Representing data in digital systems

Home Plan and prepare Scope and sequence (F–10) Years 5–6 Representing data in digital systems

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 5)

JAN DEC

Cycle two (Year 6)

The cycle might look something like this

Cycle one (Year 5)


Jan					Jun						Dec

Cycle two (Year 6)


Jan					Jun						Dec

Representing data in digital systems

Overview

This unit explores binary numbers through pixel-based image creation to help students understand the purpose and functionality of binary. It also covers data types as we explore how information is represented internally in digital systems and the operations that can be performed on it.

Achievement standards

Students process data and show how digital systems represent data. They design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Content descriptions

Data representation AC9TDI6K03, AC9TDI6K04

Generating and designing AC9TDI6P02

Producing and implementing AC9TDI6P05

Related content and General capabilities

Mathematics: Number AC9M5N010, Algebra AC9M6A03

The Arts: AC9AVA6C01

Numeracy: Number patterns and algebraic thinking

Digital Literacy: Creating, Investigating

Critical and Creative Thinking

This topic enables students to

describe ways that digital systems use numerical representations for data including binary digits
apply algorithmic thinking to encode images and investigate patterns
use a spreadsheet to automate processes such as representing cells in colour using whole numbers or binary
identify and describe data types
implement programs using visual programming that use data types
demonstrate that the choice of data type influences the operations that can be performed.

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 5-6

By the end of Year 6, students process data and show how digital systems represent data. They design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Assessment tasks

Binary representation: symbols Binary Images – Code.org

Binary representation: pixels Pixels and binary digits

Rubrics

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

Data representation using binary numbers and whole numbers

This rubric provides benchmarks for assessing different levels of:

representing data using ones and zeros (binary)
encoding and decoding using binary
creativity and proficiency in using whole numbers to create pixel art.

Data types and operations

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

levels of understanding of data types, specifically focusing on strings and numbers
identifying data types and control structures, as well as understanding the role of variables in programming
applying and using data types in programming tasks, particularly focusing on string and number data types
using control structures, variables and user input in programming tasks, with emphasis on the progression from basic sequences to more advanced programs with complex branching, iteration and the use of variables.

Rubric: Data representation using binary numbers and whole numbers

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of binary number system	has a limited understanding of representing data using ones and zeros	shows understanding of ones and zeros relating to scenarios that use on/off, such as switches	shows understanding of using ones and zeros to represent data and provides relevant examples to assist in their explanation	demonstrates understanding of using ones and zeros to represent data and provides relevant examples to assist in their explanation, and can explain how binary numbers are used in computer systems
Encoding and decoding using binary	decodes a series of steps that includes binary to create an image, but there are noticeable errors in the resulting image	demonstrates the ability to encode and decode step-by-step instructions (algorithm) that include binary to create an image with minimal errors or no errors	consistently encodes and decodes an algorithm that includes binary to create an image with no errors, and describes patterns in the algorithm that repeat	consistently encodes and decodes instructions that include binary to create an image, and includes ways to more effectively perform the task for example using algorithms with iteration (repeat steps)
Creative use of whole numbers to represent data as pixel art	creates an image of pixel art by manually colouring a printed grid using whole numbers to represent colours	creates an image of pixel art by representing colours with numbers and manually colouring each individual cell in a digital grid	creates an image of pixel art using a spreadsheet, where colours are represented by numbers, and uses features such as copy and paste to colour each individual cell	creates an image of pixel art using a spreadsheet representing colours by numbers using conditional formatting, a form of branching to automate the colouring of each individual cell; incorporates representation of data using whole numbers in programming tasks involving complex branching, iteration and variables

Rubric: Data types and operations

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of data types (strings and numbers)	has a limited understanding of different data types	shows understanding of either strings or numbers as data types	shows understanding of strings and numbers as data types and provides relevant examples to support understanding	explains that the data type used to represent data determines the operations that can be performed on that data; provides relevant examples to illustrate how different data types enable specific operations
Identification of data types: Identifies control structures (sequence, branching and iteration), variables and input	misidentifies data types in given examples, and is not able to interpret the sequence of steps	accurately identifies most data types in provided examples; interprets the sequence of steps and identifies user input, branching or iteration	consistently identifies data types correctly in various examples; interprets the sequence of steps and identifies user input, branching and iteration	demonstrates a high level of accuracy in identifying data types; interprets the sequence of steps and identifies user input, branching and iteration; explains ways a variable serves as a 'container' to hold and manipulate different data types within a program
Applying and using data types in programming tasks	uses a simple string in a programming task but shows limited understanding of its usage	applies basic use of string and number data types in programming tasks, however, may seek guidance in determining when to use string concatenation (joining strings) versus using operators for number data types	applies the use of string and number data types in programming tasks and displays an understanding of when and how to apply them appropriately; differentiates between joining strings (concatenation) and using operators for number data types effectively	consistently applies a wide range of data types skilfully in programming tasks, demonstrating an advanced understanding of their usage and benefits; effectively chooses and implements the appropriate data types for specific programming scenarios, including strings and numbers
Using control structures (sequence, branching and iteration), variables and input in programming tasks	creates a program with user input in a sequence of logical steps to perform a basic task	creates a program with user input in a sequence of logical steps that includes a decision (branching) to provide the user with a choice	creates a program with user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps)	creates a program with multiple user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps); includes the use of variables to hold and manipulate different data types within a program

Unit sequence

This topic offers 3 sequential units

Unit 1

Data representation using binary

Students encode and decode an image using ones and zeros.

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Unit 2

Creativity with automated pixel art

Students explore pixel images and use algorithms to generate patterns by repeating specific instructions involving binary.

Learn More

Unit 3

Data types and operations

Students learn about data types (numbers and strings) and create computer programs that use these data types.

Learn More

Data representation using binary

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.

Resources to include

Resources to introduce

Years 5–6 Binary representation activity

Use this unplugged lesson to encode/decode an image using a ‘binary alphabet’ using two values such as letters or numbers.

Requires

printed sheets or cards (documents provided)

Suggested time

1 hour

Enables students to:

encode and decode an image using a 'binary alphabet' using two values such as letters or numbers.

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Years 5–6 Colour by numbers – CS Unplugged

Use this lesson to introduce a pixel and coding a grid using zeros and ones.

Requires

printed sheets or cards (documents provided)

Suggested time

2 hours

Enables students to:

encode and decode an image made up of 1 bit per pixel using binary numbers ones and zeros
explain how images can be stored and represented using digits.

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Years 5–6 Binary Acknowledgement of Country

In this learning sequence we explore data representation, learning about the way data in the form of text, can be represented in binary (on and off states). In using the context of Acknowledgement of Country we explore First Nations language groups written digitally as symbols and using a long thread of beads.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

identify the local First Nations language group
describe how text can be represented in binary
represent the local First Nations language group in binary (on/off states).

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Years 5–6 Squeezing pictures into less space

Use this lesson to introduce a pixel and code a grid using ones and zeros using run-length encoding.

Requires

printed sheets or cards (documents provided)

Suggested time

1 hour

Enables students to:

encode and decode an image made up of 1 bit per pixel using binary numbers ones and zeros
use run-length encoding and describe how this is a more efficient way of encoding
explain how images can be stored and represented using digits.

Squeezing pictures into less space Image

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Resources to develop and consolidate learning

Years 5–6 Pixel art to binary – 1 bit

Explore patterns using ones and zeros. Students share their binary code to decode.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

explain how binary numbers are used to create 1 bit per pixel images
explain how images can be stored and represented using digits.

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Years 5–6 Black and white pixelation tutorial

Explore creating black-and-white images using ones and zeros.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

explain how binary numbers are used to create 1 bit per pixel images
describe how greyscale is used in 2 bit per pixel images
explain that to represent the colour of each pixel in more colours other than black and white requires more numbers (for instance, more binary digits).

Black and white pixelation tutorial Image

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Years 5–6 Representing images using binary: totems

In this lesson, students will interpret a First Nations Australian artwork by representing an image they create as a binary image with accompanying code.

Requires

internet access
computers, laptops or tablet
slides and worksheet (provided)

Suggested time

2 hours

Enables students to:

explain how binary numbers are used to create 1 bit per pixel images
explain that to represent the colour of each pixel in more colours other than black and white requires more numbers (for instance, more binary digits).

Representing images using binary: totemsImage

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Resources to extend and integrate learning

Years 5–6 Hour of code: Virtual pet

This tutorial shows how to use the 5 x 5 display of LEDs and the two buttons (A and B) of the micro:bit simulator in blockly code.

Requires

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

Suggested time

2 hours

Enables students to:

describe how to create a program that turns LEDs on a micro:bit on and off
explain their understanding of binary on/off switches.

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Years 5–6 Flashing emotions

Create a program that turns on the LEDs in a micro:bit project.

Requires

internet access
computers, laptops or tablets
physical micro:bit (optional)

Suggested time

1 hour

Enables students to:

describe how to create a program that turns LEDs on a micro:bit on and off
explain their understanding of binary on/off switches.

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Years 5–6 Home automation programming

Incorporate binary into programming using switching appliances on and off.

Requires

computers, laptops or tablets
access to Scratch 3.0 desktop version

Suggested time

2 hours

Enables students to:

create a program that turns switches on and off
include user input, branching, iteration and variables.

Home automation programming (yrs 5-6)Image

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Creativity with automated pixel art

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.

Resources to include

Resources to introduce

Pixel art series
Find out more

Years 5–6 Pixel art series

Use these examples of Pixel Art to inspire students to create and design their own pixel art.

Requires

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

Suggested time

1 hour

Enables students to:

describe how to create pixel art.

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Resources to develop and consolidate learning

Years 5–6 Artist binary

Generate visual patterns by repeating specific instructions that include a string of binary numbers.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

describe how to create visual patterns using repeated steps that include strings of binary numbers.

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Years 5–6 Make art with Google sheet

Create a pixel art project using conditional formatting in a spreadsheet. Represent colours using whole numbers, for example, Yellow = 1.

Requires

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

Suggested time

2 hours

Enables students to:

create pixel art using conditional formatting in a spreadsheet
represent data using numbers.

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Resources to apply and extend learning

Years 5–6 AI and image recognition

Incorporate a spreadsheet to create images using zeros and ones.

Requires

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

Suggested time

2 hours

Enables students to:

use conditional formatting to automate the filling of cells based on a value.

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Years 5–6 Computers, art and pixels

Students use programming skills to create pixel art incorporating binary.

Requires

internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

use programming skills to modify pixel-based images.

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Data types and operations

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.

Resources to include

Resources to introduce

Years 5–6 CS in algebra: data types

Use this video to introduce data types.

Requires

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

Suggested time

2 minutes

Enables students to:

identify data types, for example, numbers and strings.

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Years 5–6 Unplugged: strings and numbers

Use this unplugged lesson to introduce data types.

Requires

printed sheets or cards (documents provided)

Suggested time

1 hour

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

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Resources to develop and consolidate learning

Years 5–6 Getting started with Scratch: Operators

This tutorial introduces operators with a programming example.

Requires

free course, no registration required
internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

Getting started with Scratch: OperatorsImage

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Years 5–6 Space

This tutorial uses visual programming examples to introduce data types, strings and numbers.

Requires

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

Suggested time

2 hours

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

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Years 5–6 Lesson 2: Calculator

Use the visual programming examples to show how to make decisions (branching), include a variable and incorporate data types.

Requires

free course, no registration required
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

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Years 5–6 Lesson 5: password generator

Use this lesson to introduce variables and incorporate data types, strings and numbers, to create a password generator.

Requires

free course (no registration required)

Suggested time

2 hours

Enables students to:

identify data types for example numbers and strings
explain the types of operations performed on data types.

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Resources to apply and extend learning

Years 5–6 DT Challenge: Blockly Chatbot

Write code using data types to create word games and develop a Pirate Chatbot.

Requires

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

Suggested time

3 hours

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

Go to resource Close

Years 5–6 Can a computer recognise your sentiment?

This lesson plan enables students to explore operators and strings to assess and categorise a user’s online comments.

Requires

internet access
computers, laptops or tablets

Suggested time

3 hours

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

Can a computer recognise your sentiment?Image

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Years 5–6 Scratch: Maths rule

Students can modify and remix this Scratch program example to create function machines that use the data type numbers, performs operations, and includes variables and repeat blocks.

Requires

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

Suggested time

2 hours

Enables students to:

identify data types, for example, numbers and strings
explain the types of operations performed on data types.

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Digital systems, safety and security

Overview

This unit explores the internal components of a digital device and their function. It explores computers connected via networks and how to use safe behaviours in a digital world.

Achievement standards

Students securely access and use multiple digital systems and describe their components and how they interact to process and transmit data.

They identify their digital footprint and recognise its permanence.

Content descriptions

Digital systems AC9TDI6K01, AC9TDI6K02

Privacy and security AC9TDI6P09

Related content and General capabilities

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

Critical and Creative Thinking

This topic enables students to

name devices on a computer network
describe how devices in a network are connected
identify networked devices at school or home
describe the benefits of computer networks
describe ways they use safe practices when accessing apps and websites.

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 5-6

By the end of Year 6, students securely access and use multiple digital systems and describe their components and how they interact to process and transmit data. They identify their digital footprint and recognise its permanence.

Assessment tasks

Informal teacher assessment of pupils during main task and plenary. Focus on understanding the different network devices and their roles.
Formal assessment of pupils’ sketch maps indicating devices identified and details of their role within the network.

Using Digital systems: School network, students create a concept map or mind map that demonstrates what they know about digital systems, how different components are connected and the role they play, using the school network as an example.

This annotated work sample, School networks, demonstrates a satisfactory response to explaining how a school network operates.

Unit sequence

This topic offers 3 sequential units

Unit 1

Inside a computer

Students explore the main internal components of common digital systems and their function.

Learn More

Unit 2

Connected via a network

Students investigate familiar networks to learn about the function of the following components: network cable, hub, server, router.

Learn More

Unit 3

Using digital systems safely and securely

Students investigate what information can be safely shared online and describe protocols of sharing information online.

Learn More

Inside a computer

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.

Resources to include

Resources to introduce

Years 5–6 How computers work: Hardware and software

Use this video to understand the role of internal components – such as CPU and memory – have in a computer.

Requires

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

Suggested time

5 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

How computers work: Hardware and softwareImage

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Years 5–6 How computers work: What makes a computer, a computer?

Use this video to discover the features that all computers share.

Requires

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

Suggested time

5 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

How computers work: What makes a computer, a computer?Image

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Years 5–6 Hardware software – Camp coding camp

This video uses a fun rap song to engage students in learning about hardware and software in a computer.

Requires

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

Suggested time

3 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

Hardware software – Camp coding campImage

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Resources to develop and consolidate learning

Years 5–6 Inside your computer – Bettina Bair

Use this video to provide a guide about what happens when you interact with your computer via a mouse.

Requires

internet access
computers, laptops or tablets

Suggested time

4 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

Inside your computer – Bettina BairImage

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Years 5–6 How computers work

Use this unplugged activity to give the students a sense of how computers work by having them act out a simple computer simulation.

Requires

Printed sheets or cards (documents provided)

Suggested time

1 hour

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

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Years 5–6 How computers work: CPU, memory, input & output

Requires

internet access
computers, laptops or tablets

Suggested time

4 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

How computers work: CPU, memory, input & outputImage

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Years 5–6 Computer hardware and software: Computer fundamentals for children

Use this video to learn about hardware and software. It includes a quiz.

Requires

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

Suggested time

3 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

Computer hardware and software: Computer fundamentals for childrenImage

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Resources to extend and integrate learning

Difference between hardware and software
Find out more

Years 5–6 Difference between hardware and software

Use this quiz to learn about the differences between software and hardware.

Requires

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

Suggested time

30 minutes

Enables students to:

identify hardware and software components of digital devices
describe the role of hardware and software components of digital devices.

Difference between hardware and software Image

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Connected via a network

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.

Resources to include

Resources to introduce

Years 5–6 The orange game

Use this unplugged activity to discuss a deadlock when messages are sent via the internet. A video demonstration is also available.

Requires

two oranges or tennis balls per student
a name tag or sticker per student

Suggested time

1 hour

Enables students to:

describe how devices in a network are connected to transmit data.

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Years 5–6 Computer networks: email example

Use this series of slides to introduce the concept of connections and moving information between connected devices.

Requires

laptops and interactive whiteboard to share slides

Suggested time

1 hour

Enables students to:

describe how devices in a network are connected to transmit data
identify the benefits of computer networks.

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Years 5–6 A packet's tale: How does the internet work?

Use this video to explore how information travels across the internet, and introduce the concept of packet switching.

Requires

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

Suggested time

3 minutes

Enables students to:

describe the concept of breaking data down into packets for transmission across networks.

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Years 5–6 What is the internet?

This video provides an opportunity to discuss the internet and what it is.

Requires

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

Suggested time

4 minutes

Enables students to:

describe how devices in a network are connected together to transmit data
explain how a global network of interconnected computer networks enables the exchange of information and communication among users worldwide.

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Years 5–6 The story of wi-fi

This article and supporting video show how a team of Australian radio astronomers solved the problem of high-speed wireless internet.

Requires

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

Suggested time

12 minutes

Enables students to:

describe how devices in a network are connected together to transmit data
describe how electronic devices connect to the internet or communicate with each other wirelessly using radio waves.

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Resources to develop and consolidate learning

Years 5–6 The internet

This lesson explores the internet and its uses. It includes explainer videos including about the internet and its history, and how messages can be successfully sent from one device to another across the planet in under a second using packets and IP addresses.

Requires

internet access
computers, laptops or tablets
electronic whiteboard to display video to class

Suggested time

1 hour

Enables students to:

describe the internet as a network of networks
demonstrate how information is shared across the internet
discuss why a network needs protecting.

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Years 5–6 Networking hardware

This lesson explores the functionality of key hardware components found in a network. It covers network cables, hubs, servers and routers.

Requires

internet access
computers, laptops or tablets
printed worksheet supplied or electronic version of slides

Suggested time

1 hour

Enables students to:

describe the function of the following components found in computer networks: network cable, hub, server, router.

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Years 5–6 What does our school network look like?

Use this resource to investigate the school network and learn about how computers are connected.

Requires

internet access
computers, laptops or tablets
printed worksheet supplied or electronic version of slides

Suggested time

1 hour

Enables students to:

describe the function of the following components found in computer networks: network cable, hub, server, router
explain how the individual components of a digital system work together to perform a function.

What does our school network look like? Image

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Resources to apply and extend learning

Connectivity at home
Find out more

Years 5–6 Connectivity at home

Use this take-home activity for students to investigate different forms of connectivity and discover which types can be paired with the digital systems their family owns.

Requires

printed worksheet supplied or electronic version of slides

Suggested time

1 hour

Enables students to:

identify and describe familiar networks around them.

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Using digital systems safely and securely

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.

Resources to include

Resources to introduce

Years 5–6 Be secure

Use this video to discuss basic online safety skills, including why it is essential to Ask, Check and Think before acting in the digital world.

Requires

internet access
computers, laptops or tablets to view the video

Suggested time

1 hour

Enables students to:

identify and establish personal online safety boundaries
develop skills to question what they encounter online
develop skills to identify problematic situations which may impact their online safety or security
consider appropriate help seeking and reporting strategies for dealing with unsafe situations online.

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Years 5–6 How secure is my password?

Use this online tool to help students better understand password security.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

protect content and personal information when accessing online websites by setting appropriate access controls.

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Years 5–6 Set secure passphrases

Students learn about passphrases that are harder to guess but easy to remember. Includes a quiz.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

protect content and personal information when accessing online websites by setting appropriate access controls.

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Years 5–6 eSafety – First Nations: Connecting safely

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

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

protect content and personal information when accessing online websites by setting appropriate access controls.

eSafety – First Nations: Connecting safelyImage

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Resources to develop and consolidate learning

Years 5–6 Cybersmart Challenge

Watch these videos and find out how to be smart online. Use the videos to introduce students to key online safety issues including cyberbullying, protecting personal information and sharing images.

Requires

internet access
computers, laptops or tablets to view the video

Suggested time

1 hour

Enables students to:

identify how to safely share content/images online
identify what personal information is safe to put online
identify what cyberbullying is.

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Years 5–6 Cybermarvel – Primary

An introduction to cyber security with four modules on offer.

Requires

internet access
computers, laptops or tablets
free Grok learning accounts

Suggested time

4 hours

Enables students to:

explain what information can be safely shared online and describe protocols of sharing information online
explain how to use passwords safely and securely
describe ways to protect your personal information and how it may be at risk.

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Years 5–6 Protecting your personally identifiable information

This website provides the key information about being safe online.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

explain what information can be safely shared online and describe protocols of sharing information online.

Protecting your personally identifiable informationImage

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Years 5–6 Cyber security same: Know your risks

What information is safe to share online? This interactive (PowerPoint) classroom presentation can help students understand the risks.

Requires

internet access
computers, laptops or tablet
access to slides provided

Suggested time

1 hour

Enables students to:

explain what information can be safely shared online and describe protocols of sharing information online.

Cyber security same: Know your risksImage

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Years 5–6 Digital footprint

Use this website to explore the trail of data, known as your digital footprint.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

describe data that is created from your online activities
describe ways to protect your personal information and how it may be at risk.

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Resources to apply and extend learning

Years 5–6 Cracking a code – give your passwords superpowers

Play a game with a partner where you guess a three-digit code. This task can be done as a take-home activity.

Requires

printed worksheets

Suggested time

1 hour

Enables students to:

explain how to use passwords safely and securely.

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Years 5–6 Password generator

Use this lesson to introduce variables and incorporate data types, strings and numbers, to create a password generator.

Requires

Free course, no registration required
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

explain how to use passwords safely and securely
identify data types; for example, numbers and strings.

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Years 5–6 Making good choices online

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

Requires

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

Suggested time

1 hour

Enables students to:

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

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Years 5–6 Smartphone security

This lesson provides an opportunity to investigate security measures, including those powered by artificial intelligence (AI), that are used to protect users from unauthorised (unapproved, unwanted) access to their digital devices.

Requires

internet access
computers, laptops or tablets
access to Scratch

Suggested time

1–2 hours

Enables students to:

describe ways to protect use of digital devices using passphrases or biometric security
create a program using a visual programming language that protects the user against unauthorised access.

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Programming challenges

Overview

This unit provides a sequence for teaching programming incorporating branching, iteration (repetition) and variables.

Achievement standards

Digital Technologies: Years 5–6

By the end of Year 6 students design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Content descriptions

Generating and designing AC9TDI6P02

Producing and implementing AC9TDI6P05

Related content and General Capabilities

This topic enables students to

follow algorithms to determine their purpose and predict outcomes
describe and create an algorithm that includes branching and repetition
create a program following an algorithm that includes branching and repetition
incorporate variables into a program that uses a repeat command and includes decisions that enable the user to choose different paths.

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 5-6

By the end of Year 6 students design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Assessment tasks

Use this assessment task All at sea for Year 5–6 that assesses programming (AC:DT V8.4)

Rubric

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

Control structures (branching and iteration)

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

levels of understanding of programming blocks, specifically focusing on control structures
identifying control structures, as well as understanding the role of variables in programming
using control structures, variables and user input in programming tasks.

Rubric: Control structures (branching and iteration)

By the end of Year 6, students design algorithms involving complex branching and iteration, and implement them as visual programs including variables.

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of visual programming blocks	demonstrates a limited understanding of visual programming blocks	can name some visual programming blocks or describe their purpose	describes the purpose of the visual programming blocks and provides relevant examples to support their understanding	explains how programming blocks are organised by type, their purpose and provides relevant examples to support their understanding. Their examples illustrate blocks to enable input, decisions, repeat steps and data stored as a variable
Identifies control structures: investigating sample visual programs	demonstrates limited ability to describe or identify blocks in given examples and interpret the sequence of steps	identifies most block types in provided examples. Interprets the sequence of steps and identifies user input, decisions (branching) or repeat steps (iteration)	consistently identifies block types correctly in various examples. Interprets the sequence of steps, predicts outcomes of blocks and identifies user input, decisions (branching) and repeat steps (iteration)	demonstrates a high level of accuracy in identifying block types of a range of complex visual programs. Interprets the sequence of steps, predicts outcomes of blocks and identifies user input, branching and iteration. Explains ways a variable serves as a 'container' to hold and manipulate different data types within a program
Producing and implementing visual programs	with guidance, creates a program in a sequence of steps to perform a basic task with limited opportunity for user input	creates a program with user input in a sequence of logical steps that includes a decision (branching) to provide the user with a choice	creates a program with user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps)	creates a program with multiple user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps). Includes the use of variables to hold and manipulate different data types within a program

Unit sequence

This topic offers 3 sequential units

Unit 1

Algorithms

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

Learn More

Unit 2

Branching and iteration

Students implement algorithms as visual programs involving branching, iteration, variables and input.

Learn More

Unit 3

Introducing variables

Students learn about variable and implement these in their visual programs.

Learn More

Algorithms

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.

Resources to include

Resources to introduce

Years 5–6 coding@home TV – Primary 2 – Designing an algorithm

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

Requires

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

Suggested time

24 minutes

Enables students to:

describe an algorithm that includes branching and repetition.

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

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Years 5–6 Number guessing: I’m thinking of a number...

Play a number guessing game to explore algorithms.

Requires

printed worksheets supplied

Suggested time

1 hour

Enables students to:

describe an algorithm that includes branching and repetition.

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Resources to develop and consolidate learning

Years 5–6 Learning to loop

Students create algorithms with a condition that tells the computer to repeat a sequence of instructions.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

describe an algorithm that includes repetition
create an algorithm that includes repetition.

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Years 5–6 Making maths quizzes 1: Plan and test our programs

In this sequence of lessons students plan, create and edit a program that will ask maths questions that are harder or easier depending on user performance.

Requires

internet access
computer/laptop and interactive whiteboard
large sheets of paper for recording ideas

Suggested time

1 hour

Enables students to:

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

Making maths quizzes 1: Plan and test our programsImage

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Resources to extend and integrate learning

Eco-calculator
Find out more

Years 5–6 Eco-calculator

Students will make a paper prototype of an eco-calculator to demonstrate human impact on the environment and suggest changes in behaviour.

Requires

large sheets of paper for recording

Suggested time

2 hours

Enables students to:

describe an algorithm that includes repetition
create an algorithm that includes repetition.

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Branching and iteration

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’.

Resources to include

Resources to introduce

Years 5–6 coding@home TV – Primary 4 – Branching and repetition using Scratch

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

Requires

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

Suggested time

24 minutes

Enables students to:

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

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

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Years 5–6 Making maths quizzes 2: Implementing a digital solution

In this sequence of lessons, students implement a digital solution for a maths quiz.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

explain what the repeat blocks do in a program.

Making maths quizzes 2: Implementing a digital solutionImage

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Years 5–6 Introduction to loops in Scratch – Barclays Code Playground

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

Requires

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

Suggested time

1 hour

Enables students to:

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

Introduction to loops in Scratch – Barclays Code PlaygroundImage

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Years 5–6 Introduction to conditionals in Scratch – Barclays Code Playground

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

Requires

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

Suggested time

2 hours

Enables students to:

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

Introduction to conditionals in Scratch – Barclays Code PlaygroundImage

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Resources to develop and consolidate learning

Years 5–6 Getting started with Scratch – Control

This tutorial provides examples of how to use ‘control’ blocks, which control the order that blocks run in, including decisions (selection) and loops (repetition).

Requires

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

Suggested time

1 hour

Enables students to:

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

Getting started with Scratch – ControlImage

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Years 5–6 Storm survivor: Input, decision-making and loops

Students use a visual programming language to create a game or quiz to help members of a community prepare for a severe weather event.

Requires

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

Suggested time

1 hour

Enables students to:

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

Storm survivor: Input, decision-making and loopsImage

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Years 5–6 DT get looping: Scratch

In this short course, learn to use loops and variables in their Scratch projects.

Requires

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

Suggested time

2 hours

Enables students to:

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

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Resources to apply and extend learning

Years 5–6 Can a computer recognise your sentiment?

This lesson enables students to create a program with branching and iteration to show how Artificial Intelligence assesses and categorises a user’s online comments.

Requires

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

Suggested time

2 hours

Enables students to:

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

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Years 5–6 Microsoft Makecode arcade

Choose arcade games to explore and remix. Follow a tutorial to get started.

Requires

register for free use of this resource to save students versions of their games
internet access
computers, laptops or tablets

Suggested time

4–6 hours

Enables students to:

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

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Introducing variables

What is it about?

Variables allow students to store and manipulate data within a computer program such as in a Scratch project. A variable can be used to represent different types of information, such as numbers or text, and store these values that change during program execution. They can update variables based on user input, events or calculations, which can affect the behaviour and appearance of sprites (on screen characters or objects).

Content descriptions

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 variables in a program
explain what a variable is and how it is used in programming
use variables in a program
incorporate variables into a program that uses a repeat command and includes decisions that enable the user to choose different paths.

Resources to include

Resources to introduce

Years 5–6 coding@home TV – Primary 3 – Beginning to code in Scratch

Use this video to cover ‘user input and variables’, and turn a flowchart into a digital solution.

Requires

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

Suggested time

24 minutes

Enables students to:

describe and explain how a variable is used in programming.

coding@home TV – Primary 3 – Beginning to code in ScratchImage

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Years 5–6 Race up if mountain!

This unplugged activity is designed to teach decision-making in programming, as well as starting to teach students about variables.

Requires

six-sided dice, glue, scissors, coloured pencils, bottle caps as game pieces

Suggested time

1 hour

Enables students to:

describe and explain how a variable is used in programming.

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Years 5–6 Introduction to variables in Scratch – Barclays Code Playground

In this lesson students learn about variables using a heads or tails coin toss.

Requires

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

Suggested time

1 hour

Enables students to:

describe and explain how a variable is used in programming
create a simple program that includes a variable.

Introduction to variables in Scratch – Barclays Code PlaygroundImage

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Resources to develop and consolidate learning

Years 5–6 Unit 4 activity: Score

Use this worksheet with sample Scratch program to introduce variables.

Requires

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

Suggested time

1 hour

Enables students to:

describe and explain how a variable is used in programming
create a simple program that includes a variable.

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Years 5–6 Lesson 8: Guess the number

This tutorial demonstrates how to create a program that uses branching, iteration and variables in a visual program. (Refer to Scratch examples.)

Requires

free course, no registration required
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

describe and explain how a variable is used in programming
create a simple program that includes a variable.

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Years 5–6 Getting started with Scratch: Variables

This tutorial explains how to create a variable and provides relevant examples for students to explore.

Requires

free course, no registration required
internet access

Suggested time

2 hours

Enables students to:

describe and explain how a variable is used in programming
create a simple program that includes a variable.

Getting started with Scratch: VariablesImage

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Years 5–6 Creative computing curriculum

Select relevant units for students to work through to develop their programming skills.

Requires

free course, no registration required
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

describe and explain how a variable is used in programming
create a simple program that includes a variable.

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Resources to apply and extend learning

Years 5–6 Designing a mini-game with variables

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

Requires

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

Suggested time

3–4 hours

Enables students to:

design a three-level game that has a clear purpose and is designed for a particular audience
use branching and iteration to control the flow of their program
use a range of variables for keeping score, keeping track of lives or the use of a timer.

Designing a mini-game with variablesImage

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Years 5–6 Getting started with Scratch: Debug

This short tutorial provides useful tips on debugging as students program in Scratch.

Requires

free course, no registration required
internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

describe and explain how an algorithm is implemented as a program
describe ways to debug their program and explain the parts of their program.

Getting started with Scratch: DebugImage

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Years 5–6 DT challenge Year 5/6 Blockly – Chatbot

Write code using data types to create word games and develop a Pirate Chatbot. Requires free log in.

Requires

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

Suggested time

3 hours

Enables students to:

describe and explain how a variable is used in programming
create a program that includes a variable.

DT Challenge - 5/6 Blockly - ChatbotImage

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Years 5–6 Check out the checkout

This sequence of lessons explores how to incorporate user input, decision-making, loops and variables in programming using the context of a shopping experience, particularly the checkout.

Requires

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

Suggested time

3 hours

Enables students to:

describe and explain how a variable is used in programming
create a program that includes a variable, branching and iteration.

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Years 5–6 Fraudulent reviews

In this course, students use language analysis to unravel the mysteries of suspicious reviews and begin to distinguish between genuine and fake reviews.

Requires

computers. laptops or tablets
free registration to Grok Learning to use Blockly

Suggested time

3 hours

Enables students to:

describe and explain how a variable is used in programming
create a program that includes a variable, branching and iteration.

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Designing a digital solution

Overview

This unit explores the user-centred design process through three different pathways that incorporate visual programming. Familiarise students with the design process and use of user stories to identify user needs. Next, choose one pathway that suits your students’ needs, school context and available resources.

Achievement standards

By the end of Year 6 students develop and modify digital solutions, and define problems and evaluate solutions using user stories and design criteria.

Pathways 2 and 3 also include:

Students design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Content descriptions

Investigating and defining AC9TDI6P01

Generating and designing AC9TDI6P03, AC9TDI6P04

For pathway 2 and 3:

Evaluating AC9TDI6P06

Producing and implementing AC9TDI6P05

Generating and designing AC9TDI6P02

Related content and General Capabilities

Science: Physical sciences AC9S6U03

The Arts: Music: Creating and making; Dance: Creating and making

Critical and Creative Thinking

Cross curriculum priority: Sustainability

This topic enables students to

follow the design process (empathise, define, ideate, prototype and test)
generate a design to solve an identified problem based on user needs and design criteria
test and evaluate the solution against user needs and design criteria.

For pathway 2 and 3

design a project that uses inputs and outputs in a 3D immersive environment or on a controllable virtual or physical device
create computer programs that involve sequencing, branching, iteration and variables.

Supplementary information

Each pathway has a slightly different focus.

The main focus of the pathway ‘Design for all using Makey Makey’ is to enable students to develop and modify digital solutions, define problems and evaluate solutions using user stories and design criteria. It draws on basic programming knowledge but is not intended to fully meet the implementation aspects of the achievement standards for this level.

The pathway ‘Design a community space in 3D’ focuses on immersive 3D environments and enables students to develop and modify digital solutions, define problems and evaluate solutions using user stories and design criteria. It includes programming and can provide evidence towards the achievement standards related to implementation for this level.

The pathway ‘Design an automated solution’ enables students to develop and modify digital solutions, define problems and evaluate solutions using user stories and design criteria. It also requires students to draw on and develop relevant programming skills and processes that relate to the ‘Producing and implementing’ aspects of the achievement standards for this level.

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 5-6

By the end of Year 6 students develop and modify digital solutions, and define problems and evaluate solutions using user stories and design criteria.

Pathways 2 and 3 also include:

Students design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Rubrics

Select the relevant rubric depending on the selected pathway for this topic.

Designing a solution incorporating Makey Makey

This rubric provides benchmarks for assessing different levels of:

knowledge of Makey Makey board components connected as a circuit and identifies conductible/non-conductible materials (Science)
defining problems, developing user stories and identifying design criteria
evaluating solutions using user stories and design criteria.

Design a community space in 3D

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

defining problems and evaluating solutions
using control structures, variables and user input in programming tasks. It emphasises the progression from basic sequences to more advanced programs with complex branching, iteration and the use of variables.

Design an automated solution

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

defining problems and evaluating solutions
using control structures, variables and user input in programming tasks. It emphasises the progression from basic sequences to more advanced programs with complex branching, iteration and the use of variables.

Rubric: Designing a solution incorporating Makey Makey

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Knowledge of Makey Makey board and interface Science (Explains a circuit and conductible/ non-conductible materials.)	identifies and describes the following parts: Scratch program or online interface, Makey Makey board, USB cord, Alligator clips, conductible/non-conductible materials	assembles the parts in the correct manner to achieve a working circuit using at least one conductive material	assembles the parts in the correct manner to achieve a working circuit and links desired on-screen events that are triggered on receiving the keystroke	assembles the parts in the correct manner to achieve a working circuit, identifying conductible/non-conductible materials. Explains how the circuit works and demonstrates the key strokes to control the desired event
Generate designs incorporating a Makey Makey board and interface/Scratch program Define problems and develop user stories and identify design criteria.	has not defined the problem or identified user needs in their design	defines the problem, identifies the user needs and how their design meets those needs	defines the problem, identifies user needs, develops a user story showing the goal to be accomplished and the reason for the goal	clearly defines the problem and identifies user needs, develops a user story showing the goal to be accomplished and the reason for the goal. The design clearly shows how the user experience is improved and meets the user needs and design criteria
Create and evaluate digital solution Evaluate solutions using user stories and design criteria.	uses an existing program and connects a Makey Makey board to create a working solution	uses an existing program and connects a Makey Makey board to create a working solution based on user needs	follows their design, which incorporates the user story, tests their solution to ensure it meets the user needs and makes changes as required. Uses an existing program such as a Scratch program	follows their design, which incorporates the user story, tests their solution to ensure it meets the user needs and makes changes as required. Explains how the solution meets the user need and justifies the design choices. Modifies or creates their own interface such as a Scratch program

Rubric: Design a community space in 3D

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Design and create a community space in Minecraft	describes some basic elements of a community space	describes elements of a community space and their purpose and organisation within the Minecraft environment	describes and creates a thoughtful community space design that is functional and visually appealing, considers the needs and preferences of potential users	describes and creates a thoughtful community space design that is functional and visually appealing, considers the needs and preferences of potential users. Explains reasons such as usability and aesthetics
Produce and implement visual programs (in Minecraft)	with guidance, creates a program with basic sequential commands, such as moving or placing blocks in a logical order	creates a program with sequential commands, uses conditional statements to control the flow of the program and adapts to various in-game situations or employs loops to repeat actions	creates a program with user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps)	creates a program with user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps). Includes variables to store and manipulate data, enhancing the program's functionality

Rubric: Design an automated solution

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Design and create a digital solution using micro:bit	with guidance, proposes a solution to a problem, but lacks clarity or practicality	designs a solution that addresses the problem, showing some consideration for user needs	designs a thoughtful and practical solution that effectively addresses the problem and considers user needs	designs a thoughtful and practical solution that effectively addresses the problem and considers user needs. Explains design criteria for key functions in terms of the user
Produce and implement visual programs (micro:bit)	with guidance, creates a program with basic sequential commands	creates a program with sequential commands and uses conditional statements to control the flow of the program or employs loops to repeat actions	creates a program with user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps)	creates a program with user input in a sequence of logical steps that includes multiple decisions (complex branching) and iteration (repeat steps). Includes variables to store and manipulate data, enhancing the program's functionality

Unit sequence

This topic offers 3 pathways

Core Unit

User-focused design process

What is this about?

Students are introduced to the design process (empathise, define, ideate, prototype and test). This process begins with empathising with the users and identifying their needs. It involves creating user stories to inform design considerations. In the define phase, the problem or challenge is defined, identifying goals and any constraints that need to be address in the design. In the ideate phase, various solutions are generated through brainstorming. Next a prototype is developed which can be paper-based or simple digital mock ups. The test phase involves getting feedback from the user to gain insights on usability and effectiveness in meeting the design criteria.

Once students have developed familiarity and confidence with the design process and the use of user stories, they can be presented with a specific problem or challenge that requires designing a digital solution. These are presented as options in the three pathways for this unit.

Content descriptions

Define problems with given or co-developed design criteria and by creating user stories AC9TDI6P01

Design a user interface for a digital system AC9TDI6P03

Generate, modify, communicate and evaluate designs AC9TDI6P04

Evaluate existing and student solutions against the design criteria and user stories and their broader community impact AC9TDI6P06

This sequence enables students to:

define the problem and identify user needs
develop a user story showing the goal to be accomplished and the reason for the goal
generate a design to solve an identified problem based on user needs and design criteria
test and evaluate the solution against user needs and design criteria.

Supplementary information

The emphasis on empathising with users and understanding their needs is an important phase in designing solutions that really address users’ requirements. Creating user stories is an effective way to capture and communicate user needs, and it helps designers keep the users' perspectives at the forefront throughout the design process.

Resources to include

Resources to introduce

Years 5–6 Human-centered design sits at the intersection of empathy and creativity

View the video (duration 1:55 min) to introduce design process.

Requires

internet access
computer and interactive whiteboard to view as a class

Suggested time

2 minutes

Enables students to:

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

Human-centered design sits at the intersection of empathy and creativityImage

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Years 5–6 coding@home TV – Finding a target audience

View the video (duration 23:36 min) to introduce understanding the user needs in the design process, using the example of a chat bot.

Requires

internet access
computer and interactive whiteboard to view as a class

Suggested time

24 minutes

Enables students to:

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

coding@home TV – Finding a target audienceImage

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Years 5–6 Design thinking process – Empathising

In this lesson students explore the design thinking process of empathising to understand more about the users and the problem they are trying to solve.

Requires

sticky notes

Suggested time

1 hour

Enables students to:

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

Design Thinking Process - EmpathisingImage

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Years 5–6 Redesign the school lunch experience

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

Requires

printed worksheets (provided by resource)

Suggested time

2 hours

Enables students to:

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

Redesign the school lunch experienceImage

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Resources to develop and consolidate learning

Years 5–6 User stories and design criteria: Fair use of the school basketball court

Use this slidedeck to support and guide students to develop a user story and design criteria as part of the ideation phase of design process.

Requires

slides (PowerPoint)

Suggested time

1 hour

Enables students to:

identify needs of a user
create a user story
explain how a user story is used in the design process
develop design criteria based on a user's needs and goals.

User stories and design criteria: Fair use of the school basketball courtImage

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Years 5–6 User story

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

Requires

slides (PowerPoint)

Suggested time

1 hour

Enables students to:

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

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Years 5–6 DT applied: Design thinking

This module introduces students to Design Thinking, a set of techniques and processes for solving problems.

Requires

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

Suggested time

5 hours

Enables students to:

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

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Years 5–6 DT applied: Design Thinking: Student resources

A comprehensive resource with printable handouts for students to engage in the design process.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

3 hours

Enables students to:

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

DT applied: Design Thinking: Student resourcesImage

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Design for all using Makey Makey

What is this about?

Students design a digital solution that solves a problem for a user with an identified need. As students design a digital solution, they can apply their understanding of how data is input and output by digital systems. Students empathise with the target audience, going through a process of ideation and then design. Creating enables students to test whether their design works as expected. Makey Makey is a simple circuit board that enables students to turn any conductible surface into an input device for their computer. Students can incorporate the Makey Makey board into their design.

Content descriptions

Define problems with given or co-developed design criteria and by creating user stories AC9TDI6P01

Design a user interface for a digital system AC9TDI6P03

Generate, modify, communicate and evaluate designs AC9TDI6P04

Evaluate existing and student solutions against the design criteria and user stories and their broader community impact AC9TDI6P06

This sequence enables students to:

define the problem and identify user needs
develop a user story, showing the goal to be accomplished and the reason for the goal
generate a design to solve an identified problem based on user needs and design criteria
test and evaluate the solution against user needs and design criteria.

Supplementary information

Input devices allow us to enter raw data into a computer. A digital system, such as a tablet or desktop computer, processes the data. It then produces outputs that are communicated using an output device. Input devices can be manual or automatic. Data such as text, images, sound and numbers are input into a digital system using a range of digital devices. The output is communicated using different components; for example, a speaker for sound. To enable data input, specific software may be required; for example, to gain audio and video input from a webcam, the digital system requires suitable software. This software is also used to output the webcam data to a screen. Users of digital systems need to have the ability to enter data into computers. Various peripheral devices have been created to fulfil this need and this process of invention continues.

The Makey Makey board will plug directly into the computer’s USB peripheral port and essentially behave like an input device. When specific keys are pressed the Makey Makey board can mimic those keystrokes. Students can explore and use different materials to test ways to provide an input that has a functional benefit for their user. For example, users with limited fine-motor control may benefit from a design that has larger, easier controls to use keyboard strokes – such as up, down, left and right arrows – to interact with a game. Makey Makey is an invention kit available for purchase that allows you to interact with a computer, using everyday objects as a replacement for inputs such as a keyboard or computer mouse. Activating a key means creating a closed circuit. For the circuit to work, electrons have to be able to flow from the Makey Makey input key to Makey Makey’s ground pin. So materials chosen as the input must conduct some level of electrical energy. This includes aluminium foil, a banana and even a circuit drawn in grey lead pencil.

Resources to include

Resources to introduce

Years 5–6 What are inputs and outputs?

Revise inputs and outputs, and introduce and demonstrate Makey Makey as another form of input that can replace keyboard strokes.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

30 minutes

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application that are triggered by a keyboard stroke
describe the ways to use the Makey Makey board to replace the keyboard strokes to trigger an event.

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Years 5–6 Ultimate stomping pad

Use this lesson to design a dance incorporating a stomping mat.

Requires

iInternet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

2 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

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Years 5–6 Makey Makey orchestra

In this learning sequence students explore an orchestra and use Makey Makey to make a musical instrument for an ensemble.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

1 hour

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

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Resources to develop and consolidate learning

Years 5–6 Design thinking, game controllers, and adaptive technology – Michael Bycraft

Explore designs using Makey Makey to create assistive technology for others.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

3 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application that are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

Design thinking, game controllers, and adaptive technology – Michael BycraftImage

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Years 5–6 Prototype game controller soccer app

Explore designs using Makey Makey to create game controllers for others.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

3 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application that are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

Prototype game controller soccer app Image

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Years 5–6 New Makey Makey plug and play interactive poster app

This lesson introduces students to designing an interactive poster combining Scratch and Makey Makey.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials
scratch V3 programming environment

Suggested time

3 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application that are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

New Makey Makey plug and play interactive poster app Image

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Years 5–6 Makey Makey projects for Year 3 to 6 students

These lesson ideas demonstrate how to combine Makey Makey and Scratch to create all sorts of interesting solutions with students, as well as teach the basics of circuitry, conductive materials and algorithms.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials
scratch V3 programming environment

Suggested time

3 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application that are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations).

Makey Makey projects for Year 3 to 6 students Image

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Resources to extend and integrate learning

Years 5–6 Makey Makey braille calculator by Tracy Zhang

Use this lesson as inspiration to create a calculator for a person with no or low vision.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials
scratch V3 programming environment

Suggested time

5 hours

Enables students to:

describe digital systems as having inputs and outputs
describe the events of a computer program or application are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event
describe the sequence of their algorithm including any loops (iterations), branching and variables.

