1. Computational Thinking
1.1. Where is it introduced?
1.1.1. Digital Technologies
1.1.1.1. Foundation to Year 2
1.1.1.1.1. Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
1.1.1.1.2. Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
1.1.1.1.3. Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
1.1.1.1.4. Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
1.1.1.2. Year 3 to 4
1.1.1.2.1. Recognise different types of data using simple software to create information and solve problems (ACTDIK008)
1.1.1.2.2. Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
1.1.1.2.3. Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
1.1.1.3. Year 5 to 6
1.1.1.3.1. Examine the main components of digital systems and how they may connect together to form networks to transmit data (ACTDIK014)
1.1.1.3.2. Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
1.1.1.3.3. Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
1.1.1.3.4. Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
1.1.1.3.5. Design a user interface for a digital system (ACTDIP018)
1.1.1.3.6. Design, modify and follow simple algorithms involving sequence of steps, branching, iteration (repetition) and user input (ACTDIP019)
1.1.1.3.7. Implement digital solutions as simple visual programs involving branching, iteration (repetition) and user input (ACTDIP020)
1.1.2. Design and Technologies
1.1.2.1. Foundation to Year 2
1.1.2.1.1. Explore the characteristics and properties of materials and components that are used to produce design solutions (ACTDEK004)
1.1.2.1.2. Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
1.1.2.1.3. Use materials, components, tools and equipment and techniques to safely make designed solutions (ACTDEP007)
1.1.2.2. Year 3 to 4
1.1.2.2.1. Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
1.1.2.2.2. Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
1.1.2.2.3. Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
1.1.2.3. Year 5 to 6
1.1.2.3.1. Investigate how electrical energy can control movement, sound or light in a designed product or system (ACTDEK020)
1.1.2.3.2. Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
1.1.2.3.3. Critique needs or oppurtunities for designing, and investigate materials, components, tools, equpment and processes to achieve intended design solutions (ACTDEP024)
1.2. How is it introduced?
1.2.1. Design and Technologies
1.2.1.1. Foundation to Year 2
1.2.1.1.1. Students are developing the basic skills and knowledge needed to solve design problems for their future schooling.
1.2.1.2. Year 3 to 4
1.2.1.2.1. During design and technologies in year 3 and 4 students use computational skills such as efficiency and problem solving to evaluate what tools and materials to use when looking for design solutions.
1.2.1.3. Year 5 to 6
1.2.1.3.1. In the last years of primary school for design and technology students begin evaluating and critiquing design and design solutions. They evaluate whether the solution is efficient and whether it has solved the problem.
1.2.2. Digital Technologies
1.2.2.1. Foundation to Year 2
1.2.2.1.1. During these years the very basic skills of computational thinking are being developed. They are introduced to computational thinking skills through learning about data and playing around with it, such as taking photos and uploading them or sending a video to their parents. They also begin recognising how digital systems respond to instructions.
1.2.2.2. Year 3 to 4
1.2.2.2.1. During years 3 and 4 students are more focused on problem solving and are being given the tools and knowledge about how to solve technology problems. Throughout the two years they are spending their time in technologies identifying problems and then creating solutions using the computational thinking skills they developed in the foundation years and continuing to develop them.
1.2.2.3. Year 5 to 6
1.2.2.3.1. During these years the students have developed good computational thinking and are now being given the chance to apply it. They get more chances to design technology as opposed to studying someone else's design and solving its problems. They use all the computational thinking skills they previously learnt such as problem solving, analysing data, representing it in abstract forms and determine best procedures to create their own technology for their preferred futures,
2. Coding
2.1. Where is it introduced?
2.1.1. Digital Technologies
2.1.1.1. Foundation to Year 2
2.1.1.1.1. Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
2.1.1.2. Year 3 to 4
2.1.1.2.1. Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
2.1.1.2.2. Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
2.1.1.2.3. Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
2.1.1.3. Year 5 to 6
2.1.1.3.1. Examine the main components of digital systems and how they may connect together to form networks to transmit data (ACTDIK014)
2.1.1.3.2. Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
2.1.1.3.3. Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
2.1.1.3.4. Design a user interface for a digital system (ACTDIP018)
2.1.1.3.5. Design, modify and follow simple algorithms involving sequence of steps, branching, iteration (repetition) and user input (ACTDIP019)
2.1.1.3.6. Implement digital solutions as simple visual programs involving branching, iteration (repetition) and user input (ACTDIP020)
2.1.2. Design and Technologies
2.1.2.1. Year 3 to 4
2.1.2.1.1. Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTEDP015)
2.2. How is it introduced?
2.2.1. Design and Technologies
2.2.1.1. Year 3 to 4
2.2.1.1.1. When students use code to design technology they need to take design into account. Such as considering colours when creating a game. They begin developing these understandings in years 3 and 4.
2.2.2. Digital Technologies
2.2.2.1. Foundation to Year 2
2.2.2.1.1. In these early years students are not explicitly learning how to code, however, they are playing with digital systems and recognising that they respond to instructions.
2.2.2.2. Year 3 to 4
2.2.2.2.1. Students begin creating through coding in a basic way. They are learning about code and what it does.
2.2.2.3. Year 5 to 6
2.2.2.3.1. Students in years 5 and 6 have begun looking at data and coding in their previous grades, however, now they are spending more time creating code and they have strong understandings of how to use it and how it is used in everyday life.