Digital Learning

Policy

This policy outlines requirements and recommendations for the provision and use of digital devices and tools in a safe, intentional, and responsible way that supports learning.

Summary

Schools with primary students

From 2027, schools with primary students:

• must not invite or allow families to purchase or bring their own student digital devices for primary students to use at school in Years F–6
• are expected to limit student use of digital devices and tools across Levels F–6, other than where the Victorian Curriculum F–10 Version 2.0 requires use.

Schools with secondary students

From 2027, schools with secondary students:

• are expected to include planned device-free learning time in their teaching and learning programs
• if running a Bring Your Own Device (BYOD) program, are to ensure at least one device option costs no more than $980 (including GST).

All schools

All schools:

• must develop and communicate an Acceptable Use Agreement (AUA) outlining expectations for the safe, intentional and responsible use of digital devices and tools. Template AUAs are available on the Resources tab and advice on implementation of AUAs is available on the School Policy Templates Portal (staff login required)
• must ensure all students have free access to the digital technologies they need to fulfil the requirements of the curriculum, in accordance with the Parent Payments policy.

Details

Schools must support students in learning to use digital tools and devices for a wide range of purposes. They must teach students how to use these tools:

• safely
• ethically
• in alignment with the curriculum.

Student use of digital devices and tools can undermine learning if it diverts student attention or reduces productive learning effort. It can do this by focusing on engagement features over the thinking and practice that is necessary for learning. This is why students should only use devices for identified and limited learning purposes.

How students use digital devices and tools should be carefully planned within a whole-school teaching and learning program. Across the school, technology use should be teacher-led and not be the default mode of instruction.

The Guidance tab provides further information about practices that support the appropriate use of digital devices. More information about these practices, including classroom examples and effective use by teachers, will be published later in 2026 on the Arc platform.

Student digital device provision

Schools must ensure all students have free access to the digital technologies they need to fulfil the requirements of the curriculum, in accordance with the Parent Payments policy.

Bring Your Own Device (BYOD) programs

Schools with primary students

From 2027, schools with primary students must not invite or allow families to purchase or bring their own devices for use at school at years F–6.

At the school’s discretion, primary students who have been using BYO devices prior to 2027 can continue using their devices until they need to be replaced.

Refer to the Guidance tab for more information about digital device provisioning models.

Schools with secondary students

From 2027:

• schools with a BYO program based on a single common device are to specify a device that costs no more than $980 (including GST)
• schools with a BYO program that allows for families to choose a device from a list are to include on that list at least one device that costs no more than $980 (including GST)
• schools with a BYO programs based on minimum technical specifications are to ensure the specifications can be met by a device that costs no more than $980 (including GST).

$980 (including GST) refers to the base cost of the device. It does not include other costs associated with use of a device (for example, warranty, insurance, software, bag, peripheral devices).

The department will review the set cost threshold annually and publish any update by 30 June to assist schools with making device choices for the following year.

Schools can choose to nominate additional devices above the cost threshold, so long as parents have at least one device option below $980 (including GST).

Parents/carers can purchase a higher cost device for use by their child at school, where that device meets their school’s BYOD program requirements.

Time spent on digital devices

Schools with primary students

From 2027, schools with primary students are expected to:

• limit student use of digital devices and tools across Levels F–6, other than where the Victorian Curriculum F–10 Version 2.0 requires use
• design teaching and learning programs consistent with the following digital device student usage times:
  • Years F–2: Minimal use other than learning about and with digital technologies as set out in the Victorian Curriculum 2.0
  • Years 3–6: Maximum of 90 minutes per day.

Schools with secondary students

Schools with secondary students are to include planned device-free learning time as part of the implementation of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0).

Exemptions

Exemptions for BYOD restrictions in primary schools and time spent on digital devices (primary and secondary) apply for:

• disability-related support required for students to access, participate in, or communicate at school (for example, Augmentative and Alternative Communication devices)
• students at Virtual School Victoria.

An exemption for the secondary school BYOD cost threshold applies for students undertaking senior secondary subjects where the school identifies a clear learning benefit from access to a more advanced device.

Curriculum requirements

The following summary outlines the content in the Victorian Curriculum F–10 Version 2.0 requiring the use of digital devices and tools.

Levels F–2: Building early digital foundations

• Learn and follow basic routines for the use of devices – for example, handling devices with care, storing and charging them correctly, and following agreed classroom procedures.
• Log in to school-provided digital devices and tools with support, including using a recorded username and password, and use basic input and navigation functions, such as using a mouse or touchpad, and keyboard.
• Learn online safety basics – for example, keeping passwords private, recognising personal information, and knowing when and how to seek help.
• Use basic features of common digital tools to locate and represent information – for example, using simple searches to find facts or images online, navigating simple digital texts, selecting relevant images, or recording observations.
• Use basic visual, audio and text features of common digital tools to create and share content with others – for example, drawing, photographing, recording, or typing.

Levels 3–4: Developing independence and responsibility

• Follow routines for using devices independently – for example, saving work and organising files according to agreed procedures.
• Use digital systems and tools with increasing independence – for example, connecting peripherals such as headsets, printers, and interactive whiteboards), logging in using a memorised password, typing and formatting text, managing windows or tabs, and using basic shortcuts.
• Follow safe practices when using digital devices and tools – for example, recognising what personal data may be stored or shared in online accounts, and seeking help when something feels wrong.
• Use digital tools to locate, organise, evaluate and represent information, while recognising content ownership – for example, using search engines to find information, searching and selecting relevant details in digital texts, considering whether information is useful for the task, and presenting information for an audience.
• Use visual, audio and text features of common digital tools to plan, create, edit, and share content and to communicate and collaborate on tasks – for example, recording and editing images, audio and text.
• Collect, organise, and present different types of data using software to create graphs and information displays.
• Learn basic coding logic – for example, define simple problems, follow, describe and represent simple algorithms that involve a sequence of steps, making decisions and repeating steps.

Levels 5–6: Becoming confident and critical users

• Manage and protect digital content – for example, organising folders, saving and retrieving work across devices or platforms and applying appropriate access controls when sharing content.
• Use the settings and features of digital devices and tools confidently – for example, adjusting accessibility settings, planning and executing multi-step tasks including with others, and troubleshooting simple issues.
• Follow responsible and safe online behaviours – for example, managing privacy settings, recognising and responding appropriately to interactions online, and understanding digital footprints.
• Select and use appropriate digital tools to locate, organise, evaluate and represent information, while respecting content ownership – for example, using search terms to find information efficiently online, refining search terms to improve results, and considering the relevance, reliability and usefulness of information from multiple sources.
• Use visual, audio and text tools to plan, create, refine, and share content to communicate and collaborate for different purposes and audiences.
• Acquire, manipulate, analyse, and visualise data using software (for example, spreadsheets or graphing tools) to identify patterns and solve problems.
• Use coding logic to create structured visual programs – for example, design, represent and implement algorithms that involve branching and iteration.

For more information, visit the Victorian Curriculum F–10 Version 2.0 website.

Additional use

Students may be able to use digital devices for limited additional purposes if it helps them practice, retrieve, apply and consolidate previously taught knowledge.

However, this should only happen when using a device gives a clear and significant benefit over a non-digital alternative.

Assessment

Digital tools can be used for the purposes of diagnostic and formative assessment at all Grade levels.

Victorian Lesson Plans for Digital Technologies

The Victorian Lesson Plans (VLPs) for Digital Technologies support the development of understanding, knowledge and skills through a focus on:

• developing computational thinking and applying data skills to collect, represent and interpret information
• designing and testing digital solutions using coding and problem-solving
• understanding how digital systems and networks work
• using technologies safely, responsibly and ethically.

VLPs also support teachers to use digital tools in other learning areas where this aligns to curriculum requirements.

Teachers can access and download VLPs on Arc.

Establishing school-wide behavioural expectations and approaches

Schools must develop an Acceptable Use Agreement (AUA), in consultation with their school community, outlining student behavioural expectations regarding the safe, intentional and responsible use of digital technologies. Schools must communicate these behavioural expectations to students (for example, through sending AUAs to students) and publish the AUA on the school website.

Schools must review their AUAs every 2 years, as required under Child Safe Standard 10.

Refer to the Guidance tab for more information.

Definitions

1-to-1 model
Where each student has ongoing access to a digital device at school for educational purposes.

Bring Your Own Device (BYOD) program
A BYOD program is where a school invites parents/carers to supply or purchase a digital device for a student to use and own, instead of using what is made available for free by the school.

Digital devices and tools
Digital devices and tools are digital hardware, software and resources used to develop and communicate learning, ideas and information.

Digital device provision model
A digital device provision model is the approach a school takes to ensuring there are adequate and appropriate digital technologies available for students to learn. This includes decisions about appropriate student-device ratios.

Related policies

• Child Safe Standards
• Curriculum Programs Foundation to 10
• Digital Technologies – Responsible Use
• Generative Artificial Intelligence
• Homework
• Information Security
• Mobile Phones – Student Use
• Parent Payments
• Privacy and Information Sharing
• Software and Administration Systems
• Technologies and ICT Services