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Nature and purpose of the Framework Framework for Classical Languages

Classical languages are distinct within the languages learning area of the Australian Curriculum. While they have ceased to be languages of everyday communication, Classical languages provide a key to the literature, history, thought and culture of the …

Nature and purpose of the Framework | Framework for Classical Languages | Languages | F-10 curriculum

Managing and operating ICT - Understand ICT systems Information and Communication Technology (ICT) Capability Managing and operating ICT Level 2

identify the main components of common consumer ICT systems, their fundamental functions, and describe them using basic ICT terminology

Managing and operating ICT - Understand ICT systems | Level 2 | Learning Continuum | Information and Communication Technology (ICT) Capability | General capabilities | F-10 curriculum

Digital Technologies - Foundation to Year 2

Content descriptions with elaborations: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002) learning about how data are represented by changing pixel density (resolution) in a photograph with support …

Digital Technologies - Foundation to Year 2 | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Managing and operating ICT - Understanding ICT systems Information and Communication Technology (ICT) Capability Managing and operating ICT Level 6

apply an understanding of networked ICT system components to make changes to functions, processes, procedures and devices to fit the purpose of the solutions

Managing and operating ICT - Understanding ICT systems | Level 6 | Learning Continuum | Information and Communication Technology (ICT) Capability | General capabilities | F-10 curriculum

What is the purpose of the progressions?

Successful teaching and learning to address student needs in relation to literacy and numeracy requires the teacher to have an understanding of where the student is now and where the student needs to go next in their literacy and numeracy development. The …

What is the purpose of the progressions? | National Literacy and Numeracy Learning Progressions | Resources

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

Digital Technologies - Years 5 and 6

Processes and Production Skills Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016) Design a user interface for a digital system (ACTDIP018) Explain how …

Digital Technologies - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

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

Presentation: Systems - AT

Throughout the term, students were introduced to various digital systems and their use. Students were asked to identify software and hardware then demonstrate how to use a digital system for a specific purpose at school.

Presentation: Systems - AT | Samples | Work samples | Resources

Applying social and ethical protocols and practices when using ICT element - Recognise intellectual property Information and Communication Technology (ICT) Capability Applying social and ethical protocols and practices when using ICT Level 1

recognise ownership over their own digital work

Applying social and ethical protocols and practices when using ICT element - Recognise intellectual property | Level 1 | Learning Continuum | Information and Communication Technology (ICT) Capability | General capabilities | F-10 curriculum

Self-awareness - Recognise emotions Personal and Social Capability Self-awareness Level 1a

recognise and identify their own emotions

Self-awareness - Recognise emotions | Level 1a | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Digital Technologies - Years 7 and 8

Processes and Production Skills Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022) Investigate how digital systems represent text, image and audio …

Digital Technologies - Years 7 and 8 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently …

Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8) | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Digital Technologies - Foundation

Explore how people safely use common information systems to meet information, communication and recreation needs - ACTDIP005

Digital Technologies - Foundation | Understanding respect | Dimensions | Curriculum connections | Resources

Presentation: Systems - ABOVE

Throughout the term, students were introduced to various digital systems and their use. Students were asked to identify software and hardware then demonstrate how to use a digital system for a specific purpose at school.

Presentation: Systems - ABOVE | Samples | Work samples | Resources

Digital Technologies - Foundation to Year 2

Content descriptions with elaborations: Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005) sharing and describing ways that common information systems can be used to meet communication …

Digital Technologies - Foundation to Year 2 | Digital media literacy | Dimensions | Curriculum connections | Resources

Applying social and ethical protocols and practices when using ICT element - Recognise intellectual property Information and Communication Technology (ICT) Capability Applying social and ethical protocols and practices when using ICT Level 2

recognise ownership of digital products that others produce and that what they create or provide can be used or misused by others

Applying social and ethical protocols and practices when using ICT element - Recognise intellectual property | Level 2 | Learning Continuum | Information and Communication Technology (ICT) Capability | General capabilities | F-10 curriculum

Primary matters - Issue 18 - Digital Technologies, June 2019

“Digital Technologies empowers students to shape change by influencing how contemporary and emerging information systems and practices are applied to meet current and future needs. A deep knowledge and understanding of information systems enables students …

Primary matters - Issue 18 - Digital Technologies, June 2019 | Publications | Resources and publications

Body systems – AT

In a teaching and learning unit on biological sciences, students studied human anatomy with a particular focus on the respiratory, circulatory, nervous and digestive systems. They investigated cells, tissues and organs in each system. Students were given …

Body systems – AT | Samples | Work samples | Resources

Digital Technologies - Years 1 and 2

Explore how people safely use common information systems to meet information, communication and recreation needs - ACTDIP005

Digital Technologies - Years 1 and 2 | Understanding respect | Dimensions | Curriculum connections | Resources

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