Year 10
Nau mai ki TE TAU 10 Hangarau Matihiko!
Welcome to Year 10 Digital Technologies!
The focus for this course is....
Best Practice
Consider the environmental impact of your outcomes, as well as their efficiency and effectiveness in achieving specific goals, how it is made, where it is accessed and stored etc. It is also important to select the right tool for a given task, rather than relying on a one-size-fits-all approach allowing it to meets the needs of the present without compromising the ability of future generations to meet their own needs.
Course Information
Welcome to year 10 Digital Technology. Throughout the year we hope to introduce you to a wide range of digital tools and show you the opportunities available to you at Burnside in year 11-13.
We will be learning to use a wide range of software and hardware to create digital media outcomes. We will also look at some of the technical aspects of computer science and programming.
At the end of the course you will have the opportunity to make your own project with some of the skills you have learned and hopefully you are able to select the correct tool to do this in the most efficient and highest quality way possible.
Equipment
All the classroom have 30 computers that you can use, however if you prefer you are welcome to use your own. Most of the software we use is free although some of it will not work on Chromebooks.
We have headphones available if students require them. In Digital Technologies we use a lot of self-directed learning so that students can work at their own pace. You will not be issued with additional sets if you lose or break them.
Start of Course
Image Creation
Website
Computer Science
Programming with Python
3D Animation
Video & Audio Editing
3D Design for Manufacturing
Video Game Design
Student Lead Project
BHS Y10 Tech Fair
At the end of the year students have the opportunity to create a project all of their own using some of the skills they have used throughout the year.
These projects will be displayed at the end of Term 4 in a Technology Fair where friends and whanau can come and see what they have all made.
Course Evaluation (insert your own link)
ASSESSMENT
Assessing these courses against the curriculum
Teachers and learners are encouraged to work their way through these tasks.
As students complete work and teachers prepare to make judgements they should refer to:
NZQA - Assessment tools and approaches
and
NZ CURRICULUM
Digital Technologies | Progress Outcomes
COMPUTATIONAL THINKING FOR DIGITAL TECHNOLOGIES
The progress outcomes describe the significant learning steps that students take as they develop their expertise in computational thinking for digital technologies.
At the end of Computer Science students will have had the opportunity to cover;
understand that there can be more than one algorithm for the same problem PO3
decompose problems into step-by-step instructions to create algorithms for computer programs PO3
use logical thinking to predict the behaviour of the programs PO3
develop and debug simple programs that use inputs, outputs, sequence, and iteration PO3
students decompose problems to create simple algorithms using the three building blocks of programming: sequence, selection, and iteration PO4
implement these algorithms by creating programs that use inputs, outputs, sequence, basic selection using comparative operators, and iteration PO4
debug simple algorithms and programs by identifying when things go wrong with their instructions and correcting them PO4
be able to explain why things went wrong and how they fixed them PO4
evaluate the efficiency of algorithms PO4
recognise that computers need to search and sort large amounts of data PO4
They also evaluate user interfaces in relation to their efficiency and usability P04
students independently decompose problems into algorithms. They use these algorithms to create programs with: inputs, outputs, sequence, selection (using: comparative and logical operators, variables of different data types), iteration. P05
determine when to use different types of control structures. They document their programs, using an organised approach for testing and debugging P05
develop programs considering human-computer interaction (HCI) heuristics P05
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At the end of Programming AND Game Design students will have had the opportunity to cover;
understand that there can be more than one algorithm for the same problem PO3
decompose problems into step-by-step instructions to create algorithms for computer programs PO3
use logical thinking to predict the behaviour of the programs PO3
develop and debug simple programs that use inputs, outputs, sequence, and iteration PO3
students decompose problems to create simple algorithms using the three building blocks of programming: sequence, selection, and iteration PO4
implement these algorithms by creating programs that use inputs, outputs, sequence, basic selection using comparative operators, and iteration PO4
debug simple algorithms and programs by identifying when things go wrong with their instructions and correcting them PO4
be able to explain why things went wrong and how they fixed them PO4
evaluate the efficiency of algorithms PO4
recognise that computers need to search and sort large amounts of data PO4
They also evaluate user interfaces in relation to their efficiency and usability P04
students independently decompose problems into algorithms. They use these algorithms to create programs with: inputs, outputs, sequence, selection (using: comparative and logical operators, variables of different data types), iteration. P05
determine when to use different types of control structures. They document their programs, using an organised approach for testing and debugging P05
develop programs considering human-computer interaction (HCI) heuristics P05
DESIGNING AND DEVELOPING DIGITAL OUTCOMES FOR DIGITAL TECHNOLOGIES
At the end of this topic students will have had the opportunity to cover;
make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques PO2
understand that digital devices impact on humans and society and that both the devices and their impact change over time PO2
identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the "control role” that humans have in the system PO2
select from an increasing range of applications and file types to develop outcomes for particular purposes PO2
follow a defined process to design, develop, store, test, and evaluate digital content to address given contexts or issues, taking into account immediate social, ethical, and end-user considerations PO3
identify the key features of selected software and choose the most appropriate software and file types to develop and combine digital content PO3
understand the role of operating systems in managing digital devices, security, and application software and are able to apply file management conventions using a range of storage devices PO3
understand that with storing data comes responsibility for ensuring security and privacy PO3