---
title: Computing Technology Life Skills 11–12
subjects:
- Computing Technology Life Skills
- Technological and Applied Studies
year_levels:
- Year 11
- Year 12
official_source_url: https://curriculum.nsw.edu.au/learning-areas/tas/computing-technology-life-skills-11-12-2022/overview
official_published_at: 2022
official_updated_at: 2022
---
# Computing Technology Life Skills 11–12 (2022)
## Overview
### Syllabus overview
Some students with intellectual disability may find Years 11–12 Life Skills outcomes and content the most appropriate option to follow in Stage 6. Before [deciding](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/life-skills/eligibility) that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the outcomes of the equivalent Stage 6 course. Students with disability can [access](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/accessing-curriculum) syllabus outcomes and content in a range of ways, including through a range of [adjustments](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/adjustments) to teaching, learning and assessment activities. Decisions regarding curriculum options should be made in the context of [collaborative curriculum planning](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/collaborative-curriculum-planning).
Life Skills outcomes cannot be taught in combination with other outcomes from the equivalent Stage 6 course. Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes. Students may access or demonstrate learning in a range of ways, including using aspects of their home languages and dialects, or using their preferred communication form(s).
The *Computing Technology Life Skills 11–12 Syllabus* aligns with the [Enterprise Computing 11–12 Syllabus](https://curriculum.nsw.edu.au/learning-areas/tas/enterprise-computing-11-12-2022/overview) to provide opportunities for integrated delivery.
#### Organisation of Computing Technology Life Skills 11–12
Figure 1 shows the organisation of Computing Technology Life Skills 11–12.
[FIGURE]
*Figure 1: The organisation of content for Computing Technology Life Skills 11–12 Syllabus*
*Image long description:* This is a diagram outlining the organisation of outcomes and content for the Computing Technology Life Skills 11–12 Syllabus. Content is listed in boxes, with Everyday computing, Interactive media and the user experience and Networking systems and social computing on the left, and Digital citizenship, Data science, Intelligent systems and Computing Technology project on the right. In the middle is Learning through project work, with lines coming from this box and encircling the content. Surrounding all content of the diagram is a line which is joined at the bottom by a box labelled, Skills. This demonstrates that Skills is being both developed and used in all focus areas.
#### Protocols for collaborating with Aboriginal and Torres Strait Islander Communities
NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.
It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.
Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.
Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.
### Course description
Computing Technology Life Skills 11–12 enables students to understand the function and purpose of digital technology tools, processes, knowledge and ways of thinking allowing students to use and manage digital systems in everyday and workplace settings. Students explore the role of digital tools and technologies in personal, social, recreational and work-based contexts and develop skills to use digital systems responsibly and ethically.
#### What students learn
Through the study of Computing Technology Life Skills 11–12, students:
- learn about how computing technology can improve access and participation in everyday contexts
- engage with a range of interactive media, computing technology networks and systems
- learn about how technology is used to collect, organise and analyse data
- develop skills and understanding in cyber safety to keep themselves and others safe
- explore their digital footprints, appropriate communication and digital etiquette
- explore the impact of computing technology innovations in relation to themselves, society and the environment.
Students will have the opportunity to apply their knowledge, understanding and skills to the development of a computing technology project.
#### Course structure
##### Computing Technology Life Skills Year 11 and Year 12
The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours).
- Everyday computing technology
- Interactive media and the user experience
- Networking systems and social computing
- Digital citizenship and cyber safety
- Data science
- Intelligent systems
- Computing technology project.
For Computing Technology Life Skills:
- Students are required to demonstrate achievement of one or more Computing Technology Life Skills outcomes.
- Outcomes and content should be selected to meet the particular needs of individual students.
- The focus areas provide possible frameworks for addressing the Computing Technology Life Skills outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
- Content from focus areas can be integrated to provide meaningful learning opportunities for students. In particular, knowledge, understanding and skills from the Digital citizenship and cyber safety focus area should be included across other focus areas to meet student needs.
- Project work can be used to develop knowledge, understanding and skills, and demonstrate achievement of outcomes. Projects can be individual or collaborative and may be undertaken in any focus area.
- Some students with disability may require [adjustments](https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Diversity-in-learning/stage-6-special-education/adjustments) to undertake a project.
- Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.
##### Safety and risk management
Schools are required to ensure they follow [safety and risk management](https://curriculum.nsw.edu.au/use-the-curriculum/planning-supporting-student-learning/compliance-safety) in delivering the *Computing Technology Life Skills 11–12 Syllabus.*
#### Course enrolment details
##### Computing Technology Life Skills Year 11
- Course number: 16623
- Course hours: 120
- Course units: 2
- Enrolment type: Elective
- Endorsement type: Board developed
A student studying any Stage 6 Life Skills course will usually have completed one or more courses based on Life Skills outcomes and content in Years 7–10, except under [special circumstances](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/life-skills/eligibility).
**Exclusions**
- Enterprise Computing (Year 11, 2 units): 11175
- Software Engineering (Year 11, 2 units): 11345
- Technology Life Skills (Year 11, 2 units): 16686\*
\*Where Computing Technology is undertaken within the course.
**Prerequisites**
- Nil
**Corequisites**
- Nil
**Eligibility to enter a course**
- [Life Skills Eligibility](https://curriculum.nsw.edu.au/ace-rules/ace11/life-skills-s6)
##### Computing Technology Life Skills Year 12
- Course number: 16623
- Course hours: 120
- Course units: 2
- Enrolment type: Elective
- Endorsement type: Board developed
A student studying any Stage 6 Life Skills course will usually have completed one or more courses based on Life Skills outcomes and content in Years 7–10, except under [special circumstances](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/life-skills/eligibility).
**Exclusions**
- Enterprise Computing (Year 12, 2 units): 15175
- Software Engineering (Year 12, 2 units): 15365
- Technology Life Skills (Year 12, 2 units): 16686\*
\*Where Computing Technology is undertaken within the course.
**Prerequisites**
- Computing Technology Life Skills (Year 11, 2 units): 16623 OR
- Enterprise Computing (Year 11, 2 units): 11175
**Corequisites**
- Nil
**Eligibility to enter a course**
- [Life Skills Eligibility](https://curriculum.nsw.edu.au/ace-rules/ace11/life-skills-s6)
#### HSC information
Information about [curriculum requirements](https://curriculum.nsw.edu.au/ace-rules/ace5/curriculum-requirements) for the HSC are available on [Assessment Certification Examination (ACE)](https://curriculum.nsw.edu.au/ace-rules).
## Rationale
The *Computing Technology Life Skills 11–12 Syllabus* enables students to understand the function and purpose of digital technology tools, processes, knowledge and ways of thinking. This allows students to effectively use and manage digital systems in everyday and workplace settings. Students explore the role of digital tools and technologies in personal, social, recreational and work-based contexts.
The study of Computing Technology Life Skills provides opportunities for students to further develop their knowledge and skills in both digital literacy and the use of hardware, software and information systems. Students perform project work and apply their knowledge and skills in: everyday computing, interactive media and the user experience, networking systems and social computing, digital citizenship and cyber safety, data science, intelligent systems and in the development of a computing technology project.
Computing Technology Life Skills encourages students to use digital systems responsibly and ethically. They are provided with the opportunity to develop skills and understanding in cyber safety to keep themselves and others safe. They also explore their digital footprints, appropriate communication and digital etiquette. Students explore the impact of computing technology innovations in relation to themselves, society and the environment.
The *Computing Technology Life Skills 11–12* *Syllabus* builds upon the Digital Literacy general capability and study of digital technologies in the *Technology Mandatory Years 7–8 Syllabus.* It provides students with the opportunity to develop their computing skills across 4 domains: technical skills, social awareness, project management and thinking skills. Students are encouraged to transfer knowledge to new situations and projects, building on technical skills and past experiences. They enhance their understanding of project management through collaboration, communicating ideas, engaging in processes and designing solutions.
The *Computing Technology Life Skills 11–12 Syllabus* aligns with the *Enterprise Computing 11–12 Syllabus* to provide opportunities for integrated delivery.
## Aim
The aim of Computing Technology Life Skills is to develop in each student knowledge, understanding and skills:
- that increase access to and participation in using digital tools and processes across a range of contexts
- that enable students to apply computing technologies, systems and design thinking in communication, daily living, work and recreation
- to solve and enhance personal or social challenges.
## Life Skills for Stage 6
## Life Skills table of outcomes
- **CT-LS-01** demonstrates awareness that computing technology can be used for everyday purposes
- **CT-LS-02** explores appropriate uses of computing technology in everyday contexts
- **CT-LS-03** collects and uses data for specific tasks or purposes
- **CT-LS-04** stores data safely and securely
- **CT-LS-05** uses hardware or software tools to communicate data or information
- **CT-LS-06** uses and interprets data
- **CT-LS-07** explores relationships between computing technologies, the individual and society
- **CT-LS-08** demonstrates social and ethical practices associated with computing systems
- **CT-LS-09** uses hardware and software for specific tasks or purposes
- **CT-LS-10** participates in designing a computing system
- **CT-LS-11** participates in the production of a computing system
- **CT-LS-12** investigates the suitability of computing systems for specific purposes
- **CT-LS-13** communicates a computing solution
| **Life Skills outcomes** | **Related Year 11 outcomes** | **Related Year 12 outcomes** |
| --- | --- | --- |
| **CT-LS-01**
demonstrates awareness that computing technology can be used for everyday purposes | **EC-11-01**
describes how systems are used in a range of enterprises
**EC-11-02**
describes the function of data and information within enterprise computing systems | **EC-12-01**
explains how systems meet the needs of a range of enterprises
**EC-12-02**
explains the function of data and information within enterprise computing systems |
| **CT-LS-02**
explores appropriate uses of computing technology in everyday contexts | **EC-11-01**
describes how systems are used in a range of enterprises
**EC-11-02**
describes the function of data and information within enterprise computing systems | **EC-12-01**
explains how systems meet the needs of a range of enterprises
**EC-12-02**
explains the function of data and information within enterprise computing systems |
| **CT-LS-03**
collects and uses data for specific tasks or purposes | **EC-11-03**
describes how data is safely and securely collected, stored and manipulated when developing enterprise computing systems
**EC-11-04**
describes how data is used in enterprise computing systems | **EC-12-03**
explains and evaluates how data is safely and securely collected, stored and manipulated when developing enterprise computing systems
**EC-12-04**
explains how data is used in enterprise computing systems |
| **CT-LS-04**
stores data safely and securely | **EC-11-03**
describes how data is safely and securely collected, stored and manipulated when developing enterprise computing systems
**EC-11-04**
describes how data is used in enterprise computing systems | **EC-12-03**
explains and evaluates how data is safely and securely collected, stored and manipulated when developing enterprise computing systems
**EC-12-04**
explains how data is used in enterprise computing systems |
| **CT-LS-05**
uses hardware or software tools to communicate data or information | **EC-11-03**
describes how data is safely and securely collected, stored and manipulated when developing enterprise computing systems
**EC-11-04**
describes how data is used in enterprise computing systems | **EC-12-03**
explains and evaluates how data is safely and securely collected, stored and manipulated when developing enterprise computing systems
**EC-12-04**
explains how data is used in enterprise computing systems |
| **CT-LS-06**
uses and interprets data | **EC-11-05**
applies tools and resources to analyse datasets | **EC-12-05**
applies tools and resources to analyse complex datasets |
| **CT-LS-07**
explores relationships between computing technologies, the individual and society | **EC-11-06**
explains how innovative technologies have influenced enterprise computing systems | **EC-12-06**
analyses how innovative technologies have influenced enterprise computing systems |
| **CT-LS-08**
demonstrates social and ethical practices associated with computing systems | **EC-11-07**
explores the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment | **EC-12-07**
explains the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment |
| **CT-LS-09**
uses hardware and software for specific tasks or purposes | **EC-11-08**
selects and uses tools and resources to design and develop an enterprise computing system
**EC-11-09**
documents the management and evaluates the development of an enterprise solution | **EC-12-08**
justifies the selection and use of tools and resources to design and develop an enterprise computing system
**EC-12-09**
selects and applies methods to record the management and evaluate the development of an enterprise computing system |
| **CT-LS-10**
participates in designing a computing system | **EC-11-08**
selects and uses tools and resources to design and develop an enterprise computing system
**EC-11-09**
documents the management and evaluates the development of an enterprise solution | **EC-12-08**
justifies the selection and use of tools and resources to design and develop an enterprise computing system
**EC-12-09**
selects and applies methods to record the management and evaluate the development of an enterprise computing system |
| **CT-LS-11**
participates in the production of a computing system | **EC-11-08**
selects and uses tools and resources to design and develop an enterprise computing system
**EC-11-09**
documents the management and evaluates the development of an enterprise solution | **EC-12-08**
justifies the selection and use of tools and resources to design and develop an enterprise computing system
**EC-12-09**
selects and applies methods to record the management and evaluate the development of an enterprise computing system |
| **CT-LS-12**
