21885423 ASSESSMENT 2 LEARNING PROGRAM ICT 5464

Subject: Digital Technologies - Design Thinking Topic: Wellbeing and Mindfulness Portal Year level: 10
School: Belmont City College Duration: 3 weeks (6 lessons)

Program Summary - This program is designed to encourage students to be creators. Students are required to work up to producing a
mindfulness and destressing portal or platform of their choice for students to use/ go to when they are feeling stressed or overwhelmed. This
program allows students the scope to be creative and also understand and develop strategies necessary in design thinking processes and
production. It builds on students prior ICT skills and acknowledges varying students capabilities and cross cultural aspects.

As Belmont City College includes a diverse and rich cultural contingent, therefore students are encouraged to incorporate cross curriculum
aspects of acknowledging different this into their projects and learning processes. This program is designed to be worked on in class time, (with
school provided laptops) as it is acknowledged that some students may not have internet or technological devices at home.

This is 3 weeks of a 5 week program (depending on how long it takes to work through content) and based on a class of 24 students (6 groups
of 4 students for the group product).

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Week / Curriculum Links to Objectives Learning and Teaching Experiences/ Content Resources Assessment
Lesson Digital General
Technologies Capabilities/
Strands- Sub Cross
Strands / ICT Curricular
Capability
(Inquiring and knowledge building)
Week Investigating General Identify Intro- Introducing the topic This unit you will be developing a *Whiteboard
1 and Defining Capability: what good Health and Mindfulness portal for students using ICT skill and students
Lesson identify the ICT health collaborating in your designated groups. write ideas/
1 needs of the Students encompasses 5-10 mins (Define, Empathise) words
client/ have prior and *Computer
55 stakeholder experience understand Exercise- Think, Pair Share teacher (PP,
mins (i.e.: students) with web holistic Q - What is good health to you? links, etc.)
to determine researching, approaches - Students share by writing one thing each on the whiteboard. *Power
the basis for a google docs, to this. QS (brainstorm as a class) Point
solution. Connect What is mindfulness? definitions
(student Why is it important? and link for
portal), Watch short you tube? / clip on mindfulness and holistic viewing
collaborative health. - Health,
work on Smiling Mind: Introduction to Mindfulness. Mindfulness,
padlet. https://www.youtube.com/watch?v=7b2qOpyCyxk Stress
Identify and 3 mins
Analyse Placemat Activity- Empathise - 10 mins- Select students off into
Examine the barriers, groups of 4 (placemat activity) come up with as much information Placemat
meaning of factors, and about this as possible (brainstorm/ think broad). Divide page into Activity-
health and ideas 5 sections & write the following questions. Then fill in with your Stents
the body- surrounding own thoughts. receive a
mind-spirit healthy Do you get stressed? piece of
connection lifestyles What makes you stressed? butchers
Create and and wellness and How do you de- stress? paper (per
Critique Briefs practices mindfulness.
What would help you unwind/ destress?

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to Solutions across How can you create a healthier and less stressed you? group) and a
investigate cultures (i.e.: marker. Formative -
components / Asia, Discuss and Share placemat / group work as a class (information building) 5- assess
resources to Aboriginal, elaborate on 10 mins students
develop etc.) * (This these ideas. * Computer creative and
increasingly is to be Design Thinking - Image a portal or application you could use to students critical
sophisticated considered help you unwind /destress and help bring more mindfulness into will need a thinking.
solutions, and your day. computer for - Are they
identifying and incorporated View clip What Is Design Thinking? the whole thinking
considering throughout https://www.youtube.com/watch?v=a7sEoEvT8l8 unit broadly about
associated the (supplied by health and
constraints. production the school) wellbeing?
process) Activity View Case Study Ideate - 10 mins - each group is to access - Creative
given a different case study of a stressed student/ teenager with tech tools ideas?
Develop, Identify varying situations. and Student - Developing
modify and factors and Each group is to provide some changes or modifications Connect suitable and
communicate create that can be implemented to reduce stress, increase more portal, realistic
design ideas by innovative mindfulness and health in that persons daily life. google docs, solutions?
applying ideas and etc. - Providing a
design solutions to variety of
thinking, improve *Class Share - Groups share their case study to the class and possible
creativity, health and discuss destressing and mindfulness techniques to the situation. solutions for
innovation and stress levels 10 mins improvement
enterprise through in stress levels
skills of design and health?
increasing thinking Wrap Up Reflect on the need for a destress or mindfulness - Are they
sophistication procedures. portal for students with stress. personalising
ACTDEP049 for student /
* These Case Studies (and completed improvement suggestions) client/
will be collected up by teacher and scanned and put up on audience?
Connect (student portal) for future reference.

