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• 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

• VCDTDI011

  Collect, sort, and recognise, with assistance, different types of patterns in data, and use digital systems to represent data as pictures, symbols and diagrams

  Elaborations

  • collecting, sorting and displaying data in a personally meaningful way, for example collecting leaves, sorting them into groups based on size, shape or colour and using a drawing program to represent the findings
  • sorting like objects based on a given classification, for example group shoes based on colour or size and presenting the findings
  • examining and continuing a simple repeated pattern with given objects, movement or sounds
  • using common software to present ideas creatively, for example creating a slideshow, poster, drawing or image about a wishful holiday destination

  VCDTDI011 | Technologies | Digital Technologies | Level D | Data and Information

• VCDTDI008

  Collect, sort and recognise simple patterns in data, and assist with the use of digital systems to represent data as pictures and symbols

  Elaborations

  • pairing identical objects from a small collection
  • copying a pattern associated with a familiar activity, for example repeating a movement pattern
  • matching, sorting and organising objects in practical situations
  • sorting objects and events based on easily identified characteristics and using digital systems to represent data, for example sorting objects based on colour or shape and creating a digital drawing
  • assisting to collect and sort data in a structured situation, for example questioning friends about their favourite animal or football team and selecting an image of the most popular response
  • assisting in using common software to present data creatively such as a slideshow, movie or sounds

  VCDTDI008 | Technologies | Digital Technologies | Level C | Data and Information

• VCDTDI049

  Manage and collaboratively create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities

  Elaborations

  • investigating legal responsibilities of organisations regarding the storage, communication and disposal of personal and organisational data, for example the Australian Privacy Principles as they apply to intellectual property
  • applying techniques to make ethical decisions when faced with dilemmas about security and ownership of data, for example selecting an action that results in the greatest benefit for the most number of people; avoiding the use of photos of deceased persons from Aboriginal and Torres Strait Islander communities
  • creating an interactive web-based project that complies with accessibility requirements, for example using fragments of a web language to create dynamic content that supports interactivity
  • creating online interactive solutions for working with others by combining or modifying online software tools to support project work

  VCDTDI049 | Technologies | Digital Technologies | Levels 9 and 10 | 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

• VCDTDI036

  Investigate how digital systems represent text, image and sound data in binary

  Elaborations

  • explaining that characters in text correspond to numbers defined by the character set, for example ‘A’ corresponds to 65 in the ASCII and Unicode character sets
  • recognising that Unicode attempts to represent the written symbols of every language; and using Unicode charts to look up characters from Asian writing systems
  • investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images
  • investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
  • converting between decimal and 8-bit (1 byte) unsigned binary, covering whole numbers typically used for characters and RGB, for example 65 in decimal is 01000001 in 8-bit binary
  • explaining ways media elements are presented, for example the difference between embedded and linked media elements

  VCDTDI036 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCDTDI015

  Collect, explore and sort data, and use digital systems to present the data creatively

  Elaborations

  • collecting, and sorting data through play, for example collecting data about favourite toys and sorting the results into categories such as toys they like or dislike
  • locating image or text data, for example searching through a digital photo library, taking into account cultural considerations such as appropriate use of images of deceased Aboriginal and Torres Strait Islanders
  • exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture graphs to represent different types of items
  • exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
  • using digital systems to organise data to improve meaning, for example using visualisation software to create a mind map (diagram) showing relationships between characters in a story
  • using common software to present data creatively, for example using word processing, multimedia, graphic, numeric and presentation software to create a slideshow, movie, sounds, image, chart, word art, poster or drawing

  VCDTDI015 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCDTDS019

  Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data

  Elaborations

  • using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
  • using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living and non-living things
  • experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions, for example, a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; or a USB flash drive and external hard drive as storage peripheral devices
  • recognising that images and music can be transferred from a mobile device to a computer, for example using a cable to connect a camera and computer to upload images for a photo story

  VCDTDS019 | Technologies | Digital Technologies | Levels 3 and 4 | Digital Systems

• VCDTDS004

  Explore the purpose and use of some common digital systems (hardware and software components)

  Elaborations

  • observing the use of basic digital systems in everyday routines and copying them, for example using a tablet or phone to take a photograph
  • mimicking the use of various digital devices and assistive systems, for example using touch and reaction-linked devices that are in close proximity, using a voice-activated device
  • practising hand gestures to resize an image or text, or swipe to navigate
  • copying how to carry out an instruction, for example tapping an icon or swiping a screen

  VCDTDS004 | Technologies | Digital Technologies | Level B | Digital Systems

• VCDTDS010

  Carry out some key functions on digital systems (hardware and software components) to meet a purpose

  Elaborations

  • identifying and using different techniques to carry out an instruction, for example a control key or mouse to close a file, or a mouse or hand movement to resize an image, or a stylus or selecting an existing object to create a shape
  • using some features of a computer to carry out a number of functions, for example saving work, moving the cursor and scrolling within a file
  • using icons to operate familiar software such as Save, Favourites, Home

  VCDTDS010 | Technologies | Digital Technologies | Level D | 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

• VCDTDS045

  Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems

  Elaborations

  • explaining how an operating system manages the relationship between hardware, applications and system software
  • comparing the similarities and differences of two common operating systems based on characteristics such as protection, control, processing and storage
  • identifying how changes to the configuration of an operating system change the operation of hardware and software components in a networked digital system
  • explaining the role of hardware and software components in allowing people to interact with digital systems, for example using a mouse or touch pad or screen, speech, accelerometer
  • investigating the operation and use of robotic process control systems
  • explaining encryption of data as a means of protecting data, for example secret keys and ‘exclusive or’ (XOR) and hashing algorithms to digitally sign data

  VCDTDS045 | Technologies | Digital Technologies | Levels 9 and 10 | Digital Systems

• 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

• VCDTDS001

  React to the use of some common digital systems, (hardware and software components), as they experience their purpose

  Elaborations

  • experiencing digital systems used within everyday life and school programs, for example phones, printers, cameras, multimedia presentations, tablets, games
  • using voice and body movements to make sounds in a microphone
  • experiencing cause and effect devices, for example touch keys on a banana keyboard
  • experiencing and playing with switches, for example a jelly bean switch
  • experiencing changes in a program due to the activation/deactivation of a switch by another, coactively or through individual exploration

  VCDTDS001 | Technologies | Digital Technologies | Level A | Digital Systems

• 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

• VCDTDS007

  Initiate some basic functions on common digital systems (hardware and software components) to meet a purpose

  Elaborations

  • developing motor skills to slide, double tap and beginning to use a mouse to activate or manipulate a game
  • using two switches for two functions
  • exploring various digital systems to operate a program, for example using a keyboard to type, a mouse or stylus to draw and using appropriate pressure to activate a key
  • using devices purposefully, for example scanning and selecting a program or adjusting the volume

  VCDTDS007 | Technologies | Digital Technologies | Level C | Digital Systems

• VCEALA219

  Understand the difference between writing and drawing, and that writing changes according to context and purpose

  Elaborations

  • pointing to pictures and words when prompted
  • understanding that English writing consists of words formed by letters, and sentences made up of words

  VCEALA219 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA330

  Enhance own spoken texts with appropriate non-verbal strategies

  Elaborations

  • modifying own intonation, volume and stress according to context and purpose, such as shouting a warning, or talking softly in group or play activities
  • using purposeful non-verbal strategies to support meaning and engage listeners, such as eye contact, facial expression, gesture, posture

  VCEALA330 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA412

  Use home language resources to develop English

  Elaborations

  • collaborating with home language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual texts such as glossaries, dictionaries or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA412 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA380

  Create a small range of texts based on modelling

  Elaborations

  • creating a small range of texts for different purposes, such as a report, narrative or simple argument
  • transforming texts into new formats using a model text, for example rewriting an interview into a short report
  • incorporating information and ideas from personal experience, classroom discussion and some familiar classroom texts

  VCEALA380 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness