Navigation Menu

Contact

askSACE

1300 322 920
askSACE@sa.gov.au
print Print

Stage 1 | Subject outline | Version control

Digital Technologies Stage 1
Subject outline

Version 4.0 - For teaching in 2024.
Accredited in November 2016 for teaching at Stage 1 from 2018.

Stage 1 | Subject outline | Content | Focus area 1: Programming

Focus area 1: Programming

Students use computational thinking skills and strategies to understand problems and explore possible solutions. These strategies include deconstructing problems into logical sets of sequential or iterative parts, using tools that show dependencies and flow of sequence between subparts.

Students design algorithms to produce an output. An algorithm might be written in plain English or pseudocode, or be represented in a flow chart. Students turn the algorithm into code and test their solutions, which may take the form of a product, prototype, and/or proof of concept.

Students learn, develop, and practise with the building blocks of a programming language (variables, expressions, assignment, and input/output commands), understand the concept of sequencing, and use the constructs of selection and iteration.

They test and evaluate their solutions using simple testing techniques, and consider how effectively their solution meets the needs of the intended user.

Self‑assessment tools or skills frameworks may be used to support the development and application of students’ skills in working collaboratively.

The following framework provides a set of possible techniques and strategies that can be used for learning.

Key learning elaboration
Possible techniques and strategies
Computational thinking

Students apply computational thinking skills to design solutions prior to coding.



Students work collaboratively and individually to design a solution.



Students use decomposition to deconstruct a problem logically into two or more sequential tasks using tools, including structure charts, flow charts, and/or mind maps.

Students apply logical thinking to deduce as much new information as possible from the initial information provided, and revisit steps based on new information.

Students use pattern recognition to simplify algorithmic solutions through iteration.

Design thinking

Students use computational thinking skills to identify and define problems.

Students design and implement algorithms.



Students identify and define problems, questions, or hypotheses.

Students outline solutions to develop algorithms.

Students test algorithms.

Students code algorithms.

Programming

Students learn simple programming skills.



Students learn and use variables, expressions, and assignment.

Students learn and use data types (strings, numbers, and Booleans).

Students learn and use input/output commands, understand the concept of sequencing, and use the constructs of selection and iteration. 

Students develop and extend understanding of the building blocks of a general‑purpose programming language (GPL).
 
Students use software development tools such as integrated development environments (IDEs) and compilers/interpreters to support code development.
Testing and evaluating

Students test and evaluate their solution.



Students learn and use simple tests to detect logic and runtime errors such as tracing variables and running test cases.

Students evaluate their solution with system testing.

Students consider how effectively the solution meets the needs of the intended user.