Scope and sequence Years 3

Home Plan and prepare Scope and sequence (F–10) Years 3–4

Foundation Years 1–2 Years 3–4 Years 5–6 Years 7–8 Years 9–10

Select a topic across a two year cycle

Recommended any combination of three topics per year.
Choose a combination of units that suits your students and context.

Cycle one (Year 3)

JAN DEC

Cycle one (Year 4)

The cycle might look something like this

Cycle one (Year 3)


Jan					Jun						Dec

Cycle one (Year 4)


Jan					Jun						Dec

Digital systems, safety and security

Overview

This unit explores peripherals of common digital systems and their function. Students investigate behaviours and protocols to stay safe online. Using a supported and guided approach introduce ways to collaborate and share content.

Achievement standards

By the end of Year 4, students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data. They use the core features of common digital tools to plan, create, locate and share content, and to collaborate, following agreed behaviours. Students identify their personal data stored online and recognise the risks.

Content descriptions

Digital systems AC9TDI4K01, AC9TDI4K02

Collaborating and managing AC9TDI4P06, AC9TDI4P07

Privacy and security AC9TDI4P08, AC9TDI4P09

Related content and General capabilities

Digital Literacy: Practising digital safety and wellbeing, Select and operate tools, Protect content, Managing and operating

Critical and Creative Thinking

This topic enables students to

explain that a digital system is made up of several parts that have a particular purpose
identify peripherals
identify and classify inputs and outputs
describe the purpose of peripherals
describe personal information that should be kept private online
describe and follow behaviours and protocols to ensure they are safe online
collaborate and share content following agreed behaviours.

Watch this video for a quick overview of the unit and how to use its resources with your students.

Assessment View assessment advice

Achievement standard

Digital Technologies: years 3–4

Assessment tasks

Use this sample assessment task, Safety first when online, to assess students’ knowledge, skills and processes related to online safety, privacy and security.

Use these rubrics to assess students’ proficiency in:

knowledge and use of digital systems: peripherals
digital citizenship and online safety
sharing content and collaborating online.

Rubric: Digital systems: peripherals

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge and use of digital systems: peripherals	with guidance, identifies parts of a digital system	identifies parts of a digital system and uses a suggested digital system with some guidance	identifies and describes parts of a digital system and their purpose, demonstrating appropriate use of peripherals including input and output	selects a digital system based on their needs, justifies their choice of digital system, and identifies how the peripherals are used and how data is transmitted; compares and contrasts the use of peripherals to do a similar job such as a wired and wireless mouse

Rubric: Digital citizenship and online safety

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Digital citizenship and online safety	with guidance, identifies appropriate and potentially unsafe online behaviour	identifies appropriate and potentially unsafe online behaviour, and follows a set of rules or instructions that will minimise the risk posed by unsafe online behaviours	contributes to a co-created set of rules to stay safe online and minimise the risk posed by unsafe behaviours; identifies what information is personal and should not be shared online; applies their understanding of appropriate online behaviour to a variety of situations, such as fictional cyberbullying scenarios, to determine an appropriate course of action	identifies and encourages others to follow class rules to stay safe online; describes ways to be responsible while online and identifies what information is personal and should not be shared online and gives reasons why this is important, identifying the risks; evaluates the appropriateness of their behaviour and conduct online

Rubric: Sharing content and collaborating online

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Sharing content and collaborating online	with help, shares content in a safe online environment; with some guidance shows limited awareness of version control and monitoring	shares content in a safe online environment and follows class rules; shows responsibility as a digital citizen; shows awareness of version control and with guidance may use it effectively	shares content safely online, collaborates as a team, and contributes effectively; contributes to co-created content following agreed class rules; shows understanding and effective use of version control for collaborative projects	shares content safely online, collaborates effectively, and contributes significantly; consistently follows class rules to be a responsible digital citizen; uses version control effectively, showing a high level of awareness and responsibility

Unit sequence

This topic offers 3 sequential units

Unit 1

Digital systems and peripherals

Explore peripherals of common digital systems and their function.

Learn More

Unit 2

Using digital systems safely

Investigate behaviours and protocols to stay safe online.

Learn More

Unit 3

Collaborate and share content

Introduce ways to collaborate and share content using a supported and guided approach. Collaborating can include brainstorming ideas on a class topic, completing an online quiz in real time or creating a presentation collaboratively.

Learn More

Digital systems and peripherals

What is this about?

A desktop computer is an example of a digital system. A peripheral is typically external to a desktop computer and connected either via a wireless network or a cable. A digital system, such as a tablet, often has internal hardware components such as a camera, microphone and keyboard; however, on other digital systems these components might be considered peripherals because they need to be added to the digital system. Students may use tablets that perform multiple tasks such as recording video via internal camera and microphone, images with camera and entering text using a screen keyboard. Laptops may also have an in-built camera.

Content description

Explore and describe a range of digital systems and their peripherals for a variety of purposes AC9TDI4K01

Explore transmitting different types of data between digital systems AC9TDI4K02

Identify what personal data is stored and shared in their online accounts and discuss any associated risks AC9TDI4P09

This sequence enables students to:

recognise that a digital device is made up of several parts
identify peripherals
identify input and output devices
describe the purpose of peripherals.

Resources to include

Resources to introduce

Years 3–4 How are digital photos and videos made?

Use this resource as a way to introduce digital devices and parts of digital systems such as peripherals.

Requires

internet access
computers, laptops or tablets; or a whiteboard to view the resource as a class

Suggested time

30 minutes

Enables students to:

identify common digital systems and their purpose
identify input and output devices.

How are digital photos and videos made?Image

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Years 3–4 Digital system cards

Use these two sets of printable cards for activities to support building knowledge and understanding of the key concept of digital systems with a focus on their components; in particular, hardware and peripherals.

Requires

printed cards to cut out and classify

Suggested time

30 minutes

Enables students to:

identify peripherals
identify input and output devices.

Go to resource Resource details Close

Years 3–4 Basics of computer peripherals

Use this video to discuss peripherals of digital devices.

Requires

internet access
computers, laptops or tablets; or a whiteboard to view video as a class

Suggested time

3 minutes

Enables students to:

identify peripherals
identify input and output devices
describe the purpose of peripherals.

Go to resource Close

Years 3–4 What are peripheral devices of a computer: definition, examples and types

Use this video to discuss peripherals of digital devices connected to a desktop computer.

Requires

internet access
computers, laptops or tablets; or a whiteboard to view video as a class

Suggested time

5 minutes

Enables students to:

identify peripherals
identify input and output
describe the purpose of peripherals.

What are peripheral devices of a computer: definition, examples and typesImage

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Resources to develop and consolidate learning

Years 3–4 Peripherals

In this sequence of lessons students explore different types of peripherals used every day in order to identify the data transmitted. A peripheral is an auxiliary device such as a computer mouse or keyboard that connects to and works with a device in some way.

Requires

computers, laptops or tablets; or a whiteboard to view slides as a class

Suggested time

1 hour

Enables students to:

identify peripherals
identify input and output
describe the purpose of peripherals.

Go to resource Resource details Close

Years 3–4 What parts make up a digital device?

In this lesson students develop an understanding of the relationship between inputs, processes and outputs and apply it to devices that they will be familiar with from their everyday surroundings.

Requires

computer or laptop and electronic whiteboard to share slides
slides Input output devices

Suggested time

1 hour

Enables students to:

identify peripherals
identify input and output
describe the purpose of peripherals.

What parts make up a digital device?Image

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Years 3–4 Wired vs. wireless mice

Use this resource to explore the advantages and disadvantages of wireless and wired mice.

Requires

printed or electronic version of the article or both with computers, laptops or tablets if needed

Suggested time

30 minutes

Enables students to:

identify peripherals
describe the purpose of peripherals
evaluate use of wired and wireless devices.

Go to resource Close

Resources to extend and integrate learning

Years 3–4 Peripheral family task

Provide this Take home task designed for your students to explore some commonly used peripherals around their home.

Requires

printed or electronic version of the slides

Suggested time

1 hour

Enables students to:

identify peripherals
identify input and output
describe the purpose of peripherals.

Go to resource Resource details Close

Years 3–4 Can AI guess your emotion?

Use this lesson that explores an artificial intelligence (AI) tool that recognises objects to use digital systems with peripherals for a purpose, and transmit different types of data.

Requires

internet access
computers, laptops or tablets with a webcam or digital camera
access to Teachable machine

Suggested time

1 hour

Enables students to:

train an AI to recognise objects via the webcam
identify peripherals
identify input and output
describe the purpose of peripherals.

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Years 3–4 Makey Makey projects for years 3–6

Make use of these lesson ideas that show how to explore the use of Makey Makey as an input device that replaces keyboard functions.

Requires

computers, laptops or tablets
Access to Makey Makey board
Access to Scratch 3.0

Suggested time

1 hour

Enables students to:

use an input device to operate a Scratch game
identify peripherals
identify input and output
describe the purpose of peripherals.

Go to resource Close

Using digital systems safely

What is this about?

Technologies are an embedded part of our lives, and it is essential that students understand how to engage responsibly in online spaces. Using the school's (Digital Literacies/ICT) agreement as a focus, develop an agreed set of rules and discuss protocols for digital technologies use. It is important students understand what it means to behave safely online and have an opportunity to explore this in more detail. Discuss the use of personal information or images when communicating online. Empower students with the knowledge of how to act responsibly online and equip them with the tools to know how to deal with cyberbullying behaviour. Use a collaborative online project to apply protocols and manage a task.

Content descriptions

Explore and describe a range of digital systems and their peripherals for a variety of purposes AC9TDI4K01

Explore transmitting different types of data between digital systems AC9TDI4K02

Identify what personal data is stored and shared in their online accounts and discuss any associated risks AC9TDI4P09

This sequence enables students to:

describe the types of content available on the internet
describe potential dangers while using the internet
describe personal information that should be kept private and not shared online
describe behaviours and protocols to ensure their safety online.

Resources to include

Resources to introduce

Years 3–4 What is digital publishing?

Use this resource to discuss the internet and the resources that can be found via the internet.

Requires

internet access
computers, laptops or tablets; or a whiteboard to view resource as a class

Suggested time

30 minutes

Enables students to:

describe the types of content available on the internet
describe some dangers while using the internet.

Go to resource Close

Years 3–4 What are digital communication systems?

Use this resource to discuss ways we communicate online and responsible online behaviours. Note the resource contains a video that is not accessible in our region.

Requires

internet access
computers, laptops or tablets; or a whiteboard to view resource as a class

Suggested time

30 minutes

Enables students to:

describe the types of content available on the internet
describe potential dangers while using the internet.

What are digital communication systems?Image

Go to resource Close

Years 3–4 How can we be respectful and responsible online?

Use this resource to discuss ways to behave online as a precursor to co creating an Online Safety Classroom Agreement with your students.

Requires

internet access
computers, laptops or tablets; or teacher laptop and whiteboard to view resource as a class

Suggested time

30 minutes

Enables students to:

describe ways to be respectful and responsible online
describe potential dangers while online.

How can we be respectful and responsible online?Image

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Years 3–4 Online Safety Classroom Agreement

Use this resource to co-create an Online Safety Classroom Agreement with your students that defines, highlights and encourages safe and respectful online behaviours.

Requires

internet access, teacher laptop connected to whiteboard to view resource as a class
downloaded and printed agreement

Suggested time

1 hour

Enables students to:

describe ways to be respectful and responsible online
describe the 'esafe' approach that aims to create an online environment that is safe, supportive and inclusive.

Go to resource Close

Years 3–4 Agreeing to an ICT agreement

Use this resource that includes a practical activity to support the co creation of an Online Safety Classroom Agreement with your students.

Requires

internet access, teacher laptop connected to whiteboard to view online brainstorming software as a class; or use sticky notes

Suggested time

1 hour

Enables students to:

describe ways to be respectful and responsible online
describe elements of an agreement that the class should follow when working online.

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Years 3–4 eSafety First Nations: Connecting safely

Guidance and tips about staying safe online for First Nations students.

Requires

internet access
computers, laptops or tablets

Suggested time

1-2 hours

Enables students to:

identify ways to stay safe online that protects First Nations peoples’ identity, culture and connections.

eSafety First Nations: Connecting safelyImage

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Resources to develop and consolidate learning

Years 3-4 What are digital footprints?

Use this resource to discuss the digital trail left as you explore the internet. An understanding of digital footprints is an expectation for students at years 5–6.

Requires

internet access
computers, laptops or tablets; or a whiteboard to view resource as a class

Suggested time

30 minutes

Enables students to:

describe the types of content available on the internet
describe some dangers while using the internet
identify what personal data is stored and shared as they explore online content.

Go to resource Close

Years 3-4 Making good choices online

This lesson explores three different scenarios asking students to decide what the character should do in each online situation using the think, evaluate, choose (TEC) model.

Requires

internet access
computers, laptops or tablets
electronic whiteboard to view slides as a class

Suggested time

30 minutes

Enables students to:

describe ways to be responsible user in an online environment
understand the need to discuss choices with a trusted adult.

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Years 3-4 Be secure

Use these resources to explore ways to be secure online. The video is 5:50 minutes long. Each activity in the lesson plan is designed to take a minimum of 30 minutes.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

identify problematic situations that may impact their online safety or security
describe ways to stay safe online.

Go to resource Close

Resources to apply and extend learning

Cybersmart challenge
Find out more

Years 3-4 Cybersmart challenge

These teacher-led activities use animated videos to introduce students to key online safety issues including cyberbullying, protecting personal information and sharing images.

Requires

internet access
computers, laptops or tablets; or a whiteboard to view resource as a class
printable worksheets and slides

Suggested time

1-3 hours

Enables students to:

identify problematic situations that may impact their online safety or security
describe ways to stay safe online.

Go to resource Close

Collaborate and share content

What is this about?

Introduce ways to collaborate and share content using a supported and guided approach. Choose a focus to collaborate such as brainstorming ideas on a class topic, completing an online quiz in real time or creating a presentation collaboratively. When students collaborate as a team they will require a shared space such as a place for an online document to enable group members to contribute and have access to the most up-to-date version. Depending on your school, common platforms that enable online collaboration include Google Workspace for Education, Microsoft 365 or Apple products such as Keynote. As students use these types of platforms, they follow agreed protocols related to digital etiquette, privacy and safety.

Content descriptions

Use the core features of common digital tools to create, locate and communicate content, following agreed conventions AC9TDI4P06

Use the core features of common digital tools to share content, plan tasks, and collaborate, following agreed behaviours, supported by trusted adults AC9TDI4P07

Access their school account using a memorised password and explain why it should be easy to remember, but hard for others to guess AC9TDI4P08

This sequence enables students to:

describe safe ways to share content in a trusted space
describe potential dangers while using the internet
describe personal information that should be kept private and not shared online
describe behaviours and protocols to ensure effective work practices while sharing content online and their safety.

Resources to include

Resources to introduce

Years 3–4 How can we be respectful and responsible online?

Use this resource to remind students of ways to behave online.

Requires

internet access
computers, laptops or tablets; or a whiteboard to view resource as a class

Suggested time

30 minutes

Enables students to:

describe ways to be respectful and responsible online
describe potential dangers while online.

Go to resource Close

Years 3–4 What are digital communication systems?

Use this resource to discuss ways we communicate online and responsible online behaviours.

Requires

internet access
computers, laptops or tablets; or a whiteboard to view resource as a class
Note the resource contains a video that is not accessible in our region.

Suggested time

30 minutes

Enables students to:

describe the types of content available on the internet
describe potential dangers while using the internet.

Go to resource Close

Years 3–4 How do we use search tools?

Use this resource to help explain how to use a search engine when locating information online.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

describe the types of content available on the internet
describe how to use a search engine to locate content available on the internet
describe ways to stay safe online.

Go to resource Close

Years 3–4 Kiddle

Use this student-friendly search engine to locate content on the internet.

Requires

internet access
computers, laptops or tablets
access to Kiddle

Suggested time

30 minutes

Enables students to:

describe the types of content available on the internet
describe how to use a search engine to locate content available on the internet
describe ways to stay safe online.

Go to resource Close

Resources to develop and consolidate learning

Years 3–4 Getting started with Microsoft Whiteboard

Whiteboard makes it easy to collaborate in the classroom. Brainstorm, plan and share with students on a digital canvas, all in real time.

Requires

internet access
computers, laptops or tablets
teacher access to Microsoft 360 and created whiteboard to share with students to a selected topic

Suggested time

30 minutes

Enables students to:

share content safely online
collaborate with others
follow agreed protocols when sharing information online.

Getting started with Microsoft WhiteboardImage

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Years 3–4 Join a padlet

Create a padlet and enable your students to access and share content online without needing an email (this helps to ensure data privacy and protecting student data).

Requires

internet access
computers, laptops or tablets
teacher access to padlet app and created padlet to share with students about a selected topic

Suggested time

30 minutes

Enables students to:

share content safely online
follow agreed protocols when sharing information online.

Go to resource Close

Years 3–4 Getting started with Google Classroom

If your school has access to Classroom, use the collaborative tools to share content.

Requires

internet access
computers. laptops or tablets
electronic whiteboard to view slides as a classs

Suggested time

30 minutes

Enables students to:

share content safely online
collaborate with others
follow agreed protocols when sharing information online.

Getting started with Google Classroom Image

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Resources to apply and extend learning

Years 3–4 Collaborate with Microsoft 365

Schools that have access to Microsoft 365 can collaborate; for example, using PowerPoint. Model how to collaborate on a PowerPoint presentation using this video.

Requires

school access to Office 365
internet access
computers, laptops or tablets; or teacher laptop and whiteboard to view resource as a class

Suggested time

30 minutes

Enables students to:

share content safely online
collaborate with others
follow agreed protocols when sharing information online.

Go to resource Close

Years 3–4 Keynote for iPad

Schools that use iPads can use Keynote for students to collaborate and share content.

Requires

school access to Apple Keynote
student access to iPads and Keynote

Suggested time

30 minutes

Enables students to:

share content safely online
follow agreed protocols when sharing information online.

Go to resource Close

Years 3–4 Mentimeter

Create presentations for students with live audience input, or customise a predesigned template to create quizzes for students to access via code without needing an email (this ensures data privacy and protecting student data).

Requires

teacher to register for free version
teacher access to Mentimeter and a teacher-created presentation or quiz

Suggested time

30 minutes

Enables students to:

share content safely online
follow agreed protocols when sharing information online.

Go to resource Close

Introduction to programming

Overview

Students follow and describe simple algorithms involving branching and iteration and implement them as visual programs.

Achievement standards

Students follow and describe simple algorithms involving branching and iteration and implement them as visual programs.

Content descriptions

Generating and designing AC9TDI4P02

Producing and implementing AC9TDI4P04

Related content and General capabilities

Digital Literacy: Creating and exchanging

Critical and Creative Thinking: Analysing

This topic enables students to

follow algorithms to determine their purpose and predict outcomes
describe and create an algorithm that includes branching and repetition
create a program following an algorithm that includes branching and repetition.

Watch this video for a quick overview of the unit and how to use its resources with your students.

Assessment View assessment advice

Achievement standard

Digital Technologies: years 3–4

By the end of Year 4, students follow and describe simple algorithms involving branching and iteration and implement them as visual programs.

Use this Program my sprite task to assess students’ knowledge, skills and processes related to basic programming.

Use this Game time task to assess students’ knowledge, skill and processes related to designing a game represented as an algorithm.

Rubric

Use this rubric to assess student skills, processes and knowledge.

Control structures (branching and iteration)

This rubric provides benchmarks for assessing different levels of complexity and proficiency in:

understanding of programming blocks, specifically focusing on control structures
identifying branching and iteration
using branching, iteration and user input in programming tasks.

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of visual programming blocks	shows a limited understanding of visual programming blocks	names some visual programming blocks or describes their purpose	describes the purpose of the visual programming blocks and gives relevant examples to support their understanding	consistently describes the purpose of the visual programming blocks and gives relevant examples to support their understanding that illustrate blocks to enable input, make decisions based on comparing data, and include repeat steps
Identifies control structures: investigating sample visual programs	with guidance shows a limited ability to describe or identify blocks in given examples and with support can interpret the sequence of steps	identifies most block types in given examples and interprets the sequence of steps	consistently identifies block types correctly in simple program examples; interprets the sequence of steps and identifies user input, decisions (branching) and repeat steps (iteration)	shows a high level of accuracy in identifying block types of a range of visual programs; interprets the sequence of steps, predicts outcomes of blocks and identifies user input, branching and iteration; explains ways to enable input and make decisions and automate repeat steps
Producing and implementing visual programs	with guidance, creates a program in a sequence of steps to perform a basic task with limited opportunity for user input	creates a program with user input in a sequence of logical steps	creates a program with user input in a sequence of logical steps that includes a decision (branching) to provide the user with a choice	creates a program with user input in a sequence of logical steps that includes a decision (branching) and iteration (repeat steps); enables input and decisions and automates repeat steps

Unit sequence

This topic offers 4 sequential units

Unit 1

Algorithms

Students draw on computational thinking to follow and design algorithms with branching and repetition.

Learn More

Unit 2

Programming a sequence

Students use a visual programming environment like Scratch or code.org’s programming challenges to learn the basics of programming.

Learn More

Unit 3

Branching and iteration

Students implement algorithms as visual programs involving user input, branching and repetition.

Learn More

Unit 4

Branching that result from a comparison

Students implement visual programs with branching that result from a comparison.

Learn More

Algorithms

What is this about?

Algorithms are step-by-step instructions for solving a problem or performing a task. In Digital Technologies exploring algorithms is a way to establish the guiding logic for computer programs. An algorithm can describe a sequence of steps and decisions. Sequencing refers to placing the steps to be performed in order, one after another. Branching involves making decisions resulting in following different paths based on specific conditions. An example is in a multiple-choice quiz – the user selects the correct answer and gets positive feedback and moves to next question, else the user gets feedback to try again!

Content description

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02

This sequence enables students to:

describe an event using a sequence of steps and decisions
follow and create algorithms that include decisions
identify repeating patterns and use loops to make their algorithms more concise.

Resources to include

Resources to introduce

Years 3–4 Sequencing | Lesson 3 | Camp coding camp

Use this video to introduce algorithms with a sequence of steps.

Requires

internet access
computers, laptops or tablets; or interactive whiteboard to view as a class

Suggested time

4 minutes

Enables students to:

describe an algorithm that includes branching and repetition.

Sequencing | Lesson 3 | Camp coding campImage

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Years 3–4 coding@home TV – Primary 2 – Designing an algorithm

Use this video to introduce algorithms with branching and repetition (iteration).

Requires

internet access
computers, laptops or tablets; or interactive whiteboard to view as a class

Suggested time

24 minutes

Enables students to:

describe an algorithm that includes branching and repetition.

coding@home TV – Primary 2 – Designing an algorithm Image

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Years 3–4 Program your teacher to make a jam sandwich (sandwich bot)

Use this video to explain the need for concise, clear and accurate instructions for a robot or computer to follow.

Requires

internet access
computers, laptops or tablets; or interactive whiteboard to view as a class

Suggested time

4 minutes

Enables students to:

describe an algorithm that includes branching and repetition.

Program your teacher to make a jam sandwich (sandwich bot) Image

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Years 3–4 Real-life algorithms: paper planes

This lesson uses the making of a paper plane to explore algorithms by putting images in their correct order.

Requires

printed worksheet

Suggested time

1 hour

Enables students to:

arrange sequential events into their logical order of steps.

Go to resource Close

Resources to develop and consolidate learning

Years 3–4 Introducing algorithms

In this sequence of lessons, students design a sequence of steps for others to follow. They convey their instructions to peers and evaluate the work of others to determine if the outcome was successful.

Requires

printed worksheets

Suggested time

1 hour

Enables students to:

design a sequence of steps (using words and symbols) for others to follow
follow and describe algorithms
evaluate the sequences of others to determine if the outcome was successful.

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Years 3–4 Take a LEGO building challenge

In pairs, explore giving and following a sequence of steps and decisions to build a LEGO® toy.

Requires

3in1 LEGO® toy kit or a similar construction kit with instructions

Suggested time

1 hour

Enables students to:

follow and describe algorithms
create an algorithm that includes branching and repetition.

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Resources to extend and integrate learning

Years 3–4 Algorithms for First Nations Australian games

In this lesson, we explore algorithms and how they can be used to provide instructions to play a First Nations Australian instructive game. We also learn about aspects of First Nations cultures.

Requires

Internet access, computers, laptops or tablets /interactive whiteboard to view teachers slides as a class.
teacher slides
download game instructions

Suggested time

1 hour

Enables students to:

order instructions with branching and iteration of a game in a correct sequence
create and follow an algorithm represented as a flow chart.

Algorithms for First Nations Australian gamesImage

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Years 3–4 Algorithms: Ngarrindjeri weaving

In this lesson, students practice following and giving accurate instructions, identifying errors, and iterating their instructions to improve clarity of information.

Requires

Internet access
computers, laptops or tablets /interactive whiteboard to view video as a class.
Video: Weaving - Everything Is Connected

Suggested time

1-2 hours

Enables students to:

transfer details of a process shared with them into a sequence of instructions
create a set of directional instructions in the form of a flowchart.

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Years 3–4 Have fun with flowcharts

Create a flowchart to represent a sequence of (branching) steps and decisions needed to solve a mathematical problem.

Requires

large sheets of paper for recording

Suggested time

1 hour

Enables students to:

create an algorithm that includes branching.

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Years 3–4 Plan a 'choose your own adventure' story

Students create a storyboard to plan a ‘choose your own adventure' story, where the reader is given a number of decisions that lead to alternative endings.

Requires

large sheets of paper for recording

Suggested time

2 hours

Enables students to:

create an algorithm that includes branching and repetition.

Go to resource Resource details Close

Programming a sequence

What is this about?

At the beginner level of programming, use a visual programming environment like Scratch, Microsoft MakeCode or code.org’s programming challenges to learn the basics of programming. Students can turn basic algorithms into a working computer program. They arrange blocks to execute steps in a specific order. They can create a basic program where the sprite (character) responds to events, moves in different directions, based on user input. User input involves information from the person using the program, often obtained through keyboard or mouse actions. For instance, the program can ask for the user's name with the question 'What's your name?' and then use that input in the program. As they grasp the basics and familiarise themselves with the range of visual blocks, students can move on to creating more advanced programs.

Content descriptions

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02

Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04

This sequence enables students to:

identify and explain what the basic visual blocks do in a program
create a program that executes steps in a specific order
create a basic program where the sprite (character) responds to user input.

Resources to include

Resources to introduce

Years 3–4 Conditions | Lesson 6 | Camp coding camp

Use this video to introduce conditional statements, which are a form of branching in programming.

Requires

internet access
computers, laptops or tablets; or interactive whiteboard to view as a class

Suggested time

4 minutes

Enables students to:

describe an algorithm that includes branching and repetition
describe ways to program a sequence that includes branching.

Conditions | Lesson 6 | Camp coding campImage

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Years 3–4 Loops | Lesson 5 | Camp coding camp

Use this video to introduce loops as a form of iteration in programming.

Requires

internet access
computers, laptops or tablets; or interactive whiteboard to view as a class

Suggested time

4 minutes

Enables students to:

describe an algorithm that includes branching and repetition
describe ways to program a sequence that includes repetition.

Loops | Lesson 5 | Camp coding campImage

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Years 3–4 Express course (2023)

Provide students with these self-paced courses that can be used as a starting point to learn fundamentals of programming using a supportive environment as they progress through scaffolded challenges.

Requires

internet access
computers, laptops

Suggested time

1 hour (per course)

Enables students to:

describe the function of familiar programming blocks
select the correct sequence of blocks to solve a programming challenge.

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Years 3–4 Getting started with Scratch: your first Scratch project

This tutorial will help students program using Scratch to program a simple project.

Requires

laptops or desktop computers
access to https://scratch.mit.edu

Suggested time

1 hour

Enables students to:

create an algorithm and implement as a program in Scratch
describe basic blocks used in programming.

Getting started with Scratch: your first Scratch project Image

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Years 3–4 Scratch: Get started – Grok Academy

In this step-by-step course students learn to create a project using Scratch, and to control a sprite using a sequence of instructions.

Requires

register for free use of this tutorial and assign students to this task
internet access
computers, laptops

Suggested time

1–2 hours

Enables students to:

create an algorithm and implement as a program in Scratch
control a sprite using a sequence of instructions.

Scratch: Get started – Grok Academy Image

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Years 3–4 A-maze-ing lesson plan for Scratch – Barclays Code Playground

The lesson introduces basic computational thinking and programming concepts by asking the class to create a maze game.

Requires

something to use as a blindfold
pencil and paper
laptops or desktop computers
access to https://scratch.mit.edu

Suggested time

45 minutes

Enables students to:

describe the instructions of a visual programming language and predict the outcome of a program written using the language
build a simple program in Scratch to carry out a given task.

A-maze-ing lesson plan for Scratch – Barclays Code PlaygroundImage

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Years 3–4 Introduction to algorithms in Scratch – Barclays Code Playground

Use this simple lesson plan and accompanying guide to introduce the basics of algorithms. Ideal for students who are just starting out with computing and a first step to understanding how computers work.

Requires

pencil and paper
laptops or desktop computers
access to https://scratch.mit.edu

Suggested time

45 minutes

Enables students to:

explain what an algorithm is and how they relate to real life and computer programs
create an algorithm and program in Scratch.

Introduction to algorithms in Scratch – Barclays Code PlaygroundImage

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Years 3–4 Scratch: Get moving – Grok Academy

In this step-by-step course students learn about how to move and position sprites in their Scratch projects.

Requires

register for free use of this tutorial and assign students to this task
internet access
computers, laptops

Suggested time

1-2 hours

Enables students to:

create an algorithm and implement as a program in Scratch
move and position sprites in a Scratch project
create instructions using x- and y- coordinates to make a sprite move, glide and draw lines.

Scratch: Get moving – Grok Academy Image

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Resources to develop and consolidate learning

Years 3–4 Arcade games

Use these tutorials which include support for beginners as they program simple games.

Requires

free use of this tutorial or sign in to save project
internet access
computers, laptops
access to arcade.makecode.com

Suggested time

1 hour per game

Enables students to:

with guidance, create a computer program for a simple game.

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Years 3–4 Creative Computing Curriculum

Use this collection of ideas, strategies and activities to give students an introductory computing experience using the Scratch programming language.

Requires

computers, laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

1-2 hours

Enables students to:

create an algorithm and implement as a program in Scratch
move and position sprites in a Scratch project.

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Years 3–4 Welcome to CS First

Select from four fun projects that introduce the core elements of Scratch and foundational coding skills.

Requires

computers, laptops or tablets
access to Scratch 3.0 via CS First platform (free registration or can continue without sign in; however, the project won’t save)

Suggested time

1–2 hours

Enables students to:

create an algorithm and implement as a program in Scratch
move and position sprites in a Scratch project.

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Years 3–4 Monster maker! (Blockly - short)

Use visual programming blocks to write your own programs, learn about sequence and ordering, and create fun monster characters!

Requires

register with Grok for free use of this tutorial and assign students to this task
internet access
computers, laptops or tablets

Suggested time

1–2 hours

Enables students to:

create an algorithm and implement as a program in Scratch
move and position sprites in a Scratch project.

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Resources to apply and extend learning

Years 3–4 Scratch maze – Grok Academy

Using Scratch, students create a maze and use their programming skills to control a sprite and navigate the maze.

