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• VCDTCD051

  Design the user experience of a digital system, evaluating alternative designs against criteria including functionality, accessibility, usability and aesthetics

  Elaborations

  • designing the user interface of a solution using story boards and mock-ups, for example mocking up the product design of an app for people with disability
  • identifying similar digital systems and existing user interfaces, assessing whether their elements can be reused
  • evaluating aspects of the total user experience, that is, all aspects of the system as perceived by the users, for example, a user’s initial experience of setting up and using a system, or a user’s emotional or cultural response to using a digital system
  • designing documentation, branding and marketing for a digital solution, for example a product demonstration screencast or ‘getting started’ user guide
  • applying the principles and elements of design to a client’s requirements and evaluating the success of a solution through an iterative feedback process, for example using customer feedback to refine a user interface to provide access to important features more effectively

  VCDTCD051 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCDTCD053

  Develop modular programs, applying selected algorithms and data structures including using an object-oriented programming language

  Elaborations

  • coding separate modules that perform discrete functions but collectively meet the needs of the solution
  • defining classes that represent the attributes and behaviour of objects in the real world or in a game
  • considering different algorithms and selecting the most appropriate based on the type of problem, for example branching algorithms suit optimisation problems and simple recursive algorithms solve the base cases directly
  • selecting different types of data structures such as an array, record and object to model structured data

  VCDTCD053 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCDTCD050

  Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs

  Elaborations

  • developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
  • investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
  • investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
  • identifying the range of stakeholders who are associated with solutions but are not direct users and using techniques such as interviewing and reinterviewing to clarify needs
  • using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
  • testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made

  VCDTCD050 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCDTDI048

  Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data

  Elaborations

  • using visualisation software tools to identify patterns and relationships between sets of data and information, and support abstract reasoning, for example representing data using histograms, network diagrams and maps
  • summarising data using advanced filtering and grouping techniques, for example pivot tables in spreadsheets and aggregation functions in databases
  • automating calculations, for example using absolute cell referencing to automatically extend formulas, and automating arithmetic calculations using built-in functions such as trigonometry, compound interest
  • simulating simple, iterative processes, for example modelling compound interest or ecological models using a spreadsheet
  • documenting the attributes of complex objects and processes using a data dictionary
  • interpreting schemas that represent relationships between entities and querying data across tables, for example using foreign keys to represent relationships and joining tables in structured query language (SQL) SELECT statements

  VCDTDI048 | Technologies | Digital Technologies | Levels 9 and 10 | Data and Information

• VCDTDI038

  Analyse and visualise data using a range of software to create information, and use structured data to model objects or events

  Elaborations

  • using features and functions of software to summarise data to create information, for example calculating a simple budget of income and payments and creating a summary table for analysis
  • visualising data to create information, for example displaying geocoded data on a map
  • applying a set of conditions to a spreadsheet to organise and filter data, for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters
  • querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
  • describing the attributes of complex objects, for example defining the records, fields, formats and relationships of a simple dataset
  • modelling the attributes of real-world objects for a computer game

  VCDTDI038 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCDTCD043

  Develop and modify programs with user interfaces involving branching, iteration and functions using a general-purpose programming language

  Elaborations

  • developing and modifying digital solutions by implementing instructions contained in algorithms using a programming language
  • developing a digital game that manipulates models of real-world objects
  • programming a robot to recognise particular objects and to treat them differently, for example to choose objects based on colour
  • creating digital solutions that provide user navigation and prompts with controlled repetitions, for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning

  VCDTCD043 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTDS035

  Investigate how data is transmitted and secured in wired, wireless and mobile networks

  Elaborations

  • explaining that networks have components that control the movement of data, for example routers, hubs, switches and bridges manage data traffic and that the characteristics of these components impact on the operation (speed and security) of networks
  • explaining how cellular radio towers (transceivers) and mobile phones work together to create mobile networks
  • comparing the reliability and speed of transmitting data through wireless, wired and mobile networks
  • recognising that there are different communications protocols for transmitting data in networks, for example hypertext transfer protocol (HTTP) is used for transferring web page files in a browser, file transfer protocol (FTP) is used for sending and receiving any files over a network and transmission control protocol/internet protocol (TCP/IP) is used for controlling file transfers over the internet

