7–10Computing Technology 7–10 Syllabus
Content
Life Skills
Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.
Explore different types of games
Identify games and/or simulations they are familiar with
Explore how games and simulations are used in society
Identify the main types of simulation
Represent and/or follow a sequence of steps and decisions (algorithm) to solve a problem
Recognise that games and simulations are designed using Boolean (logic) operators
Explore how sequences, branching and iteration are used to represent Boolean (logic) operators in a game or simulation
Explore inputs, storage, transmission, processes and outputs in games
Identify features of user interfaces (UI) and user experiences (UX) for a particular game or simulation
Explore gaming styles, including their inputs and outputs
Explore the UX of a popular computer game using an algorithm involving a sequence of steps, branching and/or iteration
Explore how games and/or simulations support the way people learn, train, interact or communicate
Identify the safety risks when accessing or developing an online simulated environment and demonstrates how to mitigate them
Explore a role that involves developing games and simulations in the workplace
Use a scaffold to plan and manage projects individually and/or collaboratively
Explore how games and simulations have changed over time
Outline how a game or simulation addresses an environmental, lifestyle or societal challenge
Discuss social and ethical issues related to games and simulations
Explore ways UI and UX in simulated environments meet the needs of the end user
Demonstrate ways people can increase safety when engaging with games and simulations
Individually or collaboratively use agile tools to prototype a game or simulation
Develop design specifications for a game or simulation
Recognise the role of hardware and software in creating simulated environments and the use of security protocols during use/play
Develop an algorithm that simulates a procedural, environmental or situational environment
Use a scaffold to manage time and resources when developing a game or simulation
Identify and use input process output (IPO), decision trees, or ‘and/or’ and ‘if/then/else’ statements when developing games or simulations
Design and develop physical/virtual prototypes to communicate ideas and features to potential end users
Participate in creating a game or simulation using software to engage a specific audience
Design a UI for a simulation that provides changeable variables based on user preferences
Create an accessible simulated environment based on the UX
Develop an algorithm to engage an identified audience in a game or simulation
Identify and correct errors within an algorithm, including syntax, Boolean and run time errors
Simulate an environment for a programmable robot to explore using a selection of algorithms
Participate in producing a simulated environment that solves an identified problem
Simulate a 2D or 3D environment that responds to user interaction
Design a 3D simulated environment that solves an environmental, societal or individual problem using 3D modelling software
Independently or collaboratively evaluate how designed solutions address the defined problem
Independently or collaboratively evaluate the accuracy and realness of the simulations produced
Explore the ethical and social implications of the games and/or simulations they produce
Test the functionality of a game or simulation for specified requirements
Communicate outcomes of an evaluation