Digital Technologies / Year 9 and 10 / Knowledge and understanding / Data representation

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Curriculum content descriptions

represent documents online as content (text), structure (markup) and presentation (styling) and explain why such representations are important (AC9TDI10K02)

Elaborations
  • representing documents by separating the content (the text in the document), the structure (the document structure such as headings and paragraphs) and presentation (how the document is laid out and styled)
  • writing web pages using HyperText Markup Language (HTML) for the content and structure and Cascading Style Sheets (CSS) for styling the page and explaining how HTML tags separate content from structure
  • explaining how representing content, structure and presentation separately allows each of them to be designed, edited, manipulated and stored independently of the others and why this is important
General capabilities
ScOT terms

Information management,  Data representation

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14 direct matches to AC9TDI10K02 | 6 other related resources
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Years 9–10: Webpage design

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This unit introduces students to key layers of webpage development that represent content, structure and presentation. Students develop simple webpages employing hypertext markup language (HTML) for the structure of webpage content, as well as Cascading Style Sheets (CSS) for styling. They explore aesthetics in modern webpage ...

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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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Online

Data Representation

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Find out about Data Representation. 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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Binary

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Find out about the binary number system, a base-2 number system. 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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Online

Seeing the big picture

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This practical lesson sequence examines lossy and lossless techniques of data compression. Students perform comparisons of various compressions on a variety of images.

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A matter of style

  • TLF-IDM021035

In this lesson sequence students using the Zen Garden website, reflect on criteria for effective design. They then explore the benefits of stylesheets in separating style and content and to learn to how use them.

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Faith Lutheran College – – Final report

  • TLF-IDA002327

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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Audio

Faith Lutheran College – Podcast

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This podcast includes information about the aims, challenges, insights and accomplishments of Faith Lutheran College's participation in the Digital Technologies in Focus project.

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Faith Lutheran College – Timeline

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This document presents the milestones in Faith Lutheran College's participation in the Digital Technologies in Focus project.

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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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Australian Curriculum: Digital Technologies key concepts mapping - Years 9 and 10

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This PDF uses colour coding to provide a line of sight between key concepts, content descriptions and achievement standards in the Digital Technologies subject in the Australian Curriculum.

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Australian Curriculum: Digital Technologies: years 9-10

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This PDF provides a line of sight from content descriptions to achievement standards in the Digital Technologies subject in the Australian Curriculum.

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Australian Curriculum: Digital Technologies Years 7–10 achievement standards and aligned content descriptions on a page

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This PDF presents content descriptions and achievement standards for the Digital Technologies subject in the Australian Curriculum

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Video

Expert webinar video: Dr Karen Joyce: Map my school

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Dr Karen Joyce from STEM education provider She Maps discusses geospatial mapping and methods for teaching underpinning concepts to primary, secondary and tertiary students. Her presentation provides opportunities to think about how we might teach digital systems, data collection and interpretation to our students in context.

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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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Supporting Digital Technologies curriculum in schools

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This PDF lists seven ways in which schools can support the Digital Technologies curriculum

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Kelley & Knowles review: STEM integration

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This article explores ways of building integrated STEM programs so that students have opportunities to make connections to crosscutting concepts and real-world problems. This is proposed through the lens of a framework.

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Good teaching practice with Digital Technologies

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This PDF lists seven characteristics of good teaching practice in the Digital Technologies curriculum.

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Kim review: Systems thinking

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This article explores the types of systems in our world, their characteristics and how our behaviour can initiate and respond to changes in their performance. The author differentiates between systems thinking and a system and elaborates on those factors that contribute to systemic behaviour.

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