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.

Representing data in digital systemsImage

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.

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Unit 3

Data types and operations

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

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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

Resources to develop and consolidate learning

Resources to extend and integrate learning

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
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Resources to develop and consolidate learning

Resources to apply and extend learning

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

Resources to develop and consolidate learning

Resources to apply and extend learning

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.

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Unit 2

Connected via a network

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

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Unit 3

Using digital systems safely and securely

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

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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

Resources to develop and consolidate learning

Resources to extend and integrate learning

Difference between hardware and software
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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

Resources to develop and consolidate learning

Resources to apply and extend learning

Connectivity at home
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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

Resources to develop and consolidate learning

Resources to apply and extend learning

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.

Programming challengesImage

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.

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Unit 2

Branching and iteration

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

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Unit 3

Introducing variables

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

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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

Resources to develop and consolidate learning

Resources to extend and integrate learning

Eco-calculator
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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

Resources to develop and consolidate learning

Resources to apply and extend learning

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

Resources to develop and consolidate learning

Resources to apply and extend learning

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

Resources to develop and consolidate learning

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.

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Resources to introduce

Resources to develop and consolidate learning

Resources to extend and integrate learning

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

Resources to develop and consolidate learning

Resources to apply and extend learning

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

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Resources to develop and consolidate learning

Resources to apply and extend learning

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

Resources to develop and consolidate learning

Resources to apply and extend learning

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

Resources to develop and consolidate learning

Resources to apply and extend learning

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

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.

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

Designing solutions

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

Resources to develop and consolidate learning

Designing solutions

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

Resources to develop and consolidate learning

Resources to apply and extend learning

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

Resources to develop and consolidate learning

Resources to apply and extend learning

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.