In Level A, student experiences are designed to move students from a pre-intentional level of responding to a level where the response indicates beginning intention. Students will have had opportunities...
In Level A, student experiences are designed to move students from a pre-intentional level of responding to a level 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.
Students 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.
Students experience the concept of abstraction to identify significant steps involved in everyday routine activities such as having a shower or bath.
By the end of Level A, students recognise common digital systems that are used to meet specific everyday purposes.
Students react to different types of data and how digital systems can be used to represent data as images.
Students recognise that routine tasks involve completing a set of steps.
In Level B, students become less reliant on high levels of co-active support and become more reliant on verbal prompts and gestures to facilitate learning. Students will have opportunities to create...
In Level B, students become less reliant on high levels 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.
Students 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.
Students 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.
Through structured learning experience students learn about the safe use of devices for learning and communicating.
By the end of Level B, students explore some common digital systems for a purpose.
Students collect data, sort them based on given characteristics and with assistance use digital systems to display findings as images.
Students follow a sequence of steps and decisions needed to solve simple problems.
In Level 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...
In Level 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.
Students 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.
Students 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.
Students carry out the safe use of common digital systems for learning.
By the end of Level C, students explore alternative digital systems to meet a purpose.
Students 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.
Students represent a sequence of steps that could be followed to solve a simple problem.
In Level 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...
In Level 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.
Students 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.
Students 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.
Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others when using digital systems for learning.
By the end of Level D, students use key functions of digital systems and indicate their purpose.
Students collect, sort and recognise, with assistance different types of patterns in data. They use digital systems to display results using pictures, symbols and diagrams.
Students use a sequence of steps and decision making processes to solve a simple problem.
In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical...
In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.
Students use the concept of abstraction when defining problems, to identify the most important information. They begin to develop their design thinking skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices. Students describe how information systems meet information, communication and recreation needs.
Through discussion with teachers, students learn to apply safe practices to protect themselves and others as they interact online for learning and communicating.
Across the band, students will have had the opportunity to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.
By the end of Level 2, students identify how common digital systems are used to meet specific purposes.
Students use digital systems to represent simple patterns in data in different ways and collect familiar data and display them to convey meaning.
Students design solutions to simple problems using a sequence of steps and decisions. They create and organise ideas and information using information systems and share these in safe online environments.
In Levels 3 and 4, students explore digital systems in terms of their components and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate...
In Levels 3 and 4, students explore digital systems in terms of their components and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation.
Students further develop their computational thinking skills using the concept of abstraction to analyse simple problems and use techniques such as summarising facts to deduce conclusions. They record simple solutions to problems through text and diagrams and develop their designing skills. They initially follow prepared algorithms, and progress to describing their own that support branching (choice of options) and user input. Their solutions are developed using appropriate software including visual programming languages that use graphical elements rather than text instructions.
With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and communicating in online environments they develop an understanding of why it is important to consider the feelings of their audiences and apply safe practices and agreed social protocols that demonstrate respectful behaviour.
Across the band, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real-world systems and simple guessing games.
By the end of Level 4, students describe how a range of digital systems and their peripheral devices can be used for different purposes.
Students explain how the same data sets can be represented in different ways. They collect and manipulate different data when creating information and digital solutions. They plan and safely use information systems when creating and communicating ideas and information, applying agreed protocols.
Students define simple problems, and design and develop digital solutions using algorithms that involve decision-making and user input. They explain how their developed solutions and existing information systems meet their purposes.
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...
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 and how data are transferred between systems.
They learn to develop abstractions further by identifying common elements across similar problems and systems and to develop an understanding of the relationship between models and the real-world systems they represent.
When creating solutions, students analyse problems clearly by defining appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when developing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own solutions and existing information systems.
Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols such as devising file naming conventions that are meaningful and determining safe storage locations to protect data and information.
Across the band, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations.
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 communication of ideas, information and digital projects collaboratively using validated data and agreed protocols.
Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and develop their digital solutions, including a visual program. Students explain how information systems and their developed solutions meet current and future needs taking sustainability into account.
In Levels 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types...
In Levels 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate 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 develop further 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 and sustainability (economic, environmental and social) constraints.
Students develop abstractions further by identifying common elements while decomposing apparently different problems and systems to define requirements, and recognise that abstractions hide irrelevant details for particular purposes. When analysing 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, such as using pivot tables, graphs and clearly defined mark-up or rules. They progress from designing the user interface to considering user experience factors such as user expertise, accessibility and usability requirements.
They broaden their programming experiences to include general-purpose programming languages, and incorporate subprograms into their solutions. They apply systems thinking skill to evaluate their developed and existing solutions, considering time, tasks, data and the safe and sustainable use of information systems, and anticipate any risks associated with the use or adoption of such systems.
Students plan and manage individual and team projects with some autonomy. 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.
Across the band, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world.
By the end of Level 8, students distinguish between different types of networks and their suitability in meeting defined purposes.
Students explain how text, image and sound data can be represented and secured in digital systems and presented using digital systems. They analyse and evaluate data from a range of sources to model solutions and create information. They manage the collaborative creation of interactive ideas, information and projects and use appropriate codes of conduct when communicating online.
Students define and decompose problems in terms of functional requirements and constraints. They design user experiences and algorithms incorporating branching and iterations, and develop, test, and modify digital solutions. Students evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability.
In Levels 9 and 10, students apply systems thinking skills when considering how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy...
In Levels 9 and 10, students apply systems thinking skills when considering 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, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes.
Students explore how bias can impact the results and value of data collection methods and they use structured data to analyse, visualise, model and evaluate objects and events. They 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 analysing problems, students consider the functional and non-functional requirements of a solution by interacting with clients and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop modular solutions to complex problems using an object-oriented programming language where appropriate, and evaluate their solutions and existing information systems based on a broad set of criteria including connections to existing policies and their potential for innovation. 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.
Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively,and sharing them online, students comply with legal obligations, particularly with respect to the ownership of information.
Across the band, students will have had opportunities to analyse problems and design, develop and evaluate a range of digital solutions, such as database-driven websites and artificial intelligence engines and simulations.
By the end of Level 10, students explain the control and management of networked digital systems and the data security implications of the interaction between hardware, software and users.
Students explain simple data compression, and why content data are separated from presentation. They take account of privacy and security requirements when selecting and validating data and use digital systems to analyse, visualise and model salient aspects of data. Students share and collaborate online, establishing protocols for the legal and safe use, transmission and maintenance of data and projects.
Students define and decompose complex problems in terms of functional and non-functional requirements. They design and evaluate user experiences and algorithms, and develop and test modular programs, including an object-oriented program. Students evaluate their solutions and information systems in terms of risk, sustainability and potential for innovation.
