| NSW Department of Education

Computing Technology Stage 5 (Year 10) – sample

program of learning
Software development – creating games and simulations

education.nsw.gov.au
 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 1

Contents
Rationale........................................................................................................................................................................................................ 3
Overview........................................................................................................................................................................................................ 4
Outcomes....................................................................................................................................................................................................... 5
Lesson sequence and details......................................................................................................................................................................... 7
Week 1....................................................................................................................................................................................................... 7
Week 2..................................................................................................................................................................................................... 12
Week 3..................................................................................................................................................................................................... 17
Week 4..................................................................................................................................................................................................... 22
Week 5..................................................................................................................................................................................................... 25
Week 6..................................................................................................................................................................................................... 29
Week 7..................................................................................................................................................................................................... 32
Week 8..................................................................................................................................................................................................... 38
Weeks 9–10............................................................................................................................................................................................. 43
Weeks 11–18........................................................................................................................................................................................... 48
Weeks 19–20........................................................................................................................................................................................... 56
Additional information................................................................................................................................................................................... 61
Further implementation support............................................................................................................................................................... 61
Assessment for learning........................................................................................................................................................................... 61
Differentiation........................................................................................................................................................................................... 62
Support and alignment............................................................................................................................................................................. 64

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Evidence base............................................................................................................................................................................................. 66
References................................................................................................................................................................................................... 68

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Rationale
The NSW Department of Education publishes a range of curriculum support materials, including samples of lesson sequences, scope
and sequences, assessment tasks, examinations, student and teacher resource booklets, and curriculum planning and curriculum
evaluation templates. The samples are not exhaustive and do not represent the only way to complete or engage in each of these
processes. Curriculum design and implementation is a dynamic and contextually specific process. While the mandatory components of
syllabus implementation must be met by all schools, the approach taken by teachers must be reflective of their needs and faculty or
school processes.

NESA defines programming as the process of ‘selecting and sequencing learning experiences which enable students to engage with
syllabus outcomes and develop subject specific skills and knowledge’ (NESA 2022). A program is developed collaboratively within a
faculty. It differs from a unit in important ways, as outlined by NESA on their advice on units page. A unit is a contextually specific plan for
the intended teaching and learning for a particular class for a particular period. The organisation of the content in a unit is flexible and it
may vary according to the school, the teacher, the class, and the learning space. They should be working documents that reflect the
thoughtful planning and reflection that takes place during the teaching and learning cycle. There are mandatory components of
programming and unit development, and this template provides one option for the delivery of these requirements. The NESA and
department guidelines that have influenced this template are elaborated upon at the end of the document.

This resource has been developed to assist teachers in NSW Department of Education schools to create learning that is contextualised
to their classroom. It can be used as a basis for the teacher’s own program, assessment, or scope and sequence, or be used as an
example of how the new curriculum could be implemented. The resource has suggested timeframes that may need to be adjusted by the
teacher to meet the needs of their students.

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Overview
Description: this program of learning addresses the focus area of creating games and simulations. The lessons and sequences in this
program of learning are designed to allow students develop the knowledge and skills to create a game or simulation as a solution to a
user’s needs.

During Weeks 1 to 8 of the learning sequence, students will gain an understanding of the computational, design and systems thinking
used in creating games and simulations. A range of games and simulations will be investigated that allows students to understand how
innovation, enterprise and automation have inspired the evolution of computing technology.

During Weeks 9 to 18 of the learning sequence, students will design and test a system, creating a game or simulation which is coded and
iterative in design. To develop their coding skills, students work to design, produce and evaluate algorithms and implement them in an
object-oriented programming language. Students manage, document and explain individual work practices.

During Weeks 19 to 20 of the learning sequence, students showcase their project to the class and seek self and peer review. Students
also investigate careers in the game and simulation industries.

Duration: this program of learning is designed to be completed over approximately 20 weeks in 60-minute lesson sequences but can be
adapted to suit the school context.

Explicit teaching: suggested learning intentions and success criteria are available for some lessons provided. Learning intentions and
success criteria are most effective when they are contextualised to meet the needs of students in the class. The examples provided in
this document are generalised to demonstrate how learning intentions and success criteria could be created.

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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
 understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-EVL-01
 communicates ideas, processes and solutions using appropriate media CT5-COM-01
 designs, produces and evaluates algorithms and implements them in a general-purpose and/or object-oriented programming
language CT5-OPL-01
 applies computational, design and systems thinking to the development of computing solutions CT5-THI-01
 designs and creates user interfaces and the user experience CT5-DES-01

Computing Technology 7–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2022.

© NSW Department of Education, Nov-24

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Prior to planning for teaching and learning, please consider the following:

Engagement

 How will I provide authentic, relevant learning opportunities for students to personally connect with lesson content?

 How will I support every student to grow in independence, confidence, and self-regulation?

 How will I facilitate every student to have high expectations for themselves?

 How will I identify and provide the support each student needs to sustain their learning efforts?

Representation

 What are some different ways I can present content to enable every student to access and understand it?

 How will I identify and address language and/or cultural considerations that may limit access to content for students?

 How will I make lesson content and learning materials more accessible?

 How will I plan learning experiences that are relevant and challenging for the full range of students in the classroom?

Expression

 How will I provide multiple ways for students to respond and express what they know?

 What tools and resources can students use to demonstrate their understanding?

 How will I know every student has understood the concepts and language presented in each lesson?

 How will I monitor if every student has achieved the learning outcomes and learning growth?

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Lesson sequence and details

Week 1
Table 1 – Week 1 – identifying and defining lesson sequence and details

Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

Outcomes: Learning intention Students com- This section is also

mence a glossary of for use in school
CT5-EVL-01 Explore how the changing needs of soci-
key terms. when adjusting to
CT5-COM-01 ety have influenced the development of
support all students
games and simulations, including the im- Students can define
Content: to achieve in their
pact of simulations and games on a range the difference
learning.
Students: of industries. between games and
 explore how the simulations giving Provide visual and/
Success criteria
changing needs examples of each. or multimedia ex-
of society have  I can define games and simulations. amples and check
Students can give
influenced the  I can discuss the development and understanding of
an example of the
development of impact of simulations and games on concepts.
impact of games
games and simu- a range of industries.

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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

lations, including  I can explore how augmented reality and simulations on Provide a glossary
the impact of sim- (AR), mixed reality (MR) and virtual a chosen industry. allow the use of bi-
ulations and reality (VR) create immersive exper- lingual dictionaries
Students can ex-
games on a iences. for uncommon
plain how augmen-
range of indus- terms and use visu-
Teaching and learning activity ted reality (AR),
tries als where appropri-
mixed reality (MR)
 explore products Teacher introduces the learning se- ate.
and virtual reality
that simulate the quence and gives an overview of the
(VR) create a range
real world and semester, outlining the sequence of activ-
of immersive experi-
how simulations ities and assessments.
ences.
are used to solve
real-world prob- Teacher introduces the concept of games

lems and simulations.

 explore how aug-

Students complete a definition of both
mented reality
games and simulations as well as the dif-
(AR), mixed real-
ference between the 2.
ity (MR) and vir-
tual reality (VR) Students research an industry with refer-
create immersive ence to the impact that gaming and simu-

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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

experiences. lation have had on that industry through

answering the following question:

How do these companies use augmented

reality (AR), mixed reality (MR) and virtual
reality (VR) to create immersive experi-
ences?

Outcomes: Learning intention Students under- This section is also

stand representa- for use in school
CT5-EVL-01 Explore how the changing needs of soci-
tions of logic includ- when making ad-
CT5-COM-01 ety have influenced the development of
ing branching and it- justments to support
games and simulations, including the im-
Content: eration. all students to
pact of simulations and games on a range
achieve in their
Students: of industries. Students practically
learning.
 investigate the demonstrate their
Success criteria
representation of understanding of Pre-teach key
logic when  I understand the representation of control structures vocabulary and con-
designing games logic when designing games and through completing cepts prior to view-
and simulations, simulations. the Tetris and other ing videos, provide

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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

including se-  I understand structure in develop- tutorials. a transcript and use

quences, branch- ment including sequences, branch- closed captions
Tetris game runs
ing and iteration, ing and iteration, including logical when viewing.
without error but
including logical and relational operators.
may not be fully Teacher walks
and relational op-
Teaching and learning activity complete. through the tutorial
erators.
link provided.
Teacher introduces the concepts of Se-
quences, Selections and Loops (2:26).
While watching the video, complete the
definitions and questions for standard
control structures, including examples
where possible.

From the video, students are to answer

the benefits of using standard control
structures.

Practical application – Python Pro-

gramming

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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

Students are to use the tutorial to learn to

build Tetris using IDLE & PyGame Zero,
this can be teacher-led or student-driven.
The focus should be on students under-
standing why applying control structures
and functions are important.

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Week 2
Table 2 – Week 2 – identifying and defining lesson sequence and details

Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

Outcome: Learning intention Students can define This section is also

functional require- for use in school
CT5-EVL-01 Explore how games and simulations have
ments as well as when making ad-
CT5-OPL-01 functional and non-functional require-
non-functional re- justments to support
ments.
Content: quirements of soft- all students to

Success criteria ware design. achieve in their

Students:
learning.
 I can explain the non-functional re- Students can create
 specify the func-
quirements of a game and/or simu- a table listing 3–5 Pre-teach key
tional require-
lation. functional and 3–5 vocabulary and con-
ments of a game
 I have specified, in a table, the func- non-functional re- cepts prior to view-
or simulation, in-
tional and non-functional require- quirements of a ing videos, provide
cluding stating
ments of a chosen system. game or software a transcript and use
the purpose of a
product they would closed captions
system, describ-
Teaching and learning activity design. when viewing.
ing use cases

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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

and developing Teacher introduces the concept of func- Provide a glossary

test cases of in- tional vs. non-functional requirements and allow the use of
puts and expec- (1:36) in software design. bilingual dictionaries
ted outputs for uncommon
Students complete a definition of both
 specify the non- terms.
functional and non-functional require-
functional re-
ments for software design.
quirements of a
game or simula- Students complete a table listing 3–5
tion. functional and 3–5 non-functional require-
ments of a game they would design.

Outcomes: Learning intention Students can de- This section is also

scribe the purpose for use in school
CT5-EVL-01 Explore how games and simulations have
of use cases. when making ad-
CT5-OPL-01 functional and non-functional require-
justments to support
ments. Students create an
Content: all students to
interactive use case
Success criteria achieve in their
Students: diagram showing
learning.
 I have the skills to discuss functional the functional re-
 specify the func-
requirements including the purpose quirements of a Complete examples

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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

tional require- of a system, describing user cases game they are fa- as a class.
ments of a game and developing test cases of inputs miliar with including
Providing prompts
or simulation, in- and expected outputs. the purpose of the
or visuals to help
cluding stating  I can apply my understanding of in- system, describing
with understanding
the purpose of a puts, storage, transmission, pro- user cases and test
the concepts.
system, describ- cesses and outputs in games and/or cases of input and
ing use cases simulations. expected output. Provide a glossary
and developing and allow the use of
Teaching and learning activity
test cases of in- bilingual dictionaries
puts and expec- Teacher introduces the concept of use for uncommon
ted outputs case diagrams (4:21) in software engin- terms.
 specify the non- eering and their purpose.
functional re-
quirements of a As a class, choose a familiar game. Cre-

game or simula- ate a use case diagram. Outline the actor

tion and key interactions that allow for the

game to function. Some games could in-
o age suitabil- clude Snake, Space Invaders or Flappy
ity Bird.
o motivation

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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

or immer- Students answer the following questions

sion after watching the video.
o visual ap-
 Who are the users?
peal of a
 What information is used in the pro-
game
cess?
o world or
 What kind of inputs and outputs are
simulation
used?
 describe inputs,
Teacher leads discussion around the
storage, trans-
functions of a system and how they all
mission, pro-
work together.
cesses and out-
puts in games Using students’ understanding of the
and/or simula- game chess and a flight simulator, stu-
tions. dents describe the inputs, storage, trans-
mission, processes, and outputs that
make up these products, specifically
providing examples from the game and
simulation.

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Week 3
Table 3 – Week 3 – identifying and defining lesson sequence and details

Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

Outcome: Learning intention Students can evalu- This section is also

ate social and eth- for use in school
CT5-SAF-01 We will compare the ways games or sim-
ical considerations when making adjust-
ulations impact social, ethical and legal
Content: of games and simu- ments to support all
responsibilities.
lations. students to achieve in
Students: their learning.
We will explore how games and simula-
Students can list
 consider the so- tions help diverse people in society.
and describe ex- Prompt student dis-
cial impacts and amples from Bliz- cussion with real-
Success criteria
ethical and legal zard Entertainment world scenarios and
responsibilities in  I can evaluate social and ethical company and examples.
games or simula- considerations of games and simu- games.
tions lations. The teacher can use

 explore games Students can com- a group task instead

Teaching and learning activity municate how of individual and
and simulations,
considering the games impact so- provide visuals or
Teacher introduces the case study of the

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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

perspectives of gaming company Blizzard Entertainment cial, ethical and structured questioning
diverse groups, and explains how they are working on be- legal responsibilities to support discussion.
including Abori- ing more inclusive of diverse groups. of developers and
ginal and Torres consumers.
Students are given inclusivity initiatives.
Strait Islander
They are then required to research how
Peoples, cultur-
this initiative is being done in games that
ally and linguistic-
Blizzard Entertainment have created.
ally diverse
people, people of Teacher uses the discussion questions to
different ages provide more thought-provoking re-
and genders, and sponses.
people with dis-
ability.

