In Stage A, student experiences are designed to move students from a pre-intentional stage of responding to a stage where the response indicates beginning intention. Students will have had opportunities to experience and react to a range of digital solutions through explorative learning and guided play and integrated learning.
\nStudents experience different types of data such as sound, images (still and moving), text and numbers. Students experiment with alternative ways of representing data as images.
\nStudents experience the concept of abstraction to identify significant steps involved in everyday routine activities such as having a shower or bath.
\n" }, "standards": { "id": 138, "level_id": 138, "markdown": "By the end of Stage A, students recognise common digital systems that are used to meet specific everyday purposes.
\nStudents react to different types of data and how digital systems can be used to represent data as images.
\nStudents recognise that routine tasks involve completing a set of steps.
\n" }, "strands": [ { "id": 559, "level_id": 138, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 2053, "strand_id": 559, "header": "Digital Systems", "position": 1, "textContents": [ { "id": 20867, "sub_strand_id": 2053, "markdown": "React to the use of some common digital systems, (hardware and software components), as they experience their purpose (VCDTDS001)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2062, "strand_id": 559, "header": "Data and Information", "position": 2, "textContents": [ { "id": 20868, "sub_strand_id": 2062, "markdown": "React to patterns and different types of data and experience how data is sorted and represented as images using digital systems (VCDTDI002)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 564, "level_id": 138, "strand_name": "Processes and production skills", "subStrands": [ { "id": 2063, "strand_id": 564, "header": "Creating Digital Solutions", "position": 1, "textContents": [ { "id": 20869, "sub_strand_id": 2063, "markdown": "Experience steps involved in completing a routine task (VCDTCD003)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 139, "title": "ABLEWA Stage B", "year": "b", "subject": "Digital Technologies", "descriptions": { "id": 139, "level_id": 139, "markdown": "In Stage B, students become less reliant on high stages of co-active support and become more reliant on verbal prompts and gestures to facilitate learning. Students will have opportunities to create a range of digital solutions through structured learning experience, guided play and integrated learning, such as using a switch to access a variety of cause and effect programs, toys and devices and recording mathematical data with software applications.
\nStudents begin to experience the use of common digital systems and begin to explore and to sort data. They assist to organise, manipulate and present this data in various creative ways.
\nStudents follow schedules and sequence steps to complete many routine tasks and manage everyday problems. They begin to develop their ability to carry out instructions through sequenced steps.
\nThrough structured learning experience students learn about the safe use of devices for learning and communicating.
\n" }, "standards": { "id": 139, "level_id": 139, "markdown": "By the end of Stage B, students explore some common digital systems for a purpose.
\nStudents collect data, sort them based on given characteristics and with assistance use digital systems to display findings as images.
\nStudents follow a sequence of steps and decisions needed to solve simple problems.
\n" }, "strands": [ { "id": 560, "level_id": 139, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 2054, "strand_id": 560, "header": "Digital Systems", "position": 1, "textContents": [ { "id": 20895, "sub_strand_id": 2054, "markdown": "Explore the purpose and use of some common digital systems (hardware and software components) (VCDTDS004)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2067, "strand_id": 560, "header": "Data and Information", "position": 2, "textContents": [ { "id": 20896, "sub_strand_id": 2067, "markdown": "Collect and sort familiar data, and with assistance use digital systems to represent the findings as images (VCDTDI005)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 565, "level_id": 139, "strand_name": "Processes and production skills", "subStrands": [ { "id": 2068, "strand_id": 565, "header": "Creating Digital Solutions", "position": 1, "textContents": [ { "id": 20897, "sub_strand_id": 2068, "markdown": "Follow a sequence of steps and decisions needed to solve simple problems (VCDTCD006)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 140, "title": "ABLEWA Stage C", "year": "c", "subject": "Digital Technologies", "descriptions": { "id": 140, "level_id": 140, "markdown": "In Stage C, students intentionally participate in learning experiences and respond more consistently to prompts and simple clear directions from the teacher to support them to learn. They will have opportunities to create a range of digital solutions through structured learning experiences and integrated learning, such as using a train or car set, software to record work, movie or personal presentation or recording science data with software applications.
\nStudents access common digital systems to learn, to create and store their work. They learn about patterns that exist within data. They collect and assist in the recording of data. Students organise and explore various ways to manipulate and present this data, including image, audio and video data, in creative ways to represent their achievement and understandings.
\nStudents are starting to identify and define problems, and are learning to identify the most important information, such as the significant steps involved in completing a task. They can identify and sequence key steps for carrying out instructions, such as accessing a familiar software program.
\nStudents carry out the safe use of common digital systems for learning.
\n" }, "standards": { "id": 140, "level_id": 140, "markdown": "By the end of Stage C, students explore alternative digital systems to meet a purpose.
\nStudents collect and sort different data and identify patterns in data through matching. With assistance, they use digital systems to display findings with pictures and symbols.
\nStudents represent a sequence of steps that could be followed to solve a simple problem.
\n" }, "strands": [ { "id": 561, "level_id": 140, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 2055, "strand_id": 561, "header": "Digital Systems", "position": 1, "textContents": [ { "id": 20973, "sub_strand_id": 2055, "markdown": "Initiate some basic functions on common digital systems (hardware and software components) to meet a purpose (VCDTDS007)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2078, "strand_id": 561, "header": "Data and Information", "position": 2, "textContents": [ { "id": 20974, "sub_strand_id": 2078, "markdown": "Collect, sort and recognise simple patterns in data, and assist with the use of digital systems to represent data as pictures and symbols (VCDTDI008)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 566, "level_id": 140, "strand_name": "Processes and production skills", "subStrands": [ { "id": 2079, "strand_id": 566, "header": "Creating Digital Solutions", "position": 1, "textContents": [ { "id": 20975, "sub_strand_id": 2079, "markdown": "Follow, and with assistance, represent a sequence of steps and decisions (algorithms) needed to solve simple problems (VCDTCD009)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 141, "title": "ABLEWA Stage D", "year": "d", "subject": "Digital Technologies", "descriptions": { "id": 141, "level_id": 141, "markdown": "In Stage D, students are building their independence and participating cooperatively in group learning activities. They combine and sequence key words and images to communicate personal interest and significant experiences and are beginning to reflect on their own behaviour and learning. They will have opportunities to create a range of digital solutions through guided play and integrated learning, such as using remote control cars or recording information with software applications.
\nStudents begin to try different ways of carrying out common functions with digital systems and recognise patterns that exist within data they collect. Students explore ways to collate, represent, save and present this data, including numerical, categorical, text, image (still and moving) and audio data.
\nStudents complete significant steps involved in using devices and software. They begin to identify and follow sequence of steps for carrying out instructions, such as listing the steps in wrapping a present.
\nThrough discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others when using digital systems for learning.
\n" }, "standards": { "id": 141, "level_id": 141, "markdown": "By the end of Stage D, students use key functions of digital systems and indicate their purpose.
\nStudents collect, sort and recognise, with assistance different types of patterns in data. They use digital systems to display results using pictures, symbols and diagrams.
\nStudents use a sequence of steps and decision making processes to solve a simple problem.
\n" }, "strands": [ { "id": 562, "level_id": 141, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 2056, "strand_id": 562, "header": "Digital Systems", "position": 1, "textContents": [ { "id": 21051, "sub_strand_id": 2056, "markdown": "Carry out some key functions on digital systems (hardware and software components) to meet a purpose (VCDTDS010)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 2093, "strand_id": 562, "header": "Data and Information", "position": 2, "textContents": [ { "id": 21052, "sub_strand_id": 2093, "markdown": "Collect, sort, and recognise, with assistance, different types of patterns in data, and use digital systems to represent data as pictures, symbols and diagrams (VCDTDI011)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 569, "level_id": 141, "strand_name": "Processes and production skills", "subStrands": [ { "id": 2094, "strand_id": 569, "header": "Creating Digital Solutions", "position": 1, "textContents": [ { "id": 21053, "sub_strand_id": 2094, "markdown": "Follow and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (VCDTCD012)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 114, "title": "Pre-primary", "year": "pp", "subject": "Digital Technologies", "descriptions": { "id": 114, "level_id": 114, "markdown": "In the early childhood phase of schooling, learning, development and wellbeing are connected and learning builds on the Early Years Learning Framework and each child's funds of knowledge. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.
\nDigital Technologies provides opportunities for children to explore digital systems and the use of digital technologies, while developing an understanding of what the internet is, participating in digital contexts safely and developing foundational skills in computational thinking.
\nIn Pre-primary, children discover the uses of digital technologies in everyday life. They explore common objects and images that exist within data they encounter and use this data to make meaning. Children develop their understandings of digital safety and personal data through a variety of ways, such as teacher modelling or role-play. They learn the steps to take when encountering inappropriate content, pop-ups or uninitiated contact. Children identify problems and design solutions, such as following a sequence of steps (algorithm) to achieve an outcome.
\n" }, "standards": { "id": 114, "level_id": 114, "markdown": "By the end of the year:
\nChildren identify and label digital systems (hardware and software), where they are used and their common features. They identify that data can be represented as objects or images. Children follow safety strategies in online encounters. They identify that some data is personal and owned by them, and the importance of keeping their personal data safe. Children explore steps to take when encountering inappropriate content, pop-ups or uninitiated contact online. Children follow an algorithm (sequence of steps) to achieve an outcome, and they begin to understand computational thinking through sequence.
\nIn Digital Technologies, children explore needs for design, and develop, create and evaluate designed solutions.
\n" }, "strands": [ { "id": 345, "level_id": 114, "strand_name": "Digital systems", "subStrands": [ { "id": 1305, "strand_id": 345, "header": "", "position": 1, "textContents": [ { "id": 17457, "sub_strand_id": 1305, "markdown": "Digital systems have common features, including hardware devices and software, and are used at home, in school and in the community
\n", "wa_code": "WAPDIGDS1", "examples": [ { "id": 14930, "text_content_id": 17457, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 358, "level_id": 114, "strand_name": "Data representation", "subStrands": [ { "id": 1322, "strand_id": 358, "header": "", "position": 1, "textContents": [ { "id": 17458, "sub_strand_id": 1322, "markdown": "Data can be represented as objects and images
\n", "wa_code": "WAPDIGDR1", "examples": [ { "id": 14931, "text_content_id": 17458, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 359, "level_id": 114, "strand_name": "Privacy and security", "subStrands": [ { "id": 1323, "strand_id": 359, "header": "", "position": 1, "textContents": [ { "id": 17459, "sub_strand_id": 1323, "markdown": "Some data is personal and owned by them
\n", "wa_code": "WAPDIGPS1", "examples": [ { "id": 14932, "text_content_id": 17459, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 17460, "sub_strand_id": 1323, "markdown": "Steps to take when encountering inappropriate content, pop-ups, or uninitiated contact
\n", "wa_code": "WAPDIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] } ] } ] }, { "id": 360, "level_id": 114, "strand_name": "Digital implementation", "subStrands": [ { "id": 1324, "strand_id": 360, "header": "", "position": 1, "textContents": [ { "id": 17461, "sub_strand_id": 1324, "markdown": "Follow an algorithm (sequence of steps) to achieve an outcome
\n", "wa_code": "WAPDIGDI1", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 361, "level_id": 114, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1325, "strand_id": 361, "header": "Project management", "position": 1, "textContents": [ { "id": 17462, "sub_strand_id": 1325, "markdown": "Share ideas to develop a solution
\n", "wa_code": "WAPDIGDTPM1", "examples": [], "genCaps": [ { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1326, "strand_id": 361, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 17463, "sub_strand_id": 1326, "markdown": "Explore the purpose for design
\n", "wa_code": "WAPDIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1327, "strand_id": 361, "header": "Designing", "position": 3, "textContents": [ { "id": 17464, "sub_strand_id": 1327, "markdown": "Design solutions through discussion, drawing and/or modelling to meet a personal need
\n", "wa_code": "WAPDIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1328, "strand_id": 361, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 17465, "sub_strand_id": 1328, "markdown": "Use available technologies and materials to safely create a solution
\n", "wa_code": "WAPDIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1329, "strand_id": 361, "header": "Evaluating", "position": 5, "textContents": [ { "id": 17466, "sub_strand_id": 1329, "markdown": "Use personal preferences to evaluate the solution
\n", "wa_code": "WAPDIGDTEV1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] }, { "id": 115, "title": "Year 1", "year": "1", "subject": "Digital Technologies", "descriptions": { "id": 115, "level_id": 115, "markdown": "In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.
\nDigital Technologies provides opportunities for children to explore digital systems and digital technologies use, while developing an understanding of what the internet is, participating in digital contexts safely and developing foundational skills in computational thinking.
\nIn Year 1, children have opportunities to create a range of solutions through guided learning, focusing on the use of digital systems comprised of hardware and software that are used together to achieve a common goal. Children explore ideas and design opportunities, and identify important information from data. They learn to follow a visual representation of a sequence of steps through flowcharting.
\nChildren learn that data can be represented as images, symbols, numbers and words, and that some data is personal, owned by them and should be shared only with trusted people. They access their school account, with assistance. Children use available technologies to safely manage and create a preferred solution, and evaluate these solutions based on personal preferences.
\n" }, "standards": { "id": 115, "level_id": 115, "markdown": "By the end of the year:
\nChildren identify specific features of digital systems (hardware and software) and how they are used in everyday life. They represent data using pictures, symbols, numbers and words. Children follow strategies to stay safe online, while identifying that data is personal and can be shared with trusted people. They access their school account, with assistance, using a recorded username and password.
\nIn Digital Technologies, children explore ideas and design opportunities when designing products or solutions. They follow a visual representation of an algorithm. Children design solutions through drawing, modelling and/or a sequence of steps to plan and produce solutions for a personal need. They use personal preferences to evaluate the solution for a personal need.
\n" }, "strands": [ { "id": 346, "level_id": 115, "strand_name": "Digital systems", "subStrands": [ { "id": 1306, "strand_id": 346, "header": "", "position": 1, "textContents": [ { "id": 31867, "sub_strand_id": 1306, "markdown": "Digital systems have hardware and software that are used together
\n", "wa_code": "WA1DIGDS1", "examples": [ { "id": 27488, "text_content_id": 31867, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 370, "level_id": 115, "strand_name": "Data representation", "subStrands": [ { "id": 1342, "strand_id": 370, "header": "", "position": 1, "textContents": [ { "id": 31868, "sub_strand_id": 1342, "markdown": "Data can be represented as images, symbols, numbers and words
\n", "wa_code": "WA1DIGDR1", "examples": [ { "id": 27489, "text_content_id": 31868, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 371, "level_id": 115, "strand_name": "Privacy and security", "subStrands": [ { "id": 1343, "strand_id": 371, "header": "", "position": 1, "textContents": [ { "id": 31869, "sub_strand_id": 1343, "markdown": "Some data is personal, owned by them and can be shared with trusted people
\n", "wa_code": "WA1DIGPS1", "examples": [ { "id": 27490, "text_content_id": 31869, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 31870, "sub_strand_id": 1343, "markdown": "Access their school account, with assistance, using a recorded username and password
\n", "wa_code": "WA1DIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 372, "level_id": 115, "strand_name": "Digital implementation", "subStrands": [ { "id": 1344, "strand_id": 372, "header": "", "position": 1, "textContents": [ { "id": 31871, "sub_strand_id": 1344, "markdown": "Follow a visual representation of an algorithm (sequence of steps)
\n", "wa_code": "WA1DIGDI1", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 373, "level_id": 115, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1345, "strand_id": 373, "header": "Project management", "position": 1, "textContents": [ { "id": 31872, "sub_strand_id": 1345, "markdown": "Share ideas and work with others to develop a solution
\n", "wa_code": "WA1DIGDTPM1", "examples": [], "genCaps": [ { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1346, "strand_id": 373, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 31873, "sub_strand_id": 1346, "markdown": "Explore ideas and design opportunities for a personal need
\n", "wa_code": "WA1DIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1347, "strand_id": 373, "header": "Designing", "position": 3, "textContents": [ { "id": 31874, "sub_strand_id": 1347, "markdown": "Design solutions through drawing, modelling and/or a sequence of steps
\n", "wa_code": "WA1DIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1348, "strand_id": 373, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 31875, "sub_strand_id": 1348, "markdown": "Use available technologies and materials to safely create a solution
\n", "wa_code": "WA1DIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1349, "strand_id": 373, "header": "Evaluating", "position": 5, "textContents": [ { "id": 31876, "sub_strand_id": 1349, "markdown": "Use personal preferences to evaluate the solution for a personal need
\n", "wa_code": "WA1DIGDTEV1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] }, { "id": 117, "title": "Year 2", "year": "2", "subject": "Digital Technologies", "descriptions": { "id": 117, "level_id": 117, "markdown": "In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.
\nDigital Technologies provides opportunities for children to explore digital systems and digital technologies use, while developing an understanding of what the internet is, participating in digital contexts safely and developing foundational skills in computational thinking.
\nIn Year 2, children are provided opportunities to apply computational thinking by creating and following algorithms that include a sequence of instructions and decisions, and by using digital systems to produce solutions. Through investigation and practice, they develop confidence in representing data in different ways. Children discover how information systems meet information, communication and/or recreational needs. They explore the concept that personal data may be safely shared online with specific people using trusted platforms, while practising how to safely access their school account.
\nChildren develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices. They have the opportunity to create a range of solutions through guided learning and in collaboration with peers.
\n" }, "standards": { "id": 117, "level_id": 117, "markdown": "By the end of the year:
\nChildren use digital systems for a specific purpose, making connections between software and hardware. They identify patterns within data and recognise that data can be represented by diagrams, symbols, numbers and words. Children independently access their school account with a recorded username and password and log out afterwards. Children recognise that websites and apps store personal data, and identify behaviours to stay safe online.
\nIn Digital Technologies, children explore design opportunities to meet needs. They develop, follow and describe algorithms and decisions made by the user. They use given equipment to safely produce solutions. Children evaluate the success of design ideas and solutions based on the needs of known users.
