Teaching and learning
A range of suggested learning activities have been provided for each module in Units 1 and 2. It should be noted that the activities included cover a range of the Learning goals and Applications for each Module, but not all of them. Some activities could be completed within one class and others could be completed over an extended period. They include learning activities that involve group work, class discussion, and practical application of skills. Many of the learning activities could be adapted for use in other Modules or Units, or developed into assessment tasks. All are intended to be examples that teachers will use and/or adapt to suit the needs of their own students. It should be noted that teachers are encouraged to develop teaching and learning activities specifically suited to the needs to their students and context.
Included external links are for teacher reference purposes. They do not constitute VCAA endorsement of the views or materials contained on these sites and teachers need to ensure that any information or activities are appropriately adapted to meet the requirements of the VPC Digital Literacy Curriculum Design (from 2026).
Unit 1 and 2
Unit 1 - Module 1: Digital identity and cyber safety and Module 2: Software solutions
Overview
Description of the teaching and learning unit
This unit introduces students to the foundations of digital literacy by focusing on two modules – Module 1: Digital identity and cyber safety, and Module 2: Software solutions. In Module 1, students develop the skills to use digital platforms safely, respectfully, and effectively. They explore digital footprints, online behaviour, cyber safety practices, and the impact of digital tools on wellbeing. In Module 2, students apply their understanding of software tools to communicate information to specific audiences and purposes. They examine the functions, structures, and conventions of common applications, gaining hands-on experience in creating and presenting content.
This study develops skills that are essential for education, employment, and daily life, enabling students to manage digital systems responsibly, apply problem-solving to digital tasks, and develop transferable skills in digital communication, creativity and safety.
Cohort considerations (in relation to this teaching and learning unit)
This unit is designed for students aged 15–19 who are completing the Victorian Pathways Certificate in mainstream or alternative education settings. Teachers should take into account diverse learning needs, including students with Individual Education Plans (IEPs), and those with varying levels of prior digital experience. Differentiation should be made in content delivery, task complexity, and resource access to ensure all students can participate meaningfully. A balance of structured guidance and student choice is encouraged, enabling students to develop independence and confidence in managing their digital presence and tools.
Teaching and Learning considerations
The unit is designed to be delivered flexibly and to be taught over one semester (16 weeks to allow for interruptions, public holidays) or one module per term (8 weeks). At least 50 hours of scheduled classroom instruction is recommended and may be taught as one 3-hour or two 1.5-hour weekly blocks totalling 48 hours over one semester. Excursions and incursions need to be included to meet the 50 hours of classroom instruction.
Integrated unit suggestion(s)
In an integrated, flexible program students will still need to meet the individual modules, including learning goals and applications, for each of the units of study, although these modules may be taught concurrently and achieved simultaneously. Teachers should keep clear documentation of each student’s achievement of the individual learning goals within any integrated teaching and learning program.
VPC Literacy, Unit 1 – Modules 1 and 2 of integrated unit suggestion
Module 1: Literacy for personal use
Module 2: Understanding and creating digital texts
Students can integrate Digital Literacy and Literacy skills by analysing and creating digital informational texts for practical communication. For example, students may review online articles, social media campaigns, or workplace documents about cyber safety, then use their findings to produce their own clear, well-structured digital communication such as an infographic, poster, or awareness blog post.
This integration allows students to practice reading, interpreting, and responding to real-world digital texts while developing their ability to communicate ideas using multimodal forms. They strengthen both digital and language skills through research, writing, editing, and design tasks.
Example integrated task
Students design a digital information campaign that explains ‘How to Stay Safe Online’ or ‘Building a Positive Digital Footprint’. They draft, edit, and publish a short written piece accompanied by visuals or multimedia elements for an online audience.
The Approaches to Applied Learning underpin this integration:
- Motivation to engage in learning: students explore issues relevant to their daily digital lives.
- Applied learning practices: tasks involve authentic communication using real tools and platforms.
- Student agency in learning: students choose their message, tone, and platform.
- Student-centred and flexible approach: activities can be adapted for diverse literacy levels.
- Assessment practices which promote success: feedback cycles guide reflection and revision.
VPC Personal Development Skills, Unit 1 – Modules 1 and 2 of integrated unit suggestion
Module 1: Understanding self
Module 2: Developing self
Students can explore how digital tools shape personal identity and relationships while developing communication and teamwork skills. Through collaborative projects, students learn to share responsibilities, respect diverse perspectives and communicate effectively online.
Example integrated task
Students collaborate to produce a short digital presentation or poster series on ‘Building a Positive Online Identity’ or ‘Respectful Digital Communication’. Each group member contributes using a shared digital workspace (e.g. Google Slides, Canva, Padlet).
The Approaches to Applied Learning underpin this integration:
- Motivation to engage in learning: students examine their online identity and peer influence.
- Applied learning practices: collaborative creation builds real-world digital teamwork skills.
- Student agency in learning: students decide their team’s focus and digital format.
- A student-centred and flexible approach: group projects accommodate diverse abilities.
- Assessment practices which promote success: feedback from peers and teachers fosters reflection and growth.
VCE VM Literacy, Unit 1 – Areas of Study 1 and 2 of integrated unit suggestion
Area of Study 1: Literacy for personal use
Area of Study 2: Understanding and creating digital texts
Students can develop literacy and digital skills by exploring how digital platforms shape communication and influence audiences. They examine real examples of workplace, social, or community texts —such as digital advertisements, blogs or news articles – and then create their own digital response or information piece tailored to an authentic audience.
Example integrated task
Students analyse a digital campaign on cyber safety or social responsibility, then produce a persuasive infographic, blog post, or short video expressing their viewpoint.
The Approaches to Applied Learning underpin this integration:
- Motivation to engage in learning: students engage with contemporary issues that matter to them.
- Applied learning practices: students use authentic digital tools for real communication purposes.
- Student agency in learning: learners choose their topic, stance, and communication mode.
- A student-centred and flexible approach: tasks adapt to diverse learning profiles.
- Assessment practices which promote success: ongoing feedback and peer review refine student work.
Planning
| Timeline | Activity/activities | Module |
|---|---|---|
| Weeks 1 | Activity 1: Students’ prior knowledge | 1 |
| Weeks 2 | Activity 2: Introduction to digital identity | 1 |
| Weeks 3-4 | Activity 3: Cyber safety campaign | 1 |
| Weeks 5-6 | Activity 4: Analysing case studies | 1 |
| Weeks 7-8 | Activity 5: Digital wellbeing reflection | 1 |
| Weeks 9-10 | Activity 6: Introduction to software tools | 2 |
| Weeks 11-12 | Activity 7: Software comparison task | 2 |
| Weeks 13-14 | Activity 8: Practice tasks | 2 |
| Weeks 15-16 | Activity 9: Workplace document project | 2 |
Module 1: Digital identity and cyber safety
Module 1: Digital identity and cyber safety
Activity 1: Students’ prior Knowledge
Learning goal:
- Identify and explain elements of digital identity and cyber safety.
Application:
- Explore and recognise the key aspects of digital identity.
Learning Elements
What are students doing and why are they doing it?
Students reflect on what they already know about using technology safely and effectively. Students complete an initial reflection task to assess their prior understanding of digital literacy concepts and software familiarity. This activity helps teachers gauge student readiness and tailor support for subsequent modules.
How will this be communicated to students?
The teacher introduces the activity through an open class discussion on what digital literacy means and why it is important in everyday life. They use clear verbal instructions and visual prompts to engage students. A digital slide and worksheet will outline key reflection questions, and examples of responses will be modelled to clarify expectations. The teacher will reinforce that there are no ‘wrong answers’ – the purpose is to explore current understanding and experiences. Instructions will be displayed on the board for accessibility, and students will have the option to record their responses digitally or on paper to support varied learning preferences.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Teachers model reflective thinking and provide sentence starters to support all learners.
How does this activity include the Approaches to Applied Learning?
This task fosters a student-centred approach by acknowledging individual experiences and backgrounds, aligning with the Pillar of Motivation to Engage in Learning.
- Motivation to engage in learning.
- A student-centred and flexible approach.