Outcomes: Learning intention Students can apply This section is also

their understanding for use in school
CT5-SAF-01 Explore how games and simulations help
of social impact, when making adjust-
CT5-THI-01 diverse people in society.
ethical and legal re- ments to support all
Content: Compare the ways games or simulations sponsibilities to ac- students to achieve in
curately respond to
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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

Students: impact social, ethical, and legal responsi- the ethical dilemma their learning.
bilities. scenarios.
 consider the so- Provide a glossary
cial impacts and Success criteria Students under- and allow the use of
ethical and legal stand and can recall bilingual dictionaries
 I can respond to ethical dilemmas in
responsibilities in differences in coun- for uncommon terms.
gaming using my knowledge of
games or simula- tries regulations and
ethics. Utilise the guiding
tions. rating systems.
 I can discuss the differences in legal questions as struc-
responsibilities of game classifica- tured discussion
tions. points to support
 I can apply my understanding and learners.
skills to examine how use of aug-
Students can work
mentative and alternative commu-
through these activit-
nication (AAC).
ies as groups with
Teaching and learning activity guided support.

Teacher discusses the definitions of so- Provide each group

cial impact, ethical and legal responsibil- with a country to re-
ity. search and present

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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

Students relate these concepts to how on.

they fit into the gaming and simulation in-
dustry.

Activity 1

In groups, students read and discuss the

gamified ethical dilemma scenarios pro-
vided in the teacher resources. Students
are required to look at both choices and
as a group list the consequences for both
choices from an ethical standpoint.

Activity 2

In groups, students are assigned the role

of game developers and they are em-
ployed to create a hypothetical game
project while navigating ethical dilemmas
that may arise during development.

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Outcomes and con- Teaching and learning activities Evidence of learn- Differentiation/ ad- Registration and
tent ing justments evaluation notes

Students are to read the scenario, con-

sider the ethical dilemmas and answer
the guiding questions as a team. Once
completed, students report back to the
class.

The teacher uses the guiding questions

as support to keep students on track or
as a structured discussion.

Students research different country regu-

lations and rating systems for video
games.

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Week 4
Table 4 – Week 4 – identifying and defining lesson sequence and details

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

Outcome: Learning intention Students examine a variety of This section is also

design principles and under- for use in school
CT5-EVL-01 Explore how design principles relate
stand their meaning. when making ad-
to game development and player ex-
Content: justments to sup-
perience. Students investigate a range of
port all students to
Students: games and link appropriate
Success criteria achieve in their
game design principles.
learning.
 explore de-
 I can explain a variety of game
sign princi- Students demonstrate under-
principles and what this looks Scaffold of re-
ples and is- standing in class discussions
like within a game. search is required.
sues relevant around questions on design
 I can explore games and distin-
to game de- principles. Group activity with
guish with design principles re-
sign. guided scaffold.
late to them.

Teaching and learning activity

Students research the most common

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Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

game design principles.

Students describe what the principle

means in relation to gaming.

Students analyse how the game

design principles can be applied to
each.

Students research the relevant dis-

cussion points, which will help with
design principles.

Outcome: Learning intention Students demonstrate an un- This section is also

derstanding of how algorithms for use in school
CT5-EVL-01 Explore real-world problems.
are used to create AI and con- when making ad-

Content: Success criteria trol computer components in justments to sup-

games and simulations. port all students to
Students:  I can explain how predefined al- achieve in their
gorithms and artificial intelli- learning.
 explore how
gence (AI) control computer

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Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

predefined al- components.

gorithms and
Teaching and learning activity
artificial intel-
ligence (AI) Students will investigate the al-
control com- gorithms that control the ghosts in the
puter com- original Pac-Man game (19:33).
ponents.
Teacher formulates class discussion
surrounding how AI can be utilised in
game design in this modern time.

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Week 5
Table 5 – Week 5 – research and planning lesson sequence and details

Outcomes and con- Teaching and learning activities Evidence of learning Differentiation/ Registration and
tent adjustments evaluation notes

Outcome: Learning intention Students provide answers to This section is

the case study questions. also for use in
CT5-SAF-01 Investigate how games and simula-
school when mak-
tions address environmental, life- Students can discuss how the
Content: ing adjustments to
style, societal and economic chal- case study impacts environ-
support all stu-
Students: lenges including cyber safety. mental, lifestyle, societal and
dents to achieve in
economic challenges relating
Success criteria their learning.
 explore how to the game and real-world.
games and sim- Scaffolded discus-
 I can describe how design
ulations address sion and examples
principles and issues relevant
environmental, could be provided.
to game design.
lifestyle, societal
 I can evaluate an existing
and economic
game or simulation in terms of
challenges in-
its mechanics, aesthetics and
cluding cyber
usability.
safety.

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Outcomes and con- Teaching and learning activities Evidence of learning Differentiation/ Registration and
tent adjustments evaluation notes

Teaching and learning activity

Teacher-led discussion on how

games and simulations can address
various challenges.

As a class watch, Two Point Cam-

pus | Official Announce Trailer
(1:38).

 In groups, students research

examples of how the game
Two Point Campus address
the challenge.
 Teacher to use discussion
questions to get students to
link the game and real-world
together.

Outcome: Learning intention Students evaluate a specific This section is

element of game design and also for use in

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Outcomes and con- Teaching and learning activities Evidence of learning Differentiation/ Registration and
tent adjustments evaluation notes

CT5-DPM-01 Explore how evaluating current so- then recreate that element in a school when mak-
lutions can lead to alternative de- simulation. ing adjustments to
Content:
signs in game development. support all stu-

Students: dents to achieve in

Success criteria
their learning.
 evaluate an ex-
 I can evaluate an existing
isting game or Teacher can
game or simulation in terms of
simulation in provide students
its mechanics, aesthetics and
terms of its with alternative
usability.
mechanics, aes- problems that stu-
 I can generate alternative
thetics and us- dents can create
designs and evaluate them
ability. solutions to.
against the requirements to se-
lect a preferred design.

Teaching and learning activity

In Python, students add multiple

data types and structures for the
Tetris game or any other program
that is being completed in class.

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Outcomes and con- Teaching and learning activities Evidence of learning Differentiation/ Registration and
tent adjustments evaluation notes

Students work on Assessment task

1, focussing on evaluating current
solutions and creating alternative
designs.

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Week 6
Table 6 – Week 6 – research and defining lesson sequence and details

Outcomes and con- Teaching and learning activities Evidence of learning Differentiation/ Registration and
tent adjustments evaluation notes

Outcome: Learning intention Students can demonstrate This section is also

their understanding of how for use in school
CT5-SAF-01 Investigate data collection and inter-
data is collected and why it is when making ad-
Content: pretation adhering to privacy and cy-
important to have data pri- justments to sup-
bersecurity principles.
Students: vacy. port all students to

Success criteria achieve in their

 investigate data Students provide points for
learning.
collection and  I can specify what data is col- each of the table headings
interpretation lected, who owns it, and how it under how data is collected Teacher can
adhering to pri- will be protected. via games and developers. provide thinking
vacy and cyber- points to start the
Teaching and learning activity brainstorm.
security prin-
ciples, including Teacher to lead a brainstorm as to
Provide key head-
specifying what why it is important to have data pri-
ings and subhead-
data is collec- vacy and cybersecurity in today’s di-
ings to stimulate
ted, who owns gital world. Students should think

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Outcomes and con- Teaching and learning activities Evidence of learning Differentiation/ Registration and
tent adjustments evaluation notes

it, and how it will about their concerns about sharing the students’ think-
be protected. personal information online. ing about data col-
lection by games
Students are to outline how games
and developers.
or developers collect data. They
should think about all aspects of
game design including profiles,
device information, communication
features and social media.

Outcome: Learning intention Students can apply data col- This section is also
lection concerns to different for use in school
CT5-SAF-01 Investigate data collection and inter-
apps after watching the video. when making ad-
Content: pretation adhering to privacy and cy-
justments to sup-
bersecurity principles. Students can explain why
Students: port all students to
data is collected by de-
Success criteria achieve in their
 investigate data velopers.
learning.
collection and  I can specify what data is col-
interpretation lected, who owns it, and how it Teacher can use
adhering to pri- will be protected. different data col-

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 31

Outcomes and con- Teaching and learning activities Evidence of learning Differentiation/ Registration and
tent adjustments evaluation notes

vacy and cyber- Teaching and learning activity lection videos for
security princi- other apps that are
Teacher introduces What data ex-
ples, including related to the cal-
perts say about the data collected
specifying what ibre of students.
by TikTok (8:03).
data is col-
The teacher could
lected, who Students outline concerns that users
create a group
owns it, and should be aware of when using dif-
task instead of an
how it will be ferent apps.
individual task.
protected.
Teacher uses the reasons game de-
Teacher could
velopers would collect data from
provide definitions
users when playing to get students
of the reasons to
to explain these relating to their own
support student
gaming knowledge and experience.
understanding.

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 32

Week 7
Table 7 – Week 7 – research and planning lesson sequence and details

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

Outcome: Learning intention Students contribute to creating Teacher can

a brainstorm. provide starting
CT5-SAF-01 Learn to represent data and code to
points and have
Content: facilitate computation. Student answer and particip-
students explain.
ate in discussing the scenario
Students: Success criteria
questions. Class activity or in
 investigate  I understand data collection and groups.
Students participate in collect-
data collection interpretation adhering to pri-
ive discussion on data collec- Additional key
and interpreta- vacy and cybersecurity princi-
tion, privacy and cybersecurity questions or an-
tion adhering ples.
principles when going through swers can be
to privacy and
Teaching and learning activity scenarios. provided to stimu-
cybersecurity
late discussion.
principles, in- Provide students with brief back-
cluding specify ground information regarding com-
what data is panies collecting data from players.
collected, who
© NSW Department of Education, Nov-24
 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 33

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

owns it, and Teacher leads brainstorming on who

how it will be owns the data that is generated by
protected. players.

Use the scenarios to understand

rights and responsibilities. For each
of the scenarios, in groups or as a
class, answer the discussion points
about rights, responsibilities and eth-
ical ways to handle data.

Outcome: Learning intention Students investigate and an- Provide students

swer questions on cyber-at- with a scaffolded
CT5-SAF-01 Learn to represent data and code to
tacks. worksheet.
Content: facilitate computation.
Students participate in class Scaffolded work-
Students: Success criteria
discussions. sheet and key
 investigate  I understand data collection and guided answers to
Students’ presentation of
data collection interpretation adhering to pri- focus student re-
scenarios demonstrates their
and interpreta- vacy and cybersecurity princi- search.
understanding of privacy and

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 34

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

tion adhering ples. cybersecurity principles.

to privacy and
Teaching and learning activity
cybersecurity
principles, in- Teacher introduces cybersecurity and
cluding specify as a class students watch Cyber Se-
what data is curity in 7 Minutes (0:00-5:43).
collected, who
owns it, and Students list all the possible cyber-at-

how it will be tacks in the video that lead to the

protected. need for cybersecurity.

Students research real-world data

breaches in the gaming industry, ex-
amples include Sony and Epic
Games. Students provide an over-
view of what happened and discuss
the consequences for both the user
and the developer or company.

Teacher to use scenario cards to get

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 35

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

students to research cybersecurity

best practices and strategies and de-
vise a plan to address the scenario.

Outcome: Learning intention Students can define different This section is

common data types as well as also for use in
CT5-THI-01 Learn to represent data and code to
understand the limitations of school when mak-
Content: facilitate computation.
those data types. ing adjustments to
Students: Success criteria support all stu-
dents to achieve in
 represent data  I have the knowledge to select their learning.
and code to fa- appropriate data types.
cilitate compu-  I have developed knowledge to
tation, includ- understand data type limita-
ing selecting tions.
appropriate
Teaching and learning activity
data types, un-
derstanding As a class, students watch the bene-
data type limit- fits and limitations (8:08) of the fol-
ations and

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 36

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

structuring lowing data types (3:52).

code system-
Students complete a table listing the
atically.
definitions as well as information
about Boolean, character, string, in-
teger and float data types.

Outcome: Learning intention Students can structure their This section is

code systematically and in a also for use in
CT5-THI-01 Represent data and code to facilitate
logical way. school when mak-
Content: computation.
ing adjustments to
Students receive ongoing
Students: Success criteria support all stu-
formative feedback and sum-
dents to achieve in
 represent data  I have the skills to structure mative feedback through As-
their learning.
and code to fa- code systematically. sessment task 1.
cilitate compu- Check ins or scaf-
Teaching and learning activity folds.
tation, includ-
ing selecting In Python, students continue to work
appropriate on the tutorials provided.
data types, un-

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 37

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

derstanding Students continue working on As-

data type limi- sessment task 1.
tations and
structuring
code system-
atically.

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 38

Week 8
Table 8 – Week 8 – research and planning lesson sequence and details

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

Outcomes: Learning intention Students create their own flow- This section is also
chart to code a tutorial from for use in school
CT5-OPL-01 Design algorithms and check they
pseudocode. when making ad-
CT5-THI-01 are correct.
justments to sup-
Students design algorithms
CT5-DES-01 Success criteria port all students to
and receive feedback on al-
achieve in their
Content: gorithms in their Assessment
 I can represent algorithms us- learning.
Students: ing flowcharts and pseudo- task 1.

code.
 represent algo-
 I can validate algorithms with
rithms using
desk checking.
flowcharts and
pseudocode Teaching and learning activity
 design and/or
Students examine the various ele-
modify existing
ments of a flow chart and their uses.
algorithms for

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 39

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

games or sim- Teacher to walk through an al-

ulations gorithm of their choosing to show
 validate algo- how to transform code into a flow-
rithms with chart. Teacher could use the Tetris
desk checking. game.