\n" }, "strands": [ { "id": 374, "level_id": 117, "strand_name": "Digital systems", "subStrands": [ { "id": 1350, "strand_id": 374, "header": "", "position": 1, "textContents": [ { "id": 31877, "sub_strand_id": 1350, "markdown": "Digital systems, including hardware devices and software, are used for an identified purpose
\n", "wa_code": "WA2DIGDS1\t", "examples": [ { "id": 27491, "text_content_id": 31877, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 390, "level_id": 117, "strand_name": "Data representation", "subStrands": [ { "id": 1371, "strand_id": 390, "header": "", "position": 1, "textContents": [ { "id": 31878, "sub_strand_id": 1371, "markdown": "Data can have patterns and may be represented as diagrams, symbols, numbers and words
\n", "wa_code": "WA2DIGDR1", "examples": [ { "id": 27492, "text_content_id": 31878, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 391, "level_id": 117, "strand_name": "Privacy and security", "subStrands": [ { "id": 1372, "strand_id": 391, "header": "", "position": 1, "textContents": [ { "id": 31879, "sub_strand_id": 1372, "markdown": "Some personal data may be safely shared online with specific people using trusted platforms
\n", "wa_code": "WA2DIGPS1", "examples": [ { "id": 27493, "text_content_id": 31879, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 31880, "sub_strand_id": 1372, "markdown": "Independently access their school account with a recorded username and password, and log out
\n", "wa_code": "WA2DIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 392, "level_id": 117, "strand_name": "Digital implementation", "subStrands": [ { "id": 1373, "strand_id": 392, "header": "", "position": 1, "textContents": [ { "id": 31881, "sub_strand_id": 1373, "markdown": "Create an algorithm (sequence of steps) including decisions made by the user
\n", "wa_code": "WA2DIGDI1", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 31882, "sub_strand_id": 1373, "markdown": "Follow algorithms (sequence of steps) including decisions made by the user
\n", "wa_code": "WA2DIGDI2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 393, "level_id": 117, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1374, "strand_id": 393, "header": "Project management", "position": 1, "textContents": [ { "id": 31883, "sub_strand_id": 1374, "markdown": "Plan, share ideas and work with others to develop a solution for a known user
\n", "wa_code": "WA2DIGDTPM1", "examples": [], "genCaps": [ { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1375, "strand_id": 393, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 31884, "sub_strand_id": 1375, "markdown": "Explore ideas and design opportunities for a known user
\n", "wa_code": "WA2DIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1376, "strand_id": 393, "header": "Designing", "position": 3, "textContents": [ { "id": 31885, "sub_strand_id": 1376, "markdown": "Design solutions through discussion, drawing, modelling and/or a sequence of steps
\n", "wa_code": "WA2DIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1377, "strand_id": 393, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 31886, "sub_strand_id": 1377, "markdown": "Use given equipment and technologies to safely create a preferred solution
\n", "wa_code": "WA2DIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1378, "strand_id": 393, "header": "Evaluating", "position": 5, "textContents": [ { "id": 31887, "sub_strand_id": 1378, "markdown": "Use personal preferences and the needs of the known user to evaluate the solution
\n", "wa_code": "WA2DIGDTEV1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] }, { "id": 119, "title": "Year 3", "year": "3", "subject": "Digital Technologies", "descriptions": { "id": 119, "level_id": 119, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nDigital Technologies builds on concepts previously acquired, and students continue to develop understanding and skills in computational thinking.
\nIn Year 3, students explore digital systems in terms of their components and peripheral devices. They develop an understanding of the characteristics of data and its representation. Students have opportunities to create digital solutions, such as interactive adventures and simple guessing games that involve user choice.
\nStudents apply design thinking skills to generate multiple ideas for their designed solutions. They reflect on their learning and work practices and consider ways in which these might be improved, modified or adapted for different situations. Students develop their design skills by following prepared algorithms that include a choice of options through branching. They experiment with appropriate software, including visual programming environments to implement their solutions.
\n" }, "standards": { "id": 119, "level_id": 119, "markdown": "By the end of the year:
\nStudents explore and recognise peripheral devices and their purpose, identify that there are different types of data and that data can be represented, stored and shared online in different ways. They access their school account, using a unique, private, memorised password, and log out afterwards.
\nIn Digital Technologies, students create, design and implement algorithms in a visual programming environment to include decisions made by the user to solve a given digital task. They develop and communicate ideas using labelled drawings and technical terms. Students select and safely use appropriate components with given equipment to create a solution. They design and communicate solutions, and follow a plan to produce designed solutions. Students use criteria to evaluate developed design processes and solutions.
\n" }, "strands": [ { "id": 376, "level_id": 119, "strand_name": "Digital systems", "subStrands": [ { "id": 1352, "strand_id": 376, "header": "", "position": 1, "textContents": [ { "id": 17488, "sub_strand_id": 1352, "markdown": "Digital systems and peripheral devices are connected and used together for various purposes
\n", "wa_code": "WA3DIGDS1", "examples": [ { "id": 14939, "text_content_id": 17488, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 394, "level_id": 119, "strand_name": "Data representation", "subStrands": [ { "id": 1379, "strand_id": 394, "header": "", "position": 1, "textContents": [ { "id": 17489, "sub_strand_id": 1379, "markdown": "Data is of different types and can be represented in various ways
\n", "wa_code": "WA3DIGDR1", "examples": [ { "id": 14940, "text_content_id": 17489, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 395, "level_id": 119, "strand_name": "Privacy and security", "subStrands": [ { "id": 1380, "strand_id": 395, "header": "", "position": 1, "textContents": [ { "id": 17490, "sub_strand_id": 1380, "markdown": "Different types of personal data are shared and stored online
\n", "wa_code": "WA3DIGPS1", "examples": [ { "id": 14941, "text_content_id": 17490, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 17491, "sub_strand_id": 1380, "markdown": "Access their school account, using a unique, private, memorised password, and log out afterwards
\n", "wa_code": "WA3DIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 397, "level_id": 119, "strand_name": "Digital implementation", "subStrands": [ { "id": 1382, "strand_id": 397, "header": "", "position": 1, "textContents": [ { "id": 17492, "sub_strand_id": 1382, "markdown": "Represent algorithms (sequence of steps), including decisions made by the user (branching) using flow charts
\n", "wa_code": "WA3DIGDI1", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 17493, "sub_strand_id": 1382, "markdown": "Implement algorithms (sequence of steps) in a visual programming environment to include decisions made by the user (branching)
\n", "wa_code": "WA3DIGDI2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 398, "level_id": 119, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1383, "strand_id": 398, "header": "Project management", "position": 1, "textContents": [ { "id": 17494, "sub_strand_id": 1383, "markdown": "Communicate ideas and follow a plan, with consideration of time management, to develop a solution
\n", "wa_code": "WA3DIGDTPM1", "examples": [], "genCaps": [ { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1384, "strand_id": 398, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 17495, "sub_strand_id": 1384, "markdown": "Define ideas and design opportunities for individual and/or local needs
\n", "wa_code": "WA3DIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1385, "strand_id": 398, "header": "Designing", "position": 3, "textContents": [ { "id": 17496, "sub_strand_id": 1385, "markdown": "Design solutions through use of labelled drawings, technical terms and/or a sequence of steps
\n", "wa_code": "WA3DIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1386, "strand_id": 398, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 17497, "sub_strand_id": 1386, "markdown": "Use appropriate technologies and components with given equipment and follow agreed protocols to produce a designed solution
\n", "wa_code": "WA3DIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1387, "strand_id": 398, "header": "Evaluating", "position": 5, "textContents": [ { "id": 17498, "sub_strand_id": 1387, "markdown": "Use given criteria to evaluate diagrams, technologies and the components used for the designed solution
\n", "wa_code": "WA3DIGDTEV1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] }, { "id": 122, "title": "Year 4", "year": "4", "subject": "Digital Technologies", "descriptions": { "id": 122, "level_id": 122, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nDigital Technologies builds on concepts previously acquired, and students continue to develop understanding and skills in computational thinking, such as categorising and outlining procedures. They have opportunities to create a range of solutions, such as interactive adventures that involve user choice, modelling simplified real-world systems.
\nIn Year 4, students explore digital systems in terms of peripheral devices. They experiment with refining their designing skills, representing algorithms that support decisions (branching) and repetition using flow charts. Students explain the risks of personal data that is shared and stored online. They experiment with digital systems to investigate the advantages of different representational forms and different technologies, their purposes and situations.
\nStudents implement solutions using appropriate software, including visual programming environments that use a variety of graphical elements. They design solutions to meet specific needs and consider how society uses digital systems to meet community requirements.
\n" }, "standards": { "id": 122, "level_id": 122, "markdown": "By the end of the year:
\nStudents identify different purposes for digital systems, hardware components and peripheral devices. They identify how data can be represented in a range of ways. In a visual programming environment, students design and implement algorithms that involve decisions and repetition, and create and communicate ideas and information. Students identify that personal data that is shared and stored online can pose risks. They access their school account, using a memorised password, and describe the risks of not logging out.
\nIn Digital Technologies, students develop and communicate design ideas and decisions, using labelled drawings and technical terms. Students use agreed protocols and management roles to plan, make decisions and communicate ideas to develop solutions. They use given criteria to evaluate design features, selected resources, their decision-making process and the designed solution for a given digital task.
\n" }, "strands": [ { "id": 400, "level_id": 122, "strand_name": "Digital systems", "subStrands": [ { "id": 1389, "strand_id": 400, "header": "", "position": 1, "textContents": [ { "id": 17499, "sub_strand_id": 1389, "markdown": "Digital systems, including peripheral devices, are used to transfer and store different types of data
\n", "wa_code": "WA4DIGDS1", "examples": [ { "id": 14942, "text_content_id": 17499, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 407, "level_id": 122, "strand_name": "Data representation", "subStrands": [ { "id": 1395, "strand_id": 407, "header": "", "position": 1, "textContents": [ { "id": 17500, "sub_strand_id": 1395, "markdown": "Data of the same type can be represented in different ways depending on the purpose
\n", "wa_code": "WA4DIGDR1", "examples": [ { "id": 14943, "text_content_id": 17500, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 408, "level_id": 122, "strand_name": "Privacy and security", "subStrands": [ { "id": 1396, "strand_id": 408, "header": "", "position": 1, "textContents": [ { "id": 17501, "sub_strand_id": 1396, "markdown": "Personal data that is shared and stored online can pose risks
\n", "wa_code": "WA4DIGPS1", "examples": [ { "id": 14944, "text_content_id": 17501, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 17502, "sub_strand_id": 1396, "markdown": "Access their school account, using a memorised password. It should be easy to remember but difficult for others to guess. Risks of not logging out
\n", "wa_code": "WA4DIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 409, "level_id": 122, "strand_name": "Digital implementation", "subStrands": [ { "id": 1397, "strand_id": 409, "header": "", "position": 1, "textContents": [ { "id": 17503, "sub_strand_id": 1397, "markdown": "Represent an algorithm (sequence of steps) involving decisions (branching) and repetition using flow charts
\n", "wa_code": "WA4DIGDI1", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 17504, "sub_strand_id": 1397, "markdown": "Implement algorithms (sequence of steps) in a visual programming environment to include decisions (branching) and repetition
\n", "wa_code": "WA4DIGDI2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 410, "level_id": 122, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1398, "strand_id": 410, "header": "Project management", "position": 1, "textContents": [ { "id": 17505, "sub_strand_id": 1398, "markdown": "Use agreed protocols and management roles to communicate ideas, plan and make decisions to develop solutions
\n", "wa_code": "WA4DIGDTPM1", "examples": [], "genCaps": [ { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1399, "strand_id": 410, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 17506, "sub_strand_id": 1399, "markdown": "Define the features of a design brief and the requirements of a design task for a community need
\n", "wa_code": "WA4DIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] }, { "id": 17507, "sub_strand_id": 1399, "markdown": "Investigate and select resources based on properties for the given task
\n", "wa_code": "WA4DIGDTID2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1400, "strand_id": 410, "header": "Designing", "position": 3, "textContents": [ { "id": 17508, "sub_strand_id": 1400, "markdown": "Design solutions through use of labelled drawings, technical terms, decision-making and/or a sequence of steps
\n", "wa_code": "WA4DIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1401, "strand_id": 410, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 17509, "sub_strand_id": 1401, "markdown": "Use appropriate technologies, components and/or equipment and follow agreed protocols to produce a designed solution
\n", "wa_code": "WA4DIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1402, "strand_id": 410, "header": "Evaluating", "position": 5, "textContents": [ { "id": 17510, "sub_strand_id": 1402, "markdown": "Use given criteria to evaluate design features, selected resources, decision-making processes and the designed solution
\n", "wa_code": "WA4DIGDTEV1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] }, { "id": 123, "title": "Year 5", "year": "5", "subject": "Digital Technologies", "descriptions": { "id": 123, "level_id": 123, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nDigital Technologies builds on concepts previously acquired where students continue to develop understanding and skills in computational and design thinking.
\nIn Year 5, students explore the role that individual components of digital systems play in the processing and representation of data. They recognise that all digital systems represent data as numbers. Students create a range of digital solutions that involve user input, variables and control structures.
\nWhen creating solutions, students identify appropriate data and requirements. They evaluate how well their design solutions work in current digital systems and reflect on their design process. Students develop strategies to communicate information and ideas using agreed protocols, considering the safety aspects of working in digital environments while identifying websites and apps that are trusted to store personal data online. They demonstrate increased responsibility for managing and organising activities, individually and in groups.
\n" }, "standards": { "id": 123, "level_id": 123, "markdown": "By the end of the year:
\nStudents identify internal components of digital systems and their functions. They identify ways data is represented using code, and provide relevant examples. Students create designed solutions, follow and represent diagrammatic algorithms involving user input, variables and control structures, such as sequencing, decisions and repetition. They implement algorithms using visual programming languages. Students identify and make judgements based on the use of personal data and how it contributes to a permanent digital footprint. They access multiple personal accounts using unique passphrases or biometrics and describe the risks of password reuse and not logging out.
\nIn Digital Technologies, students define a problem, identify available resources and develop designed solutions. They develop and communicate alternative solutions, and use annotated diagrams, storyboards and appropriate technical terms for design ideas.
\n" }, "strands": [ { "id": 401, "level_id": 123, "strand_name": "Digital systems", "subStrands": [ { "id": 1390, "strand_id": 401, "header": "", "position": 1, "textContents": [ { "id": 17511, "sub_strand_id": 1390, "markdown": "Digital systems have main internal components that perform particular functions to achieve a purpose
\n", "wa_code": "WA5DIGDS1", "examples": [ { "id": 14945, "text_content_id": 17511, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 417, "level_id": 123, "strand_name": "Data representation", "subStrands": [ { "id": 1409, "strand_id": 417, "header": "", "position": 1, "textContents": [ { "id": 17512, "sub_strand_id": 1409, "markdown": "Data of all types, including text, numbers, sound and images, are represented using codes
\n", "wa_code": "WA5DIGDR1", "examples": [ { "id": 14946, "text_content_id": 17512, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 418, "level_id": 123, "strand_name": "Privacy and security", "subStrands": [ { "id": 1410, "strand_id": 418, "header": "", "position": 1, "textContents": [ { "id": 17513, "sub_strand_id": 1410, "markdown": "Personal data can be used to create a permanent digital footprint
\n", "wa_code": "WA5DIGPS1", "examples": [ { "id": 14947, "text_content_id": 17513, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 17514, "sub_strand_id": 1410, "markdown": "Access multiple personal accounts using unique passphrases or biometrics. Risks of password reuse and not logging out
\n", "wa_code": "WA5DIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 419, "level_id": 123, "strand_name": "Digital implementation", "subStrands": [ { "id": 1411, "strand_id": 419, "header": "", "position": 1, "textContents": [ { "id": 17515, "sub_strand_id": 1411, "markdown": "Design algorithms in plain English and/or flow charts that involve user input, variables and control structures (sequence, decisions and repetition)
\n", "wa_code": "WA5DIGDI1", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 17516, "sub_strand_id": 1411, "markdown": "Implement algorithms in a visual programming environment involving variables and control structures (sequence, decisions and repetition) with user input
\n", "wa_code": "WA5DIGDI2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 420, "level_id": 123, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1412, "strand_id": 420, "header": "Project management", "position": 1, "textContents": [ { "id": 17517, "sub_strand_id": 1412, "markdown": "Use agreed protocols and management roles to communicate decisions, plan and manage time to develop designed solutions
\n", "wa_code": "WA5DIGDTPM1", "examples": [], "genCaps": [ { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1413, "strand_id": 420, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 17518, "sub_strand_id": 1413, "markdown": "Break down a design brief to define the purpose and requirements for a given task
\n", "wa_code": "WA5DIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] }, { "id": 17519, "sub_strand_id": 1413, "markdown": "Investigate and select resources based on properties and functions for the given task
\n", "wa_code": "WA5DIGDTID2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1414, "strand_id": 420, "header": "Designing", "position": 3, "textContents": [ { "id": 17520, "sub_strand_id": 1414, "markdown": "Design solutions considering competing factors, with annotated diagrams, storyboards and/or a sequence of steps, using technical terms and an iterative process
\n", "wa_code": "WA5DIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1415, "strand_id": 420, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 17521, "sub_strand_id": 1415, "markdown": "Use technologies, components and/or equipment to implement agreed protocols to produce a designed solution
\n", "wa_code": "WA5DIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1416, "strand_id": 420, "header": "Evaluating", "position": 5, "textContents": [ { "id": 17522, "sub_strand_id": 1416, "markdown": "Use given criteria to evaluate design features with consideration of competing factors, processes and the designed solution
\n", "wa_code": "WA5DIGDTEV1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] }, { "id": 124, "title": "Year 6", "year": "6", "subject": "Digital Technologies", "descriptions": { "id": 124, "level_id": 124, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nDigital Technologies builds on concepts previously acquired where students continue to develop understanding and skills in computational and design thinking.
\nIn Year 6, students consolidate their understanding of the role individual components of digital systems play in the processing and representation of data. They are introduced to wired and wireless networks of digital systems that send data in binary form. Students are introduced to the concept of digital footprints and consider privacy considerations when collecting user data.
\nStudents further develop abstractions by identifying common elements across similar problems and systems and make connections between models and the real-world systems they represent. They are given increased responsibility for managing and organising activities, individually and in groups. Students apply systems thinking when investigating the functions and purpose of each component in a digital system and in their interactions with others. When creating digital solutions, students further refine their skills to identify and use appropriate data and requirements. They incorporate control structures when implementing their solutions through visual programming environments.
\n" }, "standards": { "id": 124, "level_id": 124, "markdown": "By the end of the year:
\nStudents outline interactions between wired and wireless networks to transmit data for a variety of purposes. They explain how data can be represented by off and on states (zeros and ones in binary) and make simple conversions. Students use visual programming environments to design, modify and implement algorithms that involve user input, variables and control structures such as sequence, decisions and various types of iteration. They identify their digital footprint and privacy considerations when collecting user data. Students access multiple personal accounts using unique passphrases or biometrics. They describe the risks of password reuse and practices that reduce risk to their personal accounts.
\nIn Digital Technologies, students identify available resources to design a solution for a given digital task, using critical thinking strategies to make decisions. They develop, design and compare alternative solutions, achieved through an iterative process including graphical representations, use of a range of technologies, techniques, technical terms and/or a sequence of steps. They use agreed protocols to set goals, manage competing factors, resources and time, to plan, develop and communicate ideas and solutions.
\n" }, "strands": [ { "id": 402, "level_id": 124, "strand_name": "Digital systems", "subStrands": [ { "id": 1391, "strand_id": 402, "header": "", "position": 1, "textContents": [ { "id": 17523, "sub_strand_id": 1391, "markdown": "Digital systems are connected in wired and wireless networks to transmit data for a variety of purposes
\n", "wa_code": "WA6DIGDS1", "examples": [ { "id": 14948, "text_content_id": 17523, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 437, "level_id": 124, "strand_name": "Data representation", "subStrands": [ { "id": 1423, "strand_id": 437, "header": "", "position": 1, "textContents": [ { "id": 17524, "sub_strand_id": 1423, "markdown": "Data can be represented by on and off states (zeros and ones in binary)
\n", "wa_code": "WA6DIGDR1", "examples": [ { "id": 14949, "text_content_id": 17524, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 438, "level_id": 124, "strand_name": "Privacy and security", "subStrands": [ { "id": 1424, "strand_id": 438, "header": "", "position": 1, "textContents": [ { "id": 17525, "sub_strand_id": 1424, "markdown": "Digital footprint and privacy considerations when collecting user data
\n", "wa_code": "WA6DIGPS1", "examples": [ { "id": 14950, "text_content_id": 17525, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 17526, "sub_strand_id": 1424, "markdown": "Access multiple personal accounts using unique passphrases or biometrics. Risks of password reuse and practices to reduce risk to their personal accounts
\n", "wa_code": "WA6DIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 439, "level_id": 124, "strand_name": "Digital implementation", "subStrands": [ { "id": 1425, "strand_id": 439, "header": "", "position": 1, "textContents": [ { "id": 17527, "sub_strand_id": 1425, "markdown": "Design algorithms in plain English and/or flow charts that involve user input, variables and control structures (sequence, decisions and various types of iteration: For, Repeat, While)
\n", "wa_code": "WA6DIGDI1", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 17528, "sub_strand_id": 1425, "markdown": "WA6DIGDI2\tImplement algorithms in a visual programming environment involving variables and control structures (sequence, decisions, input and various types of iteration)
\n", "wa_code": "", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 440, "level_id": 124, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1426, "strand_id": 440, "header": "Project management", "position": 1, "textContents": [ { "id": 17529, "sub_strand_id": 1426, "markdown": "Use agreed protocols to set goals, manage competing factors, resources and time, to plan, develop and communicate decisions, when developing designed solutions
\n", "wa_code": "WA6DIGDTPM1", "examples": [], "genCaps": [ { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1427, "strand_id": 440, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 17530, "sub_strand_id": 1427, "markdown": "Break down a design brief to define the purpose, requirements and constraints for a given task
\n", "wa_code": "WA6DIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] }, { "id": 17531, "sub_strand_id": 1427, "markdown": "Investigate and select resources considering constraints, properties and functions appropriate for the given task
\n", "wa_code": "WA6DIGDTID2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1428, "strand_id": 440, "header": "Designing", "position": 3, "textContents": [ { "id": 17532, "sub_strand_id": 1428, "markdown": "Design alternative solutions achieved through an iterative process, including critical thinking, graphical representations, use of a range of technologies, techniques, technical terms and/or a sequence of steps
\n", "wa_code": "WA6DIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1429, "strand_id": 440, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 17533, "sub_strand_id": 1429, "markdown": "Use a range of technologies, components and/or equipment to implement agreed protocols to produce a designed solution
\n", "wa_code": "WA6DIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1430, "strand_id": 440, "header": "Evaluating", "position": 5, "textContents": [ { "id": 17534, "sub_strand_id": 1430, "markdown": "Develop negotiated criteria to evaluate design features, graphics, selected technologies, processes and functionality, with consideration of constraints for the designed solution
\n", "wa_code": "WA6DIGDTEV1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] }, { "id": 125, "title": "Year 7", "year": "7", "subject": "Digital Technologies", "descriptions": { "id": 125, "level_id": 125, "markdown": "In the early adolescence phase of schooling, students align with their peer group and begin to question established conventions, practices and values. Learning and teaching programs assist students to develop a broader and more comprehensive understanding of the contexts of their lives and the world in which they live.
\nDigital Technologies further develops student understanding and skills in computational and design thinking, such as decomposing problems, and engages students with a wider range of information systems. Students begin to develop an interest in particular fields of knowledge.
\nIn Year 7, students create a range of digital solutions. They explore the properties and hardware devices of networked systems. Students acquire, store and visualise data from a range of sources using spreadsheets. They further develop their understanding of the vital role that data plays in their lives.
\nWhen defining problems, students identify the key elements, factors and constraints at play. They design and develop increasingly complex algorithms. Students predict and evaluate their developed and existing solutions, considering time, tasks, data and the safe use of information systems. They plan and manage individual and team projects with some autonomy. Students consider ways of managing the exchange of ideas, tasks, files and feedback.
\n" }, "standards": { "id": 125, "level_id": 125, "markdown": "By the end of the year:
\nStudents identify the ways different types of networks, including wired, wireless and mobile networks, and their hardware components, transmit data. They identify how digital systems represent data using binary. Students acquire, store and visualise data from a range of sources using spreadsheets. They design algorithms involving control structures (iteration and selection). Students represent these algorithms using flow charts, pseudocode and correct terminology, and use them to implement, modify and debug programs. Students identify issues relating to a user's digital footprint and the permanence of data, while outlining ways of protecting accounts with multifactor authentication.
\nIn Digital Technologies, students use project management processes and skills to plan, develop and communicate solutions, while considering time and available resources, and identify the purpose for a given digital task. Students use a range of techniques, technologies and appropriate terminology to design, develop, review and communicate ideas, plans and processes. They implement agreed protocols when using a range of technologies, components and/or equipment to produce designed solutions.
\n" }, "strands": [ { "id": 441, "level_id": 125, "strand_name": "Digital systems", "subStrands": [ { "id": 1431, "strand_id": 441, "header": "", "position": 1, "textContents": [ { "id": 31922, "sub_strand_id": 1431, "markdown": "Methods of data transmission in different types of networks including wired, wireless and mobile networks
\n", "wa_code": "WA7DIGDS1", "examples": [ { "id": 27505, "text_content_id": 31922, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 31923, "sub_strand_id": 1431, "markdown": "Hardware devices of networks and their purposes
\n", "wa_code": "WA7DIGDS2", "examples": [ { "id": 27506, "text_content_id": 31923, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 461, "level_id": 125, "strand_name": "Data representation", "subStrands": [ { "id": 1460, "strand_id": 461, "header": "", "position": 1, "textContents": [ { "id": 31924, "sub_strand_id": 1460, "markdown": "Digital systems use binary to represent data in text
\n", "wa_code": "WA7DIGDR1", "examples": [ { "id": 27507, "text_content_id": 31924, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 462, "level_id": 125, "strand_name": "Acquiring, managing and analysing data", "subStrands": [ { "id": 1461, "strand_id": 462, "header": "", "position": 1, "textContents": [ { "id": 31925, "sub_strand_id": 1461, "markdown": "Acquire, store and visualise data from a range of sources using spreadsheets
\n", "wa_code": "WA7DIGAD1", "examples": [ { "id": 27508, "text_content_id": 31925, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 463, "level_id": 125, "strand_name": "Privacy and security", "subStrands": [ { "id": 1462, "strand_id": 463, "header": "", "position": 1, "textContents": [ { "id": 31926, "sub_strand_id": 1462, "markdown": "Issues relating to a user’s digital footprint and the permanence of data
\n", "wa_code": "WA7DIGPS1", "examples": [ { "id": 27509, "text_content_id": 31926, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 31927, "sub_strand_id": 1462, "markdown": "Protecting accounts with multifactor authentication
\n", "wa_code": "WA7DIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] }, { "id": 464, "level_id": 125, "strand_name": "Digital implementation", "subStrands": [ { "id": 1463, "strand_id": 464, "header": "", "position": 1, "textContents": [ { "id": 31928, "sub_strand_id": 1463, "markdown": "Break down the user experience (UX) of a digital system
\n", "wa_code": "WA7DIGDI1\t", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 31929, "sub_strand_id": 1463, "markdown": "Design algorithms involving control structures (selection, decision and iteration), and represent them using flow charts and pseudocode
\n", "wa_code": "WA7DIGDI2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 31930, "sub_strand_id": 1463, "markdown": "Implement, modify, and debug programs involving control structures
\n", "wa_code": "WA7DIGDI3", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 465, "level_id": 125, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1464, "strand_id": 465, "header": "Project management", "position": 1, "textContents": [ { "id": 31931, "sub_strand_id": 1464, "markdown": "Plan, develop and communicate, using project management processes, considering time and available resources to achieve solutions
\n", "wa_code": "WA7DIGDTPM1", "examples": [], "genCaps": [ { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1465, "strand_id": 465, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 31932, "sub_strand_id": 1465, "markdown": "Investigate and define the problem and requirements of a given design brief
\n", "wa_code": "WA7DIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] }, { "id": 31933, "sub_strand_id": 1465, "markdown": "Break down a given design brief, identifying and defining the purpose and competing considerations
\n", "wa_code": "WA7DIGDTID2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] }, { "id": 31934, "sub_strand_id": 1465, "markdown": "Consider given technologies, resources and/or components to develop solutions
\n", "wa_code": "WA7DIGDTID3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1466, "strand_id": 465, "header": "Designing", "position": 3, "textContents": [ { "id": 31935, "sub_strand_id": 1466, "markdown": "Design processes and solutions with given technologies and techniques, using appropriate technical terms
\n", "wa_code": "WA7DIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1467, "strand_id": 465, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 31936, "sub_strand_id": 1467, "markdown": "Implement agreed protocols and use a range of technologies, components and/or equipment to produce designed solutions
\n", "wa_code": "WA7DIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1468, "strand_id": 465, "header": "Evaluating", "position": 5, "textContents": [ { "id": 31937, "sub_strand_id": 1468, "markdown": "Use given contextual criteria to evaluate design processes and solutions
\n", "wa_code": "WA7DIGDTEV1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] }, { "id": 126, "title": "Year 8", "year": "8", "subject": "Digital Technologies", "descriptions": { "id": 126, "level_id": 126, "markdown": "In the early adolescence phase of schooling, students align with their peer group and begin to question established conventions, practices and values. Learning and teaching programs assist students to develop a broader and more comprehensive understanding of the contexts of their lives and the world in which they live.
\nDigital Technologies further develops student understanding and skills in computational and design thinking, such as decomposing problems, and engages with a wider range of information systems as they broaden their experiences and involvement in local, regional, national and global activities.
\nIn Year 8, students investigate the properties of networked systems and their suitability, based on performance specifications. They consider methods of data transmission and security in wired, wireless and mobile networks. They analyse and validate data using spreadsheets and make predictions by identifying trends. Students continue to investigate patterns, processes and phenomena, and explore forms of data representation and technology.
\nWhen defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms. Students develop an understanding of ethical issues regarding the collection and ownership of data.
\n" }, "standards": { "id": 126, "level_id": 126, "markdown": "By the end of the year:
\nStudents describe methods of data transmission and security in wired, wireless and mobile networks, identify specifications of hardware components and outline potential impact on particular tasks. They identify how digital systems represent image and audio data using binary. Students analyse and validate data, using spreadsheets, to draw conclusions and make predictions based on identified trends. They design algorithms involving nested control structures, represented by flow charts and pseudocode, in plain English. Students implement, modify and debug programs involving control structures in a general-purpose programming language. They trace algorithms to predict output for a given input and identify errors. Students identify ethical issues regarding the collection and ownership of data and evaluate the authenticity, accuracy and timeliness of acquired data. They describe cybersecurity threats, including phishing.
\nIn Digital Technologies, students investigate a given need or opportunity for a specific purpose and develop a design brief. Students consider and select components and resources to develop solutions, identifying constraints. They use appropriate technical terms and technologies to design, develop, evaluate and communicate alternative digital solutions. Students use project management skills to plan, develop and communicate, while considering time, resources and costs to achieve solutions. They develop contextual criteria to evaluate design processes and solutions.
\n" }, "strands": [ { "id": 442, "level_id": 126, "strand_name": "Digital systems", "subStrands": [ { "id": 1432, "strand_id": 442, "header": "", "position": 1, "textContents": [ { "id": 31938, "sub_strand_id": 1432, "markdown": "Methods of data transmission and security in wired, wireless and mobile networks
\n", "wa_code": "WA8DIGDS1", "examples": [ { "id": 27510, "text_content_id": 31938, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 31939, "sub_strand_id": 1432, "markdown": "The effect of hardware specifications on performance and the appropriateness of hardware for particular tasks
\n", "wa_code": "WA8DIGDS2", "examples": [ { "id": 27511, "text_content_id": 31939, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 475, "level_id": 126, "strand_name": "Data representation", "subStrands": [ { "id": 1478, "strand_id": 475, "header": "", "position": 1, "textContents": [ { "id": 31940, "sub_strand_id": 1478, "markdown": "Digital systems represent image and audio data using binary
\n", "wa_code": "WA8DIGDR1", "examples": [ { "id": 27512, "text_content_id": 31940, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 476, "level_id": 126, "strand_name": "Acquiring, managing and analysing data", "subStrands": [ { "id": 1479, "strand_id": 476, "header": "", "position": 1, "textContents": [ { "id": 31941, "sub_strand_id": 1479, "markdown": "Analyse and validate data using spreadsheets to draw conclusions and make predictions by identifying trends
\n", "wa_code": "WA8DIGAD1", "examples": [ { "id": 27513, "text_content_id": 31941, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 31942, "sub_strand_id": 1479, "markdown": "Evaluate the authenticity, accuracy and timeliness of acquired data
\n", "wa_code": "WA8DIGAD2", "examples": [ { "id": 27514, "text_content_id": 31942, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 477, "level_id": 126, "strand_name": "Privacy and security", "subStrands": [ { "id": 1480, "strand_id": 477, "header": "", "position": 1, "textContents": [ { "id": 31943, "sub_strand_id": 1480, "markdown": "Ethical issues relating to the collection and ownership of data
\n", "wa_code": "WA8DIGPS1", "examples": [ { "id": 27515, "text_content_id": 31943, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 31944, "sub_strand_id": 1480, "markdown": "Cybersecurity threats including phishing
\n", "wa_code": "WA8DIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 478, "level_id": 126, "strand_name": "Digital implementation", "subStrands": [ { "id": 1481, "strand_id": 478, "header": "", "position": 1, "textContents": [ { "id": 31945, "sub_strand_id": 1481, "markdown": "Design the user experience (UX) of a digital system
\n", "wa_code": "WA8DIGDI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 31946, "sub_strand_id": 1481, "markdown": "Design algorithms involving nested control structures and represent them using flowcharts and pseudocode
\n", "wa_code": "WA8DIGDI2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 31947, "sub_strand_id": 1481, "markdown": "Trace algorithms to predict output for a given input and to identify and fix errors
\n", "wa_code": "WA8DIGDI3", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 31948, "sub_strand_id": 1481, "markdown": "Implement, modify and debug programs involving control structures in a general-purpose programming language
\n", "wa_code": "WA8DIGDI4", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 479, "level_id": 126, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1482, "strand_id": 479, "header": "Project management", "position": 1, "textContents": [ { "id": 31949, "sub_strand_id": 1482, "markdown": "Plan, develop and communicate, using project management processes, considering time, resources and costs to achieve solutions
\n", "wa_code": "WA8DIGDTPM1", "examples": [], "genCaps": [ { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1483, "strand_id": 479, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 31950, "sub_strand_id": 1483, "markdown": "Investigate a problem for a given need or opportunity
\n", "wa_code": "WA8DIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] }, { "id": 31951, "sub_strand_id": 1483, "markdown": "Develop a design brief for a given need or opportunity
\n", "wa_code": "WA8DIGDTID2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] }, { "id": 31952, "sub_strand_id": 1483, "markdown": "Consider technologies, resources and/or components to develop solutions, identifying constraints
\n", "wa_code": "WA8DIGDTID3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1534, "strand_id": 479, "header": "Designing", "position": 3, "textContents": [ { "id": 31953, "sub_strand_id": 1534, "markdown": "Design processes and solutions considering a range of technologies and techniques, using appropriate technical terms
\n", "wa_code": "WA8DIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1535, "strand_id": 479, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 31954, "sub_strand_id": 1535, "markdown": "Implement agreed protocols, a range of technologies, techniques, components and processes to produce designed solutions
\n", "wa_code": "WA8DIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1536, "strand_id": 479, "header": "Evaluating", "position": 5, "textContents": [ { "id": 31955, "sub_strand_id": 1536, "markdown": "Use student-developed contextual criteria to evaluate design processes and solutions
\n", "wa_code": "WA8DIGDTEV1\t", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] }, { "id": 127, "title": "Year 9", "year": "9", "subject": "Digital Technologies", "descriptions": { "id": 127, "level_id": 127, "markdown": "In the middle adolescence phase of schooling, teaching and learning programs encourage students to develop an open and questioning view of themselves as active participants in their society and the world.
\nDigital Technologies further develops student understanding and skills in computational thinking, such as the precise and accurate describing of problems, and the use of functions to create solutions. It also focuses on engaging students with specialised learning to further develop their critical and design thinking skills.
\nIn Year 9, students consider the role of hardware and software in securing the movement of data in a digital system. Students explore different methods of manipulation, storage and transmission of data, and students develop abstractions, identifying standard elements and modelling entities and their relationships. They interrogate security practices and techniques used to compress data and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes.
\nWhen defining problems, students consider the functional and non-functional requirements of a solution through interacting with users and reviewing processes. They consolidate their algorithmic design skills to incorporate testing. Students develop solutions to problems and evaluate their solutions and existing information systems, based on a set of criteria. They consider the privacy and security implications of how data is used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.
\n" }, "standards": { "id": 127, "level_id": 127, "markdown": "By the end of the year:
\nStudents describe the role of hardware and software to secure the movement of data in digital systems with a focus on cybersecurity threat models. They identify different methods used for manipulation, storage and transmission of data. Students acquire, store and validate data from a range of sources using software, including spreadsheets and databases. They define and decompose real-world problems by interviewing stakeholders to develop user experiences. Students design and prototype the user experience of a digital system. They design algorithms that use functions and represent them as flow charts and/or pseudocode. Students implement and modify programs in a general-purpose programming language and trace algorithms to predict output against a range of test cases. They describe the Australian Privacy Principles regarding the collection and ownership of data.
\nIn Digital Technologies, students identify and define the needs of a stakeholder to develop a design brief for a solution. They investigate a range of components and resources to develop ideas and identify and consider constraints. Students apply design thinking, creativity and enterprise skills to produce purposeful and holistic solutions. Students select, test and implement appropriate technologies and processes to produce effective solutions and evaluate design processes against student-developed criteria. Students manage projects using digital technologies through an agile and collaborative approach, and consider time, risk, economic and sustainable factors.
\n" }, "strands": [ { "id": 443, "level_id": 127, "strand_name": "Digital systems", "subStrands": [ { "id": 1433, "strand_id": 443, "header": "", "position": 1, "textContents": [ { "id": 50395, "sub_strand_id": 1433, "markdown": "Role of hardware and software to manage, control and secure the movement of data in a digital system
\n", "wa_code": "WA9DIGDS1", "examples": [ { "id": 43113, "text_content_id": 50395, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 492, "level_id": 127, "strand_name": "Data representation", "subStrands": [ { "id": 1498, "strand_id": 492, "header": "", "position": 1, "textContents": [ { "id": 50396, "sub_strand_id": 1498, "markdown": "Different methods of manipulation and storage of data
\n", "wa_code": "WA9DIGDR1", "examples": [ { "id": 43114, "text_content_id": 50396, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 50397, "sub_strand_id": 1498, "markdown": "Data compression techniques for an intended purpose
\n", "wa_code": "WA9DIGDR2", "examples": [ { "id": 43115, "text_content_id": 50397, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 493, "level_id": 127, "strand_name": "Acquiring, managing and analysing data", "subStrands": [ { "id": 1499, "strand_id": 493, "header": "", "position": 1, "textContents": [ { "id": 50398, "sub_strand_id": 1499, "markdown": "Acquire, store and validate data from a range of sources using software, including spreadsheets and/or databases
\n", "wa_code": "WA9DIGAD1", "examples": [ { "id": 43116, "text_content_id": 50398, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 50399, "sub_strand_id": 1499, "markdown": "Single table (flat file) databases are created to store and manage data
\n", "wa_code": "WA9DIGAD2", "examples": [ { "id": 43117, "text_content_id": 50399, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 494, "level_id": 127, "strand_name": "Privacy and security", "subStrands": [ { "id": 1500, "strand_id": 494, "header": "", "position": 1, "textContents": [ { "id": 50400, "sub_strand_id": 1500, "markdown": "Australian Privacy Principles (APP) regarding the collection and ownership of data
\n", "wa_code": "WA9DIGPS1", "examples": [ { "id": 43118, "text_content_id": 50400, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 50401, "sub_strand_id": 1500, "markdown": "Cybersecurity threat models
\n", "wa_code": "WA9DIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 495, "level_id": 127, "strand_name": "Digital implementation", "subStrands": [ { "id": 1501, "strand_id": 495, "header": "", "position": 1, "textContents": [ { "id": 50402, "sub_strand_id": 1501, "markdown": "Define and decompose real-world problems by surveying stakeholders to create the requirements of the user
\n", "wa_code": "WA9DIGDI1", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 50403, "sub_strand_id": 1501, "markdown": "Design and prototype the user experience (UX) of a digital system based on user requirements
\n", "wa_code": "WA9DIGDI2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 50404, "sub_strand_id": 1501, "markdown": "Design algorithms that use functions and represent them as flowcharts and/or pseudocode
\n", "wa_code": "WA9DIGDI3", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 50405, "sub_strand_id": 1501, "markdown": "Predict the output of an algorithm using a given range of test cases and compare against actual output
\n", "wa_code": "WA9DIGDI4", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 50406, "sub_strand_id": 1501, "markdown": "Implement, modify and debug programs that use functions in a general-purpose programming language
\n", "wa_code": "WA9DIGDI5", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 496, "level_id": 127, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1502, "strand_id": 496, "header": "Project management", "position": 1, "textContents": [ { "id": 50407, "sub_strand_id": 1502, "markdown": "Manage projects, using suitable technologies, with an agile and collaborative approach. Use project management processes to consider time, risk, economic and sustainable factors
\n", "wa_code": "WA9DIGDTPM1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1503, "strand_id": 496, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 50408, "sub_strand_id": 1503, "markdown": "Ideate a problem and define the needs of an end user, through interviews and/or surveys
\n", "wa_code": "WA9DIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] }, { "id": 50409, "sub_strand_id": 1503, "markdown": "Develop a design brief for a solution based on end user needs
\n", "wa_code": "WA9DIGDTID2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] }, { "id": 50410, "sub_strand_id": 1503, "markdown": "Investigate a range of technologies, resources and/or components to develop ideas and solutions, with consideration of social, ethical and other constraints
\n", "wa_code": "WA9DIGDTID3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1504, "strand_id": 496, "header": "Designing", "position": 3, "textContents": [ { "id": 50411, "sub_strand_id": 1504, "markdown": "Design alternative solutions considering available technologies, usability and aesthetics, using appropriate technical terms
\n", "wa_code": "WA9DIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1505, "strand_id": 496, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 50412, "sub_strand_id": 1505, "markdown": "Select, implement and test a range of technologies, techniques and processes to produce designed solutions and/or prototypes
\n", "wa_code": "WA9DIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1506, "strand_id": 496, "header": "Evaluating", "position": 5, "textContents": [ { "id": 50413, "sub_strand_id": 1506, "markdown": "Evaluate design processes and solutions against student developed criteria
\n", "wa_code": "WA9DIGDTEV1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] }, { "id": 128, "title": "Year 10", "year": "10", "subject": "Digital Technologies", "descriptions": { "id": 128, "level_id": 128, "markdown": "In the middle adolescence phase of schooling, teaching and learning programs encourage students to develop an open and questioning view of themselves as active participants in their society and the world.
\nDigital Technologies further develops student understanding and skills in computational thinking, such as precisely and accurately describing problems, and the use of modular approaches to solutions. They investigate the potential and challenges of increased knowledge and choice of technologies; and an understanding of the relationship between knowledge, technologies and consumer and/or producer values.
\nIn Year 10, students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data. Students explore the role of hardware and software in managing, controlling and securing access to data, in networked digital systems focusing on user or software supply chain vulnerabilities.
\nStudents apply design thinking by using divergent techniques to generate design ideas for user experiences and solutions. They develop and represent documents online as content (text), structure (mark‑up) and presentation (styling). Students analyse problems and design, and implement and evaluate a range of solutions, such as database-driven websites, artificial intelligence engines and simulations. They design and implement algorithms involving functions and logical operators and, where appropriate, represent them as flow charts. Students further develop project management skills through developing detailed plans with consideration of time, production processes, social, ethical, economic and sustainability factors, and legal responsibilities.
\n" }, "standards": { "id": 128, "level_id": 128, "markdown": "By the end of the year:
\nStudents describe how hardware and software manage, control and secure access to data in networked digital systems with a focus on software supply chain vulnerabilities. They represent documents online as content (text), structure (mark-up) and presentation (styling) and explain the purpose of these distinctions. Students analyse and visualise data interactively using a range of software, including spreadsheets and relational databases, to draw conclusions and make predictions based on identified trends and outliers. They model and query entities and relationships using structured data. Students apply the Australian Privacy Principles to critique systems and manage the digital footprint of individuals.
\nStudents define and decompose real-world problems and use data gathering techniques to create user experiences and user interfaces. They design and prototype the user experience of a digital system and algorithms involving functions, modules and logical operators, and represent them as flow charts and/or pseudocode. Students validate algorithms and programs by comparing their output against a range of test cases. They implement, modify and debug modular programs, applying algorithms and data structures, in a programming language.
\nIn Digital Technologies, students identify the needs of the client or stakeholder to determine the basis for a solution. They develop and critique design briefs for a designed solution. Students investigate components and resources to develop increasingly sophisticated solutions, identifying and considering associated constraints. They apply design thinking, creativity, enterprise skills and innovation to develop, modify and communicate detailed design ideas. Students design possible solutions and analyse designs against criteria, including functionality, accessibility, usability and aesthetics, using appropriate technical terms and technologies. They select, justify, implement and test appropriate technologies and processes to produce designed solutions. They manage projects, using digital technologies with an agile and collaborative approach, while considering time, production processes, social, ethical, economic and sustainable factors, and legal responsibilities.
\n" }, "strands": [ { "id": 444, "level_id": 128, "strand_name": "Digital systems", "subStrands": [ { "id": 1434, "strand_id": 444, "header": "", "position": 1, "textContents": [ { "id": 5965, "sub_strand_id": 1434, "markdown": "Hardware and software are used to manage, control and secure access to data in networked digital systems
\n", "wa_code": "WA10DIGDS1", "examples": [ { "id": 4624, "text_content_id": 5965, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 511, "level_id": 128, "strand_name": "Data representation", "subStrands": [ { "id": 1525, "strand_id": 511, "header": "", "position": 1, "textContents": [ { "id": 5966, "sub_strand_id": 1525, "markdown": "Represent documents online as content (text), structure (mark-up) and presentation (styling) and the purpose of these distinctions
\n", "wa_code": "WA10DIGDR1", "examples": [ { "id": 4625, "text_content_id": 5966, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 512, "level_id": 128, "strand_name": "Acquiring, managing and analysing data", "subStrands": [ { "id": 1526, "strand_id": 512, "header": "", "position": 1, "textContents": [ { "id": 5967, "sub_strand_id": 1526, "markdown": "Analyse and visualise data interactively using a range of software, including spreadsheets and/or relational databases, to draw conclusions and make predictions by identifying trends and outliers
\n", "wa_code": "WA10DIGAD1", "examples": [ { "id": 4626, "text_content_id": 5967, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 5968, "sub_strand_id": 1526, "markdown": "Model and query entities and their relationships using structured data
\n", "wa_code": "WA10DIGAD2", "examples": [ { "id": 4627, "text_content_id": 5968, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] } ] } ] }, { "id": 513, "level_id": 128, "strand_name": "Privacy and security", "subStrands": [ { "id": 1527, "strand_id": 513, "header": "", "position": 1, "textContents": [ { "id": 5969, "sub_strand_id": 1527, "markdown": "Australian Privacy Principles (APP) are used to critique systems and manage the digital footprint of individuals
\n", "wa_code": "WA10DIGPS1", "examples": [ { "id": 4628, "text_content_id": 5969, "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } } ] }, { "id": 5970, "sub_strand_id": 1527, "markdown": "User or software supply chain vulnerabilities
\n", "wa_code": "WA10DIGPS2", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] }, { "id": 514, "level_id": 128, "strand_name": "Digital implementation", "subStrands": [ { "id": 1528, "strand_id": 514, "header": "", "position": 1, "textContents": [ { "id": 5971, "sub_strand_id": 1528, "markdown": "Define and decompose real-world problems by using data gathering techniques to create the client needs
\n", "wa_code": "WA10DIGDI1", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 5972, "sub_strand_id": 1528, "markdown": "Design and prototype the user experience and user interface (UX/UI) of a digital system based on client needs
\n", "wa_code": "WA10DIGDI2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 5973, "sub_strand_id": 1528, "markdown": "Design modular algorithms involving functions and logical operators (AND, OR, NOT) and represent them as flowcharts and/or pseudocode
\n", "wa_code": "WA10DIGDI3", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] }, { "id": 5974, "sub_strand_id": 1528, "markdown": "Validate algorithms and programs by comparing output against a range of test cases
\n", "wa_code": "WA10DIGDI4", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } } ] }, { "id": 5975, "sub_strand_id": 1528, "markdown": "Implement, modify and debug modular programs, applying algorithms and data structures in a general-purpose programming language
\n", "wa_code": "WA10DIGDI5", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } } ] } ] } ] }, { "id": 515, "level_id": 128, "strand_name": "Design thinking skills", "subStrands": [ { "id": 1529, "strand_id": 515, "header": " Project management ", "position": 1, "textContents": [ { "id": 5976, "sub_strand_id": 1529, "markdown": "Manage projects, using suitable technologies, with an agile and collaborative approach. Use project management processes to consider time, production processes, social, ethical, economic and sustainable factors, and legal responsibilities
\n", "wa_code": "WA10DIGDTPM1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 53, "gen_cap_id": 5, "subject": "Digital Technologies", "markdown": "Technologies develops students’ capacity to understand and apply ethical and socially responsible principles when managing projects and collaborating with others and creating, sharing and using technologies. Using an ethical lens, they investigate past, current and future local, national, regional and global technological priorities. Understanding the protection of data, intellectual property and individual privacy helps students to be respectful creators. \nStudents explore complex issues and consider possibilities and ethical implications. They learn about safe and ethical procedures, and consider the rights of others and their responsibilities in using sustainable practices. Students learn to appreciate and value the part they play in the social and natural systems they live in.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 47, "gen_cap_id": 2, "subject": "Digital Technologies", "markdown": "In Technologies, students develop the capacity to interpret and use mathematical knowledge and skills in a range of real-life situations. They use numbers to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating and iterating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects. In using software, materials, tools and equipment, students work with the concepts of numbers, geometry, scale, proportion, measurement and volume. They use three-dimensional models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1530, "strand_id": 515, "header": "Investigating and defining", "position": 2, "textContents": [ { "id": 5977, "sub_strand_id": 1530, "markdown": "Ideate a problem and define the needs of the client/stakeholder through anecdotal evidence and/or data gathering techniques
\n", "wa_code": "WA10DIGDTID1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] }, { "id": 5978, "sub_strand_id": 1530, "markdown": "Develop a design brief for a solution or to innovate an existing product, service or environment
\n", "wa_code": "WA10DIGDTID2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] }, { "id": 5979, "sub_strand_id": 1530, "markdown": "Investigate a range of technologies, resources and/or components to develop ideas and solutions, with consideration of social and ethical factors, legal responsibilities and competing constraints
\n", "wa_code": "WA10DIGDTID3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1531, "strand_id": 515, "header": "Designing", "position": 3, "textContents": [ { "id": 5980, "sub_strand_id": 1531, "markdown": "Design alternative solutions considering available technologies, functionality, accessibility, usability and aesthetics, using appropriate technical terms
\n", "wa_code": "WA10DIGDTDE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } } ] } ] }, { "id": 1532, "strand_id": 515, "header": "Producing and implementing", "position": 4, "textContents": [ { "id": 5981, "sub_strand_id": 1532, "markdown": "Select, justify, implement and test a range of technologies, techniques and processes to produce solutions and/or prototypes
\n", "wa_code": "WA10DIGDTPI1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 57, "gen_cap_id": 7, "subject": "Digital Technologies", "markdown": "Technologies gives students the opportunity to become discerning users, productive creators, critical analysts and effective developers of digital solutions. Development of digital literacy allows students to operate and manage digital systems and practise digital safety and wellbeing while investigating, creating and communicating. As students develop digital literacy skills, they build their understanding of how to utilise digital tools when designing digital solutions. Students learn how to operate specific digital tools to help them realise their design ideas. This may occur when investigating needs or opportunities or researching and analysing information. It also occurs when students generate and communicate design ideas, processes and solutions, and when they develop plans, schedules and processes and collaborate online to create innovative and enterprising solutions.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 51, "gen_cap_id": 4, "subject": "Digital Technologies", "markdown": "Students develop personal and social capabilities in Technologies through engaging in project management and design activities in a collaborative environment. They show initiative in their learning, apply design thinking skills and make informed decisions independently. Working in teams, they develop cooperation, leadership, conflict resolution and resource-sharing skills. Embracing innovation and risk fosters resilience as they navigate uncertainty.\nStudents also cultivate social responsibility by considering the impacts of decisions on people, communities and environments. They deepen empathy and respect by understanding diverse user needs and reflect on how digital tools and environments such as social media affect their wellbeing, applying appropriate strategies to both face-to-face and digital environments.
\n" } } ] } ] }, { "id": 1533, "strand_id": 515, "header": "Evaluating", "position": 5, "textContents": [ { "id": 5982, "sub_strand_id": 1533, "markdown": "Evaluate design processes and solutions against student developed criteria
\n", "wa_code": "WA10DIGDTEV1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 59, "gen_cap_id": 3, "subject": "Digital Technologies", "markdown": "In Technologies, students develop critical and creative thinking as they imagine, generate, iterate and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking.
\nStudents think critically and creatively while considering how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 45, "gen_cap_id": 1, "subject": "Digital Technologies", "markdown": "In Technologies, students develop literacy by interpreting a wide range of practical texts including technical manuals and specifications. They evaluate content in diverse formats, analyse data and reports and navigate complex information. Students learn to use technical symbols, icons and terminology, adapting language for both general and specialised contexts. They produce purpose-driven texts such as annotated drawings, software guides and project plans tailored to specific needs and audiences.
\n" } } ] } ] } ] } ] } ]