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• Technologies | Design and Technologies: Learning in Design and Technologies

  In Design and Technologies, students are actively engaged in the processes of creating designed solutions for personal, domestic and global settings for a sustainable future. For younger children, this usually involves personal and family settings, where there is an immediate, direct and tangible...

  Overview material | Design and Technologies

• 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

• Technologies | Design and Technologies: Rationale and Aims

  Rationale 

  In an increasingly technological and complex world, it is important students develop knowledge and confidence to critically analyse and respond creatively to design challenges. Technologies can play a crucial role in both enriching and transforming societies, and in the management...

  Overview material | Design and Technologies

• Technologies | Digital Technologies: Rationale and Aims

  Rationale

  The Digital Technologies curriculum enables students to become confident and creative developers of digital solutions through the application of information systems and specific ways of thinking about problem solving.

  Students acquire a deep knowledge and understanding of digital...

  Overview material | Digital Technologies

• Technologies | Design and Technologies: Structure

  The Design and Technologies curriculum is organised by the three related strands of Technologies and Society, Technological Contexts, and Creating Design Solutions. The Technological Contexts and Creating Design Solutions strands are further organised by sub-strands, as set out below.

  Strands	Technolo...

  Overview material | Design and Technologies

• 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

• 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

• Digital Technologies: Levels 7 and 8 description

  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.

  Stude...

  Level description | Technologies | Digital 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

• 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

• 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: Foundation to Level 2 description

  In Foundation to Level 2 students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions...

  Level description | Technologies | Design and Technologies

• 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

• 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

• 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

• VCDTDI027

  Examine how whole numbers are used as the basis for representing all types of data in digital systems

  Elaborations

  • recognising that digital systems represent all types of data using number codes that ultimately are patterns of 1s and 0s
  • explaining that binary represents numbers using 1s and 0s and these represent the on and off electrical states respectively in hardware and robotics
  • recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11
  • representing whole numbers in binary, for example counting in binary from zero to 15, or writing a friend’s age in binary
  • exploring how division by two can be used as a technique to determine the binary representation of any whole number by collecting remainder terms
  • representing the state of an object in a game as active or inactive using the respective binary values of 1 or 0

  VCDTDI027 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCDTDI021

  Collect, access and present different types of data using simple software to create information and solve problems

  Elaborations

  • selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example graphs suit data that shows trends or comparisons; lists suit text data that needs to be presented in alphabetical order; animations suit images that show actions and relationships
  • using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent different items
  • improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data
  • using software to sort and calculate data when solving problems, for example sorting numerical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software
  • exploring different online sources to access data, for example using online query interfaces to select and retrieve data from an online database such as a library catalogue or weather records
  • recognising that all types of data are stored in digital systems and may be represented in different ways such as files and folders with names and icons

  VCDTDI021 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information