Scope and sequence (F–10)

What is this about?

Digital systems, like computers, represent information using binary digits, ones and zeros. The term ‘binary’ refers to the use of only two values such as two digits or two states: on/off. Computer screens display images as grids of pixels, which are tiny, coloured squares. Exploring binary numbers through pixel-based image creation helps students understand the purpose and functionality of binary. With a single binary digit (one bit ), we can only represent two values. So, using one bit to represent a pixel's colour means each pixel can only have one of two possible colours. There are efficient ways of encoding an image in binary, such as run-length encoding.

Content description

Explore how data can be represented by off and on states (zeros and ones in binary) AC9TDI6K04

This sequence enables students to:

• use one bit to represent the colour of a single pixel
• encode and decode an image using ones and zeros
• use a spreadsheet to automate a process to encode cells in a grid to create an image
• apply knowledge of binary to other contexts, for example, on/off switches.

What is this about?

Pixel art is a digital art form that uses small, distinct pixels arranged in a grid-like pattern to create images. Each pixel can be assigned 1 bit to represent an image in binary, for example, in black and white in binary with black = 0 and white = 1. As an extension, students can explore greyscale that uses 2 bits to represent an image allowing for four colour values. 

Algorithms can be used to generate patterns by repeating specific instructions involving binary. For example, use iteration to repeat a set of instructions that turn pixels on or off in a specific pattern. 

A spreadsheet can be used to automate design of pixel art. As an alternative, instead of using binary, students could use whole numbers to represent colours in their spreadsheet, for example, red = 1, blue = 2, yellow = 3.

Content descriptions

Explore how data can be represented by off and on states (zeros and ones in binary) AC9TDI6K04

Explain how digital systems represent all data using numbers AC9TDI6K03

Design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02

Implement algorithms as visual programs involving control structures, variables and input AC9TDI6P05

This sequence enables students to:

• use 1 bit to represent the colour of a single pixel
• encode an image using binary or whole numbers
• create pixel art using conditional formatting in a spreadsheet
• generate visual patterns by repeating specific instructions using ones and zeros.

What is it about?

In digital systems, data types define how information is represented internally and the operations that can be performed on it. Numbers are a data type. We can use operators such as (+) for addition, (-) for subtraction, (*) for multiplication and (/) for division.

A string is another common data type used to represent a sequence of characters that can contain letters, numbers, symbols and spaces. Strings can be joined together (concatenation), merging them into a single string. Programming can be used to illustrate the concepts of data representation and the impact of data types on operations.

Content description

Explain how digital systems represent all data using numbers AC9TDI6K03

Design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02

Implement algorithms as visual programs involving control structures, variables and input AC9TDI6P05

This sequence enables students to:

• identify data types for example numbers and strings
• explain the types of operations performed on data types
• create computer programs that perform simple operations on data types.

What is this about?

Digital devices, such as computers, need both physical parts (hardware) and instructions (software) to work. They require power, user input and an operating system to perform tasks. The operating system connects the software and hardware. The main parts that process and store data in a digital device are the Central Processing Unit (CPU) and memory storage. Learning about hardware and software helps students understand how technology works, enabling them to navigate and use it effectively.

Content description

Investigate the main internal components of common digital systems and their function AC9TDI6K01

This sequence enables students to:

• recognise that a digital device is made up of several parts
• identify hardware and software components of digital devices
• describe the role of hardware and software components of digital devices.

Supplementary information

In the previous year band, students learned about peripherals and developed their knowledge of the relationship between inputs, processes and outputs of a digital device.

An important part of digital literacy is to learn how to use different software applications, navigate operating systems, manage files and folders, and perform basic computer tasks.

What is this about?

Many digital devices are connected to other digital devices, such as computers via cables, tablets and laptops via wi-fi, and smartphones via mobile phone networks. Connecting digital devices allows information to be shared between users and systems. A network can be small, connecting devices within a limited area like a home or office, or as vast as the internet, which connects millions of devices worldwide. A network is made up of components including network cables, hubs, servers and routers, each carrying out key functions.

By learning about networks, students gain a fundamental understanding of how data moves between devices, systems and users. They see the significance of global connectivity and how it has transformed the way people shop, stream content, interact, work and learn.

Content description

Examine how digital systems form networks to transmit data AC9TDI6K02

This sequence enables students to:

• identify and describe familiar networks around them
• describe how devices in a network are connected to transmit data
• identify the benefits of computer networks
• discuss why a network needs protecting
• understand that the internet is a network of networks.

What is it about?

Students engage in online information sharing through the development of digital solutions and ensure safe interaction by adhering to suitable digital system protocols and agreed-on behaviours. They receive ongoing guidance from trusted adults to become aware of potential risks when working both independently and in collaboration. Additionally, students delve into the ways online applications and networked systems handle their data and explore methods to control their online presence.

Content descriptions

Explain how digital systems represent all data using numbers AC9TDI6K03

Access multiple personal accounts using unique passphrases and explain the risks of password re-use AC9TDI6P09

This sequence enables students to:

• identify strategies to protect content and personal information when accessing online websites by setting appropriate access controls
• explain what information can be safely shared online and describe protocols of sharing information online
• explain how to use passphrases safely and securely
• describe ways to be a responsible user in an online environment
• describe ways to protect your personal information and how it may be at risk.

What is this about?

Following and designing algorithms with branching and repetition draws on students’ problem-solving skills. They break down complex tasks, identify patterns and create efficient solutions using If/then statements and loops to improve efficiencies. Students analyse problems, consider possibilities and design suitable solutions as an algorithm first. An algorithm can be written as a series of steps or diagrammatically such as in a flowchart. The algorithm can then be implemented as a computer program.

Content description

Design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02

This sequence enables students to:

• follow algorithms to determine their purpose and predict outcomes
• explain and debug algorithms
• understand the importance of the order of statements within algorithms
• identify repeating patterns and use loops to make their algorithms more concise
• use if/then statements to add control and decision-making to algorithms, including more than two decision paths.

What is this about?

The sequence and flow of a program is determined by control structures such as branching or iteration (repetition). In a program, ‘if’ statements are branching control structures that allow for decisions that enable the user to choose different paths. Loops are iteration control structures that repeat instructions. These concepts are fundamental in programming across languages. Learning them in Scratch develops transferable skills for exploring new tools and languages. This unit predominantly uses Scratch; however teachers may substitute a similar visual programming language.

Content description

Implement algorithms as visual programs involving control structures, variables and input AC9TDI6P05

This sequence enables students to:

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

Supplementary information

In Scratch, students learn if/then statements to control program flow. They use comparison operators (e.g. =, <, >). For example, ‘if light level < 100, turn the light on’. As their skills develop, introduce if/else statements for multiple decisions and alternative paths when conditions aren't met. To appreciate efficiency and convenience, students learn loops – a form of iteration. Teach conditional loops like ‘repeat until’, which execute once before checking the condition. For example, in game play, ‘repeat until lives = 0’.

What is this about?

As students develop their communication skills they learn the importance of conveying ideas respectfully and responsibly, ensuring a positive online environment for working on collaborative tasks. It is important when working online that students are aware of the digital trail they leave behind. The approach outlined in this unit encourages students to work effectively in a digital environment, be responsible digital citizens, and recognise the extent of their digital footprint.

Content descriptions

Select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours AC9TDI6P08

Explain the creation and permanence of their digital footprint and consider privacy when collecting user data AC9TDI6P10

This sequence enables students to:

• describe appropriate behaviours and potential dangers while online
• co-create classroom protocols to follow to be responsible and stay safe online
• describe how to use suitable digital platforms and tools for sharing and collaboration
• identify online activities that contribute to their digital footprint
• develop skills in using documents collaboratively following conventions
• efficiently plan tasks and collaborate online following agreed behaviours and protocols.

What is this about?

As students work collaboratively on a digital project they will use a range of digital tools to plan, locate, create and share content. Collaboration often involves creating a shared space such as a place for an online document to enable group members to contribute and have access to the most up-to-date version. Depending on your school, common platforms that enable online collaboration include Google Workspace for Education and Microsoft 365. As students use these types of platforms, they follow agreed protocols related to digital etiquette, privacy and safety.

Students will learn to effectively select and use digital tools for collaborative work, task planning and demonstrating agreed behaviours and conventions such as awareness of version history. They are introduced to relevant collaboration tools to engage and share content in group projects. They will learn to use these tools and develop skills to promote teamwork and follow agreed online protocols and behaviours.

Content descriptions

Select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions AC9TDI6P07

Select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours AC9TDI6P08

This sequence enables students to:

• select and use suitable digital platforms and tools for sharing and collaboration
• develop skills in using documents collaboratively following conventions
• efficiently and responsibly collaborate online following agreed behaviours and protocols.