The resources below have either been developed by the Digital Technologies in focus curriculum officers to support their project schools in the implementation of the Australian Curriculum: Digital Technologies or by teachers participating in the project.
- Core concepts
- Planning
- Teaching
- Tutorials
- Useful links
- Articles
Teaching and supporting project management in the classroom F–6
Summary: Project management is a key idea of the Australian Curriculum: Technologies. This document gives educators an overview of what project management is and ideas on how you can implement project management skills in the F–6 classroom.
Audience: F–6
An introduction to computational thinking in the Australian Curriculum: Digital Technologies
Computational thinking is a problem-solving method that is applied to create solutions that can be implemented using digital technologies. It involves integrating strategies, such as organising data logically, breaking down problems into parts, interpreting patterns and models, and designing and implementing algorithms.
Computational thinking is used when specifying and implementing algorithmic solutions to problems in Digital Technologies. For a computer to be able to process data through a series of logical and ordered steps, students must be able to take an abstract idea and break it down into defined, simple tasks that produce an outcome. This may include analysing trends in data, responding to user input under certain preconditions or predicting the outcome of a simulation.
This type of thinking is used in Design and Technologies during different phases of a design process when computation is needed to quantify data and solve problems. Examples include when calculating costs, testing materials and components, comparing performance or modelling trends.
Summary: In the Australian Curriculum: Technologies, computational thinking is one of the core concepts. Computational thinking helps people to organise data logically by breaking down problems into parts; defining abstract concepts; and designing and using algorithms, patterns and models. This infographic illustrates the skills and concepts needed by a student to think computationally.
Audience: F–10
Computational thinking cut out cards
Summary: A set of printable cards that give a definition of six aspects of computational thinking.
Audience: F–10
Computational thinking in practice F-2 (Parent and teacher activity cards)
Summary: A set of printable cards that give simple activity ideas for parents and teachers on each of the six aspects of computational thinking.
Audience: F–2
Design thinking involves the use of strategies for understanding design needs and opportunities, visualising and generating creative and innovative ideas, planning, and analysing and evaluating those ideas that best meet the criteria for success.
Design thinking underpins learning in Design and Technologies. Design processes require students to identify and investigate a need or opportunity; generate, plan and realise designed solutions; and evaluate products and processes. Consideration of economic, environmental and social impacts that result from designed solutions are core to design thinking, design processes and Design and Technologies.
When developing solutions in Digital Technologies, students explore, analyse and develop ideas based on data, inputs and human interactions. When students design a solution to a problem they consider how users will be presented with data, the degree of interaction with that data and the various types of computational processing. For example, designing a maze; writing precise and accurate sequences of instructions to move a robot through the maze or testing the program and modifying the solution.
Summary: In the Australian Curriculum: Technologies, Design thinking is one of the core concepts. Design thinking helps people to empathise and understand needs, opportunities and problems; generate, iterate and represent innovative, user-centred ideas; and analyse and evaluate those ideas. This infographic illustrates the skills and concepts needed by a student to think in a designerly way.
Audience: F–10
Summary: A video that provides a brief explanation of design thinking by the Stanford Graduate School of Business.
Audience: F–10
Design thinking: a problem-solving framework
Summary: A video produced by Edutopia that describes what the design thinking process is and what it looks like when it is taught to K–8 students at Design 39 Campus in San Diego, California.
Audience: F–8
Get started with design thinking
Summary: Design thinking is a methodology for creative problem-solving. Teachers can use it to inform teaching practice, or to teach students as a framework for developing solutions to real-world needs or dilemmas. The resources available at this link offer experiences and lessons for teachers to use with students. They have been developed and shared under a Creative Commons 4.0 licence by the Hasso Plattner Institute of Design at Stanford University (also known as the Stanford d.school)
Audience: F–10
A system is an organised group of related objects or components that form a whole. Systems thinking is a holistic approach to the identification and solving of problems where the focal points are treated as components of a system, and their interactions and interrelationships are analysed individually to see how they influence the functioning of the entire system.
In Design and Technologies, the success of designed solutions includes the generation of ideas and decisions made throughout design processes. It requires students to understand systems and work with complexity, uncertainty and risk. Students recognise the connectedness of and interactions between people, places and events in local and wider world contexts and consider the impact their designs and actions have in a connected world.
Participating in and shaping the future of information and digital systems is an integral part of learning in Digital Technologies. Understanding the complexity of systems and interdependence of components is necessary to create timely solutions to technical, economic and social problems. Implementation of digital solutions often has consequences for the people who use and engage with the system and may introduce unintended costs or benefits that affect the present or future society.
Summary: In the Australian Curriculum: Technologies, systems thinking is one of the core concepts. Systems thinking helps people to think holistically about the interactions and interconnections that shape the behaviour of systems. This infographic illustrates the skills and concepts needed by a student to think systematically and consider all elements in systems.
Audience: F–10
An introduction to systems thinking
Summary: This is an overview of systems thinking and strategies that students can use to develop systems thinking within primary school projects by CSER (Computer Science Education Research Group), Adelaide University.
Audience: F–10
Getting started with systems thinking in the primary grades
Summary: This is an article written by Sharon Coffin, Maumee Valley Country Day School, explaining how she taught systems thinking to primary grades in her school through Science. Coffin explains the benefits that came about in understanding and engagement and how she discovered that systems thinking is a tool to aid in teaching. You may find it beneficial to watch example online videos of the game ‘Oh Deer’ mentioned in the article.
Demonstration of the Oh Deer game referenced in the article
Audience: F–6
A number of core concepts underpin the Digital Technologies curriculum:
- digital systems (hardware, software, and networks)
- data representation (representing and structuring data symbolically)
- data acquisition (collecting and accessing data from a range of sources)
- data interpretation (extract meaning from data)
- abstraction (reduce complexity, focus on main idea)
- specification (define a problem precisely and clearly, identify requirements)
- algorithms (precise sequences of steps and decisions needed to solve a problem)
- implementation (automation of an algorithm, e.g. computer programming)
- privacy and security (protection of data in digital systems)
Australian Curriculum print/download
Click here to navigate to the Downloads page on the ACARA website, where you can print/download Digital Technologies resources.
Sequences of content and achievement F–10
Digital Technologies: Sequence of content F–10
Technologies: Sequences of achievement F–10
Digital Technologies F–6 achievement standards aligned to content descriptions (on a page)
Summary: This one-page planning document shows the Australian Curriculum: Digital Technologies F–6 achievement standards aligned to content descriptions.
Audience: F–6
Digital Technologies 7–10 achievement standards aligned to content descriptions (on a page)
Summary: This one-page planning document shows the Australian Curriculum: Digital Technologies 7–10 achievement standards aligned to content descriptions.
Audience: Years 7–10
The line of sight documents provide the curriculum on a page. They give a line of sight from content descriptions to achievement standards. They are useful for planning and mapping activities such as making connections between content descriptions and achievement standards.
Digital Technologies
Design and Technologies
The following matrices are designed for teachers to self-assess their Digital Literacy and Digital Technologies proficiency. They include a notes section for teachers to plan future professional learning.
Digital Literacy Teacher self-assessment matrix
The National Literacy and Numeracy Learning Progressions can be used with Digital Technologies to support student progress in literacy and numeracy.
Understand the Literacy capability
Literacy capability element and sub-elements
Understand the Numeracy capability
Numeracy capability elements and sub-elements
Literacy in Digital Technologies
Students need to read, write, speak, listen, and use language effectively in all learning areas of the Australian Curriculum. Supporting students’ literacy in learning areas will enhance and supplement the content learning by ensuring they have the literacy skills which allow them to access and understand the content area and demonstrate their knowledge and understanding. Learning in Digital Technologies requires students to listen to, read, understand and be able to use and evaluate a range of increasingly challenging informational texts. Students need to integrate and evaluate content presented in diverse media and formats, understand how to use a range of reading cues such as chapter headings and follow complex procedural and explanatory texts. Students need to be able to recognise and appropriately use technical symbols, icons and key terms which have more generic use as well as those that align with technical topics. Students will create clear and coherent informative, explanatory and persuasive texts using precise vocabulary and a range of visual and diagrammatic elements. Their texts will be developed and organised using a format and style appropriate to the purpose and audience. They will produce and publish a range of texts where information and ideas are relevant to the topic and supported by evidence and examples, where needed.
Using the literacy progression to support students in Digital Technologies
The most relevant elements and sub-elements of the literacy progression for Digital Technologies are:
- Speaking ad listening:
- Listening
- Interacting
- Speaking
- Reading and viewing:
- Understanding texts
- Writing:
- Creating texts
Useful resources
The sequence of keyboarding skills F–6 shows the relationship of Literacy to Digital Technologies and Digital Literacy
Sequence of Keyboarding Skills pdf
Numeracy in Digital Technologies
Students need to be numerate as they develop the knowledge and skills to use mathematics effectively in all learning areas of the Australian Curriculum and in their lives more broadly. Supporting students’ numeracy in learning areas will enhance and supplement the content learning by ensuring they have the numeracy skills which allow them to access and understand the content area and demonstrate their knowledge and understanding. Learning in Digital Technologies requires students to recognise and understand the role of mathematics in the world and have the dispositions and capacities to use mathematical knowledge and skills purposefully as they create digital solutions for a range of purposes. Students need to interpret and use mathematical knowledge and skills in a range of real-life situations. They will use number to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating ideas; developing, refining and testing concepts; and costing and sequencing when creating digital solutions and managing projects.
Using the numeracy progression to support students in Digital Technologies
The most relevant elements of the numeracy progression for Digital Technologies are:
- Number sense and algebra
- Measurement and geometry
- Statistics and probability
These elements are essential for students to develop discipline-specific knowledge, understanding and skills and to demonstrate the learning described in the Digital Technologies achievement standard. Many numeracy sub-elements could be relevant to Digital Technologies but are dependent on the selected context for creating digital solutions. For example, position and location maybe very relevant when developing an app requiring geolocation.
Australian Curriculum: Digital Technologies sample assessment tasks
These sample assessment tasks assist teachers with the implementation of the Australian Curriculum: Digital Technologies, with a focus on Data. Each assessment task has a particular data focus. A template is provided so teachers can populate it with their own data sets. Teachers are free to use and modify as needed.
Foundation assessment task: Cooling the school
Years 1–2 assessment task: Stepping out
Years 1–2 assessment task: Cooling the school
- Teacher booklet
- Teacher PowerPoint (digital systems)
- Student PowerPoint (cooling your school)
- Student files
Years 3–4 assessment task: Classifying living and non-living things
Years 3–4 assessment task: Cooling the school
Years 5–6 assessment task: Representing data
Years 5–6 assessment task: Digital systems to encourage fit and healthy activity
Years 7–8 assessment task: Evaluating the livability of a city/town
Professional learning (PL) ecosystem diagram
Summary: This diagram is based on the PL ecosystem used by DTiF curriculum officers and schools. This editable diagram will be useful for jurisdictions and schools to assist with visualising and building professional learning networks including partner schools, industry and community connections.
A-Z Digital Technologies vocabulary
Summary: This resource will assist teachers in thinking about when and how to introduce Digital Technologies discipline-specific vocabulary.
Audience: Years F–6
Books for exploring Digital Technologies concepts
Summary: These books are useful for exploring Digital Technologies key concepts and key ideas
Audience: Years F–7
Board & card games for exploring Digital Technologies concepts
Summary: These board and card games are useful for exploring Digital Technologies key concepts and key ideas.
Audience: Years 1–8
Exploring Digital Technologies through shopping
Summary: Students and their families encounter Digital Technologies concepts in many everyday shopping tasks. This resource demonstrates how using concepts derived from age-appropriate content, combined with multiple points of entry to and exit from a shopping related task might remove barriers to learning. It provides examples of learning experiences that respond to the individual attributes and characteristics of all students and suggests ways to foster participation and progress. As a result, students may better engage in purposeful and authentic open-ended explorations that require critical and creative thinking and incorporate student choice and voice. Read more: www.v9.australiancurriculum.edu.au/student-diversity
Audience: Years 3–6
Acquiring data and representation: What’s in your lunchbox?
Summary: The type of fruits and vegetables in school lunchboxes or those eaten at crunch and sip or fruit break time can provide a good source of data for a classroom investigation.
Audience: Foundation Year
Data interpretation: organise data by classifying, grouping and sorting objects
Summary: Understanding and applying the process of classifying, grouping and sorting data is an important skill in the Australian Curriculum: Digital Technologies Foundation as well as in Science and Mathematics. To sort and classify familiar objects, students use computational thinking skills to organise data in a logical way.
Audience: Foundation Year
Acquiring data and representation: What’s in your lunchbox?
Summary: The type of fruits and vegetables in school lunchboxes or those eaten at crunch and sip or fruit break time can provide a good source of data for a classroom investigation.
Audience: Years 1–2
Data interpretation: organise data by classifying, grouping and sorting objects
Summary: Understanding and applying the process of classifying, grouping and sorting data is an important skill in the Australian Curriculum: Digital Technologies 1–2 as well as in Science and Mathematics. To sort and classify familiar objects, students use computational thinking skills to organise data in a logical way.
Audience: Years 1–2
Robots, data and computational thinking
Summary: This classroom resource comprises four worksheets to accompany a lesson on data and computational thinking. These materials are designed for teachers to use simple line-following robots (Ozobots) to engage students in the computational thinking process and working with data.
Audience: Years 2–4
Collecting data about litter in the community
Summary: The litter students find in the local environment can provide a good source of data. The interpretation of this data can help students answer a range of inquiry questions.
Audience: Years 3–4
QR codes, digital systems and data representation
Summary: Creating and using QR codes in your classroom is one way to talk about data representation and digital systems: how they work, who uses them and for what purposes. This resource also includes a simple tutorial on creating and using QR codes.
Audience: Years F–6
Aboriginal and Torres Strait Islander connections to Digital Technologies
Summary: Aboriginal and Torres Strait Islander Histories and Cultures cross is a cross-curriculum priority in the Australia Curriculum for Years F–10.
Audience: Years F–10
Summary: This sequence document demonstrates an appropriate progression of keyboarding skills from F–6. It makes connections between digital literacy, Digital Technologies and the Literacy progressions.
Audience: F–6
What is a digital system and how do digital systems help us?
Summary: Digital systems are all around us. Providing students with opportunities to understand what digital systems are and how people use them for different purposes is very important in the early years of schooling.
Audience: Foundation
What is a digital system and how do digital systems help us?
Summary: Digital systems are all around us. Providing students with opportunities to understand what digital systems are and how people use them for different purposes is very important in the early years of schooling.
Audience: Years 1–2
Summary: Simple ideas for learning about digital systems in the classroom.
Audience: Years 3–4
Makey Makey interactive poster
Summary: This activity allows students to: use the Makey Makey as a digital system, create a digital solution, investigate how circuits work/the properties of materials (conductivity); and evaluate the effectiveness of the interactive poster design (user interface) for a user.
Audience: Years 3–4
Summary: Digital systems are a key concept in Digital Technologies. This resource comprises two sets of printable cards. They can be used for activities to support building knowledge and understanding of digital systems with a focus on the components of digital systems; in particular, hardware and peripheral devices.
Audience: Years F–4
Exploring digital systems unplugged: networks
Summary: Simple ideas for learning about digital systems such as a network, unplugged.
Audience: Years 5–6
Exploring patterns and data with bread tags and plastic lids
Summary: In Digital Technologies, manipulatives/ concrete materials/ loose parts such as bread tags and lids can be used to learn more about data.
Audience: Foundation
Exploring patterns and data with bread tags and plastic lids
Summary: In Digital Technologies, manipulatives/ concrete materials/ loose parts such as bread tags and lids can be used to learn more about data.
Audience: Years 1–2
Sample unit of work – Design and create a solar system quiz game
Summary: This sample unit of work contains Australian Curriculum: Digital Technologies content, learning area links to Science, Mathematics and Design and Technologies along with suggested formative and summative assessment tasks and a marking guide. The resource has been designed for Years 5–6 teachers who are ready to engage with version 9 of the Australian Curriculum.
Audience: suitable for primary teachers
Understanding algorithms and the smiley face biscuit challenge
Summary: Algorithms are a core concept in Digital Technologies. They help us follow, describe and represent a sequence of steps and decisions needed to solve problems. This resource explores some idea for following algorithms including the smiley face biscuit visual algorithm challenge.
Audience: Years 1–2
Choose your own adventure story
Summary: In Digital Technologies, students from Year 1 onwards should be planning and implementing projects that include branching (decision-making). Creating a ‘choose your own adventure’ story is an excellent way for students to design and produce a project that makes use of branching.
Audience: Years 1–6
Visual programming with Scratch
Summary: This resource comprises a collection of sample activities that incorporate visual programming (Scratch) into teaching and learning programs. They show the possibilities Scratch offers for integration. The projects are all incomplete and designed to be used as samples for inspiration or modification by teachers.
Audience: Years 3–6
Summary: This activity shows one way to incorporate Digital Technologies into a goldfields unit in an authentic way using a micro:bit.
Audience: Years 5–6
Environmental measurement (visual programming)
Summary: According to research undertaken by Professor Stephen Heppell, poor lighting levels, the wrong temperatures, inappropriate sound volumes and rhythms, humidity, air pollution, CO2 and air pressure can all impair learning. This classroom idea provides suggestions for how your students could measure some of these environmental factors in the classroom for themselves by creating their own digital solutions with a micro:bit.
Audience: Years 5–6
Environmental measurement (visual programming and general-purpose programming)
Summary: According to research undertaken by Professor Stephen Heppell, poor lighting levels, the wrong temperatures, inappropriate sound volumes and rhythms, humidity, air pollution, CO2 and air pressure can all impair learning. This classroom idea provides suggestions for how your students could measure some of these environmental factors in the classroom for themselves by creating their own digital solutions with a micro:bit.
Audience: Years 5–8
Micro:bit missions: Take a chance on me (Integrating Mathematics)
Summary: This resource comprises two activities that can be used together or if you prefer as individual activities to explore the concept of chance in Mathematics. Students will use computational thinking and use the micro:bit as a digital system to generate and collect data and implement and/or modify a program (pseudocode, visual programming and general-purpose programming).
Audience: Years 6–8
Creating a digital start line and finish line with micro:bits
Summary: The following activity suggests one-way Digital Technologies could be integrated into a unit where vehicles are being designed and produced. Coding examples are provided in three ways: pseudocode, visual programming and general-purpose programming (Python/micro-python).
Audience: Years 7–8
Classroom ideas – Privacy and security – Foundation
Summary: This classroom idea will provide teachers of Foundation ideas for teaching Privacy and security content from the Australian Curriculum: Digital Technologies.
Audience: suitable for primary teachers
Classroom ideas – Privacy and security – Years 1–2
Summary: This classroom idea will provide teachers of Years 1–2 ideas for teaching Privacy and security content from the Australian Curriculum: Digital Technologies.
Audience: suitable for primary teachers
Classroom ideas – Privacy and security – Years 3–4
Summary: This classroom idea will provide teachers of Years 3–4 ideas for teaching Privacy and security content from the Australian Curriculum: Digital Technologies.
Audience: suitable for primary teachers
Classroom ideas – Privacy and security – Years 5–6
Summary: This classroom idea will provide teachers of Years 5–6 ideas for teaching Privacy and security content from the Australian Curriculum: Digital Technologies.
Audience: suitable for secondary teachers
Classroom ideas – Privacy and security – Years 7–8
Summary: This classroom idea will provide teachers of Years 7–8 students ideas for teaching Privacy and security content from the Australian Curriculum: Digital Technologies.
Audience: suitable for secondary teachers
Classroom ideas – Privacy and security – Years 9–10
Summary: This classroom idea will provide teachers of Years 9–10 ideas for teaching Privacy and security content from the Australian Curriculum: Digital Technologies.
Audience: suitable for secondary teachers
Classroom ideas – Privacy and security – Enigma machine – Years 7–10
Summary: This classroom idea will provide teachers of Years 7–10 information on the Enigma machine with instructions on creating a model encryption device.
Audience: suitable for secondary teachers
Information for teachers – Hacker versus Attacker
Summary: These teaching tips will provide teachers with information about ethical hacking and the difference between hacking and attacking.
Audience: suitable for primary and secondary teachers
Automated soil moisture sensor lesson
Summary: The soil moisture sensor project integrates science understandings and computational thinking to solve a problem about sustainable watering practices. This lesson was devised by Trudy Ward, Clarendon Vale Primary School, Tasmania.
Audience: Years 3–6
Summary: This project is an example of a challenge-based learning task that has the aim of reducing schoolyard and community waste. The project creates opportunities for students to design, create, market and sell a plastic wrap alternative, and to work with a local business or community group that supplies some materials. Students collect data about a real-world plastic waste problem, store, organise and interpret the data in a meaningful way that will inform the project.
Audience: Years 5–6
Teaching and supporting project management in the classroom
Summary: Project management is a key idea of the Australian Curriculum: Technologies. This document gives educators an overview of what project management is and ideas on how you can implement project management skills in the F–6 classroom.
Audience: F–6
Visual programming – Scratch
Visual programming – Scratch Scratch is a visual programming language that uses graphic elements (or blocks) rather than just text to translate logic. This tutorial provides step-by-step instructions and images to support the learning of this visual programming language. This tutorial is designed for educators who would like to learn how to use Scratch version 2.0. It includes an introductory tutorial and a second tutorial to create a maze game.
Visual programming – Scratch 2.0
Summary: This tutorial provides step-by-step instructions and images to support the learning of this visual programming language. This tutorial is designed for educators who would like to learn how to use Scratch version 2.0. It includes an introductory tutorial and a second tutorial to create a maze game.
Audience: Years 3–8
Visual programming – Scratch 3.0
Summary: This tutorial is designed for educators who would like to learn how to use Scratch version 3.0. It includes an introductory tutorial and a second tutorial to create a maze game.
Audience: Years 3–8
General-purpose programming – Python
Summary: In the Australian Curriculum: Digital Technologies, students are required to study a general-purpose programming language at Years 7 and 8. Python is one example of this type of language. It closely resembles the English language. The tutorial is designed for educators who would like to learn how to use Python.
Audience: Years 7–8
Summary: Martin Levins, DTiF Curriculum Officer, takes viewers through the transition from visual programming (block-based environments) to general-purpose programming (text-based environments). This video will guide teachers as they assist students to move on from block-based programming to general-purpose programming languages and understand the similarities between the two programming constructs.
Audience: Years 7–8
Summary: This video explores how students can develop and apply Digital Technologies knowledge, understanding and skills to create a digital solution through the Curriculum connection: Food and fibre. This vodcast is designed for educators who would like to learn how to use a BBC micro:bit to manage the water requirements of a garden.
Audience: Suitable for Years 5–8
Summary: In this video, DTiF Curriculum officer, Martin Levins, discusses the use of smart garden technologies.
Audience: suitable for Years 5–8
Summary: In this video, DTiF Curriculum Officer, Martin Levins, discusses the use of smart garden technologies on a larger scale in agricultural settings. Topics discussed include control of light, temperature, soil moisture and humidity using digital sensors in commercial agriculture settings.
Audiences: suitable for Years 5–8
Data knowledge and skills
This series of videos is designed to enhance your understanding of data and its simple manipulation in spreadsheets for Years 5-6 and 7-8. This is demonstrated step by step and in the context of comparing the price of a Big Mac around the world.
Summary: A general interdiction to data and how to go about collecting it for use in a spreadsheet
Audience: suitable for Years 7–8
Summary: An overview of how to authenticate the data you have collected for use in a spreadsheet.
Audience: suitable for Years 7–8
Summary: This video is a demonstration of cleaning and structuring data in a spreadsheet.
Audience: suitable for Years 7–8
Summary: An overview of how to authenticate the data you have collected for use in a spreadsheet.
Audience: suitable for Years 7–8
Australian Curriculum
Australian Curriculum work samples
Student work samples in portfolio form that demonstrate student learning in relation to the achievement standard. Compare a range of assessment tasks illustrating satisfactory, above satisfactory and below satisfactory student achievement.
Curriculum connections resources
The Curriculum connections resources allow educators to draw connections across the dimensions of the Australian Curriculum on various conceptual themes. Explore content by subject including Digital Technologies.
Australian Data Science Education Institute (ADSEI)
Australian Data Science Education Institute (ADSEI)
ADSEI aims to support teachers to use Data Science to create genuine learning opportunities within their own disciplines. ADSEI resources can students with the opportunity to learn about real issues within their communities and create solutions whilst engaging with the Australian Curriculum: Digital Technologies.
CSER Digital Technologies Education
CSER Digital Technologies Education
The University of Adelaide leads the CSER Digital Technologies MOOCs (massive open online courses). These are free online professional learning courses designed to support Australian teachers with implementing the Australian Curriculum: Digital Technologies F–10.
CSIRO Education
Digital Technologies Hub
A website for school leaders, teachers, students and parents with a wide range of resources and opportunities related to the Australian Curriculum: Digital Technologies.
- Unpack the Digital Technologies curriculum
- Learn the difference between ICT and Digital Technologies
- Lesson ideas linked to the curriculum
- Strategies and advice from Australian primary and secondary schools
- Professional learning opportunities
- Subscribe to newsletter
Grok Academy
Grok Academy (part of Kik Innovation)
Grok Academy provides practical support for understanding and implementing the Australian Curriculum: Digital Technologies.
- Resources including coding tutorials, posters and games
- Digital Technologies courses to use in your classroom
- Teacher information
Office of the eSafety Commissioner website – education resources
Office of the eSafety Commissioner website – education resources
Online safety resources and training for teachers, schools and communities.
Scootle
Scootle is a national digital learning repository which provides Australian teachers with access to more than 20,000 digital learning items, provided by a wide array of contributors and aligned to core areas of the Australian Curriculum. Search by Australian Curriculum subject Digital Technologies or by Australian Curriculum code to find related teaching resources.
The GiST (Girls in STEM Toolkit)
The GiST (Girls in STEM Toolkit)
The GiST provides resources to inspire and inform girls, schools and families in science, technology, engineering and maths (STEM). Explore activities, resources, case studies, lessons, study pathways and careers.