Exam (elaborations) e The standard elaborations (SEs) provide addition

e The standard elaborations (SEs) provide additional clarity when using the Australian Curriculum achievement standard to make judgments on a five-point scale. They can be used as a tool for: • making consistent and comparable judgments about the evidence of learning in a folio of student work • developing task-specific standards for individual assessment tasks. Structure The SEs are developed using the Australian Curriculum achievement standard. The Digital Technologies achievement standard describes the learning expected of students at each band. Teachers use the achievement standard during and at the end of a period of teaching to make on-balance judgments about the quality of learning students demonstrate. In Queensland the achievement standard represents the C standard — a sound level of knowledge and understanding of the content, and application of skills. The SEs are presented in a matrix. The discernible differences or degrees of quality associated with the five-point scale are highlighted to identify the characteristics of student work on which teacher judgments are made. Terms are described in the Notes section following the matrix. Years 7 and 8 Australian Curriculum: Digital Technologies achievement standard By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems. Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional requirements and constraints. Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating and collaborating online. Source Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum Version 8 Digital Technologies for Foundation–10, Years 7 and 8 standard elaborations — Australian Curriculum: Digital Technologies Years 7 and 8 standard elaborations — Australian Curriculum: Digital Technologies Queensland Curriculum & Assessment Authority July 2019 Page 2 of 10 Years 7 and 8 Digital Technologies standard elaborations A B C D E The folio of a student’s work has the following characteristics: Knowledge and understanding Digital systems comprehensive distinction between different types of networks and defined purposes detailed distinction between different types of networks and defined purposes distinction between different types of networks and defined purposes identification of different types of networks and defined purposes statements about networks and purposes Representation of data comprehensive explanation of how text, image and audio data can be represented, secured and presented in digital systems detailed explanation of how text, image and audio data can be represented, secured and presented in digital systems explanation of how text, image and audio data can be represented, secured and presented in digital systems description of how text, image and audio data can be represented, secured and presented in digital systems statements about how text, image and audio data can be represented, secured and presented in digital systems Processes and production skills Collecting, managing and analysing datadiscerning analysis and evaluation of data from a range of sources to model and create solutions informed analysis and evaluation of data from a range of sources to model and create solutions analysis and evaluation of data from a range of sources to model and create solutions explanation of data from sources to model and create solutions statements about data to model and create solutions Investigating and definingpurposeful definition and decomposition of problems in terms of functional requirements and constraints effective definition and decomposition of problems in terms of functional requirements and constraints definition and decomposition of problems in terms of functional requirements and constraints partial definition and decomposition of problems in terms of functional requirements and constraints fragmented definition and decomposition of problems Years 7 and 8 standard elaborations — Australian Curriculum: Digital Technologies Queensland Curriculum & Assessment Authority July 2019 Page 3 of 10 A B C D E Processes and production skills Generating and designing; producing and implementingpurposeful design of user experiences and algorithms incorporating branching and iterations effective design of user experiences and algorithms incorporating branching and iterations design of user experiences and algorithms incorporating branching and iterations partial design of user experiences and algorithms fragmented design of user experiences and algorithms systematic testing, modification and proficient implementation of digital solutions reliable testing, modification and effective implementation of digital solutions testing, modification and implementation of digital solutions partial testing or modification and partial implementation of digital solutions fragmented testing or modification or implementation of digital solutions Evaluating critical evaluation of information systems and their solutions in terms of meeting needs, innovation and sustainability informed evaluation of information systems and their solutions in terms of meeting needs, innovation and sustainability evaluation of information systems and their solutions in terms of meeting needs, innovation and sustainability explanation of information systems and their solutions statements about information systems and their solutions Collaborating and managing comprehensive planning and management of digital projects to create interactive information informed planning and management of digital projects to create interactive information planning and management of digital projects to create interactive information partial planning and management of digital projects to create aspects of interactive information fragmented planning and management of digital projects to create information proficient use of appropriate protocols when communicating and collaborating onlinYears 7 and 8 standard elaborations — Australian Curriculum: Digital Technologieselaborations — Australian Curriculum: Digital Technologies