘Chapter 3: Writing programs’ from Invent your own computer

games with Python to complete the activities including saving and running programs, using the print() and input() functions and comments.

Read ‘Chapter 5: Jokes’ from Invent your own computer games with Python, and design a program that tells the user a joke.

Group audio-visual activity 2: Writing expressions and using data types View Lesson 2 - Python programming (Automate the boring stuff

with Python) (10:52 min) to learn and analyse rules for expressions using Python’s arithmetic expressions resource. - Brainstorm real-world examples of integer, floating point and

string data types for the industries of education, health and entertainment.

Read Python basics as far as the section on ‘Storing values in variables’ and complete the coding activities.

Individual programming activity 3: Adjusting existing code and using code comments Read ‘Chapter 3: Writing programs’ and analyse an existing Python

program by adding a code comment above each line of code explaining what the line of code does.

Read Python basic – Exercises, practice, solution and complete three exercises of Python problems.

Read Math operators and complete both the tutorial and code exercises.

Complete Logic operators tutorial and code exercises Record evidence in a two-column table. Copy and paste the code

statements in the right column and explain the purpose of each statement in the left column.

Literacy skills comprehend texts through

listening, reading and viewing to make meaning of terms (programming syntax, programming terminology)

comprehend texts through listening, reading and viewing to make literal and inferred meanings about programming techniques

Numeracy skills estimate and calculate with whole

numbers use numbers and number

concepts in programming interpret statistical information

through developing, testing and refining components

use spatial reasoning to work with digital models

21st century skills critical thinking — problem-

solving, decision-making and reasoning

creative thinking — identify alternatives, generate and apply new ideas

collaboration and team work — relate and interact with others to create new knowledge

personal and social interactions — develop personal, social, ethical, economic and legal understandings, demonstrate adaptability and flexibility to create digital solutions, develop the ability to self-manage, develop and enhance resilience, mindfulness, open- and fair-mindedness and self-awareness

information & communication technologies (ICT) skills — access, collate, evaluate, analyse and present information from primary and secondary sources, be productive users of ICT.

YouTube 2015, Lesson 1 - Python programming (Automate the boring stuff with Python), www.youtube.com/watch?v=1F_OgqRuSdIaccessed 28/7/17

Python 2017, Beginners guide: Overview, wiki.python.org/moin/BeginnersGuide/Overviewaccessed 28/7/17

Sweigart, A 2017, Python basics, automatetheboringstuff.com/chapter1accessed 28/7/17

Learnpython.org 2017, Hello world, www.learnpython.org/en/Hello%2C_World%2accessed 28/7/17

Sweigart, A 2017a, ‘Chapter 3: Writing programs’ from Invent your own computer games with Python, inventwithpython.com/chapter3.htmlaccessed 28/7/17

Sweigart, A 2017b, ‘Chapter 5: Jokes’ from Invent your own computer games with Python, inventwithpython.com/chapter5.htmlaccessed 28/7/17

YouTube 2015a, Lesson 2 - Python programming (Automate the boring stuff with Python), www.youtube.com/watch?v=7qHMXu99d88accessed 28/7/17

W3resource.com 2017, Python basic – Exercises, practice, solution, www.w3resource.com/python-exercises/python-basic-exercises.phpaccessed 28/7/17

Pythonroom 2017, Math operators, pythonroom.com (free educator account, sign up required) accessed 28/7/17

Pythonroom 2017, Logic operators, pythonroom.com (free educator account, sign up required) accessed 28/7/17

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 9 of 15

Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

YouTube 2016, The Python interactive shell IDLE, www.youtube.com/watch?v=wikIVppBSUYaccessed 28/7/17

3 hours

Page 63 hoursvariables

1, 3 Topic 1: Understanding digital problems analyse a given problem to identify

- the requirements of the solution - missing, required or unnecessary facts or

information.

Topic 3: Algorithms and programming techniques understand the five basic features of

programming: - variables - control structures - syntax - libraries - classes

understand that simple algorithms consist of input, process and output at various stages

understand and use the basic algorithm constructs: - assignment: used to store the value of an

expression into a variable - sequence: a number of instructions

processed one after the other - selection: the next instruction to be

executed depends on a ‘condition’ - condition: a logical expression that

evaluates to true or false explore the use of a procedural text-based

language for:- writing and modifying code, and using

existing code blocks or statements - interpreting programming language rules

and syntax explore the purpose of code statements by

writing code and using existing code blocks or statements.

Topic 4: Programmed solutions apply the use of operators, including:

- arithmetic: +, -, *, /, integer, modulus, exponent

- comparison: <, >, <=, >=, equal, not equal

- logical: AND, OR, NOT output information to the screen in text-based

or visual formats.

Group audio-visual activity 1: Storing variables in memory or files. View Python programming Tutorial – 3 – variables (6:24 min). Identify and define syntax rules for storing variables in memory. View the video Chapter 1: The assignment operator (8:12 min). Identify and explain the purpose of different assignment operators. Read about variables on the Learn Python, Part 5: Variables site. Complete code activities in the ‘Wrap up’ link. Individual exploration activities: Do assignment operators and variables have a relationship? Solve problems 4, 5 and 6 concerning assignment operators in 1.3

Assignments from Python practice book. Use ‘6.4 if: elif: else: statement’ from Python 101 — Introduction to

Python to explore the if, elif and else statements. Identify the differences between these statements. Use the webpage if from Learn Python to explore conditional

statements Read about conditional statements using the Trinket resources, then

complete the challenge activities under the ‘Wrap up’ tab. Use Non-programmer’s tutorial for Python 3/Decisions to explore

making decisions. Complete the three exercises using pseudocode and add comments

to each line to explain the purpose of the statement. Group audio-visual activity 2: How can we collect input from a user and store it for later use? View Python beginner tutorial 4 – selection (0–0:36 min). Complete Exercise 4: Variables and names and the study drills from Learn Python the hard way. Complete Chapter 01: Worksheet from Program arcade games with

Python and Pygame to check understanding about assignment operators and variables.

View the video on the webpage 7.1 Boolean values and boolean expressions (15:32 min).

Complete Exercise 6: Strings and text and the study drills from Learn Python the hard way.

Explore Boolean operators to understand their importance. Identify and explain the interrelationship that exists between

variables and assignment operators. Group activity: How can we use variables to control how our program works? Explore the Rock, paper, scissors game. Generate the pseudocode steps required to check who has won a

round of the game. Use Chapter 3: Quiz games and if statements to create a quiz.

Present the low-fidelity prototype solution to others, explaining the use of operators, selection, conditions, assignment statements, inputs and outputs.

Literacy skills comprehend written instructions

through listening, reading and viewing for specific technologies

understand and use Digital Solutions subject matter

communicate ideas, elements and processes by composing texts through speaking, writing and creating

Numeracy skills estimate and calculate with whole

numbers use numbers and number

concepts in programming interpret statistical information

through developing, testing and refining components

use spatial reasoning to work with digital models

21st century skills critical thinking — problem-

solving, decision-making and reasoning

creative thinking — identify alternatives, generate and apply new ideas

collaboration and team work — relate and interact with others to create new knowledge

personal and social interactions — develop personal, social, ethical, economic and legal understandings, demonstrate adaptability and flexibility to create digital solutions, develop the ability to self-manage, develop and enhance resilience, mindfulness, open- and fair-mindedness and self-awareness

information & communication technologies (ICT) skills — access, collate, evaluate, analyse and present information from primary and secondary sources, be productive users of ICT

YouTube 2009, Python programming Tutorial – 3 – variables, www.youtube.com/watch?v=667ZeuZ0Q8Maccessed 28/7/17

YouTube 2012, Chapter 1: The assignment operator, www.youtube.com/watch?v=x6FiPx4Xl6Aaccessed 28/7/17

Trinket 2017, Learn Python, Part 5: Variables, learnpython.trinket.io/learn-python-part-5-variables#/welcome/where-well-goaccessed 10/10/17

Chitipothu, A 2014, 1.3 Assignments from Python practice book, anandology.com/python-practice-book/getting-started.html#assignmentsaccessed 28/7/17

Trinket 2017, Collecting input, learnpython.trinket.io/learn-python-part-5-variables#/user-input/collecting-inputaccessed 28/7/17

Kuhlman, D 2017, ‘6.4 if: elif: else: statement’ from Python 101 — Introduction to Python, www.davekuhlman.org/python_101.html#if-elif-else-statementaccessed 28/7/17

Trinket 2017a, if, learnpython.trinket.io/learn-python-part-6-conditionals#/if-statements/ifaccessed 28/7/17

Non-programmer’s tutorial for Python 3/Decisions, en.wikibooks.org/wiki/Non-Programmer%27s_Tutorial_for_Python_3/Decisions/accessed 28/7/17

YouTube 2013, Python beginner tutorial 4 – selection, www.youtube.com/watch?v=ivoi5sCMGIQaccessed 28/7/17

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 10 of 15

Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

Shaw, ZA 2016, Exercise 4: Variables and names, learnpythonthehardway.org/book/ex4.htmlaccessed 28/7/17

Craven, P 2017, Chapter 01: Worksheet, programarcadegames.com/worksheets/show_file.php?file=worksheet_01.php&lang=enaccessed 28/7/17

Miller B et al. 2017, 7.1 Boolean values and boolean expressions, interactivepython.org/runestone/static/thinkcspy/Selection/BooleanValuesandBooleanExpressions.html#boolean-values-and-boolean-expressionsaccessed 28/7/17

Shaw, ZA 2016a, Exercise 6: Strings and text, learnpythonthehardway.org/book/ex6.htmlaccessed 28/7/17

Essentially.net 2001, Rock, paper, scissors, www.essentially.net/rsp/index.jspaccessed 28/7/17

• Craven, P 2017 Chapter 3: Quiz games and if statements, programarcadegames.com/index.php?chapter=conditional_statements&lang=en#section_3accessed 28/7/17

6 hours

Page 7 and 8Generating GUI interfacesBootstrap for web6 hours

1, 3 and 5 Topic 1: Understanding digital problems • understand methods of breaking down problems into parts using computational thinking and thinking tools, e.g. mind maps • explore existing solutions to similar problems, e.g. existing games or websites to similar problems.

Topic 2: User experiences and interfaces • recognise and describe − the meaning and importance of user experience

useability principles including accessibility, efficiency, effectiveness, safety, utility and learnability.

Topic 3: Algorithms and programming techniques

Group exploration activity: What is useability and why does it matter? Explore the term ‘useability’ and identify the key criteria needed for

testing and evaluating the useability of a digital solution. Explore the term ‘user-interface components’ and identify and define

a list of best practice. Discuss and compare findings with the class. Evaluate the useability of an existing well-known software solution

against the determined criteria in order to make recommendations for improvement.

Group analysis and comparison activity: How did useability and interfaces improve over time?

Analyse the elements and components needed to enhance useability from a contemporary example.

Compare and contrast elements added to historical graphical user interface (GUI) solutions as opposed to new GUI solutions.

Record findings in a table to aid in responding to the question: What strategies have been used to ensure software has become more useable today compared to the past? Individual GUI development activity: How can we generate more user-friendly digital solutions using GUI components? Can we code

Literacy skills communicate information, ideas

and detailed proposals to a variety of audiences by composing texts through speaking, writing and creating

comprehend texts through listening, reading and viewing detailed written instructions for specific technologies, including diagrams, data patterns and pseudocode.

develop annotated drawings, software instructions and code by composing texts through speaking, writing and creating

prepare detailed specifications by composing texts through speaking, writing and creating.

