In Year 9, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years.

Students have opportunities to analyse problems and design, implement and evaluate a range of solutions. Students consider how human interaction with networked systems introduces complexities surrounding access to data of various types. Students explore data collection methods and use structured data to analyse, visualise, model and evaluate objects and events.

Students learn how to develop multilevel abstractions; identify standard elements, such as searching and sorting in algorithms; and explore the trade-offs between the simplicity of a model and the faithfulness of its representation.

When defining problems students consider the functional and non-functional requirements of a solution through interacting with the users and reviewing processes. They consolidate their algorithmic design skills to incorporate testing. Students develop solutions to problems and evaluate their solutions and existing information systems based on a set of criteria. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.

When creating solutions individually, collaboratively and interactively for sharing in online environments, students respect the ownership of information.

Students will use, particularly the Adobe and MS Office suites to produce design documents for their tasks, learn about current ICT trends, principles of good design and effective use of Information technologies. IT products will be developed for specific audiences and purposes.

Specific areas and tasks may include; App Design, Movie Making, Sound Editing, Animation, Digital Image manipulation, MS Office and Adobe Suite, Cyber Safety and Coding.

Digital systems
• Role of hardware and software in managing, controlling and securing the movement of data in a digital system
Representation of data
• Different methods of manipulation, storage and transmission of data
Collecting, managing and analysing data
• Explore techniques for acquiring, storing and validating quantitative and qualitative data
• Analyse and visualise data to create information and address complex problems

Digital implementation
• Design the user experience of a digital system
• Design algorithms, represented diagrammatically and in structured English, and validate plans and programs through tracing
• Implement and apply data storage and organisation techniques
• Create and use interactive solutions for sharing ideas and information online, taking into account social contexts

Creating solutions by:

Investigating and defining

• Identify and define the needs of a stakeholder, to create a brief, for a solution
• Investigate a selection of components/resources to develop solution ideas, identifying and considering constraints

• Apply design thinking, creativity and enterprise skills
• Design solutions assessing alternative designs against given criteria, using appropriate technical terms and technology

Producing and implementing

• Select, and safely implement and test appropriate technologies and processes, to make solutions

• Evaluate design processes and solutions against student developed criteria

Collaborating and managing
• Work independently, and collaboratively to manage projects, using digital technology and an iterative and collaborative approach. Considers time, cost, risk and safety


In Year 9, students are provided with opportunities to view media work from contemporary and past times to explore viewpoints from Australian and/or international media work. They consider the impact context and audience have on media work, and explore the impact of trends on how audiences use media.

Students extend and refine their skills and processes for problem-solving, working as a team, following timelines and using processes and strategies to ensure safe and responsible use of media equipment. Teachers are required to address knowledge and skills in Media Arts through one or more of the foci and media below. Other foci and media may be used in addition to teach knowledge and skills in Media Arts.

Media focus options may be either Media Fiction (for example, TV fiction, comics and graphic novels, magazines) or Media Non-Fiction (for example, documentaries, news stories, current affairs stories).

Students are expected to work within, or across, the following media in each year level: film, television, photography, print media, radio or online media. 

Media Languages
• Introduction to key terminology and technologies related to selected context and focus
• Codes and conventions for constructing meaning in the selected media type, genre and/or style studied
• Point of view for different audiences in the context of the media type, genre and/or style studied
• Media works that experiment with narrative conventions in the context of the media type, genre and/or style studied

• Representation of ideas, issues or people in the media now, and/or in the past, and the values they represent (consideration of stereotypes)
• Controls and audience values impacting the production context of media work 

Skills and Processes
• Media production skills to integrate codes and conventions in media work for a specific purpose, meaning and style
• Independent awareness of safe production practices when using technologies and resources
• Team skills and specific role responsibilities
• Personal and group timelines and development of problem-solving skills
• Production process using appropriate technical skills and processes, scripts, storyboards and layouts

Analysing and Reflecting on Intentions
• The impact of their own and others’ media work for the intended audience, purpose and context
• Media work from contemporary and past times to explore differing viewpoints in Australian media work and/or international media work
• Media conventions, social and/or cultural beliefs and values that underpin representations in media work


• Impact of intended audience on the producer’s selections in choosing codes and conventions, styles, narrative, genre, representations, stereotypes, differing points of view and values
• Intended audience profile of specific media work
• Impact of current trends in how audiences use media

At Standard, students apply some media terminology specific to the task and chosen context. They use codes and narrative conventions appropriate to genre and purpose, construct meaning and create point of view to engage an audience. Students construct representations of ideas, issues and people that reflect values. They demonstrate social and cultural sensitivity in media work by observing controls and audience values. Students complete most required planning, and select and safely use technology to create and edit planned media work, with mostly effective results. Students apply some problem-solving processes and fulfil most personal and team timeline responsibilities.

Students describe, in their own work and the work of others, aspects, and some impact, of media work in relation to audience, purpose and context. They identify the impact of current trends on how audiences use media.