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© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 1

Scope and sequence
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Foundation Years 1–2

Digital Technologies Achievement standard

By the end of Foundation students show familiarity with digital systems and By the end of Year 2 students show how simple digital solutions meet a need for
use them for a purpose. They represent data using objects, pictures and known users. Students represent and process data in different ways. They
symbols and identify examples of data that is owned by them. follow and describe basic algorithms involving a sequence of steps and
branching. With assistance, students access and use digital systems for a
purpose. They use the basic features of common digital tools to create, locate
and share content, and to collaborate, following agreed behaviours. Students
recognise that digital tools may store their personal data online.

Learning area Achievement standard

By the end of Foundation students identify familiar products, services and By the end of Year 2 students describe the purpose of familiar products,
environments and develop familiarity with digital systems, using them for a services and environments, including digital systems. They represent and
purpose. They create, communicate and choose design ideas. Students follow process data in different ways and follow and describe basic algorithms
steps and use materials and equipment to safely make a designed solution for involving a sequence of steps and branching to show how simple digital
a school-selected context. They show how to represent data using objects, solutions meet a need for known users. For each of the 2 prescribed
pictures and symbols and identify examples of data that is owned by them. technologies contexts they identify the features and uses of technologies and
create designed solutions. Students select design ideas based on their personal
preferences. They access and use the basic features of common digital tools to
create, locate and share content, and collaborate and communicate design
ideas using models and drawings. Students safely produce designed or digital
solutions and recognise that digital tools may store their personal data online.

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 2

Scope and sequence
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Content descriptions
Strand: Knowledge and understanding
Sub-strand: Digital systems

recognise and explore digital systems (hardware and software) for a purpose identify and explore digital systems and their components for a purpose
AC9TDIFK01 AC9TDI2K01

Sub-strand: Data representation

represent data as objects, pictures and symbols represent data as pictures, symbols, numbers and words
AC9TDIFK02 AC9TDI2K02

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 3

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Strand: Processes and production skills

Sub-strand: Investigating and defining

investigate simple problems for known users that can be solved with digital
systems
AC9TDI2P01

Sub-strand: Generating and designing

follow and describe algorithms involving a sequence of steps, branching

(decisions) and iteration (repetition)
AC9TDI2P02

Sub-strand: Evaluating

discuss how existing digital systems satisfy identified needs for known users
AC9TDI2P03

Sub-strand: Collaborating and managing

use the basic features of common digital tools to create, locate and
communicate content
AC9TDI2P04

use the basic features of common digital tools to share content and
collaborate demonstrating agreed behaviours, guided by trusted adults
AC9TDI2P05

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 4

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Sub-strand: Privacy and security

identify some data that is personal and owned by them access their school account with a recorded username and password
AC9TDIFP01 AC9TDI2P06

discuss that some websites and apps store their personal data online
AC9TDI2P07

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 5

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Years 3–4 Years 5–6

Digital Technologies Achievement standard

By the end of Year 4 students create simple digital solutions and use provided By the end of Year 6 students develop and modify digital solutions, and define
design criteria to check if solutions meet user needs. Students process and problems and evaluate solutions using user stories and design criteria. They
represent data for different purposes. They follow and describe simple process data and show how digital systems represent data. Students design
algorithms involving branching and iteration and implement them as visual algorithms involving complex branching and iteration and implement them as
programs. Students securely access and use digital systems and their visual programs including variables. They securely access and use multiple
peripherals for a range of purposes, including transmitting data. They use the digital systems and describe their components and how they interact to process
core features of common digital tools to plan, create, locate and share content, and transmit data. Students select and use appropriate digital tools effectively to
and to collaborate, following agreed behaviours. Students identify their plan, create, locate and share content, and to collaborate, applying agreed
personal data stored online and recognise the risks. conventions and behaviours. They identify their digital footprint and recognise its
permanence.

Learning area achievement standard

By the end of Year 4 students describe how people design products, services By the end of Year 6 students explain how people design products, services and
and environments to meet the needs of people, including sustainability. They environments to meet the needs of communities, including sustainability. For
process and represent data for different purposes, follow and describe simple each of the 3 prescribed technologies contexts students explain how the
algorithms involving branching and iteration, and implement them as visual features of technologies impact on design decisions and they create designed
programs. For each of the 2 prescribed technologies contexts they describe solutions. They process data and show how digital systems represent data,
the features and uses of technologies and create designed solutions. Students design algorithms involving complex branching and iteration, and implement
select design ideas against design criteria. Students securely access and use them as visual programs including variables. They select and justify design
digital systems and their peripherals for a range of purposes, including ideas and solutions against design criteria. Students share and communicate
transmitting data. They communicate design ideas using models and drawings ideas or content to an audience using technical terms, graphical representation
including annotations and symbols. Students plan and sequence steps and techniques and appropriate digital tools. They develop project plans, including
use technologies and techniques to safely produce designed solutions. They production processes, and select technologies and techniques to safely produce
use the core features of common digital tools to plan, create, locate and share designed or digital solutions. Students securely access and use multiple digital
content, and to collaborate, following agreed behaviours. Students identify systems and describe their components and how they interact to process and
their personal data stored online and its risks. transmit data. They identify their digital footprint and recognise its permanence.

