Using digital systems safely

Home Plan and prepare Scope and sequence (F–10) Foundation Using digital systems safely

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

Select a topic

Choose a combination of units that suits your students and context.

Cycle one (Foundation)

JAN DEC

The cycle might look something like this

Cycle one (Foundation)


Jan					Jun						Dec

Representing data

Overview

This unit introduces students to exploring how data – such as a picture, object or symbol – can be used to communicate an idea or observation. They represent data with familiar objects, and identify the features that can help us differentiate one object from the other.

Achievement standards

By the end of Foundation students show familiarity with digital systems and use them for a purpose. They represent data using objects, pictures and symbols and identify examples of data that is owned by them.

Content descriptions

Digital systems AC9TDIFK01

Data representation AC9TDIFK02

This topic enables students to

explain how an object, picture or symbol stands for an idea or observation
draw and display pictures to represent our daily activities
compare representations and identify the commonly used features that make them easy to recognise.

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

Assessment View assessment advice

Use the work sample Data is all around us and associated task to assess your students’ understanding and knowledge related to representing data using digital systems.

Rubric: Data representation

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of data representation	with guidance, can identify types of data	can identify types of data and name them, such as picture, symbol or object	can identify types of data and name them, such as picture, symbol or object, and explain what they represent	can identify types of data and name them and explain what they represent and why we might use that representation
Demonstrates ways to represent data	with guidance, represents data using a picture, symbol or object	demonstrates the use of pictures, symbols or objects to represent ideas or actions	demonstrates the use of pictures, symbols or objects to represent ideas or actions, discussing the features that make them easily recognisable	demonstrates the use of pictures, symbols or objects to represent ideas or actions, discussing the features that make them easily recognisable and justifies their choice

Unit sequence

This topic offers 2 sequential units

Unit 1

Representing ideas and actions

Students represent familiar objects; identify the features that can help us differentiate one from the other.

Learn More

Unit 2

Representing data we collect

Students represent data they collect about familiar experiences and events.

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Representing ideas and actions

What is this about?

Representing data involves using symbols, visuals or audio to convey information. This can include images, emojis or icons to communicate ideas or observations. For instance, emojis can express emotions, and symbols can depict weather forecasts or observations. Representation is an abstraction of an observation, capturing and expressing information through symbols, visuals or other forms to convey meaning. For example, the U shape represents a happy person even though it is only an abstract representation of a smile, not even a whole person.

Content description

Recognise and explore digital systems (hardware and software) for a purpose AC9TDIFK01

Represent data as objects, pictures and symbols AC9TDIFK02

This sequence enables students to:

explain how an object, picture or symbol stands for an idea or observation
draw and display pictures to represent our daily activities
compare representations and identify the commonly used features that make them easy to recognise.

Resources to include

Resources to introduce

Foundation What is data?

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

Requires

internet access
computer and interactive whiteboard

Suggested time

30 minutes

Enables students to:

identify ways in which data is represented.

Go to resource Close

Foundation Who is in your family?

Use this task to discuss ways to represent data about your family.

Requires

internet access
computer and interactive whiteboard

Suggested time

1 hour

Enables students to:

collect data about themselves, including data that is owned by them
represent data as images, symbols or pictures.

Go to resource Close

Resources to develop and consolidate learning

Foundation Emoji time!

Explore the use of emojis to represent feelings.

Requires

print game cards (enough for students in small groups)

Suggested time

1 hour

Enables students to:

describe the key facial features that help us recognise a person’s emotions
draw and recognise different faces that represent an emotion such as sad, happy or angry.

Go to resource Close

Foundation Can an AI recognise what you are drawing?

This lesson provides an opportunity to incorporate representation of data using a relevant context being studied in the classroom.

Requires

internet access
computer and interactive whiteboard

Suggested time

1 hour

Enables students to:

describe the key features of objects that help us recognise an object
draw objects, focusing on the features that make them recognisable.

Can an AI recognise what you are drawingImage

Go to resource Resource details Close

Foundation Is it a pig or dog?

Use this take-home activity to explore data representation.

Requires

printed worksheet

Suggested time

30 minutes

Enables students to:

describe the key features that help us recognise an animal
draw and recognise different animals representing their key features.

Go to resource Close

Foundation Using visual schedules

Create a visual representation of the class schedule and routines. A visual schedule, such as a timetable, is a visual representation of what activities will occur and in what sequence.

Requires

a sheet of paper or whiteboard to list classroom activities

Suggested time

1 hour

Enables students to:

describe the daily schedule of activities that occur in a sequence
represent daytime activities as images, symbols or pictures.

Go to resource Close

Resources to extend integrate learning

Foundation Creating a visual guide to packing the school bag

This is a take-home activity to be completed as a family task. Students use pictures to represent data.

Requires

printed worksheet or electronic version of slides

Suggested time

1 hour

Enables students to:

identify some common digital systems
use a common digital system for a particular purpose
recognise data represented as images.

Creating a visual guide to packing the school bagImage

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Foundation All about me

Discuss ways to represent each type of data students record about themselves.

Requires

printed worksheet

Suggested time

1 hour

Enables students to:

collect data about themselves including data that is owned by them
represent data as images, symbols or pictures.

Go to resource Close

Foundation Can AI guess your emotion?

Use this lesson to explore using emojis to represent feelings or emotions.

Requires

internet access
computer and interactive whiteboard to display teachable machine website
access to printed emojis

Suggested time

1 hour

Enables students to:

describe the key facial features a person's emotions
draw and recognise different faces that represent an emotion such as sad, happy or angry.

Go to resource Resource details Close

Foundation Robot dance

Use this take home task to discuss ways to represent dance moves.

Requires

printed worksheet

Suggested time

1 hour

Enables students to:

represent dance moves using pictures.

Go to resource Close

Professional learning

Data representation
Find out more

Representing data we collect

What is this about?

Through Digital Technologies and Mathematics (Statistics), students have opportunities to explore different ways that data can be acquired and recorded; for example, using a table to record facts about themselves, using a tablet to take photographs of plants in the local area, or exploring their lunchbox to look for patterns in data.

Content descriptions

Recognise and explore digital systems (hardware and software) for a purpose AC9TDIFK01

Represent data as objects, pictures and symbols AC9TDIFK02

This sequence enables students to:

conduct a simple survey to collect responses
record the survey responses using tally marks, numbers or pictures
represent data as images, symbols or pictures.

Resources to include

Resources to introduce

Foundation All about me

Discuss ways to represent each type of data students record about themselves.

Requires

printed worksheet

Suggested time

1 hour

Enables students to:

collect data about themselves including data that is owned by them
represent data as images, symbols or pictures.

Go to resource Close

Foundation Organising information

Use the context of organising information to explore ways to represent data.

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

1 hour

Enables students to:

organise data into groups
represent data using images, symbols and text.

Go to resource Close

Resources to develop and consolidate learning

Data collection and representation: What's in your lunchbox? (Years F-2)
Find out more

Foundation Data collection and representation: What's in your lunchbox? (Years F-2)

The type of fruits and vegetables in school lunchboxes or those eaten at Crunch&Sip or fruit break time can provide a good source of data for a classroom investigation.

Requires

school lunchboxes
devices with camera such as an iPad

Suggested time

1 hour

Enables students to:

organise data into groups
represent data using images, symbols and text.

Data collection and representation: What’s in your lunchbox? (Years F-2)Image

Go to resource Resource details Close

Resources to extend an integrate learning

Foundation Data detective

With support, students conduct a simple survey to collect, organise and present data. In doing so, they demonstrate their understanding of how to use patterns to represent data symbolically.

Requires

printed worksheet

Suggested time

1 hour

Enables students to:

conduct a simple survey to collect responses from friends
record the survey responses using tally marks, numbers or pictures
organise the data using tables and lists.

Go to resource Resource details Close

Foundation Seasonal walk

Students explore their local area to collect and represent data about the plants and animals they observe.

Requires

printed worksheet

Suggested time

1 hour

Enables students to:

draw and display pictures to represent our daily activities
compare representations and identify the commonly used features that make them easy to recognise.

Go to resource Close

Using digital systems safely

Overview

This unit introduces students to common digital systems and builds an understanding of the role hardware and software play as students use digital systems for a purpose. They also learn about how to practise being safe users of digital systems.