Usingpython.com 2017, Creating a GUI with tkinter, usingpython.com/using-tkinter/accessed 28/7/17

Trinket 2017, Random numbers, learnpython.trinket.io/learn-python-part-1-0-randomness-and-beyond#/randomness/random-numbersaccessed 28/7/17

Trinket 2017a, About while loops, learnpython.trinket.io/learn-python-part-8-loops#/while-loops/about-while-loops accessed 28/7/17

Trinket 2017b, About for loops, learnpython.trinket.io/learn-python-part-8-loops#/for-loops/about-for-loops

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 11 of 15

Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

recognise and describe programming syntax and rules

identify and describe:- the purpose of code syntax and rules - the scope and use of local and global

variables - code object/event triggers and their effect

on user interfaces explore functions/procedures with efficient

and maintainable code that:- includes re-usable coded components - responds to keyboard and mouse events - uses variables, selection structures,

counted loops - uses operators, including - arithmetic: +, –, *, /, integer, modulus,

exponent - comparison: <, >, <=, >=, equal, not

equal - logical: AND, OR, NOT

the purpose of code statements by writing code and using existing code blocks or statements

object/event triggers and develop explanations about their effect/s on user interfaces.

Topic 4: Programmed solutions use a procedural text-based language to

apply the use of operators, including: - arithmetic: +, –, *, /, integer, modulus,

exponent - comparison: <, >, <=, >=, equal, not

equal - logical: AND, OR, NOT - output information to the screen in text-

based or visual formats - generate

o functions/procedures with efficient and maintainable code that includes re-usable code blocks/statements and responses to keyboard and mouse events

o selection structures; counted loops; while loops; and single, multi-branch and nested conditional logic statements

evaluate and make recommendations about - − the user interface based on useability

principles (efficiency, effectiveness, safety, utility and learnability) of the user interface.

something that responds to a mouse event? Use Creating a GUI with tkinter to explore instructions for creating a

simple GUI. Create a simple GUI window. Add a label to the GUI and attempt to solve the challenge. Improve the functionality of the GUI and its appearance following

evaluation. Complete the Creating a GUI with tkinter online tutorial and use

code comments to identify where and how the GUI was improved. Apply the use of a for loop (iteration) to create GUI objects

dynamically. Use the tutorial to explore existing code solutions for GUI button,

text and list. Analyse, identify and explain any similarities or differences that exist

between code statements used for buttons versus other elements. Individual code challenge activity Use the Random numbers section from Trinket to find a solution for

a code problem, e.g. create a GUI with a button that outputs a random number between 1 and 10 every time the button is clicked.

Individual challenge activity: How can we write re-usable code? Explore the About while loops tutorial from Trinket and complete the

challenge questions (available from left-hand toolbar). Complete the About for loops tutorial and challenge questions

(available from left-hand toolbar). Use the examples and video explanations provided in two tutorials

to analyse and compare the differences between employed code statements.

Complete the ‘Happy birthday code’ activities from Defining functions of your own.

Individual audio-visual activity: View the video on the webpage 6.1 Functions.

Complete the exercises in the video. Write a function that draws a shape on screen. Add code comments to each line to explain the line’s purpose. Use the ‘Drawing polygons’ example in Canvas widgets to explore

and analyse the code used to draw polygon shapes. Develop ideas to generate a new (definition) function that uses a

counted loop to successfully draw a polygon multiple times on the Screen.

Numeracy skills use measurement to create

accurate technical representations use spatial reasoning to work with

digital models recognise and use patterns and

relationships in computational thinking in decision-making processes when planning, developing and generating best-fit solutions.

21st century skills critical thinking — problem-

solving, analytical thinking, decision-making, intellectual flexibility, evaluating with purpose against criteria

communication — use and manipulate effective oral, written and visual communication, use specialised language, terminology, symbols, diagrams and texts to communicate

collaboration and teamwork — relate and interact with others, recognise and use diverse perspectives, participate and contribute to create personal, team and community connections

personal and social interactions — demonstrate adaptability and flexibility to create digital solutions

accessed 28/7/17 Harrington, AN 2012, Defining

functions of your own, anh.cs.luc.edu/python/hands-on/3.1/handsonHtml/functions.htmlaccessed 28/7/17

Miller B et al. 2017, 6.1 Functions, interactivepython.org/runestone/static/thinkcspy/Functions/functions.htmlaccessed 28/7/17

Klein, B 2017, Canvas widgets, www.python-course.eu/tkinter_canvas.phpaccessed 28/7/17

Toonzcat.com 2016, Welcome to totally free Python code!, www.toonzcat.com/free-python-code.htmlaccessed 28/7/17

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 12 of 15

Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

4 hours

Page 9 and 10Generating and testing code

5 and 7 Topic 1: Understanding digital problems analyse problems to identify the requirements

of the solution communicate using digital technologies–

specific language relating to elements, components, principles, processes, events, patterns, ideas and facts

the modes of visual, written and spoken communication to present data and information about digital solutions.

Topic 2: User experiences and interfaces generate user interface by investigating and

applying useability principles.

Topic 3: Algorithms and programming techniques explore

o functions/procedures with efficient and maintainable code that includes re-usable coded components, responds to events, and uses variables, selection structures, loops and conditional logic

o the purpose of code by writing code and using existing code blocks or statements

communicate and clarify knowledge and understanding about the purpose of code statements using code comments.

Topic 4: Programmed solutions apply the use of operators including:

- arithmetic, comparison and logical: AND, OR, NOT

- output information to the screen in text-based or visual formats

- generate - components of the solution by using

existing code or writing new code statements

- modified code in response to new or existing information

- a prototype digital solution in response to a problem

- • test inputs, outputs and processes.

Group coding problem-solving activity: Judge the accuracy and effectiveness of algorithms by transforming pseudocode statements into code statements. Select and present a problem that focuses on coding. Use the problem-solving process in Digital Solutions to

collaboratively identify a solution to the problem.

Brainstorm and discuss with others to identify problem-solving process decisions in each phase. During the explore phase, the following technique is employed:

- Identify and understand possible solution requirements (information, systems, tools) and consider features.

During the develop phase, the following technique is employed: - Use systems and design thinking to elaborate on and test ideas.

During the generate phase, the following techniques are employed: - Generate individual components of a preferred solution using: o logical operators in code componentso existing code or writing new code statements o modified code in response to new or existing information.

- Generate and modify a preferred solution in response to new or existing information.

- Use design thinking to evaluate and respond to the results of testing.

During the evaluate phase, the following techniques are employed: - Appraise test data and errors. - Use pattern recognition to compare outcomes of alternative

solutions. - Appraise strengths, implications and limitations. - Make recommendations for future improvements.

Literacy skills communicate information, ideas

and detailed proposals to a variety of audiences by composing texts through speaking, writing and creating

read and interpret detailed written instructions for specific technologies, including diagrams, data patterns and pseudocode by composing texts through speaking, writing and creating

develop annotated drawings, software instructions and code by composing texts through speaking, writing and creating.

Numeracy skills use measurement to create

accurate technical representations use spatial reasoning to work with

digital models recognise and use patterns and

relationships in computational thinking in decision-making processes when planning, developing and generating best-fit solutions.

21st century skills critical thinking — problem-

solving, analytical thinking, decision-making, intellectual flexibility, evaluating with purpose against criteria

creative thinking — evaluate and refine ideas and solutions

communication — use specialised language, terminology, symbols, diagrams and texts to communicate

information and communication technologies (ICT) — access, collate, evaluate, analyse and present information from primary and secondary sources, be productive users of ICT.

YouTube 2011, 10 usability heuristics, www.youtube.com/watch?v=hWc0Fd2AS3s

accessed 28/7/17

Shneiderman, B 2017, Shneiderman’s ‘Eight golden rules of interface design’ http://faculty.washington.edu/jtenenbg/courses/360/f04/sessions/schneidermanGoldenRules.htmlaccessed 28/7/17.

4 hours

Page 10 and 11Check their generating interface against usability

6 and 7 Topic 1: Understanding digital problems understand and describe impacts (personal,

social and economic) communicate using digital technologies–

specific language the modes of visual, written and spoken

communication to present data and

Group impact and user experience problem-solving activity: Evaluate the impacts, user-experiences and solutions against

criteria. Select and present a problem that focuses on impact and user

experience and is able to be solved digitally. Use the problem-solving process in Digital Solutions to

collaboratively identify a solution to the problem.

Literacy skills communicate information, ideas

and detailed proposals to a variety of audiences by composing texts through speaking, writing and creating

read and interpret detailed written

Validate code urlhttp://validator.w3.org/unicorn/

Check link w3c validator Arisa AB, 2009 Software

quality ISO standards, www.arisa.se/compendium/no

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 13 of 15

Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

criteria information about digital solutions.

Topic 3: Algorithms and programming techniques communicate and clarify knowledge and

understanding about the purpose of code statements using code comments

Topic 4: Programmed solutions evaluate and make recommendations about

the use of programming rules and syntax for a given problem

the effectiveness of algorithms - the end result of code statements using

input or output evidence - the personal, social and ethical impacts of

the solution - the implemented solution against

prescribed criteria, maintainability and useability principles.

Brainstorm and discuss with others to identify problem-solving process decisions used in solving the problem.

During the explore phase, the following technique is employed. - Identify and understand personal, social and economic impacts.

During the develop phase, the following technique is employed. - Use systems and design thinking to elaborate on and test ideas.

During the generate phase, the following technique is employed. - Use design thinking to evaluate and respond to the results of

testing. During the evaluate phase, the following techniques are employed.

- Evaluate test data and errors - Judge strengths, implications and limitations.

Make justified recommendations focusing on the impacts, including personal, social and economic, and the user experience.

instructions for specific technologies, including diagrams, data patterns and pseudocode by composing texts through speaking, writing and creating

develop annotated drawings, software instructions and code by composing texts through speaking, writing and creating.

Numeracy skills use measurement to create

accurate technical representations use spatial reasoning to work with

digital models recognise and use patterns and

relationships in computational thinking in decision-making processes when planning, developing and generating best-fit solutions.

21st century skills critical thinking — problem-

solving, analytical thinking, decision-making, intellectual flexibility, evaluate with purpose against criteria

creative thinking — evaluate and refining ideas and solutions

communication — use specialised language, terminology, symbols, diagrams and texts to communicate

information and communication technologies (ICT) — access, collate, evaluate, analyse and present information from primary and secondary sources, be productive users of ICT.

de6.htmlaccessed 28/7/17

Jackson, M, Crouch, S and Baxter, R 2011, Software evaluation: Tutorial-based assessment, www.software.ac.uk/sites/default/files/SSI-SoftwareEvaluationTutorial.pdfaccessed 28/7/17

Nielsen, J 1995, 10 usability heuristics for user interface design, www.nngroup.com/articles/ten-usability-heuristicsaccessed 28/7/17

usability.gov 2017, Interaction design basics, www.usability.gov/what-and-why/interaction-design.htmlaccessed 28/7/17

YouTube 2011, 10 usability heuristics, www.youtube.com/watch?v=hWc0Fd2AS3saccessed 28/7/17

IA2: ProjectDue term 2 first lesson of week 5

Start week 1 of term 2

6 hours

Write more efficient code tied in with unit 2Page 13

1, 3 and 4 Topic 1: Understanding digital problems understand methods of breaking down

problems into parts using computational thinking and thinking tools, e.g. mind maps

Topic 3: Algorithms and programming techniques understand the use of basic algorithm

constructs: assignment, sequence, selection,

Group pseudocode activity 1: Writing more efficient code solutions and communicating the intent of programming statements using pseudocode. Using the Tic tac toe or Draw a board game resources, identify and

analyse the pseudocode steps required to draw a simple tic-tac-toe game board on screen using a function.

