Year 9 SyllabusTest
- Rationale
- Aims
- Organisation
- Student Diversity
- Ways of Teaching
- Ways of Teaching Video
- Ways of Assessing
- General Capabilities
- Cross-Curriculum Priorities
- Glossary
- Technologies Glossary
- Technologies Scope and Sequence
Technologies Scope and Sequence- ABLEWA Technologies Scope & Sequence
- ABLEWA Technologies Scope & Sequence
Year 9 Syllabus
The syllabus is based on the requirement that in Years 9 and 10 the study of Technologies is optional.
Year Level Description
In Year 9, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years.
Students have opportunities to analyse problems and design, implement and evaluate a range of solutions.
Students consider how human interaction with networked systems introduces complexities surrounding access to data of various types.
Students explore data collection methods and use structured data to analyse, visualise, model and evaluate objects and events.
Students learn how to develop multilevel abstractions; identify standard elements, such as searching and sorting in algorithms; and explore the trade-offs between the simplicity of a model and the faithfulness of its representation.
When defining problems students consider the functional and non-functional requirements of a solution through interacting with the 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 are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.
When creating solutions individually, collaboratively and interactively for sharing in online environments, students respect the ownership of information.
Processes and production skills
Collecting, managing and analysing data
Explore techniques for acquiring, storing and validating quantitative and qualitative data (ACTDIP036)
Analyse and visualise data to create information and address complex problems (ACTDIP037)
Digital implementation
Design the user experience of a digital system (ACTDIP039)
Design algorithms, represented diagrammatically and in structured English, and validate plans and programs through tracing (ACTDIP040)
Implement and apply data storage and organisation techniques (ACTDIP041)
Create and use interactive solutions for sharing ideas and information online, taking into account social contexts (ACTDIP043)
Creating solutions by:
Investigating and defining
Identify and define the needs of a stakeholder, to create a brief, for a solution (WATPPS54)
Investigate a selection of components/resources to develop solution ideas, identifying and considering constraints (WATPPS55)
Designing
Apply design thinking, creativity and enterprise skills (WATPPS56)
Design solutions assessing alternative designs against given criteria, using appropriate technical terms and technology (WATPPS57)
Producing and implementing
Select, and safely implement and test appropriate technologies and processes, to make solutions (WATPPS58)
Evaluating
Evaluate design processes and solutions against student developed criteria (WATPPS59)
Collaborating and managing
Work independently, and collaboratively to manage projects, using digital technology and an iterative and collaborative approach. Considers time, cost, risk and safety (WATPPS60)
Achievement standard
At Standard, students identify the role of hardware and software have in managing, controlling and securing the movement of data in digital systems. They identify different methods used for manipulation, storage and transmission of data. Students explore techniques for acquiring, storing and validating quantitative and qualitative data. They analyse and visualise data to create information and address complex problems. Students create a design for the user experience of a digital system supported by drafts with annotations. They design algorithms, represented diagrammatically and in structured English, and validate plans and programs through tracing. Students implement and apply data storage and organisation techniques. They create and use interactive solutions for sharing ideas and information online, taking into account social contexts.
In Digital Technologies, students identify and define the needs of a stakeholder to create a brief for a solution. They investigate a selection of components/resources to develop ideas, identifying and considering constraints. Students apply design thinking, creativity and enterprise skills. They provide design solutions assessing alternative designs against given criteria, using appropriate technical terms and technology. Students select, test and safely implement appropriate technologies and processes to make solutions. They evaluate design processes against student-developed criteria. Students work independently and collaboratively to manage projects, using digital technology and an iterative and collaborative approach. They consider time, cost, risk and safety.
The syllabus is based on the requirement that in Years 9 and 10 the study of Technologies is optional.
Year Level Description
In Year 9, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years.
Students have opportunities to analyse problems and design, implement and evaluate a range of solutions.
Students consider how human interaction with networked systems introduces complexities surrounding access to data of various types.
Students explore data collection methods and use structured data to analyse, visualise, model and evaluate objects and events.
Students learn how to develop multilevel abstractions; identify standard elements, such as searching and sorting in algorithms; and explore the trade-offs between the simplicity of a model and the faithfulness of its representation.
When defining problems students consider the functional and non-functional requirements of a solution through interacting with the 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 are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.
When creating solutions individually, collaboratively and interactively for sharing in online environments, students respect the ownership of information.