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Elaboration (4) ACTDIP031

considering the effects of e-waste on societies and environments, for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region

Elaboration (4) ACTDIP032

documenting and sequencing the tasks that need to be done, and the resources that are needed to collaboratively create solutions including organising the timeline, devising file naming conventions and planning backup measures

Elaboration (4) ACTDIK034

investigating the operation and use of robotic process control systems

Elaboration (4) ACTDIP037

documenting the attributes of complex objects and processes using a data dictionary

Elaboration (4) ACTDIP038

using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution

Elaboration (4) ACTDIP039

applying the principles and elements of design to a client’s requirements and evaluating the success of a solution through an iterative feedback process, for example using customer feedback to refine a user interface to more effectively provide access …

Elaboration (4) ACTDIP040

developing test cases that correspond to the requirements of the specifications, for example validating program behaviour on a range of valid and invalid user input

Elaboration (4) ACTDIP042

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

Achievement Standard Digital Technologies Years 3 and 4

By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways. Students define …

Learning Area Achievement Standard Digital Technologies Years 3 and 4

By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital …

Structure Digital Technologies

The Australian Curriculum: Digital Technologies (F–10) comprises two related strands: Digital Technologies knowledge and understanding – the information system components of data, and digital systems (hardware, software and networks) Digital Technologies …

Structure | Digital Technologies | Technologies | F-10 curriculum

Years 5 and 6 Digital Technologies

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the sustainability …

Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Years 7 and 8 Digital Technologies

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences …

Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum

Years 9 and 10 Digital Technologies

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students …

Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (1) ACTDIP036

identifying strengths and weaknesses of collecting data using different methods, for example online surveys, face-to-face interviews, phone interviews, observation, blog entries in response to a posting, phone logs, browser history and online webcam …

Achievement Standard Digital Technologies Foundation to Year 2

By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways. Students design solutions to simple problems …

Achievement Standard Digital Technologies Years 5 and 6

By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing …

Achievement Standard Digital Technologies Years 7 and 8

By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems. Students plan and manage digital projects to …

Learning Area Achievement Standard Digital Technologies Foundation to Year 2

By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list the features of technologies that influence design decisions and identify how digital systems are …

Achievement Standard Digital Technologies Years 9 and 10

By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated …

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Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities