Unpack the Curriculum

Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)

Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)

Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)

Create information

Creating information involves using digital systems to present ideas and information.

Create ideas and information: Using digital technologies to manipulate data and present a product.; Students use familiar information systems to share information with others (e.g. using presentation software to share holiday photos).

Create ideas and information: Using digital technologies to manipulate data and present a product.; Students can describe how executing their plan effectively will allow them to gather data and inform their next steps. This should lead to them being able to conclude the process with an answer, or at least a new question that needs to be answered.

Create ideas and information: Using digital technologies to manipulate data and present a product.; Students can reflect on their progress against their plan and explain how what they learn and discover changes from their initial thinking is a part of the creation process. Students should be challenged to check the correctness of their conclusions at each stage of the process, ensuring their understanding of ideas and information is deeper and more thorough than may otherwise be the case.

Create ideas and information: Using digital technologies to manipulate data and present a product.; Students can solve problems that require solutions that work with multiple data sets and more complex models of data. Through the use of a broader set of inputs, students gain greater insight into not only the problem they are solving, but problems related to or associated with it, and this informs their thinking and/or conclusions.

Create ideas and information: Using digital technologies to manipulate data and present a product.; Students can explain how their solutions to problems could be translatable to different domains that share common elements. The design of modular solutions that include components that can be re-used or adapted for use in alternative situations helps demonstrate that ideas and information are translatable across domains.
Interactive solutions: Solutions that provide a direct interface between users, data and the problem they are trying to solve.; Students produce solutions that allow users to access and manipulate data in response to user input (e.g. a website where users can view movies based on review criteria).

Communicate and collaborate

Communicate and collaborate involves using digital systems to share information and work with others.

Collaborate: Completing a structured task or activity in small groups with defined roles.; Students create individual pieces of work that contribute to a group task (e.g. each student contributes a recipe and photo of their favourite food to create a class recipe book).
Cyber safety: Sharing ideas and information with approved people in teacher-managed environments.; Students share their work online with each other and approved family members under teacher supervision (e.g. through student portfolios in a school parent portal).

Collaborate: Completing a structured task or activity in small groups with defined roles.; Students can confidently share their knowledge and skills with others when working on common problems, especially when the solution will affect multiple people. They should be encouraged to share what they know with others and to use these interactions to consolidate their own understanding.
Cyber safety: Choosing what personal information about yourself and others should be shared online and with whom.; Students share their work online after discussing what information about themselves and others is safe to share, and with whom (e.g. blogging about their home without revealing its specific location or other personal information).
Social and ethical protocols: Agreed behaviours enabling all participants to feel included, respected, and valued when interacting with each other.; Students interact with each other online, after discussing respectful and considerate communication for the context (e.g. commenting on a blog, mindful of the impact on the author, using appropriate language for a public forum).

Collaborate: Using online tools that facilitate text, audio and video communication to interact with other people working on a common project.; Students can use online tools to collaborate both in real-time and asynchronously, and learn the benefits and challenges associated with each. They should be complementing online collaboration with face-to-face opportunities where possible, and those meetings could include discussion of the challenges they are learning about and how they may be addressed.
Cyber safety: Choosing what personal information about yourself and others should be shared online and with whom.; Students protect their online identity and manage access to personal and collaborative online work (e.g. adding collaborators to a shared document rather than giving others your username and password).
Social and ethical protocols: Agreed behaviours enabling all participants to feel included, respected, and valued when interacting with each other.; Students collectively define and act on community standards (e.g. moderating language and behaviour in an online class forum) and value the work of others (e.g. not deleting the work of collaborators and respecting the intellectual property of others).
Technical protocols: The technical practices and conventions used to create, organise and manage information.; Students follow technical practices and conventions to organise and manage their personal and collaborative work efficiently (e.g. naming files sensibly, organising them in folders, and choosing where they are stored).

Collaborate: Using online tools that facilitate text, audio and video communication to interact with other people working on a common project.; Students can collaborate effectively online, discussing strategy, approaches to solving problems, and engage in shared document / asset creation, such as managing cloud storage and common code repositories. Applications designed specifically for online collaboration become a key part of the working toolset.
Cyber safety: Choosing what personal information about yourself and others should be shared online and with whom.; Students manage their online identity (e.g. choosing what to include in their social media profiles) and the security of their information when interacting with unfamiliar people and services (e.g. not responding to phishing emails).
Social and ethical protocols: Agreed behaviours enabling all participants to feel included, respected, and valued when interacting with each other.; Students identify diverse cultural expectations before participating in teams and online communities (e.g. sensitivities around images of deceased people) and valuing the intellectual property and perspectives of others (e.g. different opinions in a debate).

Collaborate: Using online tools that facilitate text, audio and video communication to interact with other people working on a common project. A process that involves regular input, criticism and feedback from multiple stakeholders to refine, improve and evaluate proposed solutions.; Students can participate meaningfully in online space in the public realm through the use of relevant collaborative platforms (an example might be Github and StackOverflow for code development). The use of these tools link students with the broader community, giving them a larger audience and allowing them to access expertise and experience beyond the classroom. Student can use a collaborative approach that allows them to work on larger projects where their contributions are focused on key components of a larger solution and must integrate with the work of others. The breadth of expertise and knowledge in the group becomes necessary for the projects success.
Cyber safety: Protecting access to, and interaction with, information in digital solutions.; Students secure user information in the digital solutions they create (e.g. protecting personal information via a login) and the interactions those solutions facilitate (e.g. restricting access to information about other users).
Social and ethical protocols: Agreed behaviours enabling all participants to feel included, respected, and valued when interacting with each other.; Students develop guidelines that allow them to manage the behaviour of their users (e.g. community guidelines for a forum) and apply these guidelines to maintain expected behaviour (e.g. deleting inappropriate posts).
Legal responsibilities: The legal obligations to consider when managing systems and data, and using intellectual property.; Students understand their legal responsibilities to control information in their solutions (e.g. state-based data protection legislation), the rights users have over their data (e.g. Privacy Act 1988), and the intellectual property rights of others (e.g. Copyright Act 1968).

Plan and manage

Plan and manage involves organising and controlling processes, people and resources in the development of solutions.

The content descriptions do not explicitly address Plan and manage in band F-2.

Planning: Developing an approach, strategy or identifying sources useful to investigate a problem and/or develop a solution.; Students can appreciate the value of identifying the steps they should follow to solve a problem before they start their investigations. This includes things like knowing where to look for data and who they might ask for help. At this stage, it is about developing a simple strategy that they can follow confidently, and scaffolding from the teacher is likely required.

Planning: Developing an approach, strategy or identifying sources useful to investigate a problem and/or develop a solution.; Students can describe their plans by specifying the steps they intend to take to solve their problem and how long it might take to find the answers to questions they are investigating. This introduces the idea of projects being things that do not start and end immediately.

Planning: Developing an approach, strategy or identifying sources useful to investigate a problem and/or develop a solution.; Students can develop plans for solutions with greater autonomy, relying on their previous experiences to guide their thinking and approach. They should plan both individual and collaborative tasks, and supported to better understand how the dynamics of group activities changes the planning process.
Manage projects: Using techniques, strategies and approaches to monitor progress towards development of a solution, and to re-evaluate or alter strategies to ensure deadlines are met and outcomes achieved within the resources available.; Students can collaborate effectively, thinking about the many facets of managing the exchange of ideas as well as the assets and resources of their projects. This includes regular monitoring of progress, and the provision of feedback to other members of any collaborative activity.