Student Opportunities- Year 7 to 10 WA Curriculum: Digital Technologies

1. DigitalTechnologiesYear7-10
WA Curriculum: Technologies
Dr Peter Carey

2. During 2016
The School Curriculum and Standards Authority (SCSA) will
provide Judging Standards - a tool to support teachers
when reporting - these will consist of:
• Achievement standards
• Assessment pointers e.g. http://goo.gl/G2l02u
• Annotated work samples.
Work samples will be provided to exemplify ‘A’ to ‘D’
grades, but not an ‘E’ grade.
The ACARA Australian Curriculum site only provides a
“satisfactory, above and below satisfactory” grade.

3. ‘Engaging in Creating Preferred Futures’ - student will have
an opportunity to:
❑Identify ways of working towards sustainable patterns of
living.
❑Engage in predicting outcomes and impacts of
technological decisions for current and future generations.
❑Overtime reconstruct and review their visions for
preferred futures through research, experience, dialogue,
discussion and the exchange of ideas.
This overarching idea is common to Design and Technologies
and Digital technologies.
The Overarching Idea for Technologies:

4. DO YOUR STUDENTS HAVE THESE OPPORTUNITIES IN YEAR 7
Digital Technologies?
At this level, students learning focuses on further developing
understanding and skills in computational thinking, such as breaking
down problems and engaging students with a wider range of
information systems.
Students have opportunities to create a range of solutions, such as
interactive web applications or simulations and students explore the
properties of networked systems.
They acquire data from a range of digital systems and use data to model
objects and events. They further develop their understanding of the
vital role that data plays in their lives e.g. data states that: ”89% of
online teens say the internet and other devices in their lives like cell
phones, iPods, and digital cameras make their lives easier, while 71% of
their parents say these technologies make their lives easier”.

5. Students are provided with further opportunities to break down different problems and
systems to define requirements; and recognise that abstractions hide irrelevant details for
particular purposes. Note: Abstractions are models, simplified descriptions or views.
Information Systems (IS) have several different aspects that need to be modelled e.g.
Hardware –Software Functionality (what the system does); Data storage (what data the
system holds); User interface (how the user interacts with the system). Note: when
designing IS, each aspect is modelled individually giving different views of a system. Having
a range of views helps to reduce complexity and help designers identify and remove
potential problems at an early stage.
When defining problems, students identify the key elements of the problems and the
factors and constraints at play. They design increasingly complex algorithms that allow data
to be manipulated automatically .. Go to next page
Students predict and evaluate their developed and existing solutions, considering time,
tasks, data and the safe and sustainable use of information systems.
Students plan and manage individual and team projects with some autonomy. They
consider ways of managing the exchange of ideas, tasks and files and feedback. When
communicating and collaborating online, students develop an understanding of different
social contexts; for example, acknowledging cultural practices and meeting legal
obligations. Next- Go to Year 8 Expectations

6. Return
Hearing Aid Testing Algorithms

7. In Year 8, learning in Digital technologies focuses on further developing
understanding and skills in computational thinking, such as decomposing
problems, and engaging students with a wider range of information
systems as they broaden their experiences and involvement in activities.
• Students have opportunities to create a range of solutions, such as
interactive web applications or simulations of relationships between
objects in the real world.
• Students investigate the properties of networked systems and their
suitability and use for the transmission of data types. They acquire,
analyse, visualise and evaluate various types of data, and the
complexities of storing and transmitting that data in digital systems.
Students use structured data to model objects and events that shape
the communities they actively engage with. They further develop their
understanding of the vital role that data plays in their lives, and how
the data and related systems define and are limited by technical,
environmental, economic and social constraints.