Group pseudocode activity 2 Identify and analyse the pseudocode steps required for the game

Cows and bulls including the steps required to generate a random

Literacy skills communicate information, ideas

and detailed proposals to a variety of audiences by composing texts through speaking, writing and creating

comprehend and interpret detailed written instructions for specific technologies, including diagrams,

Sweigart, A 2017, Tic tac toe, inventwithpython.com/chapter10.htmlaccessed 28/7/17

Draw a board game, www.practicepython.org/exercise/2014/12/27/24-draw-a-game-board.htmlaccessed 28/7/17

Cows and bulls,

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 14 of 15

Notional hours

Unit objectives Subject matter Sample learning experiences Teaching and learning— underpinning factors

Possible resources

condition, iteration, modularisation explore

- functions or procedures with efficient and maintainable code that

includes re-usable coded components responds to keyboard and mouse events uses variables, selection structures, counted

loops, while loops and single, multi-branch and nested conditional logic/statements

uses arithmetic, comparison and logical operators

represent algorithms using pseudocode identifying and describing the steps and their

behaviour in the algorithm identifying and explaining the algorithmic

steps required for a programmed solution symbolise algorithms and interrelationships

with sketches and diagrams.

4-digit number. Write a function that can be reused to generate the 4-digit number

each time the game is reset. Group pseudocode activity 3 Use the Logic operators resource to identify and analyse the

pseudocode steps required for an interactive adventure game. Write functions that can be used to define different locations. Use

conditions to allow the user to take control of the adventure. Individual tutorial activity: What are nested loops? Explain the purpose of a nested loop. Complete the nested loop tutorial and code activities on the Logic

operators resource. Use code comments to explain the code’s purpose, and then write

pseudocode statements for three code activities Individual code activity 1: Identify the purpose of a program given only the code statements. Use the code in Stay alive! or Type the colour and not the word, to

analyse and identify the purpose of the program by reading and interpreting code statements.

Identify variables; selection structures; counted loops; single, multi-branch or nested conditional logic statements; and explain the most significant algorithmic steps required in this solution in relation to behaviours.

Individual code activity 2 Read and interpret the Python statements on the Crafting challenge

game resource. Analyse the code statements and identify any use of variables;

selection structures; counted loops; single, multi-branch or nested conditional logic statements.

Make recommendations and explain how the program could be improved.

Group code activity: How to get things to move using the keyboard and mouse. Analyse the information in the tutorial ‘How do we get things to

move’ on the link 10.2 Mouse and identify and explain how to position a graphic on screen, handle a mouse click and a keyboard press.

data patterns and pseudocode through listening, reading and viewing

communicate accurate code and detailed specifications by composing texts through speaking, writing and creating.

Numeracy skills use measurement to create

accurate technical representations use spatial reasoning to work with

digital models recognise and use patterns and

relationships in computational thinking in decision-making processes when planning, developing and generating best-fit solutions.

21st century skills critical thinking — problem-

solving, analytical thinking, decision-making, intellectual flexibility, evaluate with purpose against criteria

creative thinking — evaluate and refine ideas and solutions

communication — use and manipulate effective oral, written and visual communication, use specialised language, terminology, symbols, diagrams and texts to communicate

collaboration and teamwork — relate and interact with others

personal and social interactions — demonstrate adaptability and flexibility to create digital solutions.

www.practicepython.org/exercise/2014/07/05/18-cows-and-bulls.htmlaccessed 28/7/17

Pythonroom 2017, Logic operators, pythonroom.com (free educator account, sign up required) accessed 28/7/17

Stay alive!, usingpython.com/dl/StayAlive.pyaccessed 28/7/17

Type the colour and not the word, usingpython.com/dl/TTCANTW.pyaccessed 28/7/17

Crafting challenge game, usingpython.com/dl/craft.pyaccessed 28/7/17

10.2 Mouse, programarcadegames.com/index.php?chapter=controllers_and_graphics&lang=en#section_10_2accessed 28/7/17

Digital Solutions 2019 v 1.2

Unit 1 sample teaching, learning and assessment plan

Stuartholme School

June 2018

Page 15 of 15