Curriculum alignment · Australia / New Zealand

Australian and New Zealand digital technologies curricula

We checked the LittleAIMaster Grade 1–12 AI course against all 36 rated requirements of this framework: 18 fully covered, 14 mostly covered, 4 partly covered. Open a requirement to see what learners do and the exact lessons.

89%
Fully covered 18Mostly covered 14Partly covered 4of 36 requirements6 taught earlier than the framework asks

Source documents (4)

Australian Curriculum: Technologies — Digital Technologies (Version 9.0), F-10
Australian Curriculum, Assessment and Reporting Authority (ACARA)
Version 9.0, endorsed by Education Ministers 2022, progressively implemented by states/territories from 2023-2025
Artificial Intelligence (AI) — Curriculum Connection to Version 9 Australian Curriculum
Australian Curriculum, Assessment and Reporting Authority (ACARA)
Published alongside Version 9.0 curriculum (2023-2024); cross-references Mathematics and Technologies learning areas F-10
Australian Framework for Generative Artificial Intelligence (AI) in Schools
National AI in Schools Taskforce (Australian, state and territory education ministers; developed with ACARA, AITSL, Education Services Australia)
Approved by Education Ministers 5 October 2023; released/published December 2023; jurisdictions began implementation Term 1 2024; a 2024 review of the framework was also published
Digital Technologies content added to NZC 2017; mandatory implementation for Years 1-10 from 2020

19 of 36 requirements are worded from secondary summaries or could not be checked against the primary document; they are marked.

Alignment chart

Every Australia + NZ requirement, rated

5Taught at this grade5Some material5Grades the framework asks for
Open a requirement to see what learners do and the exact lessons.

Showing 36 of 36 requirements

Australian Curriculum: Digital Technologies v9

Knowledge and understanding — Digital systems / Data representation

Recognise and use digital systems (e.g. computers, robotic devices) in familiar environments, and identify how data is represented on digital systems and displayed for a purpose

Framework grades 1–2
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 1 'Parts and Apps' and Grade 2 'Inside a Smart Machine', learners sort digital systems from a plain powered lamp and fan, identify inputs and outputs and trace the computing chain.

Processes and production skills

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems, building basic connections to understand why data and algorithms are necessary for digital solutions

Framework grades 1–2
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 1 'Test It Many Ways' and Grade 2 'Robo Repeats', learners write a paper route, predict where it ends from two starting points, run it and explain changed results.

Knowledge and understanding — Digital systems

Examine the main components of common digital systems and how they may connect together to form networks, and describe artificial intelligence (AI) systems and how they require specific algorithms to achieve a goal

Framework grades 3–5
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 3 'How a Message Travels' and Grade 5 'Everything Is a Code', learners identify computing inputs and outputs and tell digital codes from analogue signals.

Still to add

Sorting powered analogue devices from digital systems is less explicit than the signal distinction.

Processes and production skills — Investigating, Generating and designing, Producing and implementing

Design, modify and follow algorithms involving sequencing, branching (decisions) and iteration (repetition), implementing them as visual programs

Framework grades 3–5
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 4 'Repeat and Remember', learners run counters and nested repeats, inspect traces and justify repeated versus sequential instructions.

Still to add

Executable compound conditions and selection are not available in the program interpreter.

Processes and production skills — Privacy and security

Explain how digital systems represent data and why personal, sensitive data must be protected, including when interacting online

Framework grades 3–5
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 5 'My Secrets', learners sort private information from fine-to-share, never share a password even with a best friend, and weigh what a public profile should carry.

Curriculum connection — Artificial Intelligence (built through Mathematics + Technologies)

Build knowledge about the function and purpose of AI systems (Years 5-6), progressing to evaluating the advantages and disadvantages of AI and other emerging technologies (Years 7-8)

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 8 'The AI Hammer', learners judge whether AI fits a stated purpose using a suitability checklist. Grade 6 'AI Makes Mistakes' and 'When to Trust AI' cover mistakes, limits and risks.

Curriculum connection — Artificial Intelligence / Mathematics

Understand how mathematical skills and concepts — pattern recognition, spatial reasoning, chance, data and algorithms — are applied to train AI systems

Framework grades 6–8
Partly covered
Our Grades 6–8 Partly covered
What learners do

In Grade 7 'Testing What AI Learned', learners compute accuracy, precision and recall from counts. They name correlation and an outlier in 'Maya's Five-Day Tally' and find a median in Grade 8. In Python Lab Module 48 they code on real phone-sensor data.

Still to add

There is no standard deviation, correlation coefficient, line of best fit, matrix operations or hypothesis test, and the chapter datasets are tiny invented ones.

Curriculum connection — Artificial Intelligence (responsible use)

Consider the possible bias or harm to others that may occur when inputting data into AI systems, and explore how AI systems use predictive strategies based on large amounts of data to perform tasks or solve problems

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'Teach the Teacher' and Grade 7 'Good Examples vs Bad Examples', learners judge ten dataset scenarios, match flaws to the damage they cause, and create an imbalance on purpose to see it bias a model.

Knowledge and understanding — Digital Literacy

Practise online safety skills and digital literacy behaviours (the Version 9.0 sub-strand that replaced the old ICT Capability general capability), including safe, respectful interaction with digital systems and other users

We start Grade 5 · framework Grade 6Framework grades 6–8· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'Being a Good Digital Citizen' and 'AI and Privacy', learners use STOP, SAVE, BLOCK, TELL for cyberbullying, report to a trusted adult, use a nickname over a real name, apply a permissions need-test, and never meet online contacts alone.

Knowledge and understanding — Digital systems (AC9TDI10K01)

Examine network protocols, and how networks apply cybersecurity measures to protect data, software and hardware

Framework grades 9–10
Partly covered
Our Grades 9–10 Partly covered
What learners do

Learners build on Grade 8 'How a Message Crosses the Internet' (packets, addresses, routers, TCP). In Grade 10 'Keeping Secrets: Encryption' they follow a message across café Wi-Fi and study HTTPS.

Still to add

DNS and network topology are not taught, and neither is how network design affects reliability or security.

Where it is taught

Knowledge and understanding — Data representation (AC9TDI10K02)

Analyse and visualise data using structured query language (or equivalent) to interrogate relational databases

Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Python Lab Module 22 and Grade 9 'Loading Data', learners create linked tables with keys, write and test grouped JOIN queries, reject an invalid foreign key, and compare a rename in normalised versus duplicated stores.

Where it is taught

Knowledge and understanding — Data representation (AC9TDI10K03)

Explain how data compression and encryption techniques are used to store and transmit data securely and efficiently

Framework grades 9–10
Mostly covered
Our Grades 9–10 Mostly covered
What learners do

In Grade 10 'Keeping Secrets: Encryption', learners work Caesar and XOR ciphers, build a tiny RSA key pair, sort hashing from encryption, study the HTTPS padlock and compare data in transit and at rest.

Still to add

Compression is not taught beyond passing mentions of video and file compression.

Where it is taught

Processes and production skills — Generating and designing (AC9TDI10P05-P07)

Design the user experience of a digital system generating or processing data, and evaluate the suitability of user interfaces for defined purposes and end-users, applying accessibility standards for diverse audiences

Framework grades 9–10
Partly covered
Our Grades 9–10 Partly covered
What learners do

Grade 10 lessons such as 'AI for Global Good' cover accessibility needs (captions, text-to-speech, image descriptions) and barriers such as language and low connectivity, and learners match barriers to design fixes.

Still to add

No interface is designed or evaluated against diverse users at Grades 9-10, and no usability heuristics or accessibility standard such as WCAG are named or applied.

Processes and production skills — Producing and implementing (AC9TDI10P09)

Develop, modify and implement software (e.g. webpages using HTML for structure and CSS for presentation) that address defined needs, including validation and testing

Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Grade 10 'Deploying Your Model', learners build a web page for their own model in the Web Page Lab with a labelled, validated input form, a result area and a model card, then log valid, invalid and edge tests.

Where it is taught

Processes and production skills — Collaborating and managing (AC9TDI10P11)

Plan and manage projects individually and collaboratively, including using project management tools/strategies to sequence production activities

Framework grades 9–10
Mostly covered
Our Grades 9–10 Mostly covered
What learners do

In Grade 9 'Team Roles, a Shared Board, a Shared Repo', learners write their own Gantt chart with owners and dependencies, then run a Repo Lab mission: two commits, a restore, a branch, and a reviewed pull request that closes an issue.

Still to add

Teammates in Repo Lab are scripted, merge conflicts are not in the Grade 9 missions, and no real team build with shared tasks runs to completion.

Where it is taught

Processes and production skills — Privacy and security (AC9TDI10P13, AC9TDI10P14)

Evaluate how the Australian Privacy Principles apply to the storage and communication of data in digital systems, and assess/manage the risks of common cyberthreats (e.g. phishing, malware) to a system

Framework grades 9–10
Mostly covered
Our Grades 9–10 Mostly covered
What learners do

In Grade 10 'Privacy and AI', learners study rights of access, erasure, opt-out and objection under GDPR, CCPA and India's DPDP Act, and match five situations to the right that applies.

Still to add

Duties of the organisation holding the data, such as breach notification and controller roles, appear only in Grade 12; learners do not apply the law to a whole data flow.

Knowledge and understanding — Digital systems (Foundation)

Develop foundational awareness that digital systems, including those using AI, are present in familiar environments (e.g. home, classroom) and are used for particular purposes

Framework grades F-2
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 2 'Machines That Talk' and 'What Is AI?', learners trace a day through a smart speaker, news app, map app, shop, game character and TV recommender, and match each to its job.

Processes and production skills — Evaluating

Evaluate existing and student-developed digital solutions and information systems, and their suitability for personal, environmental and social criteria, against needs and requirements

Framework grades 6–8· secondary source
Mostly covered
Our Grades 6–8 Mostly covered
What learners do

In Grade 7 'Refinement Week!' and Grade 8 'The Global Goals Project', learners test their own classifiers on unseen examples, change the weak class and retest. They also practise normal versus edge-case testing.

Still to add

Personal, social and environmental criteria are not combined with the learner's own requirements to score their own build, and learners do not write an improvement list from such a scorecard.

Where it is taught

Australian Curriculum: Digital Technologies v9 / AI curriculum connection

Curriculum connection — Artificial Intelligence

Recognise how the identification and mitigation of bias is a critical aspect of machine learning, and critically evaluate the reliability, validity and ethics of AI-generated outputs and predictive strategies

Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Grade 10 'Responsible AI Development' and 'Fairness in Machine Learning', learners choose two categories, collect fresh checks, measure group errors, record a cause, add training variation and rerun the same checks.

Where it is taught

Australian Curriculum general capabilities (v9) — Digital Literacy

General capability — Digital Literacy (cross-curricular)

Apply digital literacy skills (investigating with, creating with, communicating and collaborating with, and managing/operating digital tools) across all learning areas, including recognising the role of AI-enabled tools in everyday digital systems

Framework grades 1–10· secondary source
Partly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 1 'Find It, Make It, Share It' and 'Tally It, Chart It', learners find facts in supplied results, revise a caption and present a poster of collected data with credit.

Still to add

Search and file management are teacher-supported and limited to prepared material, not a broader independent digital workflow.

Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Pick the Right Chart' and Grade 5 'My Digital Toolkit', learners find an attributed fact, name, store and retrieve versions, combine real project counts in a poster, and revise and present it.

Our Grades 6–8 Fully covered
What learners do

In Grade 6 'How to Learn More', Grade 7 'Two Presentations' and Grade 8 'Building a Portfolio', learners pick free platforms for a goal, produce posters and demos, choose portfolio platforms for code, visuals, documents and video, and plan to keep learning.

Our Grades 9–10 Partly covered
What learners do

In Grade 9 'The Right Question' and Grade 10 'Presentation and Demo', learners use an AI chat tool on their own textbook paragraph, write a project Gantt chart, plan a goal with AI, and record and self-score a 3-minute demo.

Still to add

Learners do not practise finding information with search tools, managing information across subjects, or keeping their tool knowledge current; those are only told.

Australian Framework for Generative AI in Schools

Core element — Teaching and Learning

Students and educators use generative AI tools in ways designed to enhance teaching and learning outcomes rather than replace core learning processes

Framework grades 1–12· secondary source
Mostly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 1 'Me and the Smart Machine', learners try a learning task first and choose a helper that explains or quizzes instead of replacing practice.

Still to add

Learners judge and rehearse choices; using an actual learning AI through a sustained task is not shown.

Our Grades 3–5 Fully covered
What learners do

In Grade 4 'Why Did It Say That?' and Grade 5 'AI Around the World', learners try tasks alone first, ask for a hint, ask to be quizzed rather than told, and see that a finished answer leaves them unready for the test.

Our Grades 6–8 Fully covered
What learners do

In Grade 6 'AI Today - ChatGPT & Beyond' and Grade 8 'Carlos's Writing Helper', learners sort fair help from over-the-line help, follow a seven-step assistant process that keeps the thinking with the student, and see copying an app's steps flagged as bad use.

Our Grades 9–10 Fully covered
What learners do

In Grade 6 'AI Makes Mistakes' and Grade 7 'AI Understands Words', learners study honest AI use in schoolwork, tool-versus-boss dependence, and plan-and-check versus handover.

Our Grades 11–12 Fully covered
What learners do

In Grade 7 'AI Understands Words' and 'How Chatbots Work', plus Grade 6 lessons, learners meet plan-and-check versus handover and academic integrity; Grade 12 teaches using AI to review rather than replace thinking.

Where it is taught

Core element — Human and Social Wellbeing

Students understand that generative AI tools should be used in ways that benefit all members of the school community and support wellbeing, not just individual convenience

Framework grades 1–12· secondary source
Mostly covered
Our Grades 1–2 Fully covered
What learners do

In Grade 1 'Our Own Rule', learners judge class rules by learning, wellbeing and benefit to classmates, then discuss and vote.

Our Grades 3–5 Fully covered
What learners do

In Grade 5 'Check a Real Rule', learners judge school AI proposals by children's privacy, learning, inclusion and wellbeing, and defend a requirement that serves the wider community.

Our Grades 6–8 Mostly covered
What learners do

In Grade 8 'Write Your Class AI Rules', learners write class rules and keep or drop draft rules, for example keeping classmates' names and photos out of AI tools. Grade 7 'Productivity or Wellbeing?' applies a wellbeing lens to projects and national strategies.

Still to add

Learners do not weigh an AI use by its effect on the whole school's wellbeing (such as classmates without devices, sleep, stress or teacher workload) against personal convenience.

Where it is taught
Our Grades 9–10 Mostly covered
What learners do

In Grade 10, learners test school AI tools such as proctoring against who is affected, write an ethics canvas with a well-being check, and draft a student-council proposal with rules and a review after a term.

Still to add

Learners do not apply the community view to their own everyday AI use, such as fair access or effects on classmates' learning.

Where it is taught
Our Grades 11–12 Fully covered
What learners do

In Grade 12 'The Council Decision', learners sort AI uses as convenience only, community benefit or well-being risk, then add a purpose-and-well-being clause to their school guideline with a practical limit, an owner, timing and review trigger.

Where it is taught

Core element — Transparency

Students develop an understanding of how generative AI tools work in broad terms, how they can be used appropriately, and when/how such tools are affecting the content and information they see (transparency about AI-generated or AI-assisted content)

We start Grade 2 · framework Grade 6Framework grades 6–12· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 7 'AI Writing Stories' and Grade 6 'Real vs Fake: Deepfakes', learners judge passages as AI or human while seeing detectors are unreliable, learn that polish does not mean human-made, credit AI images and spot deepfakes.

Our Grades 9–10 Fully covered
What learners do

In Grade 10 'Deepfakes and Misinformation' and 'Building Your AI Ethics Framework', learners learn deepfake detection tells and the honesty pillar that requires labelling AI-generated content.

Our Grades 11–12 Fully covered
What learners do

In Grade 11 'The Art Controversy' and Grade 12 'Paper/Report Writing - Documenting Your Innovation', learners disclose AI involvement in art, writing and research work; Grade 6 teaches spotting synthetic media.

Core element — Fairness

Students are taught that generative AI tools must be used, and their outputs treated, in ways that are accessible, fair and respectful to all users, being alert to potential bias in AI outputs

Framework grades 1–12· secondary source
Mostly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 2 'Fair and Good for Everyone?', learners identify the male-doctor stereotype in an illustrated machine result and link it to imbalanced examples.

Still to add

The output examined is an authored illustration, not a documented output from a real AI system.

Our Grades 3–5 Fully covered
What learners do

In Grade 4 'AI and Money' and Grade 5 'When Something Goes Wrong', learners spot doctors-are-always-men as unfair, trace it to the pages people wrote, then rewrite it fairly.

Our Grades 6–8 Fully covered
What learners do

In Grade 6 'AI Can Be Unfair' and Grade 7 'AI Writing Stories', learners examine gender bias in translation defaults, stereotyped text, Google's photo-mislabelling apology and six scenarios judged for bias.

Our Grades 9–10 Fully covered
What learners do

In Grade 10 'Bias in AI Systems' and Grade 9 'The Biased Hiring Model', learners examine real skewed outputs in hiring, healthcare, credit and photo tagging, with the system cause explained each time.

Our Grades 11–12 Fully covered
What learners do

In Grade 12 'The Algorithm That Discriminated' and Grade 10 'Bias in AI Systems', learners examine the Amazon hiring and COMPAS cases and trace skewed output back to the training data or objective.

Where it is taught

Core element — Accountability

Students learn that use of generative AI outputs (e.g. in assessable work) must remain open to challenge, retain human agency, and that the student/user remains accountable for decisions made with AI assistance (e.g. academic integrity implications)

We start Grade 3 · framework Grade 6Framework grades 6–12· secondary source
Mostly covered
Our Grades 6–8 Covered earlier · Grade 3
What learners do

In Grade 3 'Who Owns It?', learners write a sources list entry for AI help with tool, date, request and what was used, and finish a poster with an honest source note. In Grade 4 they label which parts a machine made.

Our Grades 9–10 Mostly covered
What learners do

In Grade 10 'Choosing and Judging AI Tools', learners learn that AI-written work handed in is not theirs, see what a good AI note includes (tool, date, prompt, what was kept or changed), judge sample notes, and write their own AI note.

Still to add

Disclosure is practised only as a separate AI note; no in-text acknowledgement or reference entry for an AI tool is written, and MLA and APA formats are named but not shown.

Where it is taught
Our Grades 11–12 Mostly covered
What learners do

In Grade 12 'Crediting AI in Your Paper', learners study APA and MLA forms for citing an AI tool, fix reference entries, then write an AI-use statement with a reference and in-text citation for their own capstone report.

Still to add

Learners who used no AI practise on a labelled example, and the statement is kept in their notes rather than checked inside a finished report.

Core element — Privacy and Security

Students understand that their privacy and personal data must be protected when using generative AI tools, and are taught not to input sensitive personal or others' data into such tools without appropriate safeguards

Framework grades 1–12· secondary source
Mostly covered
Our Grades 1–2 Fully covered
What learners do

In Grade 2 'Machines That Remember' and 'Teach Byte', learners follow the rule that an address and real name are not given to a machine or game without asking a grown-up; Byte refuses such requests.

Our Grades 3–5 Fully covered
What learners do

In Grade 5 'My Secrets' and 'Locks and Keys', learners answer 'I do not share that' when a chatbot asks about home or school, and learn a friend's information is not theirs to give to an app.

Our Grades 6–8 Fully covered
What learners do

In Grade 6 'You Control AI' and related lessons, learners never give a chatbot their name, school or address, never type a password into one, and never train on a photo showing a home address.

Our Grades 9–10 Mostly covered
What learners do

In Grade 10 'Choosing and Judging AI Tools', learners read the rule not to paste private details about themselves or others into AI tools, and sort examples such as pasting a friend's medical note into a chatbot under Privacy.

Still to add

The rule appears in one card and one sort item; learners never remove identifying details from a draft prompt, and using others' photos or voices is not practised.

Our Grades 11–12 Fully covered
What learners do

In Grade 11 'The Silent Failures' and Grade 12 'The Portfolio That Got the Interview', learners see logging of personal data flagged as a privacy violation and use synthetic or anonymised data in projects; Grade 6 lessons cover never sharing personal details.

New Zealand Curriculum — Computational Thinking for Digital Technologies

Computational Thinking — Progress Outcome 1

Students use decomposition skills to break down simple non-computerised tasks into precise, step-by-step instructions (algorithmic thinking); give these instructions; identify and correct errors in them as they are followed (simple debugging)

Framework grades 1–2· secondary source
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 1 'Big Job, Small Jobs', learners choose a familiar job, name the smaller jobs and a helper or check for each, then carry out the sequence.

Computational Thinking — Progress Outcome 2

Within authentic contexts and taking account of end-users, students give, follow, and debug simple algorithms in computerised and non-computerised contexts, using these algorithms to create simple programs involving outputs and sequencing in age-appropriate programming environments (e.g. ScratchJr)

Framework grades 3–5· secondary source
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Debug the Algorithm' and Grade 5 'Debug the Steps', learners spot the wrong step, fix it, sort bug kinds and run a debugging loop. Written reasoning is recorded in the unplugged classroom sheets.

Computational Thinking — Progress Outcome 3

Students learn computational thinking in authentic contexts using block-based coding environments (e.g. making a character move/dance in Scratch), extending sequencing to include simple selection and repetition

Framework grades 3–5· secondary source
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 3 'Byte on the Grid', learners build executable routes and repeats, observe failures and debug. In Grade 5 'Program a Gadget' they set up a live sensor event-response rule.

Still to add

The grid language has no event command linking events and loops inside one program.

Computational Thinking — Progress Outcome 4

In authentic contexts, students decompose problems to create simple algorithms using the three building blocks of programming (sequence, selection, iteration), and implement the algorithm as a program using inputs, outputs, sequence, basic selection with comparative operators, and iteration

Framework grades 6–8· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 8 chapters such as 'Making Decisions: If Statements', 'Loop Magic' and 'Loops Inside Loops', learners assemble and trace programs with variables, if/elif/else, and/or/not, for and while loops and nested loops, and justify condition order.

Computational Thinking — Progress Outcome 5

Within authentic contexts and taking account of end-users, students independently decompose problems into algorithms, determine when to use different control structures, and document their programs using an organised approach to testing and debugging

We start Grade 8 · framework Grade 9Framework grades 9–10· secondary source
Fully covered
Our Grades 9–10 Fully covered
What learners do

Learners practise edge-case testing and debugging in Grade 8 'Inside a Chatbot'. In Grade 9 'The Missing Map' and 'The Helpful Review', they work on README files, comment quality, a data dictionary and peer review.

Computational Thinking — Progress Outcome 6

Students use an iterative process to design, develop, document, and test basic computer programs; apply design principles and usability heuristics to their own designs and evaluate user interfaces against them

We start Grade 8 · framework Grade 9Framework grades 9–10· secondary source
Fully covered
Our Grades 9–10 Fully covered
What learners do

Learners build and iterate a Python program with testing and debugging in Grade 8 'The Failed Demo'. In Grade 9 'Good to Great' they measure, hypothesise, experiment and evaluate, with peer feedback in 'The Helpful Review'.

Computational Thinking — Progress Outcome 7 (senior secondary)

Students use an iterative process to design, develop, document, and test advanced computer programs, e.g. developing a GUI-based program that responds to user inputs (button clicks, text input, drop-down/radio selections)

Framework grades 11–12· secondary source
Mostly covered
Our Grades 11–12 Mostly covered
What learners do

In Grade 11 'Building Your App', learners study interface design rules, compare Streamlit and Gradio, and write an inclusive design brief. In Python Lab Module 52 they build an assistant front end.

Still to add

Learners do not test on two platforms, and there is no substantial independently scoped larger application.

Where it is taught

New Zealand Curriculum — Designing and Developing Digital Outcomes

Designing and Developing Digital Outcomes — Progress Outcome 1

Students discuss the differences between digital and non-digital devices/outcomes, and identify and understand the inputs and outputs of a simple digital system

Framework grades 1–2· unverified source
Fully covered
Our Grades 1–2 Fully covered
What learners do

In Grade 1 'Parts and Apps' and Grade 2 'Inside a Smart Machine', learners sort digital systems from a plain powered lamp and fan, identify inputs and outputs and trace the computing chain.

Designing and Developing Digital Outcomes — Progress Outcome 2

Students plan and create simple digital content/outcomes for an authentic purpose and audience (e.g. planning and writing a script to film, edit and export a short film; creating and using QR codes)

Framework grades 3–5· unverified source
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 3 'Pick the Right Chart' and Grade 5 'My Digital Toolkit', learners combine a saved chart and caption for an audience, get a partner's comment, and revise while keeping the counts trustworthy.

Still to add

Digital work combines real counts with supplied cards; wording, accessibility revisions and fuller file work happen on paper, and multi-application digital production is not required.

Designing and Developing Digital Outcomes — Progress Outcome 5

Students independently design and produce a digital outcome for an authentic context, considering end-users, and evaluating the outcome's fitness for purpose

We start Grade 8 · framework Grade 9Framework grades 9–10· unverified source
Fully covered
Our Grades 9–10 Fully covered
What learners do

Learners build and iterate a Python program with testing and debugging in Grade 8 'The Failed Demo'. In Grade 9 'Good to Great' they measure, hypothesise, experiment and evaluate, with peer feedback in 'The Helpful Review'.

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See how the course maps to the other 13 curricula on the curriculum alignment overview, or browse the course grade by grade.

Our own reading of our own course, ratings reviewed 22 October 2026. It is not an endorsement, certification or accreditation by any authority named here, and it makes no claim about learning results.