Year 8 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 8 Syllabus
The syllabus is based on the requirement that all students will study both Technologies subjects from Pre-primary to Year 8.
Year Level Description
In Year 8, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as decomposing problems, and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities.
Students have opportunities to create a range of solutions, such as interactive web applications or simulations of relationships between objects in the real world.
Students investigate the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, visualise and evaluate various types of data, and the complexities of storing and transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the data and related systems define and are limited by technical, environmental, economic and social constraints.
Students further develop abstractions, identifying common elements, while decomposing apparently different problems and systems to define requirements; and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship between data elements to help computation. They progress from designing the user interface, to considering user experience factors, such as user expertise, accessibility and usability requirements.
Students have opportunities to plan and manage individual and team projects. They consider ways of managing the exchange of ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online, students develop an understanding of different social contexts; for example, acknowledging cultural practices and meeting legal obligations.
Knowledge and understanding
Digital systems
Methods of data transmission and security in wired, wireless and mobile networks (ACTDIK023)
Specifications of hardware components and their impact on network activities (ACTDIK023)
Representation of data
Binary is used to represent data in digital systems (ACTDIK024)
Processes and production skills
Collecting, managing and analysing data
Evaluate the authenticity, accuracy and timeliness of acquired data (ACTDIP025)
Evaluate and visualise data, using a range of software, to create information, and use structured data to model objects or events (ACTDIP026)
Digital implementation
Design the user experience of a digital system (ACTDIP028)
Design plans, using a sequence of steps, and represent them diagrammatically and in English, to solve a problem and to predict output for a given input to identify errors (ACTDIP029)
Implement and modify solutions, that include user interfaces within a programming environment, including the need for choice of options and/or repeating options (ACTDIP030)
Create and communicate interactive ideas collaboratively online, taking into account social contexts (ACTDIP032)
Creating solutions by:
Investigating and defining
Investigate a given need or opportunity for a specific purpose (WATPPS46)
Evaluate and apply a given brief (WATPPS47)
Consider components/resources to develop solutions, identifying constraints (WATPPS48)
Designing
Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology (WATPPS49)
Produce a simple plan designed to solve a problem, using a sequence of steps (WATPPS50)
Producing and implementing
Safely apply appropriate techniques to make solutions using a range of components and equipment (WATPPS51)
Evaluating
Develop contextual criteria independently to assess design processes and solutions (WATPPS52)
Collaborating and managing
Work independently, and collaboratively when required, to plan, develop and communicate ideas and information when managing processes (WATPPS53)
Achievement standard
At Standard, students identify methods of data transmission and security in wired, wireless and mobile networks and identify specifications of hardware components and outline apparent impacts on network activities. They identify how binary is used to represent data in digital systems. Students evaluate the authenticity, accuracy and timeliness of acquired data and use a range of software to evaluate and visualise data. Students present diagrammatically and in English, their designs and plans for the user experience of a digital system, with sequenced steps. They predict output for a given input to identify errors. Students modify and implement digital solutions, considering the user interface within a programming environment and the need for user choice and/or repeating options. They work collaboratively online to create and communicate interactive ideas with consideration for social contexts.
In Digital Technologies, students investigate a given need or opportunity for a specific purpose. They evaluate and apply a given brief, using some examples. Students consider and select components/resources to develop solutions, identifying constraints. They use appropriate technical terms and technology to design, develop, evaluate and communicate alternative digital solutions. Students develop sequenced steps to produce a simple, problem-solving plan. They apply safe and appropriate techniques to make solutions, using a range of components and equipment. Students independently develop contextual criteria to assess design processes and solutions. They work independently, and collaboratively, to plan, develop and communicate ideas and information when managing projects.
The syllabus is based on the requirement that all students will study both Technologies subjects from Pre-primary to Year 8.
Year Level Description
In Year 8, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as decomposing problems, and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities.
Students have opportunities to create a range of solutions, such as interactive web applications or simulations of relationships between objects in the real world.
Students investigate the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, visualise and evaluate various types of data, and the complexities of storing and transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the data and related systems define and are limited by technical, environmental, economic and social constraints.
Students further develop abstractions, identifying common elements, while decomposing apparently different problems and systems to define requirements; and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship between data elements to help computation. They progress from designing the user interface, to considering user experience factors, such as user expertise, accessibility and usability requirements.
Students have opportunities to plan and manage individual and team projects. They consider ways of managing the exchange of ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online, students develop an understanding of different social contexts; for example, acknowledging cultural practices and meeting legal obligations.