In Level 2, with support, students investigate a specialised digital technologies area (for example, digital media, digital information, electronic environments, user experience design, digital systems) and propose possible solutions to issues they identify. They independently apply an iterative process to design, develop, store and test digital outcomes that enable their solutions, identifying, evaluating, prioritising and responding to relevant social, ethical and end-user considerations. They use information from testing and, with increasing confidence, optimise tools, techniques, procedures and protocols to improve the quality of the outcomes. They apply evaluative processes to ensure the outcomes are fit-for-purpose and meet end-user requirements.
In authentic contexts and taking account of end-users, students analyse concepts in digital technologies (for example, information systems, encryption, error control, complexity and tractability, autonomous control) by explaining the relevant mechanisms that underpin them, how they are used in real world applications, and the key problems or issues related to them. Students discuss the purpose of a selection of data structures and evaluate their use in terms of trade-offs between performance and storage requirements and their suitability for different algorithms. They use an iterative process to design, develop, document and test advanced computer programs.
Students have their work assessed against the Level 2 Digital Technologies achievement standards. They also have the opportunity to take part in the 123Tech Challenge.
Level 2 Digital Technologies Learning Workbook
This achievement standard involves conducting an inquiry to propose a digital technologies outcome. The assessment activity requires students to conduct a comprehensive inquiry which will lead them to propose a digital technologies outcome. The inquiry must focus on a digital technologies concept (for example, from within the computational thinking or design and develop digital outcomes curriculum progressions.) Students will decide on their own inquiry focus linked to the context, they will develop their own inquiry question(s), undertake research, evaluation, and inquiry refinement. The information gathered will then be organised, analysed and an outcome based on the inquiry will be proposed. Students will have multiple checkpoints with their teacher as they work through this assessment activity to ensure they have an opportunity to ask questions and gather feedback. The scope of the inquiry could have a global, national, or local focus. Students are required to collect evidence to support judgements as they conduct their inquiry and develop their proposal for a digital technologies outcome. Evidence should include:
Students will be assessed on the quality of their ideas, not the length of their responses. This evidence will then support the development of the proposed digital outcome as part of another assessment.Learning Resources Assessment Resource Assessment Criteria
This achievement standard involves applying conventions to develop a design for a digital outcome. Students are required to generate and model a range of design ideas using conventions Students need to select a design and explain the appropriateness of the design. They also need to use feedback gained from modelling to improve the design. Students should be collecting evidence as they investigate conventions and then generate and model design ideas. Students are not required to produce extended pages of researched information. The step up from Level 1 is the requirement for students to investigate, explain, address and justify the relevant conventions, and implications. The design should be specific in purpose, targeted at a specified audience and use any relevant contextual conventions. The context for the design, the purpose, and requirements of the end users, must all be described. The student should generate at least two design ideas. The student’s designs need to communicate the design materials and components they need, and how these materials or components will be constructed (e.g. mock-ups). Note: the suggestion of at least two designs allows students to readily justify the decisions made. Students need to provide evidence of how feedback from users and teachers together with further research was used to help refine/modify designs. This could be shown using annotations on their designs. This achievement standard does not assess the format or style of their design evidence. Students research should include:
This achievement standard involves using advanced processes to develop a digital outcome. The assessment activity requires students to develop a digital outcome, by:
Iterative development requires the students to improve the various components of their outcome using information from on-going trialing and testing to ensure they have addressed relevant implications. The step up from Level 1 is the requirement for students to use advanced process to develop a digital outcome, students must select an appropriate planning methodology, to plan the development, the use of project management and version control tools to accurately adjust key actions and tasks and explaining relevant implications. Students also need to reflect on how the information gathered assisted in the development of a high-quality outcome.Learning Resources Assessment Resource Assessment Criteria
Students choose up to two of the following achievement standards, depending on the outcome they planned through the inquiry, proposal & design process:
This achievement standard involves using advanced techniques to develop a database. Students are required to design and create a database to organise, query and present. Students will show evidence of their use of iterative improvement throughout the development and testing process and of their use of efficient tools and techniques in the outcomes production. The step up from Level 1 is the requirement for students to design the structure of the data. This suggests that the database is relational and should have more than one table.Learning Resources Assessment Resource
This achievement standard involves using advanced techniques to develop a digital media outcome. Students are required to create a media outcome that may include web design, print design, game design, video and audio production, 2d or 3d animation, image editing etc. Students will show evidence of their use of iterative improvement throughout the development and testing process and their use of efficient tools and techniques in the outcome. The step up from Level 1 is the requirement for students to develop a media outcome using advanced techniques and the use of relevant conventions. The step up also requires development and testing to create a high-quality outcome using efficient tools and techniques.Website Learning Resources App Learning Resources Website/App Assessment Resource Website/App Assessment Criteria Print Media Learning Resources Print Media Assessment Resource Print Media Assessment Criteria
This achievement standard involves using advanced techniques to develop an electronics outcome. The assessment activity requires students to use advanced techniques to develop a refined electronics outcome. For example, the context could be an electronic system that monitors input over time. A student then chooses to develop a system which monitors a mailbox for an elderly person which alerts the user when mail is present. Students have the opportunity to find their own outcome within the context. The step up from Level 1 is the requirement for students to use advanced techniques to develop a functional outcome, explaining relevant implications, determining and justifying costs, and undertaking iterative improvements to create a high-quality outcome.Learning Resources Assessment Resource
This achievement standard involves using advanced programming techniques to develop a computer program. The assessment activity requires that the students develop a computer program in an appropriate programming language that is well structured and tested. Example might include a fast-food ordering system, a quiz program or an interactive game. Any programming language is acceptable as long as it allows student’s programs to include:
The step up from Level 1 is the requirement for students to program using advanced programming techniques which are clearly specified in the standard, and to test and debug the program effectively. Student programs must demonstrate two or more advanced programming techniques which may include: