{"id":28666,"date":"2025-07-13T15:50:00","date_gmt":"2025-07-13T15:50:00","guid":{"rendered":"https:\/\/www.orbeducation.com\/au\/?post_type=product&p=28666"},"modified":"2025-07-13T16:33:07","modified_gmt":"2025-07-13T16:33:07","slug":"the-interactive-kiosk-project-yrs-7-8-2025","status":"publish","type":"product","link":"https:\/\/www.orbeducation.com\/au\/product\/the-interactive-kiosk-project-yrs-7-8-2025\/","title":{"rendered":"The Interactive Kiosk Project (Yrs 7-8) 2025"},"content":{"rendered":"

Curriculum Links<\/strong><\/p>\n

Curriculum Information<\/strong><\/h3>\n

0. Cover, Checklist<\/strong><\/p>\n

0. Teacher notes<\/strong><\/p>\n

1. Wordlist<\/strong><\/p>\n

2. Interactive Kiosk Research<\/strong>
\nAC V9.0 (Recap 5-6): Explain how people design products, services and environments to meet the needs of communities, including sustainability.
\nNSW DT(Tech Mand): \u203a investigates how technology has contributed to improvements in our way of life TELS-11TS
\nAC V9.0 (7-8): Explain how people design, innovate and produce products, services and environments for preferred futures.
\nAC V9.0 (7-8): – evaluate existing and student solutions against the design criteria, user stories and possible future impact (AC9TDI8P10)
\nNSW DT(Tech Mand): \u00b7 evaluate how existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDEK029, ACTDIP031)
\nAC V9.0 (7-8): For each of the 4 prescribed technologies contexts students explain how the features of technologies impact on design decisions, and create designed solutions based on analysis of needs or opportunities.
\nAC V9.0 (7-8): Extend the use of these design criteria and user stories to evaluate the future impact of existing solutions.
\nAC V9.0 (7-8): – considering the factors of why a user might buy and use a product, in addition to its utility, for example how aligning the brand with the user\u2019s values and identity contributes to its appeal<\/p>\n

3. Collaborating<\/strong>
\nAC V9.0 (Recap 5-6): Explore different ways of working collaboratively, such as agreeing on how tasks should be allocated and content shared.
\nNSW DT(Tech Mand): LS – \u00b7 evaluate their design and production skills, for example:
\n– collaboration
\n– demonstrating appropriate digital citizenship when collaborating and sharing online
\nNSW Comp Tech (2024) CT-Net: \u00a4 Explore how people\u2019s changing expectations and concerns for security and privacy have shaped computer technology: Remote working and learning via collaboration applications.
\nAC V9.0 (Recap 5-6): – defining and acting collectively using online community standards and valuing the work of others, for example moderating language and behaviour in an online class forum, not deleting the work of collaborators, and respecting others\u2019 intellectual property
\nNSW DT(Tech Mand): LS – – demonstrating appropriate digital citizenship when collaborating and sharing online
\nAC V9.0 (Recap 5-6): – select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours (AC9TDI6P08)
\nNSW DT(Tech Mand): \u00b7 plan and manage projects individually and collaboratively (ACTDEP039)
\nAC V9.0 (7-8): – collaborating effectively online using cloud storage, for example setting up and managing a shared space in an online repository to co-develop content for an app which presents and checks safety aspects of working in a specific setting such as a kitchen, lab, workshop or greenhouse
\nNSW DT(Tech Mand): \u203a communicates ideas and solutions to authentic problems or opportunities TELS-1DP
\nAC V9.0 (7-8): – creating logical storage locations for project assets and resources together with an outline to ensure collaborators are up to date, for example creating a logical storage area for a group to share content and ideas in a timely manner about the canteen issue they are solving
\nNSW Comp Tech (2024) CT-UE: \u00a4 manages, documents and explains individual and collaborative work practices CT5-COL-01:
\nNSW Comp Tech (2024) CT-Net: \u00a4 manages, documents and explains individual and collaborative work practices CT5-COL-01:
\nAC V9.0 (7-8): Select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.
\nAC V9.0 (7-8): – select and use a range of digital tools efficiently, including unfamiliar features, to create, locate and communicate content, consistently applying common conventions (AC9TDI8P11)
\nAC V9.0 (7-8): – select and use a range of digital tools efficiently and responsibly to share content online, and plan and manage individual and collaborative agile projects (AC9TDI8P12)
\nAC V9.0 (7-8): – selecting and using appropriate digital tools, for example when participating in online lessons or planning sessions using a common video conferencing tool<\/p>\n

