The conceptual progression
Thirteen years.
Thirty-nine good questions.
From giving an exact instruction to defending an accountable system. The current map links each investigation to selected curriculum references, readiness and assessable evidence. References checked 7 September 2026.
Every year extends earlier work through representation, testing, design and responsibility. Download the original planning map and critique.
Notice & make
Foundation
- Curriculum reference
- AC9TDIFK01 · AC9TDIFK02 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Point forward, then turn your body without moving your feet.
- Assess this evidence
- An arrow program with a drawn prediction, marked failure and revised route.
- Point to the rover’s next square before a step.
- Repair a route and explain which instruction caused the error.
Moderation examples and teacher pack → - Concept
- Instructions
- Challenge this idea
- The machine knows what I meant.
- Memorable test
- Keep the program fixed but turn the starting arrow. The same list reaches a different endpoint because initial direction is part of the state.
- Create or change
- Write a route that reaches camp without the rock; then swap with a pair who must run it literally. Repair the first failing instruction.
- Learning evidence
- An arrow program with a drawn prediction, marked failure and revised route.
- Curriculum reference
- AC9TDIFK02 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Compare two objects and say which is bigger.
- Assess this evidence
- A sorter poster with a named property and three tested shapes.
- Predict a shape’s side using the size gate.
- Name an object that changes groups when the rule changes.
Moderation examples and teacher pack → - Concept
- Classification
- Challenge this idea
- An object has just one correct group.
- Memorable test
- Two equal-size shapes of different colours go to the same group. A boundary-size shape needs an explicit equality rule.
- Create or change
- Set a size gate for a small-box sorter and test a shape on each side and exactly at the boundary.
- Learning evidence
- A sorter poster with a named property and three tested shapes.
- Curriculum reference
- AC9TDIFP01 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Choose a coat for a rainy day.
- Assess this evidence
- A minimal fictional camp message and an illustrated help-seeking plan.
- Keep weather information needed for the packing rule.
- Remove a pretend identifying field and explain why.
Moderation examples and teacher pack → - Concept
- Privacy
- Challenge this idea
- A helpful machine needs every detail.
- Memorable test
- Removing the rain field protects information but makes the packing task unanswerable. Minimisation means enough useful data, not always zero data.
- Create or change
- Make the received message contain only weather and wind; explain why each remaining field is needed.
- Learning evidence
- A minimal fictional camp message and an illustrated help-seeking plan.
Notice & make
Year 1
- Curriculum reference
- AC9TDI2K02 · AC9TDI2P02 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Continue a repeating two-symbol pattern.
- Assess this evidence
- A two-rule pattern strip with a marked distinguishing test.
- Predict a beat under each of two rules.
- Choose a later beat where the predictions disagree.
Moderation examples and teacher pack → - Concept
- Patterns
- Challenge this idea
- A few examples prove the only rule.
- Memorable test
- A rule can repeat AB for four beats and then switch. It matches the beginning perfectly but disagrees later.
- Create or change
- Create two matching beginnings and choose the earliest observation that distinguishes their rules.
- Learning evidence
- A two-rule pattern strip with a marked distinguishing test.
- Curriculum reference
- AC9TDI2P02 · AC9TDI2P03 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Follow a two-step instruction and answer a yes/no question.
- Assess this evidence
- An annotated playground decision tree with three traces.
- Follow both rain and temperature branches.
- Repair the dry-but-hot failure without breaking the mild-day case.
Moderation examples and teacher pack → - Concept
- Algorithms
- Challenge this idea
- A rule works in every situation.
- Memorable test
- Dry weather can still be too hot for an activity; correct execution exposes an incomplete rule.
- Create or change
- Add a heat branch and show three traces that protect the hot case while preserving the mild case.
- Learning evidence
- An annotated playground decision tree with three traces.
- Curriculum reference
- AC9TDI2K01 · AC9TDI2P03 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Explain the difference between an object and a picture of it.
- Assess this evidence
- A detector setting with three annotated signal tests.
- Keep the object fixed while changing light.
- Explain a missed detection using the signal and threshold.
Moderation examples and teacher pack → - Concept
- Sensors
- Challenge this idea
- Sensors see the whole world.
- Memorable test
- Lowering the threshold recovers a shaded object but can also detect a background spike that is not the object.
- Create or change
- Choose a threshold and document one correct detection, one miss and one false alarm across lighting conditions.
- Learning evidence
- A detector setting with three annotated signal tests.
Notice & make
Year 2
- Curriculum reference
- AC9TDI2K02 · AC9TDI2P02 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Compare lengths and count spots using two features.
- Assess this evidence
- A repaired training set with three fixed-query prediction traces.
- Identify both measured features and the supplied label.
- Show a prediction changed by relabelling one nearby example.
Moderation examples and teacher pack → - Concept
- Classification
- Challenge this idea
- The label lives inside the creature.
- Memorable test
- Relabelling the nearest example changes the prediction without changing any creature features. Equal distances also require a tie rule.
- Create or change
- Repair one deliberately inconsistent label, then evaluate the same three unknown creatures before and after.
- Learning evidence
- A repaired training set with three fixed-query prediction traces.
- Curriculum reference
- AC9TDI2K02 · AC9TDI2P03 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Count examples inside and outside a drawn boundary.
- Assess this evidence
- A before/after habitat coverage map and a justified collection plan.
- Identify an uncovered edge creature.
- Improve coverage without changing the test creatures.
Moderation examples and teacher pack → - Concept
- Training data
- Challenge this idea
- More copies mean better learning.
- Memorable test
- Many duplicates increase sample count but leave the nearest-example distances at habitat edges unchanged.
- Create or change
- Improve coverage by changing where examples are collected while keeping all test positions fixed.
- Learning evidence
- A before/after habitat coverage map and a justified collection plan.
- Curriculum reference
- AC9TDI2P07 · AC9TDI2K02 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Group fictional cards by a visible feature.
- Assess this evidence
- A minimal survey design with candidate counts and a statement of residual risk.
- Compare matching-record counts for broad and precise clues.
- Create a coarser survey that still answers a regional question.
Moderation examples and teacher pack → - Concept
- Privacy
- Challenge this idea
- Harmless facts cannot identify someone.
- Memorable test
- Age band and location each match multiple fictional records, but their intersection can match one.
- Create or change
- Choose coarse age and region fields for a regional survey and record both usefulness and remaining matches.
- Learning evidence
- A minimal survey design with candidate counts and a statement of residual risk.
Train & test
Year 3
- Curriculum reference
- AC9TDI4K03 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Count filled squares in a small grid.
- Assess this evidence
- A representation collision exhibit with an improved feature and its limits.
- Read and edit individual pixel values.
- Construct two distinct images with the same row totals and propose a distinguishing feature.
Moderation examples and teacher pack → - Concept
- Representation
- Challenge this idea
- A computer receives a whole object.
- Memorable test
- An L and its reflection have equal row sums but different orientations. Identical representations force a row-only model to treat them alike.
- Create or change
- Add a column-based feature and test whether it separates the pair; then search for another collision.
- Learning evidence
- A representation collision exhibit with an improved feature and its limits.
- Curriculum reference
- AC9TDI4P02 · AC9TDI4P05 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Separate examples used to choose a rule from examples used to test it.
- Assess this evidence
- A sealed-test protocol and a two-model comparison table.
- Reserve examples before fitting a model.
- Report training and holdout counts with their scores.
Moderation examples and teacher pack → - Concept
- Evaluation
- Challenge this idea
- Remembering practice answers means learning.
- Memorable test
- A lookup model scores perfectly on repeated practice examples but defaults incorrectly on unseen sizes.
- Create or change
- Choose an independent partition, compare lookup with a size rule and explain any contamination caused by repeated tuning.
- Learning evidence
- A sealed-test protocol and a two-model comparison table.
- Curriculum reference
- AC9TDI4P02 · AC9TDI4P03 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Read a yes/no sensor result and follow a simple rule.
- Assess this evidence
- An actuator policy with a labelled timeline and before/after error counts.
- Trace the high-reading counter and reset.
- Compare false stops and missed targets for two persistence settings.
Moderation examples and teacher pack → - Concept
- Automation
- Challenge this idea
- Every prediction should trigger an action.
- Memorable test
- A brief real target looks temporally like a noise spike; persistence can remove both.
- Create or change
- Set an action policy and justify it with false-stop, missed-target and delay evidence.
- Learning evidence
- An actuator policy with a labelled timeline and before/after error counts.
Train & test
Year 4
- Curriculum reference
- AC9TDI4P02 · AC9TDI4P05 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Count missed targets separately from false alarms.
- Assess this evidence
- A recycling gate policy with a three-outcome audit and review instructions.
- Count wrong-bin and review outcomes separately.
- Choose a reject zone with evidence about both consequences.
Moderation examples and teacher pack → - Concept
- Evaluation
- Challenge this idea
- One threshold can remove all errors.
- Memorable test
- A labelled outlier far from the boundary is confidently mis-sorted and bypasses a narrow reject zone.
- Create or change
- Meet a four-item review capacity while documenting remaining wrong-bin decisions and a usable review message.
- Learning evidence
- A recycling gate policy with a three-outcome audit and review instructions.
- Curriculum reference
- AC9TDI4K03 · AC9TDI4P05 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Compare two groups and describe a fair test.
- Assess this evidence
- A revised sampling allocation and a two-habitat audit.
- Report correct and total counts for both habitats.
- Change training allocation while preserving the evaluation set.
Moderation examples and teacher pack → - Concept
- Training data
- Challenge this idea
- High overall accuracy means everyone is served.
- Memorable test
- Equal training counts can still produce unequal errors because the fixed feature distributions overlap differently.
- Create or change
- Allocate a fixed collection budget and publish group-level error counts, denominators and one unresolved case.
- Learning evidence
- A revised sampling allocation and a two-habitat audit.
- Curriculum reference
- AC9TDI4K01 · AC9TDI4P05 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Keep a test rule fixed while changing one environmental condition.
- Assess this evidence
- A sensor calibration field note with paired readings and residual errors.
- Show the same object’s reading under two conditions.
- Compare corrected and uncorrected error counts.
Moderation examples and teacher pack → - Concept
- Robustness
- Challenge this idea
- A model that worked yesterday will work tomorrow.
- Memorable test
- A brightness-dependent change cannot be removed by subtracting a single constant offset.
- Create or change
- Calibrate against a reference and report residual errors under uniform and non-uniform shifts.
- Learning evidence
- A sensor calibration field note with paired readings and residual errors.
Train & test
Year 5
- Curriculum reference
- AC9TDI6P01 · AC9TDI6P06 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Measure distance on a feature map.
- Assess this evidence
- An annotated recommendation map with weights, a ranking comparison and an omitted-needs check.
- Explain why a recommendation changes when one weight changes.
- Name a relevant quality the map omits.
Moderation examples and teacher pack → - Concept
- Similarity
- Challenge this idea
- Closest means objectively best.
- Memorable test
- The nearest book can fail an unrepresented accessibility requirement.
- Create or change
- Choose a transparent weighting and a separate human check for an omitted need; reproduce the ranking from distances.
- Learning evidence
- An annotated recommendation map with weights, a ranking comparison and an omitted-needs check.
- Curriculum reference
- AC9TDI6P02 · AC9TDI6P06 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Describe how collected examples affect a later choice.
- Assess this evidence
- A recommendation policy note with exposure histories and a feedback diagram.
- Identify the loop connecting exposure and recorded clicks.
- Compare policies from identical starting counts and fixed click rates.
Moderation examples and teacher pack → - Concept
- Feedback loops
- Challenge this idea
- Popularity only reflects preference.
- Memorable test
- A high-interest topic stays hidden because it starts with almost no exposure, so the system gathers little evidence about it.
- Create or change
- Choose an exploration fraction and compare five identical-start rounds with a popularity-only baseline.
- Learning evidence
- A recommendation policy note with exposure histories and a feedback diagram.
- Curriculum reference
- AC9TDI6P01 · AC9TDI6P06 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Distinguish a measured score from the purpose it represents.
- Assess this evidence
- A revised library objective with a counterexample and a tested allocation.
- Construct an allocation that improves clicks while reducing supplied reading value.
- Redesign the objective and explain what its new measure still misses.
Moderation examples and teacher pack → - Concept
- Objectives
- Challenge this idea
- A measurable score is the real goal.
- Memorable test
- The highest-click allocation can have the lowest supplied reading-value total.
- Create or change
- Add a reading constraint or new weighting and test the same allocations; disclose the fictional coefficients and omitted outcomes.
- Learning evidence
- A revised library objective with a counterexample and a tested allocation.
Look inside
Year 6
- Curriculum reference
- AC9TDI6K03 · AC9TDI6P06 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Read a probability bar and distinguish a guess from evidence.
- Assess this evidence
- A token-branch journal with probability strips, replay comparison and evidence policy.
- Compare probabilities at two temperatures using the same scores.
- Show different continuations from fixed draws and identify an unsupported factual claim.
Moderation examples and teacher pack → - Concept
- Generation
- Challenge this idea
- The most likely word is a verified fact.
- Memorable test
- A supplied score table can assign its highest score to a false continuation; lowering temperature makes it more consistently wrong.
- Create or change
- Specify a creative sampling policy and a separate factual evidence requirement, supported by two replayed runs.
- Learning evidence
- A token-branch journal with probability strips, replay comparison and evidence policy.
- Curriculum reference
- AC9TDI6P04 · AC9TDI6P06 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Identify a fact and a condition in a short instruction.
- Assess this evidence
- A context-budget briefing with a highlighted evidence sentence and a conflict note.
- Identify visible and excluded words for a window size.
- Restore a supported answer without inventing missing content.
Moderation examples and teacher pack → - Concept
- Context
- Challenge this idea
- A generator remembers everything.
- Memorable test
- A larger window can include conflicting updates, so more context does not automatically settle which fact applies.
- Create or change
- Create a concise dated briefing preserving the required fact, qualifier and any unresolved contradiction.
- Learning evidence
- A context-budget briefing with a highlighted evidence sentence and a conflict note.
- Curriculum reference
- AC9TDI6P04 · AC9TDI6P06 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Separate an assertion from the passage offered as evidence.
- Assess this evidence
- A clause-level evidence ledger and a corrected fictional information answer.
- Identify the passage supporting each factual clause.
- Preserve a qualifier and mark at least one unknown.
Moderation examples and teacher pack → - Concept
- Evidence
- Challenge this idea
- A confident sentence or link proves a claim.
- Memorable test
- A correct link can accompany a wrong number or omit the source’s weather condition.
- Create or change
- Produce an answer whose clauses each preserve source meaning or explicitly state that evidence is missing.
- Learning evidence
- A clause-level evidence ledger and a corrected fictional information answer.
Look inside
Year 7
- Curriculum reference
- AC9TDI8P01 · AC9TDI8P10 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Separate training and testing and order events by time.
- Assess this evidence
- A timestamped feature contract and a leaky/time-valid evaluation report.
- Classify features by availability time.
- Compare leaky and time-valid predictions on the same test events.
Moderation examples and teacher pack → - Concept
- Evaluation
- Challenge this idea
- A very high test score always means a useful model.
- Memorable test
- A renamed or transformed post-event flag still leaks future information even though its name looks harmless.
- Create or change
- Create a feature-availability schema and evaluate a time-valid model against a declared baseline.
- Learning evidence
- A timestamped feature contract and a leaky/time-valid evaluation report.
- Curriculum reference
- AC9TDI8P02 · AC9TDI8P10 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Count false positives and false negatives.
- Assess this evidence
- An alert policy with confusion matrices, cost calculations and a decision-owner note.
- Locate all four confusion-matrix cells.
- Justify a policy using counts, denominators and stated costs.
Moderation examples and teacher pack → - Concept
- Evaluation
- Challenge this idea
- Accuracy is enough to choose a model.
- Memorable test
- A no-alert policy can look accurate in a rare-target dataset while recall is zero and precision is undefined.
- Create or change
- Choose and justify a threshold under two explicit cost scenarios; include an unresolved consequence.
- Learning evidence
- An alert policy with confusion matrices, cost calculations and a decision-owner note.
- Curriculum reference
- AC9TDI8P03 · AC9TDI8P06 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Identify a value, its units and its source.
- Assess this evidence
- A unit-labelled pipeline trace and a regression-test contract.
- Identify the first stage where the value violates its expected unit.
- Repair conversion and test equivalent physical inputs.
Moderation examples and teacher pack → - Concept
- Systems
- Challenge this idea
- Correct steps always make a correct system.
- Memorable test
- A double conversion produces valid numbers but incorrect meaning, so simply adding a conversion step is insufficient.
- Create or change
- Define a unit-aware boundary and three equivalent-temperature regression tests plus an invalid-unit rejection.
- Learning evidence
- A unit-labelled pipeline trace and a regression-test contract.
Look inside
Year 8
- Curriculum reference
- AC9TDI8P06 · AC9TDI8P08 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Substitute values into a weighted sum.
- Assess this evidence
- A four-case neuron specification with a demonstrated architecture limit.
- Calculate the sum for all four binary input pairs.
- Implement an AND-like gate and demonstrate XOR failure.
Moderation examples and teacher pack → - Concept
- Neural networks
- Challenge this idea
- A neural unit thinks like a person.
- Memorable test
- XOR cannot be separated by a single linear boundary, regardless of tuning these weights.
- Create or change
- Build an AND-like gate, verify four cases and propose a two-stage representation for XOR on paper.
- Learning evidence
- A four-case neuron specification with a demonstrated architecture limit.
- Curriculum reference
- AC9TDI8P02 · AC9TDI8P10 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Read a coordinate plot and distinguish training from testing.
- Assess this evidence
- A capacity-selection report with residual sketches and a sealed-test decision record.
- Explain a widening training/validation error gap.
- Lock a degree before inspecting final-test error.
Moderation examples and teacher pack → - Concept
- Evaluation
- Challenge this idea
- The most detailed fit is the best model.
- Memorable test
- On clean data generated by a higher-order curve, extra capacity can help; degree alone does not diagnose overfitting.
- Create or change
- Select degree from validation evidence, lock it and report the sealed final test once.
- Learning evidence
- A capacity-selection report with residual sketches and a sealed-test decision record.
- Curriculum reference
- AC9TDI8P01 · AC9TDI8P10 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Explain the difference between evidence and a source claim.
- Assess this evidence
- A provenance audit contrasting tampering with an intact false claim.
- Locate the first changed digest after an edit.
- Demonstrate an intact chain containing a false claim.
Moderation examples and teacher pack → - Concept
- Provenance
- Challenge this idea
- An intact provenance chain makes content true.
- Memorable test
- A false caption hashes normally and can sit inside a fully consistent chain.
- Create or change
- Pair integrity checks with a separately documented factual check and an explicit identity-trust limitation.
- Learning evidence
- A provenance audit contrasting tampering with an intact false claim.
Build systems
Year 9
- Curriculum reference
- AC9TDI10P06 · AC9TDI10P08 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Evaluate a quadratic and follow a repeated numeric update.
- Assess this evidence
- An optimiser notebook page with numeric updates, traces and a stopping policy.
- Reproduce the first two parameter updates numerically.
- Choose a stable learning rate and compare equal-step runs.
Moderation examples and teacher pack → - Concept
- Optimisation
- Challenge this idea
- Bigger steps always learn faster.
- Memorable test
- At learning rate 1, this quadratic oscillates without improvement; above 1, the distance from the minimum grows.
- Create or change
- Specify a stable update schedule and stopping rule, then compare equal-budget traces from the same initial parameter.
- Learning evidence
- An optimiser notebook page with numeric updates, traces and a stopping policy.
- Curriculum reference
- AC9TDI10P02 · AC9TDI10P08 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Compute or compare distances between points.
- Assess this evidence
- A clustering field report with centroid calculations and sensitivity comparisons.
- Recalculate one centroid from its assigned points.
- Compare assignments after changing one feature scale.
Moderation examples and teacher pack → - Concept
- Unsupervised learning
- Challenge this idea
- Clusters reveal natural categories.
- Memorable test
- Rescaling one unchanged feature can reorganise the clusters; a different initialisation can reach a different local solution.
- Create or change
- Choose a justified scale and initialisation, compare alternatives and state what the grouping cannot establish.
- Learning evidence
- A clustering field report with centroid calculations and sensitivity comparisons.
- Curriculum reference
- AC9TDI10P02 · AC9TDI10P06 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Interpret frequencies, probabilities and sample sizes.
- Assess this evidence
- A calibration report with reliability bins, Brier calculations and transfer limitations.
- Calculate a bin’s mean confidence and observed frequency.
- Show a confidence change without a classification change.
Moderation examples and teacher pack → - Concept
- Uncertainty
- Challenge this idea
- A score of 90% guarantees correctness.
- Memorable test
- Temperature can improve Brier score without changing any predicted class; calibration can fail again on a shifted population.
- Create or change
- Choose a calibration setting on development data and report its frozen performance on the second population with bin counts.
- Learning evidence
- A calibration report with reliability bins, Brier calculations and transfer limitations.
Build systems
Year 10
- Curriculum reference
- AC9TDI10P06 · AC9TDI10P08 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Find a claim and its qualifier in a passage.
- Assess this evidence
- A chunking policy with query-level retrieval evidence, costs and a failure case.
- Locate a split between a fact and its qualifier.
- Compare two chunk policies on the same query suite.
Moderation examples and teacher pack → - Concept
- Retrieval
- Challenge this idea
- Larger chunks always retrieve better.
- Memorable test
- A paraphrased query with no shared keywords can fail regardless of chunk size because the scorer is lexical.
- Create or change
- Choose a chunk/overlap policy using a fixed three-query suite; report complete-evidence recall and context word cost.
- Learning evidence
- A chunking policy with query-level retrieval evidence, costs and a failure case.
- Curriculum reference
- AC9TDI10P06 · AC9TDI10P10 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Match claims to evidence and inspect retrieved passages.
- Assess this evidence
- An extractive assistant system card with source-specific traces and an answerability test suite.
- Trace a query through retrieved evidence and the gate.
- Measure false answers and false refusals on a fixed suite.
Moderation examples and teacher pack → - Concept
- Retrieval
- Challenge this idea
- Retrieval eliminates invented answers.
- Memorable test
- A high-scoring passage can be about the right topic while lacking the required fact; removing a source must change answerability.
- Create or change
- Specify an evidence gate and evaluate supported answers and false refusals on the fixed suite plus one new challenge.
- Learning evidence
- An extractive assistant system card with source-specific traces and an answerability test suite.
- Curriculum reference
- AC9TDI10P13 · AC9TDI10P06 — Official source ↗
- Framework and scope
- Australian Curriculum Version 9 · Digital Technologies. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Distinguish data from instructions and identify a permission boundary.
- Assess this evidence
- A sandbox threat model, least-privilege policy and replayable attack ledger.
- Trace an attack from source text to a proposed action.
- Demonstrate a filter bypass blocked by an independent permission boundary.
Moderation examples and teacher pack → - Concept
- Security
- Challenge this idea
- A filter makes an assistant secure.
- Memorable test
- A wording change bypasses the keyword filter while an independent capability restriction still blocks the action.
- Create or change
- Enforce a read-and-summarise capability policy, replay benign and adversarial cases and document remaining answer-contamination risk.
- Learning evidence
- A sandbox threat model, least-privilege policy and replayable attack ledger.
Design & defend
Year 11
- Curriculum reference
- Unit 3 · objective 3 · Unit 3 · objective 4 · Unit 3 · objective 7 — Official source ↗
- Framework and scope
- Queensland Digital Solutions 2025 v1.4. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Interpret latency distributions and compare cost and quality trade-offs.
- Assess this evidence
- Workload and requirements analysis; justified comparison of candidate implementations.
- Reproduce a cost and queue-time calculation.
- Choose a routing policy that respects a stated data boundary and document unmet constraints.
Moderation examples and teacher pack → - Concept
- Deployment
- Challenge this idea
- The biggest model is always the best system.
- Memorable test
- A sensitive request cannot be routed to an otherwise fast hosted service when policy forbids that data transfer; the system needs a safe overload outcome.
- Create or change
- Create a policy satisfying the data boundary, evaluate peak load and document any budget or latency failures with a fallback.
- Learning evidence
- A deployment decision brief with routing diagram, scenario results, fallback and benchmark plan.
- Curriculum reference
- Unit 4 · objective 2 · Unit 4 · objective 4 · Unit 4 · objective 6 · Unit 4 · objective 7 — Official source ↗
- Framework and scope
- Queensland Digital Solutions 2025 v1.4. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Read JSON and apply type, range and permission checks.
- Assess this evidence
- Data exchange specification, executable validator and failed-case evidence.
- Create examples that fail at each different gate.
- Accept an authorised valid request while rejecting an unauthorised valid one.
Moderation examples and teacher pack → - Concept
- Security
- Challenge this idea
- Valid JSON means a safe action.
- Memorable test
- A syntactically and structurally valid request for another owner passes early gates but must fail authorisation.
- Create or change
- Create a bounded schema and least-privilege policy with tests for authorised success, extra fields, boundary values and forbidden owners.
- Learning evidence
- A tool contract and a replayable gate-by-gate validation suite.
- Curriculum reference
- Unit 3 · objective 3 · Unit 3 · objective 4 · Unit 3 · objective 7 — Official source ↗
- Framework and scope
- Queensland Digital Solutions 2025 v1.4. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Compare a reference distribution with recent observations.
- Assess this evidence
- Incident analysis, monitoring criterion and a justified refinement.
- Trace a rolling window and its reference difference.
- Test a monitor on both a transient spike and a sustained change.
Moderation examples and teacher pack → - Concept
- Monitoring
- Challenge this idea
- Deployment is the end of testing.
- Memorable test
- A short spike can trigger an input alert without a lasting distribution change; a long window can miss an important change until late.
- Create or change
- Create and replay a monitoring/rollback policy with explicit false-alarm and detection-delay evidence.
- Learning evidence
- A tested monitoring runbook with alert trace, rollback owner and recovery checks.
Design & defend
Year 12
- Curriculum reference
- Unit 4 · objective 3 · Unit 4 · objective 4 · Unit 4 · objective 7 · Unit 4 · objective 8 — Official source ↗
- Framework and scope
- Queensland Digital Solutions 2025 v1.4. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Separate technical performance, consent, representation and accountability.
- Assess this evidence
- Stakeholder requirements, documented impacts, bounded recommendation and dissent.
- Identify an unmet stakeholder requirement despite majority support.
- Write an owner, appeal route and stop condition for the pilot.
Moderation examples and teacher pack → - Concept
- Governance
- Challenge this idea
- Majority preference removes minority harms.
- Memorable test
- A pilot can have high aggregate support while leaving a smaller group’s privacy boundary unresolved.
- Create or change
- Produce a staged governance policy with representative review, accountable roles, an accessible appeal and explicit stop conditions.
- Learning evidence
- A community pilot decision record with responsibilities, dissent, appeal and pause policy.
- Curriculum reference
- Unit 3 · objective 3 · Unit 3 · objective 7 · Unit 3 · objective 8 — Official source ↗
- Framework and scope
- Queensland Digital Solutions 2025 v1.4. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Keep cases paired across treatments and interpret variation.
- Assess this evidence
- Paired test analysis, treatment interaction and justified refinement.
- Compare paired case outcomes for one changed component.
- Identify an interaction where a component’s effect depends on another.
Moderation examples and teacher pack → - Concept
- Evaluation
- Challenge this idea
- A better score proves which feature helped.
- Memorable test
- The benefit of filtering depends on whether retrieval introduces hostile content; component effects are not simply additive.
- Create or change
- Run a controlled factorial study and support one causal claim with matched case transitions and stated external-validity limits.
- Learning evidence
- An ablation study with configuration matrix, paired traces and a defensible causal claim.
- Curriculum reference
- Unit 4 · objective 2 · Unit 4 · objective 4 · Unit 4 · objective 7 · Unit 4 · objective 8 — Official source ↗
- Framework and scope
- Queensland Digital Solutions 2025 v1.4. Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls.
- Ready when
- Distinguish a claim, relevant evidence, an assumption and a defeater.
- Assess this evidence
- System/evidence relationships, release criteria and a defended recommendation.
- Resolve unsupported or stale claims with explicit links or narrower wording.
- Defend a release recommendation and describe what would overturn it.
Moderation examples and teacher pack → - Concept
- Governance
- Challenge this idea
- A polished demo is enough evidence to deploy.
- Memorable test
- A fully linked, current graph can still rest on one irrelevant passing test; structural completeness is not substantive assurance.
- Create or change
- Build a scoped release case linking claims, tests, limits, owners and expiry; defend a recommendation and withdrawal trigger.
- Learning evidence
- A defensible release case with an evidence graph, public claims, limitations, owners and a recorded oral defence.
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