Assessment
How will teachers know if students have mastered the goals(s) and/or application(s)?
Teachers will know students have mastered the goal when they can clearly articulate what digital literacy involves and gives examples of software tools they have used in varied contexts. Teachers collect reflections for formative assessment and review patterns in responses to plan targeted instruction.
Students can describe at least two examples of software they’ve used and explain their current confidence level with digital tools.
How will teachers review student learning?
Teachers review reflections to identify patterns in students’ existing knowledge and misconceptions. Class discussions and sample sharing help to reinforce learning.
What will teachers do for students to progress and reflect on their learning?
Teachers provide feedback highlighting strengths and areas for development and encourage students to set a personal goal for improving their digital literacy understanding.
Assessment evidence
- Short written reflection (formative)
Resources
- Reflection worksheet
- Digital form
- Projector
- Whiteboard
Glossary
- Digital literacy
- Software
- Application
Activity 2: Introduction to digital identity
Learning goal:
- Identify and explain elements of digital identity and cyber safety.
Application:
- Explore and recognise the key aspects of digital identity.
Learning Elements
What are students doing and why are they doing it?
Students will understand what a digital footprint is and why it matters. Students engage in a teacher-led discussion about digital identity and online safety. They complete a quiz to test their understanding of key cyber safety concepts, followed by group analysis of online scenarios.
How will this be communicated to students?
This activity begins with an interactive presentation using real-world scenarios and short video clips that highlight examples of online behaviour and its consequences. The teacher facilitates a guided discussion that encourages students to share their perspectives safely and respectfully. Task instructions will be outlined on a slide and explained verbally before students complete the quiz. The teacher will clarify terminology and provide an example of what constitutes an appropriate and informative response. Visual and auditory instructions ensure inclusivity for all learners, including those who benefit from visual scaffolds or repetition.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Teachers scaffold learning using real-life examples, prompting students to connect content to their own online use.
How does this activity include the Approaches to Applied Learning?
Students remain engaged in a hands-on fun activity (motivation to engage in learning) where they can apply their knowledge in a practical task (applied learning practices).
- Applied learning practices
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can identify risks and positive practices in online behaviour.
Students demonstrate mastery by accurately defining digital identity, identifying risks, and explaining appropriate online behaviours in quiz responses and discussions.
Student understanding is reviewed through class discussion and quiz analysis, allowing teachers to provide immediate feedback and clarification.
How will teachers review student learning?
Teachers review quiz results and note misconceptions discussed during group conversations. Observations inform planning for future lessons.
What will teachers do for students to progress and reflect on their learning?
Teachers provide examples of strong responses and model strategies to enhance digital safety awareness, prompting students to reflect on personal improvements.
Assessment evidence
- Quiz results and group discussion notes (formative)
| Assessment task name and type | Linked to learning goal(s) and/or application(s) | Moderation |
|---|---|---|
| Formative assessment: Module 1, Activity 1 Weeks 1 and 2 – Digital footprint reflection ) | Digital footprint reflection Students map their digital footprint and reflect on how their online actions represent them. They discuss examples of appropriate and inappropriate online behaviour and suggest improvements to protect their privacy. How will the learning goal or application link to the assessment task? This task introduces students to the concept of digital identity and safety, directly linking to Learning Goal 1.1 and its application. Students identify what makes up a digital footprint and evaluate how their actions online influence their reputation and wellbeing. This reflection helps students connect abstract cyber safety concepts to their personal online experiences. How will teachers know if students have mastered the goal or application? Students complete a Reflection piece (written, infographic, or multimedia) to clearly articulate what digital literacy involves and give examples of software tools they have used in varied contexts, which can be assessed using the rubric. Assessment tools and evidence:
Learning goal:
Application:
| Moderated internally through review of reflections for coverage of learning goals and application. Teachers provide formative feedback identifying next steps for improvement. |
Resources
- Cyber safety quiz
- Projector
- Whiteboard
Glossary
- Digital footprint
- Cyber safety
Activity 3: Cyber safety campaign
Learning goal:
- Demonstrate safe practices when using digital tools, such as digital etiquette, sharing of information, password and privacy management.
Application:
- Outline and explain the significance of the safe use of digital tools and devices and identify ways to seek support for cyber safety.
Learning Elements
What are students doing and why are they doing it?
Students will communicate the importance of safe practices online. Students create an awareness campaign to promote cyber safety.
How will this be communicated to students?
The task will be introduced through a showcase of existing digital awareness campaigns, demonstrating effective use of visuals, slogans and messages. The teacher unpacks the task requirements using slides and an exemplar campaign to illustrate quality and creativity expectations. Students will be provided with written task instructions, success criteria and a checklist for planning and creating their campaign. Opportunities will be given to ask clarifying questions before starting. The teacher will emphasise student choice of format (poster, infographic or video), explaining that this allows for creativity while maintaining focus on communicating a clear safety message.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Clear instructions and checklists are provided to guide content and ensure accessibility.
How does this activity include the Approaches to Applied Learning?
The activity promotes Student Agency in Learning by giving choice in output and creative expression.
- Motivation to engage in learning
- Applied learning practices
- Student agency in learning
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Teachers observe whether students apply accurate cyber safety messages and demonstrate understanding of privacy, consent and respectful communication. Teachers provide ongoing feedback during planning and production, encouraging reflection on message effectiveness and audience awareness.
How will teachers review student learning?
Teachers review drafts and provide formative feedback using a checklist aligned with the learning goals. Peer review sessions are incorporated for additional reflection
What will teachers do for students to progress and reflect on their learning?
Teachers facilitate class discussions evaluating effective communication strategies and guide students to revise campaigns for clarity and impact.
Assessment evidence
- Poster
- Infographic
- Video campaign
Resources
- Poster materials
- Video campaign
Glossary
- Privacy
- Consent
- Digital etiquette
Activity 4: Analysing case studies
Application:
- Discuss the positive and negative implications of a digital footprint, in relation to how it affects education, employment and daily life.
Learning Elements
What are students doing and why are they doing it?
Students will examine real-life consequences of online behaviour. Students analyse real-world case studies illustrating the impact of online behaviour. They identify lessons learned and present findings to peers.
How will this be communicated to students?
The activity will be introduced using real-life case studies projected on screen and read aloud to support comprehension. The teacher will explain the purpose of the activity – to understand the real-world impact of online actions – and model how to identify cause and effect within each scenario. Step-by-step verbal and written instructions will be provided for group analysis and presentation preparation. A structured worksheet will guide students through the process of identifying positive and negative outcomes and preparing findings. Visual aids and examples of strong analytical points will be displayed to demonstrate expectations for depth of reasoning and critical thinking.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Teachers model analytical skills by demonstrating how to evaluate cause and effect in digital scenarios. The class collaboratively defines what constitutes a positive and negative online presence.
How does this activity include the Approaches to Applied Learning?
This activity supports Applied Learning Practices and Student-Centred Approaches by encouraging peer learning and real-world application.
- Applied learning practices
- A student-centred and flexible approach.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can explain how online behaviour influences opportunities. Students demonstrate mastery when they can articulate the connection between online behaviour and real-world consequences with clear examples. Teachers assess group presentations using a checklist and provide feedback to deepen critical reflection.
How will teachers review student learning?
Teachers observe group discussions, presentations, and written summaries, identifying students’ ability to make evidence-based judgments.
What will teachers do for students to progress and reflect on their learning?
Teachers prompt students to compare findings with their own digital habits, supporting metacognitive reflection on personal digital responsibility.
Assessment evidence
- Group presentation or written summary (formative)
Resources
- Case study
- Articles
- Projector
Glossary
- Digital reputation
- Online behaviour
Activity 5: Digital wellbeing reflection
Learning goal:
- Reflect on personal digital wellbeing, such as the nature of digital tool use, screen time, and the impact on health and work productivity.
Applications:
- Explain and evaluate personal use of digital tools.
- Set goals and develop plans for achieving digital wellbeing.
Learning Elements
What are students doing and why are they doing it?
Students will evaluate their own screen time and wellbeing. Students track their digital usage over a week and evaluate how their habits influence wellbeing.
How will this be communicated to students?
The teacher will begin with a class discussion about digital balance and wellbeing, supported by infographics showing statistics on screen time and its impact. A short demonstration will show how to track and interpret personal screen time data. Instructions for the task will be shared both verbally and in written form on the board and through a digital template. The teacher will walk through the reflection process, demonstrating how to set SMART goals and interpret patterns in personal data. Students will have opportunities to ask clarifying questions and practice identifying goals collaboratively before completing their own reflections.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Students use templates to analyse their data and write a wellbeing action plan. Teachers guide reflection through one-on-one check-ins, reinforcing achievable goal setting.
How does this activity include the Approaches to Applied Learning?
This activity aligns with Assessment Practices which Promote Success by combining reflection and goal-oriented planning, ensuring all learners can demonstrate understanding through personalised responses
- Assessment practices which promote success.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can set realistic goals for digital wellbeing. Teachers assess whether students can identify personal digital habits, link them to wellbeing, and set SMART goals for improvement.
How will teachers review student learning?
Teachers review action plans and reflective notes, providing verbal and written feedback to consolidate learning.
What will teachers do for students to progress and reflect on their learning?
Teachers schedule follow-up discussions to revisit goals, encouraging self-evaluation and sustained digital wellbeing awareness.
Assessment evidence
- Digital wellbeing plan (portfolio entry) (summative)
| Assessment task name and type | Linked to learning goal(s) and/or application(s) | Moderation |
|---|---|---|
Summative assessment: Students set personal goals to improve their digital wellbeing, supported by a digital wellbeing action plan. | Digital wellbeing plan Students track their digital habits for one week and develop a personalised action plan to improve wellbeing, balance, and productivity. They use digital tools to collect data and set SMART goals for improvement. How will the learning goal or application link to the assessment task? This assessment supports students in applying reflective and analytical skills to their own digital habits. It links to Learning Goal 1.1 by requiring students to identify areas for improvement in their digital wellbeing and to Application 1.1 through goal setting and planning. It encourages students to manage digital tools responsibly and make meaningful lifestyle adjustments. How will teachers know if students have mastered the goal or application? Students complete a Digital Wellbeing Plan document (student portfolio entry) to demonstrate their understanding of how digital habits influence wellbeing. They set realistic, measurable goals and outline strategies for improvement. This can be assessed using the rubric, alongside teacher observation notes and guided reflection checklists. Assessment tools and evidence:
Learning goal:
Application:
| This task may be moderated internally amongst teachers within the same school. |
Resources
- Screen-time tracking app
- Reflection templates
Glossary
- Wellbeing
- Digital balance
- Productivity
Module 2: Software solutions
Module 2: Software solutions
Activity 6: Introduction to software tools
Learning goal:
- Identify and describe the structures, conventions and features of a range of common software, such as word processing, spreadsheets, presentations, podcasts, image editing
Learning Elements
What are students doing and why are they doing it?
Students will explore features of common software programs. Students are introduced to various software tools through teacher demonstrations and guided exploration. They complete a worksheet comparing the functions and purposes of different programs, such as word processors, spreadsheets, and presentation software. This activity helps students understand how these tools are used in educational and workplace settings to organise information, communicate ideas, and produce professional documents. By recognising the relevance of these programs beyond the classroom, students develop transferable digital skills that will support further study, training and employment opportunities.
How will this be communicated to students?
This activity will be communicated through a live demonstration where the teacher projects the software interface (e.g. Word or Google Docs) and models key features, such as formatting, inserting media and collaboration tools. Clear, step-by-step written instructions will be provided through a digital worksheet or slide deck, allowing students to follow along and record notes. Visual examples and screenshots will be used to highlight similarities and differences between programs. Instructions will be repeated and reinforced through guided practice to ensure understanding, with verbal and visual reminders accessible throughout the session.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
The teacher models key features, such as formatting, inserting media, and collaboration tools. The teacher uses questioning to prompt connections to prior experience.
How does this activity include the Approaches to Applied Learning?
This activity exemplifies Motivation to Engage in Learning by building practical skills relevant to education and work.
- Motivation to engage in learning
Assessment
How will teachers know if students have mastered the goals(s) and/or application/s?
Students can list and describe features of at least two software programs. Teachers assess worksheets for completeness and accuracy, confirming students can describe and differentiate key software features. Student progress is checked through class discussions and worksheet completion.
How will teachers review student learning?
Teachers observe student participation during demonstrations and check understanding through informal questioning.
What will teachers do for students to progress and reflect on their learning?
Teachers provide targeted follow-up demonstrations and short challenges for students needing further practice with specific tools.
Assessment evidence
- Guided worksheet (formative)
Resources
- Computers
- Projector
- Word/Google Docs
Glossary
- Word processor
- Spreadsheet
Activity 7: Software comparison task
Learning goal:
- Identify and describe the structures, conventions and features of a range of common software, such as word processing, spreadsheets, presentations, podcasts, image editing, design and drawing tools.
Applications:
- Explain how a range of common software, such as word processing, spreadsheets, presentations, podcasts, image editing, design and drawing tools, are used for specific audiences and purposes.
- Discuss the advantages and disadvantages of a variety of common software.
Learning Elements
What are students doing and why are they doing it?
Students will evaluate which software is more suitable for a purpose. Students undertake a comparative analysis of software programs to determine suitability for different communication tasks.
How will this be communicated to students?
The teacher will clearly explain the purpose of the comparison activity, emphasising that students are developing analytical skills for workplace communication. An example comparison table will be displayed on screen and discussed, showing what constitutes clear, evaluative statements. Instructions will be communicated verbally, through a written task sheet, and digitally via a shared document for accessibility. The teacher will unpack each comparison criterion (e.g. purpose, functionality, accessibility, collaboration) to ensure students understand expectations. A Q&A session and peer discussion will allow students to clarify any areas of confusion before beginning the task.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Teachers support learners with guiding questions to prompt deeper thinking about audience and purpose.
How does this activity include the Approaches to Applied Learning?
The activity promotes Assessment Practices which Promote Success through scaffolded feedback and encourages critical thinking and real-world application.
- Assessment practices which promote success.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can produce a comparison table with at least three features. Mastery is evident when students can correctly evaluate and justify which software best suits a specific communication context.
How will teachers review student learning?
Teachers review comparison tables and provide annotated feedback identifying understanding of purpose and suitability.
What will teachers do for students to progress and reflect on their learning?
Teachers facilitate peer review, allowing students to discuss decisions and reflect on the effectiveness of their software selections.
Assessment evidence
- Comparison table (formative)
| Assessment task name and type | Linked to learning goal(s) and/or application(s) | Moderation |
|---|---|---|
Formative assessment: Module 2, Activity 7 | Software Comparison Task Students compare two or more software applications (e.g., Google Docs vs. Word, Excel vs. Sheets) analysing which is most effective for a workplace task. They complete a comparison table and justify their selection. How will the learning goal or application link to the assessment task? This task links directly to Learning Goal 1.2 and its application by asking students to evaluate and articulate how software features meet specific purposes. It develops digital problem-solving, analytical reasoning and communication skills essential for workplace readiness. How will teachers know if students have mastered the goal or application? Students complete a Software Comparison Table or short written analysis to evaluate and justify which software best suits a specific communication purpose. This work demonstrates their understanding of software features, functions and conventions. Evidence can be assessed using the rubric, supported by teacher observations and peer feedback checklists. Assessment tools and evidence:
Learning goal:
Application
| Moderation through sample comparison tables reviewed by teaching team. Individualised feedback identifies reasoning depth and communication clarity. Peer moderation of comparison task using checklist aligned to learning goals. Teachers provide annotated feedback. |
Resources
- Access to Word or Google Docs
- Excel
- Google Sheets
Glossary
- Features
- Functions
- Formats
Activity 8: Practice tasks
Learning goal:
- Select appropriate software to creatively respond to a specific stimulus, such as a prompt, direction, brief or design situation.
Application:
- Respond creatively to a specific stimulus by planning, creating and reviewing content, ensuring appropriate software has been utilised.
Learning Elements
What are students doing and why are they doing it?
Students will practice applying software tools to complete tasks. Students apply their knowledge of software by completing mini projects such as designing a brochure, recording a podcast outline, or creating a data table. These projects replicate authentic workplace tasks, allowing students to practice using digital tools to meet specific purposes and professional standards. Through hands-on application, students develop problem-solving, communication, and organisational skills that reflect real-world workplace expectations. The activity helps students understand how software functions can be adapted to different contexts, reinforcing employability and digital literacy competencies.
How will this be communicated to students?
Instructions will be communicated through a mix of teacher modelling, visual exemplars, and written task sheets that outline the expectations for each mini-project. The teacher will demonstrate how to interpret the task prompt and model the creative process using real examples. A clear, step-by-step guide will be displayed throughout the session, showing how to plan, produce and refine content using appropriate software. The teacher will review success criteria and demonstrate what a well-formatted draft looks like. Visual scaffolds, peer examples and verbal explanations will ensure all learners understand how to apply their software knowledge practically
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Teachers scaffold the process by modelling task requirements and providing checklists for editing and peer review. Feedback is continuous, ensuring students understand how to refine their work.
How does this activity include the Approaches to Applied Learning?
The task embodies Applied Learning Practices by connecting digital skills to practical, authentic tasks reflective of workplace expectations.
- Applied learning practices.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can create accurate draft documents suited to purpose. Teachers determine mastery by reviewing if students select appropriate software, follow conventions, and complete accurate draft outputs.
How will teachers review student learning?
Teachers monitor progress during production and provide mid-task feedback for refinement.
What will teachers do for students to progress and reflect on their learning?
Teachers prompt reflection journals where students note what went well and what they would improve in future tasks.
Assessment evidence
- Draft workplace documents (teacher feedback)
- Reflection journal
Resources
- Software access (Word, Excel)
Glossary
- Formatting
- Conventions
- Document structure
Activity 9: Workplace document project
Applications:
- Create content for an intended purpose and audience, demonstrating formatting and conventions of the chosen software.
- Discuss the advantages and disadvantages of a variety of common software.
Learning Elements
What are students doing and why are they doing it?
Students will demonstrate ability to produce professional documents. Students synthesise their learning by completing a final workplace-style project. They plan, create and present a professional document such as a report, flyer or presentation for a chosen context.
How will this be communicated to students?
The final summative project will be communicated through a comprehensive briefing session linking the task to real-world workplace expectations. The teacher will show exemplar workplace documents (e.g. reports, flyers, presentations) and discuss how formatting and tone change depending on audience and purpose. Written task instructions and the rubric will be provided both digitally and in print. The teacher will model professional layout techniques in software tools and explain assessment expectations, including self-review and peer feedback processes. Visual and verbal communication methods will be combined to ensure clarity and inclusivity, with time allocated for student questions and guided planning before independent work begins.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Teachers model professional formatting and provide exemplars of effective design. Students receive structured feedback and self-assess against the rubric before final submission.
How does this activity include the Approaches to Applied Learning?
The activity integrates all Pillars of Applied Learning through authentic, student-centred, and outcome-based assessment.
- Motivation to engage in learning.
- Applied learning practices.
- Student agency in learning.
- A student-centred and flexible approach.
- Assessment practices which promote success.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can create a workplace document meeting professional standards. Mastery is shown when students produce polished, accurate and well-structured documents that align with audience and purpose.
How will teachers review student learning?
Teachers use rubrics, peer feedback, and class reflection sessions to assess understanding and consistency in applying software conventions.
What will teachers do for students to progress and reflect on their learning?
Teachers conduct one-on-one feedback sessions post-submission, helping students evaluate their final output and identify transferable digital skills for future applications.
Assessment evidence
- Workplace document (formative)
| Assessment task name and type | Linked to learning goal(s) and/or application(s) | Moderation |
|---|---|---|
Summative assessment: Module 2, Activity 9
| Workplace Document Creation Students synthesise prior learning by creating a professional workplace document (e.g. induction flyer, report, or presentation) for a given audience. They apply formatting, conventions, and design features, supported by a short reflection on software choice and process. How will the learning goal or application link to the assessment task? This culminating assessment consolidates students’ skills across the unit. It links to Learning Goal 1.2 and its application by requiring students to create a polished, authentic document using appropriate formatting and structure. The task mirrors real-world workplace communication and promotes transferable digital competencies. How will teachers know if students have mastered the goal or application? Students complete a final digital document (e.g. report, flyer, or presentation) that demonstrates their ability to apply formatting, conventions, and design features for a specific audience and purpose. Evidence can be assessed using the rubric, supported by peer and teacher feedback, and teacher observation notes during the drafting and editing process. Assessment tools and evidence:
Learning goal:
Application
| Summative moderation across teaching teams or other schools using rubric aligned to VPC learning goals and applications. Feedback provided verbally and in writing, with reflection on transferable digital skills. |
Resources
- Computers
- Word processing and design software
Glossary
- Workplace document
- Audience
- Purpose
Unit 2, Module 1: Digital systems and Module 2: Digital projects
Overview
Description of the teaching and learning unit
The VPC Digital Literacy Unit 2 builds on students’ foundational understanding of digital systems and extends their capacity to use technology confidently, safely, and creatively in everyday, community, and workplace contexts. This unit is delivered through two modules – Digital systems and Digital projects – which together provide students with opportunities to identify, use, and evaluate digital tools for purposeful communication, collaboration, and project creation.
Throughout Module 1: Digital systems, students investigate the structure and function of common and emerging technologies. They explore hardware, software, and data management systems, applying practical skills in organising files, using devices, and managing information securely. This module emphasises responsible digital citizenship and an understanding of how technology shapes workplaces and communities.
In Module 2: Digital projects, students design and produce a digital product for a specific purpose and audience. They apply decision-making, problem-solving and communication skills to plan, create and present their work using industry-standard tools. This hands-on learning experience fosters collaboration, reflection, and initiative – key attributes for future employment and active community participation.
This unit is underpinned by the Approaches to Applied Learning. Students are motivated to engage through authentic, real-world contexts that make learning meaningful and relevant. Applied learning practices are embedded through practical, project-based tasks that connect theory to real application. Student agency is supported through choice, creativity, and self-reflection opportunities. A student-centred and flexible approach ensures inclusivity and differentiation for diverse learning needs. Finally, assessment practices promote success by offering multiple pathways for students to demonstrate understanding, including formative checkpoints, peer review and final project presentations.
Cohort considerations (in relation to this teaching and learning unit)
This unit is designed for students undertaking the Victorian Pathways Certificate (VPC). Students typically range from 16 to 19 years of age and may have diverse literacy and numeracy abilities.
Teaching and Learning considerations
The unit is designed to be delivered flexibly and to be taught over one semester (16 weeks to allow for interruptions, public holidays) or one module per term (8 weeks). At least 50 hours of scheduled classroom instruction is recommended.
Teachers are encouraged to use explicit instruction, modelling, and visual supports to scaffold understanding of digital tools and concepts. Tasks are designed to be adaptable for individual learning plans, ensuring that all students can engage meaningfully and demonstrate growth.
Collaboration, communication, and reflection are central to the delivery approach, promoting digital skills that are transferable across learning areas, workplaces, and community environments.
Integrated unit suggestion(s)
In an integrated, flexible program students will still need to meet the individual modules, including learning goals and applications, for each of the units of study, although these modules may be taught concurrently and achieved simultaneously. Teachers should keep clear documentation of each student’s achievement of the individual learning goals within any integrated teaching and learning program.
VPC integrated unit suggestion
VPC Literacy, Unit 1 – Modules 1 and 2 of integrated unit suggestion
Module 1: Literacy for personal use
Module 2: Understanding and creating digital texts
Students extend their literacy and digital skills by analysing, creating, and presenting informational and multimodal digital texts that serve a practical purpose. For example, students may review workplace or community texts such as newsletters, instructional videos, or promotional materials, and then design their own digital resource or information guide using clear and accessible language.
This integration allows students to develop and apply reading, writing, speaking, and digital communication skills in authentic contexts. They learn to identify audience, purpose, structure, and tone, then apply these conventions in the creation of digital content for community or workplace audiences. Students can present their texts through slideshows, videos, or online formats, refining editing and proofreading skills to ensure professional quality.
Throughout this process, students engage with the Pillars of Applied Learning by participating in meaningful, student-centred learning that connects literacy to practical digital applications. They exercise agency and reflection, receive feedback, and demonstrate growth in both communication and digital competency. The integration culminates in a final product that communicates key information effectively and demonstrates mastery of multimodal literacy in a real-world context.
VPC Work Related Skills, Unit 2 – Modules 1 and 2 of integrated unit suggestion
Module 1: Identifying and planning for a work-related activity
Module 2: Completing and reviewing a small-scale work-related activity
Students can build on their understanding of workplace skills and expectations by planning and delivering a small-scale digital communication or promotional project that supports a workplace or community setting. For example, students might design digital signage, posters, newsletters, or social media content promoting a local event, school program, or workplace initiative.
Students apply essential workplace skills such as communication, teamwork, problem solving, and time management, while also learning to use appropriate digital tools for production and collaboration. By engaging in realistic digital work tasks, students experience how professional projects evolve through planning, feedback and revision. They manage responsibilities, set deadlines, and adapt to challenges in real time, mirroring authentic work environments.
The activity promotes safe and ethical use of technology, with students evaluating online communication standards, file sharing, and data protection practices. The process culminates in a short presentation or digital portfolio showcasing outcomes and reflections. Students then connect their experience to workplace expectations, considering how digital literacy supports employability and effective participation in contemporary industries.
VPC Personal Development Skills, Unit 4 – Modules 1 and 2 of integrated unit suggestion
Module 1: Community awareness and project
Module 2: Community participation
Students can develop teamwork, leadership, and community awareness by designing and implementing a digital awareness campaign or community information resource. This may involve creating an online safety guide, community support website, or awareness video addressing issues such as cyber safety, digital wellbeing, or positive online citizenship.
Students apply personal development skills such as initiative, collaboration, and leadership through authentic, community-focused digital production. The activity enables them to engage with local organisations, identify audience needs, and communicate positive digital behaviours through creative design. Students manage group responsibilities, negotiate roles, and produce content that promotes inclusion, respect, and digital responsibility within the school or local community.
After implementation, students evaluate their project’s impact and effectiveness by gathering peer and audience feedback. Reflection focuses on how their digital project contributed to community wellbeing, the challenges faced, and the personal growth achieved through teamwork and civic engagement.
VCE VM Literacy, Unit 2 – Areas of Study 1 and 2 of integrated unit suggestion
Area of Study 1: Understanding issues and voices
Area of Study 2: Responding to opinions
Students can develop their literacy, communication, and digital fluency by analysing and responding to current social, workplace, or community issues using digital platforms. This integration invites students to critically engage with multiple perspectives on a chosen topic – such as online privacy, social media influence, workplace equity or sustainability – and then produce a digital response that communicates their opinion clearly and persuasively to an authentic audience.
Through this integration, students examine how language, tone, and structure are used to convey ideas and influence audiences across various digital media forms. They may explore examples such as blogs, digital articles or video commentaries, then apply their understanding to craft their own multimodal responses (e.g. infographics, podcasts, opinion videos or persuasive posts).
Students apply research, analysis, and communication skills to identify issues, consider diverse viewpoints, and present informed opinions using digital tools. They reflect on the reliability of sources, the ethics of online communication, and the impact of persuasive language.
The Approaches to Applied Learning underpin this integration:
- Motivation to engage in learning: students explore issues that matter to them personally or socially.
- Applied learning practices: tasks are grounded in real-world communication and media production.
- Student agency in learning: students select their issue, format, and platform for communication.
- A student-centred and flexible approach: opportunities for creative and critical expression across different media forms.
- Assessment practices which promote success: ongoing feedback, peer review, and reflection guide student growth.
This integration culminates in a digital presentation or publication where students share their opinion pieces through authentic channels (e.g., class blogs, digital showcases, or school newsletters). They reflect on how language and digital communication can influence perspectives and shape understanding of contemporary issues in society.
Planning
| Timeline | Activity/activities | Module |
|---|---|---|
| Week 1 | Activity 1: Introduction to digital systems | 1 |
| Week 2 | Activity 2: Hardware in action | 1 |
| Week 3 | Activity 3: Emerging technologies | 1 |
| Week 4 | Activity 4: File management and organisation | 1 |
| Week 5 | Activity 5: Digital security and data management | 1 |
| Week 6 | Activity 6: Networks and connectivity | 1 |
| Week 7 | Activity 7: Technology audit project | 1 |
| Week 8 | Activity 8: Reflection and future trends | 1 |
| Week 9 | Activity 9: Project exploration and brainstorming | 2 |
| Week 10 | Activity 10: Project planning and proposal development | 2 |
| Week 11 | Activity 11: Skill building and software practice | 2 |
| Week 12 | Activity 12: Drafting and peer feedback | 2 |
| Week 13 | Activity 13: Producing the final digital project | 2 |
| Week 14 | Activity 14: Presentation preparation | 2 |
| Week 15 | Activity 15: Digital project showcase | 2 |
| Week 16 | Activity 16: Reflection and evaluation | 2 |
Module 1: Digital systems
Module 1: Digital systems
Activity 1: Introduction to digital systems
Learning goal:
- Identify and use common hardware devices.
Application:
- Explain how a variety of hardware devices are used for different purposes
Learning Elements
What are students doing and why are they doing it?
Students work collaboratively to identify and categorise a range of hardware, software, and peripheral devices used in daily life and in workplace or community settings. They record their findings in a digital systems audit, connecting their understanding to real-world use. This activity helps students understand how technology supports communication, organisation and productivity.
How will this be communicated to students?
Through class discussion, visual mind maps, and an introductory audit activity.
What do students need to know/understand/be able to do by the end of the activity?
Students will be able to understand key hardware and software components and define a digital system and its parts.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Teacher modelling, visual diagrams, guided note-taking, and shared glossary wall.
How does this activity include the Approaches to Applied Learning?
The activities are student centred and flexible in delivery and designed to engage and motivate students through discussion and the integration of research presented in a media review.
- Motivation to engage in learning: students explore familiar technologies.
- Applied learning practices: hands-on exploration and real-world examples.
- Student agency in learning: students choose examples from their personal lives.
- A student-centred and flexible approach: activities differentiated for individual needs.
- Assessment practices which promote success: ongoing feedback through discussion.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can identify and categorise digital systems and describe their function. Students accurately classify hardware and software and explain their purposes using examples.
How will teachers review student learning?
Review student system audits, discussions and questioning.
What will teachers do for students to progress and reflect on their learning?
Provide feedback and prompt students to expand on examples or corrections.
Assessment evidence
- Digital systems inventory (formative)
Resources
- Digital systems poster – Australian Computing Academy
- 'What is a Digital System?' classroom video – YouTube
- Education Canva template for mind map or glossary wall
- Real or sample digital devices for exploration
Glossary
- Hardware
- Software
- System
- Device
- Function
- Input
- Output
Activity 2: Hardware in action
Learning goal:
- Identify and describe common hardware device.
Application:
- Discuss advantages and disadvantages of specific hardware.
Learning Elements
What are students doing and why are they doing it?
Students investigate how hardware components work together within a digital system. They examine input, output, processing and storage devices, labelling diagrams and comparing how they support daily operations in home, community or workplace settings. This builds understanding of how hardware enables digital functions.
How will this be communicated to students?
Through practical demonstrations and digital disassembly activities.
What do students need to know/understand/be able to do by the end of the activity?
Students will be able to identify input, output, and storage components and explain how they connect.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Visual diagrams, labelled component templates, and teacher-led walkthroughs.
How does this activity include the Approaches to Applied Learning?
The activities are student centred and flexible in delivery and designed to engage and motivate students through discussion and the integration of research presented in a media review.
- Applied learning practices: hands-on exploration and real-world examples.
- Assessment practices which promote success: ongoing feedback through discussion.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can label and describe the function of components. Students correctly explain each component’s role.
How will teachers review student learning?
Teachers review diagrams and student explanations for accuracy.
What will teachers do for students to progress and reflect on their learning?
Encourage elaboration and provide additional examples or real-world demonstrations.
Assessment evidence
- Labelled diagram and observation checklist (formative)
Resources
- Interactive hardware simulation tools
- 'Inside a computer' resource kit – Australian Computing Academy
- Printable component diagrams
- Sample devices or images for exploration
Glossary
- Motherboard
- CPU
- Storage
- RAM
- Input
- Output
- Connectivity
Activity 3: Emerging technologies
Learning goal:
- Recognise past, current and emerging trends in digital technologies.
Learning Elements
What are students doing and why are they doing it?
Students research and analyse current and emerging technologies, such as artificial intelligence, automation and assistive devices. They identify how these tools impact communication, accessibility, and productivity, and present findings through a short multimedia presentation. This helps them connect learning to future career and community contexts.
How will this be communicated to students?
Teacher presentations, short videos, and class discussions.
What do students need to know/understand/be able to do by the end of the activity?
Students will be able to identify examples of new technologies and explain benefits and risks.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Graphic organisers, example research templates, peer collaboration.
How does this activity include the Approaches to Applied Learning?
- Motivation to engage in learning: exploring current innovations.
- Applied learning practices: research linked to real-world use.
- Student agency in learning: students choose topics of interest.
- Assessment practices promoting success: draft checks and discussions.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can describe emerging technology and explain its potential impact. Students demonstrate accurate understanding and relevance through presentations or reports.
How will teachers review student learning?
Peer feedback and self-reflection sheets used to confirm comprehension.
What will teachers do for students to progress and reflect on their learning?
Provide targeted feedback on depth of explanation and support improvement through exemplars.
Assessment evidence
- Short presentation on an emerging technology (formative)
Resources
- Emerging Technologies topic cards
- 'AI in everyday life' video – ABC Education
- Research template handout
- Assistive Technology information sheet – Department of Education
Glossary
- Artificial Intelligence
- Cloud Computing
- Automation
- Accessibility
- Innovation
- Sustainability
Activity 4: File management and organisation
Learning goal:
- Organise and manage digital files in a variety of locations
Learning Elements
What are students doing and why are they doing it?
Students practice file organisation and digital storage by creating a personal folder system that models efficient work habits. They use naming conventions and explore cloud storage options, reinforcing workplace and study-ready digital management skills.
How will this be communicated to students?
Live demonstrations, example folder structures, and guided tasks.
What do students need to know/understand/be able to do by the end of the activity?
Students will be able to create and manage folders using naming conventions.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Step-by-step demonstrations, exemplar file hierarchies.
How does this activity include the Approaches to Applied Learning?
- Applied learning practices: demonstration of real file organisation.
- Assessment practices which promote success: Feedback on accuracy and order.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can create logical file systems demonstrating understanding of naming conventions. Review of file structures created by students for clarity and accessibility.
How will teachers review student learning?
Through digital file submission checks and observation.
What will teachers do for students to progress and reflect on their learning?
Provide exemplars of improved organisation methods and allow resubmission after feedback.
Assessment evidence
- Digital file management (formative)
Resources
- Example folder structure handout
- Cloud Storage comparison worksheet
- 'Digital Organisation Skills' resource – Victorian Department of Education
- Student template for naming conventions
Glossary
- File
- Folder
- Directory
- Storage
- Naming convention
- Cloud storage
Activity 5: Digital security and data management
Learning goal:
- Organise and manage digital files in a variety of locations.
Application:
- Create digital files for an intended purpose and audience.
Learning Elements
What are students doing and why are they doing it?
Students investigate the importance of protecting personal and organisational data. They explore common cybersecurity threats, identify safe online behaviours, and create a data safety checklist. This builds their digital literacy and understanding of how secure practices protect privacy, wellbeing, and professional reputation.
How will this be communicated to students?
Through videos, teacher demonstrations, and group analysis of case studies.
What do students need to know/understand/be able to do by the end of the activity?
Recognise secure data practices and apply strong password habits
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Interactive modelling of security settings, password examples.
How does this activity include the Approaches to Applied Learning?
- Motivation to engage in learning: real-world data breaches.
- Applied learning practices: hands-on privacy simulations.
- Assessment practices which promote success: reflection and discussion
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can identify and apply correct security measures in digital settings. Students demonstrate understanding through practical activities and reflections
How will teachers review student learning?
Observation during digital tasks and group reflections.
What will teachers do for students to progress and reflect on their learning?
Offer personalised strategies and resources for improving security habits.
Assessment evidence
- Digital security reflection (formative)
| Assessment task name and type | Linked to learning goal(s) and/or application(s) | Moderation |
|---|---|---|
| Formative assessment: Module 1, Activity 5 Week 5 – Digital security reflection | Students identify and evaluate personal and workplace digital safety practices. They complete a reflection checklist and describe strategies for protecting information online. How will the learning goal or application link to the assessment task? Students apply theoretical understanding by analysing real-world digital behaviours and proposing improvements. How will teachers know if students have mastered the goal or application? Mastery is evident when students can explain and justify safe digital practices relevant to multiple settings. Learning goal 2.1:
Application:
| Moderated internally within teaching teams. Work samples will be reviewed for alignment to Learning Goals 2.1 and associated Applications. Formative feedback will guide next-step instruction and ensure consistency of judgements. |
Resources
- eSafety Classroom Resources – eSafety.gov.au
- Cybersecurity simulation – Google Applied Digital Skills
- Password Strength Checker activity – National Cyber Security Centre
- Case study pack – Department of Education
- Student reflection template
Glossary
- Privacy
- Security
- Data Breach
- Encryption
- Password
- Firewall
- Two-Factor Authentication
Activity 6: Network and connectivity
Assessment
How will teachers know if students have mastered the goals(s) and/or application/s?
Students can draw accurate network diagrams and explain key processes. By checking completeness and understanding of diagram connections.
How will teachers review student learning?
Observation of group collaboration and questioning.
What will teachers do for students to progress and reflect on their learning?
Provide exemplars of clear diagrams and offer guided corrections.
Assessment evidence
- Concept map of a digital network (formative)
Resources
- Network diagram template.
- “How the Internet Works” explainer – ABC Education.
- Department of Education: ICT infrastructure guide.
- Digital mapping paper or Google Drawings
Glossary
- Network
- Router
- Server
- Bandwidth
- Connectivity
- Internet Protocol
Activity 7: Technology audit project
Learning goals:
- Identify and use common hardware devices.
- Organise and manage digital files in a variety of locations.
Application:
- Create digital files for an intended purpose and audience, demonstrating.
Learning Elements
What are students doing and why are they doing it?
Students apply knowledge from previous weeks to complete a technology audit in a chosen environment (school, workplace, or community). They identify devices, evaluate functionality, and make improvement recommendations. This activity demonstrates real-world application of digital systems knowledge.
How will this be communicated to students?
Project briefing and audit templates.
What do students need to know/understand/be able to do by the end of the activity?
Identify strengths and weaknesses in digital usage.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Modelling sample audits and structured templates.
How does this activity include the Approaches to Applied Learning?
- Applied learning practices: authentic audit task.
- Assessment practices which promote success: draft feedback.
- Student agency in learning: independent investigation.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can analyse and evaluate technology use, producing accurate reports. By assessing accuracy, completeness, and use of evaluation criteria.
How will teachers review student learning?
Draft review and teacher feedback on key sections.
What will teachers do for students to progress and reflect on their learning?
Encourage peer feedback and revision opportunities before final submission.
Assessment evidence
- Technology audit report (summative)
Resources
- Network diagram template
- “How the Internet Works” explainer – ABC Education
- Department of Education: ICT infrastructure guide
- Digital mapping paper or Google Drawings
Glossary
- Network
- Router
- Server
- Bandwidth
- Connectivity
- Internet Protocol
- Wi-Fi
Activity 8: Reflection and future trends
Application:
- Apply communication, time management and problem-solving skills in digital content.
Learning Elements
What are students doing and why are they doing it?
Students reflect on their learning and the evolving role of technology in society. They identify personal skill growth and predict future digital trends that may impact work and daily life. This encourages critical thinking and self-awareness.
How will this be communicated to students?
Guided reflection prompts and visual discussion boards.
What do students need to know/understand/be able to do by the end of the activity?
Identify growth and predict changes in technology use.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Sentence starters, graphic organisers
How does this activity include the Approaches to Applied Learning?
- Motivation to engage in learning: reflective learning.
- Assessment practices which promote success: reflection journal entries.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can identify personal growth and express future insights. Through completion of detailed reflections connecting learning to future trends.
How will teachers review student learning?
Teacher review of journals and one-on-one discussions.
What will teachers do for students to progress and reflect on their learning?
Provide prompts for deeper analysis and comparisons to real-world examples.
Assessment evidence
- Technology reflection report (summative)
| Assessment task name and type | Linked to learning goal(s) and/or application(s) | Moderation |
|---|---|---|
Summative assessment: Module 1, Activities 7 and 8 | Students conduct a technology audit within a school, workplace, or community setting, identifying digital tools, evaluating efficiency, and making improvement recommendations. How will the learning goal or application link to the assessment task? The audit requires practical investigation, application of technical knowledge and written evaluation. How will teachers know if students have mastered the goal or application? Mastery is demonstrated through accurate analysis, use of digital terminology, and relevant recommendations. Learning goal 2.1:
Applications:
| Moderated through review of annotated samples against rubric criteria. Internal moderation within school teams and external moderation with network partners will confirm consistency and alignment to curriculum intent. |
Resources
- Reflection journal template
- 'Technology and Society' article – ABC Education
- Future trends infographic – Australian Computing Academy
- Department of Education reflection scaffolds
Glossary
- Trend
- Reflection
- Prediction
- Innovation
- Progress
- Evaluation
Module 2: Digital projects
Module 2: Digital projects
Activity 9: Project exploration and brainstorming
Learning goal:
- Create a range of digital content, such as videos, posters, spreadsheets and podcasts, to meet the needs of specific audiences and purposes relating to education, employment or daily life.
Application:
- Use decision-making skills to select and create a chosen digital project for a specific purpose and audience.
Learning Elements
What are students doing and why are they doing it?
Students brainstorm and plan ideas for their major digital project, exploring authentic contexts such as workplace needs or community campaigns. They generate ideas through collaborative discussions and create idea maps outlining purpose, audience, and possible formats.
How will this be communicated to students?
Through teacher modelling, example projects, and small group brainstorming workshops.
What do students need to know/understand/be able to do by the end of the activity?
Students should identify a feasible digital project idea with a defined purpose and audience
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Brainstorming templates, sample project examples, guided questioning, and peer collaboration.
How does this activity include the Approaches to Applied Learning?
- Motivation to engage in learning: real-world relevance of chosen projects.
- Applied learning practices: authentic exploration of real-world issues.
- Student agency in learning: students select project topics aligned to their interests.
- A student-centred and flexible approach: scaffolded planning that allows choice.
Assessment
How will teachers know if students have mastered the goals(s) and/or application/s?
Students can clearly articulate a project purpose and target audience. By evaluating brainstorming sheets and initial project idea drafts.
How will teachers review student learning?
Through observation, peer feedback, and class discussion.
What will teachers do for students to progress and reflect on their learning?
Facilitate discussion on feasibility and support refinement of project ideas
Assessment evidence
- Brainstorming sheet and idea map (formative)
Resources
- Digital project idea cards – Department of Education
- Project planner worksheet
- Classroom discussion prompts
Glossary
- Purpose
- Audience
- Brainstorm
- Feasibility
- Collaboration
- Context
Activity 10: Project planning and proposal development
Learning goal:
- Select the appropriate digital tools to communicate to a specific audience and for an intended purpose.
Application:
- Apply communication, time management and problem-solving skills to complete the chosen digital project.
Learning Elements
What are students doing and why are they doing it?
Students develop formal project proposals, defining purpose, audience, and required software. They practise organisational and communication skills while producing a clear, professional plan.
How will this be communicated to students?
Through teacher-led exemplars, proposal templates, and modelling of project management steps.
What do students need to know/understand/be able to do by the end of the activity?
Students must produce a clear, structured project proposal including resources, tools, and deadlines.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Proposal templates, time management charts, teacher conferencing, and scaffolded feedback points.
How does this activity include the Approaches to Applied Learning?
- Applied learning practices: structured planning mirrors authentic work processes.
- Student agency in learning: students manage their timelines and planning tools.
- Assessment practices which promote success: guided checkpoints and draft feedback.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can produce a detailed and realistic project proposal. By reviewing clarity, structure, and completeness of proposal components.
How will teachers review student learning?
Regular progress checks and peer discussion on proposal viability.
What will teachers do for students to progress and reflect on their learning?
Provide annotated feedback and support planning adjustments.
Assessment evidence
- Digital project proposal (formative)
| Assessment task name and type | Linked to learning goal(s) and/or application(s) | Moderation |
|---|---|---|
Formative assessment: Module 2, Activities 9 and 10 | Students design a digital project plan for a chosen purpose and audience, outlining tools, design features and timelines. How will the learning goal or application link to the assessment task? Students apply organisational and problem-solving skills to design and justify their digital product. How will teachers know if students have mastered the goal or application? Mastery is evident through a clear, feasible proposal demonstrating understanding of audience and purpose. Learning Goal 2.2:
Applications
| Moderation occurs within school teams, comparing student proposals against formative rubric descriptors. Annotated samples are used for calibration prior to summative tasks. |
Resources
- Proposal template – Department of Education
- Sample project outlines
- Teacher feedback checklist
Glossary
- Proposal
- Timeline
- Milestone
- Deliverable
- Planning
- Goal
Activity 11: Skill building and software practice
Learning goal:
- Create a range of digital content, such as videos, posters, spreadsheets and podcasts, to meet the needs of specific audiences and purposes relating to education, employment or daily life.
Applications:
- Apply the conventions of the selected digital tool, including demonstrating simple file creation, formatting, editing and saving documents, in a systematic process.
- Demonstrate digital safety, security and wellbeing practices when completing the chosen digital project.
Learning Elements
What are students doing and why are they doing it?
Students engage in guided tutorials to learn software features needed for their projects (e.g., Canva, Google Slides, Microsoft Publisher). They practise formatting, layout design, and file management, gaining confidence in digital creation.
How will this be communicated to students?
Through step-by-step demonstrations and self-paced tutorials
What do students need to know/understand/be able to do by the end of the activity?
Students can competently use digital tools and apply design conventions appropriate to their project.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Video tutorials, design checklists, peer demonstration sessions, and teacher-led workshops.
How does this activity include the Approaches to Applied Learning?
- Motivation to engage in learning: skill mastery linked to project completion.
- Applied learning practices: learning by doing through practical tutorials.
- Assessment practices which promote success: ongoing teacher feedback.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can effectively use software to produce project components. Observation of student proficiency during practice tasks.
How will teachers review student learning?
Monitor tutorial completion and review practice files.
What will teachers do for students to progress and reflect on their learning?
Provide extension challenges or scaffolded catch-up sessions as needed.
Assessment evidence
- Software skills practice task (formative)
Resources
- Canva Design School tutorials
- Google Workspace skill builder
- Microsoft 365 training centre
- Digital design checklist template
Glossary
- Layout
- Template
- Editing
- Design
- Alignment
- Format
Activity 12: Drafting and peer feedback
Learning goal:
- Create a range of digital content, such as videos, posters, spreadsheets and podcasts, to meet the needs of specific audiences and purposes relating to education, employment or daily life.
Applications:
- Apply the conventions of the selected digital tool, including demonstrating simple file creation, formatting, editing and saving documents, in a systematic process.
- Work independently or collaboratively to plan, create, review and present a chosen digital project.
- Demonstrate digital safety, security and wellbeing practices when completing the chosen digital project.
Learning Elements
What are students doing and why are they doing it?
Students develop first drafts of their digital projects and engage in peer feedback to evaluate clarity, design, and purpose. This activity encourages critical analysis and improvement through collaboration.
How will this be communicated to students?
Via peer review guidelines, rubric exemplars, and model feedback examples.
What do students need to know/understand/be able to do by the end of the activity?
Students can use feedback constructively to revise and improve their digital projects.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Provide structured feedback sheets, example rubrics, and model peer discussions.
How does this activity include the Approaches to Applied Learning?
- Applied learning practices: peer feedback replicates real-world review processes.
- Student agency in learning: students take ownership of improvement.
- Assessment practices which promote success: feedback-driven progress.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can identify strengths and areas for improvement in their digital products. By evaluating draft quality before and after feedback.
How will teachers review student learning?
Observe peer discussions and review annotated drafts.
What will teachers do for students to progress and reflect on their learning?
Provide coaching and exemplars for effective editing and revision.
Assessment evidence
- Peer feedback reflection and draft (formative)
Resources
- Peer feedback checklist.
- Example feedback stems.
- Rubric criteria outline.
- Teacher conferencing schedule
Glossary
- Feedback
- Revision
- Collaboration
- Peer Review
- Evaluation.
Activity 13: Producing the final digital project
Learning goal:
- Create a range of digital content, such as videos, posters, spreadsheets and podcasts, to meet the needs of specific audiences and purposes relating to education, employment or daily life
Applications:
- Apply the conventions of the selected digital tool, including demonstrating simple file creation, formatting, editing and saving documents, in a systematic process.
- Work independently or collaboratively to plan, create, review and present a chosen digital project.
- Apply communication, time management and problem-solving skills to complete the chosen digital project.
Learning Elements
What are students doing and why are they doing it?
Students finalise their digital projects using selected software, applying design conventions and communication strategies. They edit, review, and prepare their projects for presentation.
How will this be communicated to students?
Through ongoing feedback, exemplars, and teacher check-ins.
What do students need to know/understand/be able to do by the end of the activity?
Students complete a polished digital product demonstrating understanding of purpose and audience.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Provide examples of effective layouts, step-by-step guidance, and time management trackers.
How does this activity include the Approaches to Applied Learning?
- Motivation to engage in learning: showcase opportunity drives completion.
- Applied learning practices: creating tangible, real-world digital content.
- Assessment practices which promote success: ongoing formative feedback.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can produce complete, high-quality digital products ready for presentation. By assessing project quality against the rubric.
How will teachers review student learning?
Review final submissions and provide detailed rubric feedback.
What will teachers do for students to progress and reflect on their learning?
Provide time for self-evaluation and revision.
Assessment evidence
- Final digital project (summative)
Resources
- Final project checklist
- Software tutorial resources
- Time management tracker
- Digital submission guidelines
Glossary
- Project
- Product
- Revision
- Quality
- Presentation
- Rubric
Activity 14: Presentation preparation
Learning goal:
- Present digital projects to the intended audience.
Applications:
- Work independently or collaboratively to plan, create, review and present a chosen digital project.
- Demonstrate digital safety, security and wellbeing practices when completing the chosen digital project.
Learning Elements
What are students doing and why are they doing it?
Students prepare presentation scripts, slides, and materials. They rehearse delivery and practise clear, confident communication to ensure their project purpose is achieved.
How will this be communicated to students?
Through live demonstrations, video examples, and teacher feedback sessions.
What do students need to know/understand/be able to do by the end of the activity?
Students should be able to confidently present digital content to an audience.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Provide presentation templates, rehearsal feedback, and modelling of strong communication.
How does this activity include the Approaches to Applied Learning?
- Applied learning practices: authentic presentation task.
- Student agency in learning: students choose format and delivery style.
- Assessment practices which promote success: peer and teacher feedback loops.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students deliver professional presentations aligned to project purpose. Observation and feedback during practice runs.
How will teachers review student learning?
Use rehearsal rubrics and audience feedback forms.
What will teachers do for students to progress and reflect on their learning?
Offer coaching and targeted practice opportunities.
Assessment evidence
- Presentation practice task (formative)
Resources
- Presentation guide
- Department of Education
- Public speaking checklist
- Slide design template
- Peer rehearsal feedback sheet
Glossary
- Presentation
- Rehearsal
- Confidence
- Audience
- Delivery
- Feedback
Activity 15: Digital project showcase
Learning goal:
- Present digital projects to the intended audience.
Applications:
- Demonstrate digital safety, security and wellbeing practices when completing the chosen digital project.
- Work independently or collaboratively to plan, create, review and present a chosen digital project.
Learning Elements
What are students doing and why are they doing it?
Students deliver final presentations of their digital projects to their intended audience, demonstrating understanding of purpose and audience while showcasing their learning. This provides an authentic opportunity to celebrate learning.
How will this be communicated to students?
Through showcase schedule, audience briefing, and presentation expectations.
What do students need to know/understand/be able to do by the end of the activity?
Students present confidently and reflect on audience engagement.
What do students need to know/understand/be able to do by the end of the activity?
Students should be able to confidently present digital content to an audience.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Provide rehearsal sessions, feedback rubrics, and example showcase formats.
How does this activity include the Approaches to Applied Learning?
- Motivation to engage in learning: celebration of achievement.
- Assessment practices which promote success: peer and external feedback.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students can successfully communicate their project’s purpose and impact. By evaluating presentation quality and reflection responses.
How will teachers review student learning?
Use audience feedback and rubric-based assessment.
What will teachers do for students to progress and reflect on their learning?
Facilitate post-showcase debrief sessions.
Assessment evidence
- Final showcase presentation (summative)
Resources
- Presentation schedule
- Reflection prompts
- Audience feedback form
Glossary
- Showcase
- Audience
- Communication
- Reflection
- Engagement
- Delivery
Activity 16: Reflection and evaluation
Learning goal:
- Present digital projects to the intended audience.
Applications:
- Work independently or collaboratively to plan, create, review and present a chosen digital project.
- Demonstrate digital safety, security and wellbeing practices when completing the chosen digital project.
Learning Elements
What are students doing and why are they doing it?
Students evaluate their project outcomes and reflect on the skills, knowledge, and challenges experienced. This reflection encourages self-assessment and planning for future growth.
How will this be communicated to students?
Through guided discussion, reflection templates, and individual conferencing.
What do students need to know/understand/be able to do by the end of the activity?
Students will be able to articulate key learnings and areas for growth.
What scaffolds, instructional supports and modelling techniques will teachers use to assist students?
Provide reflection frameworks, sentence stems, and sample evaluations.
How does this activity include the Approaches to Applied Learning?
- Motivation to engage in learning: students reflect on progress and personal achievement.
- Applied learning practices: reflection connects learning to future contexts.
- Assessment practices which promote success: feflective self-assessment.
Assessment
How will teachers know if students have mastered the goal(s) and/or application(s)?
Students demonstrate insight into their learning process and outcomes. Through thorough and thoughtful reflection responses.
How will teachers review student learning?
Review completed reflections and conduct one-on-one feedback.
What will teachers do for students to progress and reflect on their learning?
Encourage setting SMART goals for future skill development.
Assessment evidence
- Final reflection report (summative)
| Assessment task name and type | Linked to learning goal(s) and/or application(s) | Moderation |
|---|---|---|
Summative assessment: Module 2, Activities 15 and 16 | Students create and present a completed digital project for an authentic audience and reflect on their learning process, outcomes and skill development. How will the learning goal or application link to the assessment task? Students synthesise planning, creation, and reflection to demonstrate digital competency. How will teachers know if students have mastered the goal or application? Mastery is evident when students produce purposeful, high-quality digital content and articulate growth through reflection. Learning Goal 2.2:
Applications
| Summative moderation conducted collaboratively with the teaching team. Representative work samples and rubrics will be compared to ensure validity and reliability of assessment decisions. Feedback will inform refinement of future task design. |
Resources
- Reflection journal template
- Self-evaluation guide – Department of Education
- Peer reflection discussion sheet
- Final reflection checklist
Glossary
- Evaluation
- Reflection
- Growth
- SMART Goals
- Improvement
- Learning