What is it?
Systems thinking is one of the three thinking methodologies that underpin the Australia Curriculum: Digital Technologies. This type of thinking requires students to see and make connections between solutions, systems and society. Students also need to identify and examine the interactions between different components of a system. Systems thinking also involves students understanding the 'interdependence between information systems and how a change or output from one system can affect another, and how this affects larger systems such as the economy and society'. (VCE Computing Study Design)
Australian Curriculum definition
A holistic approach to the identification and solving of problems, where parts and components of a system, their interactions and interrelationships are analysed individually to see how they influence the functioning of the whole system. This approach enables students to understand systems and work with complexity, uncertainty and risk.
This 5-minute video explores the digital systems content descriptions within the Knowledge and Understanding strand of the Australian Curriculum.
This video follows a packet of data as it flows from your fingertips, through circuits, wires and cables, to a host server, and then back again.
This video helps teachers become familiar with digital technology terminology and understand the meaning and application of computational thinking.
This resource provides information for teachers about topics such as computer systems, algorithms, computer control, robots and computer programming.
This resource explores a range of intelligent systems that help in people's everyday lives.
This resource is about human-computer interaction, users, tasks and interface usability.
This resource is about computers and digital devices such as cameras, microphones and other sensors.
The CSER digital technologies MOOCs are free online courses, designed to support Australian teachers with implementing the Australian Curriculum: Digital Technologies.
Students explore how electrical energy can be transferred and transformed in electrical circuits, using Makey Makey boards as the basis for experimentation and recoding of data.
In this lesson sequence students examine cryptography and modern encryption methods for transmitting digital data securely. Encryption of data is a means of protecting data, one example being the use of secret and public keys.
In this lesson sequence about input devices, students explore the possibilities and new types of functionality enabled by these technologies over time.
In this lesson, students follow and describe a series of steps to program a floor robot. They plan a route to program a robot to follow a path and write a sequence of steps (algorithm).
Use these activities with your students to explore human-centred interface design.
This activity aims to stimulate discussion on the question of whether computers can exhibit 'intelligence', or if they are ever likely to do so in the future.
In this lesson sequence students, through role-play and other activities, develop understandings of the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems.
In this sequence of lessons, explore how to help students understand the elements of a digital system, including hardware, software and some commonly used peripheral devices. Investigate how these elements work together.
Using four inventions from 1985, this lesson sequence explores the impact of innovation, supporting circumstances, how individuals contribute to change, and the importance of addressing benefits as well as risks in the development of new systems.
Students explore different types of peripherals used every day to identify the data transmitted. A peripheral is an auxiliary device such as a keyboard that connects to and works with another device, for example a computer.
Using the concept of transportation systems as a comparison, students develop understandings of the properties of networked systems and the underlying techniques used to transmit and validate data.
This activity demonstrates how computers sort random numbers using a 'sorting network'.
Students build on and extend their knowledge of networks and discuss an inquiry question about wi-fi speeds and handling the bulk of data transfer needs.
In this sequence, students identify strengths and weaknesses of past, present and future methods of data storage. They also recognise the risks and benefits for users. Students explore specific 'data dilemmas'.
Level F - 2:
Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)
Level 3 - 4:
Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
Level 5 - 6:
Level 7 - 8:
Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
Level 9 - 10:
Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042)