Makey Makey braille calculator by Tracy ZhangImage

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Years 5–6 Investigating conductivity with Makey Makey boards

In this sequence of lessons students explore how electrical energy can be transferred and transformed in electrical circuits, using Makey Makey boards as the basis for experimentation and recoding of data.

Requires

internet access
computers, laptops or tablets
Makey Makey board
conductive materials

Suggested time

1 hour

Enables students to:

describe digital systems as having inputs and outputs
classify materials as conductive or non-conductive
describe the events of a computer program or application are triggered by a keyboard stroke
use a Makey Makey board to replace the keyboard strokes to trigger an event.

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Professional learning

Design a community space in 3D

What is it about?

Designing, building and exploring virtual worlds that resemble the real world allows students to apply coding skills in a practical context. They can build structures, automate tasks and create contraptions drawing on, and developing, programming skills. Minecraft enables students to engage in an immersive virtual 3D environment and allows them to see the immediate results of their code. They can quickly iterate, test different approaches, and observe how changes affect their virtual world. This feedback loop promotes a hands-on learning experience and helps students grasp coding concepts. Using the context of designing a community space (which can incorporate green city or green building design), students define the problem, identifying user needs. They create user stories based on user needs. They create and test their digital solution against the user stories and design criteria.

Content descriptions

Define problems with given or co-developed design criteria and by creating user stories AC9TDI6P01

Design a user interface for a digital system AC9TDI6P03

Generate, modify, communicate and evaluate designs AC9TDI6P04

Evaluate existing and student solutions against the design criteria and user stories and their broader community impact AC9TDI6P06

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:

define the problem and identify user needs
develop a user story showing the goal to be accomplished and the reason for the goal
generate a design to solve an identified problem based on user needs and design criteria
design algorithms involving multiple alternatives (branching) and iteration
create computer programs that involve sequencing, branching, iteration and variables
test and evaluate the solution against user needs and design criteria.

Resources to include

Resources to introduce

Years 5–6 Turning learning into action: Starting a community action plan

Use these suggested steps to identify needs in your community and plan an approach to address the issues.

Requires

community walk

Suggested time

1 hour

Enables students to:

identify community issues.

Turning learning into action: Starting a community action planImage

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Years 5–6 Schools reinventing cities – Official Minecraft trailer

Inspire students to design a community in Minecraft.

Requires

internet access
computers, laptops or tablets
access to Minecraft free edition

Suggested time

1 minute

Enables students to:

identify community issues
describe how these issues could be solved using a virtual world example.

Schools reinventing cities – Official Minecraft trailerImage

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Years 5–6 Minecraft hour of code

Use blocks of code to take a character on an adventure through a Minecraft world.

Requires

internet access
computers, laptops or tablets
access to Minecraft free edition

Suggested time

1 hour

Enables students to:

learn basic coding such as using loops to repeat steps (iteration), using inputs and including if/then statements (branching).

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Years 5–6 Minecraft hour of code designer

Program animals and other Minecraft creatures in your own version of Minecraft.

Requires

internet access
computers, laptops or tablets
access to codestudio.org

Suggested time

1 hour

Enables students to:

learn basic coding such as using loops to repeat steps (iteration), using inputs and including if/then statements (branching).

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Resources to develop and consolidate learning

Years 5–6 Design a space for your community

Use this student e-magazine that has tutorials and follows the design process to solve a community issue using Minecraft.

Requires

internet access
computers, laptops or tablets
access to Minecraft free edition

Suggested time

1 hour

Enables students to:

identify community issues
learn basic coding such as using loops to repeat steps (iteration), using inputs and including if/then statements (branching).

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Years 5–6 Green building

Investigate innovations in buildings that help to save energy and protect the environment. In a group, build a new home that uses some of these techniques.

Requires

internet access
computers, laptops or tablets
access to Minecraft free edition

Suggested time

1 hours

Enables students to:

identify community issues
learn basic coding such as using loops to repeat steps (iteration), using inputs and including if/then statements (branching).

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Years 5–6 Coding with Minecraft

For students who need to learn coding sequences, iteration and variables.

Requires

internet access
computers, laptops or tablets
access to Minecraft free edition

Suggested time

10 hours

Enables students to:

learn basic coding such as using loops to repeat steps (iteration), using inputs and including if/then statements (branching)
learn and apply the coding concept of variables.

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Resources to apply and extend learning

Years 5–6 Greening our city

Use this lesson to explore the design process to solve a community issue using Minecraft.

Requires

internet access
computers, laptops or tablets
access to Minecraft free edition

Suggested time

2 hours

Enables students to:

use conditional formatting to automate filling cells based on a value.

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Years 5–6 Building community

Create a community space in Minecraft by building important structures and services.

Requires

internet access
computers, laptops or tablets
access to Minecraft free edition

Suggested time

2 hours

Enables students to:

use programming skills to modify pixel based images.

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Design an automated solution

What is it about?

Designing an automated solution enables students to apply their programming knowledge and skills to solve a problem or challenge. When designing a solution, students consider the design criteria and needs of the user to ensure it meets the requirements. They design an algorithm as a series of steps with decisions and iteration. They select a technology type or application best suited to implement the algorithm which they are familiar with and to which they have access.

Students may choose:

to create a computer program such as Scratch to automate tasks involving interconnected devices, for example, a virtual assistant to control smart devices, such as in-home automation
to program a robot to perform automated tasks; this may involve writing code to plan a pathway and navigate its environment, or more complex programming to control motors, sensors and other components of the robot
to use a micro-controller such as a micro:bit, the solution may incorporate sensors to sense their environment to automate a task.

Content descriptions

Define problems with given or co-developed design criteria and by creating user stories AC9TDI6P01

Design a user interface for a digital system AC9TDI6P03

Generate, modify, communicate and evaluate designs AC9TDI6P04

Evaluate existing and student solutions against the design criteria and user stories and their broader community impact AC9TDI6P06

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:

design a project that uses inputs and outputs on a controllable physical or virtual device
follow the design process (empathise, define, ideate, prototype and test)
use if/then statements to compare a variable to a value
create computer programs that use inputs and outputs on a controllable device.

Supplementary information

The technology type chosen for this unit will depend on resources available and students’ familiarity with the technology. Suggested lessons often focus on a particular technology type. It may be possible to apply the approach to a similar application focusing on the key concepts being presented and substitute a technology to which students have access.

A sensor is a device that senses and reacts to some type of input from the physical environment. Types of input include heat, light, moisture, motion, pressure or any other environmental phenomenon. The result is typically a signal that is either translated to a human-readable display at the sensor location or sent electronically over a network for reading or further processing.

Resources to include

Resources to introduce

Years 5–6 Making ‘sense’ of robot sensors

Use this unplugged lesson to introduce sensors using the example of bats and echolocation.

Requires

printed sheets or cards (documents provided)

Suggested time

1 hour

Enables students to:

describe how living things perceive their environment using senses
relate sensory technology to robotic applications identifying the type of input data.

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Years 5–6 Cross age making a robot

In this unplugged project, students collaborate on a code for an unplugged robot. They design, test and modify the robot and create instruction manuals.

Requires

4ecycled materials to build a model robot

Suggested time

3 hours

Enables students to:

explain how the robot interacts with its environment
design an algorithm to describe the sequence and decisions.

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Years 5–6 Artificial Intelligence explainers: Video 2: AI in our everyday life

Use this video to learn how a machine performs human-like behaviours such as recognising speech, text and images.

Requires

internet access
computer and interactive whiteboard to view as a class

Suggested time

30 minutes

Enables students to:

describe the role of Artificial Intelligence (AI) in automating tasks
describe the input-process-output of intelligent machines.

Artificial Intelligence Explainers: Video 2: AI in our everyday lifeImage

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Years 5–6 Home automation with AI

Use this lesson to explore the AI that could control a home automation system.

Suggested time

30 minutes

Enables students to:

describe how a virtual assistant interacts with its environment transmitting data
describe a home automation system using input-process-output.

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Resources to develop and consolidate learning

Years 5–6 Step counter

This tutorial guides students to code a micro:bit into a step counter to help track steps walked.

Requires

physical micro:bit
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

use an if/then statement to compare a variable to a value
create computer programs that use inputs and outputs on a controllable device.

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Years 5–6 Sphero: Catch me if you can

Students write a set of instructions to help a Sphero navigate its environment.

Requires

sphero robot
wi-fi access
tablet and app

Suggested time

2 hours

Enables students to:

use an if/then statement to compare a variable to a value
create computer programs that use inputs and outputs on a controllable device.

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Years 5–6 micro:bit crash course

Use the micro:bit simulator to explore what the micro:bit can do and create simple programs.

Requires

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

Suggested time

3 hours

Enables students to:

use an if/then statement to compare a variable to a value
create computer programs that use inputs and outputs on a controllable device.

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Resources to apply and extend learning

Years 5–6 Home automation programming

Incorporate binary into programming, switching appliances on and off.

Requires

computers. laptops or tablets
scratch 3.0 desktop version

Suggested time

2 hours

Enables students to:

create a program that turns switches on and off
include user input, branching, iteration and variables.

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Years 5–6 Fun projects with language translation

Explore automation using the context of chat bots and language translation.

Requires

computers. laptops or tablets
scratch 3.0 desktop version

Suggested time

2 hours

Enables students to:

create a program that responds to user input that includes branching, iteration and variables.

Fun projects with language translation Image

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Years 5–6 Automated soil moisture sensor

The soil moisture sensor project integrates science understanding and computational thinking to solve a problem about sustainable watering practices.

Requires

physical micro:bit
internet access
computers, laptops or tablets

Suggested time

2 hours

Enables students to:

collect data using a sensor
program coding software to automate a task.

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Years 5–6 digIT Robotics workbook

This lesson provides an introduction to coding MakerBots (mBots) using a block language. It provides introductory information about the robot's sensors, motors and microcontroller so students can control the mBot.

Requires

a robotic device such as mBot

Suggested time

2 hours

Enables students to:

use an if/them statement to compare a variable to a value
create computer programs that use inputs and outputs on a controllable device.

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Years 5–6 EV3 lessons

Lesson plans and projects for Lego Mindstorms EV3 Focus on lessons with sensors.

Requires

a robotic device such as Mindstorms EV3

Suggested time

2 hours

Enables students to:

use an if/then statement to compare a variable to a value
create computer programs that use inputs and outputs on a controllable device.

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Collaborative project

Overview

When collaborating safely online students need to treat others with respect, being aware of the impact of their online actions. They learn how effective communication contributes to a positive team environment. Collaborating on a digital project helps students develop essential project management skills such as setting goals, dividing tasks and meeting deadlines. Students use critical thinking to evaluate information online as they conduct research on their digital project, which also gives them opportunity to practise agreed online behaviours and protocols.

Achievement standards

Students select and use appropriate digital tools effectively to plan, create, locate and share content, and to collaborate, applying agreed conventions and behaviours. They identify their digital footprint and recognise its permanence.

Content descriptions

Collaborating and managing AC9TDI6P07, AC9TDI6P08

Privacy and security AC9TDI6P10

Related content and General Capabilities

Humanities and Social Sciences AC9HS5S02, AC9HS6S02

Health and Physical Education AC9HP6P08

This topic 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
efficiently plan tasks and collaborate online following agreed behaviours and protocols.

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 5-6

By the end of Year 6, students select and use appropriate digital tools effectively to plan, create, locate and share content, and to collaborate, applying agreed conventions and behaviours. They identify their digital footprint and recognise its permanence.

Assessment task

Use this Assessment task design by Qld teacher Samantha Ephraims, that guides students to discuss, research and develop an online safety narrative, suitable for use as an infographic. They select and use appropriate digital tools to plan, create, locate and share content, considering the permanency of their digital footprint. The assessment task includes a rubric and marking guide.

