Digital technologies / Year 7 and 8 / Digital Technologies Knowledge and Understanding

Curriculum content descriptions

Investigate how digital systems represent text, image and audio data in binary (ACTDIK024)

  • explaining that characters in text correspond to numbers defined by the character set, for example ‘A’ corresponds to 65 in the ASCII and Unicode character sets
  • recognising that Unicode attempts to represent the written symbols of every language; and using Unicode charts to look up characters from Asian writing systems
  • investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images
  • investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
  • converting between decimal and 8-bit (1 byte) unsigned binary, covering whole numbers typically used for characters and RGB, for example 65 in decimal is 01000001 in 8-bit binary
  • explaining ways media elements are presented, for example the difference between embedded and linked media elements
General capabilities
  • Critical and creative thinking Critical and creative thinking
  • ICT capability Information and Communication Technology (ICT) capability
ScOT terms

Indices,  Data encoding,  Binary numeral system,  Computer files


Data Representation

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.


Faith Lutheran College – Timeline

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


Assessment resources

Browse assessment resources.


Faith Lutheran College – Podcast

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


Books for exploring Digital Technologies concepts

This PDF provides a list of suggested books or similar that identify and discuss key concepts, key ideas and related ways of thinking about Digital Technologies.


Faith Lutheran College – PL ecosystem

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


Faith Lutheran College – – Final report

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.


Lockwood & Mooney review: Computational thinking

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.


Digital Technolodgies in Focus: external evaluation - findings on a page

This PDF is a one-page summary of the key findings of an external evalation of the Digital Technologies in Focus project in Australia’s most disadvantaged schools.


Literature reviews: what, why and how

This PowerPoint explains the benefits and techniques of literature reviews.


Expert webinar video: Russell Scott - Vortals: Augmented reality, virtual reality, 2D, 3D and game design lessons

Russell Scott, Co-Founder of multimedia design company Vortals, demonstrates some of the ways he teaches students about augmented reality, virtual reality, 2D, 3D and game design.


Supporting the Implementation of Digital Technologies in Disadvantaged Schools: Case study of impact, outcomes and sustainability (2020)

This PDF is an extensive report on the success of the Digital Technologies in Focus (DTiF) project, with a focus on supporting the Implementation of Digital Technologies in disadvantaged schools. The evaluation gathered qualitative data to create rich case study accounts of six schools' engagement in the project and its ...


Expert webinar video: Dr Karen Joyce: Map my school

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.


Kim review: Systems thinking

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.


Good teaching practice with Digital Technologies

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


Supporting Digital Technologies curriculum in schools

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


Effective DTiF strategies

This PDF lists eight ways in which Digital Technologies in Focus (DTiF) supported the implementation of Digital Technologies in disadvantaged schools.


Kelley & Knowles review: STEM integration

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.


Asunda review: STEM integration

This article explores the benefits of an interdisciplinary STEM program in the quest for providing students with a holistic approach to problem-solving that reflects real-world practice. This is supported by a conceptual framework that comprises four constructs: systems thinking, situation learning theory, constructivism ...


Volmert et al. review: STEM learning

This report examines the similarities and differences in the understandings about STEM education between experts and the general public in some American states. The authors contend that one of the most interesting findings is the role of Science: the general public equates STEM as Science, whereas the experts view all STEM ...