Planning

The line of sight documents provide the curriculum on a page. They give a line of sight from content descriptions to achievement standards. They are useful for planning and mapping activities such as making connections between content descriptions and achievement standards.

Digital Technologies                                                         Design and Technologies

Foundation to Year 2                                                  Foundation to Year 2

Years 3 and 4                                                             Years 3 and 4

Years 5 and 6                                                             Years 5 and 6

Years 7 and 8                                                             Years 7 and 8

Years 9 and 10                                                           Years 9 and 10

Line of sight documents colour coded for Digital Technologies key concepts

These line of sight documents have been colour-coded to indicate key concepts in the Australian Curriculum: Digital Technologies. The key concepts are common ideas that grow in their complexity from the early years to Years 9 and 10. The documents and their colour-coding give a line of sight from achievement standards to content descriptions.

Foundation to Year 2

Years 3 and 4

Years 5 and 6

Years 7 and 8

Years 9 and 10

The Digital Technologies in focus project involves schools developing an action research project. Below is an abridged version of the DTiF Introductory workshop. It provides some activities that other schools can use to plan and develop their own action research.

     PowerPoint presentation                       Workbook and activities

The following matrices are designed for teachers to self-assess their ICT Capability and Digital Technologies proficiency. They include a notes section for teachers to plan future professional learning.

          ICT Teacher self-assessment matrix              Digital Technologies Teacher self-assessment matrix

These resources illustrate how the National Literacy and Numeracy Learning Progressions can be used with Digital Technologies to support student progress in literacy and numeracy. This advice:

• identifies the sub-elements of the progressions that are most relevant to studying Digital Technologies
• identifies some aspects of an achievement standard, which include literacy or numeracy demands
• lists some relevant indicators at one or more levels of the progressions to illustrate how the progressions might be unpacked to support student progress in literacy and numeracy in the study of Digital Technologies.

National Literacy learning progression and Digital Technologies Year 8	National Numeracy learning progression and Digital Technologies Year 8

Australian Curriculum: Digital Technologies sample assessment tasks

These sample assessment tasks assist teachers with the implementation of the Australian Curriculum: Digital Technologies, with a focus on Data. Each assessment task has a particular data focus. A template is provided so teachers can populate it with their own data sets. Teachers are free to use and modify as needed.

F–2 assessment task: Stepping out

The F–2 assessment task focuses on Digital Technologies and Mathematics (measurement).

  Teacher booklet                              Student task

Years 3–4 assessment task: Classifying living and non-living things

The Years 3–4 assessment task focuses on Digital Technologies and Science (living or non-living things).

  Teacher booklet                              Student task

Years 5–6 assessment task: Representing data

The Years 5–6 assessment task focuses on Digital Technologies and Mathematics and/or Science.

  Teacher booklet                           Teacher PowerPoint                                                        Student PowerPoint

Years 7–8 assessment task: Evaluating the livability of a city/town

The Years 7–8 assessment task focuses on Digital Technologies and HASS (Geography).

   Teacher booklet

Years 9–10 assessment task:  What do the data really reveal?

The Years 9–10 assessment task focuses on Digital Technologies and processing and analysing data in the context of a range of learning areas.

   Teacher booklet

These sample assessment tasks assist teachers with the implementation of the Australian Curriculum: Digital Technologies, with a focus on Digital Systems. Each assessment task has a particular data focus. A template is provided so teachers can populate it with their own data sets. Teachers are free to use and modify the template as needed.

F–2 assessment task: Cooling the school

The Digital systems assessment task provides a scaffold to teach about and assess your students’ understanding of how digital systems can be used to collect data about the school environment. Students are guided to use digital systems such as photo apps on digital devices and online maps to locate plants in their school environment and then asked to consider where new trees could be planted.

  Teacher booklet                         Student PowerPoint

Years 3–4 assessment task: Cooling the school

The Years 3–4 assessment task focuses on digital systems (integrating Digital Technologies and HASS). The digital systems assessment task provides a scaffold to teach about and assess your students’ understanding of how digital systems can be used to monitor and collect information used for mapping and making judgements about the environment. Students are asked to record information using a range of digital systems to investigate a school need, and design solutions to improve the school environment by determining how ‘cool’ their school is.

Teacher booklet

Years 5–6 assessment task: Digital systems to encourage fit and healthy activity

The Years 5–6 assessment task focuses on how and why digital systems are used (integrating Digital Technologies and HASS).

Teacher booklet	Student task portfolio	Unit plan	Teacher PowerPoint

Years 7–8 assessment task: Controlling the classroom learning environment

The Years 7-8 assessment task focuses on digital systems (integrating Digital Technologies and Science). The digital systems assessment task provides a scaffold to teach about and assess your students’ understanding of how digital systems can be used to monitor the classroom learning environment. Students will learn how to create environmental monitoring systems using micro:bits.

  Teacher booklet               Student activity guide

Years 9–10 assessment task: Measuring and tracking environmental factors in the school

The Years 9-10 assessment task focuses on digital systems (integrating Digital Technologies and Science). The digital systems assessment task provides a scaffold to teach about and assess your students’ understanding of how digital systems can be used to monitor the school environment. Students will learn how to create environmental monitoring systems using microcontrollers.

  Teacher booklet              Activity Guide