TEACHING AND LEARNING PROGRAM

FACULTY TAS CLASS/GROUP: Year 10

SUBJECT Computing Technology STAGE/YEAR 5

Insert school logo here.
DURATION 20 weeks UNIT NUMBER 4

UNIT TITLE Enterprise systems – designing for user experience

Scope and Sequence Summary: Key ideas/concepts:

Weeks 1-5 students will gain an understanding of the evolution of the This program of learning addresses the focus area of design for user experiences.
development and impacts of user interfaces and interactive media, they will The lessons and sequences in this program of learning are designed to allow
explore the functional and non-functional requirements of a variety of media, students to develop the knowledge and skills to design for user experience as a
and will examine real-world problems evaluating social, ethical and legal solution to a user’s needs.
impacts.
Weeks 6-10 students will work to design and author a data dashboard utilising
simulated or live data with consideration to privacy and cybersecurity.
Weeks 11-18 students will explore augmented reality (AR), mixed reality (MR),
and virtual reality (VR) to understand how they develop immersive experiences.
Weeks 19-20 students will gain the skills to critically evaluate their own
projects as well as those of their peers.
Learning Across the Curriculum: Outcomes:
A student:

 selects and applies safe, secure and responsible practices in the ethical use of data and
computing technology CT5-SAF-01
 applies iterative processes to define problems and plan, design, develop and evaluate
computing solutions CT5-DPM-01
 manages, documents and explains individual and collaborative work practices CT5-COL-
01
 explains how data is stored, transmitted and secured in digital systems and how
information is communicated in a range of contexts CT5-DAT-01
 communicates ideas, processes and solutions using appropriate media CT5-COM-01
 applies computational, design and systems thinking to the development of computing
solutions CT5-THI-01
 acquires, represents, analyses and visualises simple and structured data CT5-DAT-02
 designs and creates user interfaces and the user experience CT5-DES-01
Strategies for meeting the learning needs of all students:

Seek solutions and put ideas into action - assess risks and explain contingencies, taking account of a range of perspectives, when seeking
solutions and putting complex ideas into action
Reflecting on thinking and processes element
Think about Thinking (metacognition) - give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their
High Potential and Gifted Learners own positions
Strategies - Overview Analysing, synthesising and evaluating reasoning and procedures element
Draw conclusions and design a course of action - use logical and abstract thinking to analyse and synthesise complex information to inform a
course of action
Evaluate procedures and outcomes - evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve
desired outcomes against criteria they have identified

 simplified texts
 adjustments to the amount of lesson/unit content or the time allocated to complete work
 critical content first, teach key terminology to reduce cognitive load
 individual communication strategies, including verbal and non-verbal communication systems, eg visual prompts, closed questions
 demonstration of key concepts and skills by the teacher, teacher’s aide or a peer - explicit modelling of concept or skill, use of visual
Students with Specific Educational
supports, scaffolding processes or instructions and student exemplars
Needs - Overview
 structured opportunities for guided and independent practice
 using a word bank
 scaffolding using graphic organisers and three-level guide to support text comprehension
 using photographs, pictures or symbols - sequences pictures to tell a story. Combines symbols to convey meaning

Focus areas and coding:

Visualising
Questioning
Predicting
Literacy Coding
Making Connections
Monitoring
Metalanguage

 Measurement
Numeracy Coding
 Statistics

Elements of 8 Ways within the unit

Story Sharing
Learning Maps
Community Links
 Non-Verbal
Symbols and Images
Land Links
Non-Linear
Deconstruct Reconstruct
 Critical and creative thinking
 Ethical understanding
 Information and communication technology capability
 Intercultural understanding
Elements of future focussed learning
 Literacy
 Numeracy
 Personal and social capability

Assessment/s linked to the unit:

Summative Assessment: Wireframe prototypes; Formative Assessment: app development

Registration

Reg. Date/
Content Teaching, Learning and Assessment Resources
sign
Outcomes: Learning intention OneNote Page
CT5-SAF-01 Investigate the development and impact of user interfaces (UIs) and interactive media and how these affect the
CT5-COL-01 user experience (UX).
Content: Success criteria
Students:  I can define and describe user interface (UIs).
 describe the purpose of user  I can define and describe user experience (UX).
interfaces (UIs).  I can define and describe interactive media (IM).
 I can use specialist terminology.
 I understand the difference between a UI designer and UX designer.
Teaching and learning activity
 Teacher introduces the learning sequence and gives an overview of the semester, outlining the
sequence of activities and assessments.
 Students fill in a glossary as required or complete the glossary to ensure they are pre-taught
vocabulary and can select and use specialist terminology in context.
 Teacher discusses the concepts and purpose of designing user interfaces and user experience (10:07),
comparing these roles.
 Students fill in a glossary as required or complete the glossary to ensure they are pre-taught
vocabulary and can select and use specialist terminology in context.
 Class discussion and analysis of a variety of user interfaces and the UI and UX design aspects of
each, for example, mobile applications, web applications, game console dashboards and smart wear
device interfaces.
 Students evaluate a variety of user interfaces constructing a Plus, Minus, Interesting (PMI) table.
Evidence of learning
 Students add to their glossary throughout the learning sequence to assist in correct use of specialist
terminology.
 Students can define the concepts of user interface and user experience in a variety of real-world
contexts.
 Students can explain the different roles of a UI designer and UX designer in the creation of an
application or web system.
Outcomes: Learning intention
CT5-DPM-01 Explore how user interface or interactive media systems have functional and non-functional requirements.
Content: Success criteria
Students: I can define and describe functional and non-functional requirements.
 specify the functional Teaching and learning activity
requirements of a UI or  Teacher-led discussion on the term functional and non-functional requirements:
interactive media product,  functional requirements are features or functions that enable users to accomplish their tasks (user
including stating the purpose of requirements)
a solution, describing use cases  non-functional requirements (9:28) are how the system should perform (user expectation).
 and developing test cases of  Students define and describe the terms ‘functional requirements’ and ‘non-functional requirements’,
inputs and expected outputs adding these to their glossary of terms.
 specify the non-functional  Students discuss differences between functional and non-functional requirements.
requirements of a UI or  Teacher models and discusses how to develop and document functional and non-functional
interactive media solution requirements using real-world examples.
 branding and marketing of the Evidence of learning
solution  Students can define and describe functional and non-functional requirements.
 minimising cognitive load and  Student responses demonstrate an understanding of the concepts addressed.
physical movement to use the  Students can apply functional and non-functional requirements to a range of UI or IM systems.
interface.
Outcomes: Learning intention
CT5-SAF-01 Examine the social impact, ethical and legal responsibilities of UIs or interactive media products.
Content: Success criteria
Students: I can consider the social impacts and ethical and legal responsibilities of UIs or interactive media products.
 analyse ‘terms of use’ policies Teaching and learning activity
and End User License  Teacher-led discussion on the terms social, ethical and legal responsibilities and End User Legal
Agreements (EULA) and Agreements:
predict ways in which these can o social (online access to services, remote working, cyber bullying or the filter bubble)
affect attitudes and data o ethical (black-hat and white-hat hacking, digital literacy codes of conduct or protecting personally
protection of individuals and identifying information (PII))
societies. o legal (reporting data breaches to users and regulators, anonymising data and disposal of PII).
 Students define and describe the terms ‘social’, ‘ethical’ and ‘legal’ responsibility adding these to
their glossary of terms.
 Students explore the following case studies, identifying and describing the social, ethical and legal
issues:
Yes, you should monitor your remote workers – but not because you don’t trust them (The Guardian)
Being monitored by your boss while working from home – necessary trade-off or 'stupid'
surveillance? (ABC News)
Australian bosses spying on their staff using webcam, screenshots and keystroke monitoring
(News.com)
Investigate what laws are in place that could apply to social and ethical issues in user interface and
interactive media, for example, the Anti-Discrimination Act and the Privacy Act.
Evidence of learning
 Student responses demonstrate an understanding of the key terms.
 Students can define social, ethical and legal responsibility.
 Students can investigate and recount the social, ethical and legal responsibilities in the given case
studies.
Outcomes: Learning intention
CT5-DPM-01 Break a real-world problem or need down into manageable parts.
Content: Success criteria
Students:  I can break a real-world problem or need down into manageable parts.
 define a real-world problem or  I can describe the users of the system.
need that can be solved by UIs Teaching and learning activity
 or interactive media, including  Teacher-led discussion on users and human-centred design:
breaking it down into o What is a user (direct or indirect)?
manageable parts and o What is human-centred design?
describing the users of the o Stages of development.
solution.  As a class, students watch What is human centred design? (10:22)
While watching, the teacher may pause the video to facilitate students to answer the following:
o Describe why you need to consider using human-centred design rather than user-centred design.
(0:15)
o Identify the 3 components of direct engagement of users. (1:26)
o List 2 ways of researching users. (1:38)
o Describe the term ‘contexts of use’. (2:18)
o Compare the needs of the users in a café versus a supermarket. (2:30–3:50)
o List the 4 key components of user-centred design. (4:54)
o Why is usability testing not enough to improve processes and systems? (5:54–7:17)
o Describe the benefit of having a multidisciplinary team. (8:30)
o Describe why prototypes are important. (9:05)
 Students break down one of the following websites, identifying the users, requirements and
evaluating the landing page with human-centred design theory:
Amazon
WWF
Ticketek
Ambulance NSW
Evidence of learning
 Student responses demonstrate an understanding of users and human centred design.
 Students engage with and answer the corresponding questions to the human-centred design video.
 Students demonstrate their understanding by breaking down the components of a real-world website,
identifying the users, requirements and evaluating the landing page.
Outcomes: Learning intention
CT5-DAT-01 Examine how UIs or interactive media have evolved in response to people's needs and opportunities.
Content: Success criteria
A student: I can explain the history of user interfaces, such as punch cards, text, graphical user interfaces (GUI), to
 explains how data is stored, gestures and speech.
transmitted and secured in Teaching and learning activity
digital systems and how  Teacher-led discussion on the history of user interfaces, including the movement from text to
information is communicated in graphical user interfaces:
a range of contexts. o Punch cards
Watch The Rise and Fall of The Punched Card (10:58).
o Text-based user interface (TUI)
Students investigate and compare the first text-based user interfaces with today's command line
programming user interfaces, including DOS and Command-line interface (CLI).
o Graphical user interface (GUI)
Watch the evolution of the GUI video (12:58).
  Students research and describe one of the following early GUI devices covering its production,
development and uses:
o Xerox PARC
o Apple Lisa
o SGI 1000 Series A
o Microsoft Windows (16-bit versions).
o Class introductory discussion on modern interfaces such as:
o controllers with haptic feedback
o gesture and speech control
o VR headsets
o simulation hardware.
Evidence of learning
 Students will be able to record their key learning events when examining the history of user
interfaces.
 Students will be able to recall examples of a variety of graphical user interfaces, gestures and speech
used in user interfaces.
Outcomes: Learning intention
CT5-SAF-01 Design and author a data dashboard with visualised data.
CT5-DAT-02 Success criteria
Content:  I can model entities, events and their attributes using structured data.
A student:  I can access datasets and collect data from users or the environment, considering privacy and
 selects and applies safe, secure personally identifying information (PII).
and responsible practices in the  I can summarise data using a spreadsheet, including complex formulas, aggregate functions and
ethical use of data and lookup functions.
computing technology  I can validate data is correct and investigate the impact of invalid data.
 acquires, represents, analyses  I can filter, group and sort data using a spreadsheet.
and visualises simple and  I can present data and make predictions and decisions using a spreadsheet, including creating a data
structured data. dashboard.
 I can visualise data to identify trends and outliers using a range of tools.
Teaching and learning activity
 Teacher overview of Microsoft Excel and its main purposes for personal and business use:
o data entry and storage
o accounting and budgeting
o data analysis
o reporting and visualisation of data
o forecasting.
 Class discussion on prior knowledge of Microsoft Excel attributes and features and basic functions.
 Students review the Microsoft Excel tutorial page and check for prior understanding.
 Teacher-led discussion on quality data, data collection tools, and social and ethical considerations
including:
o As a class, students watch What is Good Data? (2:58).
o As a class, students watch Choosing your Data Collection Methods (5:16).
  Students work in small groups to plan and create a data collection tool utilising closed questions.
 Students evaluate their collection tools, answering the following questions.
o Is my collection tool easy to navigate?
o Are the questions simple to understand?
o Are my questions neutral or do they prompt a specific answer?
o Are the questions clear and do they ask just one thing?
o Are all my questions different or am I getting redundant/conflicting data?
o Are my set answers appropriate to all or should I be adding an ‘Other’ or ‘Prefer not to say’ option?
o What privacy and cyber security issues should I consider?
 Teacher-led discussion on validation of data.
 Teacher demonstration and modelling of Microsoft Excel functions.
 Students download a sample data set.
 Teacher leads students through importing, filtering and sorting data as well as the use of formulas,
aggregate and lookup functions.
 Class discusses why and how data can be sorted and filtered to create useful information.
 Teacher leads students in the manipulation and presentation of cells and data to create a pivot table,
data dashboard, reports and the modelling of entities and events using structured data over several
lessons.
 Students can follow directly from the teacher or self direct through watching the Secrets to Building
Excel Dashboards video (13:19).
 Further instructions and activities can be completed on Excel Tutorial | W3schools.
 Class discussion on how the visualisation of data can be used to identify trends.
 Teacher leads students through the building and manipulating of the lookup table.
Evidence of learning
 Evidence of learning
 Student responses demonstrate an understanding of the concepts addressed.
 Students research and produce a data collection device using closed questions.
 Students evaluate their own and peer mark each other’s collection tools.
 Students manipulate Microsoft Excel to create a pivot table, data dashboard, reports, and the
modelling of entities and events using structured data over several lessons.
Outcomes: Learning intentions
CT5-DPM-01  We will work to design an interactive media product.
CT5-COL-01  We will break a real-world problem or need down into manageable parts and describe the users of
CT5-DES-01 the system.
Content: Success criteria
A student:  I can design and implement a UI, UX or interactive media product, allowing for functionality,
 applies iterative processes to accessibility, usability and aesthetics.
define problems and plan,  I can plan and manage a project using an iterative approach.
design, develop and evaluate Teaching and learning activity
computing solutions  Teacher models and evaluates wireframes and their use as a planning tool.
 communicates ideas, processes  As a class, watch the Wireframing basics video (3:10).
and solutions using appropriate  Students choose a website or app and create a wireframe to demonstrate their understanding.
 media  Teacher-led overview and discussion on Assessment task 3 – designing for users and students have
 designs and creates user approximately 3 weeks to complete this task.
interfaces and the user  Students complete assessment task utilising prior knowledge and research.
experience. Evidence of learning
 Students create a report for Assessment task 3, covering software specification, functional
requirements and non-functional requirements.
 Students create an accurate dataflow diagram illustrating all stages of data handling.
 Students demonstrate their ability to use graphical planning tools with the creation of wireframes.
 Summative Assessment task 3 is due and feedback is given.
Outcomes: Learning intention
CT5-DPM-01 We will explore how augmented reality (AR), mixed reality (MR) and virtual reality (VR) create immersive
CT5-COM-01 experiences.
Content: Success criteria
Students: I can define and explain augmented reality (AR), mixed reality (MR) and virtual reality (VR).
 explore how augmented reality Teaching and learning activity
(AR), mixed reality (MR) and  Teacher leads a class discussion on the immersion of augmented reality over the last decade and its
virtual reality (VR) create growth, and highlights the areas of use beyond gaming and entertainment.
immersive experiences  As a class, watch The Rise of Technology video on immersive technology (8:39).
 generate alternative designs and  Students explore and research the hardware needed to make augmented reality possible including:
evaluate them against the o head-mounted display (HMD)
requirements to select a o head-up display
preferred design. o handheld devices
o smart glass.
 In their research, students should answer the following questions:
o What are the key hardware components necessary for creating an augmented reality (AR)
experience?
o How does the processing power of different hardware devices impact the performance and
capabilities of AR applications?
o What advancements in hardware technology are needed to enable seamless integration of virtual
content into the physical environment for AR applications?
o How does the size, weight, and comfort of AR devices impact user acceptance and adoption, and
what design improvements can be made to address these factors?
 Teacher outlines the use of Adobe Aero to create an interactive AR experience.
 As a class, watch the video on Adobe Aero (2:46).
 Teacher demonstrates how to create assets in either Adobe Photoshop or Adobe Illustrator and then
transfer them into Adobe Aero.
 As a class, watch the video on Adobe Photoshop (16:16) and Adobe Illustrator (15:06).
 Students complete a small project over several lessons where they create assets and familiarise
themselves with their chosen software and Adobe Aero.
Evidence of learning
 Students complete an informal research task on the hardware associated with AR.
 Students progressively improve their skills and ability in the manipulation of graphics and digital
 assets, receiving ongoing feedback and assistance from the teacher, and completing a project for
Assessment task 4.
Outcomes: Learning intentions
CT5-SAF-01 CT5-DPM-01  We will plan and manage a project using an iterative approach.
CT5-COL-01  We will manage, document and explain work practices during development of the project.
CT5-THI-01  We can apply computational, design and systems thinking to the solution.
CT5-COM-01 Success criteria
CT5-DES-01  I can generate alternative designs and evaluate them against the requirements to select a preferred
Content: design.
A student:  I can identify and apply iterative processes to UIs or interactive media.
 selects and applies safe, secure  I can create an immersive experience.
and responsible practices in the  I can design and author an interactive media product using the preferred design.
ethical use of data and  I can design and implement a UI, UX or interactive media product allowing for functionality,
computing technology accessibility, usability and aesthetics.
 applies iterative processes to  I can apply information architecture elements in the development of a product, including
define problems and plan, o fishbone diagrams: fault-finding in projects
design, develop and evaluate
o stories: plan user journeys through a website
computing solutions
o storyboards: test the fluency of an animation
 manages, documents and
explains individual and o prototypes: input interfaces.
collaborative work practices  I can select and use specialist terminology in context.
 communicates ideas, processes  I have the skills to create a record of project development and manage a project using an iterative
and solutions using appropriate approach.
media Teaching and learning activity
 applies computational, design  Teacher provides students with an overview of the project and the timeline of skills and milestones.
and systems thinking to the For the design and development of the Adobe XD app and Adobe Aero Interactive media element,
development of computing follow the envisioned timeline:
solutions  Week 13: overview of the assessment, group formation and a review of any prior knowledge required
 designs and creates user for the task.
interfaces and the user  Students watch the following tutorials to understand how to use Adobe Aero:
experience. o Introduction with James Zachary (1:15)
o Installing Adobe Aero (1:46)
o Getting started with AR (5:52)
o Setting the Stage (4:31)
o Crafting A Scene Around the Stage (7:23)
o Mastering Hide and Show Technique (7:02)
o Proximity Triggers (6:01)
o Adding 3D Audio and GIFS in Aero (9:32)
o Sharing Your Work (2:25)
o Image Anchors (9:06)
 Weeks 13–14: storyboarding and planning, including decision making on app theme.
 Weeks 14–16: asset creation in chosen software for interactive multimedia element, including Adobe
Aero compilation and asset behaviour creation.
  As a class, students read Prepare illustrator assets for Aero.
 Illustrator tutorials to support student skill development:
o Create and edit shapes
o Add text to your designs
o Drawing in Illustrator
o Design a logo
o Create an icon.
 As a class, students read Prepare Photoshop assets for Aero.
 Photoshop tutorials to support student skill development.
o Create your first design
o Create a web banner
o Create a poster
o Create an image for social media
 Weeks 16–18: app development on Adobe Aero, including the embedding of a link or QR code with
interactive element.
 Week 18: app evaluation.
 Teacher completes staged demonstrations at each milestone of the task to complement prior
knowledge and set expectations for each component of the task.
 Students follow and complete each segment of the task, completing a record of project development
as they go.
 Students utilise an iterative process in the designing and development of a final solution on their
chosen theme. This may require students to complete tutorials or research to improve skills and
knowledge to better complete the task.
 Students adapt and change their design, refining to create an interactive multimedia element that
engages users and that contributes to an app that has the user experience at the core if its design.
Evidence of learning