8. • Students further develop abstractions, identifying common elements,
while decomposing apparently different problems and systems to
define requirements; and recognise that abstractions hide irrelevant
details for particular purposes. When defining problems, students
identify the key elements of the problems and the factors and
constraints at play. They design increasingly complex algorithms that
allow data to be manipulated automatically, and explore different
ways of showing the relationship between data elements to help
computation. They progress from designing the user interface, to
considering user experience factors, such as user expertise,
accessibility and usability requirements.
• Students have opportunities to plan and manage individual and team
projects. They consider ways of managing the exchange of ideas,
tasks and files, and techniques for monitoring progress and feedback.
When communicating and collaborating online, students develop an
understanding of different social contexts; for example,
acknowledging cultural practices and meeting legal obligations.
Forward

9. Abstraction is the process of taking away or removing
characteristics from something in order to reduce it to a set of
essential characteristics.
Through the process of abstraction, a programmer
hides all but the relevant data about an object in order
to reduce complexity and increase efficiency.
Try this example http://goo.gl/HJof4m and take the
Abstraction test
Example
back

10. In Year 9, learning in Digital Technologies focuses on further developing
understanding and skills in computational thinking such as precisely and
accurately describing problems and the use of modular approaches to
solutions. It also focuses on engaging students with specialised learning in
preparation for vocational training or learning in the senior secondary years.
Students have opportunities to analyse problems and design, implement and
evaluate a range of solutions.
Students consider how human interaction with networked systems
introduces complexities surrounding access to data of various types.
Students explore data collection methods and use structured data to analyse,
visualise, model and evaluate objects and events.
Students learn how to develop multilevel abstractions; identify standard
elements, such as searching and sorting in algorithms; and explore the trade-
offs between the simplicity of a model and the faithfulness of its
representation.

11. • When defining problems students consider the functional and non-
functional requirements of a solution through interacting with the users and
reviewing processes. They consolidate their algorithmic design skills to
incorporate testing.
• Students develop solutions to problems and evaluate their solutions and
existing information systems based on a set of criteria. They consider the
privacy and security implications of how data are used and controlled, and
suggest how policies and practices can be improved to ensure the
sustainability and safety of information systems.
• When creating solutions individually, collaboratively and interactively for
sharing in online environments, students respect the ownership of
information.

12. In Year 10, learning in Digital Technologies focuses on further developing
understanding and skills in computational thinking, such as precisely and
accurately describing problems; and the use of modular approaches to
solutions. It also focuses on engaging students with specialised learning in
preparation for vocational training or learning in the senior secondary years.
Students have opportunities to analyse problems and design, implement and
evaluate a range of solutions, such as database-driven websites, artificial
intelligence engines and simulations.
Students consider how human interaction with networked systems introduces
complexities surrounding access to, and the security and privacy of, data of
various types. They interrogate security practices and techniques used to
compress data, and learn about the importance of separating content,
presentation and behavioural elements for data integrity and maintenance
purposes.
Students explore how bias can impact the results and value of data collection
methods, and use structured data to analyse, visualise, model and evaluate
objects and events.

13. • Students learn how to develop multilevel abstractions; identify standard
elements, such as searching and sorting in algorithms; and explore the
trade-offs between the simplicity of a model and the faithfulness of its
representation.
• When defining problems, students consider the functional and non-
functional requirements of a solution through interacting with
clients/stakeholders and regularly reviewing processes. They consolidate
their algorithmic design skills to incorporate testing and review, and
further develop their understanding of the user experience to incorporate
a wider variety of user needs. Students develop solutions to complex
problems and evaluate their solutions and existing information systems,
based on a broad set of criteria, including connections to existing policies
and their enterprise potential. They consider the privacy and security
implications of how data are used and controlled, and suggest how
policies and practices can be improved to ensure the sustainability and
safety of information systems.

14. • Students have opportunities to become more skilled at identifying the
steps involved in planning solutions and developing detailed plans that
are mindful of risks and sustainability requirements. When creating
solutions individually, collaboratively and interactively for sharing in
online environments, students should comply with legal obligations,
particularly with respect to the ownership of information.