4. Introduction to the Project<\/strong>
\nAC V9.0 (Recap 5-6): – define problems with given or co-developed design criteria and by creating user stories (AC9TDI6P01)<\/p>\n

5. Thinking Skills Overview<\/strong>
\nAC V9.0 (Recap 5-6): Use design thinking techniques to generate multiple ideas about the design of solutions and how people interact with them.
\nAC V9.0 (Recap 5-6): Apply systems thinking when investigating the functions and purpose of each component in a digital system and their interactions with others.
\nAC V9.0 (7-8): Apply systems thinking by exploring the connections between hardware capabilities and tasks users want to perform.
\nAC V9.0 (Recap 5-6): Explain how the features of technologies impact on design decisions and they create designed solutions.
\nAC V9.0 (Recap 5-6): Develop and modify digital solutions, and define problems and evaluate solutions using user stories and design criteria.
\nNSW DT(Tech Mand): TE4-1DP designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities<\/p>\n

6. Kiosk Project Plan<\/strong>
\nAC V9.0 (Recap 5-6): Develop project plans, including production processes, and select technologies and techniques to safely produce designed or digital solutions.
\nNSW DT(Tech Mand): \u203a participates in planning for the production of designed solutions TELS-2DP
\nAC V9.0 (7-8): Develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria.
\nNSW Comp Tech (2024) CT-Net: \u00a4 Define a real-world problem or need that can be solved by connecting people and systems, including breaking it down into manageable parts and describing the users of the solution:
\nAC V9.0 (7-8): Apply design thinking by using divergent techniques, such as mind mapping, role-play and using graphic organisers, to generate design ideas for user experiences and solution designs.
\nAC V9.0 (7-8): Plan and manage projects individually and collaboratively, improving their control over the quality of their content.
\nNSW DT(Tech Mand): TE4-2DP plans and manages the production of designed solutions
\nNSW Comp Tech (2024) CT-Data: \u00a4 Develop a digital solution using a range of software to interpret and represent data to create information for a real-world scenario:
\nAC V9.0 (Recap 5-6): – creating achievable steps and timeframes and identifying digital tools needed to produce a solution to a given problem, for example planning what they need to do to create a report on the effectiveness of the school’s recycling initiatives
\nNSW DT(Tech Mand): LS – \u00b7 manage resources and time to complete a digital solution
\nAC V9.0 (7-8): Use a range of digital tools to individually and collaboratively document and manage production processes to safely and responsibly produce designed or digital solutions for the intended purpose.
\nNSW Comp Tech (2024) CT-Data: \u00a4 Document the design and implementation of the solution in a project notebook:
\nAC V9.0 (7-8): – determining and recording the tasks, responsibilities and timeframes for a collaborative project, for example using a spreadsheet to record tasks and their sequence, critical dates and who is responsible for each task so a project can be finished on time
\nNSW DT(Tech Mand): LS – \u00b7 evaluate their design and production skills, for example:
\n– safe use of tools and processes
\n– time management
\nNSW Comp Tech (2024) CT-Net: \u00a4 Create a record of project development demonstrating iterative design and evaluation:
\nAC V9.0 (Recap 5-6): – select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions (AC9TDI6P07)
\nNSW DT(Tech Mand): LS – \u00b7 explore the factors that influence the design of digital solutions, for example: DT
\n– function
\n– available resources, eg cost, skills, time
\n– rules and regulations, eg copyright
\n– audience and appeal
\nNSW DT(Tech Mand): \u00b7 evaluate how student solutions address defined functional requirements and constraints (ACTDIP031)
\nAC V9.0 (7-8): – demonstrating agile project management skills and understanding, for example when collaborating with First Nations Australians\u2019 community groups to develop digital solutions to projects: following cultural protocols, including relevant permissions and attributions; acknowledging diversity, capability and strength; and addressing risks and responsibilities such as privacy, security and accuracy of data<\/p>\n

7. Kiosk Functions<\/strong>
\nAC V9.0 (7-8): Use an increasing range of the features of digital tools to improve their efficiency and the consistency of the content they create, locate and communicate.<\/p>\n

8. Pattern Recognition<\/strong>
\nAC V9.0 (7-8): – applying common conventions consistently when creating content, for example organising content in paragraphs and within a heading hierarchy, writing captions to describe images and using gender-inclusive pronouns, where appropriate<\/p>\n

9. Flowcharts and Algorithms<\/strong>
\nAC V9.0 (7-8): – design the user experience of a digital system (AC9TDI8P07)
\nNSW DT(Tech Mand): \u00b7 design the user experience of a digital solution, generating, evaluating and communicating alternative ideas (ACTDEP036, ACTDIP028, ACTDIP032) CT DT <\/p>\n

10. Wireframes<\/strong>
\nAC V9.0 (Recap 5-6): – design a user interface for a digital system (AC9TDI6P03)
\nAC V9.0 (Recap 5-6): – designing a user interface on paper or using digital tools, for example drawing the designed layout of the landing page of an app to order lunches from the school canteen
\nAC V9.0 (7-8): – designing a user interface or experience to satisfy design criteria and user stories, using digital tools, for example sketch multiple pages of a website with wireframes, storyboards and simple branding guidelines for colours and styling
\nAC V9.0 (7-8): – using concept maps, wireframes or other diagrams to record and discuss the generated ideas, for example creating and discussing wireframes of a music streaming service, evaluating it against design criteria and user stories, such as the needs of diverse users<\/p>\n

11. Visual Design<\/strong>
\nAC V9.0 (Recap 5-6): Select and justify design ideas and solutions against design criteria.
\nNSW DT(Tech Mand): LS – \u00b7 explore features of design that enhance the user experience in a range of digital solutions, for example:
\n– features of an effective game, eg storyline, setting
\n– the use of colour and images in a website
\nAC V9.0 (Recap 5-6): – ideating a range of possible design ideas, discussing them and judging them against the design criteria and user stories, for example using the design criteria to put design ideas in order of preference in a group discussion<\/p>\n

12. Accessibility and Inclusion<\/strong>
\nAC V9.0 (Recap 5-6): – designing a user interface to address an identified need, for example including customisable font size and colour contrast to help users who are visually impaired
\nNSW DT(Tech Mand): LS – \u00b7 explore the factors that influence the design of digital solutions, for example: DT
\n– accessibility
\nNSW Comp Tech (2024) TM: \u00b7 develop criteria to evaluate design ideas, processes and solutions, the functionality, aesthetics and a range of constraints, eg accessibility, cultural, economic, resources, safety, social, sustainability, technical (ACTDEP038, ACTDIP027, ACTDIP031) DT ST
\nAC V9.0 (Recap 5-6): – modelling how user interfaces allow people from different cultures and language backgrounds to access information, for example using consistent symbols to represent common actions such as copy, paste and save<\/p>\n

13. Trialling Designs<\/strong>
\nAC V9.0 (Recap 5-6): – naming, organising and storing files in a way that allows for easy retrieval of shared content, for example labelling the main folders by topic, such as school garden project, and then creating sub-folders for each section of the project, such as ‘plans’, ‘designs’ and\u202f’implementation’
\nAC V9.0 (Recap 5-6): Develop competence and confidence in creating content that applies agreed conventions, such as heading hierarchies and labelling of charts, and they use a consistent file-naming system.
\nAC V9.0 (7-8): – generate, modify, communicate and evaluate designs (AC9TDI6P04) (AC9TDI8P08)
\nAC V9.0 (Recap 5-6): – suggesting modifications to the preferred design idea if it does not satisfy all design criteria and user stories, for example modifying a game or game controller so that it can be used by a wider range of players
\nNSW Comp Tech (2024) CT-Data: \u00a4 Generate alternative designs and evaluate them against the requirements to select a preferred design:
\nAC V9.0 (7-8): – reviewing and modifying a preferred design as part of the iterative development approach, for example making changes to overcome limitations of the design or better satisfy the user stories
\nNSW Comp Tech (2024) CT-Data: \u00a4 applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-DPM-01:
\nAC V9.0 (7-8): – reviewing the requirements of a user story to ensure that their solution meets the user’s needs, for example making sure that recommendations offered by their music application are of a similar genre to the rest of the user’s library
\nNSW DT(Tech Mand): LS – – collect feedback on the digital solution from a variety of sources, eg peers, surveys, interviews
\nNSW DT(Tech Mand): LS – – use feedback to evaluate the produced digital solution<\/p>\n

14. Building and Testing<\/strong>
\nAC V9.0 (Recap 5-6): Based on given or co-developed design criteria and student-generated user stories, they select, and where appropriate modify, their preferred design ideas for further development.
\nNSW Comp Tech (2024) CT-Net: \u00a4 Plan and manage a project that connects people and systems using an iterative approach, including access control, privacy and cybersecurity:
\nAC V9.0 (7-8): Create and adapt design ideas, processes and solutions, and justify their decisions against developed design criteria that include sustainability.
\nNSW DT(Tech Mand): \u203a participates in the production of designed solutions TELS-3DP
\nNSW Comp Tech (2024) CT-UE: \u00a4 Plan and manage a project using an iterative approach:
\nAC V9.0 (7-8): – displaying empathy for diverse cultural expectations when participating in teams and in online communities, for example showing sensitivity around images or names of deceased people, and valuing the intellectual property and perspectives of others
\nNSW DT(Tech Mand): \u00b7 implement a functioning user interface, for example: (ACTDIP030)
\n\u2013 indicator LEDs on a microcontroller
\n\u2013 website
\n\u2013 game<\/p>\n

15. Saving Energy<\/strong>
\nAC V9.0 (7-8): – judging existing solutions on the basis of their possible impact on the economy, environment or society, for example cloud computing services decrease data loss but require vast amounts of electricity to power the servers<\/p>\n

16. Evaluation and Report<\/strong>
\nAC V9.0 (Recap 5-6): – evaluating the effectiveness of their own solutions to address the identified problem from the user stories, for example checking if the information created for the local interactive history walk is relevant and meets the council’s needs
\nAC V9.0 (Recap 5-6): Extend the use of design criteria by evaluating their own and existing solutions, considering the impact of these solutions on their community.
\nAC V9.0 (Recap 5-6): – evaluate existing and student solutions against the design criteria and user stories and their broader community impact (AC9TDI6P06)
\nNSW DT(Tech Mand): \u00b7 evaluate how student solutions address defined functional requirements and constraints (ACTDIP031)
\nNSW DT(Tech Mand): LS – \u00b7 reflect on the digital solution in terms of function, available resources, rules and regulations, audience and appeal and\/or accessibility, for example: DT
\nNSW Comp Tech (2024) CT-UE: \u00a4 Test and evaluate a UI to improve overall efficiency:
\nNSW Comp Tech (2024) CT-UE: \u00a4 Test and evaluate a UI to improve usability of an interactive media product:
\nAC V9.0 (Recap 5-6): – evaluating how an existing solution provides users with safety tools and features such as those described in the Safety by Design Vision for Young People, for example having a clearly visible button to easily report and block inappropriate behaviour in an app or on a website
\nAC V9.0 (Recap 5-6): – reflecting on the many systems that are used in the wider community to address a range of problems, for example timetables to manage transport and other services through to details such as storing licence information so that police can enforce road rules
\nAC V9.0 (Recap 5-6): – following a previously created plan to report back to the class on a given problem, using digital tools, for example small groups reporting on the best location for a new skate park in the local government area
\nAC V9.0 (Recap 5-6): Share and communicate ideas or content to an audience using technical terms, graphical representation techniques and appropriate digital tools.
\nAC V9.0 (Recap 5-6): – using a range of communication tools to share ideas and information with stakeholders, for example presenting content for a school celebration such as a graduation celebration with the parents and citizens association or school executive in an online forum
\nAC V9.0 (7-8): Communicate design ideas and solutions to audiences using technical terms and graphical representation techniques, including using digital tools.<\/p>\n

A1. Appendix 1 – Office Online<\/strong><\/p>\n

A2. Appendix 2 – Button Layering<\/strong><\/p>\n

A3. Appendix 3 – PowerPoint Programming<\/strong><\/p>\n

By Curriculum<\/strong><\/h3>\n

Australian Curriculum V9.0 (2024)<\/strong>
\nAC V9.0 (7-8): Extend the use of these design criteria and user stories to evaluate the future impact of existing solutions.
\nAC V9.0 (7-8): – considering the factors of why a user might buy and use a product, in addition to its utility, for example how aligning the brand with the user\u2019s values and identity contributes to its appeal
\nAC V9.0 (Recap 5-6): Explore different ways of working collaboratively, such as agreeing on how tasks should be allocated and content shared.
\nAC V9.0 (Recap 5-6): – defining and acting collectively using online community standards and valuing the work of others, for example moderating language and behaviour in an online class forum, not deleting the work of collaborators, and respecting others\u2019 intellectual property
\nAC V9.0 (Recap 5-6): – select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours (AC9TDI6P08)
\nAC V9.0 (7-8): – collaborating effectively online using cloud storage, for example setting up and managing a shared space in an online repository to co-develop content for an app which presents and checks safety aspects of working in a specific setting such as a kitchen, lab, workshop or greenhouse
\nAC V9.0 (7-8): – creating logical storage locations for project assets and resources together with an outline to ensure collaborators are up to date, for example creating a logical storage area for a group to share content and ideas in a timely manner about the canteen issue they are solving
\nAC V9.0 (7-8): Select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.
\nAC V9.0 (7-8): – select and use a range of digital tools efficiently, including unfamiliar features, to create, locate and communicate content, consistently applying common conventions (AC9TDI8P11)
\nAC V9.0 (7-8): – select and use a range of digital tools efficiently and responsibly to share content online, and plan and manage individual and collaborative agile projects (AC9TDI8P12)
\nAC V9.0 (7-8): – selecting and using appropriate digital tools, for example when participating in online lessons or planning sessions using a common video conferencing tool
\nAC V9.0 (Recap 5-6): – define problems with given or co-developed design criteria and by creating user stories (AC9TDI6P01)
\nAC V9.0 (Recap 5-6): Use design thinking techniques to generate multiple ideas about the design of solutions and how people interact with them.
\nAC V9.0 (Recap 5-6): Explain how people design products, services and environments to meet the needs of communities, including sustainability.
\nAC V9.0 (Recap 5-6): Apply systems thinking when investigating the functions and purpose of each component in a digital system and their interactions with others.
\nAC V9.0 (7-8): Apply systems thinking by exploring the connections between hardware capabilities and tasks users want to perform.
\nAC V9.0 (Recap 5-6): Explain how the features of technologies impact on design decisions and they create designed solutions.
\nAC V9.0 (Recap 5-6): Develop and modify digital solutions, and define problems and evaluate solutions using user stories and design criteria.
\nAC V9.0 (Recap 5-6): Develop project plans, including production processes, and select technologies and techniques to safely produce designed or digital solutions.
\nAC V9.0 (7-8): Develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria.
\nAC V9.0 (7-8): Apply design thinking by using divergent techniques, such as mind mapping, role-play and using graphic organisers, to generate design ideas for user experiences and solution designs.
\nAC V9.0 (7-8): Plan and manage projects individually and collaboratively, improving their control over the quality of their content.
\nAC V9.0 (Recap 5-6): – creating achievable steps and timeframes and identifying digital tools needed to produce a solution to a given problem, for example planning what they need to do to create a report on the effectiveness of the school’s recycling initiatives
\nAC V9.0 (7-8): Use a range of digital tools to individually and collaboratively document and manage production processes to safely and responsibly produce designed or digital solutions for the intended purpose.
\nAC V9.0 (7-8): – determining and recording the tasks, responsibilities and timeframes for a collaborative project, for example using a spreadsheet to record tasks and their sequence, critical dates and who is responsible for each task so a project can be finished on time
\nAC V9.0 (7-8): Explain how people design, innovate and produce products, services and environments for preferred futures.
\nAC V9.0 (Recap 5-6): – select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions (AC9TDI6P07)
\nAC V9.0 (7-8): – evaluate existing and student solutions against the design criteria, user stories and possible future impact (AC9TDI8P10)
\nAC V9.0 (7-8): For each of the 4 prescribed technologies contexts students explain how the features of technologies impact on design decisions, and create designed solutions based on analysis of needs or opportunities.
\nAC V9.0 (7-8): – demonstrating agile project management skills and understanding, for example when collaborating with First Nations Australians\u2019 community groups to develop digital solutions to projects: following cultural protocols, including relevant permissions and attributions; acknowledging diversity, capability and strength; and addressing risks and responsibilities such as privacy, security and accuracy of data
\nAC V9.0 (7-8): Use an increasing range of the features of digital tools to improve their efficiency and the consistency of the content they create, locate and communicate.
\nAC V9.0 (7-8): – applying common conventions consistently when creating content, for example organising content in paragraphs and within a heading hierarchy, writing captions to describe images and using gender-inclusive pronouns, where appropriate
\nAC V9.0 (7-8): – design the user experience of a digital system (AC9TDI8P07)
\nAC V9.0 (Recap 5-6): – design a user interface for a digital system (AC9TDI6P03)
\nAC V9.0 (Recap 5-6): – designing a user interface on paper or using digital tools, for example drawing the designed layout of the landing page of an app to order lunches from the school canteen
\nAC V9.0 (7-8): – designing a user interface or experience to satisfy design criteria and user stories, using digital tools, for example sketch multiple pages of a website with wireframes, storyboards and simple branding guidelines for colours and styling
\nAC V9.0 (7-8): – using concept maps, wireframes or other diagrams to record and discuss the generated ideas, for example creating and discussing wireframes of a music streaming service, evaluating it against design criteria and user stories, such as the needs of diverse users
\nAC V9.0 (Recap 5-6): Select and justify design ideas and solutions against design criteria.
\nAC V9.0 (Recap 5-6): – ideating a range of possible design ideas, discussing them and judging them against the design criteria and user stories, for example using the design criteria to put design ideas in order of preference in a group discussion
\nAC V9.0 (Recap 5-6): – designing a user interface to address an identified need, for example including customisable font size and colour contrast to help users who are visually impaired
\nAC V9.0 (Recap 5-6): – modelling how user interfaces allow people from different cultures and language backgrounds to access information, for example using consistent symbols to represent common actions such as copy, paste and save
\nAC V9.0 (Recap 5-6): – naming, organising and storing files in a way that allows for easy retrieval of shared content, for example labelling the main folders by topic, such as school garden project, and then creating sub-folders for each section of the project, such as ‘plans’, ‘designs’ and\u202f’implementation’
\nAC V9.0 (Recap 5-6): Develop competence and confidence in creating content that applies agreed conventions, such as heading hierarchies and labelling of charts, and they use a consistent file-naming system.
\nAC V9.0 (7-8): – generate, modify, communicate and evaluate designs (AC9TDI6P04) (AC9TDI8P08)
\nAC V9.0 (Recap 5-6): – suggesting modifications to the preferred design idea if it does not satisfy all design criteria and user stories, for example modifying a game or game controller so that it can be used by a wider range of players
\nAC V9.0 (7-8): – reviewing and modifying a preferred design as part of the iterative development approach, for example making changes to overcome limitations of the design or better satisfy the user stories
\nAC V9.0 (7-8): – reviewing the requirements of a user story to ensure that their solution meets the user’s needs, for example making sure that recommendations offered by their music application are of a similar genre to the rest of the user’s library
\nAC V9.0 (Recap 5-6): Based on given or co-developed design criteria and student-generated user stories, they select, and where appropriate modify, their preferred design ideas for further development.
\nAC V9.0 (7-8): Create and adapt design ideas, processes and solutions, and justify their decisions against developed design criteria that include sustainability.
\nAC V9.0 (7-8): – displaying empathy for diverse cultural expectations when participating in teams and in online communities, for example showing sensitivity around images or names of deceased people, and valuing the intellectual property and perspectives of others
\nAC V9.0 (7-8): – judging existing solutions on the basis of their possible impact on the economy, environment or society, for example cloud computing services decrease data loss but require vast amounts of electricity to power the servers
\nAC V9.0 (Recap 5-6): – evaluating the effectiveness of their own solutions to address the identified problem from the user stories, for example checking if the information created for the local interactive history walk is relevant and meets the council’s needs
\nAC V9.0 (Recap 5-6): Extend the use of design criteria by evaluating their own and existing solutions, considering the impact of these solutions on their community.
\nAC V9.0 (Recap 5-6): – evaluate existing and student solutions against the design criteria and user stories and their broader community impact (AC9TDI6P06)
\nAC V9.0 (Recap 5-6): – evaluating how an existing solution provides users with safety tools and features such as those described in the Safety by Design Vision for Young People, for example having a clearly visible button to easily report and block inappropriate behaviour in an app or on a website
\nAC V9.0 (Recap 5-6): – reflecting on the many systems that are used in the wider community to address a range of problems, for example timetables to manage transport and other services through to details such as storing licence information so that police can enforce road rules
\nAC V9.0 (Recap 5-6): – following a previously created plan to report back to the class on a given problem, using digital tools, for example small groups reporting on the best location for a new skate park in the local government area
\nAC V9.0 (Recap 5-6): Share and communicate ideas or content to an audience using technical terms, graphical representation techniques and appropriate digital tools.
\nAC V9.0 (Recap 5-6): – using a range of communication tools to share ideas and information with stakeholders, for example presenting content for a school celebration such as a graduation celebration with the parents and citizens association or school executive in an online forum
\nAC V9.0 (7-8): Communicate design ideas and solutions to audiences using technical terms and graphical representation techniques, including using digital tools.<\/p>\n

NSW Computing Technology (2024)<\/strong>
\nNSW Comp Tech (2024) CT-Net: \u00a4 Explore how people\u2019s changing expectations and concerns for security and privacy have shaped computer technology: Remote working and learning via collaboration applications.
\nNSW Comp Tech (2024) CT-UE: \u00a4 manages, documents and explains individual and collaborative work practices CT5-COL-01:
\nNSW Comp Tech (2024) CT-Net: \u00a4 manages, documents and explains individual and collaborative work practices CT5-COL-01:
\nNSW Comp Tech (2024) CT-Net: \u00a4 Define a real-world problem or need that can be solved by connecting people and systems, including breaking it down into manageable parts and describing the users of the solution:
\nNSW Comp Tech (2024) CT-Data: \u00a4 Develop a digital solution using a range of software to interpret and represent data to create information for a real-world scenario:
\nNSW Comp Tech (2024) CT-Data: \u00a4 Document the design and implementation of the solution in a project notebook:
\nNSW Comp Tech (2024) CT-Net: \u00a4 Create a record of project development demonstrating iterative design and evaluation:
\nNSW Comp Tech (2024) TM: \u00b7 develop criteria to evaluate design ideas, processes and solutions, the functionality, aesthetics and a range of constraints, eg accessibility, cultural, economic, resources, safety, social, sustainability, technical (ACTDEP038, ACTDIP027, ACTDIP031) DT ST
\nNSW Comp Tech (2024) CT-Data: \u00a4 Generate alternative designs and evaluate them against the requirements to select a preferred design:
\nNSW Comp Tech (2024) CT-Data: \u00a4 applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-DPM-01:
\nNSW Comp Tech (2024) CT-Net: \u00a4 Plan and manage a project that connects people and systems using an iterative approach, including access control, privacy and cybersecurity:
\nNSW Comp Tech (2024) CT-UE: \u00a4 Plan and manage a project using an iterative approach:
\nNSW Comp Tech (2024) CT-UE: \u00a4 Test and evaluate a UI to improve overall efficiency:
\nNSW Comp Tech (2024) CT-UE: \u00a4 Test and evaluate a UI to improve usability of an interactive media product:<\/p>\n

NSW Technology Mandatory<\/strong>
\nNSW DT(Tech Mand): LS – \u00b7 evaluate their design and production skills, for example:
\nNSW DT(Tech Mand): LS – – demonstrating appropriate digital citizenship when collaborating and sharing online
\nNSW DT(Tech Mand): \u00b7 plan and manage projects individually and collaboratively (ACTDEP039)
\nNSW DT(Tech Mand): \u203a communicates ideas and solutions to authentic problems or opportunities TELS-1DP
\nNSW DT(Tech Mand): TE4-1DP designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities
\nNSW DT(Tech Mand): \u203a participates in planning for the production of designed solutions TELS-2DP
\nNSW DT(Tech Mand): TE4-2DP plans and manages the production of designed solutions
\nNSW DT(Tech Mand): LS – \u00b7 manage resources and time to complete a digital solution
\nNSW DT(Tech Mand): \u203a investigates how technology has contributed to improvements in our way of life TELS-11TS
\nNSW DT(Tech Mand): LS – \u00b7 evaluate their design and production skills, for example:
\nNSW DT(Tech Mand): \u00b7 evaluate how existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDEK029, ACTDIP031)
\nNSW DT(Tech Mand): LS – \u00b7 explore the factors that influence the design of digital solutions, for example: DT
\nNSW DT(Tech Mand): \u00b7 evaluate how student solutions address defined functional requirements and constraints (ACTDIP031)
\nNSW DT(Tech Mand): \u00b7 design the user experience of a digital solution, generating, evaluating and communicating alternative ideas (ACTDEP036, ACTDIP028, ACTDIP032) CT DT
\nNSW DT(Tech Mand): LS – \u00b7 explore features of design that enhance the user experience in a range of digital solutions, for example:
\nNSW DT(Tech Mand): LS – \u00b7 explore the factors that influence the design of digital solutions, for example: DT
\nNSW DT(Tech Mand): LS – – collect feedback on the digital solution from a variety of sources, eg peers, surveys, interviews
\nNSW DT(Tech Mand): LS – – use feedback to evaluate the produced digital solution
\nNSW DT(Tech Mand): \u203a participates in the production of designed solutions TELS-3DP
\nNSW DT(Tech Mand): \u00b7 implement a functioning user interface, for example: (ACTDIP030)
\n\u2013 indicator LEDs on a microcontroller
\n\u2013 website
\n\u2013 game
\nNSW DT(Tech Mand): \u00b7 evaluate how student solutions address defined functional requirements and constraints (ACTDIP031)
\nNSW DT(Tech Mand): LS – \u00b7 reflect on the digital solution in terms of function, available resources, rules and regulations, audience and appeal and\/or accessibility, for example: DT<\/p>\n","protected":false},"excerpt":{"rendered":"

Address a whole range of curriculum ideas with this fabulously flexible project. Use the action buttons, slide masters and styles in PowerPoint to build an interactive kiosk interface for a subject of the student?s choice. <\/p>\n

The core requirements include kiosk research, decomposition, functional and visual design, and the testing of ideas. Optional components include collaborating, a more in-depth consideration of design thinking, systems thinking and computational thinking, flowcharts, algorithms and wireframes, sustainable technology, timelines, programming, accessibility and inclusion, prototypes, and social, environmental and economic objectives.<\/p>\n

The targeted curriculum outcomes were gathered from the new Australian Curriculum V9.0 as well as the new NSW Computing Technology course (2024). The relevant curriculum statements are listed below.<\/p>\n

Files: Checklist \/ Wordlist \/ Interactive Kiosk Research \/ Collaborating \/ Introduction to the Project \/ Thinking Skills \/ Kiosk Project Plan \/ Kiosk Functions \/ Pattern Recognition \/ Flowcharts and Algorithms \/ Wireframes \/ Visual Design \/ Accessibility and Inclusion \/ Trialling Designs \/ Building and Testing \/ Saving Energy \/ Evaluation and Report \/ Appendices: Office Online \/ Button Layering \/ PowerPoint Programming<\/p>\n

Includes full answers + all solution PowerPoints developed in the tutorial section. The premium packages include the fixed PDF files as well as the editable Word versions (great for teacher editing or student answers). 70PP + 7 spreadsheets
\n<\/em><\/p>\n

Sample Pages<\/a><\/p>\n","protected":false},"featured_media":28663,"comment_status":"open","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"default","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"product_brand":[],"product_cat":[19],"product_tag":[],"class_list":{"0":"post-28666","1":"product","2":"type-product","3":"status-publish","4":"has-post-thumbnail","6":"product_cat-years-7-8-digital-technologies","7":"desktop-align-left","8":"tablet-align-left","9":"mobile-align-left","11":"first","12":"instock","13":"taxable","14":"shipping-taxable","15":"purchasable","16":"product-type-variable","17":"has-default-attributes"},"_links":{"self":[{"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/product\/28666","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/product"}],"about":[{"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/types\/product"}],"replies":[{"embeddable":true,"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/comments?post=28666"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/media\/28663"}],"wp:attachment":[{"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/media?parent=28666"}],"wp:term":[{"taxonomy":"product_brand","embeddable":true,"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/product_brand?post=28666"},{"taxonomy":"product_cat","embeddable":true,"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/product_cat?post=28666"},{"taxonomy":"product_tag","embeddable":true,"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/product_tag?post=28666"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}