C2C for Digital
Technologies
How is the Australian Curriculum
Technologies – Digital Technologies
structured?
key ideas to organise teaching, learning and
assessment in each unit while maintaining maximum
flexibility for schools to decide when and how to teach
and assess. A Topic overview features:
 the name of the unit and an introductory
statement
 topics within the unit including assessment,
connections between learning and assessment
and topics related to computational design and
thinking
 subject specific advice on designing a sequence
of teaching and learning
 a topic map organised according to topics and
key ideas.
Digital Technologies helps students to become
innovative creators of digital solutions, effective users
of digital systems and critical consumers of information
conveyed by digital systems.
The Australian Curriculum: Digital Technologies (F–10)
comprises two related strands:
 Digital Technologies Knowledge and
Understanding – the information system
components of data, and digital systems
(hardware, software and networks)
 Digital Technologies Processes and Production
skills – using digital systems to create ideas and
information, and to define, design and
implement digital solutions, and evaluate these
solutions and existing information systems
against specified criteria.
What are the features of the C2C Topic
outlines?
What C2C materials have been developed to
support implementation of Digital
Technologies?
How are students assessed in Digital
Technologies?
C2C materials for Digital Technologies include:
 Band plans for Kindergarten – Year 10, written
for the following bands
 Unit plans
 assessment materials - tasks, model responses,
Guides to making judgments (GTMJs) and
implementing the assessment advice
 topic overviews
 topic outlines and linked resources
 mapping documents.
What are the features of the C2C Topic
overview?
The C2C Topic overview foregrounds topics and their
Topic outlines expand on the information in the Topic
overview. Topic outlines include:
 topics and their key ideas
 learning opportunities
 teacher resources
 student resources
 helpful information.
Each C2C: Digital Technologies unit contains a
summative assessment task. In most units assessment
takes the form of a project involving the creation of a
digital solution. The knowledge and skills required in
the assessment are taught through learning activities
that involve the application of one or more skills.
How are key Digital Technologies concepts
reflected in the C2C materials?
Key concepts in the Digital Technologies are:
 abstraction, which underpins all concepts
 data collection, representation and
interpretation
 specification
 algorithms and implementation
© C2C materials are used with the approval of the State of Queensland (Department of Education Training and Employment) 2014


digital systems
interactions and impacts.
Learning in Digital Technologies focuses on students
developing understanding and skills in computational
thinking (a problem solving method using digital
technologies) and Systems thinking (understanding the
components of a system—such as people, data and
digital systems—and how they interact). Concepts and
thinking skills are aligned to content in learning
opportunities and resources in the C2C materials.
How does Digital Technologies differ from the
ICT capability in the Australian Curriculum,
and how is this reflected in the C2C
materials?
The difference between Digital Technologies and the
ICT general capability is that Digital Technologies helps
students to become confident developers of digital
solutions and the capability helps students to become
effective users of digital technologies. C2C materials
focus on developing digital solutions.
What digital solutions will students create
using the C2C materials?
Students are provided with the opportunity to create a
range of digital solutions.
Band
Examples of digital solutions
P-2
using a robotic toy to navigate a map, a digital
data display such as a class profile, recording data
with software applications.
interactive adventures, simple guessing games, an
interactive learning object that delivers
information.
game or interactive story or animations, a simple
expert system that assesses user input.
interactive simulation that models a real-world
system, improving a web page for a target
audience, designing a data collection strategy,
designing a search engine to find specific
information.
database-driven website app, interactive expert
systems.
3-4
5-6
7-8
9 - 10
How have C2C units for Digital Technologies
been structured?
C2C Digital Technologies units have been developed as
independent units. Links to C2C units from other
learning areas/subjects (partner units) are identified
from Kindergarten to Year 8. Where links to partner
units are developed, they reflect the interdisciplinary
nature of digital technologies.
Linking Digital Technologies units with partner units
can provide authentic and real-world contexts and
information systems for students to explore and
evaluate. When linking to partner units teachers need
to maintain the integrity and character of each
subject’s knowledge, understanding and skills, and
assess and report on each subject separately. Further
information about curriculum connections is provided
in the Australian Curriculum: Technologies.
Will C2C Technologies specify particular
software, hardware or resources?
While many of the skills and concepts are initially
investigated using unplugged examples, which are
activities not involving a computer, access to
computing hardware will be required, particularly to
support the implementing skill and creation of digital
solutions. Tablets can be used in the early years but
desktop or laptop computers currently provide a range
of software that better fulfils the requirements to use
programming languages in later years.
Software choice is the discretion of the teacher and
school. The digital solutions students develop in the
unit projects can be created using a range of freely
available software. Schools also have the option of
purchasing commercial software.
Some units will include alternative project ideas as a
supporting learning resource (SLR) attached to the
unit, to support classes creating solutions using
different resources, such as robotics equipment.
© C2C materials are used with the approval of the State of Queensland (Department of Education Training and Employment) 2014
What is the place of coding or programming
in the C2C units?
Programming is widely recognised as the most
authentic and suited technique through which
students can develop and apply computational thinking
skills. The curriculum identifies the type of programs to
be used when implementing digital solutions, and
these are reflected in the C2C materials:
 Years 3-6: visual programs
 Years 7-8: general purpose programming
language
 Years 9-10: object-orientated programming
language.
Where can I obtain support for teaching
technical elements of Digital Technologies?
The C2C materials contain a range of resources
including sheets, slideshows and videos that will
support students to develop proficiency in applying
Digital Technologies processes and skills. Resources will
also be provided to help students and teachers develop
an understanding of the concepts and thinking skills.
How can schools implement Digital
Technologies?
It remains a school-based decision when and how
Digital Technologies will be taught.
What support is available for teachers to
teach Digital Technologies?
Teachers can access the Digital Technologies
curriculum on the Australian Curriculum website at:
http://www.australiancurriculum.edu.au/technologies
/digital-technologies/curriculum/f-10?layout=1
© C2C materials are used with the approval of the State of Queensland (Department of Education Training and Employment) 2014