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WS02 - Human robot programming - programmieren lernen

Technologies: Digital Technologies, Languages: German, Years 1 and 2, Mathematics, Year 1

By the end of Year 2 students describe the purpose of familiar products, services and environments, including digital systems. They represent and process data in different ways and follow and describe basic algorithms involving a sequence of steps and branching to show how simple digital solutions meet a need for known users. For each of the 2 prescribed technologies contexts they identify the features and uses of technologies and create designed solutions. Students select design ideas based on their personal preferences. They access and use the basic features of common digital tools to create, locate and share content, and collaborate and communicate design ideas using models and drawings. Students safely produce designed or digital solutions and recognise that digital tools may store their personal data online.

By the end of Year 2 students show how simple digital solutions meet a need for known users. Students represent and process data in different ways. They follow and describe basic algorithms involving a sequence of steps and branching. With assistance, students access and use digital systems for a purpose. They use the basic features of common digital tools to create, locate and share content, and to collaborate, following agreed behaviours. Students recognise that digital tools may store their personal data online.

Processes and production skills | Generating and designing

AC9TDI2P02

follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition)

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Gives directions as verbal instructions in German: “linksdrehung, linksdrehung” (turn left, turn left).

 5 9 1 90
2

Responds to oral instructions by moving in the direction indicated by the speaker: “linksdrehung, rückwärts” (turn left, move backwards).

 10 17 1 90
3

Verbally describes the algorithm needed to move a peer acting as a human robot.  

 19 50 1 90
4

Follows a spoken sequence of steps by moving in the correct direction.

 55 67 1 90
5

Directs their peer using a sequence of steps: “rückwärts, rückwärts, rückwärts” (move backwards, move backwards, move backwards).

 69 74 1 90
6

Watches to see if the algorithm is performed correctly during spoken instruction: “rechtsdrehung, rückwärts, pause” (turn right, move backwards, pause).

 76 79 1 90
7

Demonstrates the end of the sequence with gesture and the spoken word.

 80 88 1 90
Transcript

The transcript may not accurately reflect the language produced, including errors in pronunciation, grammar, and vocabulary. To request a matching transcription, please contact ACARA at https://www.acara.edu.au/online-enquiry with the language, band level and name of the work sample.

By the end of Year 2, students use German language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts.

 

Students imitate the sounds and rhythms of German and demonstrate understanding that German has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of German and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).

Communicating meaning in German | Interacting in German

AC9LG2C01

recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions

Communicating meaning in German | Interacting in German

AC9LG2C02

participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues

Understanding language and culture | Understanding systems of language

AC9LG2U01

recognise and imitate the sounds and rhythms of German

Understanding language and culture | Understanding systems of language

AC9LG2U02

recognise that the Roman alphabet and features of language are used to construct meaning in German

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Gives peer directions using formulaic language.

 5 9 1 90
2

Responds to oral instructions by moving in the direction and number of spaces indicated.

 10 17 1 90
3

Applies German pronunciation and intonation.

 19 50 1 90
4

Follows instructions by stepping on correct dot.

 55 67 1 90
5

Identifies colours.

 69 74 1 90
6

Uses the imperative to give instructions.

 76 79 1 90
7

Responds to instructions using gestures.

 80 88 1 90
Transcript

The transcript may not accurately reflect the language produced, including errors in pronunciation, grammar, and vocabulary. To request a matching transcription, please contact ACARA at https://www.acara.edu.au/online-enquiry with the language, band level and name of the work sample.

By the end of Year 1, students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections into equal groups and skip count in twos, fives or tens to quantify collections to at least 120. They solve problems involving addition and subtraction of numbers to 20 and use mathematical modelling to solve practical problems involving addition, subtraction, equal sharing and grouping, using calculation strategies. Students use numbers, symbols and objects to create skip counting and repeating patterns, identifying the repeating unit.

 

They compare and order objects and events based on the attributes of length, mass, capacity and duration, communicating reasoning. Students measure the length of shapes and objects using uniform informal units. They make, compare and classify shapes and objects using obvious features. Students give and follow directions to move people and objects within a space.

 

They collect and record categorical data, create one-to-one displays, and compare and discuss the data using frequencies.

Space

AC9M1SP02

give and follow directions to move people and objects to different locations within a space

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Describes the movement “linksdrehung” (turn left) needed to get a student to the starting position on the array.

 5 10 1 90
2

Understands and uses the terms “linksdrehung” (turn left), “rückwärts” (backwards) and “rechtsdrehung” (turn right).

 12 34 1 90
3

Understands and uses the term “vorwärts” (forward) to describe the instruction for moving the second student to the starting position on the array.

 39 42 1 90
Transcript

The transcript may not accurately reflect the language produced, including errors in pronunciation, grammar, and vocabulary. To request a matching transcription, please contact ACARA at https://www.acara.edu.au/online-enquiry with the language, band level and name of the work sample.