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• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• VCDTCD024

  Develop simple solutions as visual programs

  Elaborations

  • designing and developing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language
  • exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left and top of web pages to help users interact with the site
  • developing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution
  • creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow to allow users to make choices

  VCDTCD024 | Technologies | Digital Technologies | Levels 3 and 4 | 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

• Design and Technologies: Level D achievement standards

  By the end of Level D, students describe the purpose of familiar designed solutions and what needs they meet.

  Students use designed solutions in at least two technologies contexts, identifying significant features.

  With guidance, students create designed solutions evaluating their ideas based on...

  Level description | Technologies | Design and Technologies | Level D

• 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

• VCDTCD023

  Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them

  Elaborations

  • stating the nature of the problem and some of its features, such as what need is associated with the problem, who has the problem and why does the problem exist
  • describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example preparing a chart to show the order of events in a game and the decisions that a player must make
  • experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
  • explaining to others how to follow technical instructions, for example demonstrating how to capture and download images from a mobile device
  • defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example charting the sequence of steps in selecting and downloading images and sound to create a book trailer

  VCDTCD023 | Technologies | Digital Technologies | Levels 3 and 4 | Creating Digital Solutions

• Design and Technologies: Levels 3 and 4 achievement standards

  By the end of Level 4 students explain how solutions are designed to best meet needs of the communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to create designed solutions...

  Level description | Technologies | Design and Technologies | Levels 3 and 4

• Design and Technologies: Foundation to Level 2 achievement standards

  By the end of Level 2, students describe the purpose of familiar designed solutions and how they meet the needs of users and affect others and environments. They identify the features and uses of some technologies for each of the prescribed technologies contexts.

  With guidance, students create...

  Level description | Technologies | Design and Technologies | Foundation to Level 2

• Digital Technologies: Levels 3 and 4 achievement standards

  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...

  Level description | Technologies | Digital Technologies | Levels 3 and 4

• 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

• Technologies | Digital Technologies: Structure

  Digital Technologies comprises of three related strands: Digital Systems, Data and Information, and Creating Digital Solutions.

  Strands	Digital Systems	Data and Information	Creating Digital Solutions
  	Focuses on the hardware, software and network components of digital systems. Students initially...

  Overview material | Digital Technologies

• Design and Technologies: Levels 9 and 10 achievement standards

  By the end of Level 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they...

  Level description | Technologies | Design and Technologies | Levels 9 and 10