Students create their own flowchart

to code either tutorials covered and
work to create flowcharts and al-
gorithms for Assessment task 1.

Outcomes: Learning intention Students desk checks tables This section is also
with accurate answers. for use in school
CT5-OPL-01 Design algorithms and check they
when making ad-
CT5-THI-01 are correct. Students develop flowcharts
justments to sup-
for the 2 algorithms.
CT5-DES-01 Success criteria port all students to
achieve in their
Content:
 I can represent algorithms us- learning.
Students: ing flowcharts and pseudo-
code. Provide tables with
 represent algo-

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 40

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

rithms using  I can validate algorithms with variables from the

flowcharts and desk checking. algorithm.
pseudocode
Teaching and learning activity
 design and/or
modify existing As a class, walk through the below
algorithms for algorithms demonstrating how to
games or sim- conduct a desk check.
ulations
 validate algo- Students are to create flowcharts

rithms with from the desk check algorithms.

desk checking.

Outcomes: Learning intention Students complete activities in This section is also

full. for use in school
CT5-OPL-01 Design algorithms and check they
when making ad-
CT5-THI-01 are correct. Students can spot errors and
justments to sup-
provide correct code.
CT5-DES-01 Success criteria port all students to
achieve in their
Content:
 I can identify and correct types learning.
Students: of errors, including syntax,

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 41

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

 identify and logic and run-time. Provide students

correct types  I can create and modify algo- with the table and
of errors, in- rithms and code that use some filled out
cluding syntax, branching and iteration, and sections.
logical and represent them diagrammati-
Code may be
run-time. cally and in English.
placed into an IDE
Teaching and learning activity to visually demon-
strate the errors.
Students research the different
types of errors providing definitions,
examples, and the impact that error
has on running code.

After discussion, students are to

spot the errors and provide the cor-
rection to the error.

Outcomes: Learning intention Students can modify existing This section is also
algorithms from a tutorial to for use in school
CT5-OPL-01 Design algorithms and check they
create a game. when making ad-

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 42

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ Registration and
content adjustments evaluation notes

CT5-DES-01 are correct. Students can locate and cor- justments to sup-
rect errors. port all students to
Content: Success criteria
achieve in their
Students:
 I can design and/or modify ex- learning.

 design and/or isting algorithms for games or

modify existing simulations.
algorithms for
Teaching and learning activity
games or sim-
ulations. In Python, students are working on
extending their game designs to
make arcade style games.

Students locate an error they have

encountered and provide how they
corrected the error.

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 43

Weeks 9–10
Table 9 – Weeks 9–10 – producing and Implementing lesson sequence and details

Outcomes and content Teaching and learning activ- Evidence of learning Differentiation/ ad- Registration and
ities justments evaluation notes

Outcomes: Learning intention Students can develop appro- This section is also
priate supporting document- for use in school
CT5-DPM-01 Plan and manage a project to
ation to accompany a project when making ad-
CT5-COL-01 create a game and/or simula-
including a Gantt chart. justments to support
tion using an iterative ap-
Content: all students to
proach. Students can create a record
achieve in their
Students: of project development
Manage, document and explain learning.
demonstrating iterative
 use program-devel- work practices during the de-
design and evaluation.
opment support velopment of the project.
tools, including Input
Process Output Success criteria

(IPO) charts/dia-
 I can develop appropriate
grams, decision
supporting documentation
trees, flowcharts and
in a program to ensure it
structured English/
is easy to read, under-

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 44

Outcomes and content Teaching and learning activ- Evidence of learning Differentiation/ ad- Registration and
ities justments evaluation notes

pseudocode, in the stand and maintain.

development of a  I can develop prototypes
game or simulation to communicate design
 develop prototypes ideas and features to po-
to communicate tential end users.
design ideas and  I can create a record of
features to potential project development
end users. demonstrating iterative
design and evaluation.

Teaching and learning activ-

ity

Students will examine the use

of a Gantt chart and how it can
be used in the planning phase
of a project.

As a class watch How to draw

a Gantt chart (2:01).

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 45

Outcomes and content Teaching and learning activ- Evidence of learning Differentiation/ ad- Registration and
ities justments evaluation notes

Students create a project port-

folio looking at 4 main areas:

 identifying and defining

 research and planning
 producing and implement-
ing
 testing and evaluating.

Students will also examine and

create features such as title
pages, table of contents, page
number, headings and sub-
headings.

Outcomes: Learning intention Students implement object- This section is also

oriented programming into for use in school
CT5-THI-01 Plan and manage a project to
their assessment task. when making ad-
create a game and/or simula-
CT5-OPL-01 justments to support
tion using an iterative ap- Students use control struc-
Content: all students to

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 46

Outcomes and content Teaching and learning activ- Evidence of learning Differentiation/ ad- Registration and
ities justments evaluation notes

Students: proach. tures to extend their game. achieve in their

learning.
 plan and manage a Manage, document and explain
project to create a work practices during develop-
game and/or simula- ment of the project.
tion using an iterat-
Success criteria
ive approach
 implement a game  I can describe the fea-
or simulation using tures of an object-oriented
the preferred design programming language.
in a general-purpose  I can create and modify
or object-oriented algorithms and code that
programming lan- use branching and itera-
guage tion and represent them
 interpret and extend diagrammatically and in
or implement an ob- English.
ject-oriented pro-
gram (code). Teaching and learning activ-
ity

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 47

Outcomes and content Teaching and learning activ- Evidence of learning Differentiation/ ad- Registration and
ities justments evaluation notes

Students define and outline the

languages used in object-ori-
ented languages.

In Python, students extend

their game and utilise OOP ex-
tensions in the overall structure
of the code.

