Content

Stage 1 Digital Technologies may be undertaken as a 10‑credit subject or a 20‑credit subject. The subject consists of the following focus areas:

• Focus area 1: Programming
• Focus area 2: Advanced programming
• Focus area 3: Data analytics
• Focus area 4: Exploring innovations.

For a 10‑credit subject, students study at least two focus areas. For a 20‑credit subject, students study at least three focus areas.

The focus areas are not intended to be taught independently or to be of equivalent length. They should be sequenced and structured to suit individual cohorts of students.

Computational thinking skills are integral to each focus area, together with applying program‑design skills and exploring innovation. Students analyse patterns and relationships in data sets and/or algorithms, and draw conclusions about their usefulness in defining the problem.

In developing and applying their program‑design skills, students develop and extend their understanding of program‑design methodology. They take a structured approach to designing an algorithm or digital solution (product, prototype, and/or proof of concept) that is appropriate to the context of the problem and meets the needs of the intended user. They code, test, and evaluate their solutions.

In creating and/or evaluating their solutions, students take into account ethical considerations. These may include, for example, implications of data use and/or digital solutions for individuals, groups, societies, and/or the environment.

(Note: a digital solution may be implemented by the student or may be a working prototype or proof of concept.)

In Focus area 1: Programming, students identify and deconstruct a problem, and develop and use code to design and test possible solutions. In Focus area 2: Advanced programming, students extend their programming skills with a particular focus on problem‑solving. In Focus area 3: Data analytics, students apply their computational thinking skills to analyse relationships in data sets, identify and scope problems, and create solutions. In Focus area 4: Exploring innovations, students apply their critical and creative thinking skills to explore digital innovations, develop ideas, and create digital solutions.

Pivotal to student learning is the development of the capabilities and, in particular, the skills for creativity, collaboration, and innovation.

Students develop and apply their critical and creative thinking in Digital Technologies through visualising possibilities, exploring innovations, and creating digital solutions. They engage with innovators and centres of innovation as they explore how to be creative and innovative in their own work. Collaboratively and individually students generate, develop, and refine their ideas, exploring and investigating possible solutions before developing a product, prototype, or proof of concept. Students make connections in their learning and use their initiative to design and create innovative digital solutions.

Students work collaboratively to problem‑solve and create digital solutions to problems of interest. Collaboration enables students to develop their social and cognitive skills and ways of combining the knowledge and skills of group members to identify and solve problems effectively as a team. Students build their personal and social capability as they work together in interconnected ways, with their activities reliant on contributions from others and building on activities begun by others. Through collaboration students extend and apply their critical and creative thinking, decision‑making, and problem‑solving skills and capabilities. Collaboration may include the use of synchronous and/or asynchronous digital communication strategies.

Innovation in Digital Technologies includes students generating and articulating their own ideas, creating new processes, products, and solutions, and designing solutions that improve existing ideas, processes, and products. Students develop and extend the range and combination of skills that enable them to contribute to innovation in digital solutions. These skills encompass academic, technical, and soft skills, and the ability to apply these skills and knowledge to solving unfamiliar problems. Students work independently and/or collaboratively to generate ideas and create innovative solutions and creative products. They extend and apply their skills in critical and creative thinking and problem‑solving, and make connections in their learning across disciplines to generate ideas and create innovative digital solutions. In the pursuit of innovation students increase their willingness to take risks and appreciate the value of learning from what does not work, as well as from what does work, as they scope and design innovative solutions.