Search results

Result list

• 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

• VCDTCD042

  Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors

  Elaborations

  • investigating and designing some common algorithms, such as to search, sequence, sort, merge and control data structures
  • checking the accuracy of an algorithm before it is implemented, for example desk checking it with test data to see if the instructions produce the expected results
  • using diagrams to describe key decisions, for example creating flowcharts using digital systems to describe a set of computational instructions
  • using structured English to express algorithmic instructions, for example using conventional statements such as ‘while’ and ‘endwhile’ in a ‘while loop’ when describing interactive instruction

  VCDTCD042 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTDI002

  React to patterns and different types of data and experience how data is sorted and represented as images using digital systems

  Elaborations

  • experiencing how their movements can create sounds and visual effects
  • using numeric data and displaying them as images, for example selecting and displaying photos of classmates who are present at school on a given day
  • experiencing the use of visual data, for example searching through a school-based digital photo library to select an image of themselves and significant people in their life
  • experiencing different types of data processing by digital systems, for example images, sound, text and numbers

  VCDTDI002 | Technologies | Digital Technologies | Level A | 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

• 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

• 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

• VCDTCD025

  Explain how student-developed solutions and existing information systems meet common personal, school or community needs

  Elaborations

  • investigating how information systems are used in communities and explaining what needs are being met, for example students jointly creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why
  • visiting an online museum, for example accessing an international museum online and being able to zoom in on the textures of historic Asian objects
  • exploring information systems that suit particular home or personal needs, for example using speech recognition software that can help speakers whose language background is not English, or a system to monitor energy or water consumption in the home
  • testing the adequacy of student-developed solutions, for example asking a classmate to review a digital solution and provide feedback

  VCDTCD025 | Technologies | Digital Technologies | Levels 3 and 4 | Creating Digital Solutions

• 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

• VCDTCD054

  Evaluate critically how well student-developed solutions and existing information systems and policies take account of future risks and sustainability and provide opportunities for innovation

  Elaborations

  • investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
  • investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
  • investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
  • examining the ICT policy for schooling and evaluating the impact on education
  • reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies
  • reviewing state, national and regional policies and analysing the potential impact of each. Examples of policies include: Australian Government Protective Security Policy Framework, the Australian Government ICT Sustainability Plan 2010–2015; the Green Growth Policy in Korea and the Korean National Strategy for Sustainable Development

  VCDTCD054 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions