5-6 Digital Technologies Vic Curric - Creating Digital Solutions

Victorian Curriculum Digital Technologies, Levels 5–6, Creating Digital Solutions strand: defining problems and requirements, designing algorithms with branching and iteration, designing user interfaces, building visual programs, and evaluating solutions.

Modules (74)

1 What is a problem a digital system can solve? 2 User need 3 Writing a problem statement 4 Functional requirements 5 Co-developing requirements with a teacher or user 6 Success criteria for a solution 7 Keeping a problem simple 8 Algorithm 9 Sequence: steps in order 10 Writing an algorithm as numbered steps 11 Following an algorithm step by step 12 Variables in an algorithm 13 Input and output in an algorithm 14 Condition 15 Branching with IF ... THEN 16 Branching with IF ... THEN ... ELSE 17 Choosing between several paths 18 Iteration: repeating steps 19 REPEAT a set number of times 20 REPEAT UNTIL a condition is true 21 Branching inside a loop 22 Algorithms that use sequence, branching and iteration together 23 Drawing a sequence in a flowchart 24 Drawing a decision in a flowchart 25 Drawing several alternatives in a flowchart 26 Drawing a loop in a flowchart 27 Turning a flowchart into written steps 28 Finding and fixing a mistake in an algorithm 29 Designing an algorithm for a known user's need 30 What is a user interface? 31 Interface element: buttons 32 Interface elements: text boxes and labels 33 Interface elements: menus, sliders and checkboxes 34 Layout and grouping on a screen 35 Consistency in an interface 36 Readable text and colour choices 37 Different users, different needs 38 Generating several interface design ideas 39 Sketching a screen layout 40 Annotating an interface design 41 Communicating a design to others 42 Evaluating an interface design 43 Modifying an interface design 44 The visual programming editor: stage, sprites and scripts 45 Event block: when green flag clicked 46 Event block: when key pressed 47 Looks blocks: say and think 48 Motion blocks: move and turn 49 Stacking blocks in sequence 50 Making a variable 51 Set and change variable blocks 52 Input with ask and answer 53 Comparison blocks: >, < and = 54 Combining conditions with and, or, not 55 The if block 56 The if-else block 57 Multiple alternatives with nested if blocks 58 The repeat block 59 The forever block 60 The repeat until block 61 Using a variable as a counter in a loop 62 Decisions inside loops in a visual program 63 Building a button with 'when this sprite clicked' 64 Switching screens with backdrops and show/hide 65 Turning an algorithm into a visual program 66 Testing a visual program 67 Debugging a visual program 68 Checking a solution against the requirements 69 Judging how well a system meets a need 70 Evaluating an existing digital solution 71 Limits and improvements of an existing system 72 Evaluating your own solution 73 Community impact of a digital solution 74 Describing how a system satisfies a user's need

Smaller journeys, one per content description

The same modules, split up so a class can take just the content description it's working on.

5-6 Digital Technologies: Defining problems and requirements — VC2TDI6C01 Students learn to describe a problem for a user, write a problem statement, and set out functional requirements and success criteria that are given by a teacher or developed together.

5-6 Digital Technologies: Designing algorithms with branching and iteration — VC2TDI6C02 Students learn to design, write, follow and fix algorithms that use sequence, variables, input, decisions with several alternatives and repeats, and to show them as flowcharts.

5-6 Digital Technologies: Designing user interfaces — VC2TDI6C03 Students learn what makes a good user interface, then sketch, annotate, share, evaluate and modify interface designs for different users.

5-6 Digital Technologies: Building visual programs — VC2TDI6C04 Students learn to turn algorithms into block-based programs using events, variables, input, decisions and loops, and to test and debug them.

5-6 Digital Technologies: Evaluating digital solutions and their impact — VC2TDI6C05 Students learn to evaluate existing and their own solutions against requirements, suggest improvements, and consider the effects on the wider community.

Printables for this journey

Every module above has its own free printable worksheet with an answer key. These crosswords and word searches cover the same terms:

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Crossword: Defining problems and requirements and Designing algorithms with branching and iteration (Modules 1–10) 10 clues · What is a problem a digital system can solve?, User need, Writing a problem statement, Functional requirements and more

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Crossword: Designing algorithms with branching and iteration (Modules 11–20) 10 clues · Following an algorithm step by step, Variables in an algorithm, Input and output in an algorithm, Condition and more

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Crossword: Designing algorithms with branching and iteration and Designing user interfaces (Modules 21–30) 10 clues · Branching inside a loop, Algorithms that use sequence, branching and iteration together, Drawing a sequence in a flowchart, Drawing a decision in a flowchart and more

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Crossword: Designing user interfaces (Modules 31–40) 10 clues · Interface element: buttons, Interface elements: text boxes and labels, Interface elements: menus, sliders and checkboxes, Layout and grouping on a screen and more

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Crossword: Designing user interfaces and Building visual programs (Modules 41–50) 10 clues · Communicating a design to others, Evaluating an interface design, Modifying an interface design, The visual programming editor: stage, sprites and scripts and more

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Crossword: Building visual programs (Modules 51–60) 10 clues · Set and change variable blocks, Input with ask and answer, Comparison blocks: >, < and =, Combining conditions with and, or, not and more

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Crossword: Building visual programs and Evaluating digital solutions and their impact (Modules 61–74) 10 clues · Using a variable as a counter in a loop, Decisions inside loops in a visual program, Building a button with 'when this sprite clicked', Switching screens with backdrops and show/hide and more

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Word Search: Defining problems and requirements and Designing algorithms with branching and iteration (Modules 1–20) 20 words to find · What is a problem a digital system can solve?, User need, Writing a problem statement, Functional requirements and more

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Word Search: Designing algorithms with branching and iteration and Designing user interfaces (Modules 21–40) 20 words to find · Branching inside a loop, Algorithms that use sequence, branching and iteration together, Drawing a sequence in a flowchart, Drawing a decision in a flowchart and more

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Word Search: Designing user interfaces to Evaluating digital solutions and their impact (Modules 41–74) 20 words to find · Communicating a design to others, Evaluating an interface design, Modifying an interface design, The visual programming editor: stage, sprites and scripts and more

Frequently Asked Questions

Are these worksheets free?

Yes — every worksheet and its answer key is free to view, download, and print, with no account required to access any individual module.

Do I need an account?

No account is needed to view or print a worksheet. A free teacher account adds extras like assigning modules to a class and tracking progress automatically — it takes under three minutes to set up and doesn't need a credit card.

What year level is this for?

Years 5 and 6 — the modules follow Victorian Curriculum Digital Technologies, Levels 5–6.

Can I print them?

Yes — every module has a one-click Print Worksheet button that generates a printable page with the practice questions and a full answer key.

Is this aligned to a curriculum?

Yes — the modules are grouped by the Levels 5–6 Creating Digital Solutions content descriptions of the Victorian Curriculum Digital Technologies (VC2TDI6C01–VC2TDI6C05), and each section below can be added to a class on its own.

Can students use this without a teacher?

Yes — students can start any module and practice directly, no class or account required. Joining a teacher's class with a class code adds progress tracking, class badges, and live Sprints, but isn't needed to work through the worksheets or modules solo.

Do I need to know Years 5–6 Creating Digital Solutions myself to teach this?

No — every module comes with a full worked answer key, and Cloodit tracks who's stuck automatically, so you don't need to solve each exercise yourself before assigning it or be able to debug a student's work line by line.

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