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Digital technologies / Year 7 and 8 / Digital Technologies Processes and Production Skills

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View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)

Elaborations
  • determining the factors that influence proposed solution ideas, for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website
  • investigating types of environmental constraints of solutions, for example reducing energy consumption and on-screen output of solutions
  • identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
  • starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of implementation
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • ICT capability Information and Communication Technology (ICT) capability
  • Ethical understanding Ethical understanding
Cross-curriculum priorities
ScOT terms

Information and communication technologies,  Problem solving,  Functionality,  Usability

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20 direct matches to ACTDIP027

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Find out about Computational thinking. Use this topic from the Digital Technologies Hub to learn more, get ideas about how to teach about it, find out what other schools are doing and use the applications and games in the classroom.

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Design thinking

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Find out about Design thinking. Use this topic from the Digital Technologies Hub to learn more, get ideas about how to teach about it, find out what other schools are doing and use the applications and games in the classroom.

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Design thinking across the curriculum

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This cross-curriculum resource is designed to introduce Stage 2, 3 and 4 students to the design thinking process through a series of videos and interactive activities. This resource is also downloadable as a SCORM file: the downloaded version will only work if you upload it to a webserver, such as Moodle or Canvas.

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Robotics and embedded systems

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This is a unit for Year 8 from the Scope and sequence resources from the DT Hub. The topic of creating a digital solution is organised into four key elements. Use this flow of activities to plan and assess students against the relevant achievement standards. Students follow the problem solving process to design and create ...

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Refugees welcome here

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This resource embeds the use of online collaboration tools and 21st century learning skills in a student-centered hands-on project designed to welcome refugees into their community. The syllabus outcomes are aligned to NSW Stage 4 English, Geography or Visual Arts but this could be used with older or younger students by ...

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Lockwood & Mooney review: Computational thinking

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This article provides a literature review of how computational thinking fits into a school curriculum. The aim of the report is to provide educators with an overview of the current research in this field and the work that is being done in teaching computational thinking.

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Expert webinar video: Nathan Alison, Digital Learning and Teaching Victoria (DLTV): Focus on systems thinking. How do we teach it well?

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Nathan Alison from Digital Learning and Teaching Victoria (DLTV) explains what systems thinking is and how it is used in the context of Digital Technologies. Nathan explains what we need to consider when teaching digital systems, covering topics such as networks, hardware and software protocols, people and processes.

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Faith Lutheran School

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Faith Lutheran College is a secondary co-educational independent school in Plainland, Queensland. It has more than 700 students and was established in 1999. Sarah Atkins is the curriculum officer who works with the school to support implementation of the Australian Curriculum: Digital Technologies. Teachers at the school ...

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Data knowledge and skills tutorial: part 2 - authenticating data

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This video demonstrates ways in which data can be authenticated in spreadsheets. It is the second in a series of four.

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Expert webinar video: In conversation with Paul Mead from She Maps: A wide-ranging discussion from women in Technology and unconscious bias to digital systems and the ethical and safety considerations of using drone technologies

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Paul Mead, from STEM education provider She Maps, discusses unconscious bias in young students and how She Maps is spreading the word about women who work with technologies in the field. He discusses digital systems and explains how geospatial systems and geographical information systems are used to collect, analyse and ...

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Faith Lutheran College – PL ecosystem

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This document illustrates the network of people and resources that make up Faith Lutheran College's Professional Learning ecosystem.

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Faith Lutheran College – Project proposal

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This PDF outlines Faith Lutheran College's proposal to participate in the Digital Technologies in Focus project.

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Australian Curriculum: Digital Technologies Years 7-8 Sample Assessment Task: Digital Systems - Student activity guide

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The Years 7-8 assessment task focuses on digital systems (integrating Digital Technologies and Science). The digital systems assessment task activity guide can teach and assess students’ understanding of how digital systems can be used to monitor the classroom learning environment. Students will learn how to create environmental ...

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Classroom ideas: Micro:bit environmental measurement (visual and general-purpose programming): years 5-8

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This tutorial shows ways in which environmental factors such as lighting and temperature can be measured and improved using micro:bits and sensor boards, and programmed using pseudocode, visual programming and general-purpose programming.

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Voskoglou & Buckley review: Problem solving and computational thinking

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This article explores the relationship between computational and critical thinking as it applies to solving technological problems. Research evidence derived from classroom experiments strongly suggests that using computers to solve problems enhances students’ abilities in solving real-world problems involving mathematical ...

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DTiF Classroom Exploring AI in the Classroom: Activity discussion

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Digital Technologies in Focus curriculum officers discuss a lesson about Artificial Intelligence with Simon Collier and a student.

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DTiF in conversation with Save the Bilby Fund – Background information on the Save the Bilby Fund

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Kevin Bradley, CEO of Save the Bilby Fund, and Cassandra Arkinstall, a researcher and volunteer at Save the Bilby Fund, explain why the bilby is an important indicator of the health of an ecosystem, and how their decline impacts other wildlife. This video gives an overview of what the Save the Bilby Fund does as they work ...

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In this lesson sequence students write a simple suite of programs that can be used to facilitate an S.R.C. election though the collection and processing of data. It assumes that students have been introduced to Python programming language.

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Faith Lutheran College – – Final report

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This report provides details of Faith Lutheran College's participation in the Digital Technologies in Focus project, including a Research question, criteria for success, data collection, resources, challenges, milestones and next steps.

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Creating a digital start line and finish line with micro:bits: years 7-8

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This PDF provides a sequence of activities in which students create algorithms to measure the time taken for a vehicle to travel from a starting line to a finish line. Students connect micro:bits and laser receiver sensors to measure time, then create programs to undertake the timing using visual and general-purpose programming.

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