L3 – 4: Overview

Level 3 - 4: Overview

Why are we focusing on Digital Technologies? Read more....

Foundation to Level 3-4 Achievement Standard (From VCA Digital Technologies Scope and Sequence website)

Teachers: The first unit in this level is open and free. Click here.

  • By the end of Level 4, students describe how a range of digital systems and their peripheral devices can be used for different purposes.
  • Students explain how the same data sets can be represented in different ways. They collect and manipulate different data when creating information and digital solutions.
  • They plan and safely use information systems when creating and communicating ideas and information, applying agreed protocols.
  • Students define simple problems, and design and develop digital solutions using algorithms that involve decision-making and user input. They explain how their developed solutions and existing information systems meet their purposes.

Identified achievement outcomes selected from the

VCAA Scope & Sequence 

DigitalNinja Modules

Digital Systems

  • Identify and explore digital systems (hardware and software components) for a purpose.

Unit 7: Digital Systems

  • Understanding input and output devices in the computing process.
  • Using a digital camera.
  • Taking a photo, downloading / transferring to a computer
  • Editing a photo to compose a new image
  • Sharing the out put image

Data and Information

  • Recognise different types of data and explore how the same data can be represented in different ways.
  • Collect, access and present different types of data using simple software to create information.

Unit 8: Data - Records - Spreadsheets

  • What is database?
  • Different types of databases 
  • Introduction to spreadsheet software
  • Create a simple database of records
  • Using the Internet to source data

Data and Information

  • Recognise different types of data and explore how the same data can be represented in different ways.
  • Collect, access and present different types of data using simple software to create information.

Unit 9: Visual Data - Presentation software.

  • Awareness of visual data in effective communication.
  • How to represent the same data in different visual formats.
  • Using Presentation software to visually communicate learning.

Data and Information

  • Recognise different types of data and explore how the same data can be represented in different way.
  • Using a table to re organise information that includes sentences, and/or words, and/or numbers and/or images.

Unit 10: Word Processing Data.

  • Create a word document that contains the following types of data:
    • Text
    • Differently formatted text
    • Columns
    • Table
    • Images
    • Hyperlinks
    • References
  • Convert a .doc to a .pdf file

Digital Solutions

  • Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them.
  • Develop simple solutions as visual programs.
  • Explain how student-developed solutions and existing information systems meet common personal, school or community needs.

Unit 11: Algorithm Solution Flow charts.

  • Understanding how flow charts can be used to solve a problem.
  • Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them.
  • Develop simple solutions as visual programs.

Digital Solutions

  • Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to create an animated story or quiz using Scratch 2.0.
  • Develop simple solutions as visual programs.

Unit 12: Coding using Scratch 2.0.

  • Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to create an animated story or quiz using Scratch 2.0.
  • Develop simple solutions as visual programs.

Digital Solutions

  • Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to create an animated story or quiz using Sphero.
  • Develop simple solutions as visual programs.

Unit 13: Hands On Coding

  • Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to create an animated story or quiz using Sphero
  • Develop simple solutions as visual programs.

Safe Online Information Systems

  • Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols

Unit 14: Digital Citizenship.

  • What is Digital Citizenship
  • Digital footprints: choices and responsibilities
  • Reporting irresponsible online users
  • Collaborating online to complete a challenge