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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

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 …

ACTDIP026

Analyse and visualise data using a range of software to create information, and use structured data to model objects or events

Elaborations ScOT Terms

Elaboration (2) ACTDIK023

comparing the reliability and speed of transmitting data through wireless, wired and mobile networks

Elaboration (2) ACTDIK024

investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images

Elaboration (2) ACTDIP025

checking authenticity of data, for example ensuring the source or author is a reliable individual or organisation

Elaboration (2) ACTDIP026

applying a set of conditions to a spreadsheet to organise and filter data, for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters

Elaboration (2) ACTDIP027

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, …

Elaboration (2) ACTDIP028

identifying similar digital systems and their user interfaces, assessing whether user interface elements can be re-used

Elaboration (2) ACTDIP029

using diagrams to describe key decisions, for example creating flowcharts using digital systems to describe a set of computational instructions

Elaboration (2) ACTDIP030

programming a robot to recognise particular objects and to treat them differently, for example choose objects based on colour

Elaboration (2) ACTDIP031

investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object …

Elaboration (2) ACTDIP032

discussing policies about the use of information systems in a range of settings, for example using mobile phones for learning and accessing social media websites at school

Elaboration (3) ACTDIP027

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 implementation

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