Your search for "Recognise and explore digital systems (hardware and software components) for a purpose" returned 3983 result(s)
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Exploring values, rights and responsibilities - Explore rights and responsibilities Ethical Understanding Exploring values, rights and responsibilities Level 3

investigate children’s rights and responsibilities at school and in the local community

Exploring values, rights and responsibilities - Explore rights and responsibilities | Level 3 | Learning Continuum | Ethical Understanding | General capabilities | F-10 curriculum

Exploring values, rights and responsibilities - Explore rights and responsibilities Ethical Understanding Exploring values, rights and responsibilities Level 4

monitor consistency between rights and responsibilities when interacting face-to-face or through social media

Exploring values, rights and responsibilities - Explore rights and responsibilities | Level 4 | Learning Continuum | Ethical Understanding | General capabilities | F-10 curriculum

Exploring values, rights and responsibilities - Explore rights and responsibilities Ethical Understanding Exploring values, rights and responsibilities Level 5

analyse rights and responsibilities in relation to the duties of a responsible citizen

Exploring values, rights and responsibilities - Explore rights and responsibilities | Level 5 | Learning Continuum | Ethical Understanding | General capabilities | F-10 curriculum

Exploring values, rights and responsibilities - Explore rights and responsibilities Ethical Understanding Exploring values, rights and responsibilities Level 6

evaluate the merits of conflicting rights and responsibilities in global contexts

Exploring values, rights and responsibilities - Explore rights and responsibilities | Level 6 | Learning Continuum | Ethical Understanding | General capabilities | F-10 curriculum

Consumer and financial literacy: Digital Technologies

The Australian Curriculum: Technologies has a significant role in developing consumer and financial literacy in young people. The Digital Technologies subject supports the development of the dimensions of consumer and financial literacy as shown in the …

Consumer and financial literacy: Digital Technologies | Subjects | Dimensions | Curriculum connections | Resources

Digital project: Website - ABOVE

Students collaboratively designed and implemented a website to document the development of a healthy food item developed in Design and Technologies. Students researched and analysed existing websites to determine functional and aesthetic criteria required …

Digital project: Website - ABOVE | Samples | Work samples | Resources

Digital project: Website - AT

Students collaboratively designed and implemented a website to document the development of a healthy food item developed in Design and Technologies. They researched and analysed existing websites to determine functional and aesthetic criteria required …

Digital project: Website - AT | Samples | Work samples | Resources

Digital Technologies - Years 3 and 4

Evaluating Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012) Collaborating and managing Plan, create and communicate ideas and information independently and with others, applying …

Digital Technologies - Years 3 and 4 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Structure

The Australian Curriculum: Technologies Foundation – Year 10 comprises two subjects: Design and Technologies Digital Technologies. The Australian Curriculum: Technologies is written on the basis that all students will study the two subjects from Foundation …

Structure | Technologies | F-10 curriculum

Design project: All systems go - BELOW

Students investigated two closed force systems (pneumatics and hydraulics) to understand that the technology of pneumatics relates to air pressure and the technology of hydraulics relates to water pressure. They were given a design brief to design a machine …

Design project: All systems go - BELOW | Samples | Work samples | Resources

Elaboration (4) ACTDIP004

following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing it to include in a slow motion

information-communication critical-creative literacy personal-social

Elaboration (4) | ACTDIP004 | Content Descriptions | Foundation to Year 2 | Digital Technologies | Technologies | F-10 curriculum

Elaboration ACTDIK034

explaining how an operating system manages the relationship between hardware, applications and system software

literacy information-communication critical-creative

Elaboration | ACTDIK034 | Content Descriptions | Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum

Digital project: Organising ideas - AT

Students generated a digital mind map as a way to display pictorial data. They collected data about known places around the school in the form of digital photos taken using a tablet computer. They used an app to create a mind map to represent these data. …

Digital project: Organising ideas - AT | Samples | Work samples | Resources

Elaboration ACTDIK014

describing digital systems as having internal and external components that perform different functions, for example external components for inputting data including keyboard, microphone, stylus; internal processing components including the central processing …

information-communication literacy critical-creative

Elaboration | ACTDIK014 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Digital project: Podcast - BELOW

Students designed and implemented a podcast and documented the process. They identified the audience, designed and planned the solution including creating a storyboard and script. Students implemented the solution using audio software, evaluated the solution …

Digital project: Podcast - BELOW | Samples | Work samples | Resources

Digital Technologies - Years 5 and 6

Investigating and defining Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017) Evaluating Explain how student solutions and existing information systems are sustainable and meet current and …

Digital Technologies - Years 5 and 6 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Digital Technologies - Years 7 and 8

Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness - ACTDIP025 Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints …

Digital Technologies - Years 7 and 8 | Evaluating options | Dimensions | Curriculum connections | Resources

Digital Technologies - Years 7 and 8

Investigating and defining Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027) Evaluating Evaluate how student solutions and existing …

Digital Technologies - Years 7 and 8 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Digital Technologies - Years 3 and 4

Content descriptions with elaborations: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013) considering ways of managing the use of social media to maintain privacy …

Digital Technologies - Years 3 and 4 | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources

Design and Technologies - Foundation to Year 2

Technologies contexts By the end of Year 2 students will have had the opportunity to create designed solutions addressing the three technologies contexts below. Engineering principles and systems Explore how technologies use forces to create movement …

Design and Technologies - Foundation to Year 2 | Competencies and skills | Dimensions | Curriculum connections | Resources

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