Scope and Sequence Years 7

Home Plan and prepare Scope and sequence (F–10) Years 7–8

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 7)

JAN DEC

Cycle two (Year 8)

The cycle might look something like this

Cycle one (Year 7)


Jan					Jun						Dec

Cycle two (Year 8)


Jan					Jun						Dec

Binary numbers

Overview

This unit introduces students to the binary system of ones and zeros used by digital technology to store and process numbers. They also learn how text, images and sound can be stored this way.

Achievement standards

By the end of Year 8 students acquire, interpret and model data with spreadsheets and represent data with integers and binary.

Content descriptions

Data representation AC9TDI8K03, AC9TDI8K04

Related content and General Capabilities

Mathematics: Number AC9M7N02

Digital Literacy: Managing and operating

Critical and Creative Thinking

This topic enables students to

convert whole numbers between decimal and binary
demonstrate how text, colour, images and sound are stored in binary form
discuss why digital technology uses binary to process and store data.

Supplementary information

The four sequences in this unit are designed to be covered in order.

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

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 7-8

By the end of Year 8 students acquire, interpret and model data with spreadsheets and represent data with integers and binary.

Assessment tasks

Use this work sample Binary explainer video that shows a student's response to the task: Create a video to explain binary for text, image and sound to a peer.

Use this work sample Designing and implementing a podcast for students to create a podcast where an interviewer and interviewee discuss counting in binary without visual aids.

Rubrics

Use these two rubrics to assess student skills, processes and knowledge.

Representing integers with binary

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

counting up using binary bits (ones and zeros)
converting positive, whole numbers between decimal (base-10) and binary (base-2) form
describing why digital technology uses binary to store and process numbers.

Representing data with integers

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

converting text into number codes using ASCII
identifying RGB numbers for pixel colours in an image
describing how sounds are sampled to produce a sequence of numbers.

Rubric: Representing integers with binary

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Counting up using binary bits (ones and zeros)	demonstrates understanding of binary one and zero representing their equivalents one and zero in decimal	performs counting from zero up to at least 7 using binary bits	performs counting from zero up to at least 7 using binary bits; shows understanding of the increasing number of bits required to reach larger numbers	performs counting from zero up to at least 15 using binary bits; shows understanding of the increasing number of bits required to reach larger numbers
Converting positive, whole numbers between decimal (base-10) and binary (base-2) form	demonstrates limited understanding of how to convert numbers between decimal and binary form	using appropriate tools, consistently converts whole numbers between zero and 31 to binary form	using appropriate tools, consistently converts whole numbers between zero and 31 to binary form; demonstrates understanding of place value in base-2 digits	using appropriate tools, consistently converts whole numbers between zero and 127 to binary form; demonstrates understanding of place value in base-2 digits
Describing why digital technology uses binary to store and process numbers	demonstrates limited understanding of why digital technology uses binary to store and process numbers	demonstrates basic awareness that digital technology relies on off-on states for the storage and/or processing of data	employs vague or abstract references to digital hardware to describe why it uses binary to store and process numbers	employs clear references to digital hardware to describe why it uses binary to store and process numbers

Rubric: Representing data with integers

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Converting text into number codes using ASCII	demonstrates limited understanding of numerical ASCII codes representing text characters	makes mostly correct conversions of text characters into numerical ASCII codes or their binary forms	makes mostly correct conversions of text characters into numerical ASCII codes and their binary forms	consistently makes correct conversions of text characters into numerical ASCII codes and their binary forms
Identifying RGB numbers for pixel colours in an image	demonstrates limited understanding of how colours are represented digitally	identifies correct red, green and blue numbers for RGB colours most of the time	identifies correct red, green and blue numbers for RGB colours most of the time; demonstrates understanding of how number of bits affects available number of colours	consistently identifies correct red, green and blue numbers for RGB colours; demonstrates understanding of how number of bits affects available number of colours
Describing how sounds are sampled to produce a sequence of numbers	demonstrates limited understanding of how sounds are sampled to produce a sequence of numbers	describes in basic terms the mapping of sound waveforms	describes in basic terms the mapping of sound waveforms; demonstrates understanding of how the number of bits affects accuracy of digital sound	uses appropriate vocabulary to describe the mapping of sound waveforms; demonstrates understanding of how bit rate and sample rate affect accuracy of digital sound

Unit sequence

This topic offers 4 sequential units

Unit 1

Numbers to binary

Students learn to convert whole numbers into binary.

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Unit 2

Text to binary

Students learn to use the ASCII system for encoding and explore the Unicode system.

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Unit 3

Images to binary

Students learn about raster images and vector images are stored in computers.

Learn More

Unit 4

Sound to binary

Students learn about how digital audio is stored and represented in computers.

Learn More

Numbers to binary

What is this about?

The nature of digital systems means that they store and process numbers in binary form, as sequences of zeros and ones. Students can learn to convert whole numbers into binary via multiple paths: by recognising patterns when counting in binary, by creating a conversion table, by understanding binary as a base-2 number system, and by using digital tools to convert numbers back and forth.

Content description

Explain how and why digital systems represent integers in binary AC9TDI8K04

This sequence enables students to:

count in binary
convert whole numbers between decimal form and binary form
discuss how the number of binary digits limits the size of values stored
understand why digital systems store and process numbers in binary.

Resources to include

Resources to introduce

Years 7–8 How binary digits work?

Create bracelets using the binary of letters in your name.

Requires

beads and string material

Suggested time

2 hours

Enables students to:

practice counting in a binary (base-2) system.

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Years 7–8 Why Do Computers Use 1s and 0s?

Watch this video to introduce why computers use binary.

Requires

internet access
computers, laptops or tablets to view video

Suggested time

7 mins

Enables students to:

explore why digital technology uses binary to store and process data.

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Resources to develop and consolidate learning

Years 7–8 Introduction to binary

Use this lesson to reinforce and practise counting in binary.

Requires

printed sheets (documents provided)

Suggested time

1 hour

Enables students to:

practise counting in a binary (base-2) system.

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Years 7–8 The binary game

Play an online game to practise converting between decimal and binary.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

practise converting between decimal and binary numbers.

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Years 7–8 Binary memory game

Play an unplugged memory game to practise converting between decimal and binary.

Requires

printed sheets (documents provided)

Suggested time

30 minutes

Enables students to:

practise converting between decimal and binary numbers.

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Years 7–8 Creating my own spreadsheet

Create a spreadsheet to convert decimal numbers to binary in this lesson.

Requires

computers, laptops or tablets
spreadsheet software (for example, Excel, Sheets, Numbers)

Suggested time

1 hour

Enables students to:

automate the conversion of binary to decimal numbers.

Creating my own spreadsheet to convert binary to decimalImage

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Resources to extend and integrate learning

Years 7–8 Representing numbers and letters with binary

Watch this video to extend into concepts such as floating point and digital storage.

Suggested time

11 minutes

Enables students to:

explore concepts of binary storage in more depth, including the floating-point system used to store non-integers.

Representing numbers and letters with binaryImage

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Years 7–8 Data representation – binary module

Work through this online module to combine Python programming with binary concepts. Not recommended for introducing Python coding for the first time. See unit General-purpose programming.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

2 hours

Enables students to:

apply general-purpose programming in Python to work with binary numbers.

Data representation – binary moduleImage

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Years 7–8 Hexadecimal

Use this bite-sized lesson to extend into hexadecimal, a base-16 system with a close connection to binary.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

convert numbers between binary, decimal and hexadecimal
explore why hexadecimal is useful when working with binary.

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Text to binary

What is this about?

Since numbers are readily converted into binary form for computers to store and process, getting text into binary is achieved by expressing letters and other characters with numerical codes. Students can learn to use the ASCII system for encoding Latin letters and other characters this way, as well as exploring the much larger Unicode system.

Content description

Investigate how digital systems represent text, image and audio data using integers AC9TDI8K03

This sequence enables students to:

express letters and other characters as numerical codes
learn and apply ASCII codes
explore the Unicode system
make the connection from letters and characters to numbers, through to binary.

Resources to include

Resources to introduce

Years 7–8 Binary bracelets

Create bracelets using the binary of letters in your name.

Requires

beads and string material

Suggested time

2 hours

Enables students to:

encode the letters of their names in binary using ASCII codes.

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Years 7–8 ASCII table

View the complete ASCII table with binary and decimal codes.

Requires

internet access
computers, laptops or tablets

Enables students to:

explore why digital technology uses binary to store and process data.

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Resources to develop and consolidate learning

Years 7–8 ASCII and binary representation

Use this lesson to learn and practise converting text to binary with ASCII codes.

Requires

printed sheets (documents provided)

Suggested time

1 hours

Enables students to:

learn and practise writing text in binary using ASCII codes.

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Years 7–8 ASCII quiz

Practise ASCII numerical codes with this simple online quiz game.

Requires

internet access
computers, laptops or tablets
ASCII table

Suggested time

30 minutes

Enables students to:

practise the numerical ASCII codes for letters.

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Years 7–8 Understanding ASCII and Unicode

Watch this video for an introduction to the why and how of the Unicode system.

Suggested time

6 minutes

Enables students to:

explore the Unicode system, which allows for far more characters and symbols than ASCII.

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Years 7–8 Characters

Use this bite-sized lesson to recap and practise ASCII.

Requires

computers, laptops or tablets
spreadsheet software (for example, Excel, Sheets, Numbers)

Suggested time

30 minutes

Enables students to:

revise how to use ASCII codes to represent text characters as binary numbers.

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Resources to extend and integrate learning

Years 7–8 Binary and data

Watch this video to cover binary and text and jump forward into how to store images and sound.

Suggested time

6 minutes

Enables students to:

get an overview of how text, images and sound are stored in binary.

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Years 7–8 Data representation: text module

Work through this online module to combine Python programming with Unicode. Not recommended for introducing Python coding for the first time. See unit General-purpose programming.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

2 hours

Enables students to:

apply general-purpose programming in Python to work with Unicode.

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Images to binary

What is this about?

Since numbers are readily converted into binary form for computers to store and process, getting images into binary is achieved by representing them as sequences of numbers. Students can learn how each pixel in a raster image (like a photo) contains the numbers for its colour, while vector images (like clip art) are stored and drawn as geometrical paths.

Content description

Investigate how digital systems represent text, image and audio data using integers AC9TDI8K03

This sequence enables students to:

understand and use the RGB system to represent any colour
explain how raster images work
explore how vector images work
make the connection from images to numbers through to binary.

Resources to include

Resources to introduce

Years 7–8 Images, pixels and RGB

Watch this video to introduce key concepts about image representation.

Suggested time

6 minutes

Enables students to:

understand how any colour can be expressed by three numbers, for red, for green and for blue
explore how raster images are a pixel mapping of a picture.

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Years 7–8 Pixspy

Use this online tool to quickly and simply examine the pixels in any image. Without internet access, students can examine RGB colours using the eyedropper tool in many applications.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

inspect any pixel of an image to see the red, green and blue number components for its colour.

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Resources to develop and consolidate learning

Years 7–8 Representing images in digital systems

Students learn about the RGB colour model and how digital systems use integers to represent images.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

test colours by adjusting red, green and blue values
explore how increasing the number of binary digits allows for more colours
revise knowledge.

Representing images in digital systemsImage

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Years 7–8 Images and colours

Use the interactives in this online textbook segment to explore the binary bits used in raster images.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

make the connection between red, green and blue numbers and binary.

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Years 7–8 Pixelation

Work through this interactive tutorial to build raster images binary bit by binary bit.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

build raster images at the binary level
explore how increasing the number of binary digits allows for more colours.

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Years 7–8 Understanding bitmap pictures

Use this interactive blog post to learn and practise raster image concepts.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

test colours by adjusting red, green and blue values
explore how increasing the number of binary digits allows for more colours
revise knowledge.

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Years 7–8 What are vector and raster graphics?

Watch this video to discover the difference between vector and raster graphics.

Suggested time

2 minutes

Enables students to:

explore how vector and raster are very different ways of storing art, though both use sequences of numbers.

What are vector and raster graphics?Image

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Resources to extend and integrate learning

Years 7–8 The maths behind RGB images

In this lesson, students explore the colour model RGB and apply mathematical understandings to convert decimal numbers to binary.

Requires

internet access
computers, laptops or tablets
access to digital tools Pixel viewer and RGB colour mixer

Suggested time

1 hour

Enables students to:

describe how digital systems represent integers in binary
use mathematical operations of multiplication and division to convert a decimal number to binary.

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Years 7–8 Data representation: images module

Work through this online module to combine Python programming with raster image concepts. Not recommended for introducing Python coding for the first time. See unit General-purpose programming.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

2 hours

Enables students to:

apply general-purpose programming in Python to work with raster images.

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Years 7–8 Colours tutorial

Use this tutorial to combine RGB colour concepts with webpage coding.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

learn about and practise using RGB colour codes in webpage HTML and CSS.

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Years 7–8 Vector-based graphics

Use this tutorial to learn about the SVG format for vector graphics.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

learn about and practise writing code for vector graphics.

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Sound to binary

What is this about?

Since numbers are readily converted into binary form for computers to store and process, getting sounds into binary is achieved by sampling their volume waveforms across time. Students can learn how this mapping is done, even visualising the sound waveform itself.

Content description

Investigate how digital systems represent text, image and audio data using integers AC9TDI8K03

This sequence enables students to:

explore how sound is able to be mapped as a series of numbers
practise using a digital audio editor to visualise waveforms
make the connection from audio to numbers through to binary.

Resources to include

Resources to introduce

Binary and data
Find out more

Years 7–8 Binary and data

The latter part of this video introduces at a basic level how audio is mapped.

Suggested time

6 minutes

Enables students to:

learn a basic concept for how audio is mapped and stored as a sequence of numbers.

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Resources to develop and consolidate learning

Representing audio in digital systems
Find out more

Years 7–8 Representing audio in digital systems

Use this lesson to investigate how a sound wave is sampled using popular audio software.

Requires

computers or laptops
installation of Audacity (free application)

Suggested time

1 hour

Enables students to:

use software to record audio and visualise its digital samples
describe the effect of sample rate and bit rate on the accuracy of the sampled audio.

Representing audio in digital systemsImage

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Resources to extend and integrate learning

Years 7–8 Digital compression

Watch this video for a basic introduction to how digital text, images and audio are compressed to save bits

Suggested time

3 minutes

Enables students to:

get an overview of how text, images and sound are stored in binary

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Years 7–8 Sound output

Use these micro:bit tutorials as a starting point for exploring the generation of sound with this device.

Requires

internet access
computers, laptops or tablets
micro:bit devices

Suggested time

2 hours

Enables students to:

produce sound from an electronic device
use visual or general-purpose programming to code different pitches.

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Years 7–8 Data representation: audio module

Work through this online module to combine Python programming with sound concepts. Not recommended for introducing Python coding for the first time. See unit General-purpose programming.

Requires

internet access
computers, laptops or tablets
Free Grok learning accounts

Suggested time

2 hours

Enables students to:

apply general-purpose programming in Python to work with audio.

Go to resource Close

Working with data

Overview

This unit focuses on the skills required to acquire, analyse and visualise data. Students can acquire data from sources ranging from paper and digital surveys to electronic sensors and online data repositories. Spreadsheets and single-table databases can be used for data analysis and visualisation. At each stage, the digital footprint of data solutions is considered.

Achievement standards

By the end of Year 8 students acquire, interpret and model data with spreadsheets and represent data with integers and binary.

They select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.

Students manage their digital footprint.

Content descriptions

Acquiring, managing and analysing data AC9TDI8P01, AC9TDI8P02, AC9TDI8P03

Privacy and security AC9TDI8P14

Related content and General Capabilities

Mathematics: Statistics AC9M7ST03, AC9M8ST01, AC9M8ST04

Digital Literacy: Practising digital safety and wellbeing, Investigating, Managing and operating

Critical and Creative Thinking

This topic enables students to

acquire data from surveys, electronic sensors and data repositories
apply spreadsheet formulas and techniques to clean and analyse data
create charts to visualise data
explore how data is structured and queried in single-table databases
consider digital footprints, assess which data is essential to purpose and depersonalise data where appropriate.

Supplementary information

This unit focuses on building specific skills rather than framing the data work process within a user story or context. The ‘Collaborative data project’ unit is designed to incorporate skills from this unit into a purposeful design project.

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

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 7–8

By the end of Year 8 students acquire, interpret and model data with spreadsheets and represent data with integers and binary.

They select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.

Students manage their digital footprint.

Assessment task

Use this checklist and star rating for each student to assess students' demonstrated knowledge and skills related to the solar installations data task outlined in the lesson sequence Solar energy installations.

Use the rubric to assess students' proficiency in:

acquiring, storing, and validating data from a range of sources using software
analysing and visualising data using a range of software
drawing conclusions and make predictions by identifying trends
demonstrated knowledge of databases
modelling and querying attributes using data.

Rubric: Acquiring, storing, validating, visualising, modelling and querying data

Criteria	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Acquire, store, and validate data from a range of sources using software	needs guidance to acquire and store data from sources and may not validate data effectively	shows basic skills to acquire and store data from sources; attempts to validate data with some success	demonstrates accessing relevant data sources, imports and clean data, store data in an organised way ensuring that the data is accurate, reliable, and ready for analysis	demonstrates ability to acquire, store, and validate data from diverse sources using appropriate software, demonstrating thorough validation techniques and error checking
Analyse and visualise data using a range of software	needs guidance to analyse and visualise data; demonstrates basic understanding of software tools for analysis and visualisation, however, requires support	demonstrates basic ability to analyse and visualise data; uses software tools for analysis and visualisation with some support	demonstrates analysis and visualisation of data using relevant software; demonstrates understanding of software tools and explains ways to analyse and visualise data effectively	use advanced analysis techniques to derive deep insights from the data and creates complex and interactive visualisations that effectively communicate insights from the data, using advanced features of the software to enhance visual representation
Draw conclusions and make predictions by identifying trends	needs guidance to draw conclusions and make predictions from data; requires support and prompting to identify trends	demonstrates a basic ability to draw conclusions and make predictions from data; identifies trends with some accuracy	draws well considered conclusions referring to relevant data, makes logical predictions from data and identifies trends accurately	draws well-considered conclusions based on relevant data and the question being addressed, makes logical predictions using advanced statistical techniques and identifies complex trends and patterns in the data.
Knowledge of databases	needs guidance to understand basic database concepts	understands basic database concepts, but may struggle with applying them in practice	demonstrates a solid understanding of database concepts and can apply them effectively	demonstrates an advanced understanding of database concepts, including complex topics
Modelling and querying attributes using data	needs guidance to query attributes of objects and events using structured data; requires support to use software tools effectively for modelling and querying	basic ability to model and query attributes of objects and events using structured data; uses software tools for modelling and querying with some success	demonstrates ability to model and query attributes of objects and events using structured data; uses software tools effectively for modelling and querying	creates complex and dynamic models of objects and events using structured data and uses advanced querying techniques to extract specific information from large and complex datasets

Unit sequence

This topic offers 3 sequential units

Unit 1

Acquiring data

Students practise different techniques for acquiring data, explore the forms in which this data comes, and consider privacy.

Learn More

Unit 2

Spreadsheets

Students will apply spreadsheet skills, such as filtering, formulas and chart creation.

Learn More

Unit 3

Databases

Students use databases that allow data to be structured in complex and organised ways.

Learn More

Acquiring data

What is this about?

Data can be collected from paper and digital surveys, from electronic sensors and from online data repositories. Students practise different techniques for acquiring data, explore the forms in which this data comes, and consider privacy by discussing the digital footprint of data solutions.

Content description

Acquire, store and validate data from a range of sources using software, including spreadsheets and databases AC9TDI8P01
Investigate and manage the digital footprint existing systems and student solutions collect and assess if the data is essential to their purpose AC9TDI8P14

This sequence enables students to:

collect data from surveys and electronic sensors
visit data repositories and examine the forms in which data can be acquired from them
consider data privacy, digital footprints and how to assess which data is essential to purpose.

Supplementary information

Some of the suggested ideas enable integration of the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.

Resources to include

Resources to introduce

7–8 Acquiring and preparing data from online data repositories

In this lesson, students develop skills to acquire, store and validate data from online data repositories. They learn how to navigate popular data sources and download data for use in spreadsheets.

Requires

Internet access, computers, laptops or tablets
access to internet resources such as BOM

Suggested time

2 hours

Enables students to:

understand how to access online data repositories
set specific goals for data acquired
navigate data repositories and download data
identify common issues in downloaded data
clean and prepare data for analysis.

Acquiring and preparing data from online data repositoriesImage

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7–8 Data Analysis

Watch this video for an overview of the full data analysis process that includes data collection.

Suggested time

3 minutes

Enables students to:

see an example of the big picture process of asking questions, collecting cleaning/ filtering and visualising data, and generating information.

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7–8 Women in data science introduction

Watch this video for a peek at some of the work of real data scientists.

Suggested time

8 minutes

Enables students to:

gain exposure to the work of real-world data scientists.

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7–8 Lexi's Coffee Business

Use this unplugged lesson to explore how data is used by businesses, and tips for designing a survey.

Requires

printouts (included in the document)

Suggested time

1 hour

Enables students to:

conduct a survey for collecting data
perform basic data analysis.

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Resources to develop and consolidate learning

7–8 Exploration in data science course

Select units and sections from this (US-based) curriculum to introduce both principles and skills for data science. This is a considerably long, US-based sequence of learning intended for high school. Teachers may wish to carefully select relevant units and sections for Australian students in Years 7–8.

Requires

internet access
computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets)

Suggested time

12 hours

Enables students to:

explore a range of data science principles and skills including data collection, analysis, presentation and impact.

Exploration in data science course Image

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7–8 Kaggle: Datasets

Use this website to find datasets for many different topics.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

find and download datasets.

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7–8 Cyber security card game: know your risks

Play this card game to discuss what personal information should be shared.

Requires

printed cards (documents provided)

Suggested time

1 hour

Enables students to:

judge and discuss what kinds of personal data should or should not be shared.

Cyber security card game: know your risksImage

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7–8 What's your brand?

Use this lesson from the Office of the eSafety Commissioner to include data privacy as part of cyber safety.

Suggested time

1 hour

Enables students to:

explore strategies for controlling privacy of their own personal data, through the lens of ‘digital reputation’.

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Resources to extend and integrate learning

7–8 micro:bit Science experiments

Use this series of lessons to practise gathering data from the micro:bit electronic device. This lesson series is not intended as an introduction to coding the micro:bit. See the unit ‘Creating a digital solution’ for options to introduce this device.

Requires

internet access
computers, laptops or tablets
class set of micro:bits

Suggested time

6 hour

Enables students to:

use sensors on the micro:bit to gather data on temperature, soil moisture, gravity and more
gather the data to another device, including into spreadsheet format.

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7–8 CORGIS

Use this site to download datasets in forms that can be readily worked with in Python and other general-purpose programming languages.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

download dataset in the form of Python modules for smart use in Python programming projects
download datasets in JSON format for use in Python or JavaScript
download datasets in CSV format for use in spreadsheet software.

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7–8 generatedata.com

Use websites like this to generate test data for use in spreadsheets and databases.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

generate random test data when real-world data is not available
export this data into a spreadsheet or other forms.

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7–8 Australian Privacy Principles quick reference

Quickly look up any of the 13 Australian Privacy Principles, including with a poster.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

look up the principles that outline the responsibilities of organisations in Australia when it comes to collecting using and keeping data.

Australian Privacy Principles quick referenceImage

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Spreadsheets

What is this about?

Spreadsheets are a powerful tool with applications in everyday life as well as study and work. Beyond entering data in a table format, students will apply spreadsheet skills like filtering, formulas and chart creation.

Content descriptions

Analyse and visualise data using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends AC9TDI8P02

Model and query the attributes of objects and events using structured data AC9TDI8P03

Investigate and manage the digital footprint existing systems and student solutions collect and assess if the data is essential to their purpose AC9TDI8P14

This sequence enables students to:

clean a spreadsheet by filtering data that is unnecessary for purpose
depersonalise a spreadsheet by removing data that unnecessarily contributes to a digital footprint
apply spreadsheet formulas and other techniques to analyse data
create charts to visualise data.

Supplementary information

While Microsoft Excel is the most frequently mentioned spreadsheet tool in this unit, other popular software such as Google Sheets and Apple Numbers perform most of the same functions, such as formulas and charts. Consider which software suites are available to students in your school.

The Google Workplace Learning Center provides information about transitioning between Microsoft Excel and Google Sheets.

The Apple Learning Center provides learning materials and a user guide for working with Numbers on an iPad.

Resources to include

Resources to introduce

7–8 Information is beautiful

Explore a collection of interesting and engaging data visualisations.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

be inspired by unique and interesting data visualisations.

Go to resource Close

7–8 Google public data

Engage with dynamic data visualisations that display many layers of information.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

try out data visualisations that go beyond 2D charts and line graphs.

Go to resource Close

7–8 Solving real-life problems in Excel

Use this short video to demonstrate two basic, real-life examples of using formulas in a spreadsheet.

Suggested time

5 minutes

Enables students to:

gain a non-threatening introduction to the use of formulas in a spreadsheet.

Solving real-life problems in ExcelImage

Go to resource Close

Resources to develop and consolidate learning

7–8 Microsoft Excel activities

Use this series of activities and worksheets to introduce and build spreadsheet skills.

Requires

computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers).

Suggested time

5 hours

Enables students to:

learn core spreadsheet skills through activities and worksheets.

Go to resource Close

7–8 Excel Easy

Use this series of tutorials to introduce and build spreadsheet skills. View Excel popular topics to learn about different functions.

Requires

computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers).

Suggested time

1-2 hours

Enables students to:

learn core spreadsheet skills through activities and tutorials.

Go to resource Close

7–8 Weather forecast from the stratosphere

Use this single lesson to introduce creating a visualisation from a provided dataset in a spreadsheet

Requires

computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers)

Suggested time

1 hour

Enables students to:

learn core spreadsheet skills needed for creating a chart
work with a real dataset.

Weather forecast from the stratosphereImage

Go to resource Resource details Close

7–8 Data Analytics

Use this online course to introduce principles of working with data.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

2 hours

Enables students to:

gain exposure to the use of spreadsheets for solving problems
learn foundational principles of data analysis.

Go to resource Close

7–8 Data Visualisation: finding the mode

Use this simple game to demonstrate how the choice of visualisation can make it easier to see important information.

Requires

internet access
computers, laptops or tablets

Suggested time

15 minutes

Enables students to:

get examples of various main chart types
be inspired by interesting data visualisations.

Data Visualisation: finding the modeImage

Go to resource Close

7–8 Data Visualisation: tips and examples

Use this webpage to show examples of chart types as well as effective visualisations and infographics.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

get examples of various main chart types
be inspired by interesting data visualisations.

Data Visualisation: tips and examplesImage

Go to resource Close

7–8 Modelling data using spreadsheets

Use this online resource to help students to learn spreadsheet skills and analysing data.

Requires

computers, laptops or tablets
requires free registration

Suggested time

3-5 hours

Enables students to:

learn core spreadsheet skills through activities and worksheets.

Go to resource Close

Resources to extend and integrate learning

Solar energy installations
Find out more

7–8 Solar energy installations

Use this lesson to perform analysis on a dataset about solar energy installations. This lesson is not recommended for introducing spreadsheets.

Requires

computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers)

Suggested time

1 hour

Enables students to:

perform an investigation on a real dataset available online
apply spreadsheet skills to analyse data and create visualisations.

Go to resource Resource details Close

Databases

What is this about?

Databases allow data to be structured in more complex and organised ways than is possible in a flat spreadsheet. Grouping data as attributes within records is the first step in working with databases. Students also make queries to select only data that meets particular criteria, including with Structured Query Language (SQL).

Content description

Analyse and visualise data using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends AC9TDI8P02

Model and query the attributes of objects and events using structured data AC9TDI8P03

This sequence enables students to:

explore the record structure for data
make queries on a single-table database to select data that meets particular criteria.

Supplementary information

Only single-table databases are addressed in this unit for Years 7–8. This permits understanding of the object/record structure for data, but does not require a thorough demonstration of how relational databases allow more complex organisation of data (see Years 9–10).

Resources to include

Resources to introduce

7–8 Database tutorial for beginners

Watch the first 3 minutes of this video to learn why a database is often used instead of a spreadsheet. This video moves on to more complex topics after the first 3 minutes

Suggested time

6 minutes

Enables students to:

receive an introduction to how and why a database is structured differently to a spreadsheet.

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7–8 What is SQL?

Watch this short video for a basic intro into SQL, the standard language interacting with databases.

Suggested time

4 minutes

Enables students to:

get a brief introduction to what SQL is, and how it allows data to be requested from a database (as well as added, removed or updated).

Go to resource Close

Resources to develop and consolidate learning

7–8 Databases

Use this short Bitesize revision module with test to outline the basic terms and concepts for databases.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

define terms such as record, field, query, form and report
identify basic database concepts.

Go to resource Close

7–8 Databases unplugged

Select unplugged activities from this sequence to model database records and SQL queries.

Requires

variety of classroom stationary
occasional printouts (document included or linked)

Suggested time

4 hours

Enables students to:

describe SQL queries from a database.

Go to resource Close

7–8 Intro to SQL

Use this online course to learn and practise SQL in an auto-marked environment.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

3 hours

Enables students to:

learn SQL with an existing, online database
practice SQL queries in an auto marked environment.

Go to resource Close

7–8 The Bike Shop

Use this task to practise making SQL queries for a single-table database.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

write and test SQL queries for an existing single-table database.

Go to resource Close

7–8 How to use Microsoft Access

Follow this short but comprehensive video to create a simple database in Microsoft Access. This video also demonstrates table relationships (multiple tables) and cross-table queries, which do not need to be addressed in Years 7–8.

Requires

Computers or laptops
installation of Microsoft Access (part of Microsoft Office suites)

Suggested time

31 minutes

Enables students to:

create a database as a single file on their computer or laptop (no remote or local server required)
practice queries, forms and reports.

Go to resource Close

7–8 OpenOffice Base

Use this free alternative to Microsoft Access for creating simple databases offline, without setting up servers. OpenOffice Base contains much of the same functionality as Microsoft Access, allowing students to create and manage a database as a single file on their computer or laptop

Requires

computers or laptops
installation of OpenOffice (free alternative to Microsoft Office)

Suggested time

30 minutes

Enables students to:

create a database as a single file on their computer or laptop (no remote or local server required)
practise queries, forms and reports.

Go to resource Close

Resources to extend and integrate learning

Computer Science Principles: Data
Find out more

7–8 Computer Science Principles: Data

Use this unit to work with database data using the AppLab environment, combining programming with data analysis.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

9 hours

Enables students to:

learn data science principles alongside programming skills at their own pace, with a teacher dashboard to monitor progress.

Go to resource Close

General-purpose programming

Overview

This unit introduces skills and tools for designing and testing algorithms, building up to the use of nested control structures and functions. Students are also introduced to coding in a general-purpose programming language like Python or JavaScript.

Achievement standards

By the end of Year 8 students design and trace algorithms and implement them in a general-purpose programming language.

Content descriptions

Generating and designing AC9TDI8P05, AC9TDI8P06

Producing and implementing AC9TDI8P09

Related content and General capabilities

Mathematics: Space AC9M7SP04, AC9M8SP04

Digital Literacy: Creating and exchanging, Managing and operating

Critical and Creative Thinking

This topic enables students to

use flowcharts and pseudocode to follow and design algorithms
code and test programs in a general-purpose programming language such as Python or JavaScript
transition from visual programming (e.g. Scratch) to general-purpose programming, if appropriate.

Supplementary information

This unit focuses on building specific skills through concept introduction and exercises in pure code implementation without the use of robots or electronics (though these can also be valid contexts for introducing these skills). The unit ‘Creating a digital solution’ is designed to incorporate skills from this unit into a purposeful design project, with options to explicitly incorporate electronics such as the micro:bit.

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

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 7-8

By the end of Year 8 students design and trace algorithms and implement them in a general-purpose programming language.

Assessment tasks

Options with a coding platform

Consider whether your chosen coding platform offers additional challenges that you can use for assessment of coding skills, or a ‘playground’ environment for students to complete custom coding challenges you set.

Module/task approach

An entire coding project may be difficult to assess for specific skills. Consider posing specific, smaller tasks of different complexity levels and types. For example, an algorithm (flowchart and/or pseudocode) is provided for some, while others require students to design and/or trace the algorithm first. Some are half-completed code, while others have errors to spot and correct.

A coding rubric

Consider a rubric that allows each skill to be assessed. Try this as a starting point: Word, PDF.

Test question banks

Selected questions from the Secondary question banks may help test student understanding of concepts in algorithms, flowcharts and code implementation.

The Gauntlet of Riddles

An example assessment task for algorithms and implementation, including its own rubrics.

Assessment advice

Use these suggested areas of focus to assess student skills, processes and knowledge.

Interpreting, designing and testing algorithms

Assess levels of complexity and proficiency in:

interpreting and designing flowcharts and pseudocode
understanding nested control structures
tracing algorithms.

Code implementation

Assess levels of complexity and proficiency in:

coding algorithms that include nested control structures (iteration, branching), variables and input
writing and calling functions in code
coding for readability and internal documentation (comments)
formally testing code.

Unit sequence

This topic offers 2 pathways

Core Unit

Flowcharts and pseudocode

What is this about?

Students build and consolidate their knowledge and skills in the design of algorithms represented as flowcharts and as pseudocode. They follow and create algorithms that include nested control structures, and practise tracing to test and predict their algorithms.

Content description

Design algorithms involving nested control structures and represent them using flowcharts and pseudocode AC9TDI8P05

Trace algorithms to predict output for a given input and to identify errors AC9TDI8P06

This sequence enables students to:

follow and trace algorithms in the form of flowcharts
follow and trace algorithms in the form of pseudocode
design algorithms that include nested control structures (loops and branching).

Resources to include

Resources to introduce

Years 7–8 What's an algorithm?

Watch this video to introduce pseudocode.

Suggested time

5 minutes

Enables students to:

explore the concept of an algorithm
get a first glimpse of pseudocode.

Go to resource Close

7–8 Introduction to flowcharts

Watch this video and the next in its playlist to introduce flowcharts.

Suggested time

5 minutes

Enables students to:

learn the basic flowchart symbols
see worked examples of algorithms represented as flowcharts.

Go to resource Close

Resources to develop and consolidate learning

7–8 Successful pseudocoding

Use this lesson sequence to learn pseudocode conventions and perform tracing.

Requires

printed text (document provided)

Suggested time

6 hours

Enables students to:

practise writing pseudocode with exercises
practise tracing algorithms with exercises.

Go to resource Close

7–8 Algorithm terminology quiz

Practise interpreting pseudocode with this online quiz.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

practise following and interpreting pseudocode.

Go to resource Close

7–8 Trace tables tutorial

Watch this video for an introduction to using a trace table.

Suggested time

6 minutes

Enables students to:

observe a worked example of using a trace table to test a pseudocode algorithm.

Go to resource Close

7–8 Using trace tables

Practise using trace tables with this online activity. This activity can be followed with code breaking and average night's sleep survey.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

practise tracing pseudocode with trace tables.

Go to resource Close

7–8 Flowchart prediction tables

Practise interpreting flowcharts with these three online exercises. This activity can be followed with code breaking and average night's sleep survey.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

practise following and interpreting flowcharts.

Go to resource Close

7–8 draw.io

Use this free online tool to draw flowcharts, among other diagrams. Common software like Microsoft PowerPoint and Google Slides can also be used to draw flowcharts.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

use standard symbols to draw flowcharts
common software.

Go to resource Close

Resources to extend and integrate learning

Years 7–8 Finding the shortest path

Use this lesson to introduce students to the famous Travelling Salesman algorithmic problem.

Requires

internet access
computers, laptops or tablets
printed worksheet (document provided)

Suggested time

1 hour

Enables students to:

design algorithms to solve a common problem – finding the shortest path through a series of points.

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7–8 Trace tables - condensed method

Watch this video for an example of tracing an algorithm that contains nested control structures.

Suggested time

6 minutes

Enables students to:

observe a worked example of using a trace table to test a pseudocode algorithm that contains branching inside of a loop.

Go to resource Close

7–8 Mermaid

Use this free online tool to generate flowcharts from text scripts in a straightforward syntax. The scripts used to specify flowcharts in Mermaid are not a general-purpose programming language.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

generate flowcharts using text scripts.

Go to resource Close

7–8 Flowgorithm

Use this free tool to create flowcharts and automatically show them as pseudocode and real code.

Requires

Windows computers or laptops

Suggested time

30 minutes

Enables students to:

create flowcharts in a form closer to pseudocode and real code
view and export their flowcharts as pseudocode, Python or JavaScript, among other languages.

Go to resource Close

7–8 Bebras

Challenge students with algorithmic thinking tasks designed for Years 7–8.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

complete online or unplugged tasks that require algorithmic thinking
register and compete in a biannual competition (optional).

Go to resource Close

7–8 Why algorithms are called algorithms

Watch this video for some historical insight into the man whose name became our word ‘algorithm’.

Suggested time

3 minutes

Enables students to:

enjoy some history about the origin of algorithms.

Why algorithms are called algorithmsImage

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Programming in Python

What is this about?

Python is a popular general-purpose programming language introduced to Years 7–8 students, which emphasises readability of code. Using Python, students can implement algorithms as programs that can be run. Additionally, students can be introduced to the use of functions for organising code.

Content description

Design algorithms involving nested control structures and represent them using flowcharts and pseudocode AC9TDI8P05

Trace algorithms to predict output for a given input and to identify errors AC9TDI8P06

Implement, modify and debug programs involving control structures and functions in a general-purpose programming language AC9TDI8P09

This sequence enables students to:

learn to write and test code in Python, optionally transitioning from visual code (e.g. Blockly, Scratch)
understand and practise writing and calling functions in their code.

Resources to include

Resources to introduce

Hour of code
Find out more

7–8 Hour of code

Search ‘python’ at the linked page and choose a short coding activity or course created for introducing Python. the Hour of Code site brings together free short courses from many different online platforms, but further content on a platform may not be free. Additionally, some may require specific hardware or software installation.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

try a short introduction to python programming in a coding environment.

Go to resource Close

Resources to develop and consolidate learning

7–8 Visual-to-text coding course

Choose this online lesson series to facilitate a transition from visual code to Python or JavaScript, with an emphasis on algorithm design.

Requires

internet access
computers, laptops or tablets

Suggested time

20 hours

Enables students to:

undertake a series of lessons designed to be run by a teacher
focus on how visual programs (e.g. Scratch) can be programmed in Python and JavaScript.

Go to resource Resource details Close

7–8 Python for beginners

Choose this online course to provide students with interactive, self-marking coding exercises.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

12 hours

Enables students to:

learn Python programming concepts at their own pace, with a teacher dashboard to monitor progress
complete exercises in an interactive, self-marking coding environment.

Go to resource Close

7–8 Introduction to coding

Choose this online course to introduce Python through a series of introductory videos and coding exercises. algorithm complexity as expected in the Years 7–8 curriculum, this course should be followed by Intermediate coding.

Requires

internet access
computers, laptops or tablets

Suggested time

8-16 hours

Enables students to:

learn python programming concepts at their own pace, or with teacher direction
write programs with the help of video walkthroughs.

Go to resource Close

7–8 Replit.com

Use this online environment to write and test Python programs.

Requires

internet access
computers or laptops
free replit.com accounts (tied to individual email addresses)

Suggested time

30 minutes

Enables students to:

write and test Python code in an online Integrated Development Environment (IDE).

Go to resource Close

7–8 Python Tutor

Use this online tool to visualise Python code as you run it.

Requires

internet access
computers or laptops

Suggested time

30 minutes

Enables students to:

write Python code, then step through line-by-line
show visualisations of the variables in their code.

Go to resource Close

7–8 Thonny

Use this tool for a very basic offline environment to code in Python. Thonny must be installed on Windows, Mac or Linux.

Requires

Computers or laptops
Internet access

Suggested time

30 minutes

Enables students to:

write and test Python code in a simple IDE without relying on online environments
show visualisations of the variables in their code.

Go to resource Close

Resources to extend and integrate learning

7–8 Coding a sentimental chatbot in Python

Apply Python coding to build a chatbot that uses natural language processing.

Requires

internet access
computers, laptops or tablets

Suggested time

8 hours

Enables students to:

practice Python coding with the help of demonstration videos
develop a conversational program that performs sentimental analysis to detect emotion in text.

Coding a sentimental chatbot in PythonImage

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7–8 NCSS challenge Python

Provide online coding challenges for students during February and July (beginners or intermediate streams).

Requires

internet access
computers, laptops or tablets

Suggested time

5 weeks

Enables students to:

practise Python coding with the help of demonstration videos
develop a conversational program that performs sentiment analysis to detect emotion in text.

Go to resource Close

7–8 Intro to computer science in Python

Choose this online platform to customise a sequence of modules for your class.

Requires

internet access
computers, laptops or tablets
free CodeHS accounts

Suggested time

20 hours

Enables students to:

learn Python programming concepts at their own pace, with a teacher dashboard to monitor progress
take on more advanced modules with customisation by their teacher.

Intro to computer science in Python Image

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7–8 Minecraft for Education

Explore Python coding in the Minecraft environment. Minecraft: Education Edition must be installed on Windows, Mac, Chromebook, iOS or Android.

Requires

internet access
computers, laptops or tablets

Suggested time

11 hours

Enables students to:

learn and practise Python coding within a Minecraft environment customised for education.

Go to resource Close

7–8 Visual Studio Code

Use this software for a full-featured offline environment to code in Python. Visual Studio Code must be installed on Windows, Mac or Linux.

Requires

Computers or laptops

Suggested time

30 minutes

Enables students to:

write and test Python code in a full-featured IDE without relying on online environments.

Go to resource Close

Programming in JavaScript

What is this about?

JavaScript is a general-purpose programming language that is also used to make webpages interactive. Using JavaScript, students can implement algorithms as programs that can be run. Additionally, students are introduced to the use of functions for organising code.

Content descriptions

Design algorithms involving nested control structures and represent them using flowcharts and pseudocode AC9TDI8P05

Trace algorithms to predict output for a given input and to identify errors AC9TDI8P06

Implement, modify and debug programs involving control structures and functions in a general-purpose programming language AC9TDI8P09

This sequence enables students to:

learn to write and test code in JavaScript, optionally transitioning from visual code (e.g. Blockly, Scratch)
understand and practise writing and calling functions in their code.

Resources to include

Resources to introduce

7–8 Hour of code

Search ‘javascript’ at the linked page and choose a short coding activity or course created for introducing JavaScript. the Hour of Code site brings together free short courses from many different online platforms, but further content on a platform may not be free. Additionally, some may require specific hardware or software installation.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

try a short introduction to JavaScript programming in a coding environment.

Go to resource Close

7–8 Geography mini

Try a short course that dives into HTML, CSS and JavaScript with a geography connection.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

5 hours

Enables students to:

explore some basic HTML, CSS and JavaScript programming at their own pace, with a teacher dashboard to monitor progress
complete exercises in an interactive, self-marking coding environment.

Go to resource Close

Resources to develop and consolidate learning

7–8 Visual to text coding course

Choose this online lesson series to facilitate a transition from visual code to Python or JavaScript, with an emphasis on algorithm design.

Requires

internet access
computers, laptops or tablets

Suggested time

20 hours

Enables students to:

undertake a series of lessons designed to be run by a teacher
focus on how visual programs (e.g. Scratch) can be programmed in Python and JavaScript.

Go to resource Resource details Close

7–8 Game lab

Choose the unit ‘Animations and games’ from the Computer Science Discoveries course to provide students with interactive coding exercises.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Enables students to:

learn JavaScript programming concepts at their own pace, with a teacher
alternate between typing code and using blocks
complete exercises in an interactive coding environment.

Go to resource Close

7–8 Webpages with JavaScript

Choose this online course to work with HTML, CSS and JavaScript, providing students with interactive, self-marking coding exercises. If students are new to HTML, this course should be preceded HTML/CSS starter.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

10 hours

Enables students to:

learn JavaScript programming concepts in the context of webpages with HTML and CSS, with a teacher dashboard to monitor progress
complete exercises in an interactive, self-marking coding environment.

Go to resource Close

7–8 Replit.com

Use this online environment to write and test JavaScript programs. selecting 'Node.js' when creating a project allows for a direct JavaScript programming experience. Selecting 'HTML, CSS, JS' starts a project with a webpage development experience.

Requires

internet access
computers, laptops or tablets
free replit.com accounts (tied to individual email addresses)

Suggested time

30 minutes

Enables students to:

write and test JavaScript code in an online IDE.

Go to resource Close

7–8 Python Tutor

Despite the name, use this online tool to visualise JavaScript code as you run it.

Requires

internet access
computers or laptops

Suggested time

30 minutes

Enables students to:

write JavaScript code then step through line-by-line
show visualisations of the variables in their code.

Go to resource Close

Resources to extend and integrate learning

7–8 Coding for GUIs course

Continue from the visual-to-text coding course to create interactive webpages with HTML, CSS and JavaScript.

Requires

internet access
computers, laptops or tablets

Suggested time

10 hours

Enables students to:

undertake a series of lessons designed to be run by a teacher
focus on principles of user interface while using JavaScript code to make webpages interactive.

Coding for GUIs (JavaScript edition): Index pageImage

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7–8 Rock, paper, scissors, AI!

Use this guided project to apply JavaScript code for training a computer vision AI model.

Requires

internet access
computers, laptops or tablets with webcam
free P5 accounts (see the resource for info about P5)

Suggested time

3 hours

Enables students to:

train an AI model to recognise rock, paper and scissors hand gestures
apply JavaScript code with the trained AI model to develop a rock, paper, scissors game that watches their hand.

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7–8 App lab

Choose Units 3 to 7 from the Computer Science Principles course to provide students with interactive coding exercises.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

40 hours

Enables students to:

learn JavaScript programming concepts at their own pace, with a teacher
alternate between typing code and using blocks
complete exercises in an interactive coding environment.

Go to resource Close

7–8 CoSpaces Edu

Create a 3D world to engage with in AR and VR, then use JavaScript code to make it interactive. This environment uses TypeScript, a language that is functionally identical to JavaScript for most Year 7–8 coding requirements.

Requires

internet access
computers or laptops
paid CoSpaces licenses

Suggested time

30 hours

Enables students to:

construct a 3D environment with objects, furniture and characters
use JavaScript code to make the world interactive
with appropriate hardware, enter into your world with Virtual Reality (VR) or Augmented Reality (AR).

Go to resource Close

Hardware, networks and cyber threats

Overview

This unit explores how the performance of computer hardware – such as CPU and RAM – is determined by its specifications, and how digital networks (wired and wireless) can also be compared in terms of requirements. Students are introduced to the concepts of network protocols and cryptography for ensuring data integrity and security, and learn to identify and mitigate cyber security threats like phishing.

Achievement standards

By the end of Year 8 students select appropriate hardware for particular tasks, explain how data is transmitted and secured in networks, and identify cyber security threats.

Content descriptions

Digital systems AC9TDI8K01, AC9TDI8K02

Privacy and security AC9TDI8P13

Related content and General capabilities

Digital Literacy: Managing and operating, Select and operate tools

Critical and Creative Thinking: Generating, Analysing

This topic enables students to

compare and select different computer hardware according to its performance specifications
compare physical networks (wired and wireless)
describe network protocols that ensure data integrity
explain and apply basic data encryption
identify cyber security threats like phishing, and measures to mitigate them.

Supplementary information

The four sequences in this unit are designed to be covered in order.

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

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 7-8

By the end of Year 8 students select appropriate hardware for particular tasks, explain how data is transmitted and secured in networks, and identify cyber security threats.

Present summative assessment rubrics that are tailored to meet the specific learning goals identified for any assessment item. These should be explicit, identify the specific knowledge, understanding and skills that should be demonstrated, and use measurable outcomes and language that students can understand.

The rubric below is not meant to be used as a task rubric. It has been produced to assist you to determine the appropriate level of knowledge and understanding of the key concepts presented in the activities for student achievement at each year level. This should be used alongside the Australian Curriculum achievement standards and any school or jurisdiction guidelines for summative assessment purposes.

Think of the depth of knowledge and understanding as being a continuum. Students who are operating at a relational level, for example, will also be able to demonstrate the multi-structural knowledge acquisition presented.

While teachers could use aspects of the tasks presented for summative assessment, the following activities and projects are suggested as potential assessment tasks that could be used for evaluation of student learning and generation of grades or scores as required by most jurisdictions and governments.

Students come up with a new game, or extensions to the CS Unplugged Tablets of Stone activity, that inject additional network infrastructure (for example, routers and firewalls) or security measures (for example, encryption and security certificates), and assess them on correctness and quality of representation.
Students present their research findings through development of a creative asset (for example, infographic, social media awareness video, podcast episode) that can be published to the wider school community.
Students use their learning from the activities to write a persuasive letter to their local minister, urging investment in infrastructure to support their future in their industry of interest.

Criteria	Pre-structural	Uni-structural	Multi-structural	Relational	Extended abstract
Structure and types of networks	can identify some of the key features of a network, but is unclear on their roles in the system or how data moves between them	understands the route data travels between main components of a network but does not fully understand the purpose of each step; can state different types of networks	can identify important parts of a network and distinguish between them; explains simple reasons for choosing one type of infrastructure over another	can articulate the role of each component in the network and how the entire system is dependent on each performing a specific purpose; can rationalise choice of network infrastructure	understands how decisions around design of networks are affected by multiple factors, and that good designs will incorporate alternative routes for data transmission and redundancy
Transmission and structure of data	identifies that networks allow the transmission of data between computers, and that data carries some meaning	can explain that data transmission involves more than just the transfer of information and requires metadata to be able to function	understands the information contained within metadata and can explain how it is used to ensure messages reach their destination	explains the type of information that is stored in metadata and the limitations this introduces in terms of the rate of transfer and the quantity of message data in each packet	draws upon the knowledge they have learned to hypothesise about the nature of data and the challenges inherent in reconstructing it when multiple data streams are being transferred between nodes in a network
Network performance	can identify that different types of physical media change network performance	can explain the reasons for different physical media performing differently on a network	can discuss the advantages and disadvantages of using different types of physical media in terms of cost, performance and other factors	can explain why typical networks use a combination of different types of physical media for communication in terms of cost, convenience and other factors	can draw conclusions about the choice of physical media in large networks in terms of both intra- and inter-network communications, and factors such as cost, performance, reliability and convenience
Network security basics	understands that modern networks include security features but may not completely understand the need for it	understands the need for security in networks to ensure data is not altered or intercepted by third parties	can explain the need for security in networks in terms of data security and privacy, and can provide a simple description of basic techniques used	understands that network security is achieved through a multi-layered approach, and can explain why more than one layer is necessary for the system to effectively maintain data privacy, security and integrity	can hypothesise about the value of strong security measures to typical online activities such as banking, identity management and other critical services, and the implications of security breaches on society
Approximate grade level	E	D	C	B	A

Unit sequence

This topic offers 4 sequential units

Unit 1

The best computer for the job

Students learn how the specifications of different digital hardware allows components to be selected according to purpose.

Learn More

Unit 2

Networks and protocols

Students compare the performance of physical networks (wired and wireless).

Learn More

Unit 3

Data encryption

Students explore and try out different methods of encryption.

Learn More

Unit 4

Cyber threats

Students learn about cyber threats like phishing and ways to protect digital systems, such as using multi-factor authentication for passwords.

Learn More

The best computer for the job

What is this about?

The best laptop for office work may not be appropriate for professional video editing, or for playing 3D games. Students learn how the specifications of different digital hardware allows components to be selected according to purpose.

Content description

Explain how hardware specifications affect performance and select appropriate hardware for particular tasks and workloads AC9TDI8K01

This sequence enables students to:

identify specifications for different digital hardware
select appropriate hardware according to a given purpose or user.

Supplementary information

Digital hardware specifications – such as the most up-to-date CPUs or graphics capabilities on computers and phones – change from year to year. It is recommended to seek current information, such as through computer hardware stores and review articles.

Resources to include

Resources to introduce

7–8 What does what in your computer?

Watch this video to introduce the key components of a desktop computer.

Suggested time

8 minutes

Enables students to:

revise or gain an overview of the main components inside a typical desktop computer.

Go to resource Close

7–8 What's inside a smartphone?

Watch this dissection of a phone and try to identify computer hardware components.

Suggested time

4 minutes

Enables students to:

break down hardware components within a smartphone
attempt to identify the equivalent components also found in desktop and laptop computers, such as the motherboard, CPU, GPU and memory.

Go to resource Close

7–8 Parts of a wearable computer

Display this poster to show how even smartwatches have similar components to a computer.

Suggested time

30 minutes

Enables students to:

identify hardware components within a wearable device.

Go to resource Close

Resources to develop and consolidate learning

7–8 The 3 Cs – introducing the CPU

Use this lesson to focus on three key features when choosing a CPU.

Requires

slides (provided)
printed and cut-out keywords (documents provided)
internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

focus on the meaning of clock speed, cache size and number of cores in a CPU.

Go to resource Close

7–8 Memory (RAM/ROM)

Use this lesson to explore how RAM and ROM work.

Requires

printed posters (documents provided)
printed and cut-out numbers (documents provided)
internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

participate in an unplugged classroom activity to simulate how RAM and ROM interact.

Go to resource Close

7–8 Storage devices

Use this activity to explore different secondary storage media and choose them to fit purpose.

Requires

documents for students to complete then print (provided)

Suggested time

1 hour

Enables students to:

research the differences between optical, magnetic and solid state storage
compare different storage media according to requirements.

Go to resource Close

7–8 Computer specifications

Use this online lesson with video and quiz to learn about choosing CPUs according to specifications.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

explore different CPU types and specifications
discuss choosing the appropriate CPU for a user's requirements.

Go to resource Close

7–8 Hardware contest

Use this activity to get students researching and thinking about hardware specifications. The specific hardware referenced in this activity is unlikely to be up-to-date at the time of use. Consider modifying the details before doing this activity. Also, consider framing it around different user requirements rather than a simple ‘which is better’.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

compare different computer hardware according to given specifications
argue for the selection of one device over another according to requirements.

Go to resource Close

7–8 Computer hardware crossword

Use this online crossword to revise computer hardware vocabulary.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

revise their understanding of different computer hardware terms.

Go to resource Close

Resources to extend and integrate learning

7–8 Integrated circuits and Moore's Law

Watch this video to delve into the history of silicon chips.

Suggested time

14 minutes

Enables students to:

explore how tiny transistors enabled the computer revolution.

Go to resource Close

7–8 Quantum computing

Work through this course for an introduction to the new area of quantum computing.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

2 hours

Enables students to:

describe the differences between regular computers and quantum computers.

Go to resource Close

Networks and protocols

What is this about?

Just as computer hardware components have pros and cons depending on requirements, the performance of physical networks (wired and wireless) can also be compared. Students also explore network protocols used to ensure data is transmitted correctly from one device to another.

Content description

Investigate how data is transmitted and secured in wired and wireless networks including the internet AC9TDI8K02

This sequence enables students to:

identify different types of networks and compare their performance
describe protocols used to ensure data integrity across a network (accurate transmission from one device to another)
model networks and network protocols using micro:bits (optional).

Resources to include

Resources to introduce

7–8 The internet: wires, cables and wi-fi

Watch this video for a brief outline of the three most common transmission media used in networks.

Suggested time

7 minutes

Enables students to:

explore and compare copper cables, optic fibre and wireless transmission.

The internet: wires, cables and wi-fiImage

Go to resource Close

7–8 A packet's tale: How does the internet work?

Revisit this short video to introduce the concept of packet switching.

Suggested time

3 minutes

Enables students to:

be exposed to the concept of breaking data down into packets for transmission across networks.

Go to resource Close

Resources to develop and consolidate learning

7–8 Ancient superhighways

Use this lesson, to guide students to compare physical networks (wired and wireless) to the ancient network related to First Nations Peoples’ trading practices throughout history, including trade routes.

Requires

computer and internet access to view videos
access to worksheets (documents provided)

Suggested time

2 hours

Enables students to:

compare and contrast computer networks and ancient First Nations trade routes
describe possible ways the ancient trade routes might be similar to network components.

Go to resource Resource details Close

7–8 Computer networks

Watch this video for a condensed introduction to network terminology and the concept of packet switching.

Requires

internet access
computers, laptops or tablets

Suggested time

12 minutes

Enables students to:

explore the history of computer networks and the internet
gain a quick introduction to the concept of packet switching.

Go to resource Close

7–8 Network technologies

Use this Bitesize module with video to compare network topologies.

Requires

internet access
computers, laptops or tablets

Suggested time

3 minutes

Enables students to:

compare and contrast star, ring and bus network topologies.

Go to resource Close

7–8 Computer Chatter 1: Networks and data transmission

Use this unplugged lesson to introduce students to the challenges of transmitting messages in a network.

Requires

printed transport maps (example links provided)
printed, cut-out pieces of paper (documents provided)

Suggested time

1 hour

Enables students to:

practise determining routes through a network
role-play network protocols using pieces of paper in the classroom.

Computer chatter 1: Networks and data transmission Image

Go to resource Resource details Close

7–8 Computer Chatter 2: Network performance

Use this research activity to explore and discuss the differing performances of various network solutions.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

research different network infrastructures
consider the suitability and performance of different network solutions.

Computer chatter 2: Network performanceImage

Go to resource Resource details Close

7–8 Networks from semaphores to the internet

Choose this lesson series to cover network hardware, protocols and metrics for performance.

Requires

various worksheets and slide packs (included)
internet access
computers, laptops or tablets
requires free login to access downloadable materials

Suggested time

6 hours

Enables students to:

define network hardware
compare wired and wireless networks using metrics such as bandwidth
introduce internet protocols.

Networks from semaphores to the internetImage

Go to resource Close

7–8 The internet course unit

Choose this lesson series to introduce key concepts about the internet while using a network simulation tool.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

6 hours

Enables students to:

explore network addresses and their purpose
explore routers and their use in directing network traffic
collaboratively simulate network hardware, traffic and protocols.

Go to resource Close

7–8 Network design drag & drop

Use this activity to identify common network components and describe their purpose.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

identify components such as switches, workstations and firewalls
describe the purposes of common network components.

Go to resource Close

7–8 Australia's internet technologies compared for you

Use this 2021 article to discuss and compare the options for accessing internet in Australia.

Suggested time

30 minutes

Enables students to:

compare the different options for internet connectivity in Australia.

Go to resource Close

7–8 Network Design

Use this student-friendly tool to design a network.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

identify network components
construct a network diagram.

Go to resource Close

Resources to extend and integrate learning

7–8 Morse code network

Choose this hands-on course to model networks and network protocols by wiring together micro:bits.

Requires

class set of micro:bits (one per student or pair)
internet access
computers, laptops or tablets

Suggested time

5 hours

Enables students to:

code and physically wire together micro:bits to model a network using Morse Code as a metaphor
gain a basic understanding of hubs and routers.

Go to resource Resource details Close

7–8 How to read a traceroute

Demonstrate this functionality to reveal the different routers a packet passes through. some school networks do not allow traceroute to function.

Requires

internet access

Suggested time

15 minutes

Enables students to:

see the different routers a packet passes through, e.g. when you attempt to connect to an overseas-hosted website.

Go to resource Close

7–8 The story of wi-fi

Watch this video to introduce the Australian invention of wi-fi.

Suggested time

2 minutes

Enables students to:

get an overview of how text, images and sound are stored in binary.

Go to resource Close

7–8 Python networking with micro:bit

Learn how to code the micro:bit to use the radio! In this DT Mini Challenge, you can create wireless networks to send pictures and messages around the room!

Requires

internet access
computers, laptops or tablets
free Grok Academy accounts

Suggested time

4–8 hours

Enables students to:

code and physically wire together micro:bits to model a network.

Go to resource Close

7–8 Networking with the micro:bit

Choose this hands-on course to explore networks and network protocols with the micro:bit's wireless messaging capability. Student experience using and coding with micro:bits is highly recommended.

Requires

class set of micro:bits (one per student or pair)
internet access
computers, laptops or tablets

Suggested time

7 hours

Enables students to:

code and physically wire together micro:bits to model a network using Morse Code as a metaphor
gain a basic understanding of hubs and routers.

Go to resource Resource details Close

Data encryption

What is this about?

Encryption is one way of protecting data so that it can be transmitted securely across a network. Students can explore and try out different encryption methods.

Content description

Investigate how data is transmitted and secured in wired and wireless networks including the internet AC9TDI8K02

This sequence enables students to:

explain the rationale of cyber security
identify and apply data encryption and decryption.

Resources to include

Resources to introduce

7–8 The internet: Encryption & public keys

Watch this video for a crisp, clear introduction to encryption and the concept of public and private keys.

Suggested time

7 minutes

Enables students to:

explore simple encryption techniques
understand the need for more complex encryption today
gain an introduction to public and private keys.

The internet: Encryption & public keysImage

Go to resource Close

7–8 Cryptography: cipher wheels

Try basic encryption with short, unplugged activities.

Requires

printed wheel page (document included)
scissors, butterfly pins

Suggested time

30 minutes

Enables students to:

practise basic encryption and decryption ciphers.

Go to resource Close

Resources to develop and consolidate learning

7–8 Simple encryption

Use this online lesson with interactives to try out encryption and decryption.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

1 hours

Enables students to:

practice performing encryption and decryption using a custom, online tool

Go to resource Close

7–8 Cryptography

Use this online course to explore classic cryptographic ciphers and how to break them.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

6 hours

Enables students to:

explore and practise encryption and decryption
learn about cyber security careers.

Go to resource Close

7–8 Frequency analysis

Use this activity to introduce this technique for decrypting textual ciphers.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

learn and practise an established technique for cracking encrypted messages.

Go to resource Close

7–8 Enigma emulator

Try an emulator of the famous Enigma device that was cracked during WWII.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

learn about the historical encoding device famously cracked in WWII
use a working emulator to practise encrypting and decrypting messages.

Go to resource Close

Resources to extend and integrate learning

7–8 Parachute secret message encoder

Practise a unique encoding and decoding system based on the NASA Perseverance's parachute.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

learn and practise a different type of encryption similar to a barcode.

Go to resource Close

7–8 Visual cryptography

Use this resource to explain visual cryptography a technique that consists of hiding information (text/symbols/graphics) within two semi-transparent pictures (called layers).

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

learn and practise a 2D visual technique for encoding messages, similar to that used in QR codes.

Go to resource Close

7–8 Cryptography challenge

Use this programming activity to provide a challenge for students already familiar with Python. Not recommended for introducing Python coding for the first time. See ‘General-purpose programming’ unit.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

use Python code to reverse-engineer an encryption algorithm.

Go to resource Close

Cyber threats

What is this about?

Students explore how digital systems (including their own) face various cyber threats, such as phishing, and how these threats can be mitigated through techniques including multi-factor authentication of passwords.

Content description

Explain how multi-factor authentication protects an account when the password is compromised and identify phishing and other cyber security threats AC9TDI8P13

This sequence enables students to:

identify some common cyber security threats, such as phishing
describe some common approaches for mitigating threats, including multi-factor authentication.

Resources to include

Resources to introduce

Cybersecurity in 7 minutes
Find out more

7–8 Cybersecurity in 7 minutes

Watch this video for a brief introduction to common cyber threats and mitigations.

Suggested time

7 minutes

Enables students to:

gain an introduction to cyber threats, including malware, phishing, denial of service attacks and manipulator-in-the-middle attacks.

Go to resource Close

Resources to develop and consolidate learning

7–8 Information privacy and security course

Use this online course to introduce cyber threats with simulated social media and email scenarios.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

4 hours

Enables students to:

discover cyber security vulnerabilities among students in a simulated environment
identify threats like phishing and mitigations like multi-factor authentication.

Information privacy and security courseImage

Go to resource Close

7–8 Security Risks

Use Lesson 6 and the following Lesson 7 to go over common security risks and examine a case study.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

1 hour

Enables students to:

identify and describe keylogging, phishing and malware threats
investigate a large-scale cyber attack through a case study.

Go to resource Close

7–8 Protecting Data

Use this lesson to introduce multi-factor authentication as a way to mitigate cyber threats.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

1 hour

Enables students to:

explain the purpose and effectiveness of multi-factor authentication.

Go to resource Close

7–8 Classroom ideas – privacy and security

Use Lesson 1 in this pack to explore multi-factor authentication and biometrics.

Requires

internet access
computers, laptops or tablets

Suggested time

3 hours

Enables students to:

compare different methods of securing passwords
identify the benefits of multi-factor authentication.

Classroom ideas – privacy and securityImage

Go to resource Close

7–8 Cyber hunt

Select short standalone activities recommended for Years 7–8.

Requires

internet access
computers, laptops or tablets

Suggested time

5-15 minutes per activity

Enables students to:

warm up at the start of lessons
explore vulnerabilities that relate to privacy and cyber security.

Go to resource Close

7–8 REDSPICE

Read about the Australian Government's large-scale initiative to boost national cyber security.

Suggested time

30 minutes

Enables students to:

be informed about the current initiative to boost national cyber security, announced in 2022.

Go to resource Close

Resources to extend and integrate learning

7–8 CyberTaipan

Participate in a nationwide cyber security competition with modules to help prepare.

Requires

significant technical and software requirements

Suggested time

30 minutes

Enables students to:

take part in a nationwide competition
practise hands-on securing systems.