Rubrics

Use this rubric to assess students’ proficiency in:

digital tool selection
knowledge of agreed conventions and behaviours
collaborating and applying agreed conventions and behaviours
identifying their digital footprint and recognising its permanence.

Digital tool selection, digital citizenship, and content creation and collaboration

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Digital tool selection	with guidance, selects and uses digital tools for collaboration	selects and uses digital tools for collaboration, with occasional need for assistance	identifies and chooses suitable digital tools for tasks, considering the needs of the project and peers	independently selects suitable digital tools and effectively uses them, demonstrating a high level of competency
Knowledge of agreed conventions and behaviours	with guidance, identifies appropriate and potentially unsafe online behaviours	identifies appropriate and potentially unsafe online behaviours and describes a set of rules or instructions that will minimise the risk posed by unsafe online behaviours	contributes to, and describes, a co-created set of rules to stay safe online and minimise the risk posed by unsafe behaviours	actively contributes to, and describes, a co-created set of rules to stay safe online; describes ways to be safe online and identifies and gives reasons why this is important
Collaborating and applying agreed conventions and behaviours	with guidance, uses digital tools for content creation and collaboration	uses digital tools for content creation and collaboration, with occasional need for support, showing an awareness of behaviours and protocols	uses digital tools for content creation and collaborates online, following agreed behaviours and protocols	uses digital tools, demonstrating high-level content creation skills; consistently displays and promotes safe and respectful behaviours and protocols; evaluates the appropriateness of their behaviour and conduct online
Identifying their digital footprint and recognising its permanence	with guidance, describes a digital footprint	describes what online activities contribute to a digital footprint	describes what online activities contribute to a digital footprint and identifies their digital footprint	describes what online activities contribute to a digital footprint, identifies their digital footprint and explains its permanence

Unit sequence

This topic offers 2 sequential units

Unit 1

Establish protocols

Students discuss agreed behaviours and protocols for collaborating safely online and being aware of their digital footprint.

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Unit 2

Collaboration and project

Students use digital tools for collaborative work and task planning, and demonstrate agreed behaviours and protocols.

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Establish protocols

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.

Resources to include

Resources to introduce

Years 5–6 Online safety classroom agreement

Use this resource to co-create an online safety classroom agreement with your students that defines, highlights and encourages safe and respectful online behaviours.

Requires

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

Suggested time

1 hour

Enables students to:

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

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Years 5–6 What does being respectful and responsible online look like?

Use this resource to discuss protocols of online communication.

Requires

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

Suggested time

30 minutes

Enables students to:

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

What does being respectful and responsible online look like?Image

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Years 5–6 Online collaboration

Use this resource to discuss protocols of online communication.

Requires

internet access
teacher laptop connected to whiteboard to view resource as a class

Suggested time

30 minutes

Enables students to:

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

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Years 5–6 Play it safe and fair online

This video-based resource features three top Australian athletes who share their tips about how to play it safe and fair online.

Requires

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

Suggested time

7 minutes

Enables students to:

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

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Resources to develop and consolidate learning

Years 5–6 Privacy and security

This classroom activity is designed to empower students to protect their online privacy and personal information that identifies them. Students will learn about the skills required to create safer online environments.

Requires

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

Suggested time

1 hour

Enables students to:

describe ways to protect their personal information online
describe potential dangers while online.

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Years 5–6 What are digital footprints?

Use this resource to discuss dangers online and the trail they leave as they explore the internet.

Requires

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

Suggested time

30 minutes

Enables students to:

describe how their online activity leaves a trail (digital footprint)
describe ways to protect their personal information online
describe potential dangers while online.

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Years 5–6 Your digital footprint

Use this resource to help students learn about the similarities of staying safe in the real world and when online, and explore what information is appropriate to be put online to manage their digital footprint.

Requires

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

Suggested time

1 hour

Enables students to:

describe how their online activity leaves a trail (digital footprint)
describe ways to protect their personal information online
describe potential dangers while online.

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Years 5–6 Your online data

Use this resource to discuss the trail your digital footprint leaves as it becomes a record of your online explorations, preferences, habits and behaviour.

Requires

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

Suggested time

30 minutes

Enables students to:

describe how their online activity leaves a trail (digital footprint)
describe ways to protect their personal information online
describe potential dangers while online.

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Resources to apply and extend learning

Years 5–6 Cybersmart challenges

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

Requires

choose from a range of lessons
printable worksheets and slides

Suggested time

1-3 hours

Enables students to:

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

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Years 5–6 Be Deadly Online

Explores cyberbullying, sexting, digital reputation and respect for others. It includes lesson plans, short videos and posters created with First Nations peoples for their own community.

Requires

choose from a range of lessons
printable worksheets and slides

Suggested time

1-3 hours

Enables students to:

identify problematic situations that may impact their online safety of security
identify ways to stay safe online that protects First Nations peoples' identity, culture and connections.

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Years 5–6 Making good choices online

The presentation explores three different scenarios asking students to place themselves in the shoes of Tom’s character and decide what he should do in each online situation using the think, evaluate, choose (TEC) model.

Requires

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

Suggested time

1 hour

Enables students to:

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

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Collaboration and project

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.

Resources to include

Resources to introduce

Years 5–6 Search technologies

Use this resource to discuss search engine basics such as using key words and ranking. The resource contains a video that is not accessible in our region; however, a transcript is available.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

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

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Years 5–6 Fact or fake – is information on the web always reliable?

When locating information students need to be aware of whether a site is credible

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

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

Fact or fake – is information on the web always reliable?Image

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Years 5–6 Join a padlet

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

Requires

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

Suggested time

30 minutes

Enables students to:

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

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Years 5–6 Freeform for iPad

Use this brainstorming tool to set up class collaboration-focused activities

Requires

iPads
register for use (two-month free trial then requires a paid subscription)

Suggested time

1 hour

Enables students to:

share content and collaborate using agreed behaviours.

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Years 5–6 Collaborating using IT

Use this resource to discuss collaboration, what it is and the different ways we can collaborate to complete a task.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

describe ways to collaborate to complete a task
describe ways to collaborate online
describe ways to collaborate following agreed behaviours and protocols.

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Years 5–6 Digital learning selector

Use this resource to find out about, and select, relevant collaboration tools that meet the needs of your school, students and context.

Requires

gather necessary tools and access to digital platforms

Suggested time

30 minutes

Enables students to:

explore various digital tools for collaboration and sharing content.

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Years 5–6 Collaborate with Microsoft 365

Use this brief video (1 min 23 sec) to discuss how to share a document and ways to collaborate such as suggesting edits in an online document.

Requires

school version of Office 365
laptop, computer access with internet connectivity

Suggested time

1 minutes

Enables students to:

use the collaborative features of a collaborative tool to give feedback or co-author a document.

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Resources to develop and consolidate learning

Years 5–6 How to use Microsoft documents without an email

Use this resource to discuss how to share a document without the need for email (via a shared link).

Requires

school version of Office 365
laptop, computer access with internet connectivity

Suggested time

30 minutes

Enables students to:

use the collaborate features of a collaborative tool to give feedback or co-author a document.

How to use Microsoft documents without an emailImage

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Years 5–6 Collaborate on Word documents with real-time co-authoring

Use this resource for an overview of how to collaborate on a Word document.

Requires

school version of Office 365
laptop, computer access with internet connectivity

Suggested time

30 minutes

Enables students to:

use the collaborate features of a collaborative tool to give feedback or co-author a document.

Collaborate on Word documents with real-time co-authoringImage

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Years 5–6 Getting started with Google Classroom

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

Requires

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

Suggested time

30 minutes

Enables students to:

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

Getting started with Google ClassroomImage

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Years 5–6 Collaborating with Google Classroom

Use this resource to learn more about ways to support your students to collaborate online using agreed protocols. Refer to the ‘Praise, Question, Suggest’ Protocol document (Strategy Resources section).

Requires

printed worksheet 'Praise, Question, Suggest' Protocol
internet access
teacher laptop connected to whiteboard to view resource (includes video) as a class

Suggested time

1 hour

Enables students to:

provide and accept feedback following agreed behaviours and protocols.

Collaborating with Google ClassroomImage

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Resources to apply and extend learning

Years 5–6 Class blog

In this lesson sequence students investigate features of a good blog, focusing on such things as the concept, purpose, audience and critical features.

Requires

internet access
computers, laptops or tablets
access to suitable website creation software (if students create their own website)

Suggested time

2-3 hours

Enables students to:

know and understand how a website is used to provide content
describe how to navigate and use a website
describe the purpose of their website to share content with their potential audience
provide and accept feedback following agreed behaviours and protocols.

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Years 5–6 My digital portfolio

Students create their own website to record and present their learning. As part of the process, students respectfully and constructively comment on each other’s webpage.

Requires

internet access
computers, laptops or tablets
access to suitable website creation software (if students create their own website)

Suggested time

2-3 hours

Enables students to:

know and understand how a website is used to provide content
describe how to navigate and use a website
describe the purpose of their website to share content with their potential audience
provide and accept feedback following agreed behaviours and protocols.

Go to resource Resource details Close

Years 5–6 Share your Canva design and collaborate with anyone

Use this guide to show students how to collaborate with another student. They can share a link that lets other students edit their design.

Requires

register for a Canva education account
laptop, computer access with internet connectivity

Suggested time

30 minutes

Enables students to:

use the collaborate features of a collaborative tool to give feedback or co-author a document
provide and accept feedback following agreed behaviours and protocols.

Share your Canva design and collaborate with anyoneImage

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App design

Overview

This unit enables students to explore app design, through a process of problem definition, prototyping and evaluation. Students explore concepts of user interface design, design criteria and user stories. They use visual programs including variables, input and control structures to produce an app.

Achievement standards

By the end of Year 6 students develop and modify digital solutions, and define problems and evaluate solutions using user stories and design criteria. Students design algorithms involving complex branching and iteration and implement them as visual programs including variables.

Content descriptions

Investigating and defining AC9TDI6P01

Generating and designing AC9TDI6P02, AC9TDI6P03, AC9TDI6P04

Producing and implementing AC9TDI6P05

Evaluating AC9TDI6P06

Related content and General Capabilities

This topic enables students to

investigate and develop user stories to understand defined problems
use paper prototyping to explore app functionality and user experience
plan and design algorithms using wireframes and flowcharts
ideate a range of possible solutions using design criteria
develop and edit programs using a visual programming environment
evaluate and suggest modifications if design ideas do not satisfy design criteria and user stories.

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

Use this rubric to assess students’ proficiency in:

algorithm implementation
user interface design
algorithm design with branching and iteration
problem definition and solution evaluation.

Rubric: Algorithm implementation and design, User interface design, and Evaluation

	1 (limited)	2 (basic)	3 (proficient)	4 (advanced)
Algorithm implementation	shows some ability to implement algorithms as visual programs, with basic control structures, variables and input	implements algorithms involving control structures, variables and input, with occasional need for assistance	implements algorithms as visual programs, showing independent use of control structures, variables and input	implements algorithms independently, demonstrating ability to generate, modify, communicate and evaluate designs involving complex control structures, variables and input
User interface design	with guidance can design a user interface for a digital system, showing limited understanding of fundamental design principles	designs a user interface for a digital system with basic elements, with occasional need for support	designs a user interface, demonstrating an understanding of design principles and creating effective digital system interfaces	designs user interfaces incorporating innovative elements and showing a deep understanding of design principles for optimal user experience
Algorithm design with branching and iteration	with guidance can design algorithms involving multiple alternatives (branching) and iteration	designs algorithms with branching and iteration, with occasional need for assistance	designs algorithms involving multiple alternatives and iteration independently	designs complex algorithms, demonstrating creativity and efficiency in handling multiple alternatives through branching and iteration
Problem definition and solution evaluation	with guidance can define problems with design criteria and create user stories, showing limited understanding of the process	defines problems with given or co-developed design criteria and creates user stories, with occasional need for support	defines problems, co-develops design criteria, and creates comprehensive user stories, effectively guiding the development process	defines intricate problems, collaboratively develops design criteria, and creates detailed user stories; critically evaluates existing and student solutions against design criteria and broader community impact, showing a holistic understanding of the development process

Unit sequence

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

Unit 1

Investigating and defining problems

Students explore the fundamental skills of empathising and problem identification within the design thinking process.

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Unit 2

Generating design ideas

Students engage in activities that cultivate their ability to generate and modify designs, fostering creativity and adaptability.

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Unit 3

Creating and implementing algorithms

Students use visual programming languages or environments to depict the logical flow, control structures, variables and input interactions of a computer program.

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Unit 4

Evaluating

This final sequence guides students in evaluating solutions created by them against specific design criteria and user stories.

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Investigating and defining problems

What is this about?

This entails teaching students the fundamental skills of empathising and problem identification within the design thinking process. It emphasises two critical aspects: first, crafting user stories that narrate how users interact with a situation or task to identify problems, and second, identifying and developing design criteria that provide specific objectives and requirements for addressing problems. This educational objective is versatile, and equips students with the essential skills of problem-solving and effective communication within specified guidelines, a valuable skill set for diverse problem-solving scenarios.

Content description

Define problems with given or co-developed design criteria and by creating user stories AC9TDI6P01

This sequence enables students to:

empathise as part of the design thinking process
explore and develop user stories
consider and create design criteria.

Resources to include

Resources to introduce

Years 5–6 Introduction to apps

Use this lesson to introduce the concept of apps and explore what makes an app an app.

Requires

resources as provided on the code.org website

Suggested time

45 minutes

Enables students to:

identify the inputs, outputs and purpose of an app.

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Years 5–6 Empathy in UX design

Use this website to support students to empathise with the user as part of the first stage of the design thinking process.

Requires

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

Suggested time

45 minutes

Enables students to:

describe what it means to empathise within the design process.

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Years 5–6 Empathy map template

Use this worksheet to support students to empathise with the user as part of the first stage of the design thinking process.

Requires

printed worksheet (provided)

Suggested time

30 minutes

Enables students to:

describe what it means to empathise within the design process
use an empathy map to describe the needs of a user.

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Years 5–6 Step in – step out – step back

Use this visible thinking routine from Harvard’s Project Zero to further develop an understanding of the user.

Requires

view article

Suggested time

30 minutes

Enables students to:

use a thinking routine to understand the user, taking different perspectives into account.

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Years 5–6 Intro to user stories

View the video ‘How to write great user stories’ (2.5 min) and use this resource to support students to understand how to create user stories.

Requires

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

Suggested time

45 minutes

Enables students to:

describe elements of a user story
explain why a user story is an important part of the design process.

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Resources to develop and consolidate learning

Years 5–6 Circle of viewpoints

This thinking routine helps students see and explore multiple perspectives. It helps them understand that different people can have different kinds of connections to the same thing, and that these different connections influence what people see and think.

Requires

view article

Suggested time

30 minutes

Enables students to:

explore topics and ideas from multiple perspectives
use a thinking routine to understand the user, taking multiple perspectives into account.

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Years 5–6 Designing with empathy

Use this lesson to encourage students to think more broadly about what it means to consider the end user of a product before homing in on how it specifically applies to programming.

Requires

resources as provided on the code.org website

Suggested time

30 minutes

Enables students to:

critically evaluate an object for how well its design meets a given set of needs
identify empathy for the user as an important component of the design process.

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Years 5–6 Developing user stories

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

Requires

slides (PowerPoint)

Suggested time

1 hour

Enables students to:

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

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Years 5–6 Developing design criteria

Use this worksheet to help students review the user story and consider key functions within app design. Students can brainstorm and complete the sections to create their own design criteria.

Requires

printed worksheet

Suggested time

45 minutes

Enables students to:

develop their own design criteria based on user stories
consider key features of an app.

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Generating design ideas

What is this about?

Students engage in activities that cultivate their ability to generate and modify designs, fostering creativity and adaptability. Skills are honed through the integration of visual tools, ensuring effective demonstration of design concepts. Students focus on user interface (UI) design for digital systems by exploring ideas in the ideation phase of design thinking, and developing interactive prototyping. They are also introduced to algorithmic design and explore concepts including flowcharts, pseudocode, branching and iteration.

These components could converge in a project-based learning approach, where students apply their skills to an integrated project, demonstrating their proficiency in design thinking, UI design and algorithmic problem-solving. The learning sequence emphasises reflection and continuous improvement, fostering a culture of iteration and refinement in students' design and algorithmic choices.

Content descriptions

Design algorithms involving multiple alternatives (branching) and iteration AC9TDI6P02

Design a user interface for a digital system AC9TDI6P03

Generate, modify, communicate and evaluate designs AC9TDI6P04

This sequence enables students to:

ideate as part of the design thinking process
explore and develop algorithmic thinking
consider and design user interfaces for a particular user
undertake prototyping.

Resources to include

Resources to introduce

Years 5–6 Google UX design: the design thinking process

View this video to teach students about the ideation phase of the design thinking process.

Requires

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

Suggested time

33 minutes

Enables students to:

describe the basic concept of ideation as part of the design thinking process.

Google UX design: the design thinking process Image

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Years 5–6 How to pick colours for your design

View this video to give students an understanding of the use of colours as part of UI design.

Requires

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

Suggested time

4 minutes

Enables students to:

describe how to choose colours as part of UI design.

How to pick colours for your designImage

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Years 5–6 Wireframing

A wireframe is a sketch of a digital interface that details the key elements or skeleton of the design. View the video for an introduction to wireframes and how they are used in the UX design process. Use the text on the website as prompts for class discussions.

Requires

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

Suggested time

10 minutes

Enables students to:

describe the benefits of wireframing in UX design
describe ways in which wireframing is different from functional prototyping.

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Years 5–6 UI/UX design module

In this Grok course students will learn about UX and UI.

Requires

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

Suggested time

2 hours

Enables students to:

describe the basics of design
explain why we use prototyping with wireframes
apply design principles effectively.

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Resources to develop and consolidate learning

Years 5–6 Design an app

Use this lesson to help students to brainstorm ideas and start the process of app development.

Requires

resources as provided on the website

Suggested time

90 minutes

Enables students to:

brainstorm and choose a topic to develop into an app
create a UI based on a prototype
design the UI of an app
use feedback to help guide the design of an app.

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Years 5–6 Guide to paper prototyping

Use this website to help students understand paper prototyping and its relevance in the app design process.

Requires

internet access
computers, laptops or tablets

Suggested time

30 minutes

Enables students to:

develop ideas and understand UI design
describe elements that impact UX.

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Years 5–6 Paper prototyping

Use this website to guide creating paper prototypes and get tips on testing early designs.

Requires

internet access
computers, laptops or tablets
printed templates to create their prototype

Suggested time

2 hours

Enables students to:

develop ideas and understand UI design
describe elements that impact UX
create a paper prototype.

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Years 5–6 Mobile application design: paper prototype video

Use this video to illustrate designing and evaluating a paper prototype for an app.

Requires

paper

Suggested time

1 minute

Enables students to:

develop ideas and understand UI design
describe elements that impact UX.

Mobile application design: paper prototype videoImage

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Years 5–6 Apple App Design Workbook

Use this workbook to guide students through the design thinking process to develop their app ideas. Note: Many parts of the workbook can be used without the Swift Playgrounds elements.

Requires

Swift Playgrounds app (requires Apple device)
Keynote (or PowerPoint) for prototyping

Enables students to:

use the design thinking process to build and develop app design and basic programming concepts.

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Years 5–6 Using flowcharts to design algorithms

Use this lesson plan to introduce students to algorithmic thinking through flowcharts and to support students to begin to understand the complexity and sequential aspect of algorithms.

Requires

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

Suggested time

40 minutes

Enables students to:

build algorithmic thinking
design algorithms.

Using flowcharts to design algorithmsImage

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Years 5–6 Adobe Color

Students use the interactive colour wheel to experiment with and explore colour schemes as part of UI design, including: monochromatic (take one hue and create other elements from different shades and tints of it), analogous (colours beside each other on the colour wheel), complementary (opposite colours to maximise contrast), split complementary (colours from either side of the complementary colour pair to soften contrast) and triadic (three equidistant colours) colour harmonies.

Requires

internet access
computers, laptops or tablets

Suggested time

20 minutes

Enables students to:

make colour choices for UI design
describe why colour is an important part of design.

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Resources to apply and extend learning

Years 5–6 Keynote prototyping

Use this video (3.5 min) to teach students how to use Keynote for app prototyping. Keynote offers students a user-friendly platform to prototype app designs, focusing on UI and UX considerations. Students can visually represent different screens and interactions within an app, experimenting with layout, colour and interactive elements.

Requires

internet access
teacher laptop and interactive whiteboard to view video as a class
Apple device (iPad/Mac)

Suggested time

2–3 hours

Enables students to:

design UI prototypes
design UX prototypes
build interactive prototypes.

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Years 5–6 Google Slides prototyping

Use this video (6 min) to teach students how to use Google Slides for app prototyping. Google Slides offers students a user-friendly platform to prototype app designs, focusing on UI and UX considerations. Students can visually represent different screens and interactions within an app, experimenting with layout, colour and interactive elements.

Requires

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

Suggested time

2–3 hours

Enables students to:

design UI prototypes
design UX prototypes
build interactive prototypes.

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Years 5–6 PowerPoint prototyping

Use this video (4.5 min) to teach students how to use PowerPoint for app prototyping. PowerPoint offers students a user-friendly platform to prototype app designs, focusing on UI and UX considerations. Students can visually represent different screens and interactions within an app, experimenting with layout, colour and interactive elements.

Requires

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

Suggested time

2–3 hours

Enables students to:

design UI prototypes
design UX prototypes
build interactive prototypes.

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Years 5–6 Details Pro

Details Pro app is a more advanced prototyping tool with a feature-rich interface. Students can create detailed and interactive prototypes, incorporating intricate design elements such as navigation flows, animations and dynamic interactions. Details Pro facilitates a high-fidelity representation of app interfaces, allowing students to refine and test their designs more comprehensively.

Requires

Apple device (iPad/Mac)
computers, laptops or tablets

Suggested time

2+ hours

Enables students to:

design apps with SwiftUI without code.

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Creating and implementing algorithms

What is it about?

This involves using visual programming languages or environments to depict the logical flow, control structures, variables and input interactions of a computer program. By implementing control structures, such as loops and conditional statements, students gain a visual understanding of program logic. Working with variables, they learn to declare, assign and manipulate data placeholders. Students incorporate user input to help ensure that interactions within their visual programs can be effectively handled.

Content description

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

This sequence enables students to:

debug simple sequential and event-driven programs, employing the debugging process and identifying best practices
describe branching, including conditionals like if/else statements, and grasp iteration concepts related to loops
describe variables, their role within algorithms, and use appropriate vocabulary to describe variables, expressions and variable assignment
explore user input within visual programs, understand how it influences output, and practise code editing for varied outcomes
implement algorithms as visual programs, construct app designs, write programs with branching and iteration, and use control structures within visual programming to extend their programming knowledge and understanding.

Resources to include

Resources to introduce

Years 5–6 Debugging

This lesson introduces students to the concept of debugging. This emphasis on debugging enhances students' problem-solving skills and fosters a deeper understanding of programming principles.

Requires

resources as provided on the code.org website

Suggested time

45 minutes

Enables students to:

debug simple sequential and event-driven programs
use the debugging process and identify specific best practices for debugging programs.

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Years 5–6 Branching – Conditionals: If and If/Else Statements

This video is a valuable resource to help students grasp the concept of branching within visual programming. By incorporating the vocabulary of conditionals and if/else statements, the videos guide students through the intricacies of decision-making structures in coding.

Requires

internet access
teacher laptop and interactive whiteboard to view video as a class

Suggested time

10 minutes

Enables students to:

describe branching (conditionals: if and if/else statements)
identify or give an example of branching in a visual program.

Branching – Conditionals: If and If/Else Statements Image

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Years 5–6 Conditionals - Part 2 If/Else Statements

Requires

internet access
teacher laptop and interactive whiteboard to view video as a class

Suggested time

10 minutes

Enables students to:

describe branching (conditionals: if/else statements)
identify or give an example of branching in a visual program.

Conditionals - Part 2 If/Else StatementsImage

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Years 5–6 Iteration – Mark Zuckerberg explains loops

View this video to help students comprehend the concept of iteration within visual programming. The video uses the vocabulary of loops to explain how repetitive structures function in coding. In the Australian Curriculum, ‘iteration’ is used to describe repetition in programming that includes loops.

Requires

internet access
teacher laptop and interactive whiteboard to view video as a class

Suggested time

5 minutes

Enables students to:

describe iteration (loops) and how it is used in a visual program.

Iteration – Mark Zuckerberg explains loopsImage

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Years 5–6 Intro to variables

This video helps students understand the fundamental concept of variables within visual programming. A variable is a symbolic name for a storage location that holds a value, allowing for the manipulation and representation of data within a computer program.

Requires

internet access
teacher laptop and interactive whiteboard to view video as a class

Suggested time

5 minutes

Enables students to:

describe variables and how they are used in a visual program.

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Years 5–6 Variables: Explore

Use this lesson plan to facilitate a hands-on unplugged activity involving plastic bags and sticky notes. This enables students to construct a mental model illustrating how variables function in moving and storing information.

Requires

resources as provided on the code.org website

Suggested time

45 minutes

Enables students to:

understand how variables work within algorithms
use appropriate vocabulary to describe variables, expressions and variable assignment.

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Years 5–6 Text input/area demo

The App Lab program is an invaluable tool in guiding students through the process of learning how to program apps. Specifically, the program's demonstration of text input enhances students’ understanding of user input within visual programming. By showcasing how to incorporate and manipulate text through a visual interface, students gain practical insights into handling user interactions in their app designs. Students can edit and manipulate code to experiment with input and output.

Requires

internet access
computers, laptops or tablets
requires free registration App Lab.

Suggested time

30 minutes

Enables students to:

explore user input within visual programs
consider how user input is used to create output
practise editing code to get different outputs.

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Resources to develop and consolidate learning

Years 5–6 Scratch programming

Students can use Scratch to design and program apps using visual programming.

Requires

internet access
computers, laptops or tablets

Suggested time

45 minutes

Enables students to:

implement algorithms as visual programs
build simple app designs
write a visual program with branching and iteration
use control structures within visual programs.

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Years 5–6 Example Scratch app

(Prototype 2 app design) This is an example of what could be created by students. It could be introduced to students to remix and to investigate the programming blocks used in the program.

Requires

internet access
computers, laptops or tablets

Suggested time

1 hour

Enables students to:

implement algorithms as visual programs
build simple app designs
write a visual program with branching and iteration
use control structures within visual programs.

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Years 5–6 Thunkable

This platform provides an accessible entry point for students to learn various aspects of programming, UI design and app development. Thunkable lets users visually design app interfaces, encouraging an understanding of UI principles and design aesthetics. Students can experiment with real-time app development and test their creations on iOS and Android devices.

Requires

internet access
computers, laptops or tablets

Suggested time

2+ hours

Enables students to:

implement algorithms as visual programs
build simple app designs
write a visual program with branching and iteration
use control structures within visual programs.

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Years 5–6 MIT App Inventor

This platform uses a visual, block-based programming approach, allowing users to create Android applications without the need for extensive coding knowledge. The website provides many resources, including tutorials, forums and documentation, to support learners at every stage of their app development journey.

Requires

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

Suggested time

2+ hours

Enables students to:

implement algorithms as visual programs
build simple app designs
write a visual program with branching and iteration
use control structures within visual programs.

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Resources to apply and extend learning

Years 5–6 App Lab

This self-paced module introduces foundational concepts of computer programming, which unlocks the ability to make rich, interactive apps. This unit uses JavaScript as the programming language and App Lab as the programming environment to build apps, but the concepts learned in these lessons span all programming languages and tools.

Requires

internet access
computers, laptops or tablets
free registration App Lab

Suggested time

2 hours

Enables students to:

extend programming knowledge and understanding
implement algorithms as visual programs
build simple app designs
write a visual program with branching and iteration
use control structures within visual programs

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Years 5–6 Swift Playgrounds

This interactive learning environment, developed by Apple, introduces students to the Swift programming language in a user-friendly and engaging way. The platform enables students to seamlessly transition from learning the basics to designing and programming their apps. Swift Playgrounds serves as a dynamic and supportive space for students to explore their creativity and build essential programming skills.

Requires

downloaded App (requires Apple device)
internet access
computers, laptops or tablets

Enables students to:

extend programming knowledge and understanding
implement algorithms as visual programs
build simple app designs
write a visual program with branching and iteration
use control structures within visual programs

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Evaluating

What is it about?

Students are guided to evaluate solutions against specific design criteria and user stories. They assess how their solutions might affect or benefit the community at large. Design criteria are the predetermined standards or specifications that a solution must meet, ensuring its effectiveness and functionality. User stories give insights into the end users' needs, preferences and interactions with the solution. The process of evaluation helps students develop critical thinking skills, which help them ensure that their solutions align with established criteria, meet user requirements, and contribute positively to the wider community.

Content description

Evaluate existing and student solutions against the design criteria and user stories and their broader community impact AC9TDI6P06

This sequence enables students to:

understand effective testing and evaluation of app prototypes for usability and user experience
grasp the significance of the test phase in the design thinking process
systematically capture and analyse feedback
gather valuable feedback on effectiveness of solutions within projects
share results and insights of app designs with a broader audience
gain insights to refine and optimise user interfaces in line with design principles and design criteria.

Resources to include

Resources to introduce

Years 5–6 User testing

This website offers students valuable insights into user testing methods in the realm of UX design. It delves into the essential question of how to effectively test prototypes and introduces five prominent user testing techniques commonly employed by UX designers and design thinkers.

Requires

internet access

Suggested time

30 minutes

Enables students to:

gain insights into common user testing methods within the design thinking framework
understand how to effectively test and evaluate app prototypes for usability and UX.

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Years 5–6 Design thinking: test

Use this video to support students in their understanding of the test phase as part of the design thinking process.

Requires

internet access
teacher laptop and interactive whiteboard to view video as a class

Suggested time

5 minutes

Enables students to:

understand the test phase as part of the design thinking process.

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Resources to develop and consolidate learning

Years 5–6 Feedback capture grid

This tool helps students in testing ideas using prototypes. It provides a simple way to document test results. The tool is particularly valuable in assessing how effectively an idea addresses a previously identified user problem.

Requires

printed worksheet

Suggested time

45 minutes

Enables students to:

document and organise test results for app prototypes in a simplified format
assess app ideas
systematically capture and analyse feedback.

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Years 5–6 Ladder of Feedback

The Ladder of Feedback routine is a valuable tool for students seeking peer feedback on their app designs. It facilitates a structured approach to the feedback process by offering opportunities for clarity, identification of strengths and weaknesses, constructive exploration of concerns, and suggestions for improvement.

Requires

internet access
teacher laptop and interactive whiteboard to view resource as a class

Suggested time

45 minutes

Enables students to:

clarify their understanding of peers' perspectives on their app designs
identify and appreciate the positives and strengths in their app development work
engage in constructive exploration of weaknesses and areas of concern, while actively seeking and providing suggestions for improvement in a positive learning environment.

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Years 5–6 Solution Interview

Use this template to support students in testing their app designs, especially when working with prototypes. The main aim is to assess the viability and acceptance of the solutions developed within the project by the targeted users. On completion of the interview analysis, students can refine and optimise their app designs.

Requires

printed worksheet

Suggested time

45 minutes

Enables students to:

plan and conduct structured interviews to test their prototypes
gather feedback on the acceptance and effectiveness of their solutions
gain real-world insights into user perspectives, preferences and potential challenges.

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Resources to apply and extend learning

Years 5–6 Create a pitch

This template aids students in sharing the results and insights of their app designs at the end of an iteration or during regular intervals with users. It provides a simple and structured format, guiding students to address the most important questions related to their app development projects.

Requires

printed worksheet

Suggested time

1 hour

Enables students to:

effectively share the results and insights of their app designs
address key questions about their app development projects
discuss feedback received during pitch sessions and make refinements to their app.

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Years 5–6 App Showcase Guide

This Apple platform supports students in testing their app designs by providing a celebratory and collaborative environment that encourages them to make iterative improvements in their app designs, and gives them opportunity to showcase their problem-solving and coding skills. The guide offers resources and information to help teachers plan and prepare for a showcase event. It includes details on showcase formats, tips for inviting and preparing judges, and downloadable rubrics and certificates.

Requires

judges
printed certificates

Enables students to:

present and pitch their app designs to a panel of judges
celebrate their ingenuity and share their solutions with peers, families and the community
receive recognition and feedback during the showcase event.

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Years 5–6 Ten usability heuristics

This resource lists ten general principles for interaction design. They are called ‘heuristics’ because they are broad rules of thumb and not specific usability guidelines.

Requires

printed or digitally displayed infographic

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.

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Years 5–6 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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Scope and sequence (F–10)

Learning programs to support implementation

Select a topic across a two year cycle

Cycle one (Year 5)

Cycle two (Year 6)

Cycle one (Year 5)

Cycle two (Year 6)

Representing data in digital systems

Overview

Achievement standards

Australian Curriculum

This topic enables students to

Assessment View assessment advice

Achievement standards

Assessment tasks

Rubrics

Rubric: Data representation using binary numbers and whole numbers

Rubric: Data types and operations

Unit sequence

This topic offers 3 sequential units

Unit 1

Data representation using binary

Unit 2

Creativity with automated pixel art

Unit 3

Data types and operations

Data representation using binary

What is this about?

Content description

Resources to include

Resources to introduce

Binary representation activity

Colour by numbers – CS Unplugged

Binary Acknowledgement of Country

Squeezing pictures into less space

Years 5–6 Binary representation activity

Years 5–6 Colour by numbers – CS Unplugged

Years 5–6 Binary Acknowledgement of Country

Years 5–6 Squeezing pictures into less space

Resources to develop and consolidate learning

Pixel art to binary – 1 bit

Black and white pixelation tutorial

Representing images using binary: totems

Years 5–6 Pixel art to binary – 1 bit

Years 5–6 Black and white pixelation tutorial

Years 5–6 Representing images using binary: totems

Resources to extend and integrate learning

Hour of code: Virtual pet

Flashing emotions

Home automation programming

Years 5–6 Hour of code: Virtual pet

Years 5–6 Flashing emotions

Years 5–6 Home automation programming

Creativity with automated pixel art

What is this about?

Content descriptions

Resources to include

Resources to introduce

Pixel art series

Years 5–6 Pixel art series

Resources to develop and consolidate learning

Artist binary

Make art with Google sheet

Years 5–6 Artist binary

Years 5–6 Make art with Google sheet

Resources to apply and extend learning

AI and image recognition

Computers, art and pixels

Years 5–6 AI and image recognition

Years 5–6 Computers, art and pixels

Data types and operations

What is it about?

Content description

Resources to include

Resources to introduce

CS in algebra: data types

Unplugged: strings and numbers

Years 5–6 CS in algebra: data types

Years 5–6 Unplugged: strings and numbers

Resources to develop and consolidate learning