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• Digital Technologies: Foundation to Level 2 achievement standards

  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...

  Level description | Technologies | Digital Technologies | Foundation to Level 2

• Digital Technologies: Foundation to Level 2 description

  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...

  Level description | Technologies | Digital Technologies

• Design and Technologies: Levels 5 and 6 description

  In Levels 5 and 6, students critically examine technologies that are used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics and social and environmental sustainability factors. Students consider why and for whom technologies were developed.

  Level description | Technologies | Design and Technologies

• Technologies | Digital Technologies: Learning in Digital Technologies

  In Digital Technologies, students are actively engaged in the processes of analysing problems and opportunities, designing, developing and evaluating digital solutions, and creating and sharing information that meets a range of current and future needs. Students learn to safely and ethically exploit...

  Overview material | Digital Technologies

• 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

• VCDSTC017

  Explore the characteristics and properties of materials and components that are used to create designed solutions

  Elaborations

  • exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
  • developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
  • exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
  • exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
  • exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters

  VCDSTC017 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Materials and technologies specialisations

• VCDSTC046

  Analyse how food and fibre are produced when creating managed environments and how these can become more sustainable

  Elaborations

  • comparing land and water management methods in contemporary Australian food and fibre production with traditional Aboriginal systems and countries of Asia, for example minimum-tillage cropping, water-efficient irrigation
  • investigating the management of plant and animal growth through natural means and with the use of chemical products like herbicides and medicines when producing food and fibre products
  • recognising the need to increase food production using cost efficient, ethical and sustainable production techniques
  • describing physical and chemical characteristics of soil and their effects on plant growth when producing food and fibre products
  • investigating different animal feeding strategies such as grazing and supplementary feeding, and their effects on product quality, for example meat tenderness, wool fibre diameter (micron), milk fat and protein content when producing food and fibre products
  • recognising the importance of food and fibre production to Australia’s food security and economy including exports and imports to and from Asia when critiquing and exploring food and fibre production

  VCDSTC046 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies Contexts | Food and fibre production

• VCDTCD018

  Explore how people safely use common information systems to meet information, communication and recreation needs

  Elaborations

  • sharing and describing ways that common information systems can be used to meet communication needs, for example computers can be used as phones and social networking tools allowing communication between families living in different regions
  • recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal information can be used for undesirable purposes and that using a password is a means of protecting identity
  • recognising safe ergonomic practices when children are playing with information systems, for example recognising the need to take regular breaks to avoid eye strain and repetitive strain injuries
  • discussing how a range of information systems support personal needs and impact on others, for example text to speech software can be used to meet the communications needs of people with vision loss
  • sharing ideas about the ways information systems are being used by families and friends in everyday life, for example comparing current digital play equipment with play equipment of 20 years ago

  VCDTCD018 | Technologies | Digital Technologies | Foundation to Level 2 | Creating Digital Solutions

• 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