Select a topic across a two year cycle

Recommended any combination of three topics per year.
Choose a combination of units that suits your students and context.

JAN DEC

Cycle one (Year 9)

Jan Jun Dec

Cycle two (Year 10)

Jan Jun Dec

Student-driven project

Overview

Students take responsibility for selecting and managing a collaborative project to design and develop a digital product or prototype. This digital product could include creating a software application, an app, a game, a coded robotic device or a wearable device.

In this project, students apply their data skills to gather and analyse information that informs the definition and design of the solution. They also apply programming skills to create the digital solution.

The units follow a structured approach, supporting either a design thinking framework or a problem-solving framework.

Unit 1: Understanding the design challenge and users

Unit 2: Ideate, plan and develop

Unit 3: Prototype and iterate

Unit 4: Evaluate and refine

Teachers can choose the design thinking model (Empathise, Define, Ideate, Prototype and Test) or the EDGE framework (Explore, Develop, Generate, and Evaluate) for problem-solving. Both approaches support the creation of a successful digital solution focusing on the user.

It is critical that students are well guided and facilitated by the teacher to ensure their chosen project’s topic scope and scale are appropriate for the time constraint and their abilities.

Project management is a key component, with students applying agile principles, such as frequent iteration based on user feedback. Tools suggested include visual task lists, Kanban boards or Scrum backlogs. For highly predictable work, students could use project planning and tracking tools such as Gantt charts.

Estimation of effort, often referred to as ‘task sizing’, is an important part of project management that helps teams plan and track their progress effectively. This approach involves estimating the amount of effort based on t-shirt sizing, for example, small, medium, large based on complexity or time required. Each part of the work is given a number of ‘story points’. These story points describe the level of effort required to develop the solution for each user story. Story points would then allow students to construct a burndown chart to keep their project on track and to identify any changing priorities.

 

By the end of Year 10 students develop and modify innovative digital solutions, decompose real-world problems, and critically evaluate alternative solutions against stakeholder elicited user stories. They design and validate algorithms and implement them, including in an object-oriented programming language. They use advanced features of digital tools to create interactive content, and to plan, collaborate on, and manage agile projects.

  • learn agile project management principles and tools, applying them to a collaborative project
  • develop and utilise user stories and design criteria
  • apply skills in acquiring and analysing data as part of the design process
  • learn and apply principles of effective user experience and user interface design
  • apply programming skills to develop and test the solution
  • evaluate the solution and the success of project management.

Students may benefit from taking on a ‘client’ – a real or hypothetical person or organisation with a problem or opportunity to address. Teachers should work with students to refine their project idea in the earliest stage. This can ensure no groups have exactly the same idea or inappropriate ideas. To help students stay on track, teachers are encouraged to use formal documents and procedures for tracking and observing student progress in their projects, as well as negotiating or specifying milestone deadlines.

Students may produce a proof of concept or prototype rather than a finished solution. Teachers are encouraged to assess students on each stage of the design process (or problem-solving phase).

Years 9 10 Student Driven Project

Use this rubric as a starting point for assessment of designing a digital solution process and the demonstrated project management skills used to monitor and successfully deliver the project.

Rubric based on Queensland Curriculum and Assessment Authority Years 9–10 standard elaborations — Australian Curriculum v9.0: Digital Technologies.

Use this project reflection to enable students to reflect on their project and evaluate its success, learn from their experiences, and identify ways to improve in the future.

1 (limited) 2 (basic) 3 (proficient) 4 (advanced)
Investigating and defining writes statements about real-world problems partial decomposition of real-world problems decomposition of real-world problems effective decomposition of real-world problems
Generating and designing with guidance, designs basic components of a solution with limited use of user-centred approaches. Directed design and/or validation of algorithms designs a solution with basic functionality, referencing simple user stories or stakeholder input. Guided design and validation of algorithms designs a solution that meets requirements, integrating user stories and stakeholder feedback effectively. Design and validation of algorithms designs an innovative solution clearly meeting requirements, incorporating detailed user stories and comprehensive stakeholder input meeting acceptance criteria. Effective design and validation of algorithms
Producing and implementing directed implementation of algorithms partial implementation of algorithms, or use of non-text-based programming language in implementation implementation of algorithms using a general-purpose programming language effective implementation of algorithms using a general-purpose programming language
Collaborating and managing directed use of digital tools for project management and collaboration variable use of advanced features of digital tools to partially create interactive content and partially plan, collaborate on or manage agile projects use of advanced features of digital tools to create interactive content and plan, collaborate on and manage agile projects effective use of advanced features of digital tools to create interactive content and plan, collaborate on and manage agile projects
Evaluating identification of alternative solutions against stakeholder elicited user stories partial evaluation of alternative solutions against stakeholder elicited user stories critical evaluation of alternative solutions against stakeholder elicited user stories effective critical evaluation of alternative solutions against stakeholder elicited user stories

This topic offers 4 sequential units

Understanding the design challenge and users

What is this about?

At this stage of the project, students form collaborative teams to identify and define a need or opportunity for a digital solution. Consider group formation and what combination of students per team is most relevant, for example; friendship groups, groups with diverse skills and interests, or random selection.

A design methodology informed by agile principles begins with empathising with the user. Through interviewing a ‘client’ and other potential stakeholders, student teams develop user stories to understand the need or opportunity. Further insight is gained through acquiring and analysing relevant primary data, such as from a survey, and secondary data, such as from online data repositories.

The problem or opportunity can then be framed as a problem statement, with accompanying design criteria to guide the solution. The problem statement needs to identify a ‘gap’, or a problem that has yet to be solved. It should seek to create a solution to the problem or solve the problem in a new way. An analysis could be undertaken based on how existing designs meet or do not meet the user's needs and wants.

In the EDGE framework, this first phase is called the Explore phase and involves researching and gathering information about the problem that the digital solution is intended to address. This typically includes identifying user personas, finding data sources to guide development, and defining criteria for success.

Students apply project management techniques and tools to conduct, document and organise meetings, and to plan the project timeline at a high level, including identifying potential risks.

 

Content descriptions

Define and decompose real-world problems with design criteria and by interviewing stakeholders to create user stories AC9TDI10P04

Use simple project management tools to plan and manage individual and collaborative agile projects, accounting for risks and responsibilities AC9TDI10P12 

Data related content descriptions: 

Develop techniques to acquire, store and validate data from a range of sources using software, including spreadsheets and databases AC9TDI10P01

Analyse and visualise data interactively using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends and outliers AC9TDI10P02

Model and query entities and their relationships using structured data AC9TDI10P03 

Apply the Australian Privacy Principles to critique and manage the digital footprint that existing systems and student solutions collect AC9TDI10P14 

This sequence enables students to:

  • familiarise themselves with a design methodology or problem-solving framework that will be used to guide the design and creation of a digital solution
  • create user stories, user personas, a problem statement and design criteria for a solution
  • acquire and analyse relevant primary and secondary data
  • learn and apply agile principles and tools relevant to this stage of the project
  • employ project management techniques and tools relevant to this stage of the project.

 

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Further reading and professional learning

Ideate, plan and develop

What is this about?

At this stage of the project, students working in their collaborative team generate, modify and share design ideas for their digital solution. Encourage students to ‘think outside of the box’ and explore innovative, radical or crazy ideas before selecting and then refining as they work towards a solution.

Beginning with the problem statement and design criteria developed previously, students generate and record design ideas using approaches such as How Might We? questions and a root cause tree diagram. At this point quantity is more important than quality.

Teams work collaboratively to group, compare and prioritise their ideas using tools such as mind maps, ultimately narrowing down to no more than two or three alternative design ideas. Looking for inspiration from different sources, such as nature, art, technology or other industries, is a great way to spark creativity and develop innovative ideas. Prioritise using design criteria against user needs and wants and in consultation with stakeholders, gathering feedback before iterating.

These design ideas are communicated appropriately to the ’client’, with a preferred design ultimately selected for going forward.

If following the EDGE framework, this phase typically involves students designing and building the skeleton of their application. Students create algorithms and data structures for developing a solution that can process and manipulate data effectively. They consider user experiences (UX) and user interfaces (UI).

Project management at this stage involves the team organising their work into discrete tasks that can be grouped under major deliverables. New agile tools for project management include visual taskboards (also called a ‘wall of work’) where the tasks can be assigned and monitored. Students also continue to utilise explicit project management techniques and tools from the previous unit, optionally introducing the use of AI summarisation for their brainstorming recordings.

Estimation of effort, often called ‘task sizing’, is a crucial part of project management that helps teams plan and track their progress effectively. It involves assessing the amount of effort needed to complete a specific task or user story in a project. One popular method for doing this is ‘t-shirt sizing’, where tasks are categorised into sizes such as ‘small’, ‘medium’, and ‘large’, based on their complexity, amount of work, or time required.

Each size is then translated into a numeric value called ‘story points’. Story points represent the relative effort required to complete the task. For example:

  • Small might be 1–3 story points (simple and quick tasks).
  • Medium could be 4–8 story points (moderately complex tasks).
  • Large might be 9–21 story points (tasks requiring significant effort).

These story points help teams prioritise work and plan their time effectively. Once the tasks have been sized and assigned story points, students can use them to create a burndown chart.

A burndown chart is a visual representation of the work remaining in a project versus the time left to complete it. It shows:

  1. the total number of story points at the start of the project
  2. the progress over time, as story points are completed
  3. a projected trend line, which indicates whether the team is on track to finish the project by the deadline.

By updating the chart regularly, teams can spot when priorities are shifting or when progress is slowing. This transparency helps in reallocating resources or adjusting the plan as needed. For students, learning this process is a hands-on way to understand project management tools and how to keep projects running smoothly.

 

Content descriptions

Design and prototype the user experience of a digital system AC9TDI10P07 

Generate, modify, communicate and critically evaluate alternative designs AC9TDI10P08

Use simple project management tools to plan and manage individual and collaborative agile projects, accounting for risks and responsibilities AC9TDI10P12

This sequence enables students to:

  • generate design ideas through brainstorming and with specific collaborative tools
  • group, prioritise and select design ideas
  • learn and apply agile principles and tools relevant to this stage of the project
  • employ project management techniques and tools relevant to this stage of the project.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Further reading and professional learning

Prototype and iterate

What is this about?

At this stage of the project, students produce paper-prototype designs, implementing them with code, and then test them with the user.

Importantly, the process of prototype–implement–test is iterative. The team initially produces a prototype for the client, then continues to improve the solution through check-ins with the user(s).

For their design work, students utilise wireframes, mock-ups or other visualisations to formalise and describe the chosen design from the previous stage, incorporating user experience design principles. They also utilise programming design tools, such as pseudocode or flowcharts, for core functionality.

Students apply programming skills to implement and test the solution. They may choose to explore tools, such as source control, for collaborative software development. Implementation also includes making any physical aspects of the solution. If possible, students should use a language like Python or JavaScript for the programming of their software.

This phase of the EDGE problem-solving framework also focuses on prototyping and in addition emphasises code annotation, where comments and notes are added to code to document its utility and effectiveness. This builds an understanding of the code, making it easier to modify, update or potentially fix in the future.

Collaborative teams continue to utilise project management techniques and tools used in earlier phases.

 

Content descriptions

Design and prototype the user experience of a digital system AC9TDI10P07 

Generate, modify, communicate and critically evaluate alternative designs AC9TDI10P08 

Evaluate existing and student solutions against the design criteria, user stories, possible future impact and opportunities for enterprise AC9TDI10P10 

Use simple project management tools to plan and manage individual and collaborative agile projects, accounting for risks and responsibilities AC9TDI10P12 

Programming related content descriptions:

Design algorithms involving logical operators and represent them as flowcharts and pseudocode AC9TDI10P05 

Validate algorithms and programs by comparing their output against a range of test cases AC9TDI10P06 

Implement, modify and debug modular programs, applying selected algorithms and data structures, including in an object-oriented programming language AC9TDI10P09 

This sequence enables students to:

  • practise an iterative, agile approach to developing their solution
  • use appropriate tools to formalise and describe designs
  • apply programming skills to the implementation and testing of designs
  • employ project management techniques and tools relevant to this stage of the project.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Further reading and professional learning

Evaluate and refine

What is this about?

At this stage of the project, for both the EDGE framework and design thinking model, students evaluate their solution, consider its impact, and reflect on the project success. It is worth noting that evaluation is cyclic and not intended to be undertaken only at the end of the project.

In design thinking, evaluation includes assessing both the design ideas during development and the final design solution. The solution is evaluated through final feedback from the client, and by critically reviewing the solution against the design criteria and user stories established in the first stage. Students should be encouraged to also consider the broader social impacts of design.

If following the EDGE framework, it is suggested that students make recommendations to improve the solution by proposing changes to code, user interfaces, or the overall solution.

The team prepares a report or presentation discussing possible future impact(s) of the solution. In considering future opportunities, students may prepare an entrepreneurial pitch for the solution, as would be presented to future investors or customers.

Finally, the team reflects on the success of the project management across all four stages. Students may refer to their burndown chart and reflect on the ideal trend compared to their recorded progress and account for any variations or challenges faced.

 

Content description

Evaluate existing and student solutions against the design criteria, user stories, possible future impact and opportunities for enterprise AC9TDI10P10 

Use simple project management tools to plan and manage individual and collaborative agile projects, accounting for risks and responsibilities AC9TDI10P12 

This sequence enables students to:

  • evaluate their solution against pre-developed design criteria and user stories
  • discuss the impact of their solution
  • reflect on the success of their project management.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

Further reading and professional learning