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Week Designing - Further Intro - following on from last lesson reflect and review what
1 Apply design identify strategies you and your peers thought would improve health and
Lesson thinking, health and life quality (can view case studies on Connect). Then prioritize
2 creativity, lifestyle suggestions or techniques and arrange them into categories with
enterprise factors into your group. 20 mins
skills and sub (Category examples: diet, outside activities, leisure time, etc.)
innovation to categories. Groups (4) - Review, Prioritize and Categorize. Research / Build
55 develop, Info.
mins modify and Shared Google Doc Class Shared
communicate https://docs.google.com/document/d/1umrLvcA7 Google Doc
design ideas of WeUmiF5ZyXVYrqJRcEOVqU_etD10MMblQyk/edit
increasing 1) What suggestions are made for destressing and
sophistication. mindfulness?
2) What ones are most appealing to you and relatable to your Students use
Digital life? (prioritize/ number) advanced
Technologies 3) Find out some statistics and reliable resources that you can google
(Digital build an argument for pro destressing and mindfulness search and
Systems) applications in high school environments around. other search
Role of (Research) tools.
hardware and Group Work Randomly allocate new groups of 4 students using
software in (4 different) coloured popsicle sticks.
managing,

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controlling and - Pick one tool (each 4 different tools per group) for Informal - walk
securing access destressing or to improve health. around and observe
to data, in - Explain why it is important / works for you and justify students.
networked with 3 reasons. - Are they
digital systems Each student gets 2 minutes to talk to their group about their convincing?
(ACTDIK034) specific sub topic. 8 -10 mins What reasons
Group Work (continued) do they
- Discuss the subtopics (1 per person) within your groups express for
and ways in which you can monitor or measure their their solution?
affectability over the next week or so. - Do they need
- Help each other plan specific research and measurable more time to
procedures and strategies that you can apply over the next develop their
week as research for your final product. (e.g.: a short quiz ideas.
finding out stress fixes for students, testing a particular
tool or exercise on a group of students, etc.)
- Create a group Google Doc
Students go to
- https://docs.google.com
and create a new group document- share with group
members. For next week where you will begin to record
your research individually. i.e.: Create a table or chart
where individual info and research can be stored and
recorded.
- Feedback within Group - Allow a section for group
member feedback so students can receive input and adjust Informal provides
and improve as required throughout their research and teachers a check point
testing processes. to see where students
Wrap Up Today you decided on your individual sub-topics are up to in their
within your groups and began planning data gathering and projects and see their
research options and strategies. methods of data
collection etc..

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Intro Discuss Final Group Project Due Week 5 Handout task

Week Digital sheet / assessment Group De-stress and Mindfulness Portal -
2 Technologies read out assessment to class.
Lesson Process and (This will help them understand what and why they have been
3 Production doing what they have and what they are now building up to with
Critique needs their groups)
55 and Answer any questions or clarify any queries students may
mins opportunities have about the assessment. 10 mins
to develop
design briefs Class time today to begin gathering and recording data for your
and investigate specific element that you are focussing on.
and select an - Students work on their individual parts of their group
increasingly Investigate portals. This can include designing a layout or elements
sophisticated and research they are wanting to include in their specific part of the
range of to develop portal, research, surveys and collecting data, etc. 30 mins
materials, sophisticated - Students check in and report back to their group at the end
systems, solutions of their lesson and update anything necessary on shared /
components, and creative group google doc. 10 mins
tools work. Wrap Up Today you began working individually on your
equipment to specific topic collecting data and also through collaborating /
design ideas. communicating in your group.
ACTDEP048
Week Designing - Intro -
2 Design Identify and Students individually work on their own component of the portal
Lesson possible justify and summarize the data they found with their investigation or
4 solutions, individual surveys. 20 mins
55 analysing work.
mins designs against Students Each student presents their data and information they have
criteria, identify any collected so far as well as their page layout to the rest of their
including cultural groups and receives feedback. 20mins
functionality, traditions or (Test & Review)
accessibility, rituals within

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usability and their group. Qs (from peers) Students are to make up a chart in their google Informal Peer
aesthetics, If so, doc with the following Qs and 4 members of the group so they Assessment
using develop and can all receive written feedback from their peers. View google students report to
appropriate incorporate doc template: other members in
technical terms these into https://docs.google.com/document/ their group and
and their project d/1IEwHFE80Ji3dkkScufHRyW82w9JJedjFQIpRvQVUD8Q/edit receive peer feedback
technology. to better their work.
Was the research and investigation measured well?
Collaborating Can it be measured better?
and Managing What is the unique purpose of your part in the portal?
Production Reflect, Do you achieve this?
Processes- collaborate Is more development needed? Where? How?
develop project and modify Do students have any cultural practices that can be
plans using with peer incorporated?
digital group.
technologies to Each student reflects on feedback presented by other group
plan and Analyse members and makes note on areas for improvement and / or
manage components change. 10 mins
projects and
Students collaborate in their groups to come up with their
individually collaborate
portal and layout ready to present to another group in the
and with peer next class.
collaboratively, group to
Wrap Up Next week you will be presenting your prototype
taking into make to another group. You will need to be organised and have a
consideration sophisticated
completed draft idea of your product including the major
time, cost, risk decisions. components / sub topics. You will then use your peer
and production
feedback to improve your product. 5 mins
processes.
ACTDEP052
See you next week J
Week Evaluating Intro Today you are presenting your product to another group. Informal (teacher
3 Analyse design You will have just over 5 minutes to present then you will receive observation - assess
Lesson processes and some productive feedback. groups / student
5 solutions *Group receiving feedback take notes clarity around their

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55 against student Students *Group listening to presentation - listen carefully and think of any work and note where
mins developed provide a questions you have about their product) they are up to in their
criteria. brief projects and what that
analysis of Activity - Mini Informal Prototype Presentation groups present need to develop more.
Designing design their prototype to another group and receive feedback or Informally assess
apply design process and questions. 15 mins (8-10 mins 3-5 feedback) relationship and
thinking, justify Does the portal have unique and specific tools for its aim? communication skills
creativity, product. Does the platform appeal to its audience? between students.
enterprise 20 mins Re- Group connect in with your group and discuss
skills and feedback and consider any changes and plans for future actions. Peer Feedback
innovation to - Consider and agree on a time line or time frames to make each groups provided
develop, other accountable for finishing tasks on time. feedback to group
modify and Reflect and - Consider further measuring of components if needed (especially who presented (&
communicate modify if need more accurate testing) vice versa)
design ideas of group Wrap Up - You should now have a clear idea with your product
increasing project and where you are heading with it, having the final product in
sophistication accordingly. mind.

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Week Producing and Intro- today in your groups finalise the choice of platform for our
3 Implementing final product.
Lesson select, justify
6 and safely Explore different portals via scootle.edu.au and encourage
implement and students to look at a few before making their choice.
55 test appropriate Students are also encouraged to think about all the elements they
mins technologies are going to incorporate in their product.
and processes,
to make (i.e.: music, film, speech/ audio, images, fun / laughing games,
solutions. visualisation or relaxation techniques, affirmations,
organisational and prioritising organisers, healthy food
recording, exercise or fresh air monitors, exercises or stretches,
etc.)
View Diigo for ideas:
https://groups.diigo.com/group/yr-10-wellbeing-and-
mindfulness-portal-

Remember to carefully think about your audience when

planning your product.
Students gather any more research or data that they need.
(i.e.: carry out another or implement a new survey if
needed)
Students begin to individually work on their own pages or
the product or mindfulness app.

Wrap Up By the end of next week you should have all your
research completed and be finalising your product / portal. We
will also be looking further into ICT skills so bring any
questions that you have. J

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Appendix 1.1
NOTE: Each case study will be on a separate sheet. Students receive one case study in Week 1 Lesson 1.

CASE STUDIES

1. John (16 years)

John, 16 years, moved interstate to a new high school this year and has found it hard to make new friends. He is a quiet person, though
when he is more familiar with people he is a loyal and fun friend, often cracking jokes and making those around him laugh.

He has found the new change stressful and has begun staying inside more, playing computer games and watching Netflix in his free time.
He doesnt go out much due to his lack of friends here in his new neighbourhood. He use to enjoy playing tennis on Saturdays at his local
club and was also part of the local football team.

He has adjusted to his new school though still gets stressed with exams and when he has presentations. He has made a couple of new
friends though tends to keep to himself.

2. Maria (15 years)

Maria is from a strong Italian family with parents who have high expectations of her. Maria is a high achiever though gets stressed and
anxious around exams and assessment times. She loves reading and often spends her spare time in bed reading young adult fiction when
she is not working at her parents restaurant.

She has a few really close friends though does not spend much time with them as she is usually studying or working in her free time. She
is always tired and often eating junk food to keep her energy up. She always feels like she is working and never feel like she has any time
to herself or time to enjoy social time with her friends.

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3. Adrian (16 years)

Loves school though puts a lot of pressure on himself as he wants to be a vet. His parents divorced a year ago and he has put even more
pressure on himself since then.

He has a close group of mates at school though when he doesnt get top marks he gets stressed and often shuts himself off, throwing
himself into study even more. He plays football in the local team and is highly competitive.

He finds it hard to switch off and feels wound up. Adrian feels tight and anxious before exams and often feels like he cant breathe.

4. Sally (17 years)

Gets very overwhelmed when assessments are due and finds it hard to prioritize. Lately when she has exams she often skips school and
stays in bed eating and studying.

She works on the weekends and looks after her little brother after school during the week while her Mum is at work. She studies hard and
received top grades for most subjects though has started missing assessments due to feeling unwell and overwhelmed.

She often stays up late studying and doing homework and eating. She feels bloated and is upset as she doesnt have any time for herself
or her friends lately.

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Resources

The Australian Curriculum

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

Digital Technologies Hub

https://www.digitaltechnologieshub.edu.au/teachers/topics/design-thinking

Horizon Report
http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf

The Australian Curriculum

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

Weebly Week 3 Deign Thinking

http://educ54642017.weebly.com/week-3-design-thinking.html

ICT Resources

Power Point Presentation ( used throughout whole program)

You Tube (Week 1 Lesson 1)

Smiling Mind: Introduction to Mindfulness.
https://www.youtube.com/watch?v=7b2qOpyCyxk

You Tube (Week 1 Lesson 1)

What Is Design Thinking?
https://www.youtube.com/watch?v=a7sEoEvT8l8

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Google Docs Class Share Exercise (Week 1 Lesson 2)

https://docs.google.com/document/d/1umrLvcA7WeUmiF5ZyXVYrqJRcEOVqU_etD10MMblQyk/edit

Google docs (Demo/Template - Week 2 Lesson 4)

https://docs.google.com/document/d/1IEwHFE80Ji3dkkScufHRyW82w9JJedjFQIpRvQVUD8Q/edit

Diigo Yr 10 Wellbeing and Mindfulness Portal (Week 3 Lesson 6)

https://groups.diigo.com/group/yr-10-wellbeing-and-mindfulness-portal-

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