Select a topic across a two year cycle

Recommended any combination of three topics per year.
Choose a combination of units that suits your students and context.

Cycle one (Year 5)

Jan Jun Dec

Cycle two (Year 6)

Jan Jun Dec

Overview

When collaborating safely online students need to treat others with respect, being aware of the impact of their online actions. They learn how effective communication contributes to a positive team environment. Collaborating on a digital project helps students develop essential project management skills such as setting goals, dividing tasks and meeting deadlines. Students use critical thinking to evaluate information online as they conduct research on their digital project, which also gives them opportunity to practise agreed online behaviours and protocols.

Students select and use appropriate digital tools effectively to plan, create, locate and share content, and to collaborate, applying agreed conventions and behaviours. They identify their digital footprint and recognise its permanence.

  • describe appropriate behaviours and potential dangers while online
  • co-create classroom protocols to follow to be responsible and stay safe online
  • describe how to use suitable digital platforms and tools for sharing and collaboration
  • identify online activities that contribute to their digital footprint
  • efficiently plan tasks and collaborate online following agreed behaviours and protocols.

Collaborative projectImage

Achievement standards

Digital Technologies: Years 5-6

By the end of Year 6, students select and use appropriate digital tools effectively to plan, create, locate and share content, and to collaborate, applying agreed conventions and behaviours. They identify their digital footprint and recognise its permanence.

Assessment task

Use this Assessment task design by Qld teacher Samantha Ephraims, that guides students to discuss, research and develop an online safety narrative, suitable for use as an infographic. They select and use appropriate digital tools to plan, create, locate and share content, considering the permanency of their digital footprint.  The assessment task includes a rubric and marking guide. 

Rubrics

Use this rubric to assess students’ proficiency in:

  • digital tool selection
  • knowledge of agreed conventions and behaviours
  • collaborating and applying agreed conventions and behaviours
  • identifying their digital footprint and recognising its permanence.

Digital tool selection, digital citizenship, and content creation and collaboration

1 (limited) 2 (basic) 3 (proficient) 4 (advanced)
Digital tool selection with guidance, selects and uses digital tools for collaboration selects and uses digital tools for collaboration, with occasional need for assistance identifies and chooses suitable digital tools for tasks, considering the needs of the project and peers independently selects suitable digital tools and effectively uses them, demonstrating a high level of competency
Knowledge of agreed conventions and behaviours with guidance, identifies appropriate and potentially unsafe online behaviours identifies appropriate and potentially unsafe online behaviours and describes a set of rules or instructions that will minimise the risk posed by unsafe online behaviours contributes to, and describes, a co-created set of rules to stay safe online and minimise the risk posed by unsafe behaviours actively contributes to, and describes, a co-created set of rules to stay safe online; describes ways to be safe online and identifies and gives reasons why this is important
Collaborating and applying agreed conventions and behaviours with guidance, uses digital tools for content creation and collaboration uses digital tools for content creation and collaboration, with occasional need for support, showing an awareness of behaviours and protocols uses digital tools for content creation and collaborates online, following agreed behaviours and protocols uses digital tools, demonstrating high-level content creation skills; consistently displays and promotes safe and respectful behaviours and protocols; evaluates the appropriateness of their behaviour and conduct online
Identifying their digital footprint and recognising its permanence with guidance, describes a digital footprint describes what online activities contribute to a digital footprint describes what online activities contribute to a digital footprint and identifies their digital footprint describes what online activities contribute to a digital footprint, identifies their digital footprint and explains its permanence

Unit sequence

This topic offers 2 sequential units

Establish protocols

What is this about?

As students develop their communication skills they learn the importance of conveying ideas respectfully and responsibly, ensuring a positive online environment for working on collaborative tasks. It is important when working online that students are aware of the digital trail they leave behind. The approach outlined in this unit encourages students to work effectively in a digital environment, be responsible digital citizens, and recognise the extent of their digital footprint.

Content descriptions

Select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours AC9TDI6P08

Explain the creation and permanence of their digital footprint and consider privacy when collecting user data AC9TDI6P10

This sequence enables students to:

  • describe appropriate behaviours and potential dangers while online
  • co-create classroom protocols to follow to be responsible and stay safe online
  • describe how to use suitable digital platforms and tools for sharing and collaboration
  • identify online activities that contribute to their digital footprint
  • develop skills in using documents collaboratively following conventions
  • efficiently plan tasks and collaborate online following agreed behaviours and protocols.

 

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Further reading and professional learning

Collaboration and project

What is this about?

As students work collaboratively on a digital project they will use a range of digital tools to plan, locate, create and share content. Collaboration often involves creating a shared space such as a place for an online document to enable group members to contribute and have access to the most up-to-date version. Depending on your school, common platforms that enable online collaboration include Google Workspace for Education and Microsoft 365. As students use these types of platforms, they follow agreed protocols related to digital etiquette, privacy and safety.

Students will learn to effectively select and use digital tools for collaborative work, task planning and demonstrating agreed behaviours and conventions such as awareness of version history. They are introduced to relevant collaboration tools to engage and share content in group projects. They will learn to use these tools and develop skills to promote teamwork and follow agreed online protocols and behaviours.

Content descriptions

Select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions AC9TDI6P07

Select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours AC9TDI6P08

This sequence enables students to:

  • select and use suitable digital platforms and tools for sharing and collaboration
  • develop skills in using documents collaboratively following conventions
  • efficiently and responsibly collaborate online following agreed behaviours and protocols.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Further reading and professional learning