RationaleThis rationale complements and extends the rationale for the Technologies learning area.
In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the …
AimsIn addition to the overarching aims for the Australian Curriculum: Technologies, Digital Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:
design, create, …
StructureThe 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)
PDF documentsResources and support materials for the Australian Curriculum: Technologies are available as PDF documents.
Digital Technologies: Sequence of content
Technologies: Sequence of achievement
Foundation to Year 2
Foundation to Year 2 Band Description
Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.
By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.
In Foundation – Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.
Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.
Students describe how information systems meet information, communication and/or recreational needs.
Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.
Foundation to Year 2 Content Descriptions
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004 - Scootle )
Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005 - Scootle )
Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006 - Scootle )
Foundation to Year 2 Achievement Standards
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 used.
Students identify needs, opportunities or problems and describe them. They collect, sort and display familiar data from a range of sources and recognise patterns in data. Students record design ideas using techniques including labelled drawings, lists and sequenced instructions. They design solutions to simple problems using a sequence of steps and decisions. With guidance, students produce designed solutions for each of the prescribed technologies contexts. Students evaluate their ideas, information and solutions on the basis of personal preferences and provided criteria including care for the environment. They safely create solutions and communicate ideas and information face-to-face and online.
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 using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.