Requires

register for free use of this tutorial and assign students to this task
internet access
computers, laptops

Suggested time

1–2 hours

Enables students to:

create an algorithm and implement as a program in Scratch
control a sprite using a sequence of instructions.

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Years 3–4 Visual programming with Scratch (years 3–6)

This resource comprises a collection of sample activities that incorporate visual programming (Scratch) into teaching and learning programs.

Requires

computers, laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Enables students to:

create an algorithm and implement as a program in Scratch
control a sprite using a sequence of instructions.

Visual programming with Scratch (years 3–6)Image

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Branching and iteration

What is this about?

Once students have a basic understanding of the fundamentals of programming, they can progress to more advanced programming concepts. This includes exploring branching, where decisions direct the program's flow, and repetition loops, which enable the execution of specific actions iteratively. These elements give students the tools to create more intricate and sophisticated programs.

Content descriptions

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02

Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04

This sequence enables students to:

identify and explain what the repeat blocks do in a program
create a program that uses a repeat command
explain ways to provide decisions that enable the user to choose more than two different paths
create a program that includes decisions that enable the user to choose more than two different paths.

Resources to include

Resources to introduce

Years 3–4 coding@home TV – Primary 4 – branching and repetition using Scratch

Use this video to explain how to include branching and repetition to make a Scratch program more interactive and to give the user choices.

Requires

internet access
computers, laptops or tablets; or view as a class on interactive whiteboard

Suggested time

24 minutes

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user to choose different paths.

coding@home TV – Primary 4 – branching and repetition using ScratchImage

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Years 3–4 Introduction to loops in Scratch – Barclays Code Playground

In this lesson students learn about loops (a form of iteration) through dance (includes a video tutorial).

Requires

computers, laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

1 hour

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user
create a program following an algorithm that includes branching and iteration.

Introduction to loops in Scratch – Barclays Code PlaygroundImage

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Years 3–4 Introduction to conditionals in Scratch – Barclays Code Playground

In this lesson students learn about conditional statements (branching) using a ‘Rock, paper scissors’ game (includes a video tutorial).

Requires

computers, laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

2 hours

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user
create a program following an algorithm that includes branching and iteration.

Introduction to conditionals in Scratch – Barclays Code PlaygroundImage

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Resources to develop and consolidate learning

Years 3–4 What makes computer games good?

Use this resource as a way of supporting students to design and program their own game.

Requires

internet access
computers, laptops or tablets; or interactive whiteboard to view as a class

Suggested time

30 minutes

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user
create a program following an algorithm that includes branching and iteration.

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Years 3–4 Designing a mini-game

In this learning sequence, students are guided to design a mini-game for a targeted audience. They use a template to plan and record their ideas for their game, considering the main characters, theme and goal for their game. Students program their game using Scratch or a similar visual programming platform. Sample Scratch programs are provided for students to remix.

Requires

internet access
computers, laptops or tablets
register for free use of Scratch 3.0

Suggested time

2–4 hours

Enables students to:

design a mini-game that has a clear purpose and is designed for a particular audience
use branching and iteration to control the flow of their program.

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Years 3–4 Getting started with Scratch Control

This guide provides a description of control blocks including decisions and iteration (repetition).

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

describe how control blocks are used in programming
describe ways to use conditions to make decisions
describe ways to repeat parts of a program.

Getting started with Scratch ControlImage

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Years 3–4 Lesson 1: code with Anna and Elsa

Use this interactive course to introduce loops (iteration) and decisions (branching).

Requires

register for free use of this tutorial and assign students to this task
internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user
select the correct sequence of blocks to solve a programming challenge.

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Years 3–4 Moana Hour of code

Use this interactive course to introduce loops (iteration) and decisions (branching).

Requires

internet access
computers, laptops
access to code.org (course includes sound; headphones may be needed)

Suggested time

1–2 hours

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user
select the correct sequence of blocks to solve a programming challenge.

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Resources to apply and extend learning

Years 3–4 Design a quiz – convicts: crime and punishment

Students design and create a simple game or quiz to demonstrate convict crimes and punishments.

Requires

Access to Scratch 3.0
internet access
computers, laptops

Suggested time

1–2 hours

Enables students to:

create an algorithm and implement as a program in Scratch
create a program that includes user input and branching.

Design a quiz - Convicts: crime and punishmentImage

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Years 3–4 Note the music

Students can make their own instrument that plays a particular note for a set beat; for example, when a piano key is pressed or a guitar string is strummed or a drum skin is hit.

Requires

computers, laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

2 hours

Enables students to:

explain what the repeat blocks do in a program
explain ways to provide decisions in a program that enable the user to interact with the program
create a program following an algorithm that includes branching and iteration.

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Years 3–4 Logo's turtle – Turtle Academy

Use this self-paced interactive tutorial to control the turtle using Logo commands and introduce repetition (iteration).

Requires

internet access
computers, laptops
access to Turtle Academy (free, no registration required)

Suggested time

1–2 hours

Enables students to:

explain what the repeat blocks do in a program
select the correct sequence of blocks to solve a programming challenge.

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Years 3–4 Pencilcode: first

Use a drawing program to incorporate repeat instructions creating shapes by programming an on-screen turtle.

Requires

internet access
computers, laptops
access to pencilcode.net

Suggested time

1 hour

Enables students to:

control a sprite using a sequence of instructions
use iteration to make the program more efficient.

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Branching that result from a comparison

What is this about?

As students develop their programming skills they can create more complex programs. At certain steps in the sequence students may want an input to make a decision. To get a true or false answer, branching decisions may result from a comparison. The operator may be: < (less than), > (greater than) or = (equal to).

Content description

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02

Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04

This sequence enables students to:

identify and explain what the operator blocks do in a program
create a program that uses branching decision results from a comparison
explain ways to provide decisions that enable the user to choose a different pathway
create a program that includes branching decisions that result from a comparison.

Resources to include

Resources to introduce

Years 3–4 Programming with sensors

Use this resource to explore branching in programs taking in information from sensors as a lead-in to conditional statements that compare data.

Requires

internet access
computers, laptops or tablets; or interactive whiteboard to view as a class

Suggested time

30 minutes

Enables students to:

describe ways to create a program that uses branching including decisions that result from a comparison.

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Years 3–4 Sunlight sensor

Turn the LED display into a sensor to make your micro:bit react to light using comparison operators.

Requires

internet access
computers, laptops
access to makecode.org
physical micro:bit (optional)

Suggested time

45 minutes

Enables students to:

identify and explain what the operator blocks do in a program
create a program that uses branching decision results from a comparison.

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Years 3–4 Environment exploration

Turn a micro:bit into a tool for measuring temperature, light and sound levels as part of a science investigation into your environment. Improve the program to include comparison operators.

Requires

internet access
computers, laptops
access to makecode.org
micro:bit

Suggested time

45 minutes

Enables students to:

identify and explain what the operator blocks do in a program
create a program that uses branching decision results from a comparison.

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Resources to develop and consolidate learning

Years 3–4 Colour sensor (EV3 Classroom)

Learn how to use a sensor that lets an EV3 program measure and collect data about its surroundings. If it senses a certain colour then it moves.

Requires

EV3 robot or similar robot that has a light sensor

Suggested time

1 hour

Enables students to:

identify and explain what the operator blocks do in a program
create a program that uses branching decision results from a comparison.

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Years 3–4 Scratch tutorial 14 – sensing

Students can view this Scratch tutorial (on YouTube) for ideas related to colour sensing.

Requires

computers, laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

1 hour

Enables students to:

identify and explain what the operator blocks do in a program
create a program that uses branching decision results from a comparison.

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Resources to apply and extend learning

Years 3–4 Clap lights

Students can turn a micro:bit into a light that can turn on and off by clapping or making any loud sound. This activity includes creating a variable, which is an expectation in years 5–6.

Requires

internet access
computers, laptops
access to makecode.org
micro:bit

Suggested time

45 minutes

Enables students to:

identify and explain what the operator blocks do in a program
create a program that uses branching decision results from a comparison.

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Years 3–4 Magic 8-ball – micro:bit

Recreate a version of magic ball and customise it to make it your own. This activity includes creating a variable, which is an expectation in years 5–6.

Requires

internet access
computers, laptops
access to makecode.org
micro:bit

Suggested time

45 minutes

Enables students to:

identify and explain what the operator blocks do in a program
create a program that uses branching decision results from a comparison.

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Programming a simple digital solution

Overview

This unit outlines a teaching sequence, starting with identifying user needs and co-developing a user story, followed by the design and implementation of a digital solution that includes sequencing, branching and iteration (repetition).

Achievement standards

By the end of Year 4 students create simple digital solutions and use provided design criteria to check if solutions meet user needs. They follow and describe simple algorithms involving branching and iteration and implement them as visual programs.

Content descriptions

Investigating and defining AC9TDI4P01

Generating and designing AC9TDI4P02, AC9TDI4P03

Producing and implementing AC9TDI4P04

Evaluating AC9TDI4P05

Related content and General capabilities

English: Literature and contexts

Digital Literacy: Creating and exchanging

Critical and Creative Thinking: Analysing

This topic enables students to

describe a range of familiar problems and generate possible solutions
co-create a user story that describes their role, the goal and reason
follow algorithms to determine their purpose and predict outcomes
describe and create an algorithm that includes branching and repetition
create a program following an algorithm that includes branching and repetition
evaluate their program based on the user needs to see how well it met their needs.

Watch this video for a quick overview of the unit and how to use its resources with your students.

Assessment View assessment advice

Achievement standard

Digital Technologies: years 3–4

By the end of Year 4, students create simple digital solutions and use provided design criteria to check if solutions meet user needs. They follow and describe simple algorithms involving branching and iteration and implement them as visual programs.

Rubric

Use this rubric to assess student skills, processes and knowledge.

Control structures (branching and iteration)

This rubric provides benchmarks for assessing different levels of complexity and proficiency in:

understanding and identifying the needs of a user in their design
understanding of programming blocks, specifically focusing on control structures
identifying branching and iteration
using branching, iteration and user input in programming tasks.

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Generate designs incorporating user needs	with guidance, can describe the problem and with help can identify the needs for their generated design	defines the problem, identifies the user type and their needs and how their generated design meets those needs	defines the problem, identifies user type and their needs, co-develops a user story showing the goal to be accomplished and the reason for the goal	clearly defines the problem and identifies user type and their needs, co-develops a user story showing the goal to be accomplished and the reason for the goal; generates a design that clearly shows how the user experience is improved and meets the user needs and design criteria
Knowledge of visual programming blocks	shows a limited understanding of visual programming blocks	names some visual programming blocks or describes their purpose	describes the purpose of the visual programming blocks and gives relevant examples to support their understanding	consistently describes the purpose of the visual programming blocks and gives relevant examples to support their understanding; uses examples that illustrate blocks to enable input, make decisions based on comparing data, and include repeat steps
Identifies control structures: investigating sample visual programs	with guidance shows a limited ability to describe or identify blocks in given examples and with support can interpret the sequence of steps	identifies most block types in provided examples and interprets the sequence of steps	consistently identifies block types correctly in simple program examples; interprets the sequence of steps and identifies user input, decisions (branching) and repeat steps (iteration)	shows a high level of accuracy in identifying block types of a range of visual programs; interprets the sequence of steps, predicts outcomes of blocks and identifies user input, branching and iteration; explains ways to enable input and make decisions and automate repeat steps
Producing and implementing visual programs	with guidance, creates a program in a sequence of steps to perform a basic task with limited opportunity for user input	creates a program with user input in a sequence of logical steps	creates a program with user input in a sequence of logical steps that includes a decision (branching) to provide the user with a choice	creates a program with user input in a sequence of logical steps that includes a decision (branching) and iteration (repeat steps); enables input and make decisions and automate repeat steps

Unit sequence

This topic offers 2 sequential units

Unit 1

Who are you designing for?

Students consider who the user is and what their needs are when designing a simple solution.

Learn More

Unit 2

Programming a digital solution

Students design a digital solution and implement it as a visual program involving user input, branching and repetition.

Learn More

Who are you designing for?

What is this about?

An important part of the design process is to consider the user, who they are and what they need. We can use what we call a ‘user story’ to help define the purpose and the user experience. For example, a user story might say, ‘As a player, I want to control a character with arrow keys to navigate through a game and collect stars for points’ or ‘As a reader, I want a way to read that is fun so that I can overcome my difficulty in keeping interest’. When designing a digital solution, the user story informs the development of the algorithm that we use to implement as a computer program.

Content descriptions

Define problems with given design criteria and by co-creating user stories AC9TDI4P01

Generate, communicate and compare designs AC9TDI4P03

This sequence enables students to:

describe a range of familiar problems and generate possible solutions
co-create a user story that describes their role, the goal and reason.

Resources to include

Resources to introduce

coding@home TV – Primary 1 – finding a target audience
Find out more

Years 3–4 coding@home TV – Primary 1 – finding a target audience

View the video (23:36 min) to introduce understanding the user needs design process using the example of a chatbot.

Requires

internet access
computer and interactive whiteboard to view as a class

Suggested time

24 minutes

Enables students to:

describe steps of design to suit user needs and importance of empathising
explain the importance of identifying the needs of a user.

coding@home TV – Primary 1 – finding a target audienceImage

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Resources to develop and consolidate learning

Redesign the school lunch experience
Find out more

Years 3–4 Redesign the school lunch experience

Use this unplugged activity to help your students focus on user needs and follow the design process. (You may wish to substitute a different focus instead of school lunches).

Requires

printed worksheets (provided by resource)

Suggested time

2 hours

Enables students to:

identify needs of a user
define the problem
generate possible solutions
create a prototype and gain feedback on design.

Redesign the school lunch experienceImage

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Resources to extend and integrate learning

Years 3–4 User story

Use these slides to support and guide students to develop a user story as part of the ideation phase of the design process.

Requires

internet access
computer and interactive whiteboard to view slides as a class
slides (PowerPoint)

Suggested time

1 hour

Enables students to:

identify needs of a user
co-create a user story
explain how a user story is used in the design process.

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Years 3–4 DT applied design thinking mix-in teacher workbook

Use a step-by-step approach to introducing user stories with your students (refer to page 35). Includes a worksheet to guide the activity.

Requires

printed worksheet

Suggested time

1 hour

Enables students to:

identify needs of a user
co-create a user story
explain how a user story is used in the design process.

DT applied design thinking mix-in teacher workbook Image

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Programming a digital solution

What is this about?

As students develop their understanding of user stories they can use them when designing their algorithms which they then implement as a visual program. As user stories is a relatively new inclusion in the curriculum it may need to be explicitly connected when designing algorithms and programming solutions. Prompting students to think about who the user might be, what they want and their reasons why that need is important, can help students in the design phase. Students create their program exploring branching, where decisions direct the program's flow, and repetition loops, which enable the execution of specific actions iteratively. They then evaluate their program based on the user needs to see how well it met their needs.

Content descriptions

Define problems with given design criteria and by co-creating user stories AC9TDI4P01

Generate, communicate and compare designs AC9TDI4P03

Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration AC9TDI4P02

Implement simple algorithms as visual programs involving control structures and input AC9TDI4P04

Discuss how existing and student solutions satisfy the design criteria and user stories AC9TDI4P05

This sequence enables students to:

identify and explain what the basic visual blocks do in a program
create a program that executes steps in a specific order
creates a basic program where the sprite (character) responds to user input.

Resources to include

Resources to introduce

Years 3–4 Storytelling

Students use code to tell fun and interactive stories for a user who needs reading support.

Requires

internet access
computers, laptops
access to CS First resources

Suggested time

1 hour (per course)

Enables students to:

describe the needs of a user
co-create a user story
describe the function of familiar programming blocks
create an algorithm and implement as a program in Scratch.

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Years 3–4 Create a language learning program

Create a computer program to learn a traditional Aboriginal or Torres Strait Islander language.

Requires

internet access
computers, laptops
access to Scratch 3.0 desktop version or similar visual programming language

Suggested time

2 hours

Enables students to:

describe the needs of a user
co-create a user story
describe the function of familiar programming blocks
create an algorithm and implement as a program in Scratch.

Create a language learning program Image

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Resources to develop and consolidate learning

Years 3–4 Fun projects with language translation

Use sample Scratch programs for students to remix and modify to create their own programs that include input, branching and iteration.

Requires

internet access
computers, laptops
access to https://scratch.mit.edu

Suggested time

2–4 hours

Enables students to:

describe the needs of a user
co-create a user story
describe the function of familiar programming blocks
create an algorithm and implement as a program in Scratch.

Fun projects with language translation Image

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Years 3–4 Sphero and the chocolate factory

This activity allows students to use the visual programming software Lightning Lab to control Sphero to act out the role of a fictional character.

Requires

internet access
computers, laptops
access to Lightning Lab software and a Sphero robot

Suggested time

1–2 HOURS

Enables students to:

describe the needs of a user
co-create a user story
describe the function of familiar programming blocks
create an algorithm and implement as a program to control a robot.

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Resources to apply and extend learning

Years 3–4 Automated soil moisture sensor

Create a solution for a person who needs to water plants efficiently.

Requires

internet access
computers, laptops
access to makecode.org
micro:bit (optional)

Suggested time

1–2 hours

Enables students to:

describe the needs of a user
co-create a user story
describe the function of familiar programming blocks
create an algorithm and implement as a program.

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Years 3–4 Today's mission – Book to Code

Use the tutorial to learn about the tools needed to make a Scratch project about your favourite book to help someone read.

Requires

internet access
computers, laptops
access to digitalmoment.org

Suggested time

1–2 hours

Enables students to:

describe the needs of a user
co-create a user story
describe the function of familiar programming blocks
create an algorithm and implement as a program.

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Years 3–4 Create a board game that uses an Ozobot

Create a game board where the player is provided with a number of decisions. Using Scratch and Makey Makey, students add multimodal elements to the story. These elements are activated using an Ozobot.

Requires

computers, laptops or tablets
access to Scratch 3.0 desktop version or similar visual programming language
Ozobot
Makey Makey

Suggested time

2–3 hours

Enables students to:

describe the needs of a user
co-create a user story
describe the function of familiar programming blocks
create an algorithm and implement as a program in Scratch.

Create a board game that uses an OzobotImage

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Using data purposefully

Overview

This unit explores how text, numbers, sound and images are transmitted between digital systems. Students explore symbols and images, and learn about the conventions of data representation. They apply their understanding by representing the same data in various ways.

Achievement standards

By the end of Year 4, students process and represent data for different purposes. Students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data.

Content descriptions

Digital systems AC9TDI4K01, AC9TDI4K02

Data representation AC9TDI4K03

Related content and General capabilities

Mathematics

Year 3 | Statistics

Acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets AC9M3ST01

Year 4 | Statistics

Acquire data for categorical and discrete numerical variables to address a question of interest or purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created AC9M4ST01

HASS F–6

Year 3 | Skills: Questioning and researching

Locate, collect and record information and data from a range of sources, including annotated timelines and maps AC9HS3S02

Year 4 | Skills: Questioning and researching

Locate, collect and record information and data from a range of sources, including annotated timelines and maps AC9HS4S02

Digital Literacy: Investigating

Numeracy: Statistics and probability

This topic enables students to

identify digital systems used to transmit data
describe ways data is represented as text, numbers, sound and images
describe ways the same data is represented differently
use a digital device to represent information about their favourite animal using sound, image and text
design a symbol to represent an idea.

Watch this video for a quick overview of the unit and how to use its resources with your students.

Assessment View assessment advice

Achievement standard

Rubric: Digital systems, Data representation

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Use digital systems and their peripherals for a range of purposes	with guidance, uses a digital system for a particular purpose	uses a digital system including peripherals for a particular purpose	uses a digital system including peripherals for a particular purpose, describing how the device transmits the data as text, sound and images	uses a digital system including peripherals for a particular purpose, describing how the device transmits the data as text, sound and images; and justifies their choice of digital system
Knowledge of data representation for different purposes	with guidance, identifies types of data	identifies types of data and names them (such as text, numerical data, sound, picture, symbol or object)	identifies types of data and names them (such as text, numerical data, sound, picture, symbol or object) and describes ways they suit a particular purpose	identifies types of data and names them (such as text, numerical data, sound, picture, symbol or object), describes ways they suit a particular purpose and explains why one type of representation is better than another
Demonstrate ways to represent data suited to a particular purpose	with guidance, represents data using a picture, symbol or object	uses pictures, symbols or objects to represent ideas or actions	uses pictures, symbols or objects to represent ideas or actions, selecting a form of representation that suits the purpose	uses pictures, symbols or objects to represent ideas or actions, selecting a form of representation that suits the purpose and justifies their choice

Unit sequence

This topic offers 2 sequential units

Unit 1

Exploring types of data

Students explore how text, numbers, sound and images are transmitted between digital systems.

Learn More

Unit 2

Data detectives: symbols

Students explore symbols and images, and learn about the conventions of data representation. They apply their understanding by representing the same data in various ways.

Learn More

Exploring types of data

What is this about?

Exploring how text, numbers, sound and images are transmitted between digital systems. Students explore ways data can be transmitted between digital systems; for example, text (such as a blog post), numeric (for example, survey results), sound (for example, audio recordings) and images (photo and video). This understanding lays the groundwork for more advanced concepts, such as the way data is represented using binary – a system that uses only zeros and ones. It is a fundamental concept of data representation. The Mathematics learning area can be integrated with Digital Technologies to make learning more meaningful by combining data acquisition (statistics) and types of data (data representation).

Content description

Explore and describe a range of digital systems and their peripherals for a variety of purposes AC9TDI4K01

Explore transmitting different types of data between digital systems AC9TDI4K02

Recognise different types of data and explore how the same data can be represented differently depending on the purpose AC9TDI4K03

This sequence enables students to:

identify the digital systems used to transmit data
describe ways data is represented as text, numbers, sound and images
conduct a simple survey to acquire data
record the survey data using tally marks, numbers or pictures
organise data into groups
describe ways the same data can be represented differently.

Resources to include

Resources to introduce

Years 3-4 What is data?

Use this slide presentation to explain the term ‘data’.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

identify ways data is represented
describe ways data is represented as text, numbers, sound and images.

Go to resource Close

Years 3-4 How do digital systems store information?

Use this resource to discuss how data is transmitted and stored in digital systems. This resource makes reference to binary (in a simple way). Binary is covered in more detail in years 5 – 6.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

describe how data is transmitted and stored in digital systems
describe ways data is represented as text, numbers, sound and images.

How do digital systems store information?Image

Go to resource Close

Resources to develop and consolidate learning

Years 3-4 How are digital photos and videos made?

Use this resource to discuss ways that data is represented using images, and the digital systems used to transmit the data.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

identify the digital systems used to transmit data
describe ways data is represented as text, numbers, sound and images.

Go to resource Close

Years 3-4 My favourite animal

Use these slides to introduce the task of representing information about a student’s favourite animal using audio, image, video and text.

Requires

internet connectivity
computer and interactive whiteboard to display slides
student access to digital systems with camera and microphone and presentation software

Suggested time

1 hour

Enables students to:

identify the digital systems used to transmit data
describe ways data is represented as text, numbers, sound and images
use a digital device to represent information about their favourite animal using sound, image and text.

Go to resource Close

Resources to apply and extend learning

Years 3-4 Creating and understanding charts and graphs

Use this resource to discuss ways that data is represented using numbers and text; and the digital systems and software used to organise, display and store the data.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

identify the digital systems and software used to store and use data
describe ways data is represented as text, numbers. sound and images.

Creating and understanding charts and graphsImage

Go to resource Close

Years 3-4 Rubbish recording and reduction: Part 1

In this lesson sequence students acquire and represent data related to school lunches and what becomes rubbish.