 Students have documented their design process and resulting product.
 Students work collaboratively on Assessment task 4 under the guidance of their teacher to create an
app and documentation.
 Students can describe the processes they undertook and the skills required for using the software and
provide reasoning for the choices they made.
 Students evaluate their use of the design processes.
 Students may have worked successfully as individuals or as a group.
 Students receive ongoing formative feedback and summative feedback through Assessment task 4.
Outcomes: Learning intentions
CT5-DPM-01  We will learn how to evaluate your own project and that of your peers.
CT5-COL-01  We will learn about careers in the field of UI design or interactive media.
CT5-THI-01 Success criteria
Content:  I can examine functional and non-functional requirements and evaluate these in multiple projects.
A student:  I can evaluate whether solutions meet social, ethical and legal responsibilities and cybersecurity
 applies iterative processes to principles.
define problems and plan,  I can test and evaluate a UI to improve usability of an interactive media product.
 design, develop and evaluate  I can test and evaluate a UI to improve overall efficiency.
computing solutions  I can research and explore careers in UI design or interactive media.
 manages, documents and Teaching and learning activity
explains individual and  Teacher-led discussion on the importance and types of evaluation, specifically an outcome evaluation
collaborative work practices (prior knowledge check with KWLH charts).
 applies computational, design  Teacher explains to the class that students will showcase their final project and go through self and
and systems thinking to the peer feedback.
development of computing  Students participate in self and peer review through a showcase of student projects, looking at the
solutions. functional and non-functional requirements of the project.
 Students collaborate to develop a presentation for the project evaluation, where each member
presents the key information as part of their role in the team. The presentation can also include their
video journal of their system completing challenges or testing data.
 Teams of students present their project evaluation to the class and receive feedback.
 Teacher leads discussion about careers in the field of UI design or interactive media.
 Careers can include:
o social media specialist
o animator
o video editor
o web designer
o digital advertising specialist
o digital marketer
o multimedia graphic designer
o video game designer.
 Students research one of the above industry careers and complete the questions below:
o Who is considered a pioneer in the field of interactive media or UI design, and what significant
contributions have they made?
o How has the evolution of interactive media and UI design influenced the way we interact with
technology today?
o What are some key skills and qualities required to succeed in the field of interactive media or UI
design?
o What are the current trends and emerging technologies in interactive media and UI design, and how
are they reshaping the industry?
o What ethical considerations should designers keep in mind when creating interactive media or UI
interfaces?
 Students investigate various job search websites and create a table of research, showing job
description, pay and education requirements.
Evidence of learning
 Student responses demonstrate an understanding of the concepts addressed.
 Students' participation and evaluation of their own project and their peers against functional and non-
functional requirements.
 Students complete a research task, demonstrating their understanding of key careers in the interactive
media and UI fields and can identify skills and responsibilities of the roles.
  Students are able to investigate real-world jobs in the key area of interactive media and UI.
Evaluation

8 Ways of Aboriginal learning

Working
Limited Achieving Limited Working towards Achieving
towards

Learning maps Land links

Deconstruct
Community links
reconstruct

Symbols &
Non-verbal
images

Non-linear Story sharing

Recommendations & ideas for further implementation

Teacher Evaluation Comments / variations

How does the unit rate in these areas? J K L Record any variations that you made or would like to make to this unit and comment on
Student understanding of concepts its strengths and weaknesses:
The development of connections
Suitability of teaching strategies
Meeting the needs of different students
Quality teaching strengths
Cross curriculum focus
Literacy strategies
Numeracy strategies
Integration of BYOD
Time allocated
Suggested resources
Tick the Quality Teaching strengths of this unit

Deep knowledge Explicit quality criteria Background knowledge

Deep understanding Engagement Cultural knowledge

Problematic knowledge High expectations Knowledge integration

Higher-order thinking Social support Inclusivity

Metalanguage Students’ self-regulation Connectedness

Substantive communication Student direction Narrative

Date commenced: / / Date completed: / /

Teacher’s signature: Head Teacher’s signature: