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Assessment
Digital Technologies

Advice on how to assess DT

Australian curriculum

This document supports educators in the interpretation of the Australian Curriculum: Digital Technologies F-10 Achievement Standards (Figure 1).

ACARA Digital Technologies F-6 Achievement Standards

Figure 1: ACARA Digital Technologies F-6 Achievement Standards

This document supports educators in interpreting the Australian Curriculum: Digital Technologies achievement standards by extracting the key text from the Australian Curriculum website and presenting it in the form of a table (Table 1). The layout of the table aligns with the layout of the Digital Technologies: Sequence of Content F-10 document (Figure 2) and can be used to support assessment planning and the design of assessment activities. Please note, that this is not a document to replace existing Australian Curriculum documents, rather it is to support you in your interpretation of the Achievement Standards.

ACARA Digital Technologies sequence of content document 1 ACARA Digital Technologies sequence of content document 2

Figure 2: ACARA Digital Technologies sequence of content documents


The Australian Curriculum achievement standards provide a focus for teachers in initial planning and programming of teaching and learning activities (ACARA, 2010). They provide a guide for what is expected to be taught by the end of each year/band.

Teachers use the achievement standards at the end of a period of teaching, to make judgments about student learning (whether the student has achieved below, at, or above the standard). Teachers draw on assessment data they have collected as evidence during the course of the teaching period to support their judgements.

Teachers use the Australian Curriculum achievement standards and content to identify current levels of learning and achievement, and then to select the most appropriate content (possibly from across several year levels) to teach individual students and/or groups of students (ACARA, 2010). Teachers develop teaching programs designed to build on current learning. In each class, there may be students with a range of prior achievement (below, at or above the year/band level expectations).

According to ACARA, F-8, jurisdictions and schools, can choose to report against the learning area achievement standard or the subject-specific achievement standard (see Figure 1). The Technologies: Sequence of achievement provides an overview of achievement across the bands for both Design and Technologies and Digital Technologies.

Unpacking the Achievement Standards

Based on the achievement standards for the Australian Curriculum: Digital Technologies the statements of achievement have been drawn out and mapped to the threads of the knowledge and understanding strand and the processes and production skills strand. ACARA base their Achievement standards on a Level C description (satisfactory achievement).

By the end of the Band, students will be able to:

Table 1: Digital Technologies: Sequence of Achievement Standards mapped to the threads of the (F-10) Knowledge and understanding strand


By the end of the Band, students will be able to:

Table 2: Digital Technologies: Sequence of Achievement Standards (F-10) Strand: Processes and production skills