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• Digital Technologies: Levels 5 and 6 achievement standards

  By the end of Level 6, students explain the functions of digital system components and how digital systems are connected to form networks that transmit data.

  Students explain how digital systems use whole numbers as a basis for representing a variety of data types. They manage the creation and...

  Level description | Technologies | Digital Technologies | Levels 5 and 6

• Digital Technologies: Levels 5 and 6 description

  In Levels 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems...

  Level description | Technologies | Digital Technologies

• VCDTCD030

  Define problems in terms of data and functional requirements, drawing on previously solved problems to identify similarities

  Elaborations

  • checking existing solutions to identify features that are transferable to new but similar digital solutions, for example identifying if there are any similarities, such as user age and special requirements, between an existing game and a new game to be created
  • investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens encourage users to respond more intuitively than keyboards, or the consistent placement of symbols in games to speed up users' responses
  • using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications or mismatches of data
  • describing in simple terms the nature of a problem and what a solution needs to achieve, for example what need the problem is associated with, who the solution is needed for, what data are needed and what features the solution would need to include

  VCDTCD030 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• VCDTCD034

  Explain how student-developed solutions and existing information systems meet current and future community and sustainability needs

  Elaborations

  • using sustainability criteria to explain how well a student-developed solution meets its requirements, for example personal data are secured (social) and the solution can only be viewed on screen to avoid printing (environmental)
  • explaining why people interact so readily with touch systems, for example touch input requires less dexterity to issue instructions and is designed to be accessible to users through the use of icons
  • imagining how the functioning of one type of information system could be applied in a new way to meet a community need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find people who are lost
  • comparing past and present information systems in terms of economic, environmental and social sustainability, for example comparing energy levels required to store data and purchase devices
  • exploring the ethics and impact of management practices on the use of communication networks, for example internet censorship from a local, national and global perspective and the impact on freedom of access and expression
  • considering practices to save energy and other resources when using information systems, for example switching off when not in use, ensuring electronic devices are in energy-saving mode

  VCDTCD034 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• VCDTCD033

  Develop digital solutions as simple visual programs

  Elaborations

  • experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet
  • planning and developing a solution using a visual programming language, for example designing and creating a simple computer game involving decisions and repetitions, suitable for younger children, requiring user input to make selections, taking into account user responses
  • following a design and creating a solution that is interactive, using a visual programming language, for example creating a quiz that provides feedback on responses and allows the user to try again
  • programming a robot to operate independently, for example to find its way out of a maze
  • experimenting with different ways of instructing to make choices and repeat instructions, for example using ‘IF’ statements to allow for making choices and iterations (repeat instructions) until a goal is achieved

  VCDTCD033 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• VCDTCD032

  Design, modify and follow simple algorithms represented diagrammatically and in English, involving sequences of steps, branching, and iteration

  Elaborations

  • following a diagram of a simple method of sorting numbers or words
  • following, modifying and describing the design of a game involving simple algorithms represented diagrammatically or in English, for example creating a flowchart with software that uses symbols to show decisions, processes and inputs and outputs
  • experimenting with different ways of representing an instruction to make a choice, for example branches in a tree diagram or using an ‘IF’ statement to indicate making a choice between two different circumstances using a spreadsheet or a visual program
  • experimenting with different ways of representing an instruction to make a repetition, for example loops in a flowchart diagram or using a ‘REPEAT’ statement
  • designing the instructions for a robot vacuum cleaner to clean a room
  • using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes

  VCDTCD032 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• VCDTCD031

  Design a user interface for a digital system, generating and considering alternative design ideas

  Elaborations

  • exploring different features of user interfaces that allow people from different cultures to access information irrespective of language background, for example using icons and consistently placing icons or symbols in games interfaces to reduce the frustrations of game players
  • applying the principles and elements of design to a set of requirements in order to produce a user interface for a system that addresses an identified need, for example to emphasise or highlight an area of the screen to draw the viewer’s attention to an event or action
  • designing the user interface of a solution using different design tools, for example using a storyboard to outline the stages of a game or a mock-up to show the placement of icons
  • generating alternative design ideas for a user interface, for example sketching different concepts for a splash screen of a game or interactive multimedia experience or designing different user interfaces for people with visibility loss, taking into account size of icons and responsive font size

  VCDTCD031 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• VCDTDI029

  Plan, create and communicate ideas, information and online collaborative projects, applying agreed ethical, social and technical protocols

  Elaborations

  • applying practices that support the organisation of collaborative problem-solving, for example finding online meeting times that suit all members, and agreeing on ways of protecting files and sharing information digitally with members
  • applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
  • considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names
  • developing a set of ‘rules’ about appropriate conduct, language and content when communicating online, and using these rules as a basis for resolving ethical dilemmas
  • using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas
  • using a range of communication tools to share ideas and information, for example participating in collaborative online environments

  VCDTDI029 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCDTDI027

  Examine how whole numbers are used as the basis for representing all types of data in digital systems

  Elaborations

  • recognising that digital systems represent all types of data using number codes that ultimately are patterns of 1s and 0s
  • explaining that binary represents numbers using 1s and 0s and these represent the on and off electrical states respectively in hardware and robotics
  • recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11
  • representing whole numbers in binary, for example counting in binary from zero to 15, or writing a friend’s age in binary
  • exploring how division by two can be used as a technique to determine the binary representation of any whole number by collecting remainder terms
  • representing the state of an object in a game as active or inactive using the respective binary values of 1 or 0

  VCDTDI027 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCDTDI028

  Acquire, store and validate different types of data and use a range of software to interpret and visualise data to create information

  Elaborations

  • using digital systems to validate data, for example setting data types in a spreadsheet to make sure a date is input correctly
  • selecting and using peripheral devices suitable to the data type, for example using a data probe to collect numeric data about changing soil temperatures for plants, interpreting the data and sharing the results as a digital graph
  • recognising the difference between numerical, text and date formats in spreadsheets
  • using software to automate calculations to help with interpreting data, for example using functions to make arithmetic calculations using multiple cells and summing cell ranges
  • acquiring data from online sources by narrowing the focus, for example filtering data using provided options or performing queries using advanced search functions
  • using data visualisation software to help in interpreting trends, for example uploading data to a web application and building a visualisation of the dataset

  VCDTDI028 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCDTDS026

  Examine the main components of common digital systems, and how such digital systems may connect together to form networks to transmit data

  Elaborations

  • describing digital systems as having internal and external components that perform different functions, for example external components for inputting data including keyboard, microphone, stylus; internal processing components include the central processing unit; external output components including speakers, projector, screen; and data and information storage components include cloud and external devices
  • explaining how data may be transmitted between two digital systems in different ways, for example that wires or cables are used in wired networks and radio waves are used to transfer data in wireless or mobile networks
  • investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information
  • identifying different types of networks that allow data to be sent between digital systems, for example wired, wireless and mobile

  VCDTDS026 | Technologies | Digital Technologies | Levels 5 and 6 | Digital Systems