Course Outline: Students create practical, innovative solutions to problems of interest. By extracting, interpreting, and modelling real-world data sets, students identify trends to examine sustainable solutions to problems in, for example, business, industry, the environment, and the community. They investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations, including relevance, originality, appropriateness, and sustainability.
Innovation in Digital Technologies involves students creating new ways of doing things, generating their own ideas and creating digital solutions problems of interest. They design solutions that may take the form of a product, prototype, and/or proof of concept, and are encouraged to experiment and learn from what does not work as planned, as well as from what does. Innovation may also include students designing solutions that improve existing processes or products.
Students use computational thinking skills and strategies to identify, deconstruct, and solve problems that are of interest to them. They analyse and evaluate data, test hypotheses, make decisions based on evidence, and create solutions. Through the study of Digital Technologies, students are encouraged to take ownership of problems and design, code, validate, and evaluate their solutions. In doing so, they develop and extend their understanding of designing and programming, including basic constructs involved in coding, array processing, and modularisation.
Students develop and apply their skills in computational thinking and in program design They engage in iterative project development, where a product or prototype is designed and tested and/or implemented in stages. They follow agile practices and/or iterative engineering design processes. Learning environments in Digital Technologies may include physical, online, and/or simulated spaces.
Digital Technologies promotes learning through initiative, collaboration, creativity, and communication, using project- and inquiry-based approaches.
Topics Included:
Stage 2 Digital Technologies is a 20-credit subject that consists of the following focus areas. Students study all four focus areas.
Computational Thinking
Design and Programming
Data Analytics
Iterative Project Development
Assessment:
The following assessment types enable students to demonstrate their learning in Stage 2 Digital Technologies:
School Assessment (70%)
Project Skills (50%)
Collaborative Project (20%)
External Assessment (30%)
Individual Digital Solution (30%)
Students provide evidence of their learning through six assessments, including the external assessment component.
Students complete:
four project skills tasks
one collaborative project
one individual digital solution.
It is anticipated that from 2018 all school assessments will be submitted electronically
Additional Costs:
Costs for excursions and workshops, that include fees and transport.
Credit Points: 20
Length of course: Full Year
Recommended Background: Satisfactory completion of a Stage 1 Digital Technologies - Programming and Data Analytics and/or Stage 1 Digital Technologies - Advanced Programming and Exploring Innovations
Course Outline:
Students create practical, innovative solutions to problems of interest. By extracting, interpreting, and modelling real-world data sets, students identify trends to examine sustainable solutions to problems in, for example, business, industry, the environment, and the community. They investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations, including relevance, originality, appropriateness, and sustainability.
Innovation in Digital Technologies involves students creating new ways of doing things, generating their own ideas and creating digital solutions problems of interest. They design solutions that may take the form of a product, prototype, and/or proof of concept, and are encouraged to experiment and learn from what does not work as planned, as well as from what does. Innovation may also include students designing solutions that improve existing processes or products.
Students use computational thinking skills and strategies to identify, deconstruct, and solve problems that are of interest to them. They analyse and evaluate data, test hypotheses, make decisions based on evidence, and create solutions. Through the study of Digital Technologies, students are encouraged to take ownership of problems and design, code, validate, and evaluate their solutions. In doing so, they develop and extend their understanding of designing and programming, including basic constructs involved in coding, array processing, and modularisation.
Students develop and apply their skills in computational thinking and in program design They engage in iterative project development, where a product or prototype is designed and tested and/or implemented in stages. They follow agile practices and/or iterative engineering design processes. Learning environments in Digital Technologies may include physical, online, and/or simulated spaces.
Digital Technologies promotes learning through initiative, collaboration, creativity, and communication, using project- and inquiry-based approaches.
Topics Included:
Stage 2 Digital Technologies is a 20-credit subject that consists of the following focus areas. Students study all four focus areas.
Assessment:
The following assessment types enable students to demonstrate their learning in Stage 2 Digital Technologies:
External Assessment (30%)
Students provide evidence of their learning through six assessments, including the external assessment component.
Students complete:
It is anticipated that from 2018 all school assessments will be submitted electronically
Additional Costs:
Further information on post school pathways: