# Current QCAA source and precise partial crosswalk

The [official QCAA Digital Solutions page](https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/technologies/digital-solutions) lists [Digital Solutions 2025 v1.4, General senior syllabus](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_digital_solutions_25_syll.pdf) as of 29 September 2026, with a [v1.4 amendment report](https://www.qcaa.qld.edu.au/downloads/senior-qce/technologies/snr_digital_solutions_25_amend_report_syll_v1_4.pdf). The requested v1.3 is no longer the current link. The v1.4 PDF cover says **March 2026**; running page headers say **February 2026**. A search cache still returns old v1.2 text for the same syllabus URL, so this mapping was checked against the landing-linked v1.4 PDF. These details are pinned in [source-snapshot.json](source-snapshot.json).

**Official scope:** Unit 1, **“Creating with code”**, PDF p. 17 / printed p. 15. Topic 1, **“Understanding digital problems”**, PDF p. 18 / printed p. 16. The four-unit General course assigns **55 notional hours** to Unit 1 (PDF p. 7 / printed p. 5). This pack's ten 25-minute blocks total **250 minutes = 4 hours 10 minutes**. It is an opening sample, not a complete topic or unit. The syllabus says schools select a single technology context for the unit (PDF p. 17 / printed p. 15); this pack uses **web applications** throughout. Local rows T1.1–T1.8 below are **not QCAA codes**; they enumerate the eight top-level bullets in Topic 1 for audit.

| Local row | Official Topic 1 source position and intent, paraphrased | Where practised | What remains / limit |
|---|---|---|---|
| T1.1 | PDF p. 18 / printed p. 16, bullet 1: break a problem into parts with computational thinking and thinking tools | Days 1, 3, 9–10; need and flow diagrams | Introductory decomposition; no full school project |
| T1.2 | Same page, bullet 2: describe personal, social and economic effects | Days 6–8, both checks | Effects are hypotheses about fictional cases; no measured impact |
| T1.3 | Same page, bullet 3: analyse a human need/opportunity, essential features and ways digital technologies may address needs | Days 1–3, 6 and 8 | Web-app lens only; no real user research or review of all listed technologies |
| T1.4 | Same page, bullet 4: explore similar existing solutions | Day 6 compares paper, static page and a form | Invented options only; a school should inspect real solutions when appropriate |
| T1.5 | Same page, bullet 5: explore emerging technologies in relation to problems | Day 8 compares a tag filter and a hypothetical ML tool; Check B | Conceptual comparison; no model built, trained or evaluated |
| T1.6 | Same page, bullet 6: analyse scope, constraints, requirements, user perspective/interface issues, missing facts and impact criteria | Days 1–10; particularly 4–5 and 9–10; both checks | Broad first pass only; no validated user-experience requirements |
| T1.7 | Same page, bullet 7: evaluate information and ideas | Days 4, 6–10; checks | Source-limited classroom arguments, no field evidence |
| T1.8 | Same page, bullet 8: use technical language, appropriate conventions, references and sketches/diagrams across communication modes | Cards, oral/written/diagram routes, source notes and print mats | Initial communication practice; full conventions and sustained technical proposal remain |

**Unit objective boundary:** Unit 1 lists eight objectives on PDF p. 17 / printed p. 15: describe relevant features, symbolise/explain, analyse, determine requirements/criteria, synthesise, generate components, evaluate/refine, and communicate. This starter samples the exploration side. It does **not** demonstrate learner generation of a programmed user interface or component, full solution testing, or all objectives in a school assessment. The original [offline lab](problem-framing-lab.html) is a teacher-supplied sorting aid; using it is not the same as a student programming a solution. Topic 2 and later Unit 1 subject matter remain to be taught.

**Assessment boundary:** QCAA's Unit 1/2 directions (PDF p. 8 / printed p. 6) leave schools to develop their assessment programme within its specifications. The two [public checks](STUDENT-CHECKS.md) and [public key](teacher/KEY-AND-NEXT.md) are formative only and **not secure exams** or formal assessment instruments. No A–E or QCAA result is inferred from them.