  VCDTDS035 | Technologies | Digital Technologies | Levels 7 and 8 | Digital Systems

• 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

• VCDTCD040

  Define and decompose real-world problems taking into account functional requirements and sustainability (economic, environmental, social), technical and usability constraints

  Elaborations

  • determining the factors that influence proposed solution ideas, for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website
  • investigating types of environmental constraints on solutions, for example reducing energy consumption and on-screen output of solutions
  • identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
  • starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of development

  VCDTCD040 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTDS013

  Identify and explore digital systems (hardware and software components) for a purpose

  Elaborations

  • playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past
  • exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and insert them into a document
  • exploring and identifying hardware and software components of digital systems when creating ideas and information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus
  • recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices
  • recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement
  • constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult

  VCDTDS013 | Technologies | Digital Technologies | Foundation to Level 2 | Digital Systems

• VCDTDI037

  Acquire data from a range of sources and evaluate their authenticity, accuracy and timeliness

  Elaborations

  • designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources, for example entering instructions such as intitle: and inurl: prefixes to find information within a general directory, and comparing the results with information found in a wiki
  • acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format
  • checking authenticity of data, for example ensuring the source or author is a reliable individual or organisation
  • using techniques to locate data that are timely, for example using a filtering function to specify the timeframe, such as years, for the required data

  VCDTDI037 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCDTCD017

  Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner
  • jointly writing and entering a simple set of instructions to sequence events and actions, for example scanning personal photographs and collating and ordering significant personal events or milestones and describing the steps involved in the process
  • presenting a sequence of instructions or events in a series of slides or screens with text and pictures
  • recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights, or how their lunch order is taken and delivered
  • following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing it to include in a slow motion

  VCDTCD017 | Technologies | Digital Technologies | Foundation to Level 2 | Creating Digital Solutions

• VCDTDI020

  Recognise different types of data and explore how the same data can be represented in different ways

  Elaborations

  • recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system
  • using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
  • recognising representations of different types of data such as waves for sound
  • exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region

  VCDTDI020 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• 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

• VCDTDI039

  Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account

  Elaborations

  • discussing how different social contexts affect participation in global virtual spaces, for example considering the use of language, acronyms and humour, and providing opportunities for each team member to express their opinions on their own terms
  • organising the instructions and files in readiness for the development of a solution, for example applying a file name convention such as author initials, version and date to all data files that are going to be used to create solutions
  • creating a web-based project that involves modifying an existing website template or writing HTML and cascading style sheets (CSS), for example using web-authoring software and CSS to create a website that allows customers to interact with an enterprising solution, such as purchasing an item
  • devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
  • organising the timeline, resources, file naming conventions, back-up measures and sequence of tasks required to collaboratively create solutions that meet specified needs

  VCDTDI039 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCDTDI022

  Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols

  Elaborations

  • 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, and recognising that all digital interactions are difficult to erase (digital footprints)
  • using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic
  • organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation and sharing it online with students from another school
  • managing a project that involves students working together to publish online, for example identifying how group members can help each other to avoid delays in finishing the project
  • discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity
  • making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for example making a decision based on how individuals would like to be treated by others

  VCDTDI022 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• 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

• VCDTDI016

  Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments

  Elaborations

  • using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
  • planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
  • making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
  • participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

  VCDTDI016 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCDTCD054

  Evaluate critically how well student-developed solutions and existing information systems and policies take account of future risks and sustainability and provide opportunities for innovation

  Elaborations

  • investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
  • investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
  • investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
  • examining the ICT policy for schooling and evaluating the impact on education
  • reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies
  • reviewing state, national and regional policies and analysing the potential impact of each. Examples of policies include: Australian Government Protective Security Policy Framework, the Australian Government ICT Sustainability Plan 2010–2015; the Green Growth Policy in Korea and the Korean National Strategy for Sustainable Development

  VCDTCD054 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions