Digital+Technologies+Curriculum+by+Level

= Foundation to Level 2 - Description =  In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.  Students use the concept of abstraction when defining problems, to identify the most important information. They begin to develop their design thinking skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices. Students describe how information systems meet information, communication and recreation needs.  Through discussion with teachers, students learn to apply safe practices to protect themselves and others as they interact online for learning and communicating.  Across the band, students will have had the opportunity to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications. =** Foundation to Level 2 Content Descriptions **=

Digital Systems

// Identify and explore digital systems (hardware and software components) for a purpose [|(VCDTDS013)] //

Elaborations

 * playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past
 * exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and insert them into a document
 * exploring and identifying hardware and software components of digital systems when creating ideas and information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus
 * recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices
 * recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement
 * constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult

Data and Information

// Recognise and explore patterns in data and represent data as pictures, symbols and diagrams [|(VCDTDI014)]  //

Elaborations

 * sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols
 * making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns in modes of travel
 * experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
 * exploring patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21
 * learning about how data are represented by changing pixel density (resolution) in a photograph and noting the change in file size to successfully email to a friend

// Collect, explore and sort data, and use digital systems to present the data creatively [|(VCDTDI015)] //

Elaborations

 * collecting, and sorting data through play, for example collecting data about favourite toys and sorting the results into categories such as toys they like or dislike
 * locating image or text data, for example searching through a digital photo library, taking into account cultural considerations such as appropriate use of images of deceased Aboriginal and Torres Strait Islanders
 * exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture graphs to represent different types of items
 * exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
 * using digital systems to organise data to improve meaning, for example using visualisation software to create a mind map (diagram) showing relationships between characters in a story
 * using common software to present data creatively, for example using word processing, multimedia, graphic, numeric and presentation software to create a slideshow, movie, sounds, image, chart, word art, poster or drawing

// Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments [|(VCDTDI016)] //

Elaborations

 * using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
 * planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
 * making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
 * participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

Creating Digital Solutions

// Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems [|(VCDTCD017)] //

Elaborations

 * experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner
 * jointly writing and entering a simple set of instructions to sequence events and actions, for example scanning personal photographs and collating and ordering significant personal events or milestones and describing the steps involved in the process
 * presenting a sequence of instructions or events in a series of slides or screens with text and pictures
 * recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights, or how their lunch order is taken and delivered
 * following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing it to include in a slow motion

// Explore how people safely use common information systems to meet information, communication and recreation needs [|(VCDTCD018)] //

Elaborations

 * sharing and describing ways that common information systems can be used to meet communication needs, for example computers can be used as phones and social networking tools allowing communication between families living in different regions
 * recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal information can be used for undesirable purposes and that using a password is a means of protecting identity
 * recognising safe ergonomic practices when children are playing with information systems, for example recognising the need to take regular breaks to avoid eye strain and repetitive strain injuries
 * discussing how a range of information systems support personal needs and impact on others, for example text to speech software can be used to meet the communications needs of people with vision loss
 * sharing ideas about the ways information systems are being used by families and friends in everyday life, for example comparing current digital play equipment with play equipment of 20 years ago

 Foundation to Level 2 Achievement Standard


By the end of Level 2, students identify how common digital systems are used to meet specific purposes.

Students use digital systems to represent simple patterns in data in different ways and collect familiar data and display them to convey meaning.

Students design solutions to simple problems using a sequence of steps and decisions. They create and organise ideas and information using information systems and share these in safe online environments.