Achievement standards

Content descriptions

Digital systems AC9TDIFK01

Privacy and security AC9TDIFP01

Data representation AC9TDIFK02

Related content and General capabilities

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

This topic enables students to

identify some common digital systems
describe and use a common digital system and its particular purpose
describe examples of hardware and software.

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

Assessment View assessment advice

Using the work sample We live in a digital world students will investigate a variety of digital systems that are used in their home and school environments. They will identify the specific features of these and outline how they are used in everyday life.

Rubric: Common digital systems

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of common digital systems	with guidance can identify some common digital systems	shows understanding of common digital systems and describes one digital system and its purpose	shows understanding of common digital systems and their purpose, and can identify features and some hardware and software	shows understanding of common digital systems, identifies their features, purpose and the role of hardware and software
Demonstrates use of common digital systems	has limited capacity to demonstrate the use of a common digital system	demonstrates the use of a common digital system and can partly describe its purpose	demonstrates the use of at least one common digital system and can clearly describe its purpose	selects a digital system for a given purpose, demonstrates its use and justifies their choice
Creates a model of common digital systems	the model has minimal resemblance to a common digital system	the model has recognisable features of a common digital system	the model has clearly recognisable features of a common digital system	the model has clearly recognisable features of a common digital system and the student explains the different parts

Rubric: Personal information

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of personal information	has a limited understanding of personal information	shows understanding of personal information and gives some examples of data that is personal	shows understanding of personal information and gives some examples of data that is personal, and explains why it is important to protect this information and keep it safe	shows understanding of personal information, gives examples of data that is personal, and explains why it is important to protect this information and keep it safe. They identify where personal data could be made visible when using digital systems
Uses digital systems, keeping their personal information safe	uses digital systems but needs to be reminded to keep their personal information safe	uses digital systems and describes some ways to keep their personal information safe	uses digital systems and describes ways to keep their personal information safe	uses digital systems safely and describes relevant strategies – including the importance of a trusted adult – to keep their personal information safe when asked to give their personal information

Unit sequence

This topic offers 3 sequential units

Unit 1

Common digital systems we use

Students explore common digital systems and use them for a purpose.

Learn More

Unit 2

Make a model of a digital system

Students make a model of a digital system to apply their understanding of digital systems.

Learn More

Unit 3

Safe use of digital systems

Students identify ways to stay safe when using digital systems and learn about how to keep their personal information safe.

Learn More

Common digital systems we use

What is this about?

A computer is a common digital system. Tablets, laptops and smartphones are also digital systems.

The digital system uses hardware and software components to enable a user to complete specific tasks.

Hardware refers to the physical parts of the computer that you can touch. A desktop computer includes the case (or tower), monitor, keyboard and mouse. The software refers to the applications that make the computer work and tell it what to do. These might include word-processing and presentation software, a drawing program, photo editing, video playing and other applications.

Content description

Recognise and explore digital systems (hardware and software) for a purpose AC9TDIFK01

This sequence enables students to:

identify some common digital systems
describe and use a common digital system and its particular purpose
describe examples of hardware and software.

Resources to include

Resources to introduce

Foundation Basic parts of a computer

Use this tutorial to explain the basic parts of a computer and the important role they play.

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

identify some common digital systems describe a common digital system and its particular purpose.

Go to resource Close

Foundation What is a computer system?

Use this guide to explain hardware (the physical parts of the computer) and software (the programs that run on a computer).

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

describe examples of hardware and software.

Go to resource Close

Foundation Do computers have a memory?

Use this resource to discuss how computer memory helps us save and store information.

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

1 hour

Enables students to:

identify some common digital systems.

Go to resource Close

Resources to develop and consolidate learning

Foundation Using a computer to write

Use this resource to discuss how computer helps us write.

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

1 hour

Enables students to:

identify some common digital systems
describe a common digital system and it's particular purpose.

Go to resource Close

Foundation How can you make digital art?

Use this resource to discuss how computer helps us to create digital art.

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose.

Go to resource Close

Foundation How can we make digital pictures move?

Use this resource to discuss how computers help us to create simple animations.

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose.

How can we make digital pictures move?Image

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Foundation What are digital photos and videos?

Use this resource to discuss how we use devices with cameras to take digital photographs and video.

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

30 minutes

What are digital photos and videos?Image

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Foundation How do we communicate online?

Use this resource to discuss how we communicate online.

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose.

Go to resource Close

Resources to apply and extend learning

Foundation Creating a visual guide to packing the school bag

This is a take-home activity to be completed as a family task.

Requires

printed slides, one set per student, or provide access to downloadable slides

Suggested time

1 hour

Enables students to:

identify some common digital systems
use a common digital system for a particular purpose
recognise data represented as images.

Go to resource Close

Foundation We're going on a computer hunt

This is a take-home activity to be completed as a family task.

Requires

printed slides, one set per student, or provide access to downloadable slides

Suggested time

1 hour

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose.

Go to resource Close

Foundation Digital learning: Ideas to try

Provides examples of ways to use digital devices for a purpose.

Requires

resources required depend on the activity chosen

Suggested time

1 hour

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose.

Go to resource Close

Background and professional learning

Make a model of a digital system

What is this about?

A computer is a common digital system. Tablets, laptops and smartphones are also digital systems. Making a model of a digital system enables students to apply their understanding of digital systems. Presenting the task to solve a problem, such as taking a selfie and sending it to a relative, connects the digital system with a purpose. Model how to identify the hardware and software and any peripheral devices they may add to their digital system to complete a specific task.

Content descriptions

Recognise and explore digital systems (hardware and software) for a purpose AC9TDIFK01

Represent data as objects, pictures and symbols AC9TDIFK02

This sequence enables students to:

identify some common digital systems
describe a common digital system and its particular purpose
create a model of a digital system
recognise data represented in common digital systems.

Resources to include

Resources to introduce

Foundation Computer basics - Basic parts of a computer

Use this resource to teach about the basic parts of a computer.

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose.

Computer basics - Basic parts of a computerImage

Go to resource Close

Foundation Using a keyboard , mouse and touchpad

Use this resource to discuss parts of a digital system and what they do.

Requires

internet access
computer and interactive whiteboard to display website

Suggested time

30 minutes

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose.

Using a keyboard , mouse and touchpadImage

Go to resource Close

Foundation Making a keyboard

Students build their own computer keyboard and learn about alphabets, numbers and symbols.

Requires

print handout (one per student)
stiff card to attach printed keyboard to (optional)

Suggested time

30 minutes

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose
recognise data represented as letters, numbers and symbols.

Go to resource Close

Resources to develop and consolidate learning

How to make a Play-Doh iPad tablet
Find out more

Foundation How to make a Play-Doh iPad tablet

This video provides an overview of how students might create a model of a tablet using Play-Doh.

Requires

internet access
computer and interactive whiteboard to display video
Play-Doh or similar material and recycled materials

Suggested time

1 hour

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose.

Go to resource Close

Resources to extend and integrate learning

Foundation My first computer

Design your own computer. Includes relevant handouts.

Requires

markers, recycled materials, scissors, glue

Suggested time

1 hour

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose
identify software and what it can be used for.

Go to resource Close

Foundation Creating a digital system

Provide this take-home activity to be completed as a family task.

Requires

markers, recycled materials, scissors, glue

Suggested time

1 hour

Enables students to:

identify some common digital systems
describe a common digital system and its particular purpose
identify software and what it can be used for.

Go to resource Close

Safe use of digital systems

What is this about?

There are many situations, connected to the internet, in which people are asked for their personal information. Personal information can be used to identify a particular person and care must be taken when providing this information. It is potentially dangerous for strangers to have your personal information. Young children must check with a trusted adult before sharing any personal information online.

Content description

Recognise and explore digital systems (hardware and software) for a purpose AC9TDIFK01

Identify some data that is personal and owned by them AC9TDIFP01

This sequence enables students to:

identify some common digital systems
describe a common digital system and its particular purpose
identify ways to stay safe when using digital systems
describe their personal information (data that is personal and owned by them)
identify who they would ask for help with being safe online.

Resources to include

Resources to introduce

Foundation How can you be safe online?

Use this resource to discuss what can go wrong when we go online.

Requires

internet access
computer and interactive whiteboard to display resource

Suggested time

30 minutes

Enables students to:

identify some common digital systems
describe what can go wrong when we go online
describe ways to stay safe online.

Go to resource Close

Foundation How to keep our personal information private

Use this resource to discuss personal information and how we protect it.

Requires

internet access
computer and interactive whiteboard to display resource

Suggested time

30 minutes

Enables students to:

identify some common digital systems
describe their personal information
describe ways to stay safe online.

How to keep our personal information privateImage

Go to resource Close

Foundation Details, detilas...

An introductory activity to discuss personal information.

Requires

one printed worksheet per student

Suggested time

30 minutes

Enables students to:

describe their personal information
describe ways to stay safe online.

Go to resource Close

Foundation Under lock and key

Use this activity to help students understand the concept of personal information and why it’s important to protect personal information that identifies you.

Requires

one printed worksheet per student

Suggested time

30 minutes

Enables students to:

describe their personal information
describe ways to stay safe online.

Go to resource Close

Resources to develop and consolidate learning

Foundation Ask for help

This activity helps students to recognise an unsafe situation when using digital systems and explore help-seeking strategies.

Requires

printed game card (enough for students in small groups)

Suggested time

1 hour

Enables students to:

identify some common digital systems
describe their personal information
identify who they would ask for help with being safe online.

Go to resource Close

Foundation Hector's world - Your personal information online

use these videos to discuss ways to protect their personal information and use computers and mobiles phones safely.

Requires

internet access
computer and interactive whiteboard to display video

Suggested time

1 hour

Enables students to:

identify some common digital systems
describe their personal information
describe ways to protect their personal information.

Go to resource Close

Resources to extend and integrate learning

Foundation Mighty Heroes student page

Use these brief videos to learn how to be safer online.

Requires

internet access
computer and interactive whiteboard to display video

Suggested time

1 hour

Enables students to:

identify some common digital systems
describe their personal information
describe ways to protect their personal information.

Go to resource Close

Foundation How to be kind online

Requires

internet access
computer and interactive whiteboard to display video

Suggested time

30 minutes

Enables students to:

identify some common digital systems
describe what it means to be kind online
describe ways to stay safe online.

Go to resource Close

Background and professional learning

Curriculum connections: Online safety
Find out more

Scope and sequence (F–10)

Learning programs to support implementation

Select a topic

Cycle one (Foundation)

Cycle one (Foundation)

Representing data

Overview

Achievement standards

Australian Curriculum

Related content and General capabilities

This topic enables students to

Assessment View assessment advice

Rubric: Data representation

Unit sequence

This topic offers 2 sequential units

Unit 1

Representing ideas and actions

Unit 2

Representing data we collect

Representing ideas and actions

What is this about?

Content description

Resources to include

Resources to introduce

What is data?

Who is in your family?

Foundation What is data?

Foundation Who is in your family?

Resources to develop and consolidate learning

Emoji time!

Can an AI recognise what you are drawing?

Is it a pig or dog?

Using visual schedules

Foundation Emoji time!

Foundation Can an AI recognise what you are drawing?

Foundation Is it a pig or dog?

Foundation Using visual schedules

Resources to extend integrate learning

Creating a visual guide to packing the school bag

All about me

Can AI guess your emotion?

Robot dance

Foundation Creating a visual guide to packing the school bag

Foundation All about me

Foundation Can AI guess your emotion?

Foundation Robot dance

Professional learning

Data representation

Foundation Data representation

Representing data we collect

What is this about?

Content descriptions

Resources to include

Resources to introduce

All about me

Organising information

Foundation All about me

Foundation Organising information

Resources to develop and consolidate learning

Data collection and representation: What's in your lunchbox? (Years F-2)

Foundation Data collection and representation: What's in your lunchbox? (Years F-2)

Resources to extend an integrate learning

Data detective

Seasonal walk

Foundation Data detective

Foundation Seasonal walk

Using digital systems safely

Overview

Achievement standards

Australian Curriculum

This topic enables students to

Assessment View assessment advice

Rubric: Common digital systems

Rubric: Personal information

Unit sequence

This topic offers 3 sequential units

Unit 1

Common digital systems we use

Unit 2

Make a model of a digital system