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Selected actual descriptions
AC9TDI6P01 · raw E/J20254 — define problems with given or co-developed design criteria and by creating user stories
AC9TDI6P02 · raw E/J20259 — design algorithms involving multiple alternatives (branching) and iteration
AC9TDI6P04 · raw E/J20270 — generate, modify, communicate and evaluate designs
AC9TDI6P05 · raw E/J20274 — implement algorithms as visual programs involving control structures, variables and input
AC9TDI6P06 · raw E/J20282 — evaluate existing and student solutions against the design criteria and user stories and their broader community impact
Actual pupil choice/story/criterion: P01. Own repeated multi-alternative design: P02. Actual generated/changed/communicated/evaluated design: P04. Child-created/changed/run visual blocks using total variable, input and control structures: P05. Story/criterion evaluation and reasoned possible impact: partial P06. Real broader community impact is unobserved unless an actual event supplies it. Paper algorithms, watching supplied programmes or adult entry are not independent child visual implementation. Directing support and choices are attributed.
Complete band introduction and achievement standard
By the end of Year 6 students should have had the opportunity to apply computational thinking by creating digital solutions that involve defining problems, designing and modifying algorithms, and implementing them as visual programs. Students practise different strategies to develop their abstract thinking, such as thinking out aloud to simplify problems, which is needed when defining them. They represent algorithms involving branching and iteration and implement them as visual programs that include variables and respond to input. Students think in a more abstract way, exploring how on and off states and whole numbers can be used to represent data. They use design thinking techniques to generate multiple ideas about the design of solutions and how people interact with them. Based on given or co-developed design criteria and student-generated user stories, they select, and where appropriate modify, their preferred design ideas for further development. They extend the use of design criteria by evaluating their own and existing solutions, considering the impact of these solutions on their community. Through Digital Technologies and Mathematics ( Statistics ), students develop confidence and competencies in using digital systems to create displays of data, such as visualisations, which assist in interpreting data sets. Students apply systems thinking when investigating the functions and purpose of each component in a digital system and their interactions with others. They examine how data is broken up and sent through networks. Through frequent practice when completing tasks and projects, students develop competence and confidence in creating content that applies agreed conventions, such as heading hierarchies and labelling of charts, and they use a consistent file-naming system. When working in groups, students explore different ways of working collaboratively, such as agreeing on how tasks should be allocated and content shared. Students protect data stored in their personal accounts by creating separate passphrases for each account and explain how their personal data forms their permanent digital footprint. In Digital Technologies, students should have frequent opportunities for authentic learning by making key connections with other learning areas.
Full standard · raw sheet2 E255/F255, Years 5 and 6:
By the end of Year 6 students develop and modify digital solutions, and define problems and evaluate solutions using user stories and design criteria. They process data and show how digital systems represent data. Students design algorithms involving complex branching and iteration and implement them as visual programs including variables. They securely access and use multiple digital systems and describe their components and how they interact to process and transmit data. Students select and use appropriate digital tools effectively to plan, create, locate and share content, and to collaborate, applying agreed conventions and behaviours. They identify their digital footprint and recognise its permanence.
Remaining breadth — not closed by this helper
K01 internal components; K02 networks; K03 all data represented numerically; K04 binary; P03 own interface design; P07 appropriate multiple/common tools and conventions; P08 online planning/sharing/collaboration; P09 actual multiple personal accounts/unique passphrases; P10 footprint/privacy remain unclaimed. Entering numeric records does not establish K03. Using our supplied editor does not establish P03. The code carries no ACARA text. One original helper does not close common-tool/system breadth. This is ten formative components, not a whole year, band, state-approved provision or attained standard.
Full remaining unchanged descriptions for scope comparison:
AC9TDI6K01 · E/J20236 — investigate the main internal components of common digital systems and their function
AC9TDI6K02 · E/J20240 — examine how digital systems form networks to transmit data
AC9TDI6K03 · E/J20245 — explain how digital systems represent all data using numbers
AC9TDI6K04 · E/J20248 — explore how data can be represented by off and on states (zeros and ones in binary)
AC9TDI6P03 · E/J20266 — design a user interface for a digital system
AC9TDI6P07 · E/J20288 — select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions
AC9TDI6P08 · E/J20294 — select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours
AC9TDI6P09 · E/J20301 — access multiple personal accounts using unique passphrases and explain the risks of password re-use
AC9TDI6P10 · E/J20304 — explain the creation and permanence of their digital footprint and consider privacy when collecting user data
Exact raw/canonical identities are in offline delivery-held source-snapshot.json. Current QCAA techniques/alignment inform original formative choices, not whole-band/five-point grades. Current standards-elaborations DOCX direct403 is unread. State-school framework heading v9/footer v8.4 discrepancy is retained; local adopted version/sector/timetable must be checked. See source and rights.