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 6

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Content descriptions
Strand: Knowledge and understanding
Sub-strand: Digital systems

explore and describe a range of digital systems and their peripherals for a investigate the main internal components of common digital systems and their
variety of purposes function
AC9TDI4K01 AC9TDI6K01

explore transmitting different types of data between digital systems examine how digital systems form networks to transmit data
AC9TDI4K02 AC9TDI6K02

Sub-strand: Data representation

recognise different types of data and explore how the same data can be explain how digital systems represent all data using numbers
represented differently depending on the purpose
AC9TDI6K03
AC9TDI4K03

explore how data can be represented by off and on states (zeros and ones in
binary)
AC9TDI6K04

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 7

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Strand: Processes and production skills

Sub-strand: Investigating and defining

define problems with given design criteria and by co-creating user stories define problems with given or co-developed design criteria and by creating
user stories
AC9TDI4P01
AC9TDI6P01

Sub-strand: Generating and designing

follow and describe algorithms involving sequencing, comparison operators design algorithms involving multiple alternatives (branching) and iteration
(branching) and iteration
AC9TDI6P02
AC9TDI4P02

design a user interface for a digital system

AC9TDI6P03

generate, communicate and compare designs generate, modify, communicate and evaluate designs
AC9TDI4P03 AC9TDI6P04

Sub-strand: Producing and implementing

implement simple algorithms as visual programs involving control structures implement algorithms as visual programs involving control structures,
and input variables and input
AC9TDI4P04 AC9TDI6P05

Sub-strand: Evaluating

discuss how existing and student solutions satisfy the design criteria and user evaluate existing and student solutions against the design criteria and user
stories stories and their broader community impact
AC9TDI4P05 AC9TDI6P06

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 8

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Sub-strand: Collaborating and managing

use the core features of common digital tools to create, locate and select and use appropriate digital tools effectively to create, locate and
communicate content, following agreed conventions communicate content, applying common conventions
AC9TDI4P06 AC9TDI6P07

use the core features of common digital tools to share content, plan tasks, and select and use appropriate digital tools effectively to share content online, plan
collaborate, following agreed behaviours, supported by trusted adults tasks and collaborate on projects, demonstrating agreed behaviours
AC9TDI4P07 AC9TDI6P08

Sub-strand: Privacy and security

access their school account using a memorised password and explain why it access multiple personal accounts using unique passphrases and explain the
should be easy to remember, but hard for others to guess risks of password re-use
AC9TDI4P08 AC9TDI6P09

identify what personal data is stored and shared in their online accounts and explain the creation and permanence of their digital footprint and consider
discuss any associated risks privacy when collecting user data
AC9TDI4P09 AC9TDI6P10

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 9

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Years 7–8 Years 9–10

Digital Technologies Achievement standard

By the end of Year 8 students develop and modify creative digital solutions, By the end of Year 10 students develop and modify innovative digital solutions,
decompose real-world problems, and evaluate alternative solutions against decompose real-world problems, and critically evaluate alternative solutions
user stories and design criteria. Students acquire, interpret and model data against stakeholder elicited user stories. Students acquire, interpret and model
with spreadsheets and represent data with integers and binary. They design complex data with databases and represent documents as content, structure
and trace algorithms and implement them in a general-purpose programming and presentation. They design and validate algorithms and implement them,
language. Students select appropriate hardware for particular tasks, explain including in an object-oriented programming language. Students explain how
how data is transmitted and secured in networks, and identify cyber security digital systems manage, control and secure access to data; and model cyber
threats. They select and use a range of digital tools efficiently and responsibly security threats and explore a vulnerability. They use advanced features of
to create, locate and share content; and to plan, collaborate on and manage digital tools to create interactive content, and to plan, collaborate on and
projects. Students manage their digital footprint. manage agile projects. Students apply privacy principles to manage digital
footprints.

Learning area Achievement standard

By the end of Year 8 students explain how people design, innovate and
produce products, services and environments for preferred futures. For each
of the 4 prescribed technologies contexts students explain how the features of
technologies impact on design decisions, and create designed solutions based
on analysis of needs or opportunities. They acquire, interpret and model with
spreadsheets and represent data with integers and binary. Students design
and trace algorithms; and implement them in a general-purpose programming
language. Students create and adapt design ideas, processes and solutions,
and justify their decisions against developed design criteria that include
sustainability. They communicate design ideas and solutions to audiences
using technical terms and graphical representation techniques, including using
digital tools. They select appropriate hardware for particular tasks, explain how
data is transmitted and secured in networks, and identify cyber security
threats. They use a range of digital tools to individually and collaboratively
document and manage production processes to safely and responsibly
produce designed or digital solutions for the intended purpose. Students
manage their digital footprint.

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 10

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Content descriptions
Strand: Knowledge and understanding
Sub-strand: Digital systems

explain how hardware specifications affect performance and select appropriate

hardware for particular tasks and workloads
AC9TDI8K01

investigate how data is transmitted and secured in wired and wireless investigate how hardware and software manage, control and secure access to
networks including the internet data in networked digital systems
AC9TDI8K02 AC9TDI10K01

Sub-strand: Data representation

investigate how digital systems represent text, image and audio data using represent documents online as content (text), structure (markup) and
integers presentation (styling) and explain why such representations are important
AC9TDI8K03 AC9TDI10K02

explain how and why digital systems represent integers in binary investigate simple data compression techniques
AC9TDI8K04 AC9TDI10K03

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 11

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Strand: Processes and production skills

Sub-strand: Acquiring, managing and analysing data

acquire, store and validate data from a range of sources using software, develop techniques to acquire, store and validate data from a range of sources
including spreadsheets and databases using software, including spreadsheets and databases
AC9TDI8P01 AC9TDI10P01

analyse and visualise data using a range of software, including spreadsheets analyse and visualise data interactively using a range of software, including
and databases, to draw conclusions and make predictions by identifying spreadsheets and databases, to draw conclusions and make predictions by
trends identifying trends and outliers
AC9TDI8P02 AC9TDI10P02

model and query the attributes of objects and events using structured data model and query entities and their relationships using structured data
AC9TDI8P03 AC9TDI10P03

Sub-strand: Investigating and defining

define and decompose real-world problems with design criteria and by define and decompose real-world problems with design criteria and by
creating user stories interviewing stakeholders to create user stories
AC9TDI8P04 AC9TDI10P04

Sub-strand: Generating and designing

design algorithms involving nested control structures and represent them design algorithms involving logical operators and represent them as flowcharts
using flowcharts and pseudocode and pseudocode
AC9TDI8P05 AC9TDI10P05

trace algorithms to predict output for a given input and to identify errors validate algorithms and programs by comparing their output against a range of
test cases
AC9TDI8P06
AC9TDI10P06

design the user experience of a digital system design and prototype the user experience of a digital system
AC9TDI8P07 AC9TDI10P07

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 12

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generate, modify, communicate and evaluate alternative designs generate, modify, communicate and critically evaluate alternative designs
AC9TDI8P08 AC9TDI10P08

Sub-strand: Producing and implementing

implement, modify and debug programs involving control structures and implement, modify and debug modular programs, applying selected algorithms
functions in a general-purpose programming language and data structures, including in an object-oriented programming language
AC9TDI8P09 AC9TDI10P09

Sub-strand: Evaluating

evaluate existing and student solutions against the design criteria, user stories evaluate existing and student solutions against the design criteria, user
and possible future impact stories, possible future impact and opportunities for enterprise
AC9TDI8P10 AC9TDI10P10

Sub-strand: Collaborating and managing

select and use a range of digital tools efficiently, including unfamiliar features, select and use emerging digital tools and advanced features to create and
to create, locate and communicate content, consistently applying common communicate interactive content for a diverse audience
conventions
AC9TDI10P11
AC9TDI8P11

select and use a range of digital tools efficiently and responsibly to share use simple project management tools to plan and manage individual and
content online, and plan and manage individual and collaborative agile collaborative agile projects, accounting for risks and responsibilities
projects
AC9TDI10P12
AC9TDI8P12

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 13

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Sub-strand: Privacy and security

explain how multi-factor authentication protects an account when the develop cyber security threat models, and explore a software, user or software
password is compromised and identify phishing and other cyber security supply chain vulnerability
threats
AC9TDI10P13
AC9TDI8P13

investigate and manage the digital footprint existing systems and student apply the Australian Privacy Principles to critique and manage the digital
solutions collect, and assess if the data is essential to their purpose footprint that existing systems and student solutions collect
AC9TDI8P14 AC9TDI10P14

© ACARA Australian Curriculum: Technologies – Digital Technologies F–10 Version 9.0 14

Scope and sequence