Go to resource Close

7–8 ASD CyberEXP

Use this course to focus on careers in cyber security.

Requires

internet access
computers, laptops or tablets
free LifeJourney accounts

Suggested time

2 hours

Enables students to:

learn about cyber security careers and skills.

Go to resource Close

7–8 Cyber security

Use this online course to focus on the ways websites are protected from cyber threats.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

6 hours

Enables students to:

identify and mitigate threats to web sites and services, using a simulated web browser environment.

Go to resource Close

Collaborative data project

Overview

This unit provides an opportunity for students to apply the data-analysis skills from the ‘Working with data’ unit in the context of a digital solution designed, developed and evaluated collaboratively. Project management principles and skills are explicitly introduced in pathway 1, then three different option pathways provide contexts and ideas for student projects that involve the collection and analysis of data and the presentation of information. Choose one pathway that suits your students’ needs, school context and available resources.

Achievement standards

By the end of Year 8 students develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria.

Students acquire, interpret and model data with spreadsheets and represent data with integers and binary.

They select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.

Content descriptions

Investigating and defining AC9TDI8P04

Generating and designing AC9TDI8P08

Evaluating AC9TDI8P10

Collaborating and managing AC9TDI8P11, AC9TDI8P12

Related content and General Capabilities

Mathematics: Statistics AC9M7ST03, AC9M8ST01, AC9M8ST04

Digital Literacy: Practising digital safety and wellbeing, Investigating, Managing and operating

Critical and Creative Thinking

Personal and Social capability: Social management

This topic enables students to

explore agile project management and use digital tools to manage a collaborative project
refamiliarise themselves with a design methodology, and use it to guide their project
design a data investigation using user stories and design criteria
apply the data acquisition and analysis skills from the ‘Working with data’ unit, considering data privacy
use digital tools to present their information
evaluate their data investigation.

Supplementary information

This unit is intended to be undertaken after the ‘Working with data’ unit, which introduces data collection principles and specific spreadsheet skills. Additionally, design methodology and user stories are not explicitly reintroduced here – see the ‘Creating a digital solution’ unit for resources on those topics.

The first two option pathways in this unit provide different data collection options for projects where students work in teams to design, perform and evaluate a data investigation. Both options include collection, analysis and visualisation of data with the final presentation produced in the form of an infographic.

The pathway ‘Primary and secondary data investigation’ focuses on collecting data through a digital survey as well as from an online repository.
The pathway ‘Analysing sensor data’ focuses on obtaining data from electronic sensors using the popular micro:bit classroom device or other options available in your school. It may include a small amount of programming.

The third option pathway 'Machine learning research' provides a more open-ended opportunity with students conducting research on an artificial intelligence (AI) tool such as Google Teachable Machine.

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

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 7–8

By the end of Year 8 students develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria.

Students acquire, interpret and model data with spreadsheets and represent data with integers and binary.

They select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.

Rubric: Collaborative data project

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Decomposing real-world problems and contexts	with guidance and support breaks down problems into smaller, manageable parts and with prompting can identify project requirements	uses basic skills in decomposing problems and identifies key project requirements	effectively decomposes problems into manageable parts and identifies key project requirements such as data and identifies relationships that highlight the connections between different parts of the project	effectively decomposes problems into manageable parts and identifies all project requirements including the necessary data and describes how interrelationships between different parts of the project can impact the outcome
Acquire, store, and validate data from a range of sources using software	with guidance and support acquires and stores data from sources and may not validate data effectively	shows basic skills to acquire and store data from sources; attempts to validate data with some success	demonstrates accessing relevant data sources, imports and clean data, store data in an organised way ensuring that the data is accurate, reliable, and ready for analysis	demonstrates ability to acquire, store, and validate data from diverse sources using appropriate software, demonstrating thorough validation techniques and error checking
Analyse and visualise data using a range of software	with guidance and support can analyse and visualise data; demonstrates basic understanding of software tools for analysis and visualisation	demonstrates basic ability to analyse and visualise data; uses software tools for analysis and visualisation with some support	demonstrates analysis and visualisation of data using relevant software; demonstrates understanding of software tools and explains ways to analyse and visualise data effectively	use advanced analysis techniques to derive deep insights from the data and creates complex and interactive visualisations that effectively communicate insights from the data, using advanced features of the software to enhance visual representation
Draw conclusions and make predictions by identifying trends	with guidance and support draws conclusions and makes predictions from data; requires support and prompting to identify trends	demonstrates a basic ability to draw conclusions and make predictions from data; identifies trends with some accuracy	draws well considered conclusions referring to relevant data, makes logical predictions from data and identifies trends accurately	draws well-considered conclusions based on relevant data and the question being addressed, makes logical predictions using advanced statistical techniques and identifies complex trends and patterns in the data
Planning, collaborating on, and managing projects	with guidance and support, can plan a project with a timeline, work in a team given a specific role and track project progress	plans a project with goals and timelines, works in a team taking on a specific role and tracks project progress using basic project management skills	effectively plans a project with realistic goals and timelines, works effectively in a team collaborating and communicating and effectively tracks project progress using well-developed project management skills	effectively plans a project with realistic goals and timelines, consistently works effectively in a team demonstrating leadership and effectively monitors project progress and if needed adapts the work to achieve the goals and timelines

Unit sequence

This topic offers 3 pathways

Core Unit

Project management

Students explore agile approaches to project management, as well as digital tools to share, plan and manage work collaboratively.

Learn More

Primary and secondary data investigation

Using agile project management, students work in teams to conduct a data investigation for a specific audience.

Learn More

Analysing sensor data

Using agile project management, students work in teams to conduct a data investigation where the data comes from electronic sensors.

Learn More

Machine learning research

Using agile project management, students work in teams to conduct an investigation into an AI tool such as Google Teachable Machine.

Learn More

Project management

What is this about?

Large endeavours benefit from the effective use of project management techniques, whether individual or collaborative. Students explore agile approaches to project management, as well as digital tools to share, plan and manage work collaboratively.

Although it is associated with a number of specific tools and practices, 'agile' is the name given to a set of values and principles for creating a solution. This approach was developed as a response to the shortcomings of more traditional approaches for software development, such as 'waterfall'.

Content description

Investigating and defining AC9TDI8P04

Generating and designing AC9TDI8P08

Evaluating AC9TDI8P10

Collaborating and managing AC9TDI8P11, AC9TDI8P12

This sequence enables students to:

explore agile project management and use digital tools to manage a collaborative project
refamiliarise themselves with a design methodology, and use it to guide their project
design a data investigation using user stories and design criteria
apply the data acquisition and analysis skills from the ‘Working with data’ unit, considering data privacy
use digital tools to present their information.

Supplementary information

While resources for Gantt charts are included, Gantt charts are more associated with traditional project management than with agile methodologies.

Resources to include

Resources to introduce

7–8 What is agile?

Watch this video for a brief introduction to how agile principles and tools differ from the traditional ‘waterfall’ approach to creating a solution.

Suggested time

9 minutes

Enables students to:

gain an introductory understanding of the agile principles
contrast agile with a traditional 'waterfall' approach to creating a solution.

Go to resource Close

7–8 Agile manifesto poster

Show this image to reference the four values and 12 principles of the agile approach.

Suggested time

30 minutes

Enables students to:

view and reference the four values and 12 principles of the agile approach to creating a solution.

Go to resource Close

Resources to develop and consolidate learning

7–8 Agile user stories

Watch this video to see example user stories and how user stories apply to agile project management.

Suggested time

7 minutes

Enables students to:

see examples of user stories in the context of software development, but applicable to data investigations - another digital solution
explore how user stories apply to agile project management.

Go to resource Close

7–8 Scrum vs Kanban - What's the difference?

Watch this video for an introduction to project management with Scrum and Kanban – two methodologies common to the agile approach.

Suggested time

5 minutes

Enables students to:

gain an introduction to how development teams use the Scrum methodology to complete projects
explore how the Kanban methodology differs from Scrum.

Go to resource Close

7–8 Trello

Use this online collaborative tool to manage a board of tasks as part of an agile methodology like Scrum.

Requires

internet access
computers, laptops or tablets
free Trello account for user the board (using email address)

Enables students to:

create and maintain a board with individual tasks (tickets)
use a Scrum template to begin working with that agile methodology.

Go to resource Close

7–8 Microsoft Whiteboard

For schools with Microsoft suite, Use this collaborative tool for a whiteboard where planning and brainstorming can take place. Microsoft Whiteboard may be available to your school as part of a Microsoft suite.

Requires

Computers or laptops

Suggested time

30 minutes

Enables students to:

work together on a digital whiteboard to make diagrams, plans and brainstorms.

Go to resource Close

7–8 How to put a man on the moon if you're a kid

Work through this book for a loose question-and-answer approach to applied project management, including Gantt charts.

Requires

printable ebook (available at link)

Suggested time

3 hours

Enables students to:

use a series of questions to plan and manage a project
gain an introduction to Gantt charts.

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7–8 Gantt Project

Use this offline tool for a simple and free alternative to Microsoft Project. Gantt Project must be installed on Windows, Mac or Linux.

Requires

Computers or laptops

Suggested time

30 minutes

Enables students to:

create and maintain a Gantt chart to plan a full project from start to finish.

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7–8 Microsoft Project

Use this tool to create and maintain Gantt charts. Microsoft Project may be available to your school as part of a Microsoft suite. Excel can also be used to create basic Gantt charts.

Requires

Computers or laptops

Suggested time

30 minutes

Enables students to:

create and maintain a Gantt chart to plan a full project from start to finish.

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Primary and secondary data investigation

What is this about?

Using agile project management, students work in teams to conduct a data investigation for a specific audience.

A design process like the ones already introduced in the 'Creating a digital solution’ unit can be applied to a data investigation as follows:

Define a problem or opportunity requiring information from data, employing user stories to empathise with the target audience for the solution.
Ideate and design the information presentation, which will take the form of an infographic with data visualisations.
Develop the solution by

collecting primary data through a digital survey
collecting secondary data through an online repository
using a spreadsheet (or, optionally, programming) to analyse the data and produce visualisations.
presenting the information by developing the infographic according to the design.

Evaluate and iterate on the solution to improve it.

Content descriptions

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

Select and use a range of digital tools efficiently, including unfamiliar features, to create, locate and communicate content, consistently applying common conventions AC9TDI8P11

Select and use a range of digital tools efficiently and responsibly to share content online, and plan and manage individual and collaborative agile projects AC9TDI8P12

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of a data presentation solution
conduct a data analysis with data collected from two sources
produce an infographic with data visualisations
apply agile project management to the collaborative project.

Resources to include

Resources to introduce

7–8 Get started with design thinking

Revise the Stanford d.school's popular design thinking methodology with this activity.

Requires

printable document (available at link)

Suggested time

1 hour

Enables students to:

practise working through the five steps of the Stanford d.school's design thinking methodology.

Go to resource Close

7–8 Design thinking process diagram

Suggested time

30 minutes

Enables students to:

quickly refer to the five steps of the Stanford d school's design thinking methodology.

Go to resource Close

7–8 The best infographic ever

Explore 100 infographics, including historical ones, and discuss what makes them powerful.

Suggested time

30 minutes

Enables students to:

peruse a large collection of infographics
discuss how the designs are effective (or not) at communicating information.

Go to resource Close

Resources to develop and consolidate learning

7–8 Data science STEM resources

Choose from these six lessons in which students work with real datasets about marine and coastal populations of animals.

Requires

computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers)

Suggested time

30 minutes

Enables students to:

perform investigations on real scientific datasets
apply spreadsheet skills to analyse data and create visualisations.

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7–8 Canva

Use this online tool to create infographics. Offline presentation software such as Microsoft PowerPoint can also be used to create infographics.

Requires

internet access
computers, laptops or tablets
free Canva accounts

Suggested time

30 minutes

Enables students to:

build attractive infographics from scratch or using existing templates
import charts created in a spreadsheet, or create charts directly from data.

Go to resource Close

Resources to extend and integrate learning

CSIRO educational datasets
Find out more

7–8 CSIRO educational datasets

Choose from these six lessons to work with real datasets using spreadsheets or with programming.

Requires

computers, laptops or tablets
spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers)
optionally, a programming environment

Suggested time

3 hours

Enables students to:

perform investigations on a diverse range of real datasets
apply spreadsheet or programming skills to analyse data and create visualisations.

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Analysing sensor data

What is this about?

Using agile project management, students work in teams to conduct a data investigation where the data comes from electronic sensors.

A design process like the ones already introduced in the ‘Creating a digital solution’ unit can be applied to a data investigation as follows:

1. Define a problem or opportunity requiring information from data, employing user stories to empathise with the target audience for the solution.
2. Ideate and design the information presentation, which will take the form of an infographic with data visualisations.
3. Develop the solution by
  1. 1. collecting data from school data loggers, or from a programmable classroom device like the micro:bit
    2. using a spreadsheet (or, optionally, programming) to analyse the data and produce visualisations.
    3. presenting the information by developing the infographic according to the design.
4. Evaluate and iterate on the solution to improve it.

Content description

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

Select and use a range of digital tools efficiently, including unfamiliar features, to create, locate and communicate content, consistently applying common conventions AC9TDI8P11

Select and use a range of digital tools efficiently and responsibly to share content online, and plan and manage individual and collaborative agile projects AC9TDI8P12

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of a data presentation solution
conduct a data analysis with data collected from electronic sensors
(optionally) practise programming an electronic device like the micro:bit
produce an infographic with data visualisations
apply agile project management to the collaborative project.

Supplementary information

The resources in this pathway option assume a class set of micro:bit devices (enough for one per team), however other options may be available in your school, such as data loggers in a science lab or classroom robotics like Lego robotics kits.

The pathway also includes some programming to set up the micro:bit for data collection. Students may use Python or JavaScript to apply general purpose programming skills relevant to Years 7–8, or the programming for this unit may be done using visual code.

Resources to include

Resources to introduce

7–8 Get started with design thinking

Revise the Stanford d.school's popular design thinking methodology with this activity.

Requires

printable document (available at link)

Suggested time

1 hour

Enables students to:

practise working through the five steps of the Stanford d.school's design thinking methodology.

Go to resource Close

7–8 Design thinking process diagram

Refer to this diagram of the Stanford d.school's popular design thinking methodology.

Suggested time

30 minutes

Enables students to:

quickly refer to the five steps of the Stanford d.school's design thinking methodology.

Go to resource Close

7–8 The best infographics ever

Explore 100 infographics, including historical ones, and discuss what makes them powerful.

Suggested time

30 minutes

Enables students to:

peruse a large collection of infographics
discuss how the designs are effective (or not) at communicating information.

Go to resource Close

Resources to develop and consolidate learning

7–8 micro:bit sensors

Suggested time

30 minutes

Enables students to:

understand the various sensors on the micro:bit available for data investigation.

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7–8 Data logging with the micro:bit

Use this guide to begin logging data for collection from the micro:bit V2, with alternative advice for the micro:bit V1. This guide is not recommended for introducing students to the micro:bit. See the ‘Creating a digital solution’ unit for introductory resources.

Requires

internet access
computers, laptops or tablets
class set of micro:bits

Suggested time

1 hour

Enables students to:

program the micro:bit to log sensor data (such as temperature, light or sound levels)
retrieve the logged data and export it for analysis in a spreadsheet.

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7–8 micro:bit Python editor

The micro:bit Python editor is dedicated to general purpose programming in Python.

Requires

internet access
computers, laptops or tablets
class set of micro:bits

Suggested time

30 minutes

Enables students to:

use general purpose programming in Python to code the micro:bit, including the data logging capabilities.

Go to resource Close

7–8 Canva

Use this online tool to create infographics.

Requires

internet access
computers, laptops or tablets
free Canva accounts

Suggested time

30 minutes

Enables students to:

build attractive infographics from scratch or using existing templates
import charts created in a spreadsheet, or create charts directly from data.

Go to resource Close

Machine learning research

What is this about?

This pathway option provides an alternative, open-ended research opportunity without requiring a spreadsheet or conventional programming approach to data analysis.

Using agile project management, students work in teams to conduct an investigation into an AI tool such as Google Teachable Machine. The research could consider one or more of the following questions, and should include testing of an actual tool to inform conclusions:

How does machine learning differ from spreadsheet or conventional programming?
What is data bias or algorithmic bias, and what problems can it cause?
With the use of AI applications, what are the implications for data privacy?

A design process like the ones already introduced in the ‘Creating a digital solution’ unit can be applied to a data investigation as follows:

Define a problem or opportunity requiring information from data, employing user stories to empathise with the target audience for the solution.
Ideate and design the information presentation, which will take the form of an oral presentation, poster or infographic.
Develop the solution by:
1. performing testing on an AI tool to obtain some quantitative data that might inform how it works
2. undertaking separate, qualitative research on AI and machine learning
3. analysing the test results to produce information
4. presenting the information and research findings as an oral presentation, poster or infographic.
Evaluate and iterate on the solution to improve it.

Content descriptions

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

Select and use a range of digital tools efficiently, including unfamiliar features, to create, locate and communicate content, consistently applying common conventions AC9TDI8P11

Select and use a range of digital tools efficiently and responsibly to share content online, and plan and manage individual and collaborative agile projects AC9TDI8P12

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of a data presentation solution
conduct a data analysis with data collected from testing as well as qualitative research
produce an information presentation – an oral presentation, poster or infographic
apply agile project management to the collaborative project.

Supplementary information

This pathway option is slightly less defined than the other two pathway options, and may be more suited to students with a particular interest in the topic of AI and machine learning.

Resources to include

Resources to introduce

7–8 Introduction to AI & machine learning

Watch this brief explainer video to introduce the concept of machine learning in the context of image recognition.

Suggested time

30 minutes

Enables students to:

gain a brief introduction to how machine learning differs from traditional decision making
learn the basics of how image recognition through AI works.

Artificial Intelligence Explainers: Video 1: Introduction to AI & machine learningImage

Resource details Close

7–8 Get started with design thinking

Revise the Stanford d.school's popular design thinking methodology with this activity.

Requires

printable document (available at link)

Suggested time

1 hour

Enables students to:

practise working through the five steps of the Stanford d.school's design thinking methodology.

Go to resource Close

7–8 Design thinking process diagram

Refer to this diagram of the Stanford d.school's popular design thinking methodology.

Suggested time

30 minutes

Enables students to:

quickly refer to the five steps of the Stanford d.school's design thinking methodology.

Go to resource Close

7–8 The best infographics ever

Explore 100 infographics, including historical ones, and discuss what makes them powerful.

Suggested time

30 minutes

Enables students to:

peruse a large collection of infographics
discuss how the designs are effective (or not) at communicating information.

Go to resource Close

Resources to develop and consolidate learning

7–8 AI image recognition and bias

Use this lesson for a hands-on exploration of data bias in an image recognition system.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

explore how machine learning systems incorporate bias through the data used to train them.

AI image recognition - exploring limitations and biasImage

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7–8 Google Teachable Machine

Use this tool to train an AI to recognise images or sound data using machine learning. Note help protect student privacy and personal information avoid students capturing their own image or voice data.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

quickly capture images and sounds
assign data to labels and train an AI model to recognise similar images or sounds.

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7–8 The sweet computer

Use this unplugged lesson to model a machine learning system using paper and lollies.

Requires

printed sheets and various sheets of paper (see document)
plastic cups
lollies

Suggested time

1 hour

Enables students to:

explore how a machine can ‘learn’ through a hands-on process.

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7–8 My computer brain

Demonstrate machine learning in action with this series of visualisations.

Requires

internet access
computers, laptops or tablets
free teacher access to ‘My computer brain’

Suggested time

1 hour

Enables students to:

visualise machine learning as it takes place
run experiments that explore how machine learning works with data.

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7–8 How AI works

Use this series of seven lessons to explore AI concepts, including more recent generative AI applications.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

7 hours

Enables students to:

explore neural networks for machine learning
explore computer vision for image recognition
explore large language models for generative AI applications
discuss ethical considerations of AI.

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7–8 Analysis of AI applications, drawing on ethical understandings

Use this lesson to apply a framework for ethical understanding to scenarios involving AI.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

learn and apply a framework for ethical understanding.

Analysis of AI applications, drawing on ethical understandingsImage

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Resources to extend and integrate learning

7–8 AI lessons

Access and choose from all AI-related lessons for Years 7 and 8 hosted on the Digital Technologies Hub.

Requires

varied

Suggested time

varied

Enables students to:

varied.

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7–8 AI and machine learning

Use this complete course unit to delve into AI and machine learning with interactives

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

15 hours

Enables students to:

work with code.org's AppLab to incorporate AI functionality
consider ethics in AI use.

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Creating a digital solution

Overview

This unit provides an opportunity for students to apply the skills for understanding and implementing algorithms from the ‘General-purpose programming’ unit in the context of a design project. Design thinking methodology and user experience design are explicitly introduced in pathway 1, then three different option pathways provide contexts and ideas for student projects that involve programming and a user interface as part of the solution. Choose one option pathway that suits your students’ needs, school context and available resources.

Achievement standards

By the end of Year 8 students develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria.

They design and trace algorithms and implement them in a general-purpose programming language.

Content descriptions

Investigating and defining AC9TDI8P04

Generating and designing AC9TDI8P07, AC9TDI8P08

Evaluating AC9TDI8P10

Related content and General Capabilities

Mathematics: Space AC9M7SP04, AC9M8SP04

Digital Literacy: Creating and exchanging, Managing and operating

Critical and Creative Thinking

This topic enables students to

familiarise themselves with a design methodology, and use it to guide their project
explore principles for effective user experience/user interface design
design a solution using user stories and design criteria
develop the solution by applying the programming skills from the ‘General-purpose programming’ unit
test and evaluate the solution.

Supplementary information

This unit is intended to be undertaken after the ‘General-purpose programming’ unit, which introduces algorithms and programming skills.

The three option pathways in this unit provide different product types to aim for, all of which involve a programming component.

The pathway ‘Creating an app’ focuses on the development of software with a specific kind of user interface tailored to mobile devices.
The pathway ‘Creating a game’ focuses on the development of a video game, with multiple options for design platforms that can use Python and/or JavaScript for the programming.
The pathway 'Robots and programmable machines' focuses on the development of a smart machine or robot with physical components. Students design and construct the machine as well as programming its ‘brain’, using the popular micro:bit classroom device or other options available in your school.

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

Assessment View assessment advice

Achievement standards

Digital Technologies: Years 7-8

By the end of Year 8 students develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria.

They design and trace algorithms and implement them in a general-purpose programming language.

They select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.

Assessment tasks

Use this ACARA worksample Digital project: website design to guide your assessment.

In this task students design a website.

The task shows evidence of students' demonstrated ability to:

develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria
select and use a range of digital tools efficiently and responsibly to create content; and to plan, and manage projects.

Rubric

Use this rubric to guide assessment of students' demonstrated ability to:

develop and modify creative digital solutions, decompose real-world problems, and evaluate alternative solutions against user stories and design criteria
design and trace algorithms and implement them in a general-purpose programming language.

Rubric: Design that incorporates programming

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Design user interface (graphical)	with guidance, proposes a simple interface that suits the purpose of the solution and with support creates an interface with some key elements for the intended user	designs an interface that addresses the problem, showing some consideration for user needs and creates an interface with some key elements for the intended user	designs a interface that effectively addresses the problem and considers user needs and most elements of the interface are clear and suitable to the intended user	designs an interface that is efficient and effective for the purpose of the solution and effectively addresses the problem and considers user needs and all elements of interface are clear, complete and suitable to the intended user
Algorithm design	with guidance, creates a basic flow chart or pseudocode, however does not fully capture: iteration (loops), branching (decisions), variables, user input and output	creates a basic flow chart or pseudocode, where appropriate, algorithm correctly incorporates some of the following: iteration (loops), branching (decisions), variables, user input and output	creates a flow chart or pseudocode, where appropriate, algorithm correctly incorporates: iteration (loops), branching (decisions), variables, user input and output	creates an efficient and effective, flow chart or pseudocode, where appropriate, algorithm correctly incorporates: iteration (loops), branching (decisions), variables, user input and output
Develop code – overall functionality	with guidance and support, creates a basic functional code that runs after addressing syntax errors and partly addresses the functional requirements or design	creates a basic functional code that contains bugs that affects some functionality and runs successfully with support and guidance to include minor modifications and partly addresses the functional requirements or design	creates a code that is mostly complete and free of syntax errors, mostly free of bug and runs successfully, and program meets most functional requirements and mostly fulfils design	creates a code that is complete and free of syntax error, free of bugs and runs successfully and program meets all functional requirements and fulfils design
Produce and implement visual programs (micro:bit)	with guidance, creates a basic flow chart or pseudocode, however does not fully capture: iteration (loops), branching (decisions), variables, user input and output	creates a program where appropriate, some of the following skills are utilised thoroughly and efficiently: iteration (loops), branching (decisions), variables, user input and output	creates a program where appropriate, most of the following skills are utilised thoroughly and efficiently: iteration (loops), branching (decisions), variables, user input and output	creates a program where appropriate, all the following skills are utilised thoroughly and efficiently: iteration (loops), branching (decisions), variables, user input and output
Error tracing - testing	with guidance and support, tests for coding errors and fixes them	undertakes testing of code without the use of a testing tool such as a testing table	undertakes formal testing that includes most of the following (where appropriate): unexpected user input or data, out of range input or data (boundary checking),wrong type input or data. Testing tool (eg. testing table) mostly complete and used correctly	undertakes formal testing that includes all of the following (where appropriate): unexpected user input or data, out of range input or data (boundary checking), wrong type input or data. Testing tool (eg. testing table) complete and used effectively

Unit sequence

This topic offers 3 pathways

Core Unit

Designing for the user

Students follow the process of design thinking to guide the creation of a solution for a need or opportunity.

Learn More

Creating an app

Students design and build a prototype or proof of concept for an app to address a user need.

Learn More

Creating a game

Students design and build a proof of concept for a video game for a particular user or audience.

Learn More

Robots and programmable machines

Students design, build and code a proof of concept for a particular user or audience, taking the form of a smart machine or robot.

Learn More

Designing for the user

What is this about?

Design thinking can provide a series of steps to guide the creation of a solution for a need or opportunity.

