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• VCDTDI014

  Recognise and explore patterns in data and represent data as pictures, symbols and diagrams

  Elaborations

  • sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols
  • making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns in modes of travel
  • experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
  • exploring patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21
  • learning about how data are represented by changing pixel density (resolution) in a photograph and noting the change in file size to successfully email to a friend

  VCDTDI014 | Technologies | Digital Technologies | Foundation to Level 2 | 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

• Digital Technologies: Level C achievement standards

  By the end of Level C, students explore alternative digital systems to meet a purpose.

  Students collect and sort different data and identify patterns in data through matching. With assistance, they use digital systems to display findings with pictures and symbols.

  Students represent a sequence of...

  Level description | Technologies | Digital Technologies | Level C

• Digital Technologies: Level D achievement standards

  By the end of Level D, students use key functions of digital systems and indicate their purpose.

  Students collect, sort and recognise, with assistance different types of patterns in data. They use digital systems to display results using pictures, symbols and diagrams.

  Students use a sequence of...

  Level description | Technologies | Digital Technologies | Level D

• 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: 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

• Design and Technologies: Levels 3 and 4 description

  In Levels 3 and 4, students develop ways of thinking about their peers and communities and as consumers and a sense of self and ownership of their ideas. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed solutions. They do...

  Level description | Technologies | Design and Technologies

• Design and Technologies: Levels 7 and 8 description

  In Levels 7 and 8, students investigate and select from a range of technologies. They consider the ways characteristics and properties of technologies can be combined to create designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental...

  Level description | Technologies | Design and Technologies

• 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

• 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

• VCDSCD039

  Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques

  Elaborations

  • generating a range of design ideas for products, services or environments using prior knowledge, skills and research
  • developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas
  • analysing and modifying design ideas to enhance and improve the sustainability of a product, service, environment or system
  • representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
  • experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product

  VCDSCD039 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Generating

• VCDSCD050

  Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques

  Elaborations

  • using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas
  • considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
  • identifying factors that may hinder or enhance project development, for example intercultural understanding
  • developing models, prototypes or samples using a range of materials, tools and equipment to test the functionality of ideas
  • producing annotated concept sketches and drawings, using: technical terms, scale, symbols, pictorial and aerial views to draw environments; production drawings, orthogonal drawings; patterns and templates to explain design ideas
  • documenting and communicating the generation of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process

  VCDSCD050 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Generating

• 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

• 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

• VCDTCD031

  Design a user interface for a digital system, generating and considering alternative design ideas

  Elaborations

  • exploring different features of user interfaces that allow people from different cultures to access information irrespective of language background, for example using icons and consistently placing icons or symbols in games interfaces to reduce the frustrations of game players
  • applying the principles and elements of design to a set of requirements in order to produce a user interface for a system that addresses an identified need, for example to emphasise or highlight an area of the screen to draw the viewer’s attention to an event or action
  • designing the user interface of a solution using different design tools, for example using a storyboard to outline the stages of a game or a mock-up to show the placement of icons
  • generating alternative design ideas for a user interface, for example sketching different concepts for a splash screen of a game or interactive multimedia experience or designing different user interfaces for people with visibility loss, taking into account size of icons and responsive font size

  VCDTCD031 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• 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

• 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