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 48

Weeks 11–18
Table 10 – Weeks 11–18 – producing and implementing lesson sequence and details

Outcomes and content Teaching and learning Evidence of learning Differentiation/ ad- Registration and
activities justments evaluation notes

Outcomes: Learning intention Students work individually on This section is also

Assessment task 2 under the for use in school
CT5-OPL-01 Plan and manage a project to
guidance of their teacher to when making ad-
CT5-SAF-01 create a game and/or simula-
create an enhanced game justments to support
tion using an iterative ap-
CT5-DPM-01 and supporting documenta- all students to
proach.
tion. achieve in their
CT5-COL-01
Using the preferred design in learning.
CT5-THI-01 Students receive ongoing
a general-purpose or object-
formative feedback and sum- Provide visual and/
CT5-DES-01 oriented programming lan-
mative feedback through As- or multimedia ex-
Content: guage.
sessment task 2. amples and check

Students: Apply computational, design understanding of

Students demonstrate prac-
and systems thinking to the concepts.
 use program-devel- tical skills, safely using appro-
solution.
opment support tools, priate tools, equipment, and Ensure all students

including Input Learn to develop and apply techniques, to produce a understand both

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 49

Outcomes and content Teaching and learning Evidence of learning Differentiation/ ad- Registration and
activities justments evaluation notes

Process Output (IPO) test criteria for components of game that reflects the plan- technical and cultur-
charts/diagrams, de- a game and/or simulation. ning undertaken in the re- ally-based terms.
cision trees, flow- search and planning stages
Success criteria Message abund-
charts and structured of Assessment task 2.
ancy may be useful
English/pseudocode,  I can implement a game
Students will be able to re- when introducing
in the development of or simulation.
cord their iterative process new terminology.
a game or simulation  I can develop an effi-
using a portfolio. The word is spoken,
 create and modify al- cient computer program
written on the board,
gorithms and code by selecting appropriate Students can design, produce
represented by visu-
that use branching data types and struc- and evaluate algorithms and
als.
and iteration, and tures. implement them in program-
represent them dia-  I can implement an ming language. Scaffold may be
grammatically and in event loop in a game or provided.
English Students can work in Python
simulation using event-
 develop an efficient and use trouble shooting
driven programming.
computer program by techniques such as desk
 I can simulate a 2D or
selecting appropriate checking to eliminate errors.
3D physical world using
data types and struc- fixed time increments. Students will document their
tures  I can modify existing troubleshooting process in

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 50

Outcomes and content Teaching and learning Evidence of learning Differentiation/ ad- Registration and
activities justments evaluation notes

 develop prototypes to programming code to their portfolio as they test

communicate design observe the effects of their algorithms to demon-
ideas and features to changing variables. strate their iterative approach
potential end users  I can modify existing to coding.
 implement an event code to observe
Students receive ongoing
loop in a game or changes in an array.
formative feedback and sum-
simulation using  I can identify and correct
mative feedback through As-
event-driven pro- types of errors, including
sessment task 2.
gramming syntax, logical and run-
 develop appropriate time. Students collect peer feed-
supporting documen-  I can develop the UI and back in Assessment task 2.
tation in a program to UX of a game, including
ensure it is easy to using event-driven pro-
read, understand and gramming or an event
maintain loop to respond to user
 modify existing pro- input.
gramming code to  I can implement com-
observe the effects of mon game features, in-
changing variables cluding the game state.

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 51

Outcomes and content Teaching and learning Evidence of learning Differentiation/ ad- Registration and
activities justments evaluation notes

 modify existing code  I can interpret and

to observe changes modify existing pro-
in an array grams (code) for games
 identify and correct or simulations.
types of errors, in-  I can design and imple-
cluding syntax, logi- ment modular programs
cal and run-time (code) with functions for
 select and use spe- games.
cialist terminology in  I can program selected
context algorithms and data
 plan and manage a structures for games or
project to create a simulations.
game and/or simula-  I have developed the
tion using an iterative skills to validate pro-
approach grams using test cases
 implement a game or and debug a range of
simulation using the errors.
preferred design in a  I have developed the
general-purpose or skills to interpret and ex-

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 52

Outcomes and content Teaching and learning Evidence of learning Differentiation/ ad- Registration and
activities justments evaluation notes

object-oriented pro- tend or implement an

gramming language object-oriented program
 develop the UI and (code).
UX of a game, includ-
Teaching and learning
ing using event-
activity
driven programming
or an event loop to Students will work on enhan-
respond to user input cing their arcade game. The
 implement common criteria for the game are as
game features, in- follows:
cluding the game
state  The UI is effective and

 interpret and modify easy to use.

existing programs  The game has been cre-

(code) for games or ated in a meaningful

simulations way that adds value to

 design and imple- the experience for the

ment modular pro- player(s).

grams (code) with  The program is broken

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 53

Outcomes and content Teaching and learning Evidence of learning Differentiation/ ad- Registration and
activities justments evaluation notes

functions for games down effectively into

 program selected al- functions.
gorithms and data  Contain examples of
structures for games Branching (If state-
or simulations ments), Iteration (For or
 validate programs us- While loops) and func-
ing test cases and tions.
debug a range of er-
As well as creating an im-
rors
proved game, students must
 interpret and extend
record the development pro-
or implement an ob-
cess in the portfolio they cre-
ject-oriented program
ated in Weeks 9 and 10 in-
(code)
cluding:
 create a record of
project development  Identify the need.
demonstrating itera-  Define the problem and
tive design and eval- propose a solution.
uation  Research existing solu-
 evaluate an existing tions.

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 54

Outcomes and content Teaching and learning Evidence of learning Differentiation/ ad- Registration and
activities justments evaluation notes

game or simulation in  Plan their own solution

terms of its mechan- (Gantt chart).
ics, aesthetics and  Produce their solution
usability (screenshots of the en-
 generate alternative vironment they have
designs and evaluate built).
them against the re-  Implement selected fea-
quirements to select tures (screenshots of
a preferred design. code implementing
branching and iteration).
 Testing their solution
(show the evolution of
different elements of
their product or sections
of code).
 Evaluation (PMI, peer
feedback or other evalu-
ation technique to evalu-
ate the finished product

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 55

Outcomes and content Teaching and learning Evidence of learning Differentiation/ ad- Registration and
activities justments evaluation notes

against the initial pro-

posal).

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 56

Weeks 19–20
Table 11 – Weeks 19–20 – identifying and defining lesson sequence and details

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ ad- Registration
content justments and evaluation
notes

Outcomes: Learning intention Students can evaluate their This section is also
own project and their peers for use in school
CT5-OPL-01 Learn how to evaluate your own
against functional and non- when making adjust-
CT5-THI-01 project and that of your peers.
functional requirements. ments to support all
Content: Learn about careers in the field of students to achieve
Students can showcase their
game and simulation design and de- in their learning.
Students: complete project.
velopment.
Include multiple op-
 evaluate their Students can play their peers
Success criteria portunities to re-
own project games and give game per-
spond, for example:
and that of formance feedback.
 I can examine functional and
their peers us-  verbally
non-functional requirements
ing predeter-
and evaluate these in multiple
mined func- o individually
projects.
tional and non- o partner
 I can evaluate whether solu-

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 57

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ ad- Registration
content justments and evaluation
notes

functional re- tions meet social, ethical and turn and

quirements legal responsibilities and cyber- talk.
 evaluate security principles.
 non-verbally
whether solu-  I can validate algorithms and
tions meet so- programs through tracing and o gesture
cial, ethical test cases. o response
and legal re-  I can test and evaluate the cards.
sponsibilities functionality and performance
and cyberse- of a simulation or game for
curity princi- specified requirements.
ples  I can evaluate social, ethical
 validate algo- and cybersecurity considera-
rithms and pro- tions of games and simulations.
grams through  I can research and explore ca-
tracing and reers in game and simulation
test cases design and development.
 test and evalu-
Teaching and learning activity
ate the func-

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 58

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ ad- Registration
content justments and evaluation
notes

tionality and Teacher explains to the class that

performance of students will showcase their final
a simulation or project and go through self and peer
game for spec- review.
ified require-
Students participate in self and peer
ments
review through a showcase of stu-
 evaluate so-
dent projects looking at the func-
cial, ethical
tional and non-functional require-
and cyberse-
ments of the project.
curity consid-
erations of Students will evaluate their peers’
games and projects using a PMI technique or
simulations. another evaluation technique; rubric
could be use that was provided in
Assessment task 2.

Students can be guided to give peer

feedback.

© NSW Department of Education, Nov-24

 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 59

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ ad- Registration
content justments and evaluation
notes

Teams of students present their pro-

ject evaluation to the class and re-
ceive feedback.

Outcome: Learning intention Students can describe spe- This section is also
cific careers in the video for use in school
CT5-OPL-01 Learn about careers in the field of
game industry. when making adjust-
Content: game and simulation design and de-
ments to support all
velopment. Students can research ca-
Students: students to achieve
reers and look at current job
Success criteria in their learning.
 explore ca- advertisements to understand
reers in game  I can research and explore ca- tertiary education require- Provide visual and/or
and simulation reers in game and simulation ments and experience multimedia examples
design and de- design and development. needed to apply for positions. and check under-
velopment. standing of concepts.
Teaching and learning activity Students can document a
range of current jobs avail-
Teacher explains the vast number of able after completing further
pathways into the industry, with a fo- education.
cus on tertiary education. Explain

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 60

Outcomes and Teaching and learning activities Evidence of learning Differentiation/ ad- Registration
content justments and evaluation
notes

the competitive nature of the in-

dustry and the prevalence of small
start-up companies.

Teacher shows a range of career

profile videos on gaming and simula-
tion chosen career (playlist) in the
video game industry (2:43).

Students investigate various job

search websites and create a table
of research showing job description,
pay and education requirements.

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Additional information
For additional support or advice, contact the Technological and applied studies (TAS) curriculum team by emailing
TAS@det.nsw.edu.au.

Further implementation support

Curriculum design and implementation is a dynamic and contextually-specific process. The department is committed to supporting
teachers to meet the needs of all students. The advice below on assessment and planning for the needs of every student may be useful
when considering the material presented in this sample program of learning.

Assessment for learning

Possible formative assessment strategies that could be included:

 Learning intentions and success criteria assist educators to articulate the purpose of a learning task to make judgements about the
quality of student learning. These help students focus on the task or activity taking place and what they are learning and provide a
framework for reflection and feedback. Online tools can assist implementation of this formative assessment strategy.
 Eliciting evidence strategies allow teachers to determine the next steps in learning and assist teachers in evaluating the impact of
teaching and learning activities. Strategies that may be added to a learning sequence to elicit evidence include all student response
systems, exit tickets, mini whiteboards (actual or digital), hinge questions, Kahoot, Socrative, or quick quizzes to ensure that
individual student progress can be monitored and the lesson sequence adjusted based on formative data collected.

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 Feedback is designed to close the gap between current and desired performance by informing teacher and student behaviour
(AITSL 2017). AITSL provides a factsheet to support evidence-based feedback.
 Peer feedback is a structured process where students evaluate the work of their peers by providing valuable feedback in relation to
learning intentions and success criteria. It can be supported by online tools.
 Self-regulated learning opportunities assist students in taking ownership of their own learning. A variety of strategies can be
employed and some examples include reflection tasks, Think-Pair-Share, KWLH charts, learning portfolios and learning logs.

The primary role of assessment is to establish where individuals are in their learning so that teaching can be differentiated and further
learning progress can be monitored over time.

Feedback is one of the most powerful influences on student achievement. Feedback that focuses on improving tasks, processes and
student self-regulation is the most effective. Students engaging with feedback can take many forms including formal, informal, formative,
summative, interactive, demonstrable, visual, written, verbal and non-verbal. What works best update 2020 (CESE 2020a).

Differentiation
Differentiated learning can be enabled by differentiating the teaching approach to content, process, product and the learning
environment. For more information on differentiation go to Differentiating learning and Differentiation.

When using these resources in the classroom, it is important for teachers to consider the needs of all students in their class, including:

 Aboriginal and Torres Strait Islander students. Targeted strategies can be used to achieve outcomes for Aboriginal students in
K-12 and increase knowledge and understanding of Aboriginal histories and cultures. Teachers should utilise students’
Personalised Learning Pathways to support individual student needs and goals.

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 EAL/D learners. EAL/D learners will require explicit English language support and scaffolding, informed by the EAL/D enhanced
teaching and learning cycle and the student’s phase on the EAL/D Learning Progression. In addition, teachers can access
information about supporting EAL/D learners and literacy and numeracy support specific to EAL/D learners.
 Students with additional learning needs. Learning adjustments enable students with disability and additional learning and
support needs to access syllabus outcomes and content on the same basis as their peers. Teachers can use a range of
adjustments to ensure a personalised approach to student learning. Subject specific curriculum considerations can be found on the
Inclusive Practice hub.
 High potential and gifted learners. Assessing and identifying high potential and gifted learners will help teachers decide which
students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential
and gifted learners help teachers to identify and target areas for growth and improvement. In addition, the Differentiation Adjustment
Tool can be used to support the specific learning needs of high potential and gifted students. The High Potential and Gifted
Education Professional Learning and Resource Hub supports school leaders and teachers to effectively implement the High
Potential and Gifted Education Policy in their unique contexts.

All students need to be challenged and engaged to develop their potential fully. A culture of high expectations needs to be supported by
strategies that both challenge and support student learning needs, such as through appropriate curriculum differentiation. What works
best update 2020 (CESE 2020a:6)

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Support and alignment

Resource evaluation and support: all curriculum resources are prepared through a rigorous process. Resources are periodically
reviewed as part of our ongoing evaluation plan to ensure currency, relevance, and effectiveness. For additional support or advice
contact the TAS curriculum team by emailing TAS@det.nsw.edu.au.

Alignment to system priorities and/or needs: School Excellence Policy, School Success Model.

Alignment to the School Excellence Framework: this resource supports the School Excellence Framework elements of curriculum
(curriculum provision) and effective classroom practice (lesson planning, explicit teaching).

Alignment to Australian Professional Teaching Standards: This resource supports teachers to address Australian Professional
Teaching Standards 3.2.2, 3.3.2.

Consulted with: Curriculum and Reform and subject matter experts

NSW syllabus: Computing Technology 7–10

Syllabus outcomes: CT5-SAF-01, CT5-DPM-01, CT5-COL-01, CT5-EVL-01, CT5-COM-01, CT5-OPL-01, CT5-THI-01, CT5-DES-01.

Author: TAS, Curriculum Secondary Learners, Curriculum Reform

Publisher: State of NSW, Department of Education

Resource: Program of learning

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 65

Related resources: further resources to support Computing Technology 7–10 can be found on the TAS curriculum page.

Professional learning: relevant professional learning is available through the TAS statewide staffroom.

Creation date: 2023

Rights: © State of New South Wales, Department of Education.

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 66

Evidence base
Computing Technology 7–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State
of New South Wales, 2022.

AITSL (Australian Institute for Teaching and School Leadership Limited) (n.d.) Learning intentions and success criteria [PDF 251 KB],
AITSL, accessed 29 August 2022.

Brookhart SM (2011) How to Assess Higher-Order Thinking Skills in Your Classroom, Hawker Brownlow Education, Victoria.

Rosenshine B (2012) ‘Principles of Instruction: Research-Based Strategies That All Teachers Should Know ’, American Educator,
36(1):12-19, 39, accessed 29 August 2022.

State of New South Wales (Department of Education) and CESE (Centre for Education Statistics and Evaluation) (2020a) ‘What works
best in practice’, CESE, NSW Department of Education, accessed 29 August 2022.

State of New South Wales (Department of Education) and CESE (Centre for Education Statistics and Evaluation) (2020b) ‘What works
best: 2020 update’, CESE, NSW Department of Education, accessed 29 August 2022.

Wiliam D (2013) ‘Assessment: The bridge between teaching and learning’, Voices from the Middle, 21(2):15–20, accessed 29 August
2022.

Wiliam D (2018) Embedded Formative Assessment, 2nd edn, Solution Tree Press, Bloomington, IN.

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Wisniewski B, Zierer K and Hattie J (2020) ‘The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research’,
Frontiers In Psychology, 10:3087, doi:10.3389/fpsyg.2019.03087, accessed 29 August 2022.

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References

This resource contains NSW Curriculum and syllabus content. The NSW Curriculum is developed by the NSW Education Standards
Authority. This content is prepared by NESA for and on behalf of the Crown in right of the State of New South Wales. The material is
protected by Crown copyright.

Please refer to the NESA Copyright Disclaimer for more information https://educationstandards.nsw.edu.au/wps/portal/nesa/mini-footer/
copyright.

NESA holds the only official and up-to-date versions of the NSW Curriculum and syllabus documents. Please visit the NSW Education
Standards Authority (NESA) website https://educationstandards.nsw.edu.au/ and the NSW Curriculum website
https://curriculum.nsw.edu.au/home.

CareerOne Pty Ltd (2023) CareerOne [website], accessed 4 September 2023.

Cinergix Pty Ltd (Australia) (2008–2023) Snake Game Use Case Diagram [classic], Creately website, accessed 4 September 2023.

Creately Templates (2008–2023) Use Case Diagram of a Vending Machine, Creately website, accessed 4 September 2023.

Digital Schoolhouse (n.d.) One Minute Mentor (OMM) playlist, YouTube, accessed 4 September 2023.

Engineer4Free (23 December 2014) 'How to draw a Gantt chart' [video], Engineer4Free, YouTube, accessed 4 September 2023.

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 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 69

GCFLearnFree (4 October 2018) 'Computer Science Basics: Sequences, Selections, and Loops' [video], GCFLearnFree, YouTube,
accessed 4 September 2023.

Indeed (2023) Indeed [website], accessed 4 September 2023.

Inside Edition (14 May 2020) 'Why This Data Expert Says TikTok Isn’t Safe' [video], Inside Edition, YouTube, accessed 4 September
2023.

Jabrils (9 July 2019) ‘'What Are Data Types?' [video], Jabrils, YouTube, accessed 4 September 2023.

Retro Game Mechanics Explained (14 July 2019) 'Pac-Man Ghost AI Explained' [video], Retro Game Mechanics Explained, YouTube,
accessed 4 September 2023.

Scott T (4 February 2020) 'Why TRUE + TRUE = 2: Data Types' [video], Tom Scott, YouTube, accessed 4 September 2023.

SEEK Limited (n.d.) SEEK [website], accessed 4 September 2023.

Simple Game Tutorials (n.d.) Bird Tutorial for Python and Pygame Zero 1.2, Simple Game Tutorials website, accessed 4 September
2023.

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2023.

Simple Game Tutorials (n.d.) Snake Tutorial for Python and Pygame Zero 1.2, Simple Game Tutorials website, accessed 4 September
2023.

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Simplilearn (11 June 2020) 'Cyber Security In 7 Minutes | What Is Cyber Security: How It Works? | Cyber Security | Simplilearn' [video],
Simplilearn, YouTube, accessed 4 September 2023.

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SmartDraw, YouTube, accessed 4 September 2023.

The Free Video Games Project (2005–2023) Pac-Man, freepacman.org, accessed 4 September 2023.

Tutorials Point India Private Limited (n.d.) Flowchart Elements, Tutorials Point website, accessed 4 September 2023.

Two Point Campus (11 June 2021) 'Two Point Campus' [video], Two Point Campus, YouTube, accessed 4 September 2023.

Ubisoft North America (17 September 2020) 'How To Start A Career in Video Games | Ubisoft [NA]' [video], Ubisoft North America,
YouTube, accessed 4 September 2023.

Udacity (24 February 2015) 'Functional and Nonfunctional Requirements - Georgia Tech - Software Development Process' [video],
Udacity, YouTube, accessed 4 September 2023.

© NSW Department of Education, Nov-24

© State of New South Wales (Department of Education), 2023
The copyright material published in this resource is subject to the Copyright Act 1968 (Cth) and is owned by the NSW Department of
Education or, where indicated, by a party other than the NSW Department of Education (third-party material).

Copyright material available in this resource and owned by the NSW Department of Education is licensed under a Creative Commons
Attribution 4.0 International (CC BY 4.0) license.

This license allows you to share and adapt the material for any purpose, even commercially.

Attribution should be given to © State of New South Wales (Department of Education), 2023.

Material in this resource not available under a Creative Commons license:

 the NSW Department of Education logo, other logos and trademark-protected material
 material owned by a third party that has been reproduced with permission. You will need to obtain permission from the third party to
reuse its material.

Links to third-party material and websites

Please note that the provided (reading/viewing material/list/links/texts) are a suggestion only and implies no endorsement, by the New
South Wales Department of Education, of any author, publisher, or book title. School principals and teachers are best placed to assess
the suitability of resources that would complement the curriculum and reflect the needs and interests of their students.
 Computing Technology Stage 5 (Year 10) – sample program of learning – creating games and simulations | 1

If you use the links provided in this document to access a third-party's website, you acknowledge that the terms of use, including licence
terms set out on the third-party's website apply to the use which may be made of the materials on that third-party website or where
permitted by the Copyright Act 1968 (Cth). The department accepts no responsibility for content on third-party websites.

© NSW Department of Education, Nov-24