A typical design methodology begins with empathising through user stories, to understand the need or opportunity. Alternative designs that incorporate user experience principles, such as for an app's user interface, are generated, modified and chosen. In this case, where the solution includes programming, the core algorithms for the solution are also designed. Evaluation criteria are developed, and will be used later to assess whether the solution is successful. The solution is implemented by programming and testing it, as well as by making any physical aspects of the solution. Finally, the solution is evaluated and its impact considered.

Critically, this is an iterative process where many of the above steps may reoccur.

Content description

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Design the user experience of a digital system AC9TDI8P07

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

This sequence enables students to:

familiarise themselves with a design methodology that will be used to guide the creation of a digital solution
identify and practice principles for user experience design.

Resources to include

Resources to introduce

7–8 The design thinking process

Watch this short video for an overview of a popular five-step design thinking methodology.

Suggested time

4 minutes

Enables students to:

gain a quick introduction to the five steps of the Stanford d.school's popular design thinking methodology.

Go to resource Close

Years 7–8 User stories slides

Use this set of slides to introduce or refresh user stories with class tasks and discussions.

Requires

printable document (available in slides)

Suggested time

20 minutes

Enables students to:

practise writing three-statement user stories for different user needs.

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7–8 User inyerface

Use this quick online challenge to encourage thinking about what makes a good or bad user interface.

Requires

internet access
computers, laptops or tablets

Suggested time

15 minutes

Enables students to:

appreciate the impact of poor user interface design choices.

Go to resource Close

Resources to develop and consolidate learning

7–8 UX/UI design course

Use this course along with unplugged resources to practice key tools for user interface design in the context of a mobile app.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

3 hours

Enables students to:

use design tools to prototype and design mobile interfaces.

Go to resource Close

7–8 Design thinking process diagram

Refer to this diagram of the Stanford d.school's popular design thinking methodology.

Suggested time

30 minute

Enables students to:

quickly refer to the five steps of the Stanford d.school's design thinking methodology.

Go to resource Close

7–8 Human computer interaction: Heuristics

Use this lesson and the linked activities to connect a set of 10 heuristics to user interface design.

Requires

internet access
computers, laptops or tablets
printable document (available at link)

Suggested time

1 hour

Enables students to:

explore Jakob Nielsen's 10 heuristics and how they apply to user experience.

Human computer interaction: HeuristicsImage

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7–8 Human computer interaction: Think-aloud protocol

Use this lesson to introduce the think-aloud protocol for assessing usability of interfaces.

Suggested time

1 hour

Enables students to:

practice using the think-aloud protocol to question and assess user interfaces.

Human computer interaction: Think-aloud protocolImage

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7–8 Design thinking course

Use this course along with unplugged resources to explore and apply design thinking steps.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

5 hours

Enables students to:

learn to apply design thinking concepts through online exercises and unplugged activities.

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7–8 The design process: User centred design

Use Chapter 1 of this online course to explore and practise user-centred design in the context of a mobile app.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

8 hours

Enables students to:

learn and apply user-centred design through a series of lessons.

The design process: User centred designImage

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Resources to extend and integrate learning

7–8 The double diamond

Refer to this article to discover the Design Council's Double Diamond, a way of describing the flow of a design process.

Suggested time

30 minutes

Enables students to:

gain a quick overview of the Double Diamond, visualising the flow of a design process.

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7–8 I love algorithms: Creation kit for K12

Run this unplugged game to ideate applications for machine learning without coding.

Requires

printable cards and spreads (available at link)

Suggested time

1 hour

Enables students to:

ideate possible design applications for different known machine-learning algorithms
consider the impact and implications of these applications.

I love algorithms: Creation kit for K12Image

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Creating an app

What is this about?

Students design and build a prototype or proof of concept for an app to address a user need. In some cases, a student proof of concept may provide only a functional program without a graphical user interface, so designs for a graphical user interface may be provided separately.

A design process is applied as follows:

Define the problem or opportunity employing user stories to empathise with the target user for the solution.
Ideate and design the app, including both the user interface and core algorithms that make it functional.
Develop the solution by programming and testing it.
Evaluate and iterate on the solution to improve it.

Content description

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Design the user experience of a digital system AC9TDI8P07

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of an app
apply user experience design principles to design the app's user interface
design a core algorithm that makes the solution functional
apply general-purpose programming to code the solution and test it.

Supplementary information

Two different development options are suggested in the resources (Python and JavaScript). These might be selected based on programming language undertaken earlier and on ability levels.

If possible, students in Years 7–8 should apply their knowledge from the ‘General-purpose programming’ unit by using a language like Python or JavaScript for the programming, but note that one resource only allows for visual (blocks) coding.

Resources to include

Resources to introduce

Design sprint case study
Find out more

7–8 Design sprint case study

Watch this video for an example of an industry team's design process in creating a successful app.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

16 minutes

Enables students to:

see the different stages of the design process applied by a team developing an app.

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Resources to develop and consolidate learning

7–8 App lab

Choose the Unit ‘The design process’ from the Computer Science Discoveries course and use Chapter 2 to guide the design and coding of an app in JavaScript.

Suggested time

30 minutes

Enables students to:

see the different stages of the design process applied by a team developing an app.

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7–8 MIT app inventor

Use this online environment to design and code apps that can be tested on real mobile devices or a software emulator. (Visual coding only.)

Requires

internet access
computers, laptops or tablets
(optional) mobile devices for testing

Suggested time

12 hours

Enables students to:

use a coding environment centred around app design and development
apply JavaScript programming to the coding of the app
alternate between typing code and using blocks.

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7–8 Coding for GUIs course

Choose this online lesson series to consider principles of graphical user interface (GUI) design, and employ JavaScript programming in the context of a webpage user interface.

Requires

internet access
computers or laptops

Suggested time

12 hours

Enables students to:

undertake a series of lessons designed to be run by a teacher
program with JavaScript alongside HTML and CSS to make interactive webpages
learn some basic principles of user interface design.

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7–8 Draw.io

Use this free online tool to draw wireframes and other diagrams. Common software like Microsoft PowerPoint and Google Slides can also be used to draw wireframes.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

use standard symbols to draw wireframes.

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Years 7–8 Sample usability heuristic questions

This resource lists ten general principles for interaction design along with two app design example questions for each principle.

Requires

printed or digitally displayed document

Suggested time

30 minutes

Enables students to:

systematically assess their app designs and evaluate the effectiveness of various design elements
identify potential issues related to UX, navigation and overall usability within their app designs
gain insights that enable them to refine and optimise user interfaces in line with design principles.

Sample usability heuristic questionsImage

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Resources to extend and integrate learning

PySimpleGUI
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7–8 PySimpleGUI

Use this library to develop a graphical user interface in Python.

Requires

computers or laptops
an online Python environment (e.g replit online environment), or offline Python environment (e.g. Thonny)

Suggested time

30 minutes

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Creating a game

What is this about?

Students design and build a proof of concept for a video game for a particular user or audience.

A design process is applied as follows:

Define the problem or opportunity employing user stories to empathise with the target user for the solution.
Ideate and design the game, including both the user interface and core algorithms that make it functional.
Develop the solution by programming and testing it.
Evaluate and iterate on the solution to improve it.

Content description

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Design the user experience of a digital system AC9TDI8P07

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of a game
apply user experience design principles to design the game's user interface
design a core algorithm that makes the solution functional
apply general-purpose programming to code the solution and test it

Supplementary information

Some tools for game development allow a tighter focus on design and require only visual coding or no traditional programming at all (e.g. GDevelop, Construct 3) while others require the use of a custom scripting language (e.g. GameMaker).

Suggested resources allow students to apply their knowledge from the ‘General-purpose programming’ unit by using a language like Python, JavaScript or C# for programming.

Resources to include

Resources to introduce

7–8 Game development for noobs

Watch this video for a very simple breakdown of the components of a game.

Suggested time

12 Minutes

Enables students to:

gain a simple overview of four main components of a game: scenes, assets, code and system.

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7–8 How game developers solved these 11 problems

Watch this video for case studies of design challenges that were overcome through clever design.

Suggested time

16 minutes

Enables students to:

explore and discuss examples of game design challenges and how they were overcome.

How game developers solved these 11 problemsImage

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Resources to develop and consolidate learning

7–8 Lesson 7: A Text Adventure Game

Build a simple text adventure game which can be implemented as an assessment task.

Requires

internet access
computers or laptops

Suggested time

3–4 hours

Enables students to:

create a text based game in a Python type environment with supporting instructions.

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7–8 Python arcade

Use this Python library to develop 2D games.

Requires

computers or laptops
an offline Python environment (e.g. Thonny)
tutorials and documentation on the website

Suggested time

30 minutes

Enables students to:

use extra functions and variables in their python code to make 3D games
avoid some of the more complex base code needed for engines like Panda.

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7–8 Ursina engine

Use this Python library to develop 3D games.

Requires

computers or laptops
an offline Python environment (e.g. Thonny)
tutorials and documentation on the website

Suggested time

30 minutes

Enables students to:

use extra functions and variables in their Python code to make 3D games
avoid some of the more complex base code needed for engines like Panda.

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7–8 Game lab

Choose the unit ‘Interactive animation and games’ from the Computer Science Discoveries course to guide the design and coding of a game in JavaScript.

Requires

internet access
computers, laptops or tablets
free code.org accounts

Suggested time

12 hours

Enables students to:

use a coding environment centred around app design and development
apply JavaScript programming to the coding of the app
alternate between typing code and using blocks.

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7–8 Kaboom

Use this JavaScript library to develop 2D games. Relevant tutorials can be found on the official site.

Requires

computers or laptops
a JavaScript environment (e.g. using a replit.com template)

Suggested time

30 minutes

Enables students to:

use extra functions and variables in their JavaScript code to make 2D games.

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7–8 MakeCode Arcade

Code a handheld game device in Python or JavaScript using the same environment as the micro:bit device (simulator available if no devices).

Requires

internet access
computers, laptops or tablets
MakeCode Arcade devices (A simulator allows games to be made without actual devices)

Suggested time

30 minutes

Enables students to:

write and test code for the MakeCode Arcade, a small Game Boy-like device designed for making games
use Python or JavaScript.

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7–8 MicroStudio

Code 2D games in a clean, online environment with the option to use Python or JavaScript.

Requires

internet access
computers or laptops

Suggested time

30 minutes

Enables students to:

create 2D games in Python or JavaScript but note that tutorials assume use of the custom microScript.

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Resources to extend and integrate learning

7–8 AdventureLib

Use this Python library to develop old-style text adventures without graphics

Requires

computers or laptops
a Python environment (e.g. Thonny)
tutorials and documentation on the website

Suggested time

30 minutes

Enables students to:

use extra functions and variables in their Python code just for making traditional text adventures.

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7–8 Unity

Consider this industry-level game development environment for experienced students to code 2D or 3D games in C# language.

Requires

computers or laptops (Unity must be installed on Windows, Mac or Linux

Suggested time

30 minutes

Enables students to:

use an industry-level game-development environment
programming in C#, a general-purpose programming language with syntax similar to JavaScript.

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Robots and programmable machines

What is this about?

Students design, build and code a proof of concept for a particular user or audience, taking the form of a smart machine or robot. Solutions may range from highly practical to whimsical art pieces.

Note that many suggested resources offer guided tutorials with full code provided. These are suitable for learning and practising principles and skills of physical computing, but may not allow students the freedom to practise design thinking.

A design process is applied as follows:

Define the problem or opportunity employing user stories to empathise with the target user for the solution.
Ideate and design the solution, including both the user experience and core algorithms that make it functional.
Develop the solution by constructing, programming and testing it.
Evaluate and iterate on the solution to improve it.

Content description

Define and decompose real-world problems with design criteria and by creating user stories AC9TDI8P04

Design the user experience of a digital system AC9TDI8P07

Generate, modify, communicate and evaluate alternative designs AC9TDI8P08

Evaluate existing and student solutions against the design criteria, user stories and possible future impact AC9TDI8P10

This sequence enables students to:

practise a design methodology for the definition, design, development and evaluation of a ‘physical computing’ solution
apply user experience design principles to design the user experience
design a core algorithm that makes the solution functional
apply general-purpose programming to code the solution and test it.

Supplementary information

The resources in this pathway option assume a class set of micro:bit devices (enough for one per team) to act as the programmable ‘brain’ for a smart machine or robot. Connectable electronic components – such as motors, lights and sensors – allow for many different solutions, and these are typically available from electronics stores in kit form. Finally, structural materials such as cardboard or Lego are used to hold it all together.

Besides the micro:bit, other complete options may be available in your school, such as Lego robotics kits.

Students at Years 7–8 can apply their knowledge from the ‘General-purpose programming’ unit by using a language like Python or JavaScript for the programming, but most electronic devices also allow for visual (blocks) coding.

Resources to include

Resources to introduce

7–8 Micro:bit

Introduce a classroom device that can be coded in Python and JavaScript. A simulator allows the course to be done without actual devices.

Requires

internet access
computers, laptops or tablets
class set of micro:bits

Suggested time

30 minutes

Enables students to:

begin coding the micro:bit, a small microcontroller with an LED display and various sensors.

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7–8 Python intro to micro:bit

Introduce a classroom device that can be coded in Python. A simulator allows course to be done without actual devices. This official website includes tutorial lessons, but most are in visual code rather than Python or JavaScript.

Requires