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

Guidance

Student use of digital devices and tools

Student use of digital devices and tools must align with the VTLM 2.0, ensuring use does not:

• divert student attention
• decrease effective learning time
• reduce productive effort required for learning.

The department recommends against:

• using digital tools that prioritise engagement over learning or rely on attention-capturing game mechanics, as these can lead to overuse and make transitions away from these tools harder
• using multiple digital tools at once. This can distract students and make learning unnecessarily complex using digital tools, including AI-enabled tools, with automatic completion or generation features that provide polished outputs without desirable effort and thinking
• setting tasks where content is simply copied or replicated, such as copying and pasting website content into presentation software
• using digital tools unnecessarily to replace teacher explanations, modelling or guided practice
• using digital devices as a reward, for example, for good behaviour or for completing work early
• using digital devices to passively consume digital content.

Homework (Levels F–6)

It is strongly recommended that primary schools do not set homework that requires use of a digital device. Device use at home can risk distraction or exposure to inappropriate content if supervision levels are varied and technical controls (such as internet filters) are not in place. This does not prevent students and families from choosing to use digital devices to support homework where appropriate. Refer to the Homework policy for more information.

Reading (Levels F–6)

Primary schools are strongly recommended to avoid the use of on-screen texts for reading instruction in Foundation to Level 2 and minimise their use in Levels 3–6.

In Levels F–2, printed texts should be the default for teaching, learning, and assessment in reading. From Level 3, students may selectively read texts on individual digital devices where there is a clear educational purpose. This may include completing research tasks required by the Victorian Curriculum F–10 Version 2.0.

As detailed in the Victorian Curriculum F–10 Version 2.0: English, from Level 2 students learn how print and digital texts are organised and navigated. This may be taught through teacher modelling on a shared classroom screen and does not require the routine use of individual digital devices for reading.

Handwriting (Levels F–2)

In Foundation to Level 2, primary schools should prioritise developing automaticity in handwriting, with keyboarding and use of digital tools introduced where required by the Victorian Curriculum F–10 Version 2.0.

Supportive teacher practices

Where students use digital devices and tools, schools are recommended to:

• set tools up intentionally and apply technical controls. This could include turning off notifications, using department internet filtering, and restricting functions not required for learning
• implement predictable classroom routines. This could include ‘screens-down’ cues, device-on and device-off phases, clear transition routines, and using one tool or function at a time
• reduce complexity by minimising the number of digital tools used during any given lesson, and limiting total variety of tools used across the school
• use digital tools and software that are provided by the department, where appropriate.

Student digital device provision

Schools can choose the digital device ratio and provision model that is most appropriate for their context. Schools are encouraged to consult with parents/carers and students when selecting their approach.

Student-device ratios

Schools may choose to implement an approach where each student has ongoing access to a digital device at school (a 1-to-1 model), or another type of provision model (for example, a model where digital devices are shared between classes). Schools with primary students are encouraged to consider the digital device time expectations outlined in this policy when considering their student-device ratios.

Types of digital device provision models

Digital device provision models can include:

1. school-purchased devices, where the school can:
   • purchase or lease devices for use by students
   • determine an appropriate ratio of students per device, which may differ between class groups or year levels
   • request voluntary contributions from parents/carers to support the purchase or maintenance of school-owned devices. Refer to the Parent Payments policy for more information
   • schools must not disadvantage students based on financial contributions not being made. For example, if a school is allowing a cohort of students to take home or keep school-owned devices, the same arrangements must apply for the entire cohort, not just for those who have contributed
2. a Bring Your Own Device (BYOD) program, for secondary school students only, where the school invites parents/carers to supply or purchase a digital device to use and own, instead of using what is made available for free by the school. If selecting this provisioning model:
   • secondary schools are to ensure at least one BYOD device option costs no more than $980 (including GST)
   • schools can:
     • specify an exact device, a range of preferred devices, devices that meet specific requirements, or allow any device (provided at least one option costs less than the price threshold)
     • specify minimum or maximum technical specifications, or specialised features, such as required software or applications (provided the minimum specifications can be met by a device that costs less than the price threshold)
     • nominate a preferred supplier with whom the school has negotiated a better or more flexible deal for their school community, leveraging the ability to represent large cohorts of potential buyers
     • invite parents/carers to purchase additional software, peripherals or add-ons, for example, headphones, case, bundled apps or software and device insurance
   • schools must not:
     • require parents/carers to purchase a digital device
     • exclude a student from accessing the requirements of the curriculum if a device is not supplied by a parent/carer, including in any individual subject offered by the school
     • on-sell or on-lease a digital device directly to a parent/carer (where the parent/carer pays the school directly for an item)
3. a hybrid approach, where the school has all school-purchased devices for students in some year levels, while adopting a BYOD program in other year levels.

For more information on device procurement processes for schools please visit Department-managed panels.

Implementing a digital device provision model

Regardless of the provisioning model, 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. The extent and frequency of access that students require depends on the school’s teaching and learning program.

Schools are not required to provide students with digital devices to own, or keep, on a one-to-one basis. Schools must determine appropriate resourcing to ensure students have access to the relevant digital devices for the duration required to access the curriculum. This could include using a shared class set device, being loaned a device, or being given a device by the school.

Schools must communicate with students and families when introducing a digital device provision model. It is recommended that schools:

• provide a rationale for their chosen model, including its educational value
• provide ongoing communication and opportunities for engagement with and feedback from parents/carers.

Refer to the Parent Payments policy for further information.

Complaints

Parent/carer complaints about the implementation of a school digital device program can be resolved through the department's Complaint Resolution policy.

Establishing school-wide behavioural expectations and approaches (Acceptable Use Agreements)

Schools must develop an Acceptable Use Agreement (AUA) outlining student behavioural expectations regarding the safe, intentional and responsible use of digital technologies.

AUAs outline behavioural expectations for students and give them an opportunity to agree to uphold these expectations. AUAs also include information for parents and carers about digital technology at their child’s school. Templates for primary and secondary school AUAs are available in the Resources tab.

Schools must consult with their school community in their development of AUAs, however they do not require school council approval. Schools may consider consulting with school council as part of their broader strategy to consult with the community (as required under Child Safe Standard 4).

Schools are no longer required to have a local Digital Learning in Schools policy. Instead, schools must develop AUAs and communicate these expectations with students (for example, through sending AUAs to students) and publish the AUA on the school website.

Template Acceptable Use Agreements are available on the Resources tab and include a section for parents and carers, and a section for students.

Some students may need a different approach to AUAs (for example, students in Prep to Year 2, students with additional learning needs, or students who face language barriers). Schools can change AUAs to suit these students while still teaching safe and responsible digital behaviour. For example, instead of reading and signing an agreement, students could draw or talk about how to use technology safely and responsibly.

AUAs are not legally binding agreements. However, they can:

• help to build student digital literacy skills
• highlight the importance of respecting others
• help protect personal information
• promote discussion and foster home-school partnerships
• assist in calling out inappropriate online behaviour (including cyberbullying).

Schools are encouraged to involve students in the process of developing and reviewing these agreements. Schools are encouraged to align AUAs with their school’s local Student wellbeing and engagement policy (staff login required) and securely retain any AUAs that have been signed by students.

Schools can determine if and how AUAs should be signed and returned to the school. Communication approaches could include:

• sharing with parents/carers and students for their information only (no request to sign and return)
• communicating with students during an in-class activity
• sending to parents/carers to acknowledge on behalf of their children and returned to school
• sending home for students to sign the agreement and for parents/carers to acknowledge their child’s agreement and return to school.

Schools can also select the most appropriate timeframe for sending AUAs out. For example:

• when students enrol (a once-off agreement)
• anytime a change is made to the AUA
• following the mandatory 2 year review
• every year
• every stage of learning (for example, year 3, year 5, year 7, year 9, year 11)
• every time student tech provision changes (for example, a school with a 1-1 device in year 9, may want a new AUA for the beginning of year 9.

Acceptable Use Agreements ensure schools meet the Minimum Standards, including the Child Safe Standards, and other requirements for school registration.

They do this by:

• outlining expectations for safe and responsible student use of digital technologies
• consulting with the school community
• communicating expectations to staff, students, parents and carers
• supporting safe physical and online environments.

Schools are encouraged to:

• conduct regular reviews of the digital devices and tools they use, including to what extent:
  • they support learning and wellbeing outcomes
  • they prioritise the privacy and safety of students and staff
  • new features or changes may create opportunities or challenges. Refer to the Software and Administration Systems policy
• ensure parents/carers are aware of expectations for appropriate behaviour regarding the use of digital devices and tools when interacting with school staff. This can be further elaborated in a school-based Respect for School Staff policy (staff login required)
• use language in AUAs that is easy to understand and is culturally appropriate. If required, schools can use funded Interpreting and Translation Services to have AUAs and other key school communications translated into multiple languages.

Responding to breaches of behavioural expectations

When a student acts in breach of the behaviour standards of the school community, the school can institute a staged response, consistent with their Student engagement and wellbeing policy. Breaches may include (but are not limited to):

• cyberbullying
• using digital technologies to harass, threaten or intimidate
• viewing, posting or sharing of inappropriate or unlawful content.

Consequences will depend on the severity of the breach and the context of the situation, with consideration given to the impact on a student's engagement and ability to achieve learning outcomes. If school-based privileges are removed, this must be for a specific time-limited period, which is clearly communicated to the student and their parents/carers where appropriate. Consequences may include:

• removal of network access privileges
• removal of email privileges
• removal of internet access privileges
• removal of printing privileges
• other consequences as outlined in the school’s Student wellbeing and engagement and Bullying prevention policies.

For more information, visit:

• Child Safe Standards
• Schools – child safety in physical and online environments guidance
• PROTECT.

Resources

Acceptable Use Agreement templates

• Acceptable Use Agreement (primary template) (DOCX)
• Acceptable Use Agreement (secondary template) (DOCX)

Curriculum and professional learning resources

• Victorian Lesson Plans for Digital Technologies on Arc Learning
• Arc Software Catalogue – schools can access department provided software and review privacy and security information for school procured software
• Victorian Curriculum F–10 – setting out the knowledge and skills every student should learn during their first 11 years of schooling to become lifelong learners, confident individuals, and active and informed citizens. The Victorian Curriculum F–10 includes the Digital Technologies curriculum area and the Digital Literacy foundational skill
• Victorian Academy of Teaching and Leadership – digital learning professional development opportunities and resources for Victorian teachers and school leaders
• Digital Technologies Hub (Australian Government Department of Education, Teaching and Learning Resources)

Procuring devices for schools

For more information on device procurement processes for schools please visit Department-managed panels.