needs. A deep knowledge and understanding of information systems enables students to be creative and discerning decision-makers when they select, use and manage data, information, processes and digital systems to meet needs and shape preferred futures. Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. Digital Technologies enables students to become innovative creators of digital solutions, effective of digital systems and critical consumers of information conveyed by digital systems. The Western Australian Curriculum: Technologies aims to develop the knowledge, understandings and skills to ensure that, individually and collaboratively, students: investigate, design, plan, manage, create and evaluate solutions are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions critique, analyse and evaluate problems, needs or opportunities to identify and create solutions. Design and Technologies Design and Technologies aims to develop the knowledge, understandings and skills to ensure that, individually and collaboratively, students: produce designed solutions suitable for a of Technologies contexts by selecting and manipulating a range of materials, systems, components, tools and equipment creatively, competently and safely; and managing processes understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society. Digital Technologies Digital Technologies aims to develop the knowledge, understandings and skills to ensure that, individually and collaboratively, students: use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions confidently use digital systems to efficiently and effectively transform data into information and to creatively communicate in a range of settings
Examples include concept maps, flowcharts and patterns. Visual representations The demonstration of learning through, algorithms, tables, graphs, diagrams, posters, brochures, photographs and other digital media (e.g. slides, animations, blogs). Performances or oral presentations The demonstration of learning in role play, speeches, simulations, debates and structured discussions. Conferences Discussions or interviews that are conducted either online or via and video recordings. Examples of assessment strategies Examples of sources of evidence and evaluations The of achievement and progression towards goals. reflection
Generally accepted 'rules' or behaviours when people interact in online environments, for example, using language that is not rude or offensive to particular cultures, and not divulging personal details about people without their permission. social sustainability Practices that maintain quality of life for people, societies and cultures in a changing world for a long period of time, ensuring health and wellbeing without disproportionate costs or side-effects. software Any set of machine-readable instructions that directs a 's processor to perform specific operations. softwood Wood from gymnosperm such as conifers. Examples of softwood include pine, spruce and cedar. stakeholders A person or organisation with an interest or concern in something. storyboards A graphic organiser in the form of or displayed in sequence for the purpose of an idea or concept. structured data A data model that organises elements and standardises how the data elements relate to one another. structured English The use of the English language to describe the steps of an algorithm in clear, unambiguous statements that can be read from start to finish. The use of keywords such as START, END, IF and UNTIL provides a syntax similar to that of a programming language to assist with identifying logical steps necessary to properly describe the algorithm. An example of the use of structured language can be demonstrated using the following problem: Description of the problem: Describing the decision a person makes about how to get to a destination based on the weather and the distance from their current location to their destination. Structured English example: IF it is raining outside THEN Catch the bus ELSE IF it is less than 2km to the destination THEN Walk ELSE IF it is less than 10km to the destination THEN Ride a bicycle ELSE Catch the bus ENDIF ENDIF END The Structured English description can easily be translated into code using a programming language and accurately captures logical elements that must be followed to answer the question posed. student developed criteria Established rules or principles for testing anything developed individually or collaboratively by students. sustainability The capacity for development that can be sustained into the future without destroying the environment in the process. sustainability factors Economic, environmental and social sustainability issues that impact on design decisions.
Digital technologies – Pre-primary to Year 6 scope and sequence Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Digital implementation Create and communicate information, including online collaborative projects, using agreed social, ethical and technical protocols (codes of conduct) Manage the creation and communication of information, including online collaborative projects, using agreed social, ethical and technical protocols Creating solutions by: Investigating and defining Explore needs for design Explore opportunities for design Explore design to meet needs or opportunities Create a sequence of steps to solve a given task Define a sequence of to design a solution for a given task Identify and choose the appropriate resources from a given set Define a problem, and set of sequenced steps, with users making a decision to create a solution for a given task Identify available resources Define a problem, and a set of sequenced steps, with users making decisions to create a solution for a given task Identify available resources Designing Generate and record design through describing, drawing, modelling and/or a sequence of written or spoken steps Develop and communicate design through describing, drawing, modelling and/or a sequence of written or spoken steps Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps Develop and communicate ideas using labelled drawings and appropriate technical terms Develop and communicate design ideas and decisions using annotated drawings and appropriate technical terms Develop and communicate alternative solutions, and follow design ideas, using annotated diagrams, storyboards and appropriate technical terms Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions using a range of techniques, appropriate technical terms and technology Producing and implementing Use given components and equipment to safely make simple solutions Use given components and equipment to safely make solutions Use components and given equipment to safely make solutions Select, and safely use, appropriate components with given equipment to make a solution Select, and safely use, appropriate components and equipment to make solutions Select, and apply, safe procedures when using components and equipment to make solutions Select, and apply, safe procedures when using a variety of components and equipment to make solutions Evaluating Use personal preferences to evaluate the success of simple solutions Use personal preferences to evaluate the success of design processes Use simple criteria to evaluate the success of design processes and solutions Use criteria to evaluate design processes and solutions developed Use criteria to evaluate and justify simple design processes and solutions Develop negotiated criteria to evaluate and justify design processes and solutions Develop collaborative criteria to evaluate and justify design processes and solutions
Content Descriptions Knowledge and understanding Digital systems Digital systems (hardware and software) are used for an identified purpose (ACTDIK001) ICT, CCT Representation of data Data can have patterns and can be represented and used to make simple conclusions (ACTDIK002) L, N, ICT, CCT Processes and production skills Collecting, managing and analysing data Present data using a variety of digital tools (ACTDIP003) L, N, ICT, CCT Digital implementation Use data to similar tasks/problems (ACTDIP003) L, N, ICT, CCT and publish information in a safe online environment, with known people (ACTDIP006) L, ICT, PSC Creating solutions by: Investigating and defining Explore design to meet needs or opportunities L, N, ICT, CCT Designing Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps L, N, ICT, CCT Producing and implementing Use components and given equipment to safely make solutions ICT, CCT Evaluating Use simple criteria to evaluate the success of design processes and solutions L, CCT, PSC, EU Collaborating and managing Work independently, or collaboratively when required, to organise information and ideas to create and safely share sequenced steps for solutions L, N, ICT, CCT, PSC