Requires

school lunchboxes
systems with camera such as an iPad/tablet
Excel or Numbers spreadsheet software

Suggested time

1 hour

Enables students to:

conduct a simple survey to acquire data
record the survey data using tally marks, numbers or pictures
organise data into groups
represent data using images, symbols and text
describe ways the same data can be represented differently.

Rubbish recording and reduction: Part 1Image

Go to resource Resource details Close

Years 3-4 Rubbish recording and reduction: Part 2

In this lesson sequence students use a spreadsheet such as Excel to display numeric data in a variety of ways.

Requires

Excel or Numbers spreadsheet software

Suggested time

1 hour

Enables students to:

organise the data using tables and lists
represent data using images, symbols and text
describe ways the same data can be represented differently.

Rubbish recording and reduction: Part 2Image

Go to resource Resource details Close

Years 3-4 Schoolyard biodiversity detectives

In this lesson students acquire and represent data related to biodiversity in the schoolyard.

Requires

image creating software

Suggested time

1 hour

Enables students to:

conduct a simple survey to acquire data
record the survey responses using tally marks, numbers or pictures
represent data using images, symbols and text
organise the data using tables and lists
describe ways the same data can be represented differently.

Schoolyard biodiversity detectives Image

Go to resource Resource details Close

Professional learning

Data detectives: symbols

What is this about?

Using established conventions for representing data helps create a common understanding, allowing individuals from diverse backgrounds to interpret and act upon visual information efficiently. When representing data using symbols and images, students can explore these conventions and apply their understanding of ways to represent the same data in different ways. Flags, maps and public systems such as transport provide a useful context to explore data representation and representing data for a purpose. Braille, a system designed for people who are blind or have visual impairment, enables reading through raised dots that represent letters, numbers and symbols. QR codes are another way to represent weblinks.

Content descriptions

Explore transmitting different types of data between digital systems AC9TDI4K02

Recognise different types of data and explore how the same data can be represented differently depending on the purpose AC9TDI4K03

This sequence enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data is represented differently
design a symbol to represent an idea.

Resources to include

Resources to introduce

Years 3-4 State flags, emblems, and icons

Use this resource to discuss ways we use images including symbols to represent and convey information. Customise the information to discuss relevant examples from your state or territory.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented.

Go to resource Close

Years 3-4 Australian Flag

Use this resource to discuss ways we use shapes and symbols to represent and convey information.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

describe ways date is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Years 3-4 Aboriginal Flag

Use this resource to discuss ways we use colour and shape to represent and convey information.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Years 3-4 Torres Strait Islander Flag

Use this resource to discuss ways we use colour and shape to represent and convey information.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Years 3-4 The case of the missing emu

Use this worksheet to bring together what students know about the symbolism used in the Australian, Aboriginal and Torres Strait Islander flags.

Requires

printed worksheet

Suggested time

1 hour

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Years 3-4 National Heritage Places

Use this downloadable map of Australia to explore the ways data is represented on a map to convey information.

Requires

internet connectivity
computer and interactive whiteboard to display the resource

Suggested time

30 minutes

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Resources to develop and consolidate learning

Years 3-4 Key to icons and line codes

Use this resource to predict and check what types of icons you may find in public transport, specifically the rail system.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Years 3-4 Public transport symbols

Public transport symbols Use these slides to explore ways data can be represented in different ways depending on the purpose.

Requires

internet connectivity
computer and interactive whiteboard to display slides

Suggested time

45 minutes

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Years 3-4 Communication Access

Discuss the ways symbols and drawings are used to convey information and that the same data can be represented in different ways. Compare and contrast the different accessible versions of the communication boards provided. Site includes ‘Text to audio’ (requires a device with speakers).

Requires

internet connectivity
computer and interactive whiteboard to display website
printable information sheets

Suggested time

1 hour

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Years 3-4 TravelSmart map: Melbourne

Use this resource to discuss how symbols are used to convey meaning. If possible, use a comparable map of your local area.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Years 3-4 Choose Your Own Safe Journey

Use this resource to incorporate safe train travel and hunt for symbols used on public transport.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Resources to apply and extend learning

Years 3-4 Using QR codes in the classroom

Use this resource for ideas on how to incorporate QR codes into learning about data representation. QR codes encode information such as website links, text or other data types, allowing quick and easy access via a smart phone or QR code reader.

Requires

internet connectivity
computer and interactive whiteboard to display website
device that has a QR code generator and reader app

Suggested time

30 minutes

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Years 3-4 Braille: deciphering the code

Use this resource to explore how braille, a tactile writing system using raised dots, represents letters, numbers and symbols.

Requires

internet connectivity
computer and interactive whiteboard to display website

Suggested time

1 hour

Enables students to:

describe ways data is represented as text, numbers, sound and images
describe ways the same data can be represented differently.

Go to resource Close

Years 3-4 Teaching an AI to recognise fractions

Use this lesson to use a digital device to store and transmit data using the training of an AI to recognise fractions represented as images.

Requires

internet connectivity
computer and interactive whiteboard to display website
access to Teachable Machine

Suggested time

1 hour

Enables students to:

describe ways data is represented as text, numbers, sound and images
represent fractions using images
describe ways the same data can be represented differently.

Teaching an AI to recognise fractionsImage

Go to resource Resource details Close

Years 3-4 DT laundry

Use this take-home resource to explore symbols used to convey information about laundry.

Requires

printed sheet

Suggested time

1 hour

Enables students to:

describe ways data is represented as text, numbers, sound and images
design a symbol to represent an idea.

Go to resource Resource details Close

Scope and sequence (F–10)

Learning programs to support implementation

Select a topic across a two year cycle

Cycle one (Year 3)

Cycle one (Year 4)

Cycle one (Year 3)

Cycle one (Year 4)

Digital systems, safety and security

Overview

Achievement standards

Australian Curriculum

This topic enables students to

Assessment View assessment advice

Achievement standard

Assessment tasks

Rubric: Digital systems: peripherals

Rubric: Digital citizenship and online safety

Rubric: Sharing content and collaborating online

Unit sequence

This topic offers 3 sequential units

Unit 1

Digital systems and peripherals

Unit 2

Using digital systems safely

Unit 3

Collaborate and share content

Digital systems and peripherals

What is this about?

Content description

Resources to include

Resources to introduce

How are digital photos and videos made?

Digital system cards

Basics of computer peripherals

What are peripheral devices of a computer: definition, examples and types

Years 3–4 How are digital photos and videos made?

Years 3–4 Digital system cards

Years 3–4 Basics of computer peripherals

Years 3–4 What are peripheral devices of a computer: definition, examples and types

Resources to develop and consolidate learning

Peripherals

What parts make up a digital device?

Wired vs. wireless mice

Years 3–4 Peripherals

Years 3–4 What parts make up a digital device?

Years 3–4 Wired vs. wireless mice

Resources to extend and integrate learning

Peripheral family task

Can AI guess your emotion?

Makey Makey projects for years 3–6

Years 3–4 Peripheral family task

Years 3–4 Can AI guess your emotion?

Years 3–4 Makey Makey projects for years 3–6

Further reading and professional learning

Classroom ideas: years 3–4 – understanding digital systems

Years 3–4 Classroom ideas: years 3–4 – understanding digital systems

Using digital systems safely

What is this about?

Content descriptions

Resources to include

Resources to introduce

What is digital publishing?

What are digital communication systems?

How can we be respectful and responsible online?

Online Safety Classroom Agreement

Agreeing to an ICT agreement

eSafety First Nations: Connecting safely

Years 3–4 What is digital publishing?

Years 3–4 What are digital communication systems?

Years 3–4 How can we be respectful and responsible online?

Years 3–4 Online Safety Classroom Agreement

Years 3–4 Agreeing to an ICT agreement

Years 3–4 eSafety First Nations: Connecting safely

Resources to develop and consolidate learning

What are digital footprints?

Making good choices online

Be secure

Years 3-4 What are digital footprints?

Years 3-4 Making good choices online

Years 3-4 Be secure