investigates the suitability of computing systems for specific purposes | **EC-11-10**
investigates the effectiveness of an enterprise computing system | **EC-12-10**
evaluates the effectiveness of an enterprise computing system |
| **CT-LS-13**
communicates a computing solution | **EC-11-11**
communicates an enterprise computing solution to an intended audience | **EC-12-11**
communicates an enterprise computing solution to a specific audience |
## Life Skills outcomes and content for Stage 6
### Everyday computing technology
#### Outcomes
A student:
- demonstrates awareness that computing technology can be used for everyday purposes **CT-LS-01**
- explores appropriate uses of computing technology in everyday contexts **CT-LS-02**
- uses hardware or software tools to communicate data or information **CT-LS-05**
- explores relationships between computing technologies, the individual and society **CT-LS-07**
- uses hardware and software for specific tasks or purposes **CT-LS-09**
**Related Stage 6 outcomes:** EC-11-01, EC-11-02, EC-11-03, EC-11-04, EC-11-06, EC-11-08, EC-11-09, EC-12-01, EC-12-02, EC-12-03, EC-12-04, EC-12-06, EC-12-08, EC-12-09
#### Content
##### Accessing and exploring everyday technologies
- Explore [digital technologies](https://curriculum.nsw.edu.au/resources/glossary/digital-technologies) that can be used for a variety of purposes
- Explore [assistive technologies](https://curriculum.nsw.edu.au/resources/glossary/assistive-technology-at) that support a range of users
- Identify digital technologies they use in everyday life
- Identify the purposes of digital technologies
- Develop skills to communicate needs, wants or preferences using AAC
- Initiate or respond to communication with others using an AAC device
- Use digital and assistive technologies to increase independence
- Explore the impact of digital technologies on individuals with [disability](https://curriculum.nsw.edu.au/resources/glossary/disability)
- Describe the value of digital technologies used for personal, social, recreational and vocational aspects of our lives
##### Digital and information literacy
- Explore the functionality in everyday computing technology
- Select the most appropriate software or [application](https://curriculum.nsw.edu.au/resources/glossary/app) to perform a specific function
- Perform key functions using digital technologies
- Participate in a leisure or recreation activity using digital technologies
- Develop word-processing skills
- Navigate websites using menus, sidebars, links and search bar
- Use digital technologies to locate and access [information](https://curriculum.nsw.edu.au/resources/glossary/information)
- Use digital technologies to store and access [data](https://curriculum.nsw.edu.au/resources/glossary/data)
- Demonstrate the steps required for using digital technologies to perform a transaction
- [Collaborate](https://curriculum.nsw.edu.au/resources/glossary/collaborate) with others using digital technologies
- Demonstrate collaboration skills when using digital technologies
### Interactive media and the user experience
#### Outcomes
A student:
- demonstrates awareness that computing technology can be used for everyday purposes **CT-LS-01**
- explores appropriate uses of computing technology in everyday contexts **CT-LS-02**
- collects and uses data for specific tasks or purposes **CT-LS-03**
- uses hardware or software tools to communicate data or information **CT-LS-05**
- explores relationships between computing technologies, the individual and society **CT-LS-07**
- demonstrates social and ethical practices associated with computing systems **CT-LS-08**
- uses hardware and software for specific tasks or purposes **CT-LS-09**
- participates in designing a computing system **CT-LS-10**
- investigates the suitability of computing systems for specific purposes **CT-LS-12**
**Related Stage 6 outcomes:** EC-11-01, EC-11-02, EC-11-03, EC-11-04, EC-11-06, EC-11-07, EC-11-08, EC-11-09, EC-11-10, EC-12-01, EC-12-02, EC-12-03, EC-12-04, EC-12-06, EC-12-07, EC-12-08, EC-12-09, EC-12-10
#### Content
##### Interactive media
- Identify [interactive media](https://curriculum.nsw.edu.au/resources/glossary/interactive-media) they use regularly
- Explore a range of media
- Recognise [data](https://curriculum.nsw.edu.au/resources/glossary/data) as images, audio, video, text or numbers
- Identify interactive media as the integration of text, images, animation, sound and/or video
- Recognise the differences between data and [information](https://curriculum.nsw.edu.au/resources/glossary/information)
- Identify the digital form of data collected using a range of [hardware](https://curriculum.nsw.edu.au/resources/glossary/hardware)
- Engage with interactive media systems
- Identify interactive media in everyday [digital technologies](https://curriculum.nsw.edu.au/resources/glossary/digital-technologies)
- Identify elements of interactive media
- Identify reasons why people engage with interactive media
- Engage with elements of [user interface (UI)](https://curriculum.nsw.edu.au/resources/glossary/user-interface-ui) that impact the [user experience (UX)](https://curriculum.nsw.edu.au/resources/glossary/user-experience-ux)
##### Evolution of interactive media systems
- Identify systems used in everyday life
- Explore uses of interactive media systems
- Investigate the evolution of interactive media systems over time
- Explore how advances in interactive media have affected everyday life
- Explore how interactive media can be used to make [assistive technologies](https://curriculum.nsw.edu.au/resources/glossary/assistive-technology-at) more accessible to all people
- Explore the inclusion of [accessibility](https://curriculum.nsw.edu.au/resources/glossary/accessibility) functions within interactive media systems in everyday life
- Determine characteristics of interactive media systems that improve the user experience (UX)
- Collect data relating to the user experience (UX) of interactive media systems
- Outline social and ethical issues related to interactive media systems
- Investigate social and ethical issues in relation to designing an interactive media [project](https://curriculum.nsw.edu.au/resources/glossary/project)
##### Create digital media-based information systems
- Use hardware to produce interactive media
- Use and care for hardware appropriately and safely
- Investigate and use a range of software tools to create, edit and/or publish an interactive media [product](https://curriculum.nsw.edu.au/resources/glossary/product)
- Identify tools used to design and develop interactive media systems
- Follow a defined process to develop an interactive media project
- Participate in designing an interactive or mixed media [application](https://curriculum.nsw.edu.au/resources/glossary/app), program or simulated environment
- Apply principles of design in the planning and production of an interactive media project
- Produce and manipulate digital images
- Use elements of user experience (UX) design, such as position, colour and text size to develop a web application, program or product that communicates information to targeted users
- Use a web-based template tool to develop a simple website
- Participate in recording, creating, and/or editing an interactive video that provides choices to the user during the presentation
- Design a 3D character using 3D paint or Computer Aided Design (CAD) application and print using a 3D printer
### Networking systems and social computing
#### Outcomes
A student:
- collects and uses data for specific tasks or purposes **CT-LS-03**
- stores data safely and securely **CT-LS-04**
- uses hardware or software tools to communicate data or information **CT-LS-05**
- uses and interprets data **CT-LS-06**
- explores relationships between computing technologies, the individual and society **CT-LS-07**
- demonstrates social and ethical practices associated with computing systems **CT-LS-08**
- uses hardware and software for specific tasks or purposes **CT-LS-09**
- participates in the production of a computing system **CT-LS-11**
- investigates the suitability of computing systems for specific purposes **CT-LS-12**
- communicates a computing solution **CT-LS-13**
**Related Stage 6 outcomes:** EC-11-03, EC-11-04, EC-11-05, EC-11-06, EC-11-07, EC-11-08, EC-11-09, EC-11-10, EC-11-11, EC-12-03, EC-12-04, EC-12-05, EC-12-06, EC-12-07, EC-12-08, EC-12-09, EC-12-10, EC-12-11
#### Content
##### Intelligent networks
- Identify a [network](https://curriculum.nsw.edu.au/resources/glossary/network2) as a group or system of interconnected things
- Recognise that networks can be human or digital
- Recognise that devices in a digital network communicate with each other and with users
- Outline the key components of a digital network
- Identify ways in which digital networks support communication between individuals and devices
- Recognise the internet as a large network that uses [hardware](https://curriculum.nsw.edu.au/resources/glossary/hardware) and software to send and receive [data](https://curriculum.nsw.edu.au/resources/glossary/data) across cables or wirelessly
- Recognise the components in a network of interdependent devices
- Identify [nodes](https://curriculum.nsw.edu.au/resources/glossary/node) and links within a network
- Identify the [Internet of Things (IoT)](https://curriculum.nsw.edu.au/resources/glossary/internet-of-things-iot) and the [Internet of Me (IoMe)](https://curriculum.nsw.edu.au/resources/glossary/internet-of-me-iome) as networks of smart devices sending data
- Identify [digital technologies](https://curriculum.nsw.edu.au/resources/glossary/digital-technologies) that are connected by the Internet of Things (IoT)
- Define intelligent networks
- Identify intelligent networks used for personal or business [applications](https://curriculum.nsw.edu.au/resources/glossary/app)
- Explore factors that influence the [design and production](https://curriculum.nsw.edu.au/resources/glossary/design-and-production) of an intelligent network
##### Networks and their applications
- Explore the factors that interfere with the transmission of data between a computer and [social network](https://curriculum.nsw.edu.au/resources/glossary/social-network)
- Compare and contrast how different intelligent networks have improved daily life
- Explore how the Internet of Things (IoT) is changing home and work environments
- Explore the impact that the Internet of Things (IoT) has had on society
##### Data storage and workflow in networks
- Define [metadata](https://curriculum.nsw.edu.au/resources/glossary/metadata)
- Identify the digital platforms that use and collect metadata
- Explore how metadata is used to inform search engine suggestions and searches, [social media](https://curriculum.nsw.edu.au/resources/glossary/social-media) and marketing
- Describe how data is transmitted and secured in an expert or [intelligent system](https://curriculum.nsw.edu.au/resources/glossary/intelligent-system)
- Use a flow-chart [model](https://curriculum.nsw.edu.au/resources/glossary/model) to demonstrate the [encryption](https://curriculum.nsw.edu.au/resources/glossary/encryption) and decryption of data
- Identify the data processes that are communicated throughout an intelligent network
- Identify risk factors when using intelligent networks
- Investigate the capacity of hardware and software in supporting the transmission of data back and forth through a network
- Explore data security requirements of an intelligent home network
- Recognise the role of [artificial intelligence (AI)](https://curriculum.nsw.edu.au/resources/glossary/artificial-intelligence-ai) and machine learning in supporting intelligent networks
- Explore the role of software in managing the storage and transfer of data in an Internet of Things (IoT) network
- Evaluate the social and ethical issues surrounding the use of Internet of Things (IoT) devices in the storage and transfer of data
##### Creating a network
- Design a map to determine the best paths data takes to reach its destination and how this affects its speed through an intelligent network
- Participate in developing a [block-based](https://curriculum.nsw.edu.au/resources/glossary/block-based) [algorithm](https://curriculum.nsw.edu.au/resources/glossary/algorithm) that emulates a network in a simulated web [application](https://curriculum.nsw.edu.au/resources/glossary/app), program or online game environment
- Develop a block-based program to connect a robot to a network and complete certain actions
- Design an intelligent network using online network diagram software
- Participate in planning a user’s experience using an intelligent network
- Use a set of criteria to develop a physical or digital model of an intelligent network
- Use digital technologies to create a simulated intelligent network based on the needs of a specified business
- Explore the role of encryption algorithms and [protocols](https://curriculum.nsw.edu.au/resources/glossary/protocols2) in intelligent networks and how this creates a safer environment for users
### Digital citizenship and cyber safety
#### Outcomes
A student:
- demonstrates awareness that computing technology can be used for everyday purposes **CT-LS-01**
- explores appropriate uses of computing technology in everyday contexts **CT-LS-02**
- stores data safely and securely **CT-LS-04**
- uses hardware or software tools to communicate data or information **CT-LS-05**
- explores relationships between computing technologies, the individual and society **CT-LS-07**
- demonstrates social and ethical practices associated with computing systems **CT-LS-08**
- uses hardware and software for specific tasks or purposes **CT-LS-09**
- investigates the suitability of computing systems for specific purposes **CT-LS-12**
**Related Stage 6 outcomes:** EC-11-01, EC-11-02, EC-11-03, EC-11-04, EC-11-06, EC-11-07, EC-11-08, EC-11-09, EC-11-10, EC-12-01, EC-12-02, EC-12-03, EC-12-04, EC-12-06, EC-12-07, EC-12-08, EC-12-09, EC-12-10
#### Content
##### Digital and information literacy
- Explore digital modes and methods used to communicate with others
- Explore the [accessibility](https://curriculum.nsw.edu.au/resources/glossary/accessibility) of digital communication modes and methods for a range of users
- Demonstrate an understanding of [digital citizenship](https://curriculum.nsw.edu.au/resources/glossary/digital-citizenship)
- Demonstrate skills required to be a digital citizen
- Demonstrate appropriate communication skills in a range of online environments
- Explore the social awareness skills needed in online interactions
- Recognise ways to [collaborate](https://curriculum.nsw.edu.au/resources/glossary/collaborate) and share with others online
- Demonstrate collaboration skills in digital or online environments
- Demonstrate ways to secure [information](https://curriculum.nsw.edu.au/resources/glossary/information) shared online, eg privacy settings in [social media](https://curriculum.nsw.edu.au/resources/glossary/social-media)
- Consider what is appropriate to share online
- Demonstrate an understanding of Creative Commons, creative credit and [copyright](https://curriculum.nsw.edu.au/resources/glossary/copyright)
- Describe strategies to provide creative credit and fair use of copyright items
- Explore implications of uploading images/videos to video-sharing websites
- Demonstrate digital etiquette when collaborating with others online
- Create a personal profile for use with social media
- Participate in promoting digital citizenship to the school community
- Describe the social norms and expectations of posting and sharing digitally
- Explore ways that individuals are affected by [digital technologies](https://curriculum.nsw.edu.au/resources/glossary/digital-technologies)
- Investigate how digital technologies alter our attitudes, perceptions and behaviours
- Investigate the disruptive effects of digital technology
##### Privacy and security
- Describe what it means to be safe
- Recognise private and public spaces online
- Identify the safety risks in online environments
- Identify why we need to take steps to be safe online
- Demonstrate skills in online safety and security
- Explore the skills required to maintain privacy settings online
- Demonstrate safe and appropriate behaviours for posting online
- Explore what information is appropriate to share digitally
- Discuss implications of posting content online
- Demonstrate an understanding of a [digital footprint](https://curriculum.nsw.edu.au/resources/glossary/digital-footprint)
- Describe strategies to create a positive digital footprint and/or clean up a digital footprint
- Recognise the importance of creating a strong password when using digital technologies, for example prevention of unauthorised access
- Demonstrate security awareness when using [data](https://curriculum.nsw.edu.au/resources/glossary/data) systems online
- Identify risk factors when using digital technologies
- Communicate the importance of data security
- Identify secure data systems online
- Identify the need for secure data
- Identify ways to secure data
- Explore digital certificates and how they are used
- Identify characteristics of a phishing attack
- Evaluate the social, ethical, privacy and [cybersecurity](https://curriculum.nsw.edu.au/resources/glossary/cybersecurity) issues surrounding secure data systems
##### Cyber safety
- Develop an understanding of respectful and appropriate online communication
- Demonstrate strategies needed to recognise and respond to challenging online situations
- Demonstrate an understanding of digital etiquette
- Recognise appropriate ways to respond to others online
- Demonstrate appropriate digital etiquette in a range of online mediums
- Participate in [producing](https://curriculum.nsw.edu.au/resources/glossary/producing) a text that demonstrates respectful and appropriate communication on a digital platform
- Identify unsafe behaviour in online environments
- Demonstrate strategies to stay safe online
- Demonstrate skills to identify the authenticity of digital texts
- Explore strategies that support managing [cyber safety](https://curriculum.nsw.edu.au/resources/glossary/cyber-safety) concerns
- Participate in producing a guide for cyber safety, including indicators of unsafe environments
- Design a campaign for young people to stop cyberbullying
### Data science
#### Outcomes
A student:
- collects and uses data for specific tasks or purposes **CT-LS-03**
- stores data safely and securely **CT-LS-04**
- uses hardware or software tools to communicate data or information **CT-LS-05**
- uses and interprets data **CT-LS-06**
- demonstrates social and ethical practices associated with computing systems **CT-LS-08**
- participates in designing a computing system **CT-LS-10**
- participates in the production of a computing system **CT-LS-11**
- investigates the suitability of computing systems for specific purposes **CT-LS-12**
- communicates a computing solution **CT-LS-13**
**Related Stage 6 outcomes:** EC-11-03, EC-11-04, EC-11-05, EC-11-07, EC-11-08, EC-11-09, EC-11-10, EC-11-11, EC-12-03, EC-12-04, EC-12-05, EC-12-07, EC-12-08, EC-12-09, EC-12-10, EC-12-11
#### Content
##### Exploring, collecting and organising data
- Recognise [data](https://curriculum.nsw.edu.au/resources/glossary/data) as images, audio, video, text or numbers
- Recognise everyday data
- Explore [types of data](https://curriculum.nsw.edu.au/resources/glossary/data-types)
- Identify the uses of various types of data
- Identify examples of how data is used in everyday life
- Explore common, everyday data [applications](https://curriculum.nsw.edu.au/resources/glossary/app)
- Participate in activities that produce data
- Explore how data is collected or captured
- Create a personalised, individual [dataset](https://curriculum.nsw.edu.au/resources/glossary/dataset2)
- Identify tools for collecting data and [information](https://curriculum.nsw.edu.au/resources/glossary/information)
- Select an appropriate tool to collect data
- Collect familiar data for a specific purpose
- Develop a print or digital survey to collect data to solve a problem
- Collect data from a range of sources
- Explore [protocols](https://curriculum.nsw.edu.au/resources/glossary/protocols2) and factors affecting data collection, ownership and access for diverse cultural groups, including [Aboriginal Peoples and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) through [Indigenous cultural and intellectual property (ICIP)](https://curriculum.nsw.edu.au/resources/glossary/indigenous-cultural-and-intellectual-property-icip) rights
- Use a spreadsheet to prepare raw data into categories, to add structure to data
- Collect and sort [quantitative](https://curriculum.nsw.edu.au/resources/glossary/quantitative-data) and [qualitative data](https://curriculum.nsw.edu.au/resources/glossary/qualitative-data) using appropriate digital tools
- Edit data using appropriate software
##### Analysing data
- Engage with data in displayed graphs, tables or charts
- Explore and describe datasets in displayed graphs, tables or charts
- Compare and contrast quantitative and qualitative data types
- Recognise that data can be structured and unstructured
- Identify a range of manual and computerised methods for analysing information
- Use different data-processing software
- Recognise how programs process data
- Identify methods and applications of data interpretation and presentation
- Organise data in a format appropriate for data retrieval and analysis
- Explore datasets in spreadsheet processors and how the datasets can be transformed into information for processing
- Identify trends, patterns and relationships in data and information
- Use formulas in a spreadsheet to analyse datasets
##### Storing data
- Identify a range of manual and computerised tools for storing and retrieving data
- Identify the functions and use of cloud storage in improving access to storage
- Use appropriate software to store and process data
- Explore secure systems to access data
- Recognise that data is sensitive and needs to be stored securely
- Identify ways that data can be at risk
- Participate in discussing privacy issues associated with data collection and storage
- Explore privacy and security requirements of data
- Identify ways to keep data safe
- Recognise how data is used and stored by [digital technologies](https://curriculum.nsw.edu.au/resources/glossary/digital-technologies)
- Identify criteria that can be used to evaluate the success of data security measures
- Participate in the production of a secure data system for a specific purpose
##### Creating data visualisations
- Engage with infographics
- Recognise that data being represented in a visual way makes it easier to understand
- Identify data [visualisation](https://curriculum.nsw.edu.au/resources/glossary/visualisation)
- Identify different [types of data](https://curriculum.nsw.edu.au/resources/glossary/data-types) visualisation
- Identify the anatomy of data visualisation graphs, charts, plots and other visualisations
- Use data visualisation to represent information
- Explore how data visualisation supports data analysis
- Explore how data visualisation is used in everyday contexts
- Identify the audience and intentions when using data visualisation in a business
- Explore the interactive features of data visualisation to engage users
- Consider which data visualisation tool is appropriate for an individual dataset
- Design a data visualisation that can be used to make decisions
- Recognise which data visualisation is most suitable to generate graphs, charts, plots and other visualisations for data analysis
##### Data in enterprise
- Explore data accessed by consumers in [enterprise](https://curriculum.nsw.edu.au/resources/glossary/enterprise)
- Recognise that businesses collect and store data digitally
- Explore types of data collected by businesses
- Recognise data that might be collected by businesses
- Identify ways businesses collect consumer data
- Recognise social and ethical issues with the use of personal data by businesses
- Explore how various transactions have affected the way consumers and businesses interact securely
- Explain the importance of data security to an enterprise
- Explore how data discovery is used in enterprise
### Intelligent systems
#### Outcomes
A student:
- demonstrates awareness that computing technology can be used for everyday purposes **CT-LS-01**
- explores appropriate uses of computing technology in everyday contexts **CT-LS-02**
- uses hardware or software tools to communicate data or information **CT-LS-05**
- explores relationships between computing technologies, the individual and society **CT-LS-07**
- uses hardware and software for specific tasks or purposes **CT-LS-09**
- participates in designing a computing system **CT-LS-10**
- participates in the production of a computing system **CT-LS-11**
- communicates a computing solution **CT-LS-13**
**Related Stage 6 outcomes:** EC-11-01, EC-11-02, EC-11-03, EC-11-04, EC-11-06, EC-11-08, EC-11-09, EC-11-11, EC-12-01, EC-12-02, EC-12-03, EC-12-04, EC-12-06, EC-12-08, EC-12-09, EC-12-11
#### Content
##### Systems and their applications
- Define an [intelligent system](https://curriculum.nsw.edu.au/resources/glossary/intelligent-system)
- Identify a range of intelligent systems used for daily living
- Identify a range of [expert systems](https://curriculum.nsw.edu.au/resources/glossary/expert-system)
- Identify purposes for intelligent and expert systems
- Identify the functions that make expert and intelligent systems appear intelligent
- Identify a range of expert and intelligent systems used in the workplace
- Manage access to intelligent systems used in their own lives
- Create a timeline of different expert and intelligent systems over generations using [digital technologies](https://curriculum.nsw.edu.au/resources/glossary/digital-technologies)
- Explore ways that smart devices have a practical use in the environment, economy or society
- Explore how various media is used within [automated](https://curriculum.nsw.edu.au/resources/glossary/automate) security systems
- Visually represent the logical processes undertaken in an existing expert system
##### Creating intelligent systems
- Use a scaffold to write an [algorithm](https://curriculum.nsw.edu.au/resources/glossary/algorithm) used in expert and intelligent systems
- Participate in designing an expert or intelligent system that engages with a user, using [block-based](https://curriculum.nsw.edu.au/resources/glossary/block-based) programming
- Create a spreadsheet, using appropriate digital technologies, that emulates expert and intelligent system algorithms
- Use QR codes to design a set of [augmentative and alternative communication (AAC)](https://curriculum.nsw.edu.au/resources/glossary/augmentative-and-alternative-communication-aac) symbols for an individual with vision or hearing impairments
### Computing Technology project
#### Outcomes
A student:
- uses hardware and software for specific tasks or purposes **CT-LS-09**
- participates in designing a computing system **CT-LS-10**
- participates in the production of a computing system **CT-LS-11**
- investigates the suitability of computing systems for specific purposes **CT-LS-12**
- communicates a computing solution **CT-LS-13**
**Related Stage 6 outcomes:** EC-11-08, EC-11-09, EC-11-10, EC-11-11, EC-12-08, EC-12-09, EC-12-10, EC-12-11
#### Content
##### Identifying and defining
- Identify a solution to a real-world problem
- Identify tools that may be used in a computing [project](https://curriculum.nsw.edu.au/resources/glossary/project)
##### Researching and planning
- Use tools to research and plan a computing project
- Use [digital technologies](https://curriculum.nsw.edu.au/resources/glossary/digital-technologies) to develop a schedule for a project
- Explore factors that influence the [design and production](https://curriculum.nsw.edu.au/resources/glossary/design-and-production) of a computing system
- Identify steps in a design process for a computing technology project
- Participate in creating design ideas for a computing solution
- Evaluate a range of design ideas for a computing solution
##### Producing and implementing
- Participate in the production of a computing system
- Demonstrate collaboration skills in a computing technology project
- Use communication skills in the design or production of a computing solution
- Use a scaffold to manage time and resources in a computing technology project
- Use [project management](https://curriculum.nsw.edu.au/resources/glossary/project-management) skills to design and develop a computing system
##### Testing and evaluating
- Use a scaffold or checklist to evaluate their design and production skills
- Evaluate the effectiveness of the computing solution