Years 1 to 2 Digital Technologies Achievement Standard
6 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 2 students show how simple digital solutions meet a need for known users. Students represent and process data in different ways. They follow and describe basic algorithms involving a sequence of steps and branching. With assistance, students access and use digital systems for a purpose. They use the basic features of common digital tools to create, locate and share content, and to collaborate, following agreed behaviours. Students recognise that digital tools may store their personal data online.
The 6 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 2 students show how simple digital solutions meet a need for known users.
Content descriptorAC9TDI2P01 Processes and production skills
investigate simple problems for known users that can be solved with digital systems
Elaborations (4)
- Elaboration investigating internet-based translation tools and how similar digital tools could promote the use of First Nations Australians’ languages or assist communications, for example responding to cultural stories of Australian First Nations Peoples
- Elaboration investigating familiar and easily understood problems with few complications or steps needed to solve them, for example deciding what to wear by checking the forecast on a weather app
- Elaboration identifying how digital systems are used to solve problems at school, for example taking attendance or borrowing a library book
- Elaboration exploring how a familiar problem could be solved using a robot, for example creating a model robot using cardboard boxes and explaining how it could be used to clean up the classroom floor at the end of the day
Content descriptorAC9TDI2P03 Processes and production skills
discuss how existing digital systems satisfy identified needs for known users
Elaborations (4)
- Elaboration describing how familiar digital systems meet the needs of individuals, for example how different family members use a tablet for different needs – to play videos, read the news or follow a recipe
- Elaboration discussing how we use digital systems to store and access information, and how that information helps us learn about our environment, interactions and leisure activities, for example how interactive versions of stories authored and published by First Nations Australians preserve important cultural expressions
- Elaboration sharing ideas about how digital systems are used at school for learning, for example sharing a student's work with the class on an interactive display screen to provide class feedback on their writing
- Elaboration sharing and describing ways that common digital systems can be used to meet communication needs, for example tablets can be used as phones and tools for communication between families living in different locations
Students represent and process data in different ways.
Content descriptorAC9TDI2K02 Knowledge and understanding
represent data as pictures, symbols, numbers and words
Elaborations (3)
- Elaboration recognising that letter combinations represent different phonemes and that words are spelled the same way regardless of the accent of the speaker
- Elaboration recognising the equivalence of different representations of numbers, including words, digits and tally marks
- Elaboration recognising that pictures in First Nations Australians’ seasonal calendars are used to represent and communicate data, such as how the appearance of a flower can signify a connected event or a resource availability, for example how the Gulumoerrgin Peoples from the Darwin region of the Northern Territory understand that the fruiting of freshwater mangrove signifies it is time to harvest magpie geese
They follow and describe basic algorithms involving a sequence of steps and branching.
Content descriptorAC9TDI2P02 Processes and production skills
follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition)
Elaborations (6)
- Elaboration following a short, ordered sequence of steps and making decisions to solve a simple problem, for example follow a recipe or directions to reach a location
- Elaboration describing the steps and decisions (in the correct order) needed to solve a simple problem, for example writing, saying, drawing or photographing the steps needed to make a sandwich
- Elaboration rearranging into the correct order a series of mixed-up pictures that describe a story, for example stories authored and published by First Nations Australians
- Elaboration identifying the steps needed to solve a problem, and understanding when their order is important, for example socks must be put on before shoes but a jumper can be put on before or after shoes
- Elaboration identifying the decisions needed to solve a problem and the next steps to follow in each case, for example if it is raining, take a raincoat, otherwise take a hat
- Elaboration following algorithms that repeat a single step a fixed number of times, for example practise spelling a word 5 times or throw and catch a ball with a partner 10 times
With assistance, students access and use digital systems for a purpose.
Content descriptorAC9TDI2K01 Knowledge and understanding
identify and explore digital systems and their components for a purpose
Elaborations (3)
- Elaboration exploring digital systems to better understand how they are used to provide communities with essential services, for example looking at the systems and components that allow First Nations Australians in communities classified as remote to watch their favourite television shows
- Elaboration naming and using digital systems that they interact with at home and school, for example using a touchpad to move the cursor on a laptop, or the keyboard to type a simple message on a tablet
- Elaboration using different digital systems to explore what they do and how to use them, for example selecting the camera icon allows them to take photos of things that are a familiar shape
Content descriptorAC9TDI2P06 Processes and production skills
access their school account with a recorded username and password
Elaborations (1)
- Elaboration using username and password recorded in a private place to access a digital system, for example logging into a school computer using details given on a card by the teacher
They use the basic features of common digital tools to create, locate and share content, and to collaborate, following agreed behaviours.
Content descriptorAC9TDI2P04 Processes and production skills
use the basic features of common digital tools to create, locate and communicate content
Elaborations (5)
- Elaboration using familiar digital systems to create content with others, for example using presentation software to retell a story
- Elaboration taking, storing safely and presenting photos of class work, for example locating photos they took of their work to show to parents or carers or for the teacher to upload to the class shared folder
- Elaboration finding images of (local) Australian flora and fauna or places for use in a story and including First Nations Australians’ names for the items
- Elaboration using a camera or drawing app to create a picture, for example making a card for a family member that includes a photo and short message
- Elaboration creating individual pieces of work that contribute to a group task, for example each student contributes a recipe and photo of their favourite food to create a class recipe book
Content descriptorAC9TDI2P05 Processes and production skills
use the basic features of common digital tools to share content and collaborate demonstrating agreed behaviours, guided by trusted adults
Elaborations (3)
- Elaboration taking and sharing photos of class work with parents or carers using classroom messaging software with teacher guidance
- Elaboration applying agreed standards of behaviour when sharing content with classmates, for example using language that is considered by all students and the teacher to be appropriate when they are writing messages to each other
- Elaboration considering the need for online safety when sharing information, for example recognising that personal information such as a photo can be used inappropriately
Students recognise that digital tools may store their personal data online.
Content descriptorAC9TDI2P07 Processes and production skills
discuss that some websites and apps store their personal data online
Elaborations (2)
- Elaboration sharing examples of the data collected by apps and websites they commonly use, for example usernames and email addresses used by school websites and games to log in
- Elaboration discussing the importance of asking permission from a parent or carer before entering personal details online such as address, phone number and date of birth
This achievement standard describes the expected learning for Years 1 to 2 Digital Technologies. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Knowledge and understanding | Digital systems | 1 | 3 |
| Knowledge and understanding | Data representation | 1 | 3 |
| Processes and production skills | Investigating and defining | 1 | 4 |
| Processes and production skills | Generating and designing | 1 | 6 |
| Processes and production skills | Evaluating | 1 | 4 |
| Processes and production skills | Collaborating and managing | 2 | 8 |
| Processes and production skills | Privacy and security | 2 | 3 |